COUFtSES OF STUDY FOR HIGH SCHOOLS 1926 v/' ') \ y THE LIBRARY OF THE UNIVERSITY OF NORTH CAROLINA THE COLLECTION OF NORTH CAROLINIANA PRESENTED BY Supt. of Public Instruction CP375.02 N87p3 1926 c. 2 Educational Publication No. 103 Division of School Inspection No. 27 COURSES OF STUDY for the HIGH SCHOOLS NORTH CAROLINA PUBLISHED BY THE STATE SUPERINTENDENT OF PUBLIC INSTRUCTION Raleigh, N. C. CONTENTS Page Preface 5 Introduction 7 English 9 The Social Sciences 48 Latin 81 Modern Languages 94 Mathematics ■. ..— 106 Science 115 Introduction « '. 115 General Science 122 Biology 130 Physics 141 Chemistry 147 Geography 155 Vocational Education 159 Home Economics 159 Agriculture 161 Trades and Industries 167 Industrial Art 171 Vocational Guidance - 180 Commercial Education 183 Music 186 Fine Arts 200 Index 204 Ob / PREFACE This Course of Study represents the work of a great many of the best high school principals and teachers and other workers in Education in the schools of the State. It is the most comprehensive bulletin which the Department has ever attempted on courses of study for the high schools of JSTorth Carolina. It is hoped and expected that this bulletin will be of practical assistance to every high school teacher who uses it. It will be observed that the arrangement of material is different from that in former bulletins. Curricula for the high school are not sug- gested. The bulletin HIGH SCHOOL EEORGAJSTIZATIOlSr, Edu- cational Publication No. 98, Division of School Inspection Ko. 24, indi- cates the curricula offered in three, four, five and six teacher schools. In connection with each course there is a suggested organization and a suggested daily schedule. High school principals who are not familiar with this bulletin should make request for a copy of it and each principal should follow it in the selection of a particular curriculum for his school and also for the organization. In the preparation of this bulletin contributions have been received from many persons and many sources. Acknowledgment is hereby made of the services rendered by the various committees appointed to work on the courses in the various high school subjects. The Committees are as follows : ENGLISH— H. Grady Owens, Chairman, High Point, N, C. Miss Edith Carroll, Burlington Miss Pearl Brinson, Sanford Miss Ruth Credle, Pantego Miss Madge Daniels, Kinston Miss Laura Tillett, Greensboro Miss Minnie Downs, Charlotte Miss Mary Wiley, Winston-Salem Mrs. W. L. Peace, Laurinburg Miss Ethel Thomas, Lenoir Mrs. C. S. Andrews, Raleigh Mrs. R. B. John, Fayetteville Miss Rennie Peele, Wilson Mrs. Harvey Boney, Rose Hill Miss Mariaddie Turner, Slalesville Miss Marguerite M. Herr, Durham Miss Grace Holton, Raleigh G. C. Davidson, Henderson HISTORY— Mrs. Mary P. Brantley, Chairman, Raleigh, N. C. J. P. SifEord, Albemarle Miss Marjorie Mendenhall, Roanoke P. C. Newton, Thomasville Rapids LATIN— A. B. Combs, Chairman, Elizabeth City, N. C. Mrs. Loula Murray, Washington Miss Susie G. Michaels, Durham C. Fred Jervis, Leicester Miss Cornelia Ferrell, Rocky • Miss Lucile Duncan, Hickory Mount Miss Pauline Edwards, Shelby W. R. Mills, Louisburg C. C. Russ, Cerro Gordo Miss Mary E. Latta, Oxford Miss Marie Dunlap, New Bern Miss Jane Summerell, Greensboro Miss Alliene Hicks, Lexington T. W. Valentine, HendersonvilFe Miss Iva Barden, Raleigh FINE ARTS — Miss Maky E. Flegal, Chairman, Durham, N. C. Mrs. Cora G. Plunkett, Durham Miss Mary A. Nash, Charlotte Miss Estelle MoCanless, Winston- Miss Kate Lewis, Greenville Salem Miss Alma M. Sparger, Charlotte INDUSTRIAL ARTS— Professob E. W. Boshaet, N. C. State College, Raleigh, N. C. COMMERCIAL EDUCATION— Miss Ethel M. Soixoway, Chairman, Durham, N. C. Miss Mary Thurman, Hickory Miss Edith Ford, Winston-Salem Mrs. Erma Johnston Drum, Shelby Miss Margaret Gettys, Mt. Holly Miss Hattie Campbell, Fayefteville Miss Ruth Chapman, Roanoke Miss Isabel Lacy, Moyock Rapids Miss Marion Mitchell, Tarboro Miss Willie R. Blackburn, Wil- mington MATHEMATICS— M. B. Dry, Chairman, Cary, N. C. Miss Cora D, Bagley, Jackson C. L. Green, Maxton Eugene Chesson, Chadbourn L. R. Maness, Elizabethtown C. B. Thomas, Clinton MODERN LANGUAGES— FRENCH: Professor Howard R. Huse, Univer- sity of North Carolina, Chapel Hill, N. C. SPANISH: Professor Sturgis E. Leavitt, Univer- sity of North Carolina, Chapel Hill, N. C; Pro- fessor Fred Fleagle, Davidson College, David- son, N. C; Miss Augustine LaRochelle, North Carolina College for Women, Greensboro, N. C. MUSIC — Miss Alice E. Bivens, Teachers College, Columbia University, New York City PHYSICAL EDUCATION— Professor J. F. Miller and Professor W. C. Parker, N. C. State College, Raleigh, have pre- . pared quite a comprehensive course in Physical Education, which, it is hoped, can be printed later as a separate bulletin. SCIENCE Committee and those collaborating in making the report — Mrs. B. W. Wells, Chairman, Raleigh, N. C. Mrs. J. C. Root, J. H. Williams, A. F. Roller, Raleigh; J. H. Roller, Cary; J. H. Knox, Miss Frances P. Summerell, Winston-Salem; Miss M. D. Wilke, J. B. Inge, S. M. Connor, A. H. Demaree, M. C. Jarvis, F. R. Nichols, M. Y. Lyda, Asheville; Miss Florence Slater, New York; Miss Marjorie Laylor; Dr. Z. P. Metcalf, Dr. E. E. Randolph, Dr. J. B. Derieux, Professor G. A. Bowden, Professor C. M. Heck, N. C. State College, Raleigh; T. B. Browne, J. B. Williamson, Raleigh; Dr. Otis W. Caldwell, Professor Thomas H. Briggs, New York; Mr. A. M. Woodside. August 23, 1926. Director Division of School Inspection. INTRODUCTION This is a revision and in part a reprint of a former manual and course of study for the high schools of North Carolina. The supply of the former publication has been exhausted for nearly a year. Since it was necessary to reprint this course of study, special effort has been made to bring it up-to-date and to make it as helpful as possible. In a recent bulletin (No. 98, High School Reorganization) we undertook to set up in outline our conception of the proper organization of the small high school. In that outline definite schedules for recitations are set forth to- gether with the distribution of the work among the teachers. The subjects to be taught are merely listed in order. In the present manual, each subject is taken up separately and treated rather fully In the light of its relations to all the other subjects and as a jus- tification of its place in the curriculum. The objectives inherent in each subject are brought out in some detail. Outlines of method are set forth and sources of material are given. A select bibliography accompanies the course in each subject. This manual is not intended to serve as a source book but as a guide to the young teacher who desires to increase her efficiency through a greater familiarity with the large body of information that relates to her teaching field. It merely undertakes to conserve her time and energy by directing her to the sources. It is rich in suggestions, but it carefully avoids any appearance of pre- scribing either what work shall be done or the manner in which the work shall be done. The expansion of the public high schools in the State makes necessary on the part of superintendents and principals a careful study of high school organization and administration, in order that the public funds may be expended in the most economical way, and in order that the greatest possible returns in education may be secured from this expenditure. It is hoped that this manual will aid the school officials in providing proDer high school facilites. Btate Superintendent Public Instruction. ENGLISH "English," as the most popular study in the high school curriculum is called, covers so wide a field that, taken in all its contacts and intentions, it may be regarded as an interpretation of our civilization. In the fine enthusi- asm aroused by so large a conception of the subject lurks a danger: the temptation to scatter our efforts in too extensive and in undirected endeavor. The uncertain aims and the diverse conditions of teaching English at the present time call for the making and carrying-out of a fairly definite program of aims and methods. A plan drawn to meet this demand should not be so unbending that it will mechanically bind the experienced and well-equipped teaoher; but it should be specific enough to give definite guidance to the less well-prepared teacher. I. AIMS OF TEACHING ENGLISH IN THE HIGH SCHOOL Though the aims of teaching the two large aspects of the subject are in part the same, it is convenient to separate literature and composition in the statement of the aims of teaching English in the high school. A. Literature Common honesty demands that we avoid platitudinous expressions of vague aims and exalted objects which we know are unattainable. With reasonable expectation of reaching our aims, we may express these important intentions in teaching English literature: providing a means of exercising the pupil's healthy emotions; improving the pupil's taste in reading; familiar- izing the pupil with a considerable body of the best literature as an ex- pression of ideals and traditions, and as an interpretation of problems of thinking and conduct that meet the individual in his daily life; and arousing in the pupil an admiration for good language and effective expression of ideas. B. Compositio'ii In the two forms of expression, written and oral composition, we should aim at developing in the pupil an ability to think clearly and honestly, and to express his thoughts correctly and effectively. Training in artistic forms of expression should be reserved for the additional instruction of the specially gifted. Both reading and writing should receive as much attention as a preparation for the higher enjoyment of life as a training for vocations or professions. Literature and composition should be stressed as a means of enjoying leisure earned through work. The average high school pupil is, perhaps, more defic- ient in this respect than he is in his knowledge of how to "make a living." Such pleasure is, in no sense, the same as idleness. Like all other educational processes — and every other worth-while thing in life — it requires the effort of understanding. The whole English course should demand Jrom the pupil sufficient honest effort and thoughtful preparation as to win and retain his respect for the subject and its teacher. 10 CouESES OF Study II. METHODS OF TEACHING ENGLISH IN THE HIGH SCHOOL Dividing the periods allotted to English into one or more for composition and one or more for literature each week is condemned. A solid month's Instruction or a full term's teaching should he given to literature, and a large group of time to continuous work in composition. Two-fifths of the school year should be devoted to literature; two-fifths to written composition; one-fifth to oral composition, A. Literature The history of literature should find but small place in the high school course of study. Histories of English and American literature, if used at all, should be used very sparingly, and largely as collateral reading. The bio- graphical plan of teaching literature is, also, unsatisfactory, for it tends to substitute the less essential facts of the author's life for the more important meaning of his writings. The primary intention of the teacher of literature should be to bring about an understanding on the part of the pupil of the piece of writing the pupil reads. The content of any piece of literature, both its intellectual and emotional content, must be grasped by the reader. A general impression of what a poem, a play, or a story has to say is of little lasting value. The goal of understanding is the author's meaning as a whole and in detail. Time and study must be given to learning the exact meaning and the suggestion of his words; to getting an understanding of the background of the composi- tion; to outlining the plan or the arrangement of the story or essay. But such details should be subordinated to the main purpose of making clear the author's large intention and the composition's meaning as a whole, especially in its relation to the important interests of life. No piece of literature should be looked upon as merely a group of problems in the meaning of words, as merely an historical document, or merely as material for exercises in out- lining. Literature should be so taught as to show its relations to important social, mental, and emotional interests of human life. Of the many important interests of human life toward which the teaching of literature should be directed, the following themes will serve to group the books generally read in the high school course in English: Romance and Adventure; Great Men; Great Ideals; Man and Nature; American Life and Ideals; Fancy and Imagi- nation; Humor. Below (pp. 10-14) are given some suggestions for directing the reading according to these interests. Under this scheme abundant opportunity is given for correlating the work in English with instruction in other subjects. Advantage of such contacts should be taken by every teacher of English. Contact with science comes easily through the Man and Nature group; history and civics are concerned with American Life and Ideals, and history, again, has a task closely related to the Great Men group. Opportunity is also furnished for relating much of the reading to com- munity life and the individual experiences of the pupils, especially in the way of sooializing the individual. Local and temporal interests should be established. The use of current literature, as it appears in books and repu- table magazines, is urgently recommended. Romance and Adventure The love of action and the spirit of adventure makes romance an appealing source from which to draw selections for reading and study in the early years of the high school. Emphasis should be laid upon the story for its own High Schools of Noeth Cakolina 11 sake. The teacher should, of course, know the source of the narrative and be thoroughly familiar with the story. The teacher must sometimes lead youthful curiosity by anecdotes about the author or the book, or by discus- sions of the background of the narrative. These ideals should be subordi- nated to the •aim of raising the pupils' sense of expectancy by directing their reading with three questions uppermost in their minds: Who are the actors? What do they do? Where are they acting? An introduction to a book may be made through silent reading in the classroom, the teacher being nearby to explain difficulties. Encourage rapid reading for a grasp of the story as a whole, and then return to a more careful second reading. Do not allow the reading to drag. For instance, "Ivanhoe" is likely to drag if as many as thirty recitations are given over to it. Twelve assignments should suffice. The ballad — romance in song — appeals to youthful interests through its presentation of primitive emotions and its communal expression. Pupils should be introduced to ballads in the making in order to show them the purpose and the method of composition of the unknown minstrels. Turn the class into a small community, met to entertain a wandering story-teller. Select the best reader or singer to chant or recite the verses which carry the story and let the other pupils carry the refrain. Follow this by calling for original tales or local stories or continuations of the ballads recited. Great Men; Great Ideals An interest in action naturally leads to an interest in those who perform them. The center of interest may be led from what men do to what men are. The epic is a good point of departure from the ballad or the tale of adventure (Ivanhoe or Kidnapped, for instance). The Odyssey and the Iliad cluster around a few semi-mortals who challenge the imagination by their devotion to race ideals. These great books of Greek civilization may be easily simplified and made real by organizing the class into groups to furnish information about the actors, both that which is revealed in the texts and that which may be gathered from other sources, and about their costumes, occupations, ceremonies, amusements, laws, and ideals. Visualize the action by calling a meeting of the heroes to discuss questions of conduct on some of the occasions that arise in the story, and to consider what these characters would do in the face of problems of conduct and belief today. Consideration of the lives of great men in literature should be guided by such questions as: How did his ideals affect his life? How far did he realize his ideals? What services did he render humanity? What have we to learn from his attitude toward life? The great Biblical narratives, told in a simple, straightforward diction, reveal inspiring devotion, powerful in life and in death. The Idylls of the King, symbolical of the triumph of the spiritual over the sensual, is a fine example of the success and the failure of great men. The deeds of King Arthur and his knights speak through the beauty of Tennyson's lines. As a basis for the appreciation of the times of Arthur, the reading of the Idylls should follow or go along with the study of chivalry in history classes. Good results in character judgment are likely to follow if each student be required to select a single character to follow throughout the narrative for all the evidence on which to base his decision. The study of character failures belongs to the later years of the high school. Such a study is often depressing to younger students, unless keen analysis makes the conclusions just. Some of the greatest characters in literature are, however, as judged from ordinary points of view, entire fail- ures: but they are persons who have striven mightily, but who, through 12 CouESES OF Study some small defect of a powerful nature, have gone down into defeat. Great emphasis should be given to making a distinction between this sort of char- acter and the utterly weak or thoroughly bad person, and to bringing out clearly the reality of the struggle and the pity of the failure. Do not try to judge unless you have thoroughly studied the situation and the character traits of the main persons in the narrative. American Life and Ideals Interest in race consciousness started in the earlier grades through the tales of adventure should be directed to a more mature consideration of the peculiar conditions of our own national life and beliefs. The adventure of American pioneer civilization, the wonder of our youth and strength, and the remarkable unity in the great variety of our life, are entrancing themes of interest told in some of our literature. Life and conditions of our early settlement — contact with the Indians in Cooper's narratives, which show primitive man in contact with a more advanced civilization; the vastness of our forests and plains, the intrepid romance of discovery of the westward pioneers in Parkman's Oregon Trail; early days in California in Bret Harte's short stories; the Puritan civilization of New England in Hawthorne's narra- tives; the golden age of Southern life in Thomas Nelson Page — this panorama of our civilization is pictured in our writings. A good knowledge of Ameri- can history, of our political, geographical, and social history, is required of the teacher; but Amercan literature should not be taught merely as history; rather the appealing imaginative aspects of it should be the aim of its study. Not all of the writings suggested can, perhaps, be read, but some choice should be made of writings that will represent all the important sides of our life. Thus we may understand ourselves better than we always do at the present time, and may move from the provincialism that makes so many of us think that "the other fellow" is peculiar or an object of suspicion. A truly national feeling may be arrived at by a close study of several local conditions. Not only should we learn through our literature how we came to be and how we are arranged on this continent, but we shall have a knowledge of what the Nation has thought about, of what ideals have stirred the national life, and of what enthusiasms have moved our most sensitive and most ex- pressive citizens. Whence have come our inheritance of ideals and institu- tions? Burke's Speech on Conciliation has its prime reason for inclusion in the reading list in its part-answer to this question. The political character- istics attributed to the Colonists by Burke should be analyzed in the light of ideals of the United States in its various periods, particularly of those that guided us in the World War. Expression of other elements of our inherit- ance should be found in the writings of later non-British immigrants. Our political principles — national and international — have been defined at differ- ent periods in Washington's, Webster's, Lincoln's, and Wilson's writings; and summaries of Democracy and Americanism are expressed in those of Grady, Roosevelt and others. The ideas, of course, are the main interest in such compositions; but they are themes worthy of the highest forms of expression, and they have been worthily treated. Man and Nature Man is considered in his social and national relations under the preceding topics. Man does not, however, live only with man, for his civilization has not released ■ him from his relation to animals, his helpers and companions of the out-of-doors. The primitive relationships of man and animals are High Schools op jSToeth Carolina 13 represented through the stirring stories in the Jungle Books. Tliis human- izing of animals appeals to the early high school years. In the reading of the Kipling stories there should, also, be brought out the conflict between the free life of the forest and the restricted toAvn-life; the life of the out-of-doors is, however, not without its own law; natural law exists in the jungle, too. The conflict between the brutal elements in wild life and the repressions acquired through civilization may be shown through reading Jack London's "Call of the Wild," in which the triumph of the primitive in the dog-hero is represented. A thrilling account of man's fight with the elemental in nature is given in David Crockett's '.'Autobiography." Fancy and Imagination In the literature of fancy and imagination is represented man's relation to the unknown. The material of this sort of literature is not fact or opinion, but fancy. The element of wonder in the human mind may be guided from its cruder forms in human adventure to the more picturesque and fanciful forms of it in the making of an imaginary world. This is the land of "A Mid-summer Nights Dream" and the country of the Forest of Arden in "As You Like It." It matters little where the imaginary scene is laid, but this newly created world of a writer must be made by him real and vivid and full of significance. In "The Ancient Mariner" the author's purpose, as it must be shown the pupils, was to make his supernatural world as real as the actual world. The pictures of this nonactual world are vividly painted, and the probability of their existence, it must be pointed out again, is made more appealing by the simple diction and the exquisite rhythm. It is in a study of literature of the imagination that the technique of poetry should be stressed. The names of the various schemes of versification used in English poetry are of no great importance, but the sound appeal of poetry, like the influence of music, is to be gained by repetition and practice. Poetry of this sort is composed to appeal through the ear rather than through the eye. The teacher should read simply and effectively a good deal of sound poetry to the class. For an excellent effect in transferring the listener from one scene to another and then back again, try Alfred Noyes' "The Barrel Organ," and for arousing a whimsical effect use the same author's "Forty Singing Seamen." It is here, too, that the matter of diction should receive attention. In poetry of a highly imaginative order the use of words to produce the illusion is carried far; in addition to their logical meanings (which is the primary concern we have with them in factual writing), there is the figurative, sug- gestive use of words, by which they are made to suggest much more than they actually say. This fine flavor of words, this response to the tunes that are possible in their arrangement, are the deepest elements in the genuine ap- preciation of literature. This, quite naturally, is the most difficult task of teaching literature. Appreciation defies analysis. It will always leave some cold. But it can be greatly encouraged by proper guidance on the part of one who himself has feeling for the higher reaches of human expression. Lyric poetry is the chief carrier of fancy and imagination. It is (usually) unconcerned with the objective elements of life, except as they are brought in to reflect a personal expression of the way they strike a sensitive person- ality. This subjective element — the emotions of hope, fear, disappointment, joy — is given such vivid expression (in "The Skylark," for instance) that the reader can momentarily make the mood his own and share the poet's more exalted expression of our own vague impulses. This is another, and one of the most important means of teaching literature. 14 Courses of Study HUMOE Expression of the healthy emotion of humor is widely distributed in writ- ing, and should be taken account of in the teaching of literature. The pure enjoyment of the emotion should be stressed. A sense of humor is almost universally distributed, although it frequently becomes dried up through nonuse or through an over-developed egoism. Such a valuable quality of liv- ing should be ministered to in school instruction, for in its developed form an appreciation of humor is frequently a saving grace, and it not infrequently serves as a safety-valve for the explosion of over-wrought feelings aroused under diflBcult or distressing circumstances. Instruction should, then, aim at training the natural sense of humor away from a satisfaction with the crude humor of the "slap-stick" farce, from the primitive response of laughing at some one (the "other fellow") when he falls down, and from pleasure in the cruelty of a practical joke. Continued indulgence in this kind of humor blunts the appreciation of the finer shades of the emotion. Instruction should begin with the simpler forms of humor, as the "mischief" of Mark Twain's boys, which is always obvious and some- times rough, through Uncle Remus' delightful but not subtle tales, through the boisterous anecdotes of 0. Henry, through the quaint and whimsical absurdities of Mrs. Wiggs, on to the refined thrusts of The Rivals. Speci- mens of these and other grades of humor should be exhibited to the pupils, with the characteristics of each class pointed out and the bases of the humor- ous appeal accounted for. Here it should be noted, for example, that a ridicu- lous representation of a behavior natural to a particular age is usually not appealing in its humor to a reader of that age, as Tarkington's "Seventeen," for instance, with all its delight for grown-ups, is generally not considered funny by pupils of seventeen, to whom being seventeen is too serious a busi- ness to be laughed at. The elements that make situations facetious should be analyzed in detail. Such situations are usually brought about through a misfit between what actually appears and what has been expected; something — a person, his drc^.s, his actions, his words — is out of keeping with the normal and the expected and hence appears absurd, in various degrees and forms of absurdity. When the difference is made to appear between boast and action, between practice and performance, there frequently is thereby suggested some useful criticism of accepted social practices or of the weakness of human nature. This is, in its highest forms, deftly hidden in the obvious humor. The ideas thus sug- gested may be more effectively expressed than if they were more bluntly stated. This use is the highest function of comedy. B. Composition The proficiency in the use of language to which high school pupils should be brought is definitely set forth in a statement of the Minimum Essentials in English Composition, adopted by the North Carolina Council of English Teachers at Greensboro, on March 18, 1922. It will be impossible to arrive at the goal set by this standard without affording pupils constant practice in writing and supervised talking. The nature of a composition exercise is not of so great importance as is its frequency. Habituation to the formal pro- cesses of expression is necessary for confidence in the use of language. Little will be availed if the teacher requires only a slight effort at writing every two or three weeks. Little will be availed if the written work of the pupil is not criticised promptly and given to the writer for a prompt correction of High Schools of Noeth Carolina 15 his errors. In the case of teachers who must handle the English instruction of a large number of pupils this task is frequently a heavy burden. But what is worth doing at all is worth doing well. In no other subject does individual instruction count for more than it does in composition. Frequent out-of-class conferences should be held with pupils in regard to their work in composition. As far as possible, an actual purpose should be found, or an object assumed, for the pupil's writing a composition. Themes should not be merely things that have to be written. Interest in the subject-matter and a desire for expression must be aroused. Much of the writing should take the form of the various channels of expression the pupils will be called upon to use in their life experiences: letters (business and personal), reports, announcements, resolutions, advertisements, and the like. Opportunity should, of course, be given for imaginative expression through writing sketches, short stories, arguments, and— if the abilities and the tastes of the class warrant such assignments— poems and plays. For the average student an expository sub- ject will serve best. In oral composition the teacher should strive so to train the pupils that they wiU be able to read unhesitatingly a page of prose of no unusual difficulty, to summarize its thought in their own words, to talk unhaltingly at least for five minutes from an outline, with a distinct articulation and in a pleasing tone of voice. Needless to say, the example of the teacher will count for much in teaching composition. The teacher should write and speak correct and effective English. in. OEAL COMPOSITION A. Objectives 1. To improve speech habits: a. In pronounciation. b. In enunciation. c. In grammar. d. In diction. 2. To teach the courtesies of social conversation, telephoning, and business interviews. 3. To develop ability: a. To answer questions definitely, clearly, and in complete sentences. b. To collect and organize material for a speech. c. To speak to and not at an audience. d. To present a talk with ease and confidence. e. To listen attentively and courteously to a speaker, and to judge a speech that is within the student's comprehension. f. To read aloud clearly, accurately, and with some appreciation of the author's thought and feeling. g. To preside over a meeting with ease and dignity, h. To participate in informal discussion with proper courtesy and in complete sentences. 4. To cultivate a spirit of fairness and of cooperative effort in the conduct of class criticisms of oral themes. 16 CouESEs OF Study B. Methods For improvement of speech habits the best method is drill. Drills in enunciation, pronunciation, grammar, and diction must be adapted both in content and in distribution of time to the needs of a particular community. A few minutes' daily practice, however, in specific speech drills designed to Gure the most obvious defects will not be amiss for any class of first year students. Any drills in pronunciation and enunication may well be carried through all four years of the course. Such drills are provided in most of the newer texts in oral English. Students may be provided with mimeo- graphed copies of these for their notebooks. Changes in these drills may be made to suit particular community needs or to meet the changing needs of any particular class. For teaching the courtesies of social conversation, telephoning, and busi- ness interviews group assignments of various kinds are suitable. These may take the form of dramatizations of social visits and of business inter- views; of demonstrations of how those things are correctly and incorrectly done; of informal discussions of good conversationalists, typical conversa- tional bores, rudeness over the telephone, telephone courtesies, and the like, each member of certain groups being assigned definite responsibility in the discussion. Pupils may be taught to answer questions definitely by making every question-and-answer recitation a lesson in oral English. The teacher may secure definite answers to questions by accepting no other kind. Practice is the only method of learning how to collect and organize material for a talk. Even first year students should be taught to avoid taking notes on book material in the exact words of the writer or to give credit for material quoted verbatim. The same methods of careful provision and assignment apply here as in written composition. Some types of assign- ment for the development of the sort of ability are these: Reports on assigned topics in newspapers and magazines, debates, demonstrations, des- criptions, stories, reports on supplementary reading, speeches for occasions, reports on personal observations and investigations, character sketches, and biographies. A good way to secure preparation in oral English is to require students to hand in an outline for each original talk. A convenient form in which to require the outline is to have it written on a 3 x 5 library card. Incidentally, the back of the card may be used for the teacher's criticisms. Returned card outlines afford the student an easy method of keeping a record of speech errors and thus of noting improvement from time to time. It is usually the memorized speech that is spoken at instead of to the audience. For this reason the instructor in oral English should discourage rote work. Instead of writing a speech the student should be taught to think tJirougJi his outline topic by topic until he has clearly in mind what he wants to say. The next step is to practice the whole speech aloud several times, not being discouraged if he does not use the same words every time. Practice becomes more effective if the student delivers his speech to an imaginary audience. Ease and confidence in speaking come from regular and purposeful practice of the sort described in the preceding paragraph. Careful motiva- tion is a reliable means for securing practice. Mr. C. H. Word gives some interesting suggestions on how to motivate oral composition: "Use your- self as a terrible example of an educated person who never had the advantage of oral composition when he went to school. Tell them how some English High Schools of N"orth Carolina 17 teachers cannot trust themselves to speak oral compositions to a friendly- convention of colleagues but have to read a paper, and how this paper trembles. . . . Let the class understand that oral composition is the most direct approach a school can make to the needs of real life." Business and professional men and women of the community will be glad to supple- ment this material by experiences of their own given in chapel talks or presented in the form of letters to special classes written at the request of the instructor. Besides practice in oral composition of the types already mentioned, delivery of memory selections, oral interpretations of literary selections, and dramatization of original or selected scenes help the students to acquire ease of manner. The value of listening may be brought to the attention of the class in ways similar to those described above; that is, by giving examples of how it pays to learn to listen well. Pupils will supplement from their own experiences the illustrations given by the teacher. "When and How It Pays to Listen" or "The Cultivation of Exact Listening" may be made the topic of an individual assignment in oral composition, the informal discussion of which may bring out many advantages of becoming a good listener. To test the listening ability of a class the teacher may assign talks, the main outlines of which their classmates will be asked to reproduce. The example of the instructor is- the best way to teach pupils to listen courteously. During an oral theme exercise the teacher should sit in the back of the room among the students and show to the speaker all the consideration that he wishes the class to show. To the student on his feet before the audience such an attitude on the part of the instructor will make a profounder impression than a forty-minute lecture on the subject. Some- times at the close of the class criticism of oral themes, it may be well for the teacher to suggest that the chairman call on the speakers for criticisms of the audience. Setting up of standards is necessary before judgment can be of value. It is well to have the students set up standards for themselves under the guidance of the teacher. These standards may take the form of questions which the student should ask himself in judging a speech. The following set of questions may serve as an example: 1. Did the speaker establish intimate contact with the audience? 2. "Was his position good, his posture erect and composed? 3. Was his subject matter interesting and definitely planned? Did his composition have a goal? 4. Could he be heard easily? 5. Was his voice clear and pleasant? 6. Did his sentences have any variety of structure? 7. Were his words well chosen? 8. Was his English correct? A selection cannot be read properly until it is understood. To secure adequate preparation of an assignment in oral interpretation of a selection have pupils hand in analysis of assigned selections. Such an analysis should give the theme of the selection and the author's plan for developing the theme. If the selection is a poem, the student should be asked to copy the selection in order to indicate the proper phrasing and emphasis. To indicate pauses he should insert vertical bars. To indicate emphasis he should underscore words or groups of words. If the selection contains unfamiliar words, the student should list these, divide them in syllables, indicate the pronounciation by diacritical works, and give the dictionary meaning which best suits the word as used in the selection. 2 18 CouESES OF Study Each student should at least once a year be asked to take charge of a lesson or to act as chairman of a program of oral themes. He should be made to feel responsible for the success of the program as a whole and should conduct the discussions as well as announce the numbers. He should be rated on his success in conducting the exercise and his rating be counted in estimating his grade for the month. One way of encouraging participation in informal discussion, including criticisms of talks, is to rate the chairman on success in eliciting discussion from the class. Such a device will put the chairman on his mettle and will also arouse the loyalty of his classmates. Feeling responsible for a class- mate's grade (or more selfishly fearing for his own when his turn comes), each student will develop a conscience for contributing his share to class discussions. The attitude and personality of the teacher constitute the chief means for cultivating a spirit of fairness and of cooperative effort in conducting class criticisms. It is believed, however, that each of the methods described above may contribute to the attainment of this final objective in oral composition. C. Nnmber and Distribution of Themes At least one-fifth of the year's work should be devoted to oral composition exclusive of informal discussions and answers to questions not directly related to oral theme assignments. This means an average of one class period a week. Though the manner of distribution of time should be left to the individual teacher, some definite plan of distribution is advisable. For instance, one day in every five or two consecutive days in every ten may be called "oral theme" days and the rest of the work be made to conform to this schedule. The last (or the first) eight minutes of every class period or the last (or the first) fifteen minutes of every class period during the first (or second) semester may be devoted to oral composition. In each month's lesson plans 160 minutes distributed according to the general purpose of the month's work may be assigned to oral composition. The whole year's work in oral English may be given in 36 consecutive days. The important thing is to have a definite schedule and to adhere to it. From year to year the length of themes should increase and their number decrease. By the end of the first year a student should be able to hold the floor for at least two minutes. By the end of the fourth year he should be able to speak for ten or fifteen minutes. This does not mean that all assign- ments for a given year should be that long or even average that length. For classes of average size, allowing a fair amount of time for criticism, drill, and class discussion, the following distribution will take up the allotted one-fifth of the year's work: For the first year twenty themes averaging one and a half minutes in length. For the second year fifteen themes averaging two and a half minutes in length. For the third year twelve themes averaging three and a half minutes in length. For the fourth year nine themes averaging five minutes in length. High Schools of Nokth Carolina 19 D. Miuimnm Essentials FiKST Yeak To pass from grade VIII a pupil should as a matter of habit be able— 1. To pronounce these words correctly: asked, catch, get, going (es- pecially with I'm), just, was. 2. To eliminate such grossly illiterate forms as hisself, hadn't ought, aint got, look with direct object, where in such expressions as "the book where she gave me" and "I don't know where I'm going or not." 3. To make correct use of the grammatical forms required for written composition. 4. To make complete sentences and show by a falling inflection that the end of the sentence has been reached. 5. To have his composition follow a definite plan and "close with some- thing that sounds like a close." Second Yeae To pass from Grade IX a pupil should as a matter of habit — 1. Continue to meet the requirements of grade VIII. 2. Pronounce these words correctly: address, apricot, bade, boquet, cement, coupon, depot, duty, generally, often, ^mischievous, real, rinse, roof, something . 3. Eliminate excessive use of and, so, and but. 4. Eliminate transfer noises while passing from one sentence to the next. 5. Make correct use of the grammatical forms required for written composition. Tried Year To pass from grade X a pupil should as a matter of habit— 1. Continue to meet the requirements of grades VIII and IX. 2. Pronounce these words correctly: Aeroplane, apparatus, automobile, finance, forehead, government, gratis, grimace, henious, library, prespiration, perform, pretty, recognize, statistics, surprise. 3. Make use of the grammatical forms required for written composition. 4. Eliminate awkwardness and restlessness of posture. 5. Eliminate repetition of words and phrases. 6. Establish real contact with his audience. FOUETH YeIAR With the work of the previous grades actually accomplished the senior year should be left free for removing the deficiencies of individual pupils and rounding out any well begun plan of the individual teacher. During the last year the teacher will do well to aim at developing style in oral composition. Students may now be taught to begin spoken sentences with phrases, participles or adverb clauses; to use sentences of different length and structure; to indicate paragraphs by transitional words or phrases; and to close with a certain sense of climax. Help for the teacher can be found in the following books: Lewis — American Speech (Scott, Foresman Co.). McCullough and Birmingham — Correcting Speech Defects and Foreign Accents (Scribners). Birmingham and Krapp — First Lessons in Speech Improvements (Scribners). Patterson — How to Speak (Little Brown). Shaw — Art of Debate (Allyn and Bacon). Pelsma — Essentials of Speech (Crowell). 20 CouESEs OF Study IV. WRITTEJf COMPOSITION The general aim of the course in written composition is to teach effective, accurate English and to provide the kind of drill that will make its use habitual. One principle is emphasized in a grade, but each teacher should look forward to the end and should employ every method to make these objectives possible. For example, an eighth grade pupil must work for interest, planning, accuracy, and ease while he is emphasizing unity. An eleventh grade pupil must work for unity, interest, and planning while he is emphasizing accuracy and ease. No one grade can hope to attain perfec- tion in any one of these objectives. However, the degree of unity, interest, planning, accuracy, and ease obtained by any group will be determined by the fact that eighth grade teachers and students attack the course as a whole and by the fact that ninth, tenth, and eleventh grade teachers and students are willing to "carry on" with untiring zeal. The following outline indicates the gradual definite development of the aims of the course: Grade Eight — Unity: Term One— Senterce Unity. Term Two — Paragraph Unity. 1. Topic Sentence. 2. Proper Sequence. 3. Summary Sentence (if necessary). Grade Nine — Interest: Term One — Variety of Sentence Structure. 1. Variety in Form. 2. Variety in Meaning. Term Two — Variety in Paragraph. 1. Developed by Detail. 2. Developed by Illustration. 3. Developed by Comparison. Grade Ten — Planning the Composition: Term One — Outlines. Term Two — ^Choice of Words. Grade Eleven — ^Accuracy and Ease: Term One — Accuracy and Ease in Mechanics. Term Two — Accuracy and Ease in Writing Different Types of Com- position. FIRST YEAR I. Ai7ns : A. To make sentence unity a habit. B. To work for paragraph unity. C. To show the value of the topic sentence, the sequence of ideas, the summary sentence. D. To obtain correct form. II. Activities : A. Constant paragraph writing: (1) exposition, (2) narration, (3) description, (4) exposition. B. Simple outlines from history and outside reading. C. Short themes developed from simple outlines. High Schools of North Carolina 21 D. Reports based upon school activities. E. Short biographies, real or imaginary. F. Letter writing — simple forms of social and business letters (order, complaint, request, application). G. Written comments on parallel reading. Extend such comments to two paragraphs. The first paragraph should give a synopsis of the story; the second, the pupil's opinion. H. Dictation of well-constructed paragraphs in which the pupil may detect unity. Term One Technical Details: A. Habits of form: 1. Write title on first line. Capitalize the first word and all other words of titles, except articles, prepositions, and conjunctions. Begin composition on the second line below the title. Leave a margin of one inch at the left. Indent paragraph one inch. Break words at the end of the line between syllables. Number pages. 8. • Write legibly and neatly. 9. In order to make correct spacing and punctuation in letter writing a habit, one form should be adopted and followed without variation. All forms should be discussed. B. As an aid to the development of sentence sense, drill constantly on recognition of parts of speech, of subject, and of predicate. C. Drill on the following troublesome verbs: see, go, do, lie, sit, know, write, eat, take, draw, ought, give, ring. D. Drill on "One Hundred Demons": always coming heard raise though among cough hear read through again don't here straight they any does instead sugar tonight ache done just shoes truly answer dear knew says very been doctor know said used business every laid should which built easy lose since where believes early loose soon women busy enough seems many write beginning friend meant separate writing blue February making their wood buy forty minute there Wednesday break grammar Tuesday much wear can't guess two none whether country hoarse too often whole could half trouble once would color having piece tear wrote choose hour ready tired weak E. Frequent dictation to render the following punctuation habitual: 1. Yes and no in sentences; nouns of address; words in a se- ries; dates; addresses; appositives. 22 Courses of Study 2. Period; question mark. 3. Apostrophe. II. Results Desired: A. To present papers in proper form. B. To write a simple informal letter, observing the accepted form without misspelling familiar words, and without mistakes in punctuation required. C. To write a business letter correct in form. D. To write a paragraph on a given subject without straying from the subject. Such a paragraph should be without errors in spelling and in punctuation that have been stressed this term. E. To write the main thought of a passage from literature suitable for this grade. F. To present evidence of a well-kept notebook. This notebook at the close of the term should contain the following work, or work that the teacher endorses as equal to the following: Nine themes — 1. Two short narratives — two themes. 2. Two short expositions— two themes. 3. Letters. a. Friendship — one theme. b. Three informal notes — one theme. 4. Biography — one theme. 5. Reproduction of appreciation of poetry or prose; this may be parallel reading — one theme. 6. Dictation — one exercise per week — one theme. Term Two I. Technical Details: A. Drill on technical details found in term one. B. Drill on the following troublesome verbs: sing, break, come, throin. rvn. doesn't., hrinci. drive, drink, ride, grow, tear, begin. C. Build complex and compound sentences. D. Frequent dictation to render the following punctuation habitual: 1. Comma after an adverbial clause used at the beginning of a sentence. 2. A comma before and, but, or, for when used to join two statements. 3. Undivided quotations; divided quotations. C Drill on "One Hundred Demons" if necessary, and on Buckingham Extension of Ayres scale. II. Results Desired: A. To write a paragraph containing a topic sentence, a proper se- quence of ideas, a summary sentence. There should be no mis- takes in spelling and in punctuation that have been stressed. B. To write a business letter (order, inquiry, complaint) with no mistakes in form, in punctuation, and in spelling that have been stressed. C. To present evidence of this in a well-kept notebook. This note- book at the close of the term should contain the following themes or work that the teacher endorses as equal to the following: High Schools of North Caeolina 23 Type of TTieme Number of Themes Short descriptions of objects, persons or scenes.—Three Business letters — three letters One Telegrams — series of three - One Night letters — two _ One Reproduction of poetry or prose One Biography One Dictation — one exercise per week One Literatnre The reading in the first high school year should he selected from the fol- lowing list. At least four of the books should be assigned for home or library reading. The school library should have on its shelves the books in the reading list and, whenever possible, in more than one copy. The teacher should, of course, put well-chosen additional books for supplementary reading on the library shelves. A minimum number of hours of reading every week should be required, and pupils should be encouraged to read more than the minimum requirement; many pupils will do this if they are allowed access to a "browsing" shelf that holds these extra books. For careful classroom study as many books should be chosen as the time allows. Romance and Adventure: Stevenson's Treasure Island (C.E.)*; Scott's iTanhoe (C.E.)*; Lady of the Lake (C.E.)*; Swift's Gulliver's Travels (Voyages to Lilliput and Brobdingnag) ; Defoe's Robinson Crusoe; Irving's Sketch Book (selections) (C.E.)*; Browning's How They Brought the Good News from Ghent to Aix; Incident of the French Camp; Herve Riel (C.E.)*; Tales of Knightly Adventure; Lowell's The Vision of Sir Launfal. Great Men; Great Ideals: Mabie's Heroes Every Child Should Know; Hawthorne's Great Stone Face; Julius Caesar (C.E.)*. Man and Kutwe: Kipling's Jungle Book (I and II); London's Call of the Wild. Humor: Mark Twain's Tom Sawyer, Huckleberry Finn. SECOND YEAR I. Aims: 1. To teach the student to add interest to his composition by secur- ing variety of sentence structure. 2. To help the student understand variety of paragraph structure. 3. To help him enlarge his vocabulary that he may have a greater choice of words. (Suggestion: Continued stress on unity. Activities should be selected that will help the teacher show how variety is gained). II. Activities: 1. Short biographies of characters in fiction, history, art, and science. These can easily be group projects. 2. Brief descriptions of persons, places and objects. (See tenth grade activities for instructions). 3. Reports based on outside reading, history, school activities. Re- ports should consist of two paragraphs. The first may contain a brief synopsis; the second, a personal opinion. This form of writing helps other objectives — definiteness, accuracy, grasp of idea. *N0TE. "O. E." indicates that books so marked may be submitted for college eatrance credit. 24 CouESES OF Study 4. Reports on individual interest. 5. Friendly letters describing persons, places, and objects. 6. Business letters — order, explaining delay, apologizing for error, giving instructions. 7. Advertisements and telegrams — test sense of essential detail, ac- curacy, and power of appeal. Term One I. Technical Details: 1. Write compound, complex, declarative, interrogative, and impera- tive sentences. 2. Work on loose and periodic sentences. 3. Study subordinate clauses. 4. Do not write parts of a sentence for a whole sentence. 5. Do not use run-on sentences. 6. Do not string sentences together with ancl's, hut's, then's. 7. Do not put an additional negative word in a negative sentence. (Watch themes for the last four errors). 8. Drill on punctuation and on troublesome verbs emphasized in eighth grade. 9. Drill on ninth grade list of words in "Buckingham Extension of Ayres Word List." (Copies of the scale may be obtained from the Public School Publishing Company, Bloomington, Illinois). II. Results Desired: 1. Write a paragraph that has a topic sentence, a secLuence of ideas, and a variety of sentence structure. Paragraph should show that the student has made use of drills in punctuation and in spelling. 2. Evidence of ability to grasp thought from reading and to convey the idea in paragraphs containing unity, coherence, and variety. 3. Ability to use the principles of unity, coherence, and variety in letter writing. 4. Ability to present a well-kept notebook. This notebook at the close of the term should include the following work, or work that the teacher endorses as equal to the following: Tyi^e of Theme Numher of Themes. Three themes showing variety of type (150-300 words). ...Three Three business letters One One friendly letter One Biography One Reproduction (poetry or prose) One Report on parallel reading One Dictation (four well-selected paragraphs) One Term Two T. Technical Details: 1. Work on the development of themes by detail, by illustration, by comparison. (Suggestions may be found in "New Practical English for Schools," Lewis and Hosic, Chapter II; "English for Immediate Use," Law, Chapter XX; "Composition and Rhetoric," Tanner, Chapter VII). 2. Use drills mentioned in term one. 3. Write sentences containing the infinitive and the participle. High Schools of !N'oeth Carolina 25 4. Encourage discriminate use of coordinate and subordinate con- junction. 5. Be vigilant in following up previous work in punctuation. 6. Drill on the punctuation of non-restrictive elements. 7. Teach the comma with participle groups. a. If the participle group comes at the first of a sentence, not used as the subject, place a comma after the phrase. h. If the group comes after the word it modifies, use a co]nma. c. If the group comes directly after the word it modifies and sounds like an explanation, use the comma. TI. Results Desired: 1. To write a theme or letter in which is found a clear understand- ing of the following principles: a. Sentence unity. b. Paragraph unity. c. Variety of sentence structure. 2. To be able to develop a paragraph by at least three methods. 3. To present evidence of the above requirements in a well-kept notebook. This notebook should contain the following work, or work that the teacher endorses as equal to the following: Type of Theme NumJjer of Themes. Variety of type and development Three Three business letters One One friendly letter One Biography One Reproduction (poetry or prose) One Report and appreciation of parallel reading One Dictation (four well-chosen paragraphs) One Literature The reading in the second high school year should be selected from the following books. At least five of the books should be assigned for home or library reading. As many should be chosen for careful classroom study as the time allows. Romance and Adventure: Macaulay's Lays of Ancient Rome; Dickens's A Tale of Two Cities (C.E.)*; Poe's Short Stories; Doubleday's Stories of Invention; Middle English and Scottish Ballads. Great Men; Great Ideals: Selections from the ^neid, the Odyssey (C.E.)*; Franklin's Autobiography (C.E.)*; Southey's Nelson. American Life and Ideals: Cooper's Novels; Eggleston's The Hoosier Schoolmaster, The Hoosier Schoolboy; Page's Red Book; Wister's the Vir- ginian; Longfellow's Building of the Ship; a collection of Civil War poems; Whitman's I hear America Singing. Man and Nature: Seton-Thompson's Wild Animals I have Known; selec- tions from Audubon; selections from David Crockett's Autobiography; selec- tons from John Burrough's Essays. Humor: Harris's Tales from Uncle Remus. *NOTE. "C. E." indicates that books so marked may be submitted for college entrance credit. 26 CouESEs OF Study THIRD YEAR I. Aims : 1. To show the pupil that every good piece of writing is based on systematic planning. 2. To lead him to want to plan what he writes. 3. To teach him how to plan. II. Activities : 1. Read a good modern essay, short story, piece of description. Lead the class to see (a) organization of ideas or incidents, (b) coherence, (c) unity, (d) variety in sentence structure. Suggested list of essays and short stories: "Essay and Essay Writing," Tanner; "Types of Essay," Heydrick; "Essays of Present Day Writers," Pence; "Modern Essays," Avent; "Essays and Short Stories," Law; "American Short Stories," Royster. 2. Planning themes of two or three paragraphs. Suggested help for teachers: Briggs and McKinney, Boot II, Problem III, "Practical English Composition," Miller, Chap- ters 14-20. 3. Describe any building within range of personal observation. (Teacher may find example of master artist in John Bur- rough's "Roof-Tree."). Suggested order of paragraphs: (1) Keynote. (2) Surroundings. (3) Exterior. (4) Interior. (5) Conclusion. 4. Describe your own town: Keynote — cultured, provincial, sleepy, busy — unity demands a keynote. Suggested order of paragraphs: (1) Keynote containing "Four Ws." (2) Surrounding country. (3) Buildings. (4) Streets. (5) Picture at special time of day. 5. Describe a person: Topic sentence — keynote, items of appearance in order. 6. Write a narrative. Every good story consists of four parts: (1) Situation — Four "W's." (2) Climax — Point so difficult that there must be a turn- ing point. (3) Unraveling — Way out. (4) Conclusion — Holding interest to end of narrative. 7. Plan and write an exposition; an argument. Suggested help for teachers: "New Practical English," Lewis and Hosic, Chapters XI, XII. An example of exposition by a master artist may be found in "Fisherman's Luck," Henry Van Dyke. 8. Planning and writing letters of various types. 9. Outlines, parallels, comparisons — based on classics read, historical happenings, lives and characters studied. High Schools of ISToeth Carolina 27 II. Term One Technical Details: 1. Give tests on punctuation and capitalization from time to time to arouse student to a sense of need. Preserve record; compare results; observe progress. 2. Test on recognition of nouns, adjectives, verbs, adverbs, relative pronouns, subordinate conjunctions, coordinate conjunctions, "conjunctive adverbs," relative pronouns. 3. Test on recognition of phrase and clause. 4. Try to eliminate the habit of running sentences together, either without any separating mark or with comma (comma blunder). 5. Spell as a matter of habit the following words: accidentally descend o'clock safely accommodate development occasionally separation accustom despair opinion shepherd address disapprove originally secretary against disturb particularly similar although embarrass peaceably studying altogether enthusiastically preparation surely amount especially privilege supplies apologize few porch suspicious approach fourteen possibly successful argument greatest possess syllable around guard practically unconscious arrangement hurrying precede unmanageable arrive imagine prisoner victuals athletics judgment prove victorious benefit marriage recommend village captain merely religious villain committee naturally replies weird corner nickel repetition woman definitely noticeably ridiculous women Results Required: 1. Perfect form. 2. Observe rules of syntax and punctuation with 90 per cent accuracy. 3. Be able to recognize faults in unity, coherence, and emphasis in sentence and paragraph. 4. Organize material into an outline and write a theme of, at least, 800 words. 5. Write letters in perfect form and with courtesy and completeness. 6. To present evidence of a well-kept notebook. This notebook should contain the following themes, or work that the teacher endorses as equal to the following: Type of Theme Number of Themes One long theme (1200 to 1500 words) One One theme (700 to 1000 words) or " Four themes (200 to 300 words) One Four analyses of selections of literature Four Four business letters One One social letter One One reproduction (poetry or prose) One 28 COTTESES OF StUDY Teem Two I, Technical Details: 1. Try to eliminate dangling naodifiers. 2. Seek to secure emphasis through the careful placing of modifiers. 3. Do not allow too many coordinate clauses. 4. Test to see if the use of the apostrophe is habitual. 5. Continue occasional drill on spelling words given in previous terms. II. Results Desired: 1. Organize material into an outline and write theme, applying prin- ciples of unity, coherence, and emphasis with more ease and accuracy than in preceding terms. 2. Write letters with more ease and accuracy than in preceding terms. 3. To present notebook containing the following work, or work that the teacher considers equal to the following: One long theme (1200-1500 words), correct in form, carefully punctuated. This theme must show some knowledge of unity, coherence and emphasis. Three short themes showing knowledge of different kinds of paragraph development. One argument with, at least, two proofs well-established. One magazine article: synopsis of article, opinion of article One theme Biography One theme Report on parallel reading One theme Three business letters One theme Reproduction (poetry or prose) One theme Literature The reading in the third high school year should be selected from the fol- lowing books. At least five books should be assigned for home or library reading. As many should be chosen for careful classroom study as the time allows. Romance and Adventure: Kipling's Captains Courageous; Doyle's Sher- lock Holmes; Kingsley's Westward Ho! ; Merchant of Venice (C.B.)*; Hamlin Garland, Boy Life on the Prairie; Arnold's Sohrab and Rustum (C. E.)*. Great Men; Great Ideals: Macaulay's Johnson (C.E.)*; Drinkwater's Abraham Lincoln. American Life and Ideals: Parkman's Oregon Trail; Harte's Luck of Roaring Camp, Outcasts of Poker Flats; Cable's Old Creole Days; Simms's Yemassee; Craddock's Prophet of Great Smoky; Hale's Man Without a Country; Grady's The New South; Riis's The Making of an American; Mary Antin's The Promised Land; Roosevelt's True Americanism; a collection of Southern poetry; Brook's North Carolina Poetry; Lowell's Odes; a collection of Southern prose and poetry; Whittier's Centennial Hymn. Man and Nature: Selections from Audubon; selections from Crockett's Autobiography; Hudson's Idle Days in Patagonia. Fancy and Imagination: A Midsummer-Night's Dream; As You Like It (C.E.)*; Coleridge's The Ancient Mariner (C.E.)*; selections from Alfred Noyes; selections from Sidney Lanier. Humor: Mrs. Wiggs of the Cabbage Patch; Noyes's Forty Singing Seamen; O. Henry's The Ransom of Red Chief; Goldsmith's She Stoops to Conauer. *NOTE. "C. E." indicates that books so marked may be submitted for college entrance credit. High Schools of Worth Carolina 29 FOURTH YEAR I, Aims : 1. To increase accuracy and ease in the mechanics of English. 2. To increase accuracy and ease in writing narration, description, exposition, and argumentation. 3. To develop an interest in combining these forms in the manner of modern writing for social and business use. II. Activities: 1. The world of work: Class may choose a trade or profession. Groups or individuals may report to class, through theme, what they have earned from observation, from personal inter- views, from reading. 2. Travel: description and narration of actual experiences. 3. History: Patriotism; Nationalism — biography, appreciation. 4. Ethical Matters: (1) Our behavior at home; (2) Our behavior at school — classrooms, locker rooms, halls, cafeteria, playground, school entertainments; (3) Our behavior in public places — street, street car, theatre, library, store, road, truck. 5. Health: keeping well; work of such organization as Red Cross, Anti-Tuberculosis Associations, Boy Scouts, Camp Fire Girls. 6. Community concerns: A good place to live, history and important people, work of community, interesting places. 7. Nature in our community: weather, orchards, gardens, birds, animals, crops, soil. 8. Our fascinating selves: reminiscences, descriptions, cTiaracteriza- tions, adventures, interesting relatives, ancestors, matters on which I am an authority. 9. Adventures among books. 10. Business letters, letters of apology, appreciation. 11. Class anthologies: Collect interesting papers written during the term. Let committees edit compositions — write table of con- tents, draw illustrations. 12. Criticisms and appreciations of magazines. Term One Technical Details: 1. Review frequently all points on punctuation, grammar, capitali- zation in practical use for writing accurately. 2. Test often for recognition of errors and for ability to apply rules. 3. Be able, as a matter of habit, to spell these words correctly: abbreviation academy accuracy aggravate ancient announcement anxious annually architect attendance assistant balance boundary bulletin calendar canyon carriage cataract citizen college commercial connection conquering conscientious considerably contagious convenience courtesy courteous customary delicious descendant democracy dissipation double ecstacy electric eligible exaggerate exhausted extraordinary extravagance familiar foreigner guardian gymnasium horizontal humorous hypocrisy inaugurate irrigation inflammation 30 Courses of Study intellecfual intelligence innocence knowledge license magazine management manual memorize merchandise millinery" miscellaneous murmur mysterious nuisance obstacle opposite pennant performance persuade poisonous prejudice presence proceed procedure professor proficient pursuit recollect responsibility rehearsal restaurant seminary sophomore superintendent superstitious supersede specimen symmetry sympathize temperature treasureir unnecessary unreasonable vegetable vengeance visible II. Results Desired: 1. Student must correct his own paper under the supervision of teacher. The corrected draft must attain 95 per cent accuracy in syntax, 95 per cent accuracy in punctuation, and 100 per cent accuracy in spelling. 2. The completed notebook should contain the following work or the value of the following: Nine Themes Two long themes (1200-1500 words) Four short themes (200-300 words) Biography Book reports Letters and reproductions Term Two I. Technical Details: 1. Test to find weakness, and drill on errors. 2. Note use of subjunctive: (a) If I were he, I should go. (b) If he be there, let him come, (c) I wish I were well. 3. Review the use of like and as. 4. Watch the possessive. 5. Use the indefinite pronouns. 6. Be sure that the student knows these sixty troublesome verbs: am attack become bite blow break bring burst catch choose come dive do drink drive drown lie (recline) sting eat lose strike flow light swear fly pay swell forget prove seem get ring take go rise teach grow run thrive hang see throw know set tread lay shoes wake lead sing wear leave sit win lend sling wring lie (falsify) spit write High Schools of ISTobth Cakolina 31 II. Results Desired: 1. To present notebooks containing nine themes, or the value of nine themes. Attempt to show improvement in accuracy, ease, force, and interest. 2. Suggestions for general use: Compositions should be corrected by students after errors are indicated by teacher. Standard scales for marking compositions, should be used occa- sionally. They give a basis for comparison, and they also show the result obtained by objective scoring. Composition Scales Ayres: Measuring AMlity in Spelling. Russell Sage Foundation, New York. Hillegas: Composition Scale. Bureau of Publications, Teachers College, Columbia University, New York. Thorndyke: Extension of Hillegas Scale. Bureau of Publications, Teachers College, Columbia University, New York. Trabue: Composition Scale. Bureau of Publications, Teachers College, Columbia University, New York. Hudelson: English Composition Scale. World Book Company, Yonkers-on- Hudson. Lewis: Scales for Measuring Special Types of English Composition. World Book Company, Yonkers-on-Hudson. Literature The reading of the fourth high school year should be selected from the fol- lowing books. At least six of the books should be assigned for home or library reading. As many should be chosen for careful classroom study as the time allows. Romance and Adventure: Blackmore's Lorna Doone; Service's Spell of the Yukon; Byron's Prisoner of Chillon; N. H. Moore's Deeds of Daring Done by Girls. Great Men; Tragic Failures: Macbeth (C.E.)*; Hamlet (C.E.)*; Carlyle's Essay on Burns (C.E.)*; Browning's Andrea del Sarto. American Life and Ideals: Garland's A Son of the Middle Border 0. Henry's Heart of the West; Burke's Speech on Conciliation (C.E.)* Washington's Farewell Address and Webster's Bunker Hill Orations (C.E.)* Lincoln's Gettysburg Address; Lincoln's Letters; selections from Wilson's speeches; Moody's Ode in Time of Hesitation; Graham's Education and Citizenship; a collection of World War poems; a collection of American short stories. Man and Nature: Selections from Huxley. Fancy and Imagination: Peabody's The Piper; Milton's Minor Poems (C.E.)*; Golden Treasury, Book IV; The Tempest (C.E.)*. Humor: Sheridan's The Rivals; Twelfth Night. Additionai. Books for Home Reading From the following list substitutions may, in some cases, be made for books recommended in the earlier lists. Substitution is advisable only when the books on the recommended list have been read in the lower grades or when the selections are unquestionably too easy or too diflacult for the at- *N0TE. "C. E." indicates that books so marked may be submitted for college entrance credit. 32 ComsES OF Study tainments of any particular class. To provide material for substitution is not, however, the main purpose of the list. Its large aim is to furnish the English teacher a group of books of diverse appeals to suit the interests of individual pupils. The list is intended, above all, to minister to the pleasure and profit of those promising pupils who ask for more reading than is required merely "to pass the course." Credit for outside reading may be given either by assigning definite values to certain books (as is done in the "Hartford Reading Lists," published by Henry Holt and Company) and thus require a definite number of credit points for the year; or by requiring one book a month — five books for the semester — and thus give a certain credit each month for that work. A Minimnin List of Books for Home Reading This list is designed principally for those schools with limited library facilities or for those teachers of English who prefer to require certain books rather than try to provide for individual tastes. First Year Clemens — Tom Saioyer London — The Call of the Wild Stevenson — Treasure Island (C.E.)* Dickens — Oliver Twist (C.E.)* Scott — IvanJioe (C.E.)* Alcott — Little Women Cooper — TJie Spy Keller — The Story of My Life Shakespeare — A Midsummer Night's Dream (C.E.)* Homer — The Odyssey (Palmer translation) Second Year Dickens — David Copperfield (C.E.)* Cooper — The Last of the Mohicans (C.E.)* Barrie — The Little Minister Scott — The Talisman Bunyan — Pilgrim's Progress Blackmore — Lorna Doone (C.E.)* Antin — The Promised Land Riis — The Making of an American RooseYelt— Letters to his Children Shakespeare — Julius Ceasar (C.E.)* Third Year Wallace — Ben Hur Dickens— A Tale of Two Cities (C.E.)* Scott~K enilworth (C.E.)* Austin — Pride and Prejudice (C.E.)* Thackeray — Henry Esmond (C.E.)* Parkman — The Oregon Trail (C.E.)* Muloch — John Halifax Gentleman Garland — A Son of the Middle Border Goldsmith— TTie Vicar of Wakefield (C.E.)* Shakespeare — King Henry V (C.E.)* *NoTE. "C. E." indicates that books so marked may be submitted for college entrance credit. High Schools of North Carolina 33 Fourth Year Thackeray — Vanity Fair Hugo — Les Miserahles Eliot — Adam Bede Hawthorne — The Scarlet Letter Kingsley — Westward Ho! Howells — The Rise of Silas Lapham Dickens — Great Expectations Shakespeare — Othello (C.E.)* Addams — Twenty Years at Hull House Bok — The Americamzation of Edward Bok A Longer List of Books for Home Reading First Year I Fiction M. Robertson — Sinful Peck R. L. Stevenson — Kidnapped R. L. Stevenson — David Balfour Bullen — The Cruise of the Cachelot Hopkins — She Blows and Spurns at That Cooper — The Last of the Mohicans S. E. White — The Riverman Ralph Connor — Glengarry Schooldays Ralph Connor — The Man from Glengarry F. H. Smith — Colonel Carter of Cartersville T. N. Page — The Old Gentleman of the Black Stock Lincoln — The Portygee Tarkington — Seventeen Ervine — Alice and a Family Rinehart — The Circular Staircase Clemens — Personal Recollections of Joan of Arc Clemens — Puddinhead Wilson Clemens — Tom Sawyer Clemens — Huckleberry Finn R. L. Stevenson — The Bottle Imp E. Hough — Fifty-four Forty or Fight A. C. Doyle — The White Company Sienkiewicz — With Fire and Sword Kipling — Kine Dickens — Oliver Twist Soott — Ivanhoe Tarkington — Monsieur Beaucaire Weyman — A Gentleman of France McCarthy — The Glorious Rascal Defoe — Robinson Crusoe Swift — Gulliver's Travels Bunyan — Pilgrim's Progress Arabian Nights Hawes — The Mutineers Hawes — The Quest Ollivant — Bob, Son of Battle *NoTE. "C. E." indicates that books so marked may be submitted for college entrance credit. 34 Courses of Study II Short Stories Kipling — Plain Tales from the Hills Kipling — The Day's Work Irving — The Sketch Book Irving — Tales of a Traveller Page — In Ole Virginia Hawthorne— Tales of the White Hills Bret Harte— T/ie Luck of Roaring Camp Garland—They of the High Trails Grenfell — Tales of the Labrador E. A. Poe— Tales Cobb — Old Judge Priest Kelly — Little Aliens W. A. White— The Court of Boyville Brown — Bob and His Friends Amrich— Mar gorie Daw and Other Stories M. S. Andrews — The Perfect Tribute III Drama Shakespeare — A Midsummer Night's Dream Shakespeare— Tioelfth Night MacKaye— Washington, the Man Who Made Us Drinkwater — Abraham Lincoln Hazelton— r/ie Yellow Jacket Maeterlinck— T/ie Blue Bird Gregory — The Dragon Bangs — The Bicycleers and Other Farces MacKaye— r;ie Beau of Bath and Other One-Act Plays IV Poetry Homer— The Iliad (Palmer Translation) Homer— The Odyssey (Palmer Translation) . . The Song of Roland (Translated by Butler) Scott — Marmion Scott— T/ie Lay of the Last Minstrel Longfellow —Tales of a Wayside Inn Stevenson — Ballads Teter — One Hundred Narrative Poems Scudder — American Poems Allingham — The Ballad Book K. Bates — A Ballad Book Wells — Nonsense Anthology V N0N-FiCTi02f (Essays, Travel, Biography) Hubbard — A Message to Garcia Seton — Wild Animals I Have Known Abbott — Days out of Doors Jordan — The Story of Matka i l, Fabre— /SociaZ Life of the Insect World Li Treves— r?ie Cradle of the Deep g( Marden — Choosing a Career j. Weaver — Vocations for Girls H; Paine — Ships and Sailors of Old Salem High Schools of JSToeth Cakolina 35 O'Connor — Heroes of the Storm Van Loon — The Stoj-y of Mankind P. Colum — My Irish Year Young — Alaska Days with John Muir J. Muir — Travels in Alaska Riis — Hero Tales of the Far North Muir — The Cruise of the Corwin Seton — A Woman Tenderfoot S. E. White — The Land of Footprints Roosevelt — African Game Trails Franklin — Autobiography Garland — Boy's Life on the Prairie Hale — A Neio England Boyhood Paine — Boy's Life of Mark Twain Barrus — John Burroughs, Boy and Man Brady — Paul Jones Bowen — Daniel Boone and the Wilderness Road Sprague — David Crockett Nicolay — Boy's Life of Lincoln Hagedorn — Boy's Life of Roosevelt Bolton — Girls who Became Famous Life and Letters of Louisa Alcott Lodge and Roosevelt — Hero Tales from American History Second Year I Fiction W. C. Russell — The Wreck of the Grosvenor London— TTie Sea Wolf Masefield — Lost Endeavor Melville — Moby Dick Mitchell — Hugh Wynne, Free Quaker Cooper — The Deerslayer Cooper — The Pathfinder Cooper — The Pioneers Cooper — The Prairie Wister — The Virginian Robins — The Majestic North Bachellor — A Man for the Ages Bachellor — In the Days of Poor Richard Connor — Black Rock Allen — A Kentucky Cardinal Dickens — David Copperfleld Dickens — Oliver Twist F. H. Smith — Caleb West, Master Diver Gaskell — Cranford Stockton — Rudder Grange Morley — The Haunted Bookshop Morley — Parnassus on Wheels Lever — Charles O'Malley Lever — Rory 0' Moore Stackpole — Patsy Harland — The Cardinal's Snuffbox Moilett— Through the Wall E. Hough — The Covered Wagon 36 Courses of Study Woolson — Anne Scott — Guy Mannering M. Johnston — To Have and to Hold W. Churchill — The Crisis Scott — The Talisman H. H. Jackson — Ramona Davis — Captain Macklin Dumas — The Count of Monte Crista Lytton — Last Days of Pompeii W. H. Davis — A Friend of Caesar Tarkington — Monsieur Beaucaire Dumas — The Three Musketeers Moore — The Jessamy Bride Crane — The Red Badge of Courage Gale — Friendship Village Porter — Scottish Chiefs II Short Stokies Connolly — Out of Gloucester O'Henry's Stories Stockton — The Lady or the Tiger and Other Stories Deland — A Neio England Nun and Other Volumes Deland — Old Chester Tales Wells — Thirty Strange Stories Poe — Tales Field — A Little Book of Profitable Tales Doyle — Sherlock Holmes Stories Ashmun — Modern Short Stories Thomas — Atlantic Narratives Heydrick — Americans All III Drama Shakespeare — The Merchant of Venice Shakespeare — A Winter's Tale Shakespeare — Richard II Fitch — Beau Brummel Fitch — NatAan Hale Fitch — Barbara Freitchie Mackaye— TTie Scarecrow Peabody — The Piper Forbes — The Famous Mrs. Fair Barrie — The Admirable Crichton Barrie — Half Hours Gregory — l7-ish Folk History Plays Howells — The Mouse-Trap and Other Farces H. L. Cohen — One Act Plays of Modern Authors IV Poetry Homer (Five Books) — The Iliad Homer (Five Books) — The Odyssey Bryon — The Prisoner of Chillon Byron — Mazeppa Arnold — Sohrab and Rustum Longfellow — The Golden Legend High Schools of ]^okth Carolina 37 Macaulay — Lays of Ancient Rome Service — The Spell of the Yukon Service — Rhymes of a Red Cross Man Wliittier — Snowbound Masefield — Reynard the Fox Kipling — Barrack Room Ballads Coleridge — The Rime of the Ancient Mariner Rittenhouse — Little Book of American Poets Long — Selections from American Poetry Hart — Popular English Ballads Mabie — A Book of English Ballads Wells — Parody Anthology V Non-Fiction (Essays, Travel, Biography) Bangs — From Pillar to Post Lucas — Old Lamps for New Roosevelt — The Stoneman's Life Roosevelt — American Ideals and Other Essays Nutting— rTie Track of the Typhoon Beebe — Jungle Peace ^ Burroughs — Wake Robin Van Dyke — Fisherman's Luck Warner — Endicott and I Briggs — College Girls Briggs — College Life Stockton — Buccaneers and Pirates of our Coast Powell— First Through the Grand Canyon Stevenson — An Amateur Emigrant Clemons — The Innocents Abroad Stefansson — My Life with the Eskimos Dana — Two Years Before the Mast Muir — A Thousand Mile Walk to the Gulf Roosevelt — African Game Trails Roosevelt — Hunting Trips of a Ranchvian F. H. Smith — Gondola Days Roosevelt — Theodore Roosevelt, An Autobiography Joseph Jefferson — Autobiography Garland— J. Son of the Middle Border Garland— A Daughter of the Middle Border E. Bok— A Dutch Boy Fifty Years After Riohards- Z^/e of Florence Nightingale Paine — Life of Mark Twain Overton — Life of Stevenson Bradford — Lee, the American Froude — Caesar, a Sketch Abbott — Impressions of Roosevelt White — Plutarch's Lives Hubbard — Little Journeys to the Homes of American Statesmen Bigelow — Letters of Benjamin Franklin Paine — Letters of Mark Twain 38 COUESES OF StUBY Thikd Year Conrad-Typhoon ^ ^'"^^^ Gale—Miss Lula Bett Ford-Janice Meredith Atherton— TTie Conqueror ^a.ge—Red Rock ?otri''n~!,- ^-'^ ^y^'~Qneea Lohle—Dr. Sevier W. Black— Judith Shakespeare Henion-Maria Chapdelaine Locke-The Beloved Vagabond ^icKens— David Copperfield Dickens-T7,e Old Curiosity Shop ■ Rmehart-An Amazing Interlude Kiplmg-7'/,e Light That Failed ^arrie—Sentimental Tommy P^rker-The Right 0/ Way SrlV^l^J-- ^f ---ntrae T^v^ . ^'"'"'''-^^^e Peter Stirling -rarkmgton-Alice Adams Tarkington— The Turmoil ^ickens-Pickwick Papers Bronte— Jane Eyre Parker-In the Seats of the Mighty Stevenson— St. Ives ^ Stevenson-Z.r. Jekyl and Mr. Hyde Barrie-The Little Minister Weyman— 4 Gentleman of France Cervantes-Don Quixote Aucassia and . Nicolette FllnoT'A~?' "^'^^^ 'f Wakefield i^arnol-An Amateur Gentleman -^ ^I Short Stories Noyes-Walking Shadows O Henry's Stories Short%fn^- ^^'/^''''^'^ee Mountains ^hort Stories of Stevenson Boe— Tales Kipling— stories Thoma^s-Atlantic Narratives rj ^r;rr: -^r -L. ..., Prench-rae BeH Short Stories ^''^^'^-^^ort stories , or mil sohoots High Schools of Nokth Carolina 39 III Deama Shakespeare — Richard III Shakespeare — King Henry IV Groldsmith — She 8too2)s to Conquer Van Dyke — The House of Rimmer Pinero — Sweet Lavender Barker and Houseman — Prunella Mackaye — Jeanne D'Arc McCarthy — If I Were a King Tarkington — Intimate Strangers Zangville — Merely Mary Anne Belasco — The Return of Peter Grimm Rostand — The Princess Far-Aivay Hauptman — The Sunken Bell Milne — Mr. Pirn Passes By Gregory — Irish Folk — History Plays Yeats — Collected Short Plays Collected Plays of Synge Galsworthy — Six Short Plays S. Claspell — Plays Leonard — The Atlantic Book of Modern Plays IV POEIKY Goldsmith — The Deserted Village and the Traveler Rosetti — The Prince's Progress Masefield — King Cole Kipling — Seven Seas Shakespeare — Sonnets Gray — Elegy in a Country Churchyard Coleridge — Kubla Khan and Christohel Burns's Poems in the Golden Treasury Couch — The Oxford Book of Verse Richards — High Tide Rittenhouse — The Little Book of Modern Verse Untermeyer — Modern British Poems Untermeyer — Modern British and American Poems V Non-Fiction (Essays, Travel, Biography) Crothers — Among Friends Crothers — By the Christmas Tree Wagner — The Simple Life Cabot — What Men Live By Grayson — Adventures in Friendship Mabie — Books and Culture Stevenson — A Christmas Sermon Smith — What Can Literature Do For Mef Bacon's Essays (At least five) Lamb — Essays of Elia (At least five) Macaulay — Essay on Addison Van Dyke — The Open Sea Palmer — Why Go to College Canfield — Letters to Young Men Center — The Worker and his Work Roosevelt — The Winning of the West CouESES OF Study 40 Kivling-Letters of Travel ^llven^on-An Inland voyage IZT-^Boots and Saddles .> T^'^TneZeZn Trail 1 i'. Hudson ^ "' Promised Land Carpenter— Joan 0/ Arc B^rrie-Mar^aret 0^tlt;ie Ida Tarbeii ^ ^^^^^^ _^^^j, Ainger— Letters uj ^.^^ '^'^Z!^!Z % ^ooZelt to US Cnmren GrSnlaw-Familiar Letters j s Fourth Year X Fiction Conrad-CMIclren of tlie Sea Walpole— i^ortitttde Wharton-T^e House 0/ M^rt?i Ervine— CMnsfinsf Winds McFee— Command Eliot-Adam Bede Eiiot-T^e Mill on the Floss Eliot— i^omola T^fff.r Hawthorne-T/ie Scarlet Letter D^ctens-Great Ea.pectat^ons Dickens-Bleafc House Dickens-Liii^e ^^^'^'^f Dickens-Dombey and Son iSel^-TneBentTwiO C^nfiem-^oug'i-neion Deland-T^e I^^"" Jj^^^^^. Helena RUcMe Deland— T?ie AwaTcentng of ut^ Cather-One of O^rs r rtSr-TLTsi?e 0/ tne Cu, S Lewis— BaftDttt q' T.ewis— Main Street Morley-W?iere t^e Blue Befirxns Money '' g^o^j De Morgan— AUce JO, Thackeray— T^antti/ Fair Thackeray-Henry Esmond WaTpole-^T?.e Green Mirror High Schools of Nokth Carolina 41 Blackmore — Lorna Doone D. Byrne — Messer Marco Polo Scott — Eenilworth Reade — The Cloister and the Hearth M. Johnston — The Long Roll C. Kinglsey — Westward Ho! M. Johnston — Cease Firing Craik — John Halifax, Gentleman Poole — The Harbor Hugo — Les Miserables Seinkiewicz — Quo Vadis Burney — Evelina Sabatina — Captain Blood II Short Stories Conrad — A Set of Six Conrad — Youth 0. Henry's Stories Morley — Tales From a Roll Top Desk Alice Brown — Meadow-Grass Zangwill — Children of the Ghetto De Maupassant — The Odd Number Short Stories of R. L. Stevenson Poe — Tales Cody — The World's Greatest Stories Heydrick — Types of the Short Story Howells — Great Modern American Stories O'Brien — The Best Short Stories (Various years) 0. Henry Prize Stories (Various years) Thomas — Atlantic Narratives III Drama Shakespeare — The Tempest Shakespeare — Othello Shakespeare — Hamlet Shakespeare — King Lear Sheridan — The Rivals Browning — Pippa Passes Noyes — Sherwood Kennedy — The Servant in the House Jerome — The Passing of the Third Floor Back Wilde — The Importance of Being Earnest Crothers — He and She Galsworthy — Loyalties Galsworthy — The Silver Box, The Pigeon Moliere — The Imaginary Invalid Rostand — Cyrano de Bergerae Rostand — L'Aiglon G. B. Shaw — Arms and the Man Barrie — What Every Wo7nan Knows W. V. Moody — The Great Divide Gregory — Irish Folk — History Plays Dunsany — Five Plays Maeterlinck — Collected Short Plays Yeats — Collected Sho?-t Plays 42 Courses of Study Collected Plays of Synge Barrie — Echoes of the War Koch — Carolina Folk Plays Dickinson — Wisconsin Plays IV POETKY Omar Kahyyam — The Rubaiyat Tennyson — The Princess Masefield — Story of the Round House Noyes — Tales of the Mermaid Tavern Browning — Selected Short Poems Frost — North of Boston Kipling — Five Nations Keats — Lania — Eve of St. Agnes — La Belle Davie — Ode on a Grecian War Shakespeare — Sonnets Wordsworth's Poems in the Golden Treasury Shelley — Adonais The Oxford Book of Verse Richards — High Tide Rittenhouse — The Little Book of Modern Verse Untermeyer — Modern British Poems Untermeyer — Modern American Poems Untermeyer — Modern British and American Poems V NoN-FiCTioN' (Essays, Travel, Biography.) Crothers — The Gentle Reader Crothers — Humanely Speaking EHiot — Durable Satisfactions of Life Erskine — The Moral Obligation to Be Intelligent Cabot — What Men Live By Hagedorn — You Are the Hope of the World Keller — The World I Live In Keller — Optimism Leacock — Essays and Literary Studies C. Morley — Essays Grayson — The Friendly Road Howells — Among My Books Palmer — Self-Cultivation in English Smith— What Can Literature Do For Me? Ruskin — Sesame and Lilies Holmes — The Autocrat of the Breakfast Table Emerson's Essays (At least five) Macaulay — Essay on Johnson Morley — Modern Essays Thoreau — Cape Cod Briggs — College Girls Briggs — College Life Rolland — Musicians of Today Riis — How the Other Half Lives Canfield — Home Fires in France Steiner — From Alien to Citizen E. Bok — The Americanization of Edward Bok High Schools of ISTorth Carolina 43 Thomas — The Point of My Remembrance J. Addams — Txventy Years at Hull House Field — Yesterdays vntJi Ajithors Palmer — Alice Freeman Palmer Balfour — Life of Stevenson Smith — Biography of 0. Henry Dyer and Martin — Edison, His Life and Inventions Colvin — Letters of Stevenson First and Second Years Alcott: Little Men. Barrier: Peter and Wendy. Burroughs: Birds and Bees; Squirrels and Other Fur Bearers; Curious Homes and Their Tenants. Bullen: The Cruise of the Cachalot. Brown: Rab and His Friends. Cooper's Novels (C.E.)*. Lanier: The Boy's King Arthur. Oliphant: Bob, Son of Battle. Gilder: The Autobiography of a Tom Boy. Dodge: Hans Brinkler on Skates. Ouida: Dog of Flanders; A Nuremberg Stove. Rice: Mrs. Wiggs of the Cabbage Patch. Roosevelt: Stories of the Great West; His Letters to His children. Riley: Poems Here at Home. Thwaites: Daniel Boone. Dickens: Oliver Twist (C.E.)*. Page: Two Little Confederates. Garland: A Boy's Life on the Prairie. Peabody: Old Greek Stories. Haaren and Poland: Famous Men of Rome; Famous Men of the Middle Ages. Kiplirig: Barrack Room Ballads (C.E.)*. Macaulay: Lays of Ancient Rome (C.E.)*. Stevenson: Kidnaped (C.E.)*: David Balfour. White: The Court of Boy- ville; The Magic Forest. Third and Fourth Years Doyle: The White Company. Kelly: Little Citizens. Kipling: The Day's Work; The Light That Failed. Byron: The Prisoner of Chillon (C.E.)*. Bolton: Girls Who Became Famous; Boys Who Became Famous. Grenfel: Vikings of Today. Parton: Captains of Industry. Noyes: Sherwood; Drake. Shakespeare: The Merchant of Venice (C.E.)*. Stevenson: Travels With a Donkey (C.E.)*; An Inland Voyage (C.E.)*. Bunyan: Pilgrim's Progress (C.E.)*. Barrie: The Little Minister. Kingsley: Westward Ho! (C.E.)*. Weyman: A Gentleman of France; Under the Red Robe. Clemens: A Con- necticut Yankee at King Arthur's Court; Life on the Mississippi. Masefield: The Story of a Round House; Salt Water Ballads. McNeill: Lyrics from Cotton Land. Addams: Twenty Years at Hull House. Scott: Quentin Dur- ward; Kenilworth (C.E.)*. Page: In Ole Virginia. Jerome: The Passing of the Third Floor Back. Boswell: Life of Johnson (C.E.)*. Melville: Typee; Moby Dick. Hugo: Les Miserables. Milton: Paradise Lost, Books I and II (C.E.)*. Goldsmith: The Deserted Village (C.E.)*. Barrie: Half-Hours. Rostand: Cyrano de Bergerac. Curtis: Prue and I (C.E.)*. Macaulay: Essay on Milton (C.E.)*. Allen: The Kentucky Cardinal. Carnegie: An Autobiography. Parton: Captains of Industry. Muir : Travels in Alaska. Irving: Rip Van Winkle (C.E.)*. Fabre: Bramble Bees and Others; The Life of the Spider. Keller: The World I Live in. Muir: The Story of My Boyhoood and Life. Thoreau: Walden (C.E.)*. Crane: The Red Badge of Courage. Dickens: Tale of Two Cities (C.E.)*; Pickwick Papers (C.E.)*; David Copperfield (C.E.)*; Nicholas Nickleby (C.E.)*. Hughes: Tom Brown's School Days (C.E.)*. *NOTE. "C. E." indicates that books so marked may be submitted for college entrance credit. 44 CoTJESEs OF Study The foregoing lists may be supplemented from the following lists of books for home reading: The Hartford Reading List (Henry Holt and Co.) An Annotated Home Reading List, Vol. XVIII, Nos. 1 and 2 (The Illinois Association of Teachers of English Bulletin, H. G. Paul, 322 Lincoln Hall, Urbana, 111.) Book for Home Reading (National Council of Teachers of English, Chi- cago, Illinois) The following books are helpful and suggestive: Marsh's A Teacher's Manual for the Study of English Classics (Scott, Foresman and Co.) Trent, Hanson, and Brewster's An Introduction to the English Classics (Ginn and Company) STATE APPROVED TEXTBOOKS IN ENGLISH Composition and Bhetoric (a) Books Usuaxly Used During One or Both of First and Second Years Bolenius — Everyday English Composition (American) Briggs and McKinney — Ways to Better English, Brief Course (Ginn) Brubacher and Snyder — High School English, Book I (Merrill) Claxton and McGinniss — Effective English, Junior (Allyn) Emmerson and Bender — Modern English, Book II (Macmillan) Lewis and Hosic — Practical English for High Schools (American) Murray and Wiles — First Book in English (Heath) Miller — Practical English Composition, Book I (Houghton) Miller — Practical English Compostion, Book II (Houghton) Potter, Jeschke, Gillet — Oral and Written English, Book II (Ginn) Ward — Sentence and Theme, Revised (Scott) (The old book may be used.) Sentence Book, paper binding, used with Sentence and Theme (Scott) (b) Books Usually Used During One or Both of Third and Fourth Years Briggs and McKinney — A Second Book of Composition (Ginn) Brubacher and Snyder — High School English, Book I (Merrill) Claxton and McGinniss — Effective English (Allyn) Clippinger — Written and Spoken English (Silver) Hitchcock — High School English Book (Holt) Miller — Practical English Composition, Book III (Houghton) Miller — Practical English Composition, Book IV (Houghton) Tanner — Compostion and Rhetoric (Ginn) Ward — Theme Building (Scott) White — English Study and English Writing (Heath) Grammars and Guide Books (a) Elementary Cross — The Little Grammar (Atlantic Press) Lewis and Lynch — Grammar to Use (Winston) High Schools of Worth Carolina 45 (b) Advanced Allen — Review of English Grammar for Secondary Schools (Heath) Kittredge and Farley — A Concise English Grammar (Ginn) Leiper — New English Grammar (Macmillan) (c) Guide Books Greever and Jones — Century Hand Book of Writing (Century) Johnson — Mechanics of English (AUyn) Royster-Thompson — Guide to Composition (Scott) Practice Sheets, paper binding, used with Guide to Composition (Scott) Royster Reading Report Blanks (Scott) Spelling The following listed books are strictly of the spelling type: Chew — Practical High School Speller (Allyn) Payne — Common Words Commonly Misspelled (Johnson) Sandwick and Bacon — High School Wo7-d Book, Briefer Course (Heath) Van Vort — The Student's Spelling Aid (Merrill) Williams, GriflSn and Chase — Essentials in Spelling for High Scliools (Williams) Word Study Arnold — The Mastery of Words (Iroquois) Greever and Bachelor — The Century Vocabulary Builder (Century} Hunt — Modern Word Studies (American) Swan — Word Study (Macmillan) Dictionaries Funk & Wagnalls — Desk Standard Dictionary (Funk) Funk & Wagnalls — Comprehensive Standard Dictionary (Funk) Webster — Secondary School Dictionary (American) Winston — The Winston Simplified Dictionary (Winston) Supplementary List of English Texts The State Commission, after very careful consideration of the matter, has been convinced that the choice of English and American classics should not be limited to an adopted list. The publishers will furnish catalogues lo those who desire them, so that first-hand selection may be made. The following editions of classics are all good, as are many others which may not have been submitted: Academy Classics (Allyn) Arden SJiakespeare (Heath) Ecletic English Classics (American) Graded Classics Series (Johnson) Lake English Classics (Scott) Living Literature Series (Gregg) Pocket Classics (Macmillan) Riverside Literature English Series (Houghton) Scribner Series of English Classics (Scribner) Silver Series of Classics (Silver) Standard English Classics (Ginn) 46 CoTjRSES OF Study Special attention is here called to the development by Scott, Foresman and Company of the very fine collection of classics and scheme of presentation of a course in literature, under the title of Literature and Life Series. This is printed in four books, one for each year. The Century Company has printed a similar work for the third and fourth ypars of high school — Studies in English World Literature and a Study of Types of Literature. History of Literature Textbooks in history of literature, used as a background for the teaching of literature, are very desirable and necessary. Where possible, several dif- ferent texts should be available. The following books have been submitted and are listed without comment. American Liteeatuke Texts Haney — The Story of Our Literatwre (Scribners) Long — Outlines of Avierican Literature (Ginn) Metcalf — American Literature (Johnson) Pace — American Literature with Readings (Allyn) Painter — Introduction to American Literature (Sanborn) Payne — History of American Literature (Rand) English Literature Texts Boas and Hahn — Social Backgrounds of English Literature (Atlantic) Long — Outlines of English Literature (Ginn) Metcalf — English Literature (Johnson) Miller — English Literature (Lipipincott) Moody and Lovett — A First View of English Litei-ature (Scribners) Neilson and Thorndyke — History of English Literature (Macmillan) Pace — English Literature with Readings (Allyn) Painter — Introduction to English Literature (Sanborn) Combination Texts Tappan — England's and America's Literature (Houghton) Tisdel — Brief Survey of English and American Literature (Macmillan) Junior High Scliool English Since there are some school systems now interested in the junior high school organization, and since English is one of the very important subjects in this type of school, it seems wise to submit a rather large list of suggested English books. In almost every case these books stress different points, thus teaching English from various angles. Briggs, McKinney, Skeffington — Junior High School English, 2 books (Ginn) Bnhlig— Junior English, 3 books (Heath) Deffendal — Junior English Course, 2 books (Little) Hatfield and MacGregor — English in Service, 3 books (Doubleday) Hitchcock — Junior English^ 2 books (Holt) Macdonald — Junior English, 2 books (Sanborn) Ward and Moffett — Jionior Highway to English (Scott) Literature Atlantic Prose and Poetry (Atlantic) Davis — Modern Readings, 2 books (Heath) Elson-Keck — Junior High School Literature, 3 books, (Scott) High Schools of Noeth Carolina 47 Public Speaking The increasing interest in public debate and speaking contests can be en- couraged in no better way than by the use of some good textbook. The Commission suggests the following as guides in the work. Lockwood and Thorpe — Pu'J)lic Speaking Today (Sanborn) Shaw— TTie Art of Debate (Allyn) Shurter — 07-al Engish and Public Speaking for Secondary Schools (Row) Mo^rn Literature There seems to be a real place in the high school English course for work in various types of modern literature. The following submitted texts are good. (a) Drama Smith — Short Plays by Representative Authors (Macmillan) Webber and Webster — One-Act Plays (Houghton) (b) Prose Smith — What Can Literature Do for Me? (Doubleday) Tanner — Essays and Essay Writing (Atlantic) Thomas — Atlantic Narratives — Second Series (Atlantic) (c) Poetry DeMille — American Poetry (Allyn) Richards — High Tide, School Edition (Houghton) Rittenhouse — Little Book of Modern Terse (Houghton) Rittenhouse — Second Book of Modern Verse (Houghton) THE SOCIAL SCIENCES OBJECTIVES The ultimate aim of education is social efficiency. For purposes of clearness and definiteness, social efficiency has been divided by educators into several phases as follows: 1. Vital or health efficiency 2. Civic or citizenship efficiency 3. Vocational efficiency 4. Avocational or leisure efficiency 5. Moral efficiency These are the objectives of modern education. The social studies relate themselves directly to each of the objectives mentioned above and have as their ultimate aim the social efficiency of the individual. They are designed to present a body of knowledge, inculcate certain habits or attitudes, and develop certain appreciations. These may be itemized as follows: 1. Present facts which are of use to children (later adults) in explain- ing and interpreting conditions of life about them: a. How these became what they are b. How they are controlled and directed c. How they may be most useful 2. Afford contact with the insistent problems of today 3. Train the pupil to reason from facts and to form conclusions based on them so as to make meaning or mode of operation clear 4. Inculcate the habit of acting on well reasoned conclusiofts and making correct social responses 5. Train in correct habits of study 6. Aid in fitting the pupil for a wise use of leisure time 7. Help equip the individual for earning a livelihood 8. Inculcate patriotism 9. Provide a foundation for thinking in terms of world events METHODS The Recitation The methods used should be in so far as possible the topical and project methods. Practical type projects that the teacher can use and get ideas from, as to how to organize others, can be found in McMurray, C. A. "How to Organize the Curriculum,'' 1924, Macmillan. Valuable information on the problem method may also be found in Tryon: "The Teaching of History in Junior and Senior High Schools." Chs. 4 and 5, Ginn «6; Co. It is urged that teachers make a definite written lesson plan for each day's work embodying the following points: 1. Assignment; 2. Aim; 3. Procedure; 4. Results. Good results will be obtained when the teacher begins each day's recitation with a short written quiz on the previous day's work. This should not consume more than ten minutes of a forty-five minute recitation. The short quiz should be followed by the work or recitation on the assignment for the High Schools of North Carolina 49 day and the period should be closed with a brief summary of what the assignment has contributed to the general topic or problem. This plan arouses interest on the part of the pupil and gives the teacher a definite basis for grading. It gives a feeling of definiteness and assurance to both pupils and teacher. How To Study In all social study courses definite instruction in how to study should be given. There are various helps along this line. The following suggestions have been found helpful: 1. Have a definite time and place to study. 2. Study with a notebook and pencil at hand. 3. Read the lesson assigned for the day in the textbook including all notes and fine print. 4. List in your notebook all of the un- familiar words, allusions or expressions; later look these up. 5. Study the maps available for places mentioned in the assignment. 6. Outline in your notebook the entire assignment putting in subdivisions to show relations. This may best be done by reading a paragraph and asking yourself, "How is this paragraph related to the chapter heading?". 7. Study the text by your outline and then practice telling it to yourself. Remember that you will be called upon to recite or to let others know what you know. Therefore the practice of "telling" your lesson to yourself is most important. 8. If possible consult some text or reference book other than the one used for class work for additional information or different methods of presentation. Notebooks Notebook work in history should not be too formal. The notebook should be kept primarily as an aid for the pupil. In the beginning note taking may be a cooperative effect between teacher and pupil until the pupil has learned how to outline. He should be encouraged to jot down assignments, points to be looked up, outlines, important things to remember, etc. in his notebook. It should be regarded as an aid for the pupil and not an object for display in school exhibits. Neatness should be required, but the pains- taking copying of notes has little value. Current Events Current events should be studied in connection with all courses in the social studies. History is in the making now as much as at any time in the past and the fact should be emphasized. Current event study is the best means of showing this. Current events shoud be studied for themselves too. Valuable papers for this work are suggested in this outline under "Aids." Pupils should be urged to file for reference their copies of whatever papers they use. Term Papers Term papers are of distinct value in the social studies. In the first two years short reports given frequently are desirable. In the last two years a long paper written on some phase of the work of the course is required by many teachers. Detailed directions for teaching pupils how to prepare a term paper may be found in Tryon "The Teaching of History in Junior and Senior High schools." Ch. 7, Ginn & Co. 4 50 Courses of Study Library Work Teachers of the social studies should make an effort to build up a library of their subject matter and should train their pupils in doing effective library work. This training should include familiarity with library indices, card catalogs, atlases, encyclopedias, dictionaries, and reader's guide. Lists of excellent reference books may be found in most of the texts. Use of Reference Books There are two reasons that justify the use of reference books: first, to teach the student that in order to get a full and accurate knowledge of any historical topic it is necessary to get the viewpoint of authors other than the one who has written the basal text; secondly, to teach the student how to handle books. To accomplish these results it is necessary for the teacher to be very familiar with the references assigned. Moreover, he should be very specific in his assignment: the subject to be looked for should be clearly stated, and the title of the book with the pages should be indicated. Each member of the class should clearly understand that the report which is being made is not for +he benefit of the reporter alone but for the entire class as well. The whole class should be held responsible for each report made. Dramatization Dramatization may be used when it is believed that the subject under treatment may be made clear and interesting by its employment. It will be necessary for the teacher to inform himself thoroughly and give assist- ance to the students who are to take part in the play. Such subjects as "Naturalization of Foreigners," "How Our Laws Are Made," and "Court Procedure" may become interesting when presented in this manner. Tests and Examinations One of the outstanding contributions of Educational Psychology in recent years is the objective method of testing the results of teaching. Standard tests for nearly every subject have been devised and others are in the mak- ing. Along with these tests have come the new type of tests and examina tions: namely, the true-false statements, sentence completion, matching, etc. It is hardly necessary to justify this new style of examinations, but it is important that it should be used in connection with the teaching of the Social Sciences. Many have gotten good results of giving half of the test or examination with the new type of questions and half with the old essay type. The best results can be obtained by mimeographing all questions. However, it is not at all impracticable to use the new type without the mimeograph. It has been suggested elsev/here that many lessons should be begun with a written review of the last lesson. The new type of questions is suggested as a quick and satisfactory way in which to conduct these reviews. COMMUNITY CITICS First Tear FIRST SEMESTER A book review of that excellent biography, The Americanization of Edward Bok, asks: "Who is the real American, the boy born of a long line of Ameri- can parents who counts on this fact alone to give him privilege in this coun- try, or the boy of foreign parentage, who frankly accepts this country as a High Schools of North Carolina 51 land of opportunity and relies on his initiative and integrity for success?" Are we the guardians of America merely because we got here first? Some times we wonder if America as the land of opportunity should not be super- seded by America as the land of responsibility. And we wonder not because we want American life to become a more strenuous life, but because the truest patriotism hopes and even demands that America not merely accom- plish, but that she may create, and create something that may be lasting and valuable to all, but that is definitely marked American. Do our boys and girls grasp the full significance of the American heritage? Is there distinct American spirit? These questions the course in Community Civics should answer affirmatively. It will answer them affirmatively if the administration of the school can give the pupils an opportunity to take an active part in their school life. The social attitude, the American attitude, should, of course, be the special aim for the teacher of social studies; it should be more — it should be the aim of the school, it should be the charac- teristic of American schools — fair play, tolerance, service and cooperation are ideals to be emphasized and developed because Community Civics deals with the relation of groups to each other. It helps the boys and girls to know their community, what it does for them, and what they may do for it. And Community means more than the village, or town, or neighborhood. It may be a city, a county, a state, a nation. Since a place in the social studies has been provided for vocation, and the more definite economic problems in Commercial Geography and prob- lems in democracy, the elements of welfare study will include: (1) health, (2) protection of life and property, (3) recreation, (4) education, (5) civic beauty, (6) migration, (7) charities, 8) correction. Whatever text may be used certain topics should be studied. These should be as follows: 1. The home; 2. The school; 3. The church; 4. The community; 5. The nation; 6. Health; 7. Security; 8. Beauty; 9. Convenience; 10. Comfort; 11. Cooperation; 12. Description of industry; 13. Vocations; 14. Elements necessary for success in life; 15. Natural resources; 16. Conservation; 17. Labor and capital; IS. Big business; (a) Trust; (b) Cooperation; 19. The relation of government to business; 20. Money and banking; 21. Foreign trade; 22. Needs and forms of government; 23. Government; (a) Local; (b) State; (c) National; 24. Political parties; 25. Taxation; 26. A citizen's rights and duties. This subject may be approached from another standpoint. The following is a suggestive list of topics which may be adapted to the use of varying texts: I. How England began representative government: A. Review of story of growth of democracy gained in grammar school "European Background of American History." Include such topics as: 1. Magna Carta. 2. Bill of Rights. 3. Petition of Right. 4. Revolution of 1688. 5. Reform bill of 1832. 6. Reform bill of 1864. 7. Reform bill of 1884. 8. Reform bill of 1911, 1915. ! 52 Courses of Study II. Life today and two hundred years ago: A. How the industrial Revolution changed our life: 1. Interdependence: a. Of one worker on others. 1. b. Of one city on others. c. Of one nation on others. li d. Growth of cities. resi III. Why we have governments: A. Needs. B. Forms. IV. American ideals in government: A. Declaration of Independence — ideals — equal rights for all — special privileges for none: 1. Independence. B. Civil and religious liberty. C. Rule of majority. D. Universal education. E. Union. F. Freedom of the seas. G. Monroe Doctrine. H. The Open Door. V. Our National Government: A. As set up by the Constitution. B. Political parties and elections: 1. Who is a citizen? Who may become one? How? 2. Who may be a voter? 3. Kinds of ballot-;!. VII, 4. Our parties. 5. Nominations. 6. Campaigns. 7. Elections. 8. Initiative — Referendum — Recall. C. The president and his cabinet: 1. The electoral college. 2. Compared with English cabinet. 3. Work of cabinet. D. How our laws are made: 1. Congress: a. Origin. b. Powers. 2. Committee system. 3. Process of law-making. E. Our courts: 1, How a court is organized. 2. Kinds. Up to E the course has been similar in method to the usual class. The pur- pose has been to instill and recall American ideals. From here on the pupil is to be introduced more and more to the scientific social method of inquiry High Schools of Nokth Carolina 53 and suspended judgment, discussion and active participation. Perhaps there will be some criticism of the delay in taking up this method of study. The reasons for the plan are: 1. It builds into the pupils former experience. 2. In all judging, understanding and measuring one must have standards. Instead of history stories, poems, orations, and immortal documents, bal- lots, charts, maps, diagrams, visits, and questionnaires become the tools. To resume: F. Taxes: 1. Kinds. 2. Budgets. 3. The tariff. 4. Income taxes. 5. Tax reforms. G. Interesting features of United States Government: 1. Unwritten laws. 2. Amendments to Constitution. 3. Territories, colonies, protectorates. 4. District of Columbia. 5. Impeachment. VI. Our state government: A. Our state and federal governments compared. B. Our state officers: Names and careers. C. Our state courts: 1. Follow a civil case proceedings. 2. Follow a criminal case proceedings. VII. Subdivisions of state: A. Counties. B. Towns and townships. VIII. Cities: A. Formation. B. Government: 1. Kinds. 2. Recent reforms. C. Planning of cities. D. Water supply. E. Lighting. F. Cleaning. G. Civic beauty. H. Safety. The next topics take up our greatest civic problems. Special attention in the following should be given to development of responsibility, and good judgment in exercise of that responsibilitjj. IX. Health: A. Importance. B. Why we must work together to secure it: 1. Health work in Panama. 2. Health work in Cuba. 54 Courses of Study 3. Health work in Philippines. 4. Agencies. (See page 22, Bulletin 23, U. S. Bui'eau of Education.) C. Improvement in homes: 1. Slums. 2. Home owning. X. Thrift. XI, Protection of life and property: 1. Discussion of accidents, fires, floods, injuries. 2. Agencies. (See page 25, Bulletin 23, U. S. Bureau of Education.) ^^ XII. Recreation: A. Necessity. B. Provisions for. C. Playgrounds. D. Parks : 1. National. 2. City. E. Libraries. F. Athletics: 1. Amateur. 2. Professional. G. Clubs. H. Theaters. I. Museums and are galleries. J. American life as a game. K. Summer camps. L. Forms. XIII. Education: A. Purpose. B. How it tries to fill purpose. C. Public education: 1. Why. 2. Comparison with Europe D. Importance in a democracy. XIV. Immigration and Americanization: A. Where did we come from? B. Why do they come? Lj, C. Where do they go? D. How do they affect our country? . E. Americanization. F. The yellow man. G. The Negro. I p H. The Indian. • Pro XV. The rural problem: A. Importance of the country. B. Unfavorable conditions: 1. How to improve them by: a. Roads b. Schools. c. Better farming methods. d. Recreation. e. Better business methods; cooperative marketing. High Schools of ISTorth Carolina 55 XVI. Conservation: A. Importance. B. A national problem. C. Methods. XVII. Social legislation: A. Regulation of business. B. Factory laws. C. Compulsory school attendance. XVIII. Correction: A. Development of ideas concerning treatment of offenders through stages of: 1. Revenge. 2. Punishment. 3. Correction. 4. Prevention. B. Causes of crime. C. Treatment of crime. D. Juvenile courts. E. Settlement work. F. Prohibition. XIX. Charities: A. Causes of dependency. B. State charities: 1. Poor relief. 2. Feeble-minded. 3. Insane. C. Private charities: 1. United or Associated Charities. If the class has done its work well there should at least be begun a collec- tion of materials, such as laws and ordinances, reports and documents, maps, specimen forms, plans, models, pictures, charts, graphs. Exhibits may be held that will focus civic attention. ^ Type Lesson Plans A. The Open Door. B. City governments. Lesson Plan for three lessons on the Open Door. Purpose: To give the pupils an idea of America's interest in the Orient and of the principles that guide her. Assignment I. Philippines: Problem: What kind of Nation did we prove ourselves to be in the Span- ish-American War, and what follows? A. Why did we become interested in the Philippines? B. How did we secure control of them? C. What kind of islands are they; situation, industries, people? D. What is our policy toward the Philippines? Special Topics (Three minutes. Speak from notes): The Maine; The Rough Riders; Dewey at Manila; Battle of Santiago; Aguinaldo; Govern- ment of the Philippines under Wm. H. Taft. 56 CouKSES OF Study II. China and the Open Door. (Two lessons.) Problem: Why is China an opportunity and a problem? A. Why did interest in the Philippines lead to interest in China? B. Why is America interested in foreign trade? What opportunity does China offer? C. Describe China's early greatness, her decline. Explain. D. Describe China. 1. Country. 2. Minerals. 3. People. 4. Government. E. What are spheres of influence? Who has them in China? Where? F. Why did John Hay promulgate an Open Door policy? What are the two principles of that policy? G. Is it an American policy? H. Was the Open Door policy put into operation during and after the World War? During the Washington Conference? On an outline map of the world color China one color and the Philippines another. Procedure I. Review the traditional foreign policy of America and find why this seeming violation occurred in the Spanish-American War. Stress the contra- dictions of the American policy that Spain in her conduct toward her colonies showed. Bring out our developing commercial interests. Next take up the special topics. Ask the class what imperialisim is. Take up the last special topic. From this topic and the information the pupils have secured, discuss why America has not given up the Philippines. Bring out (1) Question of ability of Philippines to govern themselves; (2) Importance of their trade; (3) Strategic position in Far East. II. With the maps on the desk ask the children to locate Russia and Japan and the possessions of England and France. Next, take up the questions in I in order. End the lesson with a general discussion of the problem: "Why is China an opportunity and a problem?" References — Philippines : World Book, Volume 6, 4630-4638. New Intei'national Encyclopedia. Muzzey — An American History. 451-462. West — History of Aitnerican People. 633-640. Beard and Bagley — History of American People. 543-551. Burnham — Making of Our Country. 551-563. References — China and the Open Door: World Book. International Encyclopedia. . ' Beard and Bagley. 551-554. Muzzey. 563. '. West. 640-644. Burnham. 563-565. Foe— Where Half the World is Waking Up. 78-93, 132-153. Recent History of United States. 283-285. Little Journeys Into China. Literary Digest — Special China number. High Schools of North Carolina 57 Lessons on City Goyemment Purpose: To compare the three forms of city government as to efficiency. Assignment — First Lesson A. What seems to you to be the best plan for city government? B. What does our town use? C. Bring in three diagrams showing: 1. Common plan of city government. 2. Commission plan. 3. City manager. Be able to tell how each is developed. How did the misfortune of Galves- ton and Dayton help bring about better city government? Assignment — Second Lesson Debate: Resolved, That the city manager plan of city government is better than the commission plan. (Have a town speaker as one of the judges. Arrange with him to speak on: "The Government of Our Town." Be careful to select a man who will speak impartially.) Note. Valuable suggestions for lesson plans can be secured from the United States Bureau of Education and from the introduction in Dunn's "The Community and the Citizen." City Government References : Hughes — Community Civics. 261-267. Woodburn and Moran — The Citizen and the Republic. Zueblin — Municipal Progress. 376-394. Nida— City, State and Nation. 190-209. Ames and Eldred — Community Civics. 255-264. Beard and Bagley — American Citizenship. 130-138. Dennis — Community and Citizen. 229-240. References for the Teacher: United States Bureau of Education: /I. Tigert — Teaching of Civics. 2. Teaching of Community Civics — bulletin 23. Hill — Teaching of Civics. Civic Educational Series, 1, 2, 4, 8. Kendall and Myrick — How to Teach Fundamental Subjects. References for the Pupil and Teacher: Parsons — Fair Play. Woodburn and Moran — The Citizen and the Republic. Dunn — Community and the Citizens. Hughes — Commercial Civics. McCarthy, Swan, McMullin — An Elementary Civics. Zueblin — Municipal Progress. Turkington — My Country. Other material: Magazines — The Survey, 105 E. 22d Street, New York, $2.00. Literary Digest, 354 4th Avenue, New York. $3.00. The American City, 87 Nas- sau Street, New York. $2.00. Local Newspapers. State Year Books. 58 CouESEs OF Study Maps — Especially state and local (pupils enjoy making maps of their town or city, or country). Pictures and lantern slides, charts and graphs. Specimen forms, license receipts, petitions, ballots, naturalization papers. Laws and ordinances. Visits — A visit to a civil court and the jail will produce much valuable discussion. SECOND SEMESTER The last eighteen weeks, or the second term of the work for the eighth grade may be given to Vocational Civics — a new and very important study for high schools. It is possible to give vocational instruction and guidance in connection with the other subjects of study in the curriculum. English especially lends itself to this arrangement. Some schools, most notable of which is Grand Rapids, Michigan, follow this plan. Notwithstanding the success of this plan in Grand Rapids, there is still a great need for definite vocational civics. It should not be subordinated to any other subject in the curriculum because it fills an evident need. The purpose of Vocational Civics is twofold: 1. To give an understanding of the fundamental structure of our economic life and develop valuable civic and social ideals, such as fair play, team spirit, fraternity, sympathy and liberty. 2. To give information concerning the vocations of the United States and the immediate community that will help pupils to become happy workers in the world. In our never-ending attempt to so shape our schools that they meet the needs of our democracy we are coming to a realization of the part vocation plays in life. Especially during the Junior High School period is the desire a growing one, with infinite possibilities for good, and just as infinite possibilities for folly, because if the school does not fulfill this need, the boys and the girls will appropriate other things to fill it. Public education, "a deliberate attempt on the part of the State to mold human beings," to take each his own place in the democracy, is beginning to realize that the com- posite effect of vocation and fitness in vocation is tremendous. And yet most of our pupils go out of our schools with an appalling lack of concep- tion of our economic life, the phase of life in which we Americans can truly claim distinction, a phase of life that is vital to every one, and that claims the best energies of our lives. For the happiness of the worker, for the soundness of democracy, vocational inspiration and guidance is necessary. We must remember that a decision for a vocation is vital and generally progressive. For example, one boy has already passed through the circus, the policeman and the street-car conductor steps in his choice of a vocation and is now very much interested in the pitcher! The purpose of the course in vocational civics is not to decide on a vocation for every pupil. The great- est danger in the vocational guidance movement is that it may become pater- nalistic and hasty. Let the emphasis be put on the last word in the term vocational guidance. Let the last decision be the pupil's when it comes. There are very good textbooks that enable ns to realize our second purpose in giving the course, such as Giles's Vocational Civics, and Gowin and Wheatley — Occupations. There has not come to our notice any single text that will enable us to accomplish both purposes. The following may be used: High Schools of North Carolina 59 Leavitt and Brown's Elementary Social Science. Macniillan's or Adams's Description of Industry. Henry Holt's and Giles's Vocational Civics. Wherever possible each pupil should buy both, but it may be more prac- ticable to require the pupils to buy one or the other of the two, and buy several copies of the other, say, one-forth as many as there are pupils, and put them in the library or on a shelf in the room with other references and material. Diagrams, charts, scrap-books, and visits to study local industries help here. The following are suggestive lists of topics. They may be used variously. If the pupils buy Giles's Vocational Civics, topics under I will be especially valuable. If they buy Leavitt and Brown's Elementary Social Science, II will be helpful in guiding the later work. A. What work is and why we work. B. How the industrial revolution changed our business life. C. Factors of production. D. Money. E. Credit. F. Distribution. G. Unemployment: 1. Causes. 2. Significance. 3. How to get a job. H. Government and industry. I. Industries that have been and are very important in the United States: 1. Agriculture: a. In the Colonial period. b. The new agriculture. 2. Shipbuilding: a. Early conditions favorable to shipbuilding. ^ b. Our commerce today: a. Our merchant marine. b. Promising field for our commerce; South America; The Orient. 3. Manufacturing: , a. Growth. 4. Transportation : a. Part in development of our country. b. Our railroads. c. Our water transportation. 5. Meat industries: a. Extent. b. How carried on. c. Our great meat-packing industries. 6. Mining: a. Extent of our minerals. b. Coal mining. c. Our oil fields: a. Standard Oil Company. 60 Courses of Study Banking: a. Services. b. Bank and the farmer. New Occupations. A. Classification. II Outline for Study of Vocations (Page 11, Harvard Bulletin). I. Agricxjltuee, Forestry, and Animal Husbandry Dairyman Florist Lumberman Farmer Forester Nurseryman Farm laborer Fruit grower Poultry raiser Fisherman Gardener Stock raiser II. Extraction of Minerals Mine operator Oil-well operator Stone cutter Miner Quarryman III. Manufacturing and Mechanical Industries Automobile repairer Baker Blacksmith Boiler maker Bookbinder Brassworker Builder Butcher Cabinet maker Candy factory worker Canning factory worker Carpenter Chemical worker Clothing cutter Clothing designer Clothing factory-worker Clothing presser Compositor Concrete worker Confectioner Coppersmith Cotton-mill operative Dressmaker Electric light worker Electrician Engraver Fireman Flour-mill worker Foreman Foundry worker Furnace worker Furniture maker Gasfitter Glassblower Goldsmith Harness worker Hatter Hosiery mill operative Industrial arts worker Inspector Ironworker Jeweler Jewelry worker Knitting mill operative Laborer Laundry worker Leather-worker Linotyper Lithographer Machinist Mason Manufacturer Mechanic Milliner Modeler Molder Packing-house worker Painter Paper box maker Paper hanger Paper mill worker Pattern maker Paymaster Piano an^ organ tuner Plasterer Plumber Power machine operator Pressman Printer Proofreader Publisher Rolling mill worker Rubber factory worker Seamstress Sheet-metal worker Shipbuilder Shipyard worker Shoeworker Shoemaker Shoerepalrer Shop instructor Silversmith Slaughter-house worker Stationary engineer Steamfitter Steelworker Structural iron worker Tailor Tanner Textile mill worker Tinsmith Toolmaker Typesetter Upholsterer Watch factory worker Watchmaker Woodworker ; I High Schools of ISTokth Carolina 61 Accountant Actor Architect Artist Assayer Author Aviator Chemical engineer Chemist Civil engineer Clergyman Decorator Dentist Designer Dietitian Diplomat Draftsman Economist Editor Educator Barber Bellboy Bootblack Caterer Cook Hairdresser Agent Auditor Bookkeeper Bundle boy Canvasser Baggageman Boatman Brakeman Chauffeur Conductor Express agent Expressman Fireman Freight agent Freight handler Advertiser Advertising man Auctioneer Banker IV. Professional Service Efficiency engineer Electrical engineer Explorer Hydraulic engineer Illustrator Inventor Journalist Labor manager Landscape architect Lawyer Librarian Mechanical engineer Mining engineer Motion-picture operator Musician Nurse Pharmacist Philanthropist Photographer Physician Priest Private secretary Professor Reporter Safety engineer Sanitary engineer Scientist Sculptor Signpainter Social worker Statesman Statistican Surgeon Surveyor Teacher Veterinary surgeon Vocational counselor Y. M.C. A. secretary Y. W. C. A. secretary V. Domestic and Personal Service Homemaker Hotel keeper Household assistant Housekeeper Janitor Launderer VI. Clerical Occupations Cash boy Cashier Correspondent Filing clerk Messenger VII. Transportation Garage keeper Guard Lineman Livery stableman Locomotive engineer Motorman Porter Railway mail clerk Sailor VIII. Trade Broker Buyer Capitalist Clerk Manicurist Porter Restaurant keeper Servant Waiter Office boy Office clerk Shipping clerk Stenographer Typist Shipper Signalman Station agent Street cleaner Street commissioner Switchman Ticket agent Traffic manager Truck driver Collector Commission merchant Comptroller Copy writer 62 Courses of Study Corporation secretary Credit man Deliveryman Demonstrator Doorkeeper Elevator man Employment manager Executor Executive Exporter Financier Floor manager GrocQir Importer Inspector liisurance agent Constable Detective Fireman Garbageman Letter carrier Life-saver Lighthouse keeper Investor Manager Meat cutter Merchandise manager Merchant Messenger Middleman Newsboy Partner President Promoter Proprietor Purchasing agent Real estate agent Retailer Sales agent IX. Public Service Mail carrier Mail clerk Maffine Policeman Postal clerk Postman Sales manager Salesman Saleswoman Secretary Stockholder Stockman Superintendent Telegrapher Telephone operator Ticket seller Traffic manager Traveling salesman Treasurer Undertaker Wholesaler Window dresser Postmaster Probation officer Sheriff Soldier Truant officer Watchman B. Method: 1. Importance: a. To world. b. Number engaged in it. c. Capital invested. d. Future. 2. Advantages. 3. Disadvantages and problems. 4. What can the work offer the worker? a. Health. b. Opportunities. c. Remuneration. d. Hours. e. Relation to employer, fellow workers, community. 5. What must the worker bring to the work? a. Tasks he must do. b. Qualifications demanded. 6. Preparation. 7. Biographies of leaders. (The Harvard Bulletin "Material for Class in Occuipation" is invaluable. In it will be found suggestive lesson plans and other helps such as score cards, record suggestions and outlines.) It will be well to end the course with a study of the local occupations. This will give an excellent opportunity for a concrete expression in pupil activity thai ought to clinch the thing for the pupil. It might take the form of a booklet on the town's industries, with pictures, etc., statistics and informa- tion. It might be an exhibit. It might take the form of a public program. High Schools of North Carolina 63 A phase of vocational work that must not be omitted here is testing. Intelligence and vocational tests in our high school work are still in a de- cidedly expeirimental stage, and for that reason are all the more interesting to the live teacher. With the development of our social studies program they will undoubtedly take an important place. If the teacher feels that there is between the teacher and the pupils a spirit of frankness and com- radeship these tests could be used to determine the interests and needs of the pupils, and valuable information for school records can be secured. The following is a suggested test that will help in both ways: 1. What kinds of work have you done? 2. For which work have you received pay? 3. What kinds of work do you best like to do? 4. Why do you like them? 5. Which school studies do you like best? 6. What do you like about them? 7. Name in the order of your present preference three occupations you are considering. 8. Why are you considering these occupations? 9. Have you definitely decided on the occupation you named first? 10. How do you intend to prepare for any of these occupations? It should be borne in mind in using tests that the fundamental purpose of the course is to add to the intelligence and ideals of the pupils so that they may choose, but not necessarily during the time of the course. Avoid any haste in choosing. Let the foundations upon which the choice rests be sure and firm. Parsons's Choosing a Vocation will be found especially interesting to the teacher. The course is a difficult one to teach, but a most interesting one. There are possibilities in it for performing a really great service. The current magazines and newspapers often offer very valuable material. Especiallly is the Open Road making an effort to help in a vocation way. There is a mass of material at hand. Our work is not to find material but to select and classify. Let the following principles guide in the elaboration of the course: 1. Develop in the pupil the habit of questioning and inquiring. 2. Let him realize that he has an important place to fill in our economic life. Bibliography For the teacher: Material for the Class in Occupations. Bureau of Vocational Guidance — Graduate School of Education — Harvard University. Aims and Methods of ■Vocational Guidance — Editorial Review, June, 1921, Volume 62. Parsons — Choosing a Vocation Brewer — The Vocational Guidance Movement Davis — Vocational and Moral Guidance Hill — Introdxiction to Vocational Education Vocational Guidance Through the Life Career Class Bloomfield — Readings in Vocational Guidance Bloomfield — Youth, School and Vocation United States Department of Labor — Descriptions of Occupations Stanford University of California, Bulletin No. 19 — Vocational Infor- mation. (N. E. A.) — Vocational Guidance in Secondary Education 64 CouESES OF Study For the Pupils: Gowin and Wheatley — Occupations Filene — Careers for Women Rollins — What Can a Young Man Do? Houirle and Saltzberg — The Girl and the Job Laselle and Wiley — Vocation for Girls Leavitt and Brown — Elementary Social Science Weaver and Byler — Profitable Vocations for Boys The following are valuable for illustrative material: Norris — Heroes of Progress Bok — Americanization of Edward Bok Riis — Making of an American Thayer — Theodore Roosevelt Keller — Story of My Life Life of Alice Freeman Palmer Center — Worker and His Work Smith — Your Biggest Job — School or Business Bogart-Flansigan— Economic History of United States Rochleau — Great American Industries Series 1. Minerals 2. Products of the soil 3. Manufacturers 4. Transportation Herbertson — Man and His Work Gowin and Wheatley — Occupations Allen — Advertising as a Vocation J. H. Hammond — The Engineer I Allen — Law as a Vocation t Books foe the Pupils F. J. Allen — Advertising as a Vocation J. H. Hammond — Engineer, The F. J. Allen — Law as a Vocation, The D. W. and E. W. Weaver — Medicine as a Profession Douglas — Merchandising Rev. C. L. Slattery — Ministry, The A. Seruster — Opportunities in Aviation Ellwood Hendrick — Opportunities in Chemistry Charles M. Horton — Opportunities in Engineering 0. D. Dean — Opportunities in Farming Nelson Collins — Opportunities in Merchant Ships J. J. Lee — Opportunities in Newspaper Work E. J. Kilduff — Private Secretary, The William Maxwell — Salesmanship Richard C. Cabot — Social Work Richard C. Cabot — Training and the Rewards of the Physician W, M. Horner — Training for a Life Insurance Agent J. H. Fuedel — Training for Librarianship C. B. Fairchild, Jr. — Training for the Electric Railway Business Don C. Seitz — Training for the Newspaper Trade Gifford Pinchot — Training of a Forester ad High Schools of JSTorth Carolina 65 T. G. Scares — Y. M. C. A. Secretaryship, The H. P. Wright — Young Man and Teaching, The S. E. Baldwin — Young Man and the Law, The P. J. Allen — Business Employments, The Ct. J. Thwing — Training of Men for the World's Future, The N. C. Fowler, Jr. — Starting in Life • MODERN EUEOPEAJf HISTORY Second Year FIRST AND SECOND SEMESTERS Under the plan of High School Reorganization, adopted particularly for high schools of three, four, five and six teachers, the second year's work in history, that is, the work of the ninth grade, will be devoted to Modecn European History. This arrangement is suggested for two reasons: 1. Modern European History is the history which most of the high school students will need in their every day reading. 2. So many pupils drop out of the high school during and after the fi;rst two years, the course in Modern History is given as being more valuable to such students than the Ancient and Mediaeval course. In the larger high schools with more teachers and more pupils there is no objection to following the order of sequence as follows: A year of Com- munity Civics, a year of Ancient and Mediaeval History, a year of Modern History, a year of United States History. In the larger schools provision will be made in the fourth year, or eleventh grade, for problems in American Democracy, for Elementary Economics and Sociology. Never before has European History been so important as it is at the present time. Problems and conditions in different countries, particularly the countries of Europe, are not only attractive, but of tremendous signifi- cance to other nations of the world. The changes which have taken place in the last half century have vitally affected the civilized world. Causes, events and effects of the World War are still vital topics of discussion. In the study of Modern European History stress should be put upon great movements rather than upon minor historical changes. Emphasis should be placed on social and economic conditions and on social and economic changes as well as upon political changes and conditions. After a brief survey of the period from 1683 to 1789 and of the period from 1789 to 184B, major emphasis should be placed upon the period of Democracy and National Development from about 1850 to 1918. The period froom 1849 to 1871 may be called the period of National Unity among the nations of Europe and should be understood as furnishing a basis for understanding the events after that time. The parts played by France, Italy, and the Netherlands, Germany and Austria, Russia, and Great Britain, should be clearly developed. The period of expansion and inter- national conflict will have to do particularly with the British Empire, the nations of the far East, China and Japan, particularly Africa and the near East, the great alliances and international conflicts preceding the World War. It will be impossible to go into detail in tracing the campaigns of the World War, and indeed it is doubtful if such procedure is profitable. It is more profitable to understand the conditions out of which the War grew and the results of it with every possible emphasis upon the necessity of adopting means to prevent war. 66 Courses of Study The Modern Age begins with the Era of the Reformation and includes the time from the discovery of America in 1492 to the Peace of Wesphalia in 1648. The discussion of the Modern Age will include the following: Geographical Discoveiries and the Beginning of Modern Colonization. The Beginning of the Reformation. Spain — her Ascendancy and Relation to the Catholic Reaction. The Tudors and the English Reformation. The Revolt of the Netherlands, or the Rise of the Dutch Republic. The Hugenot Wars in France. The Thirty Years' War. The era of the Political Revolution, or the period from the Peace of West- phalia in 1648, to the Treaty of Versailles in 1919. Included in this era are the following: The Doctrine of the Divine Right of Kings. France Under Louis XIV. The Stuarts and the English Revolution. Russia: Peter the Great. Prussia: Frederick the Great. England of the Eighteenth Century. Austria: Joseph the II. , The French Revolution. ♦ The Consulate and the Napoleonic Empire. The Congress of Vienna. France since the Second Restoration. England from the Battle of Waterloo to the World War. The Liberation and Unification of Italy. The Making of the New German Empire. Russia from the Congress of Vienna to the World War. The New Industrialism. The Expansion of England, France, Germany, Russia, and United States in the Nineteenth and early Twentieth Centuries. Evolution toward World Federation. The World War. ANCIENT and MEDIEVAL HISTOET Third Tear In the bulletin, High School Reorganization, provision is made for the teaching of Ancient and Mediaeval History in the third year. This is the plan suggested for three, four, five and six teacher schools. In the larger schools, as already suggested, it will be permissible to follow a different sequence, though there is sound reason for teaching Modern History in the second year of high school and Ancient and Mediasval History in the third year. I Ancient History The course in ancient History will include the topics and contents found in the State-adopted textbooks on this subject. The following outline will indicate the general scope of the course: 1. The races and groups of peoples of prehistoric times. 2. The political history and civilization of each of the following nations: Egypt, Babylonia, Assyria, Chaldea, The Hebrews, Phoenicans, Hitties, Lydians, Persia, India, China. High Schools of North Carolina 67 3. Greece: The story of the land and the people, including the Greek accounts of prehistoric times; the ^gean civilization; the polit- ical and religious institutions of the Greeks, their mythology, language, art and literature. Sparta: The Peloponnesian League. ^he Age of Colonization and of Tyrannies. Athens: The History of the Athenians. Persia and the Persian Wars. The Athenian Empire. The Age of Pericles. The Peloponnesian War; Spartan and Theban Supremacy. The Greeks of Western Hellas. The Macedonian Empire; Phillip II, and Alexander the Great. The Grseco-Oriental World from the death of Alexander to Conquest of Greece by the Romans. Greek Literature, Sculpture and Painting. Greek Literature, Philosophy and Science. The Social Life of the Greeks. The Story of Italy's Early Inhabitants. The Kingdom of Rome. The Roman Republic. Rome as an Empire. The Principate; The Absolute Monarchy. The Decline and Fall of the Roman Empire. The Social Life, Law, Architecture, Literature of the Romans. The Transition Age, including the Barbarian Kingdoms, the Church and its Institutions, the Fusion of Latin and Teuton, the Roman Empire in the East, the Rise of Islam, Charlemagne. II Mesdi^val Histoky The Ancient History course brings the story down to the time of Charle- magne. Medieeval History will include what is generally known as the Dark Ages, or from the fall of Rome to the eleventh century. There will be an overlapping, therefore, of the Ancient and Mediaeval accounts. This will serve as a basis for review and also for addition of new material. The period of the Dark Ages should include the following: The Barbarian Kingdoms. The Church and its Institutions. Diffusion of Latin and Teuton. The Roman Empire in the East. The Rise of Islam; Charlemagne and the Restoration of the Empire in the West. The Noirthmen, or the Coming of the Vikings. The Age of Revival is the time from the opening of the eleventh century to the discovery of America by Columbus in 1492. Included in this period are the following: Feudalism and Chivalry. The Norman Conquest of England. Papacy and the Empire. The Crusaders. The Supremacy of the Papacy and the story of the Decline of its Tem- poral Power. 68 CouKSES OF Study Mongolian Conquests and Settlements. Europe. Growth of the towns. The Universities and the School Men. The Growth of England, France, Spain, Germany, Russia, Italy and the Northern countries with the formation of National Governments and Literatures. The following outline indicates the scope of the year's work considered as a whole: 1. Prehistoric Times; 2. The Ancient Orient; 3. Greece; 4. Rome; 5. The Middle Ages; a. The Germans; b. The Holy Roman Empire; c. The Northmen and the Normans; d. Feudalism; e. The Byzantine Empire; f. The Arabs and Islam; g. The Crusaders; h. The Mongolian Peoples in Europe to 1453; i. National States During the Middle Ages; 6. Mediaeval Civilization. The following reference books will be found useful: Clodd — Story of Primitive Man. Brinton — Races and Peoples. Morey — Ancient Peoples. Botsford — Source Book, of Ancient History. Breasted — History of the Ancient Egyptians. Seignobos — History of Ancient Civilization. Guerber — Myths of G^'cece and Rome. Bury — History of Greece. Botsford — History of Greece. Mahaffy — Rambles and Studies in Greece. Homer's — Iliad and Odyssey. ■ ' Gulick — Life of the Ancient Greeks. Plutarch's Lives. Mahaffy — Alexander's Empire. Goodspeed — Histoi'y of the Ancient World. Wheeler — Alexander the G^'eat. Guhl and Koner — Life of the Greeks and Romans. Abbott — Roman Political Institutions. Breasted — Ancient Times. Botsford — History of Rome. Johnson — Private Life of the Romans. Cruttwell — History of Roman Literature. Church — Beginning of the Middle Ages. Omar — The Dark Ages. Gardiner — Student's History of England. Green — Short History of the English People. Hodgkin — Charles the Great. Davis — Charlemagne. Robinson — Readings in European History. Thatcher and Schwill — Europe in the Middle Ages. Ogg — Source Book of Mediceval History. Seignobos — The Feudal Regime. Bryce — Holy Roman Empire. Gray — The Children's Crusade. Cheyney — A Short History of the English People. Lodge — The Close of the Middle Ages. Adams — Civilization During the Middle Ages. High Schools of JSToeth Carolina 69 Seebohm — Era of the Protestant Reformation. Kostlin — Life of Luther. Creighton — Age of Elizabeth. Harrison — William the Silent. Pepys — Diary. Lowell — The Eve of the French Revolution. Mathews — French Revolution. Stephens — History of the French Revolution. Fyffe — History of M.odern Europe. Seignobos — Political History of Europe Since 1814. McCarthy — History of Our Own Times. Phillips — Modern Europe. UNITED STATES HISTORY Fourth Tear FIRST AND SECOND SEMESTERS In grade eleven the course is American History. Any text on the State list may be used. The course should start at the beginning of our history and extend down to the present time, with special emphasis upon our development since the Civil War. The preceding course in World History should give just the foundation needed for teaching our relation to other nations. The chief motive here is the civic one. Hence emphasis should be upon American ideals and institutions. We must be positive in our instruction at this point and teach respect and enthusiasm for the foundation of our democracy. In our teaching of facts of battles, campaigns and heroes, we must not forget the larger principles that have made our Nation what it is: the spirit of liberty and the right to work out one's own destiny, bringing settlers to our shores, voicing its meaning in the Declaration of Indeoend- ence, asserting it again in the struggle for commercial freedom in 1812, cul- minating in the emancipation of slaves, and still going on to show its pres- ence in 1898 in the War with Spain, and again in 1917 in the World War. We must teach the safeguards of this liberty — representative government, trial by jury, no taxation without representation, freedom of speech, press, religion and public assembly, habeas corpus, the right of protest and of petition, etc., the rights guaranteed by our Constitution. It is not the frame- work of our history, the facts and dates that we wish to teach here. They have already been taught. Here rather we should give the soul to the frame- work, teach the spirit of American history and teach it so that in any time of danger, external or internal, these future citizens will rise to a man to defend any infringement of their free institutions and the rights guaranteed thereby. Much emphasis should be placed upon the social and industrial develop- ment of the United States since 1870. Teach particularly the forces which make for the well-being of our people. Bogart's Economic History of the United States published by Longmans, Green & Co., New York, should be a close supplement to the text used for class work. The financial system of the United States should be studied in detail, from its beginning in the time of Alexander Hamilton down through its various changes to its present ad- ministration through the Federal Reserve System. A thorough study of banking, its services to the people, and the citizen's duty toward this institu- tion should be made. An excellent book for reference here is Banking and Business Ethics, by Borden and Hooper, published by Rand, McNally & Co. This should be taught to every eleventh grade history pupil. 70 Courses of Study The subject of territorial expansion, the great westward movement, should receive careful emphasis; its meaning, its problems, and its results, should be brought out. Along with this should come two other topics closely bound up with this expansion, namely, the development of transportation and the sub- ject of immigration. Before leaving these subjects, pupils should know the types of immigrants coming to our shores in the past and the types coming in now, the problems attending immigration, and give an intelligent opinion as to whether immigration should be restricted or not, with reasons therefor. They should see the close relation between progress and the development of transportation and be alive to the possibilities of the future in this respect. Our relations with other nations should be stressed particularly, yet we must be careful not to arouse unjustifiable prejudice for or against any par- ticular nation. We must present truly and fairly objectives and motives in so far as possible with present knowledge. The growth of the United States as a world power should be traced up to its present unique position among the nations of the world. Pupils must understand that in entering the World War, America became a participant not merely to protect the lives and prop- erty of her citizens, but to prevent the substitution of autocratic institutions for free democratic ones. Pupils should get from this year's work the reali- zation that America is the Nation of great destiny, that it holds this position because of its resources, its democratic institutions, and the integrity of its people, and that it is the part of each individual to "Carry On." The following outline will indicate the scope of the year's work and the topics which should be emphasized: 1. The Great Migration to America; 2. Colonial Life; a. Agriculture; b. Industry; c. Commerce; d. Home; e. Church; f. School; g. Biography; h. Press; i. Relations with Indians and European Nationalities; j. Relations with the British Government; 3. Conflict and Independence; a. British colo- nial system; b. Events leading up to the War; c. The American Revolution; d. The results of the war; 4. The U. S. under the Articles of Confederation; 5. Formation of the Constitution; 6. The rise of political parties; 7. The Jeffersonian Republicans in power; 8. The War of 1812; 9. The West and Jacksonian Democracy; 10. The Industrial Revolution; 11. Expansion; a. The Oregon territory; b. Texas; c. Mexican War and expansion to the Pacific; d. Gold in California; e. Utah; 12. The planting system and national politics; a. Slavery — North and South; b. Slavery in national politics; c. The drift of events toward the irrepressive conflict; 13. The Civil War and Recon- struction; 14. The Nation expands; a. The New South; b. The vanishing frontier; c. Public land problems; d. Immigration; e. The age of Science and invention; 15. Domestic issues; a. The currency question; b. The pro- tective tariff and taxation; c. The railways and trusts; d. Minor parties and unrest; e. The sound money battle of 1896; 16. America a World power; a. American foreign relations 1865-1898; Monroe Doctrine Asserted; b. Spanish- American War; c. New possessions; d. The U. S. in the Orient; e. The Panama Canal; f. The U. S. in the Carribean; 17. The spirit of reform in America; a. Political; b. Economical; 18. The Woman Suffrage Movement; 19. Industrial Democracy; a. Rise and growth of organized labor; b. Re- lations between labor and capital; 20. President Wilson and the World War; 21. The Peace Settlement at Paris; 22. Effects of the War upon U. S.; 23. Policies of the U. S. since the World War. High Schools of North Carolina 71 Reference reading: Fish — The Development of American Nationality. American Book Co. Publications of the Committee on Public iniormaiiou — The War Aieacmge and the Facts Behind It. 10 Jackson Place, Washington, D. C. Collected Materials for the Study of War. Compiled by Albert E. Mc- Kinley. McKinley Publishing Co., Philadelphia. Fish — American DipTomacy. Henry Holt & Co. Forman — The American Democracy. The Century Co. Zueblin — American Municipal Progress. Macmillan. Foster — American Diplomacy in the Orient. Paxson — Recent History of the United States. Suggested topics for term papers in connection with United States history: 1. Comparison Between Immigrants of Today and Colonial Times. 2. Home Life in Colonial Days. 3. The Leadership of the Churches in Early America. 4. Life of any one of the following: a. Benjamin Franklin b. George Washington c. Thomas. Jefferson d. Alexander Hamilton e. Andrew Jackson f. John Marshall g. Abraham Lincoln h. Jefferson Davis i. Robert E. Lee j." Theodore Roosevelt k. Frances Willard 1. Susan B. Anthony m. William Jennings Bryan n. Woodrow Wilson 5. History of Education in North Carolina 6. The Lewis and Clark Expedition 7. The Industrial Revolution in the United States 8. Jacksonian Democracy 9. The Overland Trails 10. The Discovery of Gold in California 11. The Steamboats 12. The Cotton Gin and its Effect 13. The Abolition Movement 14. The Negro Before the Civil War 15. The Negro After the Civil War 16. The Causes of the Civil War 17. Economic Aspects of the Civil War 18. North Carolina's War Governor 19. Foreign Relations During the Civil War 20. Reconstruction in North Carolina 21. The Building of the Transcontinental Railroads 22. The Rise and Growth of Trusts in the United States 23. Origin and Growth of the Civil Service 24. The Development of the West 25. American Irrigation Farming 26. Conservation 72 Courses of Study 27. The Indian Problem 28. The American-Japanese Problem 29. The Granger Movement 30. Free Silver and the Campaign of 1896 31. The United States and the Philippine Islands 32 The Panama Canal 33. The Conservation of Natural Resources 34. Recent Political Reforms in the United States 35. The Woman Suffrage Movement 36. The Federal Reserve System 37. The Rise of Organized Labor 38. The League of Nations 39. The World Court 40. The Monroe Doctrine 41. The Development of National Prohibition ADVANCED CIVICS, ELEMENTARY ECONOMICS, AND SOCIOLOGY In the fourth or last year of hierh school in the larger schools, there should be a course in the problems of American democracy. In order to help solve the problems of modern life we must systematically study them. These problems are civic, social and economic. Therefore the social study of this last year of high school should include principles of civics, sociology and economics. New books treating these phases of American life are coming out constantly. No class should be bound to one / — t. In this course the great factor is the teacher, who should be a persoxi oi great mental poise, clear ipercention and fair-mindedness. The matter of the te-^rtbook might be left to be determined from time to time according to the needs of the class. The following texts are suggested: Civics Zueblin — American Municipal Progress. Macmillan, (Limited in scope of pubiects treated, but good. Very interesting reading.) Foreman — The American Democracy. The Century Co. (Good book for use where a single textbook in civics is desired: a little mature.) Magruder — American Government in 1921. (Treatment in outline; very little elaboration or discussion.) Boynton — School Civics. Ginn & Co. (Description of American Govern- ment, its development, forms, functions. Gives state and local government, also international law, and a comparative treatment of government in other countries.) Dansing and Jones — Government, Its Origin, Growth and Form in the United States. Silver Burdett & Co. (Brief and very limited in scope, could not well be used alone.) Bryce — The American Commonwealth. Hughes — Economic Civics. Woodburn and Moran — The Citizen and the Rejjuljlic. Longmans. (Good for references on certain subjects. Best for immature students.) Sociology Chapin — Social Economy. The Century Co. (An introduction to the study of industrial and social history.) Stewart — Social Problems. Allyn & Bacon. (A book of outlines and references.) High Schools of North Carolina 73 Economics Bullock — Elements of Economics. Silver Burdett & Co. Tufts— The Real Business of Living. Henry Holt & Co. (Good; inter- esting and readable discussion of principles of Economics.) Adams— Desc7-iption of Industry. Henry Holt & Co. (Gives the forces that control the business world.) Burch and Nearing — Elements of Economics. Macmillan. Hughes — Economic Civics. Allyn & Bacon. (Rather easy for twelfth grade, but good if pupils have had little training in civics and economics.) Topics which might be studied in this course are : . 1. The slums 2. The sweating system 3. Tenements 4. Individual and social degeneracy 5. Poverty 6. The unemployed and homeless poor 7. Dependent children 8. Immigration 9. The tramp problem 10. Criminal classes 11. Prison reform 12. Institutions of Charities and Corrections 13. The liquor problem 14. The factory system 15. Labor unions 16. The organization of capital 17. Social settlements 18. Private and public charities 19. Religious organizations 20. The juvenile court 21. Industrial education 22. Private and public education 23. Political parties 24. Philanthropy 25. The church 26. Banking and its services We strongly recommend here that the class use Banking and Business Ethics, by Borden and Hooper, published by Rand, McNally & Co. In teaching these subjects we should point out the opportunities for service in every occupation, calling or profession. We have an opportunity here to teach the personal and civic ideals of the Bible by instructing the pupils in the art of good living today. Use the lives of worthy men and women in connection with this instruction. The tendency, however, toward hero- worship of living national and local heroes should be avoided. Men and women should be given the credit for their good deeds, but they should not be set upon a pedestal for veneration. The emphasis should be always upon the service rendered and the opportunities for service. 74 Courses of Study SUGGESTED TERM PAPER TOPICS FOR THE COURSE IN PROBLEMS OF AMERICAN DEMOCRACY 1. Profit sharing in the United States 2. Plrofit sharing in North Carolina 3. Industrial Relations in North Carolina 4. Crime and Correction 5. The Case against Socialism 6. The Negro Problem 7. American Family Life Today and Its Probable Effects 8. The Rural Problem 9. The History of Education in the United Stated 10. The History of Education in North Carolina 11. State Supervision of Public Schools in North Carolina 12. What the United States is Doing for the Education of the Immigrant 13. Immigrant Communities in the Country 14. The Country Life Movement 15. The Care of Dependents in North Carolina 16. The Junior Republic 17. The Work of Judge Ben Lindsay 18. The Public Schools of North Carolina 19. Municipal Government 20. The Development of the North Carolina Constitution 21. The United States and the League of Nations 22. Should the Monroe Doctrine be Continued as a Part of the Foreign Policy of the United States? 23. The United States and the Protective Tariff 24. Should the United States Own and Control the Coal Mines? 25. The Short Ballot 26. The Federal Reserve System 27. Conservation in the United States 28. The Origin and Growth of Political Parties in the United States 29. The Initiative, Referendum, and Recall BOOKS ON THE TEACHING OF HISTORY Hartwell — The Teaching of History in the High School. Houghton-Mifflin Company, New York. Tryon — The Teaching- of History in Junior and Senior High Schools. Ginn and Company, New York. The Twenty 'Second Year Booh of the "National Society for the Study of Education. Part II. The Social Studies in the Elementary and Secondary School. Public School Publishing Company, Bloomington, 111. PARALLEL READING Parallel reading in historical fiction is of inestimable value in connection with history work. There are many books available. For courses in World History the following list is helpful: Blackmore, R. D. — Lorna Boone Bulwer-Lytton, Edward — The Last Days of Pompeii Cox, G. W. — Tales of Ancient Greece Dickens, Charles — Tale of Two Cities Eliot, George — Romola. Florence in the latter part of the fifteenth century High Schools of ISTorth Carolina 75 Hugo, Victor — Ninety-Three. Insurrection in La Vendee, 1793; Notre Dame cle Paris. Paris in the late fifteenth century Irving, Washington — TTie Alhayribra Kingsley, Charles — Hypathia Westiva7-d Ho! Voyages of Elizabethan seamen and the struggle with Spain Kipling, Rudyard— Pwcfc of Pook's Hill Reade, Charles— r/ie Cloister and the Hearth. Eve of the Reformation Scott, Sir Walter — The Talisman, Reign of Richard I, Ivanhoe SienKeiwicz, Henry — With Fire and Sword. Poland in the seventeenth century Thackeray, W. M. — Henry Esmond. England during the reigns of Wil- liam III and Queen Anne Tolstoy (Count), L. N. — War and Peace Wallace, "Lew— Ben Hur. A tale of the Christ Waterloo, Stanley — The Story of Ab. Prehistoric life A. Suggested list of parallel work in American history: Colonial Days: Canavan, M. J. — B'en Comee Dix, Beulah M. — The Making of Christopher Ferringham Hough, Emerson — Mississippi Bubble Irving, Washington — A History of New York by Diedrich Knickerbocker 1 Johnston, Mary — To Have and to Hold Rayner, Emma — In Castle and Colony Conflict and Independence: Churchill, Winston — Richard Carvel Thackeray, W. M.— Henry Esmond, The Crossing Cooper, James Fenimore — The Spy Ford, P. Y. — Janice Meredith Mitchell, S. Weir — Hugh Wynne Rives, Hallie E. — Hearts Courageous The Clash of Political Parties: Allen, James Lane — The Choir Invisible Atherton, Gertrude — The Conquerer Mitchell, S. Weir — The Red City.. (A sequel to Hugh Wynne) Jeffersonian Republicans: Bacheller — Dri and I Barnes, James — Midshipman Farragut Melville, Herman — Moby Dick Jacksonian Democracy: Braden, J. A. — Far Past the Frontier Hough, Emerson — Fifty-four Forty or Fight The Rise of the Industrial System: Crane, Stephenson — The Red Badge of Courage Dickens, Charles — Martin Chuzzlewit Eggleston, Edward — The Hoosier Schoolmaster Watts, Mary S. — Nathan Burke Political evolution of the South: Cable, G. W. — John March, Southerner Glasgow, Ellen — The Voice of the People Page, Thomas Nelson — Red Rock 76 Courses of Study Business Enterprise and the Republican Party: Bacheller, Irving — Cricket, Heron Churchill, Winston — Coniston White, W. Allen — A Certain Rich Man Development of the West: Hough, Emerson — The Girl at the Half Way House Jackson, Hellen Hunt — Ramona The Spirit of Reform in United States: Dillon, Mary — The Leader Hurt, Walter — The Scarlet Shadoio Industrial Democracy: Poole, Ernest — The Harbor The World War: Wells, H. G. — Mr. Britling Sees It Through Heath — Webster's Modern Euro'pean History. Pp. XXI-XXXII. "Suggestions for further study" will be found exceedingly helpful. AIDS FOR CURRENT EVENTS STUDY World News. Published weekly at Washington, D C, and Columbus, Ohio. Two cents a copy in clubs of 25 or more. One of the best current weeklies for classroom use. It covers thoroughly and well the outstanding news of the day. Looseleaf Current Topics. Published weekly by Looseleaf Education, Inc., 50 South Third Street, Columbus, Ohio, and 1123 Broadway, New York City. Yearly subscription 80c. Subscription price includes notebook covers, free for each pupil. Good for younger high school pupils where only a part of a recitation period can be given to current events. REFERENCES Benezet — Young People's History of the World War. Macmillan. Especially helpful for an arrangement of material on the World War. Bogart — Economic History of the United States. Longmans, Green & Co. Advanced reference book. Valuable for reference to topics in American History and Problems in American Democracy. Brooks — Our Dual Government. Rand, McNally & Co. For reference to North Carolina Government as well as that of the United States. Latane, J. H. — The United States and Latin America. Doubleday Page & Co. A discussion of Political relations with the United States. McKinley — Collected Materials for the Study of the World War. McKinley Publishing Company, Philadelphia. President Wilson's War Messages. Topical Outlines and other aids for the study of the World War. Munro — Government for American Cities. Macmillan. Advanced refer- ence for Problems in American Democracy. Paxson — Recent History of the United States. Houghton-Mifflin Co. Also History of the American Frontier 1763-1893. Priestly — The Mexican Nation. A History. Macmillan Co. From earliest times to the Obregon administration. Rexford and Carson — The Constitution of Our Country. American Book Company. Very clear and helpful explanation of our Constitution and the frame works of our government. Illustrated. High Schools of ]^orth Carolina 77 Robinson — History of the Latin American Nations. D. Appleton & Co. Thorough treatment and extensive bibliography. Southworth — The Common Sense of the Constitution. Allyn & Bacon. A very valuable aid to the study of the United States Constitution. Southworth — What the Old World Gave the New. Iroquois Publishing Co. Designed for the sixth grade but good for review and reference in con- nection with World History. Stewart— /SociffZ Problems. Allyn and Bacon. A book of outlines and references. Stuart — Latin America and the United States. Century Company. Polit- ical relations with the United States. Turkington — Helps for the Study of Our Constitution. Ginn & Co. Splen- did explanations, tables and illustrations. Van Hise — The Conservation of Natural Resources in the United States. Macmillan Co. Good for reference in connection with American History and Problems in American Democracy. Warsaw, J. — The New Latin America. Thomas W. Crowell Co. A dis- cussion of present-day conditions — economic, political and social, cultural. Wilson — What is Americanism. Silver, Burdette & Co. Selections from speeches of various great Americans. MISCELLANEOUS AIDS Ammarell — Syllabus for Problems of American Democracy. McKinley Publishing Company. Gives excellent outlines and bibliographies for the following topics: Private property, capital and labor, transportation, immi- gration, Americanization, education, conservation, political problems, inter- national relations, crime, poverty, race problem. Baker — A Guide to Historical Fiction. Bolton — The History of the Americans. History Sa-Sb, 1924-25, University of California. Syllabus Series No. 168. Deals with the Latin-American re- publics. Channing, Hart and Turner — Guide to the Study and Reading of American History. Ginn & Co. To be used for references to all topics in connection with American History. Ferguson, A. H. — A Study Guide in American History for High Scliool Students, also for Woi-ld History from 1789-1920. Published by Iroquois Publishing Company, Syracuse, N. Y. A topical arrangement of certain topics of American history and World history. Hazard and Moore— TTie Constitution at a Glance. Published by Henry B. Hayard, Lock Box 1919, Washington, D. C. Outline analysis with explani- tory notes on the United States Constitution. Hoskins, H. L. — Guide to Latin American History. D. C. Health & Co. Nield, Jonathan — A Guide to the Best Historical Novels and Tales. North Carolina Manual. Published by the North Carolina Historical Com- mission. Invaluable for reference on points of North Carolina government. f 8 CouKSES OF Study Pierson — Hispanic-American History, 1826-1920. Syllabus N. VII. Car- negie Endowment for International Peace, Division of Intercourse and Edu- cation, 407 West 117 St., New York City. Place Names in the European War Zone. Rand, McNally & Co. Self-pro- nouncing list of names connected with the World War and the work of the Peace Commission. Stormzard — American History Teaching and Testing. Macmillan. An outline for supervised study and scientific testing in American History, based on Beard and Bagley's The History of the American People. The World Almanac. Published by The World, New York. Invaluable for general reference. A SHORT LIST OF REFERENCE BOOKS FOR THE SOCIAL SCIENCES From the great number of reference books that are usually recommended the inexperienced teacher is at a loss to know which one to select. For this reason, the bookr in the short list below are recommended as being very good and usable: CIVICS 1. Willoughby — Rights and Duties of American Citizenship 2. Ealrle — Home Life in Colonial Days 3. Beard — American City Government 4. Magruder — American Government 5. Ernst— WM* Shall I Be? 6. Filene — Careers for Women ** ANCIENT AND MEDIEVAL HISTORY 1. G. Maspero — Ancient Egypt and Assyria 2. Davis — Readings in Ancient History. Volumes I and II 3. Seignobos — History of Ancient Civilizations 4. Zimmern — The Home Life of the Ancient Greeks 5. Johnson — Private Life of the Romans 6. Robinson — Readings in European History, Volume I MODERN HISTORY 1. Robinson and Beard — Readings in Modern European History, Vol. II 2. Hayes and Moon — Modern European History 3. Adams — Growth of the French Nation 4. Greene — Short History of the English People 5. Hayes — Brief History of the Great War 6. Henderson — Short History of Germany AMERICAN HISTORY 1. Bassett — Short History of the United States 2. Elson — History of the United States of America 3. Earle — Home Life in Colonial Days 4. Fiske — American Revolution 5. Wilson — Division and Reunion 6. Haworth — The United States in Our Own Times High Schools of Noeth Carolina 79 STATE APPROVED TEXTBOOKS A. CIVICS Ashley — The New Civics (Macmillan) Dole — The New American Citizen (Heath) Dunn — Community Civics for City Schools (Heath) Dunn — Community Civics and Rural Life (Heath) Foreman — Advanced Civics (Century) Hill — Community Life and Civic Problems (Glnn) Howe — New Era Civics (Iroquois) Hughes — Textbook in Citizenship (Allyn) Magruder — American Government in 1923 (Allyn) Mavity and Mavity — Responsible Citizenship (Sanborn) B. ECONOMICS Borden-Hoopeir — Banking and Business Ethics (Rand) Jenks and Smith — We and Our Government (American Viewpoint Society) Johnson — We and Our Work (American Viewpoint Society) Lapp — Economics and the Community (Century) Marshall and Lyon — Our Economic Organisation (Macmillan) Morgan — Living and Working Together (Scrihners) C. HISTORY Enropean History Ashley — Early European Civilization (Macmillan) Ashley — Modern Enropean Civilization (Macmillan) Elson — Modern Times and Living Past (American) Morey — Ancient Peoples (American) Robinson and Beard — History of Europe, Our Own Times (Ginn) Robinson and Breasted — History of Europe, Ancient and Mediaeval (Ginn) Robinson, Breasted and Smith — A General History of Europe (Ginn)~ Webster — Early European History (Heath) Webster — Modern European History (Heath) Webster — World History (Heath) West — Early Progress (Allyn) West — Modern Progress (Allyn) West — World Progress (Allyn) American History Ashley — American History (Macmillan) Beard and Beard^ — History of United States (Macmillan) Beard and Bagley — History of the American People, Revised (Macmillan) Burnham and Boyd — History of United States for Schools (Winston) Fite— History of the United States (Holt) Forman — Forman's Advanced History (Century) Hulbert — United States History (Doubleday) James and Sanford — American History (Scribners) hatane— History of United States (Allyn) 80 Courses of Study ■ Stephenson — An American History (Ginn) Thompson — History of the United States (Sanborn) West — History of the American People (Allyn) Four hooks were submitted in problems of American democracy and gov- ernment. While these books are rather heavy for high school students, they should be valuable reference works for the larger high schools. Hughes — Problems in American Democracy (Allyn) Moorehouse and Graham — American Problems (Ginn) Reed — Forms and Functions of American Government (World) Williamson — Problems in American Democracy (Heath) D. GUIDE BOOKS YS HISTOKT A StudenVs Study-Guide in World History from Rise of Civilization to 1189 (Iroquois) A student's Study-Guide in Woy-ld History 1789-1920 (Iroquois) A Study-Guide in European History (Iroquois), Pennsylvania State Course of Study— 1923 A Study-Guide in American History by Arthur H. Furgeson (Iroquois) LATIN INTRODUCTOKY This a-eport of the Committee in charge of the revision of the course of study in latin will, it is hoped, be of practical use to teachers of Latin throughout the State. It should be understood that much of the report is suggestive only and is not intended to hamper teachers of experience. It was thought necessary, however, to be explicit enough to be of service to teachers who are be- ginning the teaching of Latin. We trust that such teachers will be able from this report to know that the Committee considers a year's work in Latin for each year of the course. The Committee has made no attempt to load the course of study with Vjocabulary-lists. Teachers can easily make their own word lists by reference to Lodge's Vocabulary of High School Latin, published by Teachers' College, Columbia University, New York. Suggestion in regard to teaching vocab- ulary is made in this report. Many helpful suggestions as to methods may be found in Part I of the Classical Investigation which may be obtained from the Princeton University Press. That report was made by an able committee. In some instances (for example, the content of the course) its recommendations were backed by so great a weight of expert opinion as to be almost binding. No teacher of Latin can afford to be unfamiliar with the report. The committee has drawn freely from it in outlining this course of study. In making this course of study the committee has confined its discussion of objectives to those which are immediate. Pages 79 and 80 of the Classi- cal Investigation set forth some immediate and ultimate objectives for the study of Latin. First Tear The chief immediate objective of the study of Latin is ability to read Latin. If this objective is not attained the first year it will not be attained at all. Certain forms, syntax and words now included in first year Latin can safely be left until the second year and with far better results, for the introduction of the more difficult forms and rules too early in the course cause a total discouragement of the pupil. Failure of the pupil in the first year's work can only mean more hopeless failure in succeeding years. A safe rule is to attempt no more of forms, of syntax, of vocabulary than can be made to function in the experience of the pupil. First Semester I. Forms: 1. Nouns of the first and second declension. 2. Adjectives of the first and second declension. 3. Pronouns: quis, ego, tu, is, hie, ille, relative qui. 4. Verbs: The indicative, active and passive of the first, second and fourth conjugations. The indicative of sum and possum. The present active imperative of tne first, secona, auu louim conju- gations and of sum. The present Infinitive, active and passive of the first, second, and fourth conjugations. Principal parts of selected verbs of the first and second conjugations. 6 82 CoTJESES OF Study II. Syntax: 1, Agreement: Verb with subject Adjective with noun Appositive with noun or pronoun Predicate noun or adjective with subject 2. Case uses: Nominative as subject Genitive of possession Dative as indirect object Accusative of direct object Accusative in prepositional phrases Ablative of means Ablative in prepositional phrases, including those with ab, de, ex, cum, and in, expressing separation, place whence, agent. manner, cause, accompaniment, place where Vocative III. Reading: Not less than 10 to 15 pages of easy reading, with a view to its relation to the spirit and character of the Romans. Many first year texts give such material. For a complete list of selected (readings for this and other terms see the "Classical Investiga- tion," pages 144-151. IV. Oral Work: Emphasis should be placed on oral work, especially in the first two years. Translation of sentences with books closed trains the ear to correct sound and the tongue to accurate pronounci- ation; develops thought-getting through the ear and a feeling for Latin word order; and finally furnishes drill on forms and syntax, and practice in memorizing Latin. V. The relation of Latin and English words: Word derivation should not be too formal in the first half year, but pupils should be encouraged to look for English derivatives of many of the words studied. VI. Vocabulary: Teachers should make up a list of 250 words which should be thoroughly mastered. The systematic study of vocabulary should begin in the first week of the first year and continue throughout the course. To trust to chance in this matteu" is an enormous waste. The 2,000 numbered words in Lodge's Vocabulary of High School Latin will serve as a guide to teachers in selecting a minimum vocabulary. Obviously it will be wise as a general rule to teach the words in the order in which the pupil will actually meet them in his reading. To this general rule there are two exceptions: (1) Com- pounds and derivatives can generally be most economically learned at the time the simple word is learned; for instance, abutor, which occurs at the beginning of the first Catiline oration, should have been learned the first time the pupil came across the simple word utor; (2) words which, through similarity of form, are High Schools of North Carolina 83 likely to be confused, may profitably be leairned togetHer, even though one of them may not occur in the pupil's reading for some time; for instance, ager, agger, and aeger; paro, pareo, pario; callidus, and calidus. A fundamental principle is that vocabulary lessons should be taught, not merely assigned. The pupil, of course, can by a Blind feat of memory unrelieved by intelligence — learn a list of words; but that procedure is wasteful of time and effort. The pupil needs to be taught how to learn words; and that lesson can be intensely interesting to him. Two facts, obvious, but often overlooked, may be mentioned here. One is that words should be learned so as to be a permanent possession — not learned today to be forgotten tomorrow or next week. The other is that the pupils should be urged, whenever he meets an unfamiliar word in his Latin read- ing, to try to make up its probable meaning (by word-analysis, by English derivatives, or by the context) before he has recourse to a vocabulary or dictionary. Second Semester tu I I. Forms: rst [ 1. Nouns: Third declension including i-stems. 2. Adjectives: Adjectives of the third declension (i-stems and compara- tives) ; Irregular adjectives (unus, etc.); ordinal numbers; com- parison of regular adjectives and common irregulars. 3. Adverbs: Formation and comparison of the three regular types and the common irregulars, as bene, male, magnopere, multo, parum. 4. Verbs: Third conjugation, including verbs ending in -io, indicative, active and passive. The present passive imperative of the regular conjugations. Present infinitive passive and perfect passive par- ticiple of the regular verbs. Principal parts of selected verbs. 5. Cardinal numbers with the declension of duo, tres, and milia. II. Syntax: 1. Agreement: Pronoun with antecedent. 2. Case uses: Dative with adjectives denoting likeness, usefulness, fitness, friend- liness, nearness and their opposites. Dative of possession. Accusative as subject of infinitive. Accusative of duration or extent. Ablative with a comparative; of personal agent; of time; of cause. Uses of the locative case. 3. Verb uses: Infinitive as in English; infinitive in indirect discourse. III. Reading: Not less than 25 pages of connected easy reading of somewhat greater difliculty than that read in the first half year. This may be selected from the first year book or from such reading as sug- ■",.' , gested on page 145 of the Classical Investigation. m IV. Oral work as in first half year. 84 Courses of Study v. Work study: The relation of Latin and English words, showing also how Latin words are formed firom prefix, base and suffix. VI. Vocabulary: A selected list of 250 additional words should be thoroughly mastered, making a list of about 500 words for the year. See suggestion made for the first half year about learning vocabulary. Second Tear First Semester I. Forms: 1. Nouns of the fourth and fifth declension: The irregular nouns vis, domus. 2. Pronouns. Review all pronouns assigned for the first year; learn quidams. 3. Verbs: Review the indicative of the regular verbs, of sum, possum; the present infinitives. Subjunctive of sum, and subjunctive, active and passive, of all regular verbs Infinitive and participles of all regulair verbs. Conjugation of fero, eo, fio, volo, nolo, malo. The gerund. Principal parts of selected verbs. II. Syntax: 1. Case uses: Genitive of the whole; description. Dative with intransitive verbs; dative with compounds; ditive of reference; of agent. Ablative absolute. Ablative of description; of respect. ' Ablative depending on utor, etc. 2. Verb uses: Independent volitive subjunctive. Subjunctive of purpose; of result; indirect question; with cum circumstantial, causal, concessive. Sequence of tenses. III. Reading: Not less than 40 pages of easy Latin narrative. This material may be taken from first- or second-year books or from a list such as is given on page 146 of the Classical Investigation. It might include Caesar's Helvetian Campaign, Chapters 1-12, 23-29, of the Gallic War. IV. Vocabulary: Continue to teach thoroughly a list of about 250 words as in the preceding half years. V. Composition: Continued drill in writing Latin sentences utilizing the vocabu- lary and syntax studied in this half year. High Schools of ISTorth Carolina 85 Second Semester I. Forms: 1. Pronouns: aliquis, quisque, quisquani. 2. Verbs: Deponent verbs of all conjugations. Principal parts of selected verbs. II. Syntax: 1. Case uses: Dative of purpose. Drill in the use of the ablative absolute and gerundive con- structions. 2. Verb uses: The subjunctive depending on clauses of fearing; in substantive clauses with ut and ne; in relative clauses of purpose; in clauses of characteristic; in subordinate clauses in indirect discourse. The indicative in temporal clauses with postquam, ubi, ut, etc.; in causal clauses with quod, quoniam. The gerundive. III. Reading: An amount of classical Latin equivalent to not less than 35 pages of Teubner text. The following passages from the Gallic War I-VII are suggested: Book II, 1-18; Book III, 13-16; Book IV, 20-38; Book V, 40-49; Book VI, 9-23; Book VII, 1-10, 63-71. For those who wish to vary the content of the work of this term refer- ence to the list of authors suggested on page 149 of the Classical Investigation will give abundant material. IV. Vocabulary: Not less than 250 new words to be thoroughly learned. For suggestion as teaching the vocabulary refer to the instructions given for the first half year. V. Composition: Sufficient exercises based on principles of syntax studied to give the pupils complete mastery of the indicative mode, the common uses of the subjunctive, of the infinitives and participles, and the gerundive used to express purpose. These exercises should be both oral and written. VI. Life and Times of Caesar: Attention should be given to the civilization and customs of the Gauls, Germans, and Britons; the historical importance of Caesar and his Gallic campaign; the life of the Roman soldier and the organization of the Roman army. These topics can be brought out by talks and collateral reading. VII. Geography: A fine oppou'tunity is offered in the study of the Gallic War to compare Ceesar's campaigns and battle-lines with the battle-lines and campaigns of the World War and thus add to the interest of pupils, as well as to their knowledge of geography. 86 CouESEs OF Study Tliird Tear At the very beginning of this course the student should understand that he is reading oratory and not narrative. In order that the transition from Caesar to Cicero may be less abrupt, early attention should be given to the following: extensive use of pronouns; verbs in first and second person in contrast with the almost exclusive use of the third person in Caesar; impera- tives; and the greater elasticity of word order and the rhetorical devices of oratory. Aims (Copied from the New York Syllabus) 1. Training in citizenship through argumentation and debate; careful study of the structure, especially of the Manillian Law. 2. Training in oratory; study of the means by which a public speaker achieves his effects. Comparison with modern masterpieces. 3. Training in politics and economics; corruption of governmental methods; class struggle; the land question; colonial possessions; exploitation of natural resources. 4. Training in ethical and moral conduct; revolution versus reform; un- selfish patriotism versus egotistical aggrandizement; common honesty versus fraud. Content The content of this course of study is, with slight modifications, that recommended by the Report of the Classical Investigation, Part I, pages 150 and 151, "60 pages of Teubner text" for the third year and "Not less than 100 pages of Teubner text" for the fourth year. However, inasmuch as this is a substantial reduction in the amount of reading herefofore re- quired, and inasmuch as some of our students are preparing for college with a rigid entrance requirement in Latin, it has been thought wise to suggest a minimum and a maximum content. But the weight of emphasis should fall upon the minimum content for intensive study with a wide read- ing in English on the subject "bearing on the historical-cultural objectives." Requebed Reading Not less than sixty pages of Teubner text. Minittium: In Catilinam I. In Catilinam III. De Imperio Pompei. Pro Archia Poeta. Maximum: The minimum requirement with the addition of In Catilinam II or In "Verrem (The Plunder of Syracuse) or Selected Letters (as much as 12 pages of the Teubner text). For a wider range of choice as to authors see page 150 of the Classical Investigation. But, whatever authors may be selected, the pupil should be taught to read Latin, not merely to decipher it. Incessant practice shouid be given in learning to feel the meaning of the Latin in the Latin order. The extent to which formal, polished translations should be required is a point on which opinions differ. It should never be forgotten that there are two entirely distinct processes involved. One is to grasp the meaning of the Latin; this is necessary all the time, and it is ideally done by reading High Schools of North Carolina 87 the Latin in the Latin order without conscious translation. The other is to express that meaning in idiomatic Engrlish (which does not mean merely colorless, technically correct English); this task should be set occasionally, but not universally. Study of Content Geography. The Provinces. Roads. Appia Latina. Aurelia (road over which Catiline fled). Flaminia (Mulvian bridge). Towns: Arpinum (Cicero's birthplace). Brundisium (port of departure for Greece). Faesulae (location of Catiline's camp). Forum Aurelium (place where Catiline's body guard awaited him). Pompeii (source of information concerning private life of Romans). Praeneste (mountain fortress which Catiline hoped to seize). Reate (home district of the troops that captured the conspirators). Forum : Rostra. Basilica Julia. Templum Jovis Maximi Capitolini. Templum Vestae. Templum Saturni Curia. Comitium. Templum Concordiae. Templum Castoris et Pollucis. Palitine (Residences of Cicero and Catiline). Constitution: 1. The three "orders." 2. Senate. 3. Officers. Paballel Readings At least two of the following books should be read : Abbott — Roman Political Institutions. Fowler — Social Life at Rome in the Age of Cicero. Huelson — The Roman Forum. Johnston — The Private Life of the Romans. Plutarch's Lives — Cresar, Cicero, Antony, Augustus. Church — Roman Life in the Days of Cicero. Laneiani — Ancient Rome in the Light of Recent Discoveries. Ferrero — Ancient Rome and Modern America. ' Fowler — Roman Festivals. Boissier — Cicero and His Friends. Masefield — The Tragedy of Pompey the Great (Drama). Church — The Burning of Rome. Putnam — The Lady. Allison — Roads from Rome. 88 Courses of Study Crawford — Corleone — A Tale of Sicily. Wallace — Ben Hur. Seinkiewicz — Quo Vadis. White — The Unwilling Vestal. The student should make an intensive study of some topic in his reading and present this as a term paper, either in the farm of a report to the class or as a contribution to a Cicero scrap-book. The following are suggestive topics: The Forum. Early Buildings. Cicero as an Orator. The Human Side of Cicero. Cicero's Country Homes. Slaves in Rome. A Typical Roman House. Government in the Time of Cicero. Political Parties in Rome. Consular Elections. Roman Religion. Roman Feast Days. Catiline, the Friend of the Common People. Roman Roads. Syntax A review of the principles of syntax found in Caesar with the addition of the following: Dative of Reference. Accusative of Exclamation. Locative and Vocative Cases. The Roman Calendar and Methods of expressing dates. Conditional Sentences. Subjunctive in independent clauses. Relative Clauses of Characteristic. Clauses of Proviso. Imperative. VOCABULAKY Two hundred and fifty to 300 new words. These words should he chosen at the beginning of the year with the help of Lodge's Vocabulary of High School Latin (Columbia University Press), and underlined in the text. See suggestions for first half year. Composition The equivalent of one lesson a week throughout the year. Constant prac- tice in translating from English into Latin is indispensable for a mastery of the new principles of syntax and of the Ciceronian vocabulary with its fine shades of meaning. Illustrative Material 1. A collection of pictures, charts, etc., from Germany. Send to A. Bruderhausen, 1309 Webster Avenue, New York City, for circular giving description and prices. High Schools of North Carolina 89 2. A limited number of Alinari and Anderson photographs from Italy. Send to A. G. Seller, 1224 Amsterdam Avenue, New York City, for list giving sizes and prices. The pictures of the Forum are especially good. Fourth Year The work of the fourth year, while giving due consideration to forms and syntax, should aim primarily to lead the student to appreciate the ^neid as one of the world's greatest masterpieces of literature. Attention should be given to the sources, purpose, and circumstances of its composition, and to Virgil's influence on the literature of the world. It is essential that the poem be read and felt as a poem, and not regarded as material for drill in construing Latin. Passages of special beauty should be read repeatedly. Attention should be called to the unfaltering greatness of Virgil's style, to his instinct for the right word, to his keen dramatic sense (as shown espe- cially in the second, fourth and sixth books), to his loftiness of thought, and to his spiritual kinship with Christianity; and the pupils should be made, as far as possible, to see and feel these things themselves. Passages to be memorized: Book I, lines 461-462; Book II, lines 48-49; 324-325, 354; Book IV, 700-705; Book VI, 126, 847-853. Tennyson's Ode to Virgil. Prosody The student should be able to read dactylic hexameter fluently and to understand the following terms: arsis, caesura, dactyl, diaeresis, elision, hex- ameter, hiatus, ictus, spondee. Grmnviatical Tertns and Figures of Speech: The student should understand the meaning and application of the fol- lowing: 1. Grammatical terms: Anastrophe Archaism Asyndeton hendiadys hysteron proteron tmesis zeugma 2. Rhetorical figures: alliteration anaphora aposiopesis chiasmus metaphor simile metonomy onomatopoeia personification Study of Forms peculiar to Virgil: 1. In nouns: Genitive Singular -ai for -ae Genitive Plural -um for -arum, -orum, -uum. Dative Singular -u for -ui 90 Courses of Study In Greek Nouns: First Declension nouns in -e (fern), -es (mas), -is (mas) Second Declension nouns in -os, -eus (accusative -ea) Third Declension nouns (a) in es (genitive singular -i) -is, ys; (b) with nominative plural (in -es) accusative singular in -a and accusative plural in -as 2. In pronouns: olli for illi ollis for illis quis for quibus 3. In verbs: Present Infinitive Passive: -ier for -i Imperfect Indicative of fourth conjugation: -ebat, -ebant for -iebat, -iebant Perfect Indicative third person plural: -ere and -erunt Forms of perfects and pluperfects without -is (s) or -sis; for ex- ample traxe for trax -iss -e Syntax common to Virgil rare in Ccesar and Cicero: 1. (lenitive (a) with Adjectives, (b) with verbs of remembering and forgetting, (c) with miseret, paenitet, pudet, etc. 2. Dative (a) of direction and limit of motion, for ad or in with accu- sative, (b) of agency for a or ah with ablative with any passive form of a verb, (c) with verbs of mingling, contending, etc. 3. Accusative (a) of limit of motion where prose would require ad or in with accusative, (b) of specification, (c) as object with passive forms used like Greek middle voice, (d) adverbial. 4. Ablative (a) of place in, on, from without a preposition. Cb"^ of compairison, (c) of price, (d) of manner without modifier. 5. Imperative (or subjunctive) with ne to express prohibition where prose would use noli with the infinitive. .6. Subjunctive (a) hortatory (b) second person jussive, (c) optative, (d) of obligation. 7. Clauses with velut si, quasi, etc. 8. Infinitive (a) with adjectives and nouns and with many verbs that do not take the infinitive in prose, (b) historical, (c) purpose, (d) of exclamation. 9. Supine in u. 10. Use of plural of nouns in the sense of the singular. ! VOCABUXAET StTTDT Four to five hundred new words, based' on Lodge's Vocabulary. See vocabulary suggestions for the first half year. Composition Though prose composition is usually considered optional in the fourth year, we suggest that this work be continued through this year. Under the subject of Composition in the general suggestions given below are some ideas which should stimulate the thoughtful teacher. High Schools of North Carolina 91 Parallel Reading The following is a list of books suggested for pupils: Benjamin — Troy, Its Legend, History, and, Literature Glover — Virgil F. J. Miller — Tioo Dramatisations from Virgil Comparetti — Virgil in the Middle Ages (Translated by Benecke) The Trojan Woman of E^iripides — Translated by G. Murray Gayley — Classic Myths Fowler — Religious Experiences of the Roman People Champney — The Romance of Imperial Rome Wiseman — Fahiola G. Code — When the Fates Decree New International Encyclopedia — Epic Poetry Tennyson — Oenone, Ulysses, To Virgil Hawthorne — The Marhle Faun Bangs — A House-Boat on the Styx Baikie — Sea Kings of Crete The required amount should be one handbook of mythology, such as Guer- ber's or Gayley's, and one book of literary criticism, such as Glover's Virgil or Sellar's Roman Poets of the Augustan Age: Virgil. There should be a term paper based on an intensive study of some phase of this reading. The following topics are suggested: Epic Poetry Virgil's Debt to Homer Character of ^neas Figures of Speech in the ^^Cneid Visions and Dreams in the .^Eneid Virgil as a Nature Poet Striking Scenes in the uEneid Fatalism in the .^Eneid Elysium and Hades as the Romans Thought about Them Virgil in the Middle Ages Virgil's Influence on Literature in General Illustrative Material Inexpesive sets of pictures for the .^Eneid may be procured from Thompson Publishing Company, Syracuse, N. Y., and from the University Prints, New- ton, Mass. There should be at least one set for the classroom, and as many additional as the students can buy for their individual ownership. General Suggestions m Syntax — The immediate objective of a knowledge of syntax is a clear under- standing of the exact meaning and force of the passages read. It will be well, as far as practicable, to take up the various mood constructions in the order of their occurrence in the reading, and to explain them in advance as part of the lesson assignment. Advantage should be taken of the fact that some of the finest English literature (including the Authorized Version of the Bible) makes abundant use of Latin syntax. Such expressions as "The Son of Man hath not where to lay His head," and "Forasmuch as He had not to pay," are exact parallels to Cicero's Habes ubi ostentes. The English writers were apparently thinking in Latin while they were writing 92 CouKSEs OF Study in English; and the occurrence of so much Latin syntax in English classics should be used to help the pupil to a speedier understanding of Latin con- struction. There is heed of care to prevent the syntactical work from becoming too technical. The important thing about a Latin case or mood construction is not the technical name (which at best is merely a matter of convenience) but the force. In other words, the important question for the pupil to answer is not, What is the name given to this construction in your gram- mar? but, Wliat difference does this construction make to the meaning of the sentence? Composition — Composition is an unsolved problem in the high school Latin course. In the practice of writing in any language, the immediate objective is the satisfaction that attends increased power of self-expression. This natural and powerful motivation is usually ignored in the high school Latin course — presumably because teachers feel that, with the limited amount of time available, there is little chance of attaining much skill in writing Latin. The result is that, in most high schools, so-called Latin composition has drifted into an uninteresting drill in syntactical rules. The English sen- tences set for translation into Latin are usually disconnected, devoid of in- terest, and phrased in a style that is utterly foreign to the pupil. There is need of a very different type of material for translation into Latin. The passages should be connected, the subject-matter should be within the range of the pupil's interest, and the style should be nearer to his own style. The sentences must be simple and easy, and, as a rule, short; but, even with these limitations, the passages can be made inter- esting; no sin would be committed if they were amusing. If Cicero's letters are read in the third year, the composition assignments might be in the form of letters; and these letters should deal with matters of immediate in- terest to the pupils — school problems, for instance. Pupils work hardest when they are most interested. There are cases on record where pupils have actually asked for matter of that kind. It is almost criminal malpractice to ignore such a request. The fear sometimes expressed, that this type of material would not sufficiently illustrate the railes of Latin syntax, is, of course, without foundation in fact. Even in the first year, with the very severe limitations of vocabulary, inflections and syntax, it is possible to introduce a considerable amount of interest into the passages for translation into Latin. In the second year the possibilities are greatly increased. In the third year the pupil ought to be able to find a good deal of pleasure in his efforts to write a Latin letter, especially if he is reading epistolary Latin. In the fourth year, when the amount of required reading is as much as five or six books of the .iEneid, there will hardly be time for much composition. Two things are essential. The English set for translation into Latin should be idiomatic English; and the Latin version required should be idiomatic Latin. The translation thus becomes a transfer of thought rather than of isolated words. Early in the game the pupil discovers that a literal translation is impossible, and in his efforts to find an appropriate Latin idion-i he picks up a considerable knowledge of Latin syntax. Translation at Sinht^In this connection we merely quote a paragraph from the Report of the Classical Investigation, Part I, page 191, and urge all teachers who would improve the speed and quality of translation to con- sider the importance of this: High Schools of ISTorth Carolina 93 "We recommend that practice in comprehending Latin at sight be included in the work of every 'recitation. Ninety-seven per cent of the teachers filling out the general questionnaire indicated their belief that sight translation should be made a regular part of the work, and the majority of these teachers expressed the opinion that from one-fifth to one-fourth of the class time should be devoted to this type of work. It is evident from the report given by fourth-year pupils who answered the question of content and method that classroom practice in many schools needs to be improved in this respect. Thirteen per cent of these pupils report that they have never received training in the methods of attack upon the advance assignment through reading at sight in class; nineteen per cent report that they have received this training 'some- times'; thirty-seven per cent once or twice a week, and only about thirty per cent stated that they received this training as often as three times a week." List of Books Eecommended for Teachers We have made no attempt to offer a comprehensive list of books for teachers, but have submitted a very small list of books with which all teachers of Latin should be familiar: Game, J. B. — The Teaching of High School Latin. Chicago University Press, 1916. Greenough, J. B. and Kittredge, G. L. — Words and Their Ways in English SiJeech. Macmillan, 1901. Byrne, L. E. — Syntax of High School Latin. Chicago University Press, 1918. Hale, W. G. — The Art of Reading Latin.' Mentzer, Burk & Company, 1887. Lodge, Gonzalez — Vocabulary of High School Latin. Columbia Univer- sity Press, 1909. Paxon, Susan — Handbook of Latin Clubs. Heath, 1916. Report of the Committee of Ten on Secondary School Subjects published for the National Education Association by the American Book Company, 1894, pages 70-72. Sabin, P. E. — The Relation of Latin to Practical Life. Secured from the author, Madison, Wis., 1916. Tolman, H. C. — The Art of Translating. Sanborn, 1901. Classical Periodicals. Classical Journal. University of Chicago Press, Chicago, 111. $2.50. Classical Weekly. Charles Knapp, editor. Barnard College, New York, N. Y., $2.00. Latin Notes. Frances E. Sabin, editor, Madison, Wis. $0.50. Lists of books and much material for the aid of Teachers of Latin can be secured at small cost from the Service Bureau for Classical Teachers, Teachers' College, Columbia University, New York City. Send for catalogue of materials. MODERN LANGUAGES FRENCH Purpose of Laiiguag:e Instruction Leaving aside the secondary aims of language instruction, there are three principal objects which may be kept in view: A speaking knowledge, a writing knowledge, and a reading knowledge. If the needs of the students are considered, the first of these aims can hardly be admitted as the fundamental object of the instruction. Students cannot learn to speak a foreign language with fluency in the time allowed for language study. If they could, they would know more than many of their teachers. In any case, if the object could be obtained, it would still be scarcely worth while. Not one student in a hundred will ever have need or occasion to speak a word in a tongue other than his own. The accom- plishment itself is not of a high grade and the attempt to attain it often results in wasted effort. The second possible aim, ability to write the language, must be discarded as a principal minimum objective for similar reasons. Very few students will ever have need to correspond in any tongue except their own. The last aim is, to a certain degree, attainable even under the conditions that now prevail, and has most justification from a purely educational and cultural standpoint. If reading knowledge should be the principal minimum aim of the instruc- tion, the problem still remains as to how to attain this end, taking into account the teachers who at present have no common purpose, no common training, no uniform experience, and no specific guide to follow. It is hoped that a more detailed outline of a French course, such as is given here, will help to give a common understanding of the task, and will do much to remedy the present confusion about the teaching of French in the high school. Pronunciation Since the principal object of high school language study is to attain a certain degree of ability to read the foreign language, pronunciation can only be a secondary aim. But even a slight acquaintance with a foreign language demands some idea of its sound, and this knowledge must be imparted as a preliminary to the study. The student should be taught the general rules for: 1. Tongue position. 2. Phonetic syllabication. 3. Word and phrase group stress. 4. Liaison. 5. Pronounciation of final consonants. He should know the usual pronunciation of the following letters: a § h e 3. 1 s y e close open g 6 X u J c w C h High Schools of North Carolina 95 And of the following digraphs and combinations of sounds: ei am un ill (medial) ai en um eil au em eun tion oi in gu eux eau im qu euse aux ain ch ui ou aim sc tie eu ein th tiel an on gn eille And, as a test to verify the minimum attainment, he should be able to give the pronunciation of a list of words similar to the following: age finir peur main the ami sibyl peu sein mignon dame ecole sur bon famille pere mauvais du un pareil tgte oie grand parfum nation reine tot champ jeun heureux vrai au dent gueux heureuse de aux temps quatre tuile le beau fin chose calvitie donne ou simple science essentiel bouteille The acquirement implied in this test should represent a minimum stand- ard for passing and the passing grade should guarantee the attainment. Whatever the teacher may obtain further by effort and initiative in improv- ing accent and knowledge of this vast subject, may be considered as that much gained. A minimum requirement must of necessity be kept low. Grammar The study of grammar is not an end in itself and should be made to serve the main purpose of acquiring a reading knowledge of the language. The construction of French is so similar to that of English that this branch of study should be comparatively simple. The chief difficulty is with the in- flected forms of the language, which must be understood in order to insure accurate reading. Idiomatic differences in the manner of expression, such as "How do you goT' for "How do you doT', are much less important, since they are not generalized but occur in thousands of individual variations that no one can ever know completely and that can be explained as they occur in connection with the reading. But the small group of inflected forms, especially the pronouns, occur in almost every line, and on the basis of frequency of occurrence are by far the most important words in the language. In the traditional grammar methods some of the exercises stress inflected forms, some idiomatic expressions, some simply vocabulary, but the majority of exercises mix together all these separate elements to make a complicated problem in the form of a sentence for translation. The teacher should realize the varying importance of the elements involved — how, for instance, the pronoun "it" may be a thousand times more important than the most frequently occurring uouns in the language. The guide as to the importance of words and phrases must be the frequency of occurrence. Since certain classes of words, like the pronouns, are of such vast im- portance they should be known well enough to be reproduced in translation 96 Courses of Study from English to French. The writing of exercises may give practice in the use of these words, insure their acquirement, and offer a secondary- educational advantage of training in verbal precision. The student should know very thoroughly: 1. The rules for agreement. 2. The forms of: a. definite and indefinite articles, and contractions. &. possessive adjective and pronouns. c. demonstrative adjectives and pronouns. d. interrogative adjectives and pronouns. e. relative pronouns, qui, que, and clont. /. conjunctive pronouns — subject, direct, indirect, and reflexive. g. disjunctive pronouns, 3. Inflection and comparison of adjectives and adverbs. 4. Use of the tenses of the indicative, the present subjunctive, and the imperative. The formation of compound tenses. Position of conjunctive objects. Agreement of past participle. Tense sequence in conditional sentences. 5. Partitive expressions. Use of article with general noun. 6. Forms of negation. The extent of knowledge of the above required as a minimum attainment may be implied by ability to translate sentences or phrases similar to the following: 1. The book, a book, one book, some books, the books. 2. A pen, the pen, the pens, some pens, one pen, another pen, the other pen, the other pens. 3. Of the book, to the book, of the books, to the books, of the pens, to the pens, some books, some pens. 4. This book — this one; that book — that one; these books — these; those books — those; this pen — this one; those pens — those; this other book; this other pen. 5. My book — mine; my books; my pen — mine; my pens; my other pen; his book; his pen; his pens; her book; her pen; her pens; — (and so on with other possessive adjectives and pronouns.) 6. Which book? what book? — which one? what one? what ones? Which pen? which pens? — which ones? which one? which? 7. The book which is here. The books which I have. The book of which I speak. The pen which is here. The pens of which I speak. 8. I, you, he, she, we, you, they. 9. I am, you are, he is, we are, you are, they are. 10. With me, with you, with him, with them, with us. 11. I give it (mas.) ; I give it (fern.) ; I give them. 12. I give to him, I give to her, I give to you, I give to them. 13. He gives to me; she gives to us. 14. He gives it to me; I give it to him; they give them to them; they give some to us. 15. He does not give it to me; she does not give them any. 16. He has given it to her; she has not given them to us. 17. The little book; the little books; the little pen; the little pens. 18. The smallest pen; the smallest book; a book as small as this one. 19. She comes; she used to come; she was coming; she is coming; she has come; she came; if she came; although she may come; although she comes; when she comes; I High Schools of N"orth Carolina 97 wish that she would come; it is necessary that she should come; come; let him come; let them come. 20. She has not come; she will never come; he has nothing; I am speaking to no one; I have only two of them. Verbs The irregular verbs are among the most important words in the language. The single verb vouloir, for instance, may occur more times than all the verbs of the third regular conjugation put together. Because of the arrange- ment of the grammars and lack of drill exercises, the irregular verbs are often neglected. Venir is hundreds of times more important than a regular verb like aduler or the idiomatic phrase "What time is it?' The attainment test under this heading is ability to recognize all forms and to reproduce all except the past definite and past subjunctive, of the following verbs: 1. Model verbs of regular conjugations. 2. Avoir, etre, aller, dormir, viourir, ouvrir, tenir, boire, con- naitre, craindre, dire, ecrire, faire, lire, mettre, prendre, rire, suivre vaincre, vendre, vivre, recevoir, devoir, asseoir, falloir, pleuvoir, pouvoir, savior, valoir, voir, and vouloir. Idiomatic Expressions The number of idioms in any language is almost infinite and the gram- mars usually present only a random choice. The teacher must use judg- ment in determining whether the particular idiom is difficult to understand when it appears in a reading text, and, in case it is apt to give difficulty, how often it may occur. In using the traditional grammars for exercise ma- terial great care is necessary not to confuse the essential and important with a mass of detail. It would seem preferable on the whole to consider idioms only as they occur in connection with the reading, since each idiom represents a special case and is therefore not subject to generalization or systematic treatment. Vocabulary The grammars in most frequent use at present make little attempt to classify and organize the study of individual words. There is therefore no advantage of mixing vocabulary study as such with study of inflection and special construction, and great disadvantage in mixing all together, i.e., in not isolating each particular problem. The usual translation sentence is a complicated puzzle involving so many different tests that the student has little opportunity to concentrate on any one vital point. It would seem better, as far as possible, to make vocabulary a special problem in connec- tion with reading and take up new words as they occur in the reading texts. After two years of high school French a student should be able to give the meanings of about 60 per cent of the words that appear in the follow- ing lists (taken largely from the New York University Bulletin) : Adverbs — Conjunctions : d'abord, ainsi, assez, au-dessous, au-dessus, aujourd'hui, aus- sitot que, autrefois, avant que, beaucoup, debout, dehors, dejii, demain, depuis que, encore, enfin, ensuite, environ, ici, jamais, jusqu'a ce que la, longtemps, lorsque, mais, bon marche, mieux, a moins que, au moins, ne . . . aucun, non, ou, ou, partout, nulle part, pendant que, peu, pis, plus, nl 7 Courses of Study I Adjectives : Nouns : . . . non plus, plutot, point, pourtant, pourvu que, prfes, quand, depuis quand, quoique, rien, sans que, si, sitot, de la sorte, de sorte que, surtout, tandis que, tant, tard, tot, toujours, pas du tout, tout a coup, tout k I'iheure, tout de suite, toutefois. grand, petit, long, court, bref, epais, large, etroit, proche, lointain, haut, bas, profond, droit, gauche, rond, lent, premier, dernier, vieux, ne'uf, nouveau, jeune, mort, ma- lade, frais, fatigue, gros, fort, faible, froid, chaud, leger, lourd, facile, diflScile, doux, plein, vide, juste, cher, beau, joli, laid, demi, pauvre, noir, blond, brun, propre, sale, blanc, gris, bleu, rouge, jaune, vert, sage, bete, fou, tran- quille, paresseux, bon, aimable, gentil, mauvais, mechant, content, heureux, malheureux, gai, triste, vrai, faux, ennuyeux, nu, tier, egal, etrange, etranger, aure, meme, veritable, sur, ouvert, ferme, seul, pret, fache, affreux, presse, paisible, utile. L'Univers: Le monde, la terre, le soleil, la lune, I'etoile, (f), le ciel, le nuage, la lumiere, Dieu. La Terre: I'eau (f), la mer, le lac, le bord, la rive, le vent, la pluie, le mont, la montagne, la foret, la ville, la campagne, I'endroit (m). Noms Geographiques: I'Anglterre, I'Allemagne, I'Espagne, la Suisse. Le Temps: le temps, la neige, le froid, la chaleur, I'an, I'annee, le mois, la semaine, le jour, I'heure, le printemps, I'ete, I'hiver, le siecle, le matin, le midi, le soir, la nuit, la fete, la fois. L'Homme: la femme, I'enfant, le vieillard, le gargon, la fille une jeune fille, le monsieur, la dame, I'ami, les gens, la foule. Le Corps Humain: Le corps. Tame, I'esprit, la tete, I'oeil, I'oreille, le nez, la levre, la dent, la langue, le front, la joue, la figure, les cheveux, le cou, I'epaule, le dos, le cote, le bras, la jambe, la main, le pied, le doigt, le genou, la peau, le sang, I'os, le cceur. Vetements: les vetements, les habits, le Soulier, le chapeau, le gant, I'epingle, la montre, la poche, la laine, la sole, le parapluie, le trou. Ailments: le repas, le dejeuner, la viande, le boeuf, le poulet, le pain, le beurre, le fromage, le fruit, le gateau, le Sucre, le vin, le ble, le legume, la pomme de terre, la pomme, la poire, la cerise, la prune, la p&che, la fraise. La Famille: les parents, le pfere, la mere, le frere, la sceur, la tante, le neveu, le mari. Metiers — Professions — Titres : le maitre, I'ouvrier, le boulan- ger, le tailleur, I'hote, le marchand, le paysan, le berger, la bonne, le gargon le cuisinier, le cocher, le facteur, I'ecrivain, le medecin, I'eleve, le cure, I'eveque, I'Eglise, I'^tat, la guerre, la paix, le soldat, le fusil, I'epee, le roi. High Schools of ISToeth Carolina 99 Ville — Campagne: les habitants, la rue, le chemin, la route, la place, le bateau, le point, le champ, le jardin, la cour, Edifices: I'edifice, la maison, la gare, le marche, I'ecole, la bibliotheque. La Maison, le mur, la cave, I'etage, le plancher, le plafond, le toit, la pierre, le bois, la cheminee, I'escalier, la marche, la porte, la fenetre, le coin, la chambre, la salle, le salon, la cuisine, la clef, le tapis, le meuble, la chaise, le fauteuil, le tableau, le siege, le banc, I'oreiller, le lit, la couverture, la serviette, I'assiette, la fourchette, le couteau, la cuillere, la tasse, le verre, la bouteille, la lumiere, le feu, le savon, le clou, I'allumette, I'aguille, I'epingle, le fil, la chose. tcole — Enseignement: la pension, I'eleve, le pupicre, le tableau, le crayon, I'encre, la langue, I'histoire, le livre, la ligne, la phrase, le mot, le titre, la fin, le milieu, le cahier, la plume, le papier, la legon, I'exercice, la regie, I'examen, la lecture, le resume, le roman, le conte, le chanson, le journal, le timbreposte, la carte postale, le jeu. La Grammaire: le devoir, la raison, le principe, le sens, le son, la voyelle, la consonne. Voyage: le chemin de fer, le billet, la malle, I'argent, Tor. La Nature: le loup, le chien, le cheval, I'ane, la vache, le bceuf, le nid, Iceuf, la poule, le canard, le poisson, la mouche, I'abeille, I'arbre, I'herbe, la feuille, le bois, I'ombre, la fleur, le sable, le fer, I'acier. envoyer, courir, couvrir, mourir, offrir, souffrir, dormir, mentir, partir, sentir, servir, sortir, tenir, venir, apercevoir, s'asseoir, devoir, falloir, pleuvoir, pouvoir, savoir, voir, vou- loir, boire, battre, croire, dire, ecrire, faire, lire, mettre, naitre, paraitre, craindre, prendre, rire, suivre, vaincre, vivre, conduire, accompagner, acheter ,ajouter, appeler, ap- porter, avaler, baigner, batir, brosser, cacher, casser, changer, chanter, chercher, choisir, commencer, compter, corriger, coucher, couper, couter, crier, dechirer, dedaigner, dejeuner, demander, demeurer, se depecher, donner, douter, ecouter, effacer, ennuyer, envoyer, epargner, esperer, es- sayer, expliquer facher, fermer, finir, gouter, grandir, ha- biller, habiter, ignorer, jeter, jouer, laisser, laver, lever, manger, neiger, obeir, ordonner, oser, oublier, parlor, peigner, penser, perdre, pleurer, porter, promener, punir, rappeler, regarder, rentrer, renvoyer, rester, reussir, rever, reveiller, rompre, rougir, sauver, sembler, signer, songer, sonner, souhaiter, souligner, soupirer, sucrer, tacher, travailler, veiller, vendre. Beading The amount of reading done is of less importance than the accuracy with which it is done. The first line of almost any text will involve the use of the words of greatest frequency of occurrence, namely, the articles. The first paragraph will include a good share of the commoner pronouns, ad- jectives, and prepositions and some of the principal verbs. In twenty-five pages of almost any text nearly all the essentials of grammar are involved. Verbs : 100 Courses of Study and in a hundred pages a fairly good reading vocabulary. The number of pages read, therefore, is of slight importance; but thoroughness implies economy of effort, (as, for instance, in avoiding the necessity of searching many times for the same word as it reoccurs) and has a further pedagogi- cal advantage in teaching how to read accurately. The choice of text is not so important from the language standpoint, since the commonest words and expressions will occur in all. But if a book be assigned for careful study it should be of a quality to repay serious effort. A book that appeals to a superficial or childish interest, however pleasant for casual diversion, may be very dull on careful study and frequent rereading. But in this mat- ter the teacher should be the judge. The usual prescription of two hun- dred pages for two years' work should be sufficient. The test under this heading is ability to answer pertinent questions bearing upon the meaning of a paragraph of simple, untechnical French not previously studied. The programme which has been outlined represents a minimum that should be obtainable by experienced and inexperienced teachers alike. It names what should be studied and to what extent. It implies a minimum standard of attainment which, if enforced, would form a basis for further work in the colleges. At present no such clearly defined basis exists, since it is difficult to find any common ground among a group of students com- ing from high school. In many schools it may be possible to accomplish much more than has been outlined. In the extra time the students may profit by the teacher's individual ability or ingenuity. In so controversial a field it would be fatal to require all to follow a rigorous rule. But it is highly proper to indicate a common ground to be covered and a common minimum attainment to be secured by whatever method the teacher may choose. Likewise, in specify- ing the general aim of the instruction — or at least the minimum aim — there is no infringement on the teacher's liberty to give oral work and to develop any secondary aims she may think important. Suggestions to Increase Attractiveness of Work In answer to the question as to how the work could be made more attractive, a number of suggestions were received from the four hundred teachers to whom a questionnaire was sent. Only two points, however, were especially stressed — the need for more oral work, and for better preparation of teachers. The other suggestions involved for the most part the use of certain pedagogical machinery in which there is at present an almost universal faith. Some of the suggestions were songs, crossword puzzles, plays, games, pictures, letters, phonetics, clubs, native speakers, etymology, elective courses, newspapers, etc. SPAMSH Aims of Language Instruction In answer to the question, "What should be the aims of Modern Language instruction in the high school?" the teachers of Spanish replied as follows: ability to read; to broaden the student's mental horizon; to speak the language; knowledge of Grammar; to interest the student to continue the study of the language; to understand simple spoken Spanish; to enlarge the vocabulary; to write the language. High Schools of I^orth Carolina 101 The first aim, viz.; ability to read, is the most important. In regard to making the work in Spanish more attractive and its utility better understood, the following were suggested: Spanish clubs; use of Spanish newspapers; regalia, songs, poems, lectures, oral work. FIRST YEAR In view of the fact that at times an attempt is made to cover too much ground in elementary language work, it is recommended, in order to stress quality rather than quantity of work, that the work of the first year of high school Spanish should be interpreted to mean only one-half to three- fifths of the work as outlined in a standard Spanish Grammar, such as those approved for use in the high schools of the State. These texts are: 1. Combination Method Coester — A Spanish Orammar (Ginn) Crawford — First Book in Spanish (Macmillan) De Vitis — Brief Spanish Grammar (Allyn) Espinosa and Allen — Elementary Spanish Grammar (American) Fuentes and Francois — Practical Spanish Grammar (Macmillan) Hills and Ford — First Spanish Course (Heath) Shapiro — Beginner's Spanish Grammar (University of N. C. Press) 2. Direct Method Dorado — Primeras Lecciones de Espanol (Ginn) Espinoza and Allen — Beginning Spanish (American) Hall — Poco a Poco (World) Uall— All Spanish Method, Book I (World) Hall— AZZ Spanish Method, Book II (World) Marion and Des Garennes — Introduction a la Lengue Castellana (Heath) Ordinarily this will include: Thorough drill on pronunciation from the outset and insistence on correct pronunciation throughout the year; the formation of the plural of articles, nouns, and adjectives; contractions of de and a with the article; possessive, descriptive, and demonstrative ad- jectives, formation of the feminine, comparison of adjectives, cardinal num- erals; pronouns used as subjejct, direct and indirect object of a verb, their position in regard to the verb, forms used as object of a preposition; regular verbs in the indicative (present, imperfect, future, conditional, preterite, perfect, and pluperfect), the distinction between ser and estar, reflexives and passives, the present tense of tener, haber, dar, querer, poder. ir, ver, poner. Detailed study of the subjunctive and practice in the use of it is not recommended until the second year, although in the use of some grammars it may be found necessary to introduce the subjunctive to some extent. The use of the subjunctive as imperative, however, is almost necessary in class instruction. Practice in dictation should be frequent so that students will readily understand Spanish words spoken in groups. In this connection it should be made clear that the written accent is an essential feature of Spanish spelling. For reading, 75 to 125 pages from any of the following texts is recom- mended, with insistence on the use of idiomatic English in translation: 102 CouKSEs OF Study Dorado — Primeras lecturas en espanol (Ginn) Harrison — Elementary Spanish Reader (Ginn) Roessler and Remy — First Spanish Reader (American) Walsh — Primer lihro de lectura (Heath) Wilkins — Beginners' Spanish Reader (Holt) Wilkins and Luria — Lecturas faciles (Silver, Burdett) All these books appear in the North Carolina List of Approved High School Textbooks. SECOND YEAR At the beginning of the second year the grammar work of the first year should be carefully reviewed to be certain that the student has a complete mastery of the points of grammar mentioned above. The pronounciation especially should be reviewed and stressed through the year. Practice in dictation should be continued throughout the second year and the student made acquainted with more extended groups of words.^ After the review of the grammar work covered in the first year the rest of the grammar should be taken up, the rules carefully explained with frequent drill, and at the end of the year an extensive review of the whole grammar is advisable.^ The reading of not less than 125 pages from the following texts is recom- mended : Asensi — Victoria y'otros cuentos (Heath) Bransby — A Spanish Reader (Heath) ^ Carrion Aza — Garagiieta (Sanborn) Gorostiza — Contigo pan (Macmillan) Harrison — Intermediate Spanish Reader (Ginn) Hatheway and Berge-Soler — Easy Spanish Reader (Macmillan) Henry — Easy Spanish Plays (Allyn) Isaacs^-MaHa (Ginn) Luquiens — Elementary Spanish American Reader (Macmillan) Valera — El Pdjaro Verde These books have also been selected from the Approved List. For testing and rounding out the student's vocabulary, the use of Meras y Roth's Pequeno Vocahulario (Heath) is recommended. In this connection careful rather than extensive reading is expected, so that the student will see and understand the difference between Spanish and English sentence structure, the use of idioms, the use of the Spanish reflexive where the English calls for the passive, the use of the double negative, the use and meanings of por and para, inverted order ("Posible es, sin embargo, que, etc.") and in general the passages which illustrate the points already covered in the grammar work. Upon entering college the student with two years of high school prep- aration will be expected to be thoroughly familiar with the following essentials : 1. Nouns 2. Adjectives Formation of the plural Classes Gender Demonstrative Possessive Descriptive i l! 1 The attention of SpanisTi teachers is called to an article in Sispania (Vol. VII, November, 1924, pp. 298-309) which deals extensively with the matter of words spoken in i groups. ^ It is unwise to do more than briefly explain the future subjunctive and preterite perfect {llegado que huho) , as the time can be better spent on more essential details. High Schools of Nokth Caeolina 103 3. Adverbs Formation Comparison Position Numerals Articles (Forms, contrac- tions, uses) Agreement Formation of the feminine Formation of the plural Apocopation Position Comparison Translation of than after a com- parative 4. Pronouns Subject of a verb Direct object Indirect object Position in the sentence Object of a preposition Possessive Reflexive, position Demonstrative Relative Interrogative Indefinite 6. The use of the personal object a ith's 5. Verbs Regular verbs Radical changing verbs Orthographical changing verbs -car -guir -gar -quir -ger, gir -uar, -iar -cer, -cir -zar Reflexive verbs The following irregular verbs: tener, Jiaher, ser, estar, andar, ir, venir, ver, oir, valer, hacer, decir, dar, poder, querer, saher, salir, poner, caer, truer. The simple tenses of the indicative Present, imperfect, preterite (uses), future, conditional The compound tenses of the indicative Perfect, pluperfect The passive voice The subjunctive (except future subjunctive) Its uses 7. Use of pero, mas, and sino 8. The most common idiomatic constructions: Especially volver a, haber de, tener, frlo, hacer frio, etc., hay viento, etc., hay que, expressions of time, acatar de, acahar por, qustar a, tener que. Eemarks Two of the suggestions in this course perhaps need further elucidation — the pronunciation of individual words and of words spoken in groups. Certain sounds in Spanish present greater difficulty than others, and to these 104 CouESES OF Study should be given more attention than to those which more nearly approximate English. The following, for example, need detailed, description of the tongue position involved and frequent practice in accuracy: ai b, V e, open and close d ei r, rr o, open and close 11 n 3 In passing from these sounds to words, the student will need to know the principles of syllabication and the effect of open and close syllables. In explaining the pronunciation of groups of words the following should be emphasized: Breath groups, sense groups, the loss of contiguous vowels (le he dicho, leclicho), and of consonants (con nosotros, conosotros). For an ex- tensive treatment of pronunciation the teacher is referred to Navarro Tomds, Manual cle pronunciarion espafiola; Moreno Lacalle, Elements of Spanish Pronounciation, (Scribners); and Navarro-Espinosa, Prime?' of Spanish Pronounciation, (Sanborn). GERMAN Aim of Instruction At the end of the elementary course in German the pupil should be able to read at sight, and to translate a passage of very easy dialogue or narrative prose, to put into German short English sentences taken from the language of every-day life or based upon the text given for translation, and to answer questions upon the rudiments of the grammar, as defined below. FIRST YEAR During the first year the work should comprise: 1. Careful drill upon pronunciation. 2. The memorizing and frequent repetition of easy colloquial sentences. 3. Drill upon the rudiments of grammar, that is, upon the inflection of the articles, of such nouns as belong to the language of every-day life, of adjectives, pronouns, weak verbs and the more usual strong verbs; also upon the use of the more common prepositions, the simpler uses of the modal auxiliaries, and the elementary rules of syntax and word-order. 4. Abundant easy exercises designed not only to fix in mind the forms and principles of grammar, but also to cultivate readiness in the reproduc- tion of natural forms of expression. 5. The reading of from 75 to 100 pages of graduated texts from a reader, with constant practice in translating into German easy variations upon sentences selected from the reading lesson (the teacher giving the English), and in the reproduction from memory of sentences pre- viously read. During each year at least six German poems should be committed to memory. SECOND YEAR During the second year the work should comprise: 1. The reading of from 150 to 200 pages of literature in the form of easy stories and plays. High Schools of ISToeth Carolina 105 2. Accompanying practice, as before, in the translation into German of easy variations upon tlie matter read, and also in the off-hand reproduction, sometimes orally and sometimes in writing, of the substance of short and easy selected passages. 3. Continued drill upon the rudiments of the grammar, directed to the ends of enabling the pupil, first, to use his or her knowledge with facility in the formation of sentences, and secondly, to state his or her knowledge correctly in the technical language of grammar. The State approved books are as follows: Methods Grammars: 1- Combination Method Bacon — Neio German Grammar for Beginners (Allyn) Bagster-CoUins — First Book in German (Macmillan) Bierwirth — Beginning German (Holt) Collar — First-Year German (Ginn) Harris — German Lessons (Heath) Wesselhoeft — Elementary German Grammar (Heath) 2. Direct Method Betz and Pride — First German Book (American) Crandon — Ein Anfangshuch (World) Spanhoofd — LetirhucTi der Deutschen Swache (Heath) Composition (Second and Third Years): Bacon — German Composition (Allyn) Pope — German Composition (Holt) Literature (First Year) : Bacon-Vorwaerts — A German Reader for Beginners (Allyn) Bierwirth and Herrick — Ahrenlese (Heath) Gerstaecker — Germelhaiisen (Allyn) Gronow— Fur Kleine Leute (Ginn) Guerber — Marchen und Erzahlungen, Part I (Heath) Roessler — First German Reader (American) Storm — Immense (Allyn) Second Year: Foster — GescMcJiten und Marchen (Heath) Freytag — Die Journalisten (Manly) (Allyn) Goethe — Hermann und Dorothea (Roller) (Allyn) Guerber — Marchen und Erzahlungen, Part II (Heath) Heyse — L'ArraMata (Allyn) Schiller— Der Neffe Als Onkel (Allyn) Schmer—Wilhelm Tell (Allyn) MATHEMATICS AlSrS OF INSTRUCTIOIf It has been customary in discussing the aims of mathematical instruction to distinguish three' classes of aims: (1) Practical or utilitarian; (2) dis- ciplinary; (3) cultural; and such a classification is indeed a convenient one. It should be kept clearly in mind, however, that the three classes mentioned are not mutually exclusive, and that convenience of discussion rather than logical necessity often assigns a given aim to one or the other of the classes. Indeed, any truly disciplinary aim is practical, and in a broad sense the same is true of cultural aims. Practical Aims. By a practical or utilitarian aim, in the narrower sense, we mean then the immediate or direct usefulness in life of a fact, method or process in mathematics. 1. The immediate and undisputed utility of the fundamental processes of arithmetic in the life of every individual demands our first attention. The first instruction in these processes, it is true, falls outside the period of in- struction which we are considering. By the end of the sixth grade the child should be able to carry out the four fundamental operations with integers and with common and decimal fractions accurately, and with a fair degree of speed. This goal can be reached in all schools — as it is being reached in many — if the work is done under properly qualified teachers and if drill is confined to the simpler cases which alone are of importance in the practical life of the great majority. Accuracy and facility in numerical computation are of such vital importance, however, to every individual, that effective drill in this subject should be continued throughout the secondary school period, not in general as a separate topic, but in connection with the numerical prob- lems arising in other work. In this numerical work, besides accuracy and speed, the following aims are of the greatest importance: a. A progressive increase in the pupil's understanding of the nature of the fundamental operations, and power to apply them in new situations. The fundamental laws of algebra are a potent influence in this direction. b. Exercise of common sense and judgment in computing from approximate data, familiarity with the effect of small errors in measurements, the de- termination of the number of figures to be used in computing and to be retained in the result, and the like. c. The development of self-reliance in the handling of numerical problems, through the consistent use of checks on all numerical work. 2. Of almost equal importance to every educated person is an understanding of the language of algebra and the ability to use this language intelligently and readily in the expression of such simple quantitative relations as occur in every-day life, and in the normal reading of the educated person. Appreciation of the significance of formulas and ability to work out simple problems by setting up and solving the necessary equations must nowadays be included among the minimum requirements of any program of universal education. 3. The development of the ability to understand and to use such elementary algebraic methods involves a study of the fundamental laws of algebra and at least a certain minimum of drill in algebraic technique, which, when prop- High Schools of North Carolina 107 erly taught, will furnish the foundation for an understanding of the signifi- cance of the processes of arithmetic already referred to. The essence of algebra as distinguished from arithmetic lies in the fact that algebra con- cerns itself with the operations upon numbers in general, while arithmetic confines itself to operations on particular numbers. 4. The ability to understand and interpret correctly graphical representa- tions of various kinds, such as nowadays abound in poplar discussions of current scientific, social, industrial, and political problems will also be recog- nized as one of the necessary aims in the education of every individual. This applies to the representation of statistical data, which is becoming in- creasingly important in the consideration of our daily problems, as well as to the representation and understanding of various sorts of dependence of one variable quantity upon another. 5. Finally, among the practical aims to be served by the study of mathe- matics should be listed familiarity with the geometric forms common in nature, industry, and life; the elementary properties and relations of these forms, including their mensuration; the development of space-perception; and the exercise of spatial imagination. This involves acquaintance with such fundamental ideas as congruence and similarity, and with such fundamental facts as those concerning the sum of the angles of a triangle, the Pythagorean proposition and the areas and volumes of the common geometric forms. Among directly practical aims should also be included the acquisition of the ideas and concepts in terms of which the quantitative thinking of the world is done, and of ability to think clearly in terms of those concepts. It seems more convenient, however, to discuss this aim in connection with the disciplinary aims. Disciplinary Aims — We would include here those aims which relate to mental training, as distinguished from the acquisition of certain specific skills discussed in the preceding section. Such training involves the development of certain more or less general characteristics and the formation of certain mental habits which, besides being directly applicable in the setting in which they are developed or formed, are expected to operate also in more or less closely related fields — that is, to "transfer" to other situations. The subject of the transfer of training has for a number of years been a very controversial one. Only recently has there been any evidence of agree- ment among the body of educational psychologists. It is sufficient for our present purpose to call attention to the fact that most psychologists have abandoned two extreme positions as to transfer of training. The first asserted that a pupil trained to reason well in geometry would thereby be trained to reason equally well in any other subject; the second denied the possibility of any transfer, and hence the possibility of any general mental training. That the effects of training do transfer from one field of learning to another is now, however, recognized. The amount of transfer in any given case depends upon a number of conditions. If these conditions are favorable, there may be considerable transfer, but in any case the amount of transfer is difficult to measure. Training in connection with certain attitudes, ideals, and ideas is almost universally admitted by psychologists to have general value. It may, therefore, be said that, with proper restrictions, general mental discipline is a valid aim in education. The aims which we are discussing are so important in the restricted domain of quantitative and spatial (i.e., mathematical or partly mathe- matical) thinking which every educated individual is called upon to perform that we do not need for the sake of our argument to raise the question as to the extent to transfer to less mathematical situations. 108 Courses of Study In formulating the disciplinary aims of the study of mathematics the fol- lowing should be mentioned: 1. The acquisition, in precise form, of those ideas or concepts in terms of which the quantitative thinking of the world is done. Among these ideas and concepts may be mentioned ratio and measurement (length, areas, vol- umes, weights, velocities, and rates in general, etc.), proportionality and similarity, positive and negative numbers, and the dependence of one quantity upon another. 2. The development of ability to think clearly in terms of such ideas and concepts. This ability involves training in — a. Analysis of a complex situation into simpler parts. This includes the recognition of essential factors and the rejection of the irrelevant. b. The recognition of logical relations between interdependent factors and the understanding and, if possible, the expressions of such relations in precise form. c. Generalization; that is, the discovery, and formulation of a general law and an understanding of its properties and applications. 3. The aquisition of mental habits and attitudes which will make the above training effective in the life of the individual. Among such habitual reactions are the following: A seeking for relations and their precise expression; an attitude of inquiry; a desire to understand, to get to the bottom of a situa- tion; concentration and persistence; a love for precision, accuracy, thorough- ness, and clearness, and a distaste for vagueness and incompleteness; a desire for orderly and logical organization as an aid to understanding and memory. 4. Many, if not all, of these disciplinary aims are included in the broad sense of the idea of relationship or dependence — in what the mathematician in his technical vocabulary refers to as a "function" of one or more variables. Training in "functional thinking," that is, thinking in terms of relationships, is one of the most fundamental disciplinary aims of the teaching of mathe- matics. Cultural Aims — By cultural aims we mean those somewhat less tangible but none the less real and important intellectual, ethical, esthetic or spiritual aims that are involved in the development of appreciation and insight and the formation of ideals of perfection. As will be at once apparent, the realiza- tion of some of these aims must await the later stages of instruction, but some of them may and should operate at the very beginning. More specifically we may mention the development or acquisition of — 1. Appreciation of beauty in the geometrical forms of nature, art, and industry. 2. Ideals of perfection as to logical structure; precision of statement and of thought; logical reasoning (as exemplified in the geometric demonstra- tion) ; discrimination between the true and the false, etc. 3. Appreciation of the power of mathematics — of what Byron expressively called "the power of thought, the magic of the mind" — and the role that mathematics and abstract thinking, in general, has played in the development of civilization, particularly in science, in industry, and in philosophy. In this connection mention should be made of the religious effect, in the broad sense, which the study of the permanence of laws in mathematics and of the infinite tends to establish. The primary purposes of the teaching of mathematics should be to develop those powers of understanding and of analyzing relations of quantity and of space which are necessary to an insight into and control over our environ- High Schools of North Carolina 109 ment and to an' appreciation of the progress of civilization in its various aspects, and to develop those habits of thought and of action which will make these powers effective in the life of the individual— Bulletin No. 32, 1921, The Reorganization of Mathematics in Secondary Education. THE CLASSROOM High schools which promote by subject rather than by grade — and this should include all of them — should have a separate classroom for every field of instruction offered. Instead of the traditional practice of teachers chang- ing classrooms at the end of each recitation period the pupils should change. Where such a system prevails there is no needless duplication in classroom equipment. On the other hand, each room may be supplied with those materials which are necessary for the teaching of any particular subject. At any rate, there should be in every high school a classroom of the laboratory type designed and equipped especially for the teaching of Mathematics, and in this room or in other such rooms all of the Mathematics should be taught. It should contain at least 150 square feet of good blackboard (slate, if possible), eighteen yard and meter sticks, a supply of rulers with handles, one dozen each of wooden protractors and compasses, T squares, thumb tacks, bulletin board, mathematics periodicals, one subscribed to and another edited by classes, drawing paper, graph paper, colored crayons, scissors, all kinds of pasteboard triangles and polygons (made by pupils), lumber for board feet exercises, blank forms of checks, deposit slips, drafts, notes, mortgages, bonds, insurance policies, and financial statements. SUGGESTIONS ON IMPROVED METHODS 1. Lesson assignments and the teaching method should be suited to the individual differences of the pupils. 2. Each new topic taken up in any branch of Mathematics should be made to tie up as nearly as possible with life situations; i.e., illustrate per- centage in Arithmetic vnth a baseball player's batting average. 3. In introducing new subject matter the teacher should assist the pupils in separating the known from the unknown. 4. Pupils should be taught the need of applying previous exercises and theorems to the one they are working. 5. Pupils should be taught to interpret and check results for each solution. 6. Continued classroom drill on the fundamental theorems, formulae, and tables should be practiced. 7. Economical methods should be stressed. 8. In assigning next day's lesson enough explanation of it should be given in order for the pupils to be able to attack it successfully. 9. Have many r^ental processes but little recording. 10. Operate on the principle that "Nothing succeeds like success." 11. Examination questions should not be ranked equally unless they are of equal difficulty — analysis showing the number of steps in the solution of each will reveal the relative difficulty. 12. Standard tests should be used when needed. The following Geometry tests are suggested: Rogers's Prognostic Test — forecasts probability of success in Geometry. (address Dr. Rogers, Goucher College, Baltimore, Md.) Minnick's Diagnostic Test — determines where the individual weaknesses are. (address Dr. J. H. Minnick, University of Pa., Harrisburg) 110 Courses of Study Sanford-Schorling Achievement Test — gives educational age. (address Mr. Raleigh Schorling, Lincoln School, Col. Uni., N. Y. City) Thirstone Vocational Guidance Test (the Geometery part), (address World Book Co., Yonkers, N. Y.) Algebra Tests Diagnostic — Rugg-Clark Test, (address World Book Co., Yonkers, N. Y.) Achievements: Holtz First Year Algebra Scales, (address World Book Co., Yonkers, N. Y.) BOOKS A3fD MAGAZIINES Teachers of high school mathematics can get much value from the follow- ing books: Young, J. W. A. — The Teaching of Mathematics (Longmans, Green & Co.) Schultze, Arthur — The Teaching of Matliematics in Secondary Schools (The Macmillan Co.) Otis, Arthur S.—The Statistical Method (World Book Co., Yonkers, N. Y.) Judd, Charles H. — The Psychology of High School Subjects, Ch's I-YI. (Ginn & Co.) Bureau of Education, Bulletin 1921, No. 32. (10c) The Reorganization of Mathematics in Secondary Education. Address Supt. of Documents, Washington, D. C. Mathematics Teacher (8 Mo's each year, $2.00, includes membership in National Council of Teachers of Mathematics) Address J. A. Foberg, State Department of Public Instruction, Harrisburg, Pa. THE SUBJECT MATTEE All courses in high school Mathematics should be constructed on principles of social worth and disciplinary value. Several textbooks now in use have not been so organized. Such topics as synthetic division, extracting cube roots of polynomials and the memorization of countless impractical formulae should be entirely abandoned. No material should be taught which cannot be defended either on a basis of social worth or on the probability of rela- tively worth-while thought power. OUTLINE BY TEARS Eirst Year FiKST Semester: Arithmetic The following topics should be taken up week by week as indicated below with the approximate length of time to be devoted to the subjects as suggested. In some cases it will be wise to use a greater or lesser amount of time on any given topic than is here suggested. Weefc Topic 1 Drill in the reading and writing of figures and numbers 2 Review Addition 3 Review Subtraction 4 Review Multiplication 5 Review Division 6 Study all four fundamentals in their relationhip to each other, giving considerable drill work in fractions. Point out by example the great similarity of these fundamentals. 7-9 Percentage, Thrift, and Investment. « High Schools of North Carolina 111 10-11 Mercantile Arithmetic 12 Corporation Arithmetic 13-14 Arithmetic of the Bank 15 Study of the Reviews found at the end of the various chapters or give additional problems according to the pupils' needs. 16 General review of problems selected from various texts and examination Teachers should require pupils to keep notebooks in which a few problems, under each topic should be definitely outlined under the headings given, find, and solution. Secokd Semester: Beginni:r's Algebra Week 1-3 4-5 6-7 8-10 11-16 Week 1-2 3-5 6 7-8 9-11 12-14 15-16 Week 1-4 5-11 12-13 14 15-16 Topic Introduction Literal Numbers Postive and Negative Numbers. Addition and Subtraction of Algebraic Expressions at least eight or ten original problems should be solved by the pupil during this period. Parenthesis Eight original problems Review addition, subtraction, and parenthesis Multiplication Fifteen or more original problems Division Special Products and Factoring Final Review Examination Second Year First Semester: Algebra Topic Review First Year Algebra Fractions Ratio, Proportion, and Formula Simple Equations and Graphical Representation Simultaneous Linear Equations Powers and Roots Review and Examination Second Semester: Algebra Topic Exponents and Radicals Quadratic Equations Review Through Quadratics Binomial Theorem Review and Examination 112 Courses of Study Third Tear First Semester: Plane Geometry The pupil's knowledge of Algebra should be brought to bear upon the work in Geometry. Ample time should be taken to introduce the pupil to the subject of Geometry. This is time well spent. Propositions I, II, and III should be treated thoroughly and their applications made. The remainder of the first semester's work will include the propositions of Books I and II. Second Semester This semester's work will include Book III, Proportion and Similar Poly- gons; Book IV, The Areas of Polygons; and Book V, Regular Polygons and Circles Fourth Tear First Semester It may be advisable in some instances to take up Solid Geometry. If so, the work should include the usual theories and constructions, including the relations of planes and lines in space; the properties and measurements of prisms, pyramids, cylinders and cones, the sphere and the spherical triangle. Emphasis should be placed upon the demonstration of original propositions. Numerous problems should be solved until the student acquires facility in this work. Local problems should be emphasized. Stress should be placed upon the application of principles to the measurement of surfaces and solids. Second Semester: Advanced Algebra The work of this semester would include permutations and combinations limited to simple cases. Complex numbers with graphical representation of sums and differences. Determinants, chiefly of the second, third, and fourth orders, including the use of minors and the solution of linear equations, numerical equations of higher degree, and so much of the theory of equations, the graphical methods, as is necessary for their treatment, including Descartes's Rule of Signs, and Horner's Methods, but not Sturm's Functions or Multiple Roots. STATE LIST OF APPKOVED MATHEMATICS TEXTBOOKS A. Algebra Baker — A First Book in Algebra (Appleton) Durell and Arnold — A Course in Algebra (Merrill) Durell and Arnold — A First Book in Algebra (Merrill) Durell and Arnold — A Second Book in Algebra (Merrill) Edgerton and Carpenter — A First Course in Algebra (Allyn) Milne — Standard Algebra, Revised (American) Milne — First Year Algebra (American) Milne — Second Course in Algebra (American) Newell and Harper — A Year in Algebra (Row) Newell and Harper — Second Course in Algebra (Row) Newell and Harper — High School Algebra Complete (Row) Slaught and Ijemies— Complete Algebra (Allyn) Slaught and Lennes — Elementary Algebra (Allyn) Slaught and Lennes — Intermediate Algebra (Allyn) Smith and Reeve — Essentials of Algebra (Ginn) High Schools of ISTorth Cakolina 113 Wells and Hart — Modern High School Algebra (Heath) Wells and Hart — Modern First Year Algebra (Heath) Wells and Hart — New High School Algebra (Heath) Wells and Hart — First Year in Algebra (Heath) Wells and Hart — Second Course in Algebra (Heath) Wentworth-Smlth — School Algebra, Book I (Ginn) Wentworth-Smith — Academic Algebra (Ginn) B. Arithmetic (General) Stone-Millis — Higher Arithmetic (Sanborn) Wells and Hart — Isleio High School Arithmetic (Heath) Wentworth-Sniith — Higher Arithmetic (Ginn) C. Arithmetic (For Business, Commercial and Tocational Courses) (Books for half-year courses) Finney and Brown — Modern Business Arithmetic, Brief Course, Revised (Holt) Finney and Brown — Modern Business Arithmetic, Complete Course, Revised (Holt) Miner-Elwell-Touton — Business Arithmetic (Ginn) Moore and Miner — Concise Business Arithmetic (Ginn) Paddock and Holton — Yocational Arithmetic (Appleton) Sutton and Lennes — Brief Business Arithmetic (AUyn) Sutton and Lennes — Business Arithmetic (Allyn) Van Tuyl — Essentials of Business Arithmetic (American) Van Tuyl — Complete Bxisiness Arithmetic (American) J). Unified or Correlated Mathematics Breslich — First-Year Mathematics (University of Chicago Press) Breslich — Second-Year Mathematics (University of Chicago Press) Breslich — Third-Year Mathematics, loith Tables (University of Chicago Press) Breslich — Third-Year Mathematics, without Tables (University of Chicago Press) Reeve — General Mathematics, Book II (Ginn) Rugg-Clark — Fundamentals of High School Mathematics (World) Swenson — High School Mathematics (Macmillan) Schorling and Reeve — General Mathematics, Book I (Ginn) Note. The committee suggests that the above books in unified mathe- matics be carefully examined before an adoption is made. E. Geometry Durell and Arnold — Plane Geometry (Merrill) Durell and Arnold — Solid Geometry (Merrill) Durell and Arnold — Platie and Solid Geometry (Merrill) Milne — Plane Geometry (American) Milne— ;8oZi(Z Geometry (American) Milne — Plane and Solid Geometry (American) Sykes-Comstock — Plane Geometry (Rand) Sykes-Comstock — Solid Geometry (Rand) Smith — Essentials of Plane Geometry (Ginn) Wells and Hart — Plane Geometry (Heath) 114 Courses of Study Wells and Hart — Plane and Solid Geometry (Heath) Wentworth-Smitli — Plane Geometry (Ginn) Wentworth-Smith — Solid Geometry (Ginn) Wentworth-Smitli — Plane and Solid Geometry (Ginn) F. Drill Book The Students Review and Drill Book in Plane Geometry, published by the Iroquois Publishing Company, of Syracuse, N. Y., deserves special mention. Sample copy will be sent by the publisher on request. G. Junior High School Mathematics • The committee wishes to suggest the following good books in junior high school mathematics: Gugle — Modern Junior Mathematics, Book One (Gregg) Gugle — Modern Junior Mathematics, Book Two (Gregg) Gugle — Modern Junior Mathematics, Book Three (Gregg) Hart — Junior High School Mathematics, Book One (Heath) Hart — Junior High School Mathematics, Book Two (Heath) Hart — Junior High School Mathematics, Book Three (Heath) Lindquist — Junior High School MathemMics, Book I (Scribner) Lindquist — Junior High Mathematics, Book II (Scribner) Lindquist — Junior High School Mathematics, Book III (Scribner) Stone — Junior High School Mathematics, Book I (Sanborn) Stone — Junior High School Mathematics, Book II (Sanborn) Stone — Junior High School Mathematics, Book III (Sanborn) Vosburgh and Gentleman — Junior High School Mathem/xtics, First Course (Macmillan) Vosburgh and Gentleman — Junior High School Mathematics, Second Course (Macmillan) Vosburgh and Gentleman — Junior High School Mathematics, Third Course (Macmillan) Wentworth-Smith-Brown — Junior High School Mathematics, Book I (Ginn) Wentworth-Smith-Brown — Junior High School Mathematics, Book II (Ginn) Wentworth-Smith-Brown — Junior High School Mathematics, Book III (Ginn) ^" C C SCIENCE INTRODUCTION Since the introduction of the sciences in our public school curricula there has been a gradual but marked change in the sentiment both as regards the laity and the teaching public toward those courses. Time was when the sciences were looked upon as a substitute course for those students who, either through lack of native ability or mental inertia could not keep pace with the classical subjects. But today we find science established in its rightful place among what are termed the cultural sub- jects. This early attitude regarding science is doubtless responsible for the diversity of content of subject matter and methods of presentation of the science courses in the majority of our public schools, until today there is felt a need for a more perfect unification and coordination of these courses. In attempting to work out the course of study asked for, the committee in no icay sought to formulate an outline that should he rigidly followed. However, without some organized plan there is grave danger of the teacher's developing that phase of the subject in which he is particularly interested. It is well recognized that the teacher should be given as much freedom as possible to adapt his course to his local conditions. The selection of topics to be discussed and laboratory problems of the sort that will both stimulate and sustain the interest of the boys and girls and at the same time develop a knowledge of the basic principles underlying the sciences rather than present a haphazard array of data that would result only in confusion has long been a question in the minds of many teachers, especially those with little or no experience. In the formulation.of the courses of study which follow no formal commit- tee was chosen but suggestions and criticisms were sought from more than fifty sources including high school teachers throughout the State, college professors, North Carolina state boards of health and public instruction, and more than twenty states as well as National reports of both Great Britain and the United States. Conferences were held by groups who could conveniently assemble. Certain general aims or objectives are applicable to and should be empha- sized in all the sciences. These objectives are stated elsewhere in this report while those relating to the specific sciences are found at the beginning of the special outlines. The report does not attempt to cover all types of high schools in the state, but rather to meet the needs of the average four-year plan with the idea that the smaller and larger schools will make adjustments peculiar to their individual needs. It is recommended that General Science, Biology, General Chemistry, and General Physics constitute the four basic courses in the larger schools, and that Physical Geography, Commercial and Industrial Geography be offered in the third year in small schools in keeping with the program suggested in "High School Reorganization." In the larger high schools a year of Botany, and a year of Zoology may be taken in place of a year in Biology, or a year in Biology and a year in human physiology with emphasis upon first aid and home nursing might be considered a good plan. In all science courses it is 116 Courses of Study recommended that two double periods be devoted to laboratory work and three periods to discussion, recitation or quiz work, each recitation period P'i^ being forty-five minutes in length. Where a school is organized on a sixty minute basis, five periods a week should be alloted for the work and two of these should be consecutive periods. In general it is believed that a logical sequence of courses should be fol- lowed. It is well recognized by those who have made a careful study of the educational problems that in any field of learning a more comprehensive grasp of any subject is derived if the course is planned as a whole and if the separate courses are made to follow fundamental principles of sequence. In all courses of study the progressive development of the pupil is essential. In carrying out the above, however, a certain unity of the separate courses should be maintained so that the student may receive a maximum of benefit even though no further science is taken. Sequence of Courses The sequence recommended is as follows: First year — General Science — It is strongly recommended that this course be required of all students. It is an introductory course and should not follow any other science; neither should it be given above the freshman year. Second year — Biological Science, including human physiology, is considered the best second year course. It is the time in the child's life when he is keenly alert to the whys and wherefores of life, and thus Biology furnishes a medium by which he finds an answer for himself to his questions about the phenomena of life. Courses may consist of General Biology, Botany or Zoology in the larger schools. Some Biological science should be required of all students. Third year — Chemistry is generally regarded as the logical third year course, except in small high schools in this State where Physical Geography, Commercial and Industrial Geography are offered. This course in chemis- try should emphasize many of the practical problems of the home, the farm and industry. Chemistry is offered as an elective in the third year in six- teacher schools. (See Bulletin High School Reorganization) Fourth year — Physics being of a more advanced nature should fall in the fourth year. The powers of accurate observation and logical deductions hav- ing been developed through the preceding sciences the student naturally brings to the course a more mature judgment which enables him in return to derive more from the course. Neither Physics nor Chemistry should be taught below the junior year, or should the student be permitted to take either without having completed at least one elemenary science. Many students do not consider it essential that they have a detailed knowledge of Physics but at the same time desire to complete four years of science. To these students elective courses in botany, zoology, physiology or some special field of chemistry should be open in large schools. All such courses should be of an advanced type so as to avoid repetition of the former sciences studied. A more intensive study of the general principles established in the elementary courses should constitute the content of such studies. In some of the smaller high schools where both Chemistry and Physics are given it has been suggested that these courses be alternated and given one each the junior and senior years. The Laboratory The establishment of laboratory work in our modern school systems marked the emancipation from the rigidly disciplined school room of earlier days, and made a strong appeal to the average student. The results have been varied High Schools of E"orth Carolhsta 117 and there is a general feeling that the laboratory method has not accom- plished all that was expected of it. At the present time it is this phase of the work that represents the greatest pedagogical difficulty. No innovation of modern education, however, can be as vitalizing to learning as the labora- tory method. It has been truly said that "Often, very often, the dunce of the form when put on to practical work becomes brilliant." The laboratory might rightly be called the science student's work shop, but too often it is allowed to degenerate into a place of mere idleness and aimless activity with little accomplished, where as it should be the place where the student receives his first hand knowledge. "The nature of every science demands that it be taught from the laboratory standpoint," and thus center about experimental and project work rather than pages of a textbook. To this end it is desirable that the laboratory work in general precede the textbook assignment. It seems needless to say that the laboratory and textbook work should proceed hand in hand and yet there are many instances where there is little or no correlation between the two. The fundamental aim of the laboratory is to give the student a chance to make his own observations and arrive at logical conclusions. He may be aided in these by laboratory guides which follow the question method, or by preliminary explanations from the teacher. The latter should assist only to the degree that the student shall not work blindly or aimlessly at the problem at hand. In all sciences the equipment of the laboratory is a vital matter. At least one room must be adequately equipped even in a small high school. The Ifolebook The day of the pretty notebook is past. There is such a bulk of material to be investigated that the great problem of the science teacher today is to "simplify the courses so as to complete them in the time at his disposal." There is much to be gained, however, from the standpoint of the pupil if he record accurately his observations and derived conclusions. A simple outline that is frequently followed is: First, the student should state ac- curately the problem that he is trying to solve. Second, that he record briefly his procedure and observations. In this the student should be encouraged to develop his own ingenuity in the manner in which the record is made. Necessary outline drawings should accompany all problems. These should be neatly and accurately labeled with a medium hard lead pencil and lettered. The drawings as well as the notes should serve as a source of excellent review for examinations. For Chemistry and Physics the notebook record might better be arranged under the following headings: object, procedure and observation, results, conclusions and discussions. The type of notebook for General Science and Biology is a simple inexpensive loose-leaf one. For Chemistry and Physics there are printed forms that usually follow the text used. Students should be encouraged to take a part in the preparation of materials and the general upkeep of the laboratory. In fact, the teacher should prepare only those materials that the immaturity of the class makes necessary. Teachers often sacrifice interest by themselves doing too much preparation before the class has assembled. Classroom and Kecitation With the laboratory organized on the problem-project plan the recitation takes on a different form from the stereotyped method of former days when it consisted of a mechanical repetition "of facts and principles gleaned from a textbook." The recitation should consist of classroom discussions in 118 CouKSEs OF Study which all students contribute to the explanation and correlation of those phenomena observed in the laboratory and on field excursions. Above all the classroom, like the laboratory, should belong to the student. Too often the teacher is the dominant personality, whereas he sliould remain in tjie background as a guiding influence in aiding the students to arrive at the proper conclusions. There is a grave tendency on the part of many teachers to teach too much. The need of a text is recognized but it should be regarded as a reference book rather than one from which so many pages are assigned every one of which must be learned. Often "A better plan is to provide several copies of the more important texts and a number of reference books to which assignments may be made. It is extremely important that such assign- ments should be definite and clear to the pupil." Librarians report this a common fault among teachers. As pointed out in the National Bulletin on reorganization of Science "Few things are more discouraging to the pupil or more destructive to his interest than to be given hazy assignments, and to feel that neither he nor the teacher knows exactly what is expected." Many demonstration experiments may be effectively performed in the classroom by the teacher to save time in the main laboratory. In such experiments the help of the students should be enlisted. For instance, weighing materials, measuring liquids, time keeping, and numerous errands to the stockroom, can be done by the students and thus arouse as much interest as individual experiments. Such demonstrations have the value of giving the teacher an opportunity to acquaint the student with the proper laboratory technique of the course. In this teachers should exer- cise great care in performing the experiments skillfully. This latter principle might well apply in the laboratory when assistance from the teacher is necessary. Pride in exercising the proper technique in the course on the part of the teacher will do much in creating the desired atmosphere in both laboratory and classroom. Much interest can be stimulated in the classroom as well as in the course as a whole, if students are encouraged to make special reports, especially those relating to the economic phases of the course. Biographies of men and women who have made note-worthy contributions to scientific progress constitute excellent material for such reports. Many pupils will enjoy working out some individual problem of their own choosing or one suggested by the teacher. Such work often leads to solving the greater problems and even the choosing of a vocation to which the individual is permanently adapted. Extra credit should be given to those students doing special work according to the value and the nature of the work presented. These special reports can often serve the basis for a monthly or term English theme or history paper and thus help to bridge a gap so universally present in all of our institutions of learning, that of cooperation and coordination between the various curricula. Respectful attention by other members of the class is easily maintained if the students know that when a student's report is completed some mem- ber of the class will be called upon to outline briefly the major points em- phasized. Field Trips Field trip work, like laboratory work, is a result of modern education. Like the laboratory, it too can be the source of much wasted time if not properly planned and supervised. The teacher should know well the field High Schools of Noeth Cakolina 119 into which he is going. In fact he will save himself the possibility of em- barrassment if he will conduct his own individual field trip before taking the class. The field trip can be made a very valuable part of the work if properly planned. It is the medium by which the phenomena observed in the labora- tory are connected up with every day life. The nature of the field trip will naturally vary with the locality, but, in general, industrial plants, city water works, the weather bureau, museums of natural history, a near-by stream, lake, or wooded lands afford excellent places for this type of work. The student should be urged to carry a pocket notebook where he can jot down the important points covered on the trip, and these should be included in the class discussion, permanent notebook records, and examina- tion reviews. Science Clubs The organization of science clubs is a positive agency in furthering interest in the sciences. The clubs should be organized with officers similar to any civic organization. Programs may consist of talks and demonstra- tions by the students of the facts which they have learned from the various contacts of the course, magazine articles, book reviews, etc. Many schools have the advantage of being located in localities where colleges and large industrial concerns are located. These institutions employ men eminent in many fields of science who are glad to come in contact with the boys and girls by giving talks before the club. Examinations Along with the changes in content and presentation of subject matter there has, likewise, been a change in our ideas regarding the examination, that agency which serves as a measure by which the teacher gains a more accurate conception of what the student is really deriving from the course as it is being presented. The nature of the content of science does not permit of the discussional type of examination as do for instance English and history. Even in these subjects the immature student is too apt to ramble into vague and irrelevant reasonings which for the most part are subjective rather than objective, and therefore not reliable. In many fields of learning the standardized tests are supplanting the traditional essay type, and these tests must be passed before entrance into many of our American universities and colleges can be obtained. Standardized tests in the sciences have not been thoroughly worked out but the science teacher can and should work out questions that are based on the following types of examinations: First — The True False Test, which is made up of a number of true and false statements with some method devised by which the students indicate which is true and which is false. Second — The Judgment Test. This test is made up of a list of statements which are true, but the student must give reasons why they are true. Third — The Completion Test. In this test statments are given with certain key words omitted and the pupil fills them in. Fourth — The Association Test, which is made up of a list of key words or ideas. The students take these and with a few brief but true statements explain the scientific phenomena in which they are involved. 120 Courses of Study Fifth — The Selection Test. This test is made up of two lists of statements. The students take the statements in list number one and match them with the proper statements in list number two, indicating by letters or figures in the margin of list number one the statements with which they were matched in number two. Suggested Plan of the Teaching Unit Steps in the learning process Steps in the teaching technique (a) Stimulus (a) Introduction through story, Recall of experiences ' discussion, questions, reading. Self activity exercises exercises, lectures, demon- strations, display charts, dis- play of materials, etc. (b) Study for the purpose of see- ing the problem clearly (b) Pre-view by teacher Sketch of teaching unit Testing the view-point of pupil Direction of study (c) Reflective thinking Observation Comparison Interpretation Testing hypotheses (d) Reaction (e) Use of knowledge in new situations (c) Supervised study Reading, experimentation, proj- ects, field trips, trial exer- cises, etc. Class discussions, testing-performances, etc. (d) Organization and expression Seeing the unit as a whole Expression — oral and written (e) Problem questions and exor- cises How Man Uses Electricity For Commnnication (a) Introduction The need of rapid means of communication Discovery of the telegraph and telephone — Morse and Bell Service of these inventions, social and commercial (b) Discussion of experiences, questions, and exercises (c) "What is needed to send messages by means of electricity"? (d) Supervised study of related problems How does the telegraph work? What makes the doorbell ring? How does the telephone operate — receiver and transmitter? How can you make a simple wireless telegraph sending set? How does a simple wireless telegraph receiving set work? Construct a crystal-detector set (e) New situations The telephone exchange The home telephone Electric bell circuits Vacuum tube sending and receiving sets Oceanic cables Construction of simple electric apparatus Relation of newspapers to telegraphic communication High Schools of North Carolina 121 Markets, train dispatching, financial exchange, etc. to telegraphic communication Social development and the telephone Dissemination of information and the wireless telephone Aims of Science With Reference to Main Ohjectives of Education (1) Health — The power of a nation is dependent to the degree in which it is able to prevent control and eliminate disease. It is the duty of secondary education to instruct all pupils in the necessity of the provision of adequqate hospital facilities, medical inspection and the maintenance of public health and public sanitation. (2) Worthy Home Membership — There is scarcely an activity within the home which does not find its explanation within some of the far reaching laws of science. The heating, the lighting, the clothing, the food, and interior decoration embody scientific phenomena. Science teaching should acquaint the students with these facts to the end that they may contribute to the responsibilities of the home. (3) Vocational — Science teaching should open up the many fields of learning upon which the activities of the world are based and these should prove of distinct value in the choosing of a life profession. (4) Citizenship — The welfare of society moves along with the advance of science. It is essential, therefore, that the members of society be familiar with the part science has to play in the maintenance of a peaceful and con- tended people in order that they may appreciate the work of the agencies and individuals that promote them. (5) Useful Leisure Time — Nature is boundless in her storehouse of won- ders. It is the province of science teaching to unlock the doors to these many wonders and thus extend the horizon of natural interests. The individ- ual will attain to that large breadth of outlook and sympathy with all classes of natural things, which definitely characterize the person of real culture. (6) Ethical Character — Nothing can exceed the experience in science in developing in youth ideals of truth and veracity. In the most elementary science lessons the student realizes that the whole aim of the work is to discover and possess the truth about the thing or the experiment. The train- ing he gets in straight and honest thinking is the utmost importance to him in helping him arrive at the truth which he is to personally possess. The contribution science makes to the upbuilding of high ethical character is per- haps its greatest one. Tisnal Instruction Visual instruction is recognized today as an important factor in modern education. A few statements regarding the subjects treated and the sources from which films may be procured are given herewith. The best source for obtaining detailed information regarding types and cost of motion picture machines, fire insurance regulations, etc., is your State Department of Public Instruction. This department has tested out several types of motion picture machines and is in a position to give valuable information as to the best ones to purchase. Money can be saved by securing the service of this department in the purchase of machines and films. The lack of €unds is no longer an excuse for a school's not having a motion picture machine of some kind. Very often the school is the community center, and interest in purchasing a machine can be aroused in various ways. The state department points out some methods by which funds have been secured. They are: 122 Courses of Study By putting on a weekly picture entertainment and charging an admission fee of 10c. In this way, in a short time, enough money may be taken in to pay for a machine. After the machine is paid for, a steady income may be realized with which to purchase other school equipment, not otherwise provided for. One school, in eighteen months, paid for the machine and screen, bought shrubbery for the school grounds, a number of books for the library, a set of lantern slides, which cost $290 and had a balance of $700 in the bank. In some communities, Parent-Teachers Associations lend the money with which to buy the machines. In other places the patrons of the school ad- vance the money, with the understanding that it will be paid back as soon as receipts from entertainments amount to the purchase price of the machine. In some other cases the school authorities lend the money out of the general fund, and the money is paid back from the receipts from the entertainments. In one community 106 patrons lent money, in amounts varying from 50c to $10, with which to purchase their machine. The State Department of Public Instruction has enough films on hand to give one entertainment of a 6 or 7 reel picture per week for 215 weeks. New films are constantly being bought in order to increase this service. Comparatively few of the films are special science films, but are for general use and would serve well for such purposes as mentioned above. The small number of science films is due to two reasons: first, the high price of such films; and second, the lack of demand on the part of science teachers. If the science teachers would create enough demand for any certain type of film the State Department of Public Instruction might be able to get funds suf- ficient to buy the kinds of films desired. A few years ago the State Depart- ment had for demonstration purposes a picture on the blood showing the com- plete circulation, structure of veins and arteries, origin of corpuscles, etc. This film should be shown to every school boy and girl, but due to the small demand for it the film was not purchased. Other sources where films can be obtained at little or no cost are: The U. S. Department of the Interior, through The Bureau of Mines, Pitts- burgh, Pa., supplies a number of industrial films, such as. The Story of Petro- leum, Mexico and It's Oil, Story of Coal. Storage Battery and a number of other subjects. The International Harvester Co., The U. S. Dept. of Agricul- ture, The General Electric Co., The Ford Motion Picture Laboratories, and other industrial concerns have pictures which can be had, some for cost of transportation, while there may be a little rental charge on others. It is hoped that the science teachers will see the value of this type of educa- tion and create a unified effort to have available such films as would enhance science instruction. GE>ERAL SCIENCE This course in natural science is too general to take the place of any of the special sciences. It should prove to be the best course for giving general information of the elementary science courses. It is particularly designed to teach the child the "hows" and "whys" of his environment, thus enabling him to make a practical application of the laws of nature in his every-day life. Specific Objectives For General Science To help the pupil to interpret and appreciate his environment. To encourage the rpupil to form accurate habits of observation and expression. To awaken the science interests and abilities of the pupil so that he will continue his studies in science through high school. High Schools of North Carolina 123 To discover science interests so that the pupil may do better work in the later vocations. To develop in the child who can take only one course in science, an abiding active post school interest in and understanding of science. To fit the pupil for citizenship by aiding him to acquire good health habits, a better home environment, and, a more desirable community life. To stimulate in the pupil who has a scientific inclination a desire to accom- plish something worth while in the scientific field. Method The coui-se in general science is divided into several well defined units. The pupil should be led to see the unit as a whole, and to relate its sub- divisions to the whole, thereby aiding him to organize his experience so that it will be useable. The various units that compose the course should be so objectified and practicably applied to the life of the child as to make the sub- ject vitally interesting and useful in the pupil's every-day life. While the units are closely correlated in the text the order in teaching the units should be arranged to fit the locality and seasons, however the teacher should strive to maintain a coherent sequence of different topics so that each topic may aid in developing succeeding topics. Five general types of work are outlined in the course. I. The specific topics of course should be developed by the aid of textbook, reference books, magazines, etc. II. Observational exercises to train the sense of perception, as field trips to study the Pasteurization of milk; work of the weather bureau; manufacture of ice; the city water supply; constellations, erosion and soil formation; common wild flowers; cross pollenation; seed distribution; to recognize common trees; to study tree contour; and to study the struggle for existence in the living world, and a number of other observational exercises may be planned as suits the locality. Two important points should be emphasized in observational work. The group should not be too large, sixteen to twenty being a large observational group, and the group must know definitely what they are to look for, and should be required to give a report of their findings. III. Experiments and investigations, as demonstration problems, should develop the power of accurate observation and an ability to draw correct con- clusions by the scientific method. These conclusions should be applicable in solving new problems that may arise, in the life of the child. The experi- mental work should be the basis of the unit and the other work should be built around it. In all demonstration work whether done by the individual or the group several definite steps should be carried out. (1) There should be a clear statement of the problem to be solved. (2) What was done should be simply and clearly described. (3) What happened should be carefully noted. (4) The reason for the results should be determined. (5) A general conclusion should be drawn from the problem. (6) Each conclusion drawn when possible should be related to the every- day life of the child. (7) In all demonstration and topic work throughout the courses casual relations should be emphasized so that the pupil may know that law rules and that every effect has a cause. The notebook in which the experiments are recorded should be accurately, neatly, and promptly kept. 124 CouKSEs OF Study IV. Constructive problems. These problems are projects to be worked out by the pupils using the knowledge they have already obtained to solve some larger problem of every-day life. The problem does not necessarily have to come within the course of study, however unrelated problems should be avoided. The teacher must use her discretion as to when a problem should be recognized, and when a problem is recognized she must guide the group in the selection of data for its solution. A small group of four or five will work most efficiently on this type of problem. V. Individual observational work. This work comes through the experience of the child and enriches the topic and experimental work. Some time should be taken at convenient interval (perhaps at the beginning of the recitation) for their discussion as it will stimulate interest and proimote an awareness of natural phenomena. Through directed observational work the pupil will acquire definite first-hand information for attacking future problems that may arise. Following are some helpful points: (1) Observations should always be timely. (2) Directions for observations should be practical and specific. (3) Pupils should be required to make accurate reports of observations. "Hit or miss" work should not be allowed. (4) The report should be followed by questions which will stimulate the pupil to draw an inference. (5) The drawing of such inferences should be repeated until the investi- gating habit of mind is formed, developing in the pupil the scientific method of procedure. Selection and Organization of Subject Matter The subject matter of the course is based largely upon the child's environ- ment; therefore, the content of the course should vary with the community in Which it is taught. It is evident that many of the problems and interests of urban and rural communities are different; therefore, the course of study should be supplemented or eliminated until it fits the needs of the pupils. Following are some suggested topics: Tlie Course of Study UNIT I The Air and How We Use It I. The air a Real Substance — Air as a material. Air has weight. Compressed air. Exhaust pump. Air pressure. Barometers. Air pressure on the human body. Source of sound. Air transmits sound. Echo. How we hear. II. Air and Fire — A fire needs air. Burning decreases oxygen. Oxidation. Kinds of oxida- tion. Effect of heat on solid, liquid, and gases. Measurement of temperature. Transfer of heat, fuels, flames, matches, cooking devices. How our homes and public buildings are heated. "Fire prevention. Extinguishing fires. III. The Atmosphere — Ocean of air around the earth. Altitude and air pressure. Balloons, and airplanes. Composition of air. How air is kept in balance. Moisture in the air and its relation to our comfort. Evaporation. Condensation. Weather and climate. % High Schools of N^orth Carolina 125 •IV. Good air and Breathing — Why air is necessary to life. Breathing. Dust, mold, yeast, and bacteria. Methods of keeping down dust at home and in the streets. UNIT II Water and its Uses I. The Three Forms of Water and Uses We Make of Them — Ice, water, steam and effects temperature has on them — Distillation, cool- ing effects of evaporation. Ice machine. Cold storage, refrigerators, Freezing mixtures. 77. Household and Industrial Uses of Water — Water a necessity of life. Human body needs water. Sources of drink- ing water. Pollution of drinking water. Water supply systems. Life pump, force pump and siphon. Sewage disposal, streams. Dams. Water power. 777. Water and Its Influence on Climate — Water and land temperature. Land and sea breezes. Causes of unequal heating of land and water. UNIT III Nature's Store of Energy and Man's Means of Converting It to His Services 7. How We Wo7-k — Man's work and his need of tools. The basic machines. Friction and how to reduce it. Measurement of work and energy. How the work of the world has been affected by machines. 77. Eneregy — Its Conservation and Transformation — Sources of energy. Nature's storehouses of energy and need for con- serving them. Energy can be transformed. Kinds of energy. Some of the important machines for transforming energy — steam engine and gas engine. 777. How Man Uses Electricity — Correct wiring and illumination of our homes. How an electric light gives light. Heating devices. Magnets and Compasses. Electro- magnets. Telegraph. Telephone. Radio. Motor and its uses. Sources of current — dynamo, dry cell and storage cell. UNIT IV The Earth and Its Relation to Other Astronomical Bodies 7. The Sun and Seasons — How air around earth is warmed. What causes day and night, the year, and seasons. Standard time. Daylight saving. The sun, its size, dis- tance from the earth, heat, and composition. Sun — the source of energy. 77. Light — Natural and artificial lights. Nature of light. Human eye. Conserving eyesight. Refracted light. Reflected and diffused light. Color. Rain- bow. Transparent, opaque, translucent objects. 777. The Solar System and the Constellations — The sun in its relation to the planets. Interesting facts about each planet. The moon, its light, size, distance from the earth, surface, and climate. Phases of moon. Tides. Comets. Constellations. 126 CoiTKSES OF Study UNIT V The Stjfface of the Earth I. Hoio Rocks Become Soil — Work of plants, animals, water, ice, wind, and air in soil formation. Glaciers. Fertile soil. Kinds of soil. Loss of nitrogen from the soil. How to supply nitrogen to the soil. The significance of the soil. II. Soil, Water, Drainage, Irrigation and Erosion — Water cycle. Plants and soil water. How water rises in soil. How to save moisture in the soil. Soil water and soil temperature. Re- claiming our swampy and desert regions. Loss of soil by erosion. Vegetation and erosion. UNIT VI Life Upon the Earth I. The Plant Covering of the Earth — Abundance of plants. Plant associations. Tree Contour. Value of wild plants. Forest conservation. II. The Plant- Conditions for awakening life and growth in the seed. The organs of plant (namely root, stem, leaf and flower) and the work of each. Seed distribution. Green plants, the food and fiber makers of the world. III. Functions of Life Performed by the Single Cell— The cell. Work of simplest forms of life. Asexual and sexual repro- duction. Bacteria. Protozoa. Infection. Preserving goods — Balance of life. IV. Man, Highest Type of Organism — (a) The story of the digestion of food. Foods and intelligently selected diet. (b) Blood, its work and circulation. (c) Relation of breathing and respiration to the circulation of blood. (d) Excretory organs (skin, lung, kidneys and large intestine) Eliminat- ing poisons from the body. (e) Sensrttions, nervous system, reflex action, habit and mental hygiene. (f) Alcohol and narcotics. V. Improving the Conditions of Human Life and Growth — The individual. The community General Science Classroom A classroom for general science should supply a wide variety of demands such as a demonstration work, reference reading, class discussion, writing, and drawing, group and individual experiment work. Such a wide variety of student activities cannot be properly supervised without a convenient class- room. Most of the important features of the room should be installed while the building is being constructed. One room for all the work of a class is found to be best from the educational viewpoint, because it unifies the class discussion and laboratory work and makes the course more flexible. In- vestigations seem to show that just as much can be accomplished by the teacher demonstration method of instruction as by individual laboratory work. This should dispel some of the discouragement arising from poorly equipped laboratories. While the teacher should try in every way to make High Schools of IN'orth Carolina 127 her classroom attractive, convenient, and efficiently equipped, let us not become discouraged if we do not have the ideal situation with which to work. We all have at least the larger or general laboratory which is the out-of-doors environment, the home, the school, and the community. It encompasses the present life of the child. Every teacher has this most important laboratory. General Science Apparatus Following is a tentative list of apparatus for general science. The teacher should carefully go over the list as given, supplementing and eliminating, until it fits her needs, for it is evident that the apparatus used will vary with the course of study. The quantity ordered will of course be determined by the size of the class, and by whether individual laboratory work is to be done or simply classroom demonstration work. A list of apparatus suggested by author of textbooks to be used (usually published in the book) will be found to be very helpful. However each teacher should carefully select her own apparatus. APPAQATUS Alcohol lamp or Bunsen Burner (if gas is available) Aquarium Aluminum pot and cover 6 in. deep (14 gal.) Balances one platform and set of weights 2 Balance spring — 2000 grams Barometer tube and well 1 Barometer aneroid 6 Balloons (rubber) small - 1 Barometer mercurial 1 Battery jar V2 gal. 6 Beakers (100 to 500 cc.) 3 Bottles (wide mouth) 500 cc. 12 Bottles (wide mouth) 8 oz. Stoppers to fit 1 Bladder (football) 1 Calorimeter (nickel plated) 12 Oorks No. 18 to fit bottles 1 Candle holder 12 Candles (largest size plumbers candles) 6 Cells dry 3 Carbon rods %6 in. x 6 in. 2 Clamps (ring stand) 2 Clamps (rubber tubing) 1 Copper pot for demonstrating gas engine 1 Compass (dip needle) 4 Compasses (pocket 1 inch) Corks assorted sizes Distilling apparatus Electric bell 2V^ inches long Electric light bulbs Extension cord 10 ft. 3 Flasks distilling 500 cc. 6 Flasks 500 cc. Pyrex 3 Flash lights Flower (model showing parts) 3 Flower pots (small size) n 128 CouKSES OF Study Filter paper Funnel thistle tube Funnel glass (4 in. diameter) Funnel glass (8 in. diameter) Fruit jars i/^ doz., pt. (glass spring tops) 6 Glass squares 2 x 2 in. Glass dish, (circular 8 in. drain 3 in. deep) 1 Glass tubing %g in. (5 ft. length) 2 Glass tubing capillary. 1 Glass tubing % in. diameter, 5 ft. long General Small electric for demonstration 1 Graduate cylindrical 500 c.c. 1 Graduate cylindrical 100 c.c. Hammer Iron filings 1 lb. Jar bell vacuum with rubber stopper 1 hole Jar and glass stopper to fit Knife pocket Labels 3 Lamp chimneys and 2 hole rubber stoppers to fit 2 Magnets horsehoe 2 Magnets bar Medicine dropper % Meter stick Microscope compound 72 Microscope (slides and cover glasses) Microscope hand lens Motor (small demonstration) Mortar and Pestle Nut cracker 2 Osmosis cups (semipermeable membrane) 12 Petri dishes Prism glass 2 Pulleys (single) 2 Pulleys (triple) 2 Push buttons 1 Pump glass suction 1 Pump glass force % lb. Rubber friction tape Rubber sheet 3 sq. ft. Rubber bands assorted 2 lbs. Rubber stoppers assorted Nos. 1. 4, 5, 7 (1 and 2 holes) 12 ft. Rubber tubing •%(, Scissors Steam Engine Model Sugar tongs Telegraph set sending and receiving Telephone transmitter and receiver 12 Test tubes 5 x % in. 12 Test tubes 1 x 8 in. ignition 2 Test tube brushes 1 Test tube rack 1 Thermometer F and C Chemical 1 Thermometer F for Room High Schools of I^oeth Carolina 129 Tripod Trough. Pneumatic Tweezers — forceps 3 Watch glasses 2 Wire gauze 5 in. x 5 in. 1 lb. Wire copper (No. 18 D. C. C.) % lb. Wire copper (No. 24 D. C. C.) % lb. Wire German Silver No. 18 2 Y Tubes CHEMICALS Acid Hcl 1 lb. Flour 2 lbs. Potassium Chlorate Acid HnOa 1 lb. Manganese Dioxide Stain Staffords Acid HjS04 1 lb. Marble Chips 1 lb. Stain loaf Ammonium Nitrate I/2 lb. Matches Sugar Powdered Calcium Oxide 1 lb. Mercury 1 lb. Copper Sulphate 1 lb. Molasses STATE APPROVED TEXTBOOKS Bedford's — General Science (Allyn) Caldwell and Eikenberry's — Elements of General Science — New Edition (Ginn) Hessler — Junior Science (Sanborn) Hunter and Whitman — Civic Science in the Home and Community (American) Snyder's — Everyday Science with Projects (Allyn) Trafton — Science of the Home and Community (Macmillan) Tower and Lunt — The Science of Common Things (Heath) Van Buskirk and Smith — The Science of Eve7-yday Life — (Houghton) Reference Books Fabre, J. H. C— Story Book of Science (Century) Hessler, J. C. — Junior Science 2 vol. (Sanborn) Hodgon, D. R. — Elementary General Science (Hinds) Libby, Walter — Introduction to History of Science (Houghton) Mills, E. A. — Adventures of a Nature Guide (Doubleday) Trafton, C. H. — Science of Home and Community (Macmillan) Verkes, R. M. — Neio Word Science (Century) Bolton — Famous Men of Science (Crowell) Lewis, Mrs. L. E. — Astronomy for Young People (DuflBeld) Lewis, Mrs. L. E. — Splendors of the Sky (Duffield) Bowden — General Science (Blakiston, Philadelphia) (This book was helpful in making course of study) Burns — The Story of Great Inventions (Harper) Caldwell and Slossom — Science Remaking the World (Doubleday) Fournier — Wonder of Physical Science — (Macmillan) Ingersoll — Book of the Ocean (Century) Wonders of Science in Modern Life (Funk) Comstock — Handbook of Nature (Comstock Pub. Co.) Barrus — John Biirroughs — Boy and Man (Doubleday) Radot — Life of Pasteur (Doubleday) Gilmore — Boys Book of Astronomy 9 130 Courses of Study Pearson — Bi7-d Study Rogers — Trees Every Child Should Know (Doubleday) Lane — Ti'iuviphs of Science Bennett — Making of Flotoer Garden Green- — Principals of American Forestry (Wiley) Pocket Guide Book to Science — Poinilar Science Monthly Lescarboura — Radio for Everybody — Scientific American Publishing Co. Brooks — Why the Weather (Harcourt) Washburne — The Story of Earth (Century) Science Periodicals and Pamplilets Scientific American and Supplement, New York City National Geographic Magazine, Washington, D. C. Nature Magazine, Washington, D. C. Popular Science Monthly, 250 Fourth Ave., New York The Science Class Room, Popular Science Monthly General Science Quarterly, Salem, Mass. Garden Magazine, Garden City, N. Y. Radio News Scientific Monthly Popular Mechanics Science and Invention Literary Digest BIOLOGY A. Introduction Perhaps none of the sciences appeals to the average boy and girl as do the Biological sciences. This is not to be wondered at. It is but natural that every boy and girl should be interested in those courses that open up those marvelous and awe inspiring phenomena of which he himself is a part. The biology teacher, therefore, carries a great responsibility. Great care should be exercised both in the laboratory and in the classroom in present- ing the facts of nature so that the child will gain the proper conception of the great underlying laws of nature. The chief objectives that every biology teacheir should strive to instill in the heart and mind of every boy and girl are briefly stated In the formal objectives accompanying this report. None of the sciences requires so little permanent equipment as does biology. That trite but truthful adage "Let nature, not books, be your guide," is the rule to follow. Such materials as chemicals, reagents, charts, models, slides, and other materials listed in the report and which are a necessary part of any modern biology department must naturally be procured from standard and reliable supply houses, but the best source of fresh material is that of the immediate environment. In this connection the bringing In of material by individual students should be a part of the assignment just as mathe- matics problems and English or language sentences. This greatly increases the interest among the students. At the suggestion of the teacher a group of boys will delight in a trip to a near-by rocky branch or lake when crayfish tadpole, frogs and fishes are needed. When large quantities of frogs are wanted it is better to send to a Biological supply house. More satisfactory work on earthworms can be done with those especially prepared by supply houses. There has been much discussion as to whether biology should be presented as one-half year of zoology and one-half year of botany or whether the two Hkjh Schools of N^orth Carolina 131 kingdoms should be presented concurrently. A majority of the reports studied leem to follow the former method, some giving zoology in the fall semester and botany in the spring semester or vice versa. After all, this is a matter of minor importance. However, if the two are presented separately the teacher should make frequent references to the other kingdom in order that the central idea, that of the unity or similarity of all living things, shall not be missed. The sensible and logical procedure would be to arrange the topics so as to come at the time of year when fresh materials are most easily obtained. The fall of the year, however, seems to be the best time for insect study. It is the time of year when they are most abundant and nothing creates more interest at the beginning of the course than this very active group of animals. The study of fruits'-is doubtless best in the fall, This logically necessitates the study of the flower first. Fall flowers are usually abundant but they are of a more complex type than the early spring flowers and for this reason many teachers prefer to leave the study of flowers entirely to the spring. Certainly no teacher would go along without giving some attention to the study of flowers at that time of the year when all nature is teeming with their unfolding buds. Trees are doubtless best studied in the fall as the leaves have developed to their characteristic forms whereas in the schools which have only seven and eight month terms they are not perfectly formed by the time school is out. The amount of emphasis placed upon any group of plants or animals should naturally depend largely upon the locality in the State. For in- stance, those schools located in the lower piedmont and coastal regions will have a more varied and abundant animal life to draw from, while the schools in the upper piedmont and mountain regions will have a greater abundance of plant life. B. Aims in the Course in Biology The generally recognized aims or objectives in the teaching of Biology are as follows: 1. To give to the pupil an intimate knowledge of important living plants and animals and their natural habitats. 2. To give the student an understanding of the interdependence of plant and animal life and the economic importance of various living forms. 3. To present only sufficient knowledge of plant and animal structures as will attain to the understanding of the fundamental functions common to the life of all organisms and thus to show the unity of all life. 4. To develop an understanding of the relation of biology to the other sciences, and to acquire some knowledge of the scientists who have made valuable contributions to biology, and especially to gain an appreciation of the importance of biologic science to civilization. 5. To train the mind of the pupil, by developing his power of accurate observation, perception of the law of cause and effect, and ability to reason to logical conclusions from given data and experimental evidence. 6. To emphasize especially the essential conditions of individual and public health in city and State, and to establish in the individual pride in a healthy body. 7. To reveal the power of man to control the habits and relationships of plants and animals to serve his own ends. 8. To emphasize especially the power of man to control the formation of his own habits, and to establish a true conception of his responsibilities to society. 132 Courses of Study 9. To enrich the life of the pupil through the esthetic appeal of plants and animals to the end that he may appreciate and enjoy nature. These aims have been largely taken from New York State Regents Biology Syllabus. C. Text Any biology text on the approved list of high school textbooks for the State of North Carolina. Suggested topical outline dependent somewhat on the text used and on local conditions. I. Discussion of some of the factors which enter into a knowledge of bio- logical principles. a. The scope of biology. b. Review to bring out the pupil's knowledge of facts learned in pre- vious science work. 1. Life functions common to all living things 2. The idea of adaptations among all plants and animals, includ- ing man to carry out these life processes. 3. Definitions of important biological terms such as environment, stimulus, adaptation, economic importance, etc. This part of the work should be continued throughout the course. Definitions are the tools by which the students make clear their knowledge of any subject. There are many devices by which this work can be made vitally interesting. c. Review of the composition of living and comparison with non-living things. d. In case the pupils are not familiar with the principles of oxidation and osmisis, these phenomena should be demonstrated as the student must be familiar with them in order to understand many of the processes in nature. II. Insects. a. Study the grasshopper to determine the characteristics typical of all insects. 1. Body regions. 2. Head; number and kinds of eyes, antennae, mouth parts em- phasizing adaptation of mandibles for the kind of food they eat. 3. Thorax; number of regions, number and structure of append- ages attached. 4. Abdomen; number of segments in the abdomen, location and number of respiratory organs, location of ear and ovipositor. 5. Regions of the hind leg. 6. Life history. 7. Economic importance. 8. Drawings of lateral view of grasshopper, mouth parts, detail structure of compound eye and hind leg. b. Characteristics of the orders common in your community. 1. Drawings showing characteristics of orders. 2. Write-ups recording briefly the characteristics, special adapta- tions, economic importance, and methods of control and ex- termination of harmful ones. High Schools of IN'okth Carolina 133 c. Topics for discussion. 1. Communal life among insects. 2. Parasitism and natural enemies among insects. 3. Protective coloration among insects. 4. Types of mosquitoes found in the United States, their relation to malaria and yellow fever and methods of extermination. 5. The relation of the house fly to disease and sanitation. 6. What the National and State governments are doing in con- trolling and exterminating insect pests and individual re- sponsibility in aiding them. III. Crustaceans. a. Study the living crayfish to determine its external features, noting especially its method of locomotion, food taking, respiration, body regions, number of appendages, body protection. b. Optimal demonstrations of internal anatomy of this group (empha- sizing digestive, circulatory, nervous and excretory systems). c. Economic importance of crayfishes, shrimps, lobsters and crabs 1. As food. 2. As scavengers. IV. Class discussion of other arthropods, myriapods and arachnida. V. Protozoa. a. Characteristics and classification of this group. b. Observation of living specimens of the different groups to determine — • (1) Their methods of locomotion, food getting, digestion, respi- ration, excretion and reproduction. (2) To determine their response to stimuli. Typical forms for this study are the amoeba, Paramecium, euglena, Plasmodium vivax. The latter should be studied in con- nection with the malaria carrying mosquito. Vorticella forms an interesting form for additional study. This introduces the use of the compound microscope and opens up a new and interesting world to the students. c. In this study emphasis should be placed upon the cell as the unit of both structure and function of all living things, inheritance, life cycles, the relation of organism to their environment and above all the single cell as it embodies all the life functions com- mon to all living things. VI. Optional Volvox. a. Its structure and reproduction. b. As a transitional form between the protozoan and metazoan organ- isms. c. As it marks the beginning of "division of labor." If this form is not studied these points should be discussed in connection with the earthworm. VII. Worms. a. Classification and characteristics of this group. (Necessary for economic study.) b. Study the living earthworm to determine its external anatomy, response to stimuli, and 134 Courses of Study c. Dissection of the earthworm, emphasizing , 1. circulation, 2. digestion, 3. nervous system. d. Economic importance of the earthworm. e. Class discussion of the other worm groups as they are related to personal and public health. VIII. Fish. a. Study of a living fish to determine its external anatomy, method of locomotion, food taking, respiration and body regions. b. Drawing of lateral view to show position of fins, eye, operculum, lateral line, and position of jaw. c. Optional internal anatomy emphasizing digestive, circulatory, ex- cretory, reproductive, nervous and respiratory systems; and pointing out increasing division of labor. d. Drawing of internal anatomy, in case dissection is done. e. Drawing of a gill showing gill arch, filaments and gill rakers. In this study adaptations for the function of these parts should be stressed. f. Make use of magazine articles and special reports for discussion of the economic value of this group, fish hatcheries, national and State aid in protecting fish during the spawning season. These articles may form the basis of special reports by the students. g. If there is an aquarium, fish hatchery or any kind of fish industry in the community an excursion to all or any of them adds interest to this work. IX. In introducing the vertebrates their distinguishing characteristics should be pointed out and compared with the invertebrates. X. Frog. a. Study the living frog to determine body regions, external organs, methods of food getting, respiration, adaptations for methods of locomotion, and protective coloration. b. Drawing to show- the external features of the frog. c. Optional drawing of the mouth cavity to show position of tongue, internal nares, vomers, eustachian tubes, glottis, opening to the oesophagus, and sound pits in case of male. d. Demonstration to show the path of the air to the lungs. e. Dissection to show the location and parts of the alimentary canal and digestive glands, the respiratory organs, the heart and main veins and arteries, the urinogenital system of both male and female, and the nervous system. Drawing should be made of all these systems. The frog is the classic animal by which the student obtains his first hand knowledge of the functions of the various systems as they operate in his own body and should be studied from this point of view. f. Frog eggs and tadpoles should be brought to the laboratory where the students may observe from day to day the metamorphic process. High Schools of North Carolina 135 XI. Man. . a. Body region and the organs contained in each region. b. Laboratory experiments to prove the digestive process in man should be carefully and thoroughly worked out, and how the digested food is absorbed, circulated and assimilated by the body and how the waste products of metabolism are eliminated from the body should be thoroughly treated. c. Laboratory experiments in heredity which bring out the law of the Mendelian ratio upon which our modern methods of improving plant and animal strains is based. Reports by the students on the life and work of Gregory Mendel and that of Luther Burbank in plant breeding forms good supplementary material. This lab- oratory study also forms the basis for an understanding of inheri- tance among human families. Records of famous families may be referred to and the importance of careful selection of one's friends and finally an intelligent choice in marriage should be made clear to all students. d. Our knowledge of the nervous system of the frog should form an excellent basis upon which to enlarge our conception of a typi- cal nerve cell and the way in which stimuli are received into and directed over the body. Above all the conception that man himself is the power that controls, for good or for bad, those millions of impulses that come surging into his body, in the de- velopment of his character from a personal standpoint as well as that of society, should be strongly emphasized. The nervous system as it is related to the life functions of every individual and the effects of alcohol and narcotics on its normal functioning, should be the knowledge of every individual. If the structure and care of the ear, and eye have not been studied in general science some attention should be given to them here. e. Circulation and assimilation. 1. The composition, function and circulation of the blood. 2. Origin and function of the red and white corpuscles. 3. Structure and function of veins, and arteries, and capillaries. 4. The lymphatic circulation. 5. Position, structure, and function of the heart. 6. Treatment of cuts and bruises and the clotting of blood. 7. Effect of stimulants upon the organs of circulation. f. The organs of excretion, emphasizing the care of the skin. g. The organs of respiration and the necessity of hygienic habits of breathing, h. Demonstration of capillary circulation in the web of the foot of the frog or tail of a tadpole. XII. Ductless glands and hormones. XIII. Birds. a. Gross anatomy for practical purposes in identification. b. Classification of birds according to structure. c. Identification of fifty of our common birds. d. What the national and State governments have done to protect birds by the establishment of game laws, conservation, and reserva- tions, and what we as individuals can do in aiding these govern- ments. 136 Courses of Study e. Work of bird societies such as the American Ornithologist Union and Audubon Society. (The amount of work done on this group will be largely dependent on the amount of time at the teacher's disposal. Much can be accomplished by individual home work and in cooperation with the Boy Scout movement.) XIV. Plants. a. Classification of the plant kingdom making clear the idea and value of the terms of our binomial nomenclature. Only the main di- visions, including the two subdivisions of the Angiosperms need be considered. b. Study of the plant cell using the thin tissues between onion scales. Elodea may also be studied in this connection in order to acquaint the student with protoplasmic activity. Cells from the interior of the moutti serve to correlate the two kingdoms. Review the facts learned about animal cells; compare the plant cell with animal cell by pointing out that the cells of green plants are the only ones that can manufacture food. XV. The Algae. a. Classification according to color. b. Pleurococcus as an example of the simplest type, emphasizing habi- tat, color and method of reproduction. c. Spirogyra as a more complex type emphasizing habitat, color, ar- rangement of cells in the form of a filament, specialization and content, the cell and reproduction. d. Vaucheria emphasizing color, habitat, cell structure, methods and special organs of reproduction. e. Oscillatoria emphasizing color and habitat and oscillatory movement only. The last two forms are found so commonly in greenhouses that they should be included in every study of this algae group. f. Diatoms: Optional. g. Specimens of red and brown forms should be in every laboratory for illustrative material. These need not be studied in the labo- ratory but should be included in the discussion of algae. XVI. The Fungi. a. The yeast, emphasizing structure and content of the cell, reproduc- tion, and making clear how the life processes common to all living organisms are carried on. Emphasize also the relation of the yeast plant to fermentation and breadmaking. b. Bread mould grown by students. Emphasize the structure of the tangled mass (mycelium), the specialized hyphea, asexual and sexual reproduction, digestion and absorption of food and economic importance. c. Other economic fungus plants such as poisonous and nonpoisonous mushrooms, chestnut blight, plum rot, cabbage yellow, potato blight, may form a part of the class discussion. d. Bacteria. 1. Preparation of culture media for growth of bacteria. 2. Exposing steril petri dishes in various places about the school and (optional), in various business places about the city. The latter proves to be very interesting. High Schools of Nobth Cakolina 137 3. Brief microscopic study of the forms of bacteria. 4. Conditions necessary for growth and the rapidity of multipli- cation. 5. Relation of bacteria to disease. This introduces such terms as vaccination, serum treatment, toxins and antitoxins, distin- fectants, and antiseptics. 6. Bacteria in relation to soil formation. 7. Bacteria in relation to decay. 8. Bacteria in relation to the home. Studies 1, 2, and 4 should be correlated with home economics. Life and works of Pasteur, Robert Koch and Edward Jenner should be discussed. e. Optional: Life cycle of wheat rust. XVII. The Moss. Complete life cycle to show both sexual and asexual methods of reproduction. XVIII. The Fern. Complete life cycle to show both sexual and asexual methods of reproduction. Drawings should be made carefully labeled of all parts of both generations. If the time is limited a choice between the moss and the fern may be made, but there are interesting comparative studies to be made between the two, and their simi- larity gives students a better understanding of the idea of alterna- tion of generation. XIX. The Flower. a. Determine the structure and function of the parts of a simple type of flower. If this has been done in a previous science this will only need to be reviewed. b. Make a comparative study of several types of flowers, pointing out homologies and special adaptations for the different types of pollination. Correlate this study with what has been learned in connection with insects. c. Types of infloreseuce should be observed. The amount of time given to this study should be dependent upon the time avail- able. XX. Fruits. a. In their relation to the plant. b. In their relation to developing seeds. c. Comparative study of adaptations of fruits for seed dispersal. d. Fruits as food for man. XXI. The Seed and Germination. a. Study the lima castor bean for external features and embryos. b. Compare with a similar study of the fruit of the corn. c. Experiments to study the conditions necessary for growth such as soil, moisture, temperature, air, light and food. d. Test various seeds for the nature of their food content and determine how this food is converted into a usable form by the plant. e. Seeds as food for man. f. Plant propagation and plant breeding discussed in c of XI may be reviewed here. 138 Courses of Study XXII. XXIII. XXIV. XXV. The Root. a. To determine the gross structure carefully remove a young bean or corn seedling and determine the primary and secon- dary roots, the root hairs, root cap and region of growth. b. Optional: Microscopic demonstration of root to show cell struc- ture of root and root cap. (Tradescantia is good for this study.) c. Function of roots. d. Application of the phenomenon of osmosis to absorption. e. Types of roots. f. Their uses to man. g. Demonstration to show the region through which liquids rise, h. Demonstration to show the response of roots to gravity. The Stem. a. Microscopic study of the cross sections of a monocotyledonous and dicotyledonous stem. b. Comparative study of monocotyledonous and dicotyledonous plants. c. Detailed study of the structure and function of the fibrovascular bundle. d. Demonstration to show the region through which liquids rise. e. Kinds of stems. f. Function of stems. g. Uses of stems to man. h. Adaptations of stems, i. Propogation of stems. The Leaf. a. External structure of the leaf. b. Microscopic study emphasizing the stomata on the lower epi- dermis. c. Detailed study of the food making process, digestion, assimila- tion, respiration and transpiration as carried on in the leaf. d. Photosynthesis. 1. Carbon dioxide and water as raw products. 2. Source of these and how they enter the plant. 3. Demonstrate the necessity of light for this process. 4. Why place the plant in a dark room? 5. Demonstration to show the necessity of chlorophyll. 6. Demonstrate to show the liberation of oxygen. (Use elodea on an alga.) e. Demonstration of transpiration by leaves. f. Discussion of respiration, and compare with photosynthesis. g. Adaptation of leaves. h. Leaves as a source of food, medicine, shelter and clothing. Forests. a. Economic value of forests. b. The value of forests in drainage. c. The value of forests in soil formation. d. Our natural reserves and why they should be extended. e. Protection of our native trees and observance of arbor day. High Schools of ISTorth Carolina 139 f. Destruction of forests. 1. By fire. 2. By improper lumbering. 3. By insects and fungus diseases. g. Forest protection. 1. By reforesting. 2. By establisliing national and state parks. 3. By protecting trees from injury, h. Forest products. i. Identification of our common forest trees, j. Forestry as a vocation. D. Jfames in Biology With TVTiich Every Student Should be Familiar William Harvey, Leinwenhoch, Edward Jenner, George Cuvier, Jean Lamarck, Schwann, Schlerden, Max Schultze, Charles Darwin, Thomas Huxley, Louis Pasteur, Robert Koch, Sir Joseph Lister, Elias Metchinkoff, John Muir, Gregor Mendel, Hugo de Vries, John Burroughs. E. Reference Books Sternberg, George M. — Inflection and Immunity (G. P. Putmans) Thompson, J. Arthur— r/ie Outline of Science (G. P. Putmans) Science Old and Neio Transeau — Science of Plant Life Dorsey — Why We Behave Like Human Beings Reed—Floiver Guide (Doubleday-Page Co., Harpers) Reed — Bird Guide (Doubleday-Page Co.) Natural Guide to the Americas (The Williams and Wilkins Co.) Wheeler — Ants (Columbia University Press) Hodge — Nature Study and Life Britton — North- American Trees (Ginn and Company) Judd—Psychology of High School Suhjects (Ginn and Company) Flora of N. E. U. S. (Britton and Br inn 3 vol.) Ganong — Teaching Botanist (Macmillan) Reorganization of Science in Secondary Schools (U. S. Bureau of Educa- tion, Washington, D. C, Bulletin No. 26, 1920) Logmans — Teaching of Biology in Secondary Schools Woodruff — Biology (Macmillan) Conn — Bacteria, Yeast and Mold (Linn and Company) Ganong — College Botany (Macmillan) Hegener — College Zoology Pacher Haswell — Text Book in Zoology (Macmillan) Dugger — Plant Physiology Greenberg — Biology (Ginn and Company) Fernald — Economic Insects Fabre — Insect Behavior, 11^ vols. (Dodd Mead & Co.) Comstoc^—Handbook of Nature Study (Comstock Publishing Co. Ithaca, New York) Chavman—Handbook of Birds of Eastern North America (D. Appleton & Co.) Pearson, Brimley and Brimley—Birds of North Carolina (The Audubon Society of North Carolina) Smith — Fishes of North Carolina (Geological Survey) 140 CouKSEs OF Study Comstock — Introduction to Entomology (Comstock Publishing Co., Ithaca, New York) Stokes — Aquatic Microscopy for Beginners (John Wiley & Sons) Reece — Economic Zoology (Blakeston) Locy — Biology and its Makers (Henry Holt & Co., New York, N. Y.) Lutz — Field Book of Insects (Putman's Sons) Coker — Trees of North Carolina (Published by Author) Commonest Trees of North Carolina (N. C. Geologic Survey) Blanchan — Bird Neighbors Nature's Garden — Blanchan (Doubleday Page Co.) Blanchan — Nature's Garden (Doubleday Page Co.) Manual of Botany of Northern United States Gray's Handbook of Botany (American Book Co.) Twiss — Science Teaching (Macmillan) Bergen and Caldwell — Introduction to Botany (Ginn and Co.) Nature Library— TTie Frog Book, The Moth Book, The Butterfly Book, The Insect Book F. Magazines Nature Study National Geographic The Science Classroom Farmer's Bulletins U. S. Dept. of Agr. Write Dept. for list of titles Scientific American Science Service Bulletins. National Research Council Bldg., Washington, D. C. Gr. List of Apparatus and Supplies Quality — Minimum requirement for a class of twenty: 10 Tripod Magnifiers 1 Alcohol Lamp, 8 oz. 6 ft. Rubber Tubing, ^i-in. 10 Forceps, heavy 2 Dissecting Needle Handles, metal 12 Dissecting Needles, straight point 12 Dissecting Needles, bent point 12 Test Tubes, 6x% 2 Test Tubes, hard, 150x19 mm. Net 1 Thermometer. C. & F., 10 to 220° & 30 to 400°, 14" 1 Lactometer, plain 1 Ring Stand, 3 ring 1 Gauze, Wire, 4x4 2 Stirring Rod, 8x14 1 lb. Glass Tubing %-in. 2 Thistle Tubes 2 Beaker, 150 cc. 1 Beaker, 250 cc. 1 Bell Jar 5 Petri Dishes, 100 mm. 6 Flasks, 8 oz. 1 Graduate, cylindrical, 100 cc. 1 Hydrometer Jar, 3x15 6 Bottles, W. M., 8 oz. 6 Bottles, W. M., 4 oz. High Schools of North Carolina 141 6 Bottles, W. M., glass stopper, 4 oz. 2 Evaporating Dishes, No. 24 Vials, No. 5 30 Corks, No. 10 6 Corks, No. 20 6 Corks, No. 15 10 Corks, No. 8 2 Rubber Stoppers, 2 hole, 4 oz. bottle 2 Rubber Stoppers, 1 hole, 4 oz. bottle 1x1 lb. Hydrochloric Acid 1x1 lb. Nitric Acid 1x1 oz. Iodine Solution 1x1 oz. Potassium Iodine 1x4 oz. Ether 1x1 oz. Caustic Soda Sticks 1 Tube Litmus Paper, blue (100 strips) 1 Tube Litmus Paper, red (100 strips) 1x1 lb. Alcohol, denatured 1x1 oz. Pepsin 1x1 lb. Sodium Chloride 1x1 oz. Calcium Phosphate, C. P. 1x4 oz. Agar Agar 1x4 oz. Grape Sugar 1x1 lb. Copper Sulphate 1x1 Ih. Sulphur, powdered 1x4 oz. Potassium Chlorate 1x1 oz. Manganese Dioxide, C. P. 1x1 lb. Zinc, granulated 1x1 lb. Marble Chips 1x1 oz. Potassium Cyanide 1 Microscope, 2 eyepieces, circular double nosepiece. 2 objectives, 4mm. & 16 mm. % gro. Slides, blank; 25 mm. x 75 mm. V2 oz. Cover Glasses, No. 2 Round, 18 mm. 1 Section Razor H. State Approved Textbooks Bailey and Green — Laboratory Manual to Accompany Biology for High Schools (Allyn) Blaisdell — Exercise and Review Book in Biology (World) Hodge and Dawson — Civic Biology (Ginn) Hunter — Neio Essentials of Biology (American) Hunter — Laboratory Problems in Civic Biology (American) Moon — Biology for Beginners (Holt) Peters — Laboratory Guide in Biology (Iroquois) Sharp — Laboratory Manual in Biology (American) Smallwood and others — Biology for High Schools (Allyn) PHYSICS A. Introductory Statement The fact that the physical sciences of the past twenty years have made so little appeal to the average high school student is indicative of a necessity for the reorganization of these courses. Certainly with the almost phe- nomenal advance of this science with the discovery of the electron, the 142 Courses of Study advance of the theory of relativity, the recognition of radioactivity, the mastery of rapid and long distance telephone and telegraph transmission, physics should stimulate and retain the interest of every normal boy and girl. And so it seems today that if the physical sciences are to arouse and maintain the interest of our boys and girls they must break with past methods of presentation and develop courses along new lines. Surveys have been made and much time spent in an attempt to discover the basic reason for this lack of interest. The consensus of opinion is outlined in Bulletin No. 26, 1920 on Reorganization of Science in Secondary schools and briefly is as follows: (1) The content has been too largely that handed down by tradition through textbooks, which were largely based on the logical organization of subject matter, neglecting the interests of pupils and laws of learning. (2) The teaching of the past has too frequently assumed that a principle may be readily grasped if only it be once stated in clear language and illustrated by a few examples, and that it may then be generally ap- plied with comprehension and completeness. It is now recognized that principles may be beSt arrived at and comprehended through solving problems. Through the guidance of the teacher, students should be made to realize that the generalizations Math regard to physical phenomena should be arrived at and comprehended by their own mental processes. In order that these generalizations may become a part of the individual, to be used at a moment's command, the student must repeatedly witness the operation of them until the principle can be transferred to any place where it may be applied. Too often the classroom work and the laboratory have not been closely related, thus prohibiting the student from obtaining this practical experience. It is not the purpose of this report to formulate a course of study which should be strictly adhered to. In this, as in all other courses of study, in- dividual freedom on the part of the teacher should be enjoyed. As suggested in the national report, the teacher should make an accurate survey of the physical facts and phenomena of his particular locality as they are exempli- fied through industry and occupation. "These facts and phenomena should then be analyzed and classified with reference to the principles of physics that underly them, with reference to the wideness and frequency of their uses and with reference to the interest and teaching utility of the projects arising from them." In all cases they should be chosen so as to embrace as wide a range of physical phenomena as possible. Once organized the study of these phenomena should be approached from the standpoint of unit instruction as either individual or class projects. This method "instead of consisting of certain sections or pages from the textbook, or of a formal laboratory ex- ercise should consist of a definite question, proposition, problem or project, set up by the class or teacher." The laboratory work, class conference, notebooks, demonstrations, excur- sions, reports, clubs, etc. follow the suggestions offered in the general introductory outline. For a more detailed account of the reorganization of physics in the high school consult Bulletin No. 26, 1920, Reorganization of Science in Secondary Schools. B. Aims in Physics 1.. To fit the subject to the pupils rather than to fit the pupils into the difficult presentation of the theoretical and mathematical phases of Physics. 2. To enable the pupil to seek knowledge which is valuable in life situations, rather than mere information soon forgotten. High Schools of ISTorth Carolina 143 3. To teach a scientific explanation of the phenomena that occur in the physical world. 4. To stimulate the pupil to do some thinking on his own account about the how's and why's of the physical world in which he lives. 5. To develop the powers of scientific observation, scientific investigation, and scientific imagination. 6. To develop a more adequate conception of truth and a confidence in laws of cause and effect, 7. To develop those scientific ideals that help to motivate the great discoveries and achievements in physics by teaching biographies of men who made sacrifices to establish scientific truths. 8. To develop tastes and appreciation for scientific pursuits either voca- tions or avocations by showing the importance of physics in modern industry. 9. To train pupils in making correct measurements and drawing proper conclusions. 10. To discover if a pupil has an aptitude for the study of Physics and if so to encourage him to go further in the subject. This statement of aims was taken largely from Bulletin No. 26, U. S. Bureau of Education. C. Suggested Unit Topics for Physics Measurement, Density, Solids, Liquids, Gases, Force and Motion, Work and Heat, Energy, Magnetism, Electricity, Dynamos, Motors, Electrolysis, Bat- teries, Sound, Light, Color, Radioactivity. D. TThat the Student Should be able to Define, State, Explain, Illustrate or Give Formula for at the End of the Tear 1. All tables of the metric system and give English equivalents of funda- mental units. 2. Pasohal's and Archimedes' Principles with applications. 3. Density and specific gravity with applications. 4. Kinetic molecular theory of matter with proofs. 5. Laws of falling bodies and of the pendulum. 6. Newton's laws of motion. 7. Force, work, power, energy, momentum, parallelogram of force, speed, acceleration, friction, types and laws of machines. 8. Fahrenheit, centigrade and absolute temperatures. 9. Calorie, B. t. u., specific heat, latent heat of fusion and evapora- tion, coefiicient of expansion, transfer of heat by all methods, ventilation, equivalence of heat and work, the steam engine, the gas engine, boilers, heating systems. 10. Theory of magnetism, lines of force, field of force, poles, induced magnetism, permeability, declination, inclination, agonic line, isogonic lines. 11. Theory of electricity, methods of producing electricity, (static and current). Voltaic and storage cells, parallel and series connections of cells and conductors, laws of conduction. 12. Oersted's and Henry's discoveries, Ohm's law. 13. Couloumb, volt, ampere, ohm, watt, etc. 14. Voltmeter, ammeter, Wheatstone's bridge, wattmeter. 15. Induction coil, transformer, rheostat, electromagnet, telephone, tele- graph, condenser, bell. 144 COTTBSES OF StUDT 16. Principle of dynamo and motor with ability to trace currents and connections, commutator, armature and field windings. 17. Back E. M. F., eddy currents, insulation. 18. Alternating currents, cycle, phase, power transmission, induction motor. 19. Electric heat formula, electrolysis, radio phone and telegraph, electric lighting. 20. Sound, production, speed, length and frequency laws, amplitude, pitch, overtones, reflection, intensity, resonance, echoes, beats, sympathetic vibra- tions, laws of strings and resonance tubes, musical scales and musical instruments. 21. Light, theory, speed, illumination, efficiency of lamps and illumina- tion, photometer law, mirror and lens formula, construction of telescope, microscopes, cameras, projection lanterns, spectroscope. Fifty to sixty experiments illustrating the laws and applications of physics should be performed. But few teachers in nine and ten months schools will be able to accomplish the work suggested above in a thorough manner. Shorter term schools will seldom be able to cover it all with satisfactory results. If students have a thorough and permanent grasp on seventy-five per cent of the sug- gested work with some idea of the remainder, the work may be considered as satisfactorily done. The teacher will have to use his own judgment, the desires of the students, the equipment on hand, and local conditions in determining what shall be touched lightly or omitted. In general, sound, mirrors and lenses, heat experiments, and static elec- tricity will be found least practical if not least interesting and thought provoking. These should be touched upon lightly at least. E. Outline of Work by Weeks The teacher who does not care to follow this exact outline should pre- pare an outline at the beginning of the year and adhere to it with but little deviation. The following outline will allow for enough variation to meet all conditions. First semester — (1 to 2 weeks) Measurements. Teach metric system perfectly in all of its details. This will avoid a great deal of misunderstanding and loss of interest later in the year and make the work much easier for all concerned. First semester — (3-4-5) Archimedes' and Pascal's principles with applications. Density, specific gravity, gas laws, barometry, pumps. Molecular and kinetic theory of gases. First semester— (6-7-8-9-10) Force and motion, machines, work, power, energy, momentum, the pendu- lum, falling bodies, parallelogram of force. First semester— (11-12-13-14-15) Heat, thermometry, specific heat, transmission of heat, heating and venti- lation, heat engines, heat and work. First semester — (16) Review and tests. Complete to magnetism if possible. Second semester — (1-2) Magnetism and static electricity. High Schools of ISTokth Carolina 145 Second semester — ^(2-3) Battery currents and magnetic effects of currents. Oersted's and Henry's discoveries, Ohm's law, conductors and laws of conduction, battery formulas. Second semester — (4-5) Electric units of measurement and measuring instruments. (The student should be familiar with the structure and principle of every instrument used.) Induction coil, induction. Second semester — (6-7) Generators and motors, armature and field windings, commutator. Second semester — (8-9) Alternating currents, transformers, power transmission, wiring for lights and power. Electric heating, electrolysis, and the storage battery. Second semester — (10-11) Sound, musical scales, musical instruments, laws of vibrating strings and air columns, acoustics. Second semester — (12-13-14) Light, theory, illumination, methods of lighting, mirrors and reflectors, lenses, light instruments as the telescope, microscope, camera, spectroscope. Second semester — (15) Radio. Second semester — (16) Review and tests. Note. Indiana High School Manual, pp. 170-71. F, Keferences for Teachers Reorganization of Science (U. S. Bureau of Education, Washington, D. C.) The Teaching of Physics (Macmillan) Twiss — Science Teaching (Macmillan) Woodhull — Teaching of Science (Macmillan) Judd — Psychology of High School Subjects (Ginn and Co.) Rush, A. D. — How To Teach Physics G. Eeferenee and Library Books McCabe, Joseph — The Marvels of Modern Physics (G. P. Putnam) Papin — From Immigrant to Inventor (Scribners) Collins — Popular Science Library Volumes Lectures on Ten British Physicists (J. Wiley & Sons) Hodge — Pioneers of Science Burns — Stories of Great Inventions Holland — Historic Inventions Johnson — Modern Inventions Butler — Household Physics Williams — Hoiv It Works Williams — Hoio It Is Done Williams — The Wo7iders of Science in Modern Life Kennelly, Moffatt — Wireless Telegraphy and Telephony (Yard & Co.) Collins — Popular Science Library 18 volumes Millikin — The Election 10 146 Courses of Study Magazines Popular Science Monthly (Modern Pub. Corp., 225 W. 39th St., N. Y.) Scientific American and Scientific Am. Sujjplement (Munn & Co., N. Y.) Science and Inventions (233 Fulton St., N. Y.) Wireless Age (42 Broad St., N. Y.) Literary Digest (Funk and Wagnalls) The Science Class Room (Popular Science Pub. Co.) 2000 H. List of Apparatus and Supplies Minimum Laboratory Ljst for Pupil's Experiments Quantity Description 1 Centigrade Thermometer, C. & F. 110 degrees C. 2 1 1 V2 lb. V2 lb. 1 Quantity Description 1 Meter Stick 3 Spring Balances, grams 1 Balance 1 Set Weights, in block, 1 gr.- 500 gr. 1 Vernier Caliper 1 Pulleys, single 2 Pulleys, triple 1 Inclined Plane, with gradu- ated arc 1 Hall's Car, for plane 1 Composition of Force Board 1 Aluminum Cylinder 1 Specific Gravity Bottle, 25 cc. adjusted 1 Hydrometer Universal 1 Hydrometer Jar, 3x15 1x1 lb. Mercury 2 Ringstands, No. 3, 3 rings 1 Clamp Holder, swiveled 1 Condenser Clamp 1 -Protractor Brass, 4^2 in. 1 Graduate, 100 cc. 2 Bunseil Burner (if no gas is available specify, 2 5330 Alcohol Lamps, 8 oz. 1 Resonance Tube, 18x1% in. 1 Photometer 1 Standard Candle 1 Candle Holder, 4 candles 12 Candles 1 Optical Bench 1 Lens Support (extra) 1 Mirror Support 2 Lens, convex, l^^ in., 4 in. focus 1 Lens, convex, 2 in., 20 in. focus 1 Lens, concave, 1% in., 4 in. focus 3 lbs. 2 lbs. Calorimeters, 3x5 Steam Generator Linear expansion apparatus Aluminum Pellets Lead Shot Mechanical Equivalent of Heat Tube Voltaic Cell, student dem- onstration form with extra elements and por- us cup Bar Magnets, 6 in. Horseshoe Magnet, 4 in. Magnetic compasses 10 mm. Magnetic compass high grade 50 mm. Galvanometer frame, with 3 windows Daniel Cells, gallons (or other source of direct current for exp.) Copper sulphate, for dem. cells Zinc sulphate, for Daniel cells Volt Ammeter, 10 volts or amperes in tenths St. Louis Motor Field Magnet, for St. Louis motor U-Shaped Magnet Push buttons, hardwood Electric Bells, 2 in. Magnetic Needle Friction Rods, glass Friction Rods, vulcanite Electroscope Electrophorus Archimedes Principal App. Glass model hydraulic press High Schools of North Carolina 147 '^iiar itity Description Quantity 1 Glass model lift pump 1 1 Glass model force pump 1 1 Air pump, exhaust and 1 compression 1 1 Air pump plate, with con- 1 nections 1 1 Bell Jar, 2 gallons 1 1 Hand and Bladder glass 1 1 Condenser Liebig, 15 in. General Stock 1 Funnel glass, 3 in. 6 2 lbs. Glass tubing, i/i-in. 3 12 ft. ■ Rubber tubing 14 in. 3 48 Test tubes, 6x% 1 1 Test tube rack 1 12 Rubber Stoppers, 2 hole, 2 1 lb. No. 10, 2 No. 8, 2 No. 6, 1 lb. 2 No. 4, 2 No. 2 1 144 Corks, assorted 2 lbs 1 Set Cork Borers 1 lb. Description Osmosis Apparatus Barometer Tube Barometer, aneriod Optical disk Set demonstration lenses Ball and ring Electrolysis apparatus Telegraph Set Beakers, 250 cc. Flasks, 16 oz. Flasks, round bottom, 8 oz. Test tube holder Blow pipe, brass 10 in. Sulphuric acid Nitric acid • Hydrochloric acid Copper sulphate Zinc sulphate I. List of State ApproTed Textbooks Black and Davis — Practical Physics, Revised (Macmillan) Brechner — Household Physics (Allyn) Carhart and Chute — Practical Physics (Allyn) Dull — Essentials of Modern Physics (Holt) Good — Laboratory Projects in Physics (Macmillan) Higgins — Introductory Physics (Ginn) Hoadley — Essentials of Physics, Revised (American) 'Lynde— Physics of the Household (Macmillan) Millikan and Gale^Practical Physics (Ginn) Tower and others — Principles of Physics (Blakiston) CHEMISTEY A. Introduction Chemistry is by its very nature an experimental science and while the exact method of presentation pursued will depend largely upon the individ- ual teacher, indications are that the most successful results are obtained through the project method based upon the fundamental units underlying the general principles of the course. Chemistry, like physics, has not appealed to the average student as the inherent nature of the course justi- fies. As pointed out in Bulletin No. 26, 1920, on Reorganization of Science in Secondary Schools in general the courses have adhered too closely to the traditional outline of some chosen text. Chemical theories and general- izations have usually been taught as such and their applications in industry and daily life have beeii presented largely as illustrative material where- as this order should be reversed. Laws and theories should be approached through experimental data obtained in the laboratory and through applica- tions with which the pupil is already familiar and in which he has some 148 Courses of Study real interest. Pupils like to make things; they like to see changes take place before their very eye rather than read about them. A pop, a sizzle, a bursting into flame grips the interest of every boy, at least The organization of the chemistry courses should command the most careful and thoughtful attention of the teacher. The subject marks a definite departure from all previous fields of learning. The student enters a new and unexplored land. One of the first things that the student of chemistry must do is to learn the language of this foreign land because it is by means of this language that the results of his experiments are to be recorded and apprehended. Surrounded by this mass of strange ideas and terms there is grave danger of the student becoming bewildered and finally discouraged, therefore the successful teacher of chemistry will see to it that new ideas are not presented too rapidly. A slow beginning will pave the way for a more rapid and comprehensive ending. Briefly stated "the first semester's work should be, in a measure, a course in chemical interpretation: it should ground the pupil in the main processes and operations of the courser it should equip him with a workable knowledge of the subject; it should drill him in the manner of expressing results in this language; and it should prepare him for a clear understanding of the practical . phases of the subject expressed in technical terms." Thus equipped the student is able to approach in a real scientific way a study of the practical applications of the course as found in the home, in industry, and on the farm. The National Bulletin on The Reorganization of Science in Secondary Schools points out that, "in organizing science on a unit basis the larger units should be employed because they show broad relations and secure the right sort of organization in the mind of the pupil." For an illustration of this principle consult the above named bulletin, pages 42 and 43. The report makes no attempt to outline a definite set of units but a few suggested topics might prove helpful. B. Aims in Chemistry 1. To develop powers of observation and teach methods of scientific investigation and scientific imagination. 2. To give information of a definite value that the pupil can apply to his own experience. 3. To enable pupils to realize the importance of chemistry in modern life and the industries. 4. To help the pupils find themselves, that is to discover whether they have an aptitude for further study in chemistry and if so to encourage each student to continue their study of science in college. 5. To emphasize the lives and works of those persons who have been leaders in scientific endeavor and especially those who have made great sacrifice to establish scientific truths. C. Vitalizing the Study of Chemistry For a beginner in Chemistry it is more essential to emphasize the funda,mental nature of chemistry than that an effort be made to compre- hend all the details of the science. Certain definite information is neces- sary because it is an exact science, but the more puzzling theories, the less important compounds, and all but the simplest problems can well be postponed for those who expect to enter into some phase of chemistry or chemical engineering as a profession and omitted for others. I High Schools of North Carolina 149 The method pursued in most of the textbooks is somewhat stereotyped. The usual method of presenting the elements is to give some paragraphs on the history, occurrence, preparation, physical and chemical properties, various compounds, and uses. To be sure this is a systematic method, but it hardly arouses curiosity or promotes a vital interest in the subject. If the subjects can be made to touch life at more points, so that the pupil can appreciate its relation to most of the affairs of life, they will appeal to his investigative mind and not be a dry catalogue of scientific facts and formulas. Too many of the first texts attempt to cover the whole field of chemistry, even to the deeper theories of physical chemistry. Such a book does not appeal to the pupil, because his experience is not yet broad enough to grasp the value of such subjects as equilibrium, mass action, the phase rule, thermo- dynamics, and free energy. To vitalize the subject the class work should be freely illustrated with instructive experiments. If a few bottles of oxygen should be prepared and its properties illustrated with the assignment on this subject, the pupil will have an eagerness to read all the book says about oxygen because oxygen is real in his mind and not an imagination. Then on the following class period the mind of the pupil can easily be led on into some of the less obvious nature of oxygen, as for example combining weight, molecular na- ture, and the practical usefulness of the element. Throughout the course certain central themes will constantly be devel- oping and recurring. Such themes are called unit topics. These are the important ideas of the science. The isolated element or compound method of study suggests a catalogue. In an orchestra each instrument does its work as an individual, but with all working together certain themes and harmonies become apparent which make the great symphony. Among the important unit topics which weave themselves throughout the science are about a dozen laws, theories, and hypotheses. Some of the more important of these are the laws of the conservation of matter and energy, of definite and multiple proportion, the atomic, molecular, and ionic theories, and Avogadro's hypothesis. The idea of atomic weights and the periodic arrange- ment of the elements in the table should be introduced early and the chart should be on the wall for daily reference. No achievement in chemistry equals the value of the periodic table for a comprehensive grasp of the whole science, therefore acquaintance with it should be early and constant. The idea of valence can best be studied by constant reference to the table. The group notion becomes fixed in the mind. We study everything else by groups. It is natural for the child to see that since, sodium, potas- sium, and lithium atoms are alike in other respects, they would likely be alike also in their power of combining with other atoms. Valence can be likened to hands. Atoms of elements of groups 1 and 7 have only one hand each and can consequently grasp but one hand or atom of another element. Atoms with two hands can grasp the one hand of two one handed atoms. Groups 2 and 6 contain elements whose atoms have two hands each. When these hands are filled, everything is satisfied and a stable body results. The equations of acids, bases, and salts (when the substance is dissolved in water) may easily be understood in regard to their reactions by writing each formula with plus and minus marks above the two ions of the formula, e.g. -I +-\ Na CI, Naj SO4. It should always be kept in mind that the positive part of the formula is always written first and that the positive charge on solution always rests on the one element at the first of the formula. The only positive radical is the NH^ group in ammonium compounds. The 150 Courses of Study pupil soon realizes that if a reaction occurs it always consists in the union of the positive of one compound with the negative of the other compound. Two illustrations follow: HCl + Na OH > HOH + Na CI ^. • (H20) ++-- ++ Ba CI2 + Na„SO, > BaSO^ + 2 NaCl Not only does this plan simplify the matter of working out equations but it early introduces the pupil to the great ionic theory (which theory has certain very important defects, but with its imiperfections it more nearly explains more chemical reactions than any other theory). The manner of determining molecular weights is fascinating to the pupil who has been taught in such a way as to love the insight into natural phenomena. The manner of determining molecular weights is not difficult when the pupil realizes that the methods are different for matter in the three phases. Thirty-two has been accepted as the molecular weight of oxygen, inasmuch as each of the five ordinary gaseous elements have each two atoms in the molecular, and the atomic weight of oxygen has been arbitrarily as- signed as 16 so that hydrogen may have as much as 1 unit for its atomic weight. Now to get the molecular weight of oxygen we find out how much volume of oxygen is needed to weigh as many grams as there are units in the accepted molecular weight (32 units). This volume has been carefully de- termined as 22.4 liters. Now Avogadro's hypothesis asserts that equal volumes of gases contain equal numbers of molecules. Hence, all that is necessary to deteremine the molecular weight of any gas is to find the weight in grams of 22.4 liters. For a liquid we volatilize a weighed amount of the liquid and get the volume of gas it makes. From this data we find how many grams 22.4 liters of this gas weighs. For a solid we dissolve a small weighed amount of the solid in a liter of water and find how much the freezing point is lowered or the boiling point is raised. It is known how much they should be changed for molar concentrations for non-electrolytes. A proportion can be worked out to obtain the molecular weight. If the pupil feels that he is assisting in doing one of the great classical experiments he will take a delight in attempting to obtain correct results. The introduction of a few of these fundamentally scientific experiments gives tone to the laboratory exercises and prevents this important part of the work from becoming a humdrum. For after all the real place to learn science is with the phenomena themselves, however much aid textbooks and reference books may be. Children's minds are inquiring. Chemistry is a search. These facts should make chemistry one of the most appealing subjects for the child if it is properly taught. Children ask questions of others and of themselves. They want to know what makes bread rise, what are the elements of plant food which makes them grow, how is glass made, where does gasoline come from, why does mortar set, how is iron extracted from the ore, where does rubber come from? These questions give the opportunity for an intro- duction into the various chemical industries and their vital relation into human comfort and welfare. High Schools of !N'okth Carolina 151 D. Suggested Field Trips Visits to: a cigaret factory a towel mill a wood pulp mill a water plant a gas plant a soda pop factory an ice plant a maple sugar factory an aluminum plant a pottery plant a mica mine a feldspar mine an iron mine a granite quarry an oil mill a fertilizer plant E. Films for Use in Chemistry Instruction The Blast Furnace and Pig Iron Steel Petroleum Sugar Refinery Carborundum The Manufacture of Aluminum The Manufacture of White Lead Fixed Nitrogen at Muscle Shoals Many others may be used and are available through the various sources mentioned under visual instruction. F. Suggested Topics in Chemistry The Atmosphere Water Chemical equations and solution of problems Neutralization Clay and its products Sodium and its compounds Nitrogen and its compounds and the air The Halogin family Carbon and its compounds Fertilizers Gaseous and liquid fuels Colloids Calcium and its compounds Explosives Paints and Varnishes Pigments Fertile fibers Dying Cleaning agents Photography Food constituents 152 CouESES OF Study G. Eeference Books and Magazines Soddy — The Interpretation of Radium. G. P. Putnam Slosson — Keeping up %mth Science. Harcourt Brace Co. Woodhull— TTie Teaching of Science. Macmillan Co. Millikan — The Electron Journal of Chemical Education Chemistry in Agriculture Chemistry in Industry — Yol. 1. Chemistry in Industi-y — Vol. 2. Chemistry in Industry — Yol. 3. Slosson — Creative Chemistry. The Chemistry Foundation, 81 Fulton St. New York. (Free on Request) Life of Pasteur The Amateur Photographer's Handbook, Crowell How to Malce Good Pictures, Eastman Kodak Co. The Fundamentals of Photography, Eastman Kodak Co. Elementary Photographic Chemistry, Eastman Kodak Co. Photography for Summer Camps, Eastman Kodak Co. The Electron, Millikan Within the Atom, Mills Chemistry in Daily Life, H. Grevel & Co., London Reference Books Discovery — The Spirit and Service of Science The Riddle of the Rhine Medicine in the Age of Chemistry H. List of Apparatus This list is arranged as a minimum quantity for a class of six students. Quantities can be as the number in the class, and as the instructor's judg- ment indicates. Quantity Description Quantity 1 Balance 2 12 Beakers, 50 cc. 6 6 Blow Pipes, with tip (blacks) 6 12 Bottles, wide mouth, 250 cc. 3 6 Bottles, narrow mouth, 2 pkf 32 oz. 6 6 Bottles, generating, % pt. 6 1 Brass Weight in Block, 6 50g to 1 ctg 1 lb. 8 Burners, Bunsen (or 6 No. 2 lbs 5330 Alcohol Lamps, 12 4 oz. $2.70) 6 6 "Wing tops 2 5 Burettes, 50 cc. in tenths 6 Candles, paraffin sixes 3 6 Clamps, Burette 4 oz. 6 Clamps, pinch 1 lb. 6 Corks, No. 7 6 36 Corks to fit 100 cc. flask Desc7'iption Cork stoppers, No. 8 Deflagrating spoons Dishes, porcelain, evap., 3 in. No. Files, triangular, 4 in. Filter papers, 10cm. Flasks, 4 oz. Funnels, glass, 2 in. Funnel tubes, thistle top Glass rod, size YiQ-m. Glass tubing, 4 mm. Glasses, watch, 2 in. Glasses, watch, 2i/^-in. Graduates, glass cylin- drical, 500 cc. Horseshoe Magnets, 4 in. Iron fllings Mercury Mortars and Pestles, por- celain, 3% in., No. 5 High Schools of North Carolina 153 Quantity Description 12 shte. Litmus paper, blue 12 shts. Litmus paper, red 1 1ft. 6 18 ft. 6 36 24 4 oz. 1 oz. 1 oz. 6 lbs. 7 lbs. 4 oz. 1 oz. 9 lbs. 1 oz. 4 oz. 1 oz. 1 lb. 1 oz. 4 oz. 1 lb. 4 4 oz. oz. oz. oz. oz. lb. oz. oz. oz. oz. oz. lb. lb. lb. Medicine Dropper Platinum wire. No. 28 Rubber stoppers 2-hole for No. 5100, 4 oz. flask Rubber tubing %g in. Sand baths, iron, 4 in. Test tubes, 6x% Test tubes, 6x% Quantity Description 24 Test tubes, ignition, 100x16mm. 6 Tongs, crucible steel 6 Troughs, pneumatic; gaJ. iron, 5x9x12 in. 4 oz. Wire, copper, No. 18 6 Wire Gauze, iron 6x6 in. 3 sets Reagent bottles (set of 12) 4 oz. Wire, No. 18, for triangles I. Chemicals 1 oz. 1 lb. 4 oz. Acid, acetic, glacial Acid, benzoic cryst. Acid, citric, cryst. Acid, hydrochloric, C. P. Acid, nitric Acid, oxalic, cryst. A.cid, phosphoric (ortho), 85 per ct. C. P. Acid, sulphuric, C. P. Acid, tartaric Alum, chrome Aluminum, granular Aluminum, sulphate Aluminum Wire, fine No. 30 Ammonium Carbonate Ammonium Chloride Ammonium Hydroxide sp. 70 and hot, C. P. Ammonium nitrate Ammonium Sulphate Ammonium Sulphide Antimony, potassium tar- trate, tartar emetic Antimony, trioxide Antimony, powd. Arsenic, trioxide, C. P. Barium Chloride, cryst. Barium Dioxide Benzene, pure Bismuth Bismuth Nitrate, cryst. Bromine Calcium Carbide, lumps Calcium Carbonate, marble Calcium Chloride, gran, for drying tubes Calcium Sulphate, C. P. Calcium Oxide, lime Castile Soap, bars 1 lb. Calcium Sulphate, native gypsum 1 lb. Calcium Sulphate, plaster paris 1 oz. Calcium Sulphate, C. P. 1 lb. Charcoal, animal 1 lb. Charcoal, lump 1 lb. Charcoal, powdered 6 Charcoal, for blow pipe 1 oz. Cobalt, gran. 1 oz. Cobalt Nitrate 1 oz. Copper granulated 1 oz. Copper nitrate 1 oz. Copper Sheet, foil 1 lb. Copper sulphate, blue vitriol 4 oz. Copper Turnings 4 oz. Ether 4 oz. Gelatine, granular 1 oz. Iodine 1 oz. Indigo, lump madras 1 lb. Iron Ammonium Sulphate, ferrous 4 oz. Iron Chloride, ferric Iron nails, 2 in. (Buy . locally) Ipkg. Iron Picture Cord 1 oz. Iron Powder 1 lb. Iron Sulphate (ous) 1 lb. Lead, bar 1 lb. Lead, granulated 4 oz. Lead Nitrate, cryst. 1 lb. Lead Oxide, Litharge 1 lb. Lead Sheet 1 oz. Litmus Cubes 10 ft. Magnesium Ribbon 1 lb. Magnesium Sulphate 1 oz. Manganese Dioxide, C. P. powd. 1 oz. Magnesium Chloride 154 Courses of Study Description Silver nitrate, cryst. Soda lime, gi-anular Sodium acetate Sodium amalgam Sodium bicarbonate Sodium carbonate, dry C.P. Sodium carbonate, lumps, "Washington Soda" Sodium chloride, common salt Sodium hydroxide, sticks, U. S. P. Sodium hydroxide S'odium metal Sodium nitrate, cryst. Sodium nitrate, cryst. C.P. Sodium phosphate (dis- odium hydrogen phos.) Sodium sulphate, cryst. "Glauber's Salts" Sodium thiosulphate, C. P. Starch Strontium chloride, C. P. cryst. Strontium nitrate, C. P. cryst. Sugar, grape Sulphur, roll Tin, bars Tin, granulated Urea, cryst. Zinc, granulated Zinc, dust Zinc sulphate, cryst. J. State Approved Textbooks Black — LaJ)oratory Experiments in Chemistry (Macmillan) Black and Conant — Practical Chemistry (Macmillan) Bradbury — A First Book in Chemistry (Appleton) Bradbury — Laboratory Studies in Chemistry (Appleton) Brownlee and others — FAementary Principles of Chemistry (Allyn) Brownlee and other?.— Laboratory Exercises to Accompany Elementary Principles of Chemistry (Allyn) Brownlee and oihQv?,— Chemistry of Common Things (Allyn) Brownlee and others — Experiments in the Chemistry of Common Things (Allyn) Collister and Walrath— A Laboratory Guide for Chemistry (Iroquois) Cook — Chemistry in Everyday Life (Appleton) Jones — A Laboratory Study of Household Chemistry (Allyn) McPherson and Henderson— C7ie?)iis^ri/ and Its Uses (Ginn) McPherson and Henderson — Laboratory Practice in Chemistry (Ginn) Newell— PraciicaZ Chemistry, Comi)lete, Including Laboratory Manual (Heath) Quantity Description C )uantity 1 lb. Magnesite 1 oz. 1 oz. Manganese Sulphate 1 lb. 1 lb. Manganese Dioxide, pow- 1 lb. dered 1 oz. 1 lb. Manganese Dioxide, granu- 1 lb. lar 1 lb. 1 oz. Mercuric Chloride 1 lb. 1 oz. Mercuric Oxide, red pre- cipitate 1 lb. 4 oz. Methyl Alcohol 1 oz. Nickel 1 oz. 1 oz. Nickel Nitrate 1 lb. Paraffin (white wax) 1 lb. 1 oz. Phosphorus, red 1 oz. 1 oz. Phosphorus, yellow 1 lb. 4 oz. Potassium Bitartrate 4 oz. (cream of tartar) 1 lb. 1 oz. Potassium Bromide 1 oz. Potassium Chlorate, C. P. 1 lb. 4 oz. Potassium Chloride, C. P. 1 lb. Potassium Chlorate, pow- 1 oz. dered U. S. P. • 1 lb. 1 oz. Potassium Chromate, cryst. 1 oz. 4 oz. Potassium Cyanide 1 oz. 4 oz. Potassium Bichromate 4 oz. Potassium Perricyanide 1 lb. 4 oz. Potassium nitrate 1 lb. 1 oz. Potassium Permanganate 4 oz 1 lb. Potassium sulphate 4 oz. 1 oz. Potassium sulphocyanide 1 oz. 1 oz. Potassic Alum, cryst. 1 lb. 1 lb. Rosin 4 oz. 2 gms Silver foil 1 lb. I High Schools of I^orth Carolina 155 Newell — Practical Chemistry, Part I, without Manual (Heath) Newell — Practical Chemistry, Part II, Manual Only (Heath) Vivian — Everyday Chemistry (American) Gray, Sandifer and lldin-aa,— ^Fundamentals of Chemisti-y (Houghton) GEOGRAPHI" A. Introduction In the curricula of the reorganized high school, provision is made for the teaching of Geography. The plan contemplates that the subject will be taught in the third year, Physical Geography in the first semester, and Commercial and Industrial Geography in the second semester, or a combina- tion of the two throughout the year. This subject is frequently classified with the social sciences, particularly in early high school, and sometimes with the pure sciences. There is very little doubt about the worth-whileness of the subject, and its appropriateness as a subject to be pursued in the high school. When taken along with General Science, Biology, Physics and Chemistry, Geography tends to round out the science course in a very satisfactory manner. High School Geography has been humanized to a great extent within the past few years. In the teaching of the subject it is now generally recognized that emphasis should be placed upon the "influence of geographical environ- ment upon man's mode of life, and upon his principal activities." In providing for the teaching of Physical Geography in the first semester of the third year, it is not meant to suggest that this phase of geography should be completely divorced from Commercial and Industrial Geography. Many good teachers of geography agree with R. H. Whitbeck in his state- ment: "Until a few years ago the geography of the secondary school was either physical geography or commercial geography; but thus to separate the two is to rob each of its complement. If the large facts of economic geo- graphy are not traced back to the physical causes upon which, in a degree at least, they rest, and if the facts of physical geography are not carried forward to some of the great human consequences which arise from them, then each falls short of its possibilities. Geography is not simply a study of the physical environment of man, nor is it simply a study of selected human activities; rather is it a study of both phcs their interrelation." B. Subject Matter or Content The content or subject matter of the course in geography is indicated in the books adopted for use in the high school. It will be found that the discussion includes such topics as the following: The earth as a planet; general features of the earth, changes in the earth's crust; rivers and river valleys, plains, plateaus, and deserts; mountains; volcanoes, earthquakes and geysers; glaciers and the glacial periods; lakes and swamps; the ocean; shore lines; the atmosphere; winds and storms; weather and climate; distribution of plants and animals; rivers of the United States; physi- ography, particularly of the United States. In teaching the topics suggested in physical geography it is expected that due regard will be had for relative values, and that, therefore, more emphasis will be placed upon some topics than others. For example, less emphasis (and therefore less time) will be placed upon Glaciers than upon Weather and Climate. Or, again, icebergs are not particularly important, even though a collision with one caused the sinking of the Titanic. 156 CotTESES OF Study C. Methods of Teaching In handling the subject matter in geography the same degree of teach- ing skill should be used as that which characterizes good teaching in other subjects. The problem or project method may be used to considerable extent. Much use should be made of directed study. In this subject of geo- graphy skillful use should be made of the question and answer method, the discussion method. The adopted textbooks have provided problems, exercises, and ques- tions which call for comparison, observation, reasoning, judging and generalizing. The teacher will find various exercises which will afford an opportunity to give the pupils experience in topical recitations, in the use of reference books and in making excerpts, abstracts and summaries of portions of the text. D. Laboratory A geography laboratory can be equipped at small expense. If a separate room is not available, fit up one regular recitation room as a Geography Classroom. The exercises in the adopted textbooks will suggest abundant laboratory exercises. Many of the topics are adaptable to laboratory treatment. The pupil Tnust have a manual or a good permanent notebook. The work must he on a double period basis, that is, three recitation periods, and two double periods for laboratory work, making a total of seven periods per week with five credits, or one unit for the year's work. Field work is one form of laboratory work. To make field trips contribute to the pupil's training and knowledge; it will be necessary for the teacher to plan such trips with the greatest care and definiteness. In almost every instance, the teacher should have covered the ground before taking a trip with the students. Such procedure will save time and conduce to more effective effort on the part of students. The teacher must not rely on general knowledge and inspiration. He must know what he will find in any given locality. Illustrative Material A museum can be built up at a moderate cost. The collections made should include (a) photographs, half-tones, and any attractive pictures; (b) collections of illustrated pamphlets, magazines and newspapers, such as those issued by the Bureau of the Federal Government, Washington, D. C. Publications of the U. S. Geological Survey, the Department of Agriculture, and the Biological Survey. Weather Bureau reports are sent out by the Department of Agriculture, Washington, D. C. (c) Col- ■ lections of mineral resources, North Carolina has a great variety of minerals, and a good supply can be collected at slight expense, (d) Advertising materials of all kinds. Materials such as folders, guides, and posters may be secured from the various railway systems of the country. Those rail- roads operating in North Carolina — Southern, Seaboard Air Line, Atlantic Coast Line, and Norfolk-Southern and others should be asked to furnish all available materials. Write to the following State Departments, Raleigh, N. C. for the materials suggested: State Highway Commission for large wall map of the highway system, and also for small size maps. Corporation Commission for map of North Carolina. Agriculture Department for various publications of the department. High Schools of ISToeth Carolina 157 Topographical maps, should be ordered from the United States Geological Survey, Washington, D. C. Prices for these maps are: 100 maps or more, 6 cents each; less than 100, 10 cents each. These topographic maps illustrate youthful drainage, old age drainage, mature drainage, rejuvenated regions, river terraces, braided channels, natural levees, flood plains, distributaries, deltas, alluvial plains, gorges, meanders, oxbow lakes, drowned valleys, active glaciers. The following topographic maps showing the effects of continental ice sheets may be secured also: Terminal moraine, ground moraine, changes in drainage systems, glacial lakes and kettle holes, volcanoes, mountains, plateaus and mesas, dissected plateaus, coast lines. Order from U. S. Geological Survey, Washington, D. C. the following: (a) A two-sheet wall map of the United States with or without contours; (b) Base maps of the United States, 18 x 28 inches; 11 x 16 inches, or 81/0x12 inches. Also ask for Portfolio of National Parks. The U. S. Weather Bureau, Washington, D. C. will furnish blank weather maps. The map of the United States issued by the General Land Office, Department of the Interior, Washington, D. C, should by all means be secured. Every geography classroom or laboratory should have physical maps. The following sets are suggested as being satisfactory: 1. Goode Physical Series 2. Kuhnerts, Relief-like maps 3. Phillips Comparative wall Atlas maps Supply of mineral and rock specimens for laboratory use: The following list is recommended and those marked (*) are minimum ■equipment : *Quartz crystals *Marble Agate Calcite ^Sandstone Mineral Chalk *Glass Sand *Granite *Feldspar Quartzite *Slate *Mica *Shale *Asbestos Clay *Bituminous Coal *Rock Salt ^Anthracite Coal *A commercial iron ore Peat *A commercial copper ore Lignite A commercial lead ore *Petroleum A commercial zinc ore *Obsidian *Limestone *Pumice Stone Materials for experimentation, m.odeling and weather work: 1. Test tube rack 2. Test tubes (% in. x 6 in.) (i^ gross) 3. Glass funnels (3 in.) (2) 4. Filter paper (5 in.) 5. Barometer tube 6. Mercury 158 Courses of^ Study 7. Hydrochloric acid (1 lb.) 8. Bunsen burner or an alcohol lamp 9. Thermometer (C & F. scales) 10. Mercurial barometer If a school can afford the following instruments, they should be added as a common equipment in Geography and Physics: Barograph Thermograph f The combined cost of these instruments for school use will be approxi- mately $60.00. 11. Sling psychrometer or hygoodeik Materials for modeling: 1. Plasticene 2. Good grade straw board (the quantity to be purchased will vary with the number of relief models made) D. State ApproTcd Textbooks Brigham — Commercial Geography (Ginn) Chamberlain — Geography, Physical, Economic and Regional (Lippincott) Davis — Elementary Physical Geography (Ginn) Dryer — High School Geography, Complete, Revised (American) Goode — School Atlas (Rand) Goode — School Atlas, Abridged Edition (Rand) Hopkins — Elements of Physical Geography (Sanborn) Robinson — Commercial Geography (Rand) Rooheleau— Geogrra/j^i/ of Commerce and Industry (Educational) Tarr — Neio Physical Geography (Macmillan) Whitbeck — High School Geography (Macmillan) VOCATIONAL EDUCATION HOME ECONOMICS This course has been organized so as to cover two years of work and is designed for the first two years of high school. The work, as outlined for the second year, is based upon that of the first year, and neither will be complete without the other. The class in Home Economics should meet daily as in any other high school subject. Since this is a laboratory course the periods should be double, or 90 minutes, in length. These periods being double, there should not be required the same amount of outside preparation that is expected for a single recitation period, but only such outside preparation as is expected for any laboratory course, as the keeping up of notebooks, etc. Inasmuch as not every lesson is accompanied by laboratory practice, the 90-minute period in such case should be spent in a combination of recitation and supervised study with free use of reference books, charts and educational exhibits. Ckedit — If the course in Home Economics is given in five periods per week of 90 minutes each and covers the subject-matter outlined below, it should receive one unit credit for each year, and this unit should be one of the regular high school subjects pursued during that year. Most of the colleges are today accepting two units of Home Ecomonics for entrance to the Bachelor's Degree, provided the work done is approved as a standard course. I. First Tear A. Food Work — 60-70 Lessons The food work of the first year centers around the planning and serving of the three meals — the breakfast, dinner, and supper. The foods utilized are considered as to cost, production, manufacture, composition, place in the diet, etc. In the preparation of food, principles of cookery and proportions are given emphasis rather than recipes. Type meals are served and in connection with these table setting and service, dining-room etiquette and the care of the dining-room are gone into with such detail as is necessary for the successful carrying on of the work. If deemed advisable a few can- ning and drying lessons may be given in this year. In all instances the girl is urged to make practical at home the work learned at school and is given credit at school for successful home work. B. Clothing and Related Art — 90-100 Lessons The clothing work for the first year is apportioned approximately as follows: laboratory uniform 15 lessons, underwear 15-20 lessons, outside clothing 30 lessons. With the construction of each garment, care and repair of clothing, personal hygiene, textile selection, appropriateness as to individual, occasion, and pocket-book are given emphasis as applied to the problem at hand. Color, line and design should be taught with the making of each garment. This affords an opportunity to apply the principles learned. In this way the work in costume design is not isolated, but 160 Courses of Study definitely related to whatever work the student may be undertaking. The construction of a number of fancy garments is discouraged and stress is placed upon practical and appropriate clothing, and care and hygiene of clothing — this necessarily includes lessons in laundering. C. The House, The Home, and The Family — 30 Lessons Approximately thirty lessons during the first year should be given over to the study of Home and Community Problems. At this time lessons on what the home economics course should mean to the home and community; personal and community health; general problems in housewifery, market- ing and shopping; and good manners and simple entertaining should be taught. II. Second Tear A. Food Preservation This work begins with a study of micro-organisms, why foods spoil, methods of preventing spoilage, etc. Canning by the different methods, judging and scoring of canned products, and comparison with commercial products are all considered. Jelly making, preserving, pickling and drying are also taken up in this year. B. Clothing and Related Art — 70 Lessons The clothing work of the second year is divided approximately as follows: study of the budget 3 lessons, millinery 10 lessons, tailored garment 10 lessons, wool problem 17 lessons, the layette 5 lessons, household linens 4 lessons, children's clothing 10 lessons, silk problem 15 lessons. The sys- tematic expenditure of the family income is studied before the clothing work begins; the girls inventory their clothes, make plans for the year, and are expected to keep personal accounts. As in the first-year clothing work, the idea is to meet the needs of the girl. For instance, when the Wool problem and the children's clothing problem are taken up the students are urged to make over garments whenever practical. The study of textiles, costume design, hygiene of clothing, etc., are continued. C. Home Planning and Furnishing — 20 Lessons The approach to this problem is through a study of the girl's bedroom. Floors, woodwork, walls and ceiling and their treatment are considered. This is followed by study of color in rooms, study of furniture, furniture arrangement, pictures and their choice, framing, hanging, etc. There are also several lessons on the exterior of the house and grounds. D. Food and Nutrition — 60 Lessons A study of value and cost of foods, of body requirements, as influenced by activity, age, size, climate, health, etc., the value of milk, fresh fruit and vegetables, the school lunch, and the planning and preparing of family diet- aries are some of the more important problems that are studied in detail. This is followed by a study of digestive disorders, feeding in fevers, con- valescent diet and food in infectious diseases. The teacher and home economics classes are urged to cooperate with the health department in correcting malnutrition in their school. High Schools of North Carolina ' 161 E. Household Management — 20 Lessons It is not planned for this part of the home economics work to be isloated but to be covered during the course of the year as the need arises. For instance, after serving a meal, there should be a lesson in removal of stains from and laundering of table linen. The daily and weekly care of the differ- ent rooms, the scheduling of housework, home laundering, removal of stains, management of household finances and a study of labor-saving devices are some of the problems considered. F. Home Nursing — 10 Lessons This includes a study of diseases, their cause and prevention, promotion of health in the home, care of children, treatment of common ailments and emergencies. Close cooperation with. Red Cross aids materially in the teaching of home nursing. In the majority of cases the services of a nurse can be obtained. Note. A detailed syllabus of this course of study may be secured by applying to State Department of Education, Division of Vocational Education, Raleigh, N. C. AGEICULTURE Aim — The purpose of instruction in vocational agriculture is to prepare boys for the business of farming and for a happier and more useful life on the farm; to give farmers and boys who have stopped school, training that will make them more efficient in their life work, and to make the country a better place in which to live. Organization — The vocational agricultural course may be fitted into any high school curriculum which meets the conditions for approval by the State Department of Public Instruction. The course of study in high schools for regularly enrolled pupils shall be not less than two years nor more than four years in length. A minimum of eight months shall constitute the school year. Amount of Time Devoted to Agriculture In any year approximately one-half the pupil's time is devoted to agricul- ture, and the other half to nonvocational or academic subjects. The amount of time devoted to agriculture is distributed approximately as follows: 1. A double period (90 consecutive minutes) must be given to class- room, laboratory or field work. 2. In addition to the above, one double period a week must be available for shoip work or a continuation of any of the work not finished in the double period set aside for classroom work. 3. A home project or practical work, suited to the needs of each pupil and closely related to the classroom instruction, must be carried to completion. Note. In no case should the 90-minute period for agricultural work be divided. 162 Courses of Study A Suggested Schedule Showing the Time Arrangement for a School Having Two Classes in Agriculture Time Monday Tuesday Wednesday Thursday Friday 8:45-10:15 90 minutes Agriciilture I Classroom etc, Agriculture I Classroom etc. Agriculture I Classroom etc. Agriculture I Classroom etc. Agriculture I Classroom etc. 10:30-12:00 Non-voc. - Non-voc. Agr. I Shop Non-voc. 1:00-2:30 Agriculture II Classroom etc. Agricultiire II Classroom etc. Agriculture II Classroom etc. Agricultiu-e II Classroom etc. Agriculture II Classroom etc. 2:30-4:00 Non-voc. Non-voc. Agr. II Shop Non-voc. Note. During the week, Agriculture I group has six 45-minute periods in the morning and all the afternoon for academic subjects. Agriculture II group has six 45-minute periods in the afternoon and all the morning for academic subjects. Types of Instruction The teacher of agriculture will be expected to carry on four types of work in the community. 1. The all-day instruction in agriculture for those boys in school fourteen years of age and older who elect the course, and provide for carrying on supervised practice work. The instruction for this group shall not be less than two years nor more than four years in length. A minimum of eight months shall constitute the school year. 2. Part-time classes for those boys in the community who have left school and are at work on farms. These boys may be induced to return to school during the winter months when farm work is light and take courses in agri- culture along with instruction in English, Mathematics, Science, etc. 3. Short-Unit courses for the mature boys both in the central school and outlying elementary schools, who are not ready for and may never reach high school. 4. Evening class instruction for adult farmers who are willing to come together for organized group instruction, and to carry on practical work related to the instruction under the supervision of the teacher of agricul- ture. These classes usually meet during the winter months. Ten lessons is the minimum number for one course. This instruction is based upon the needs of a particular group of persons who are desirous of improving their methods of farming. The content and length of the course are determined by the needs of the persons to whom the instruction is given. High Schools of North Cabolina 163 The Course of Study— (Four-year Course) Following is a suggested four-year course in agriculture and the year's work in which the subjects should be placed. The content of the agricultural course may, with the approval of the State Supervisor of Agriculture, be modified or changed to meet local needs and conditions. The community in which livestock raising predominates should schedule its agricultural courses to provide well for this subject. On the other hand, the community in which fruit growing is the predominating enterprise would place less emphasis on livestock raising. Surveys of the farms in the community will enable the teacher to adapt his teaching to the needs of the community. I First Year (Eighth Grade) Soils and CroiJS — ^Agriculturally, this State is, and probably for some time will continue to be, mainly a field crop State. This fact and the high elimina- tion of pupils from school after the first year have been taken into considera- tion in placing the Soils and Crops the first year in the course. It is the experience of most of our agricultural teachers that boys, as well as the parents, expect something to be given about raising the main crops, like corn, cotton, tobacco, etc., early in the course. Moreover, if these subjects are placed later in the course a large percentage of the boys will be deprived of any school instruction in these fundamentals. Soils and Fertilizers — Origin and composition of soils, drainage, organic matter, cultivation, soil fertility, kinds and uses of fertilizers, etc. Crops — Study of the best methods of growing, harvesting and marketing the farm crops. Selection, testing and treating seeds, control and prevention of insects and diseases, etc. Farm shop work and home projects should be closely correlated with the instruction in Soils and Crops. Second Year (Ninth Grade) Animal Husbandry — Breeds of livestock and poultry, judging, feeding, management, diseases, breeding, marketing, etc. Farm shop work and home projects should be closely correlated with the instruction in Animal Husbandry. Third Year (Tenth Grade) Horticulture and Vegetable Gardening — Problems incident to establishing and maintaining the home orchard, from the view-point of the orchard being an accessory of the general farm. Consideration of such questions as loca- tion, soils, wind breaks, variety selection, selection of nursery stock, planting cover crops, fertilization, spraying, pruning. Problems incident to maintaining the home vegetable garden; choice of soils and locations, production of plants, including problems connected with the use of manures and fertilizers, tillage, etc.; the harvesting, canning, drying of vegetables for home use; some attention to marketing. Some attention may be given to landscape gardening in its application to beautifying the farm home, "While some farm shop work is given each year, a more specialized shop course should be given in the third year. Forge work, repairing engines and complicated pieces of machinery, and the more difficult construction jobs should be taken up. Home projects should be closely correlated with the instruction in fruit and vegetable growing. 164 CouESES OF Study Fourth Yeah (Eleventh Geade) Farvi Management and Farm Accounting— Farva management should in- clude the management of the farm for profits, farm surveys, rotations, types of farming, utilization of horse and man labor, crop yields, diversity and specialization, size of farm, equipment, etc. Farm accounting should include farm bookkeeping, cost accounting with special farm enterprises, etc. Farm EngineeiHng — Farm engineering should include farm machinery, farm structures, water supply, sewage disposal, surveying, drainage, ter- racing, road building, etc. Agricultural Economics (Sociology) — Agricultural economics and sociology should include the economics and social problems of farm life. Farm shop work and home projects should be closely correlated with the instruction given. Farm SJioiJ — Farm shop work forms an integral part of the instruction in agriculture. The farm shop work should teach the student, with such tools and equipment as the average farmer may be expected to have, how to do the ordinary construction and repair jobs that arise on the farm. The farm shop work will not answer for a course in manual training nor vice versa. Some farm shop work is given each year throughout the four-year course. The farm shop work for each year is closely correlated with the instruction in agriculture that is being given that year. For example, if animal hus- bandry is being taught the farm shop work might consist of building hog and poultry houses, self-feeders for hogs and poultry, feed troughs, gates, etc. Other exercises that may be included in the shop work are mending harness, painting, concrete work, repairing farm machinery and engines, rope work, belt work, metal work, soldering and tinning, pipe cutting and plumbing, glazing, drawing, forge work, etc. The shop work in any school should be based upon the needs of the pupils. These needs may be determined by a farm shop survey of the pupils' home farms. It is suggested that a minimum of thirty 90-minute periods be devoted to shop work in the third year. Forge work, repairing engines and compli- cated pieces of machinery and the more difficult construction jobs should be taken up during this year. Supervised Practice or Project Wo7'k — Agriculture is both a science and an art. To farm buccessfully a person must know how to do the various farm- ing operations as well as why they should be done. The practical or project work enables the pupil to learn by doing. The project is a part of the agri- cultural instruction and is required of each pupil. No student should be given full credit for the year's work if the project work is not completed. The practical work may be carried out on the pupils' home farms, the school farm or some other approved tract. Each student should be supplied with sufficient land or animals, or both, to give opportunity for practice and project work under conditions which con- form as nearly as possible to farm conditions, in order that he may be fitted to farm successfully. The essentials for a home project are: 1. A definite, detailed plan of how the project work should be conducted. 2. The farm operation selected for the project should be carried through its complete cycle, from preparation of seed bed and planting to harvesting and marketing, or the care, feeding, management and marketing of livestock. 3. The project or supervised practice work is the laboratory exercises of the course. High Schools of Nobth Carolina 165 4. Parents, pupils and teachers should agree upon the plan for the project. 5. The project should he properly supervised by the teacher of agriculture. 6. The project should be a worth-while undertaking on a productive basis. 7. Records must be kept by the pupils and a report submitted to the teacher. Pupils who are not interested in or cannot make arrangements to carry on the practical work should not be admitted to the agricultural classes. Outdoor Laboratory — It is desirable that a department of agriculture in the high school have from one-half to one acre of land to be used for demon- stration purposes and an outdoor laboratory. The Work of the Teacher of Agriculture From the foregoing discussion of the organization of Vocational Agricul- ture it is evident that a somewhat specialized teaching technique is essential to effective work. Not only should the teacher be able to carry on the class- room work, much of which is specialized, but he must teach farm shop; supervise the home projects; carry on community work, such as arranging and teaching part-time and evening classes, answering questions of tlie farmers, etc. With all of these responsibilities resting on the teacher of agriculture, two things are indispensable to his salvation: adequate technical and professional preparation and a thorough organization of his work. Because of the varied activities of the teacher of agriculture, the planning and organization are not simple and easy tasks, involving, as they do, the assembling of materials and planning in detail the farm shop exercises; giv- ing instruction in essential manipulative skills; supervising the boys' home projects; managing the land laboratory; and last, but by no means least, the planning of his classroom work, including recitation, supervised study, laboratory, field trips, project study and planning, and the preparation of illustrative material. It is important that the courses of study be carefully prepared before the opening of school. In order to adapt the courses to the needs of the com- munity and to the particular group of boys, it will be necessary to make an outline of the work to be covered during the year, rather than to accept a textbook outline, or any other outline not suited to the conditions prevailing in the particular section served by the school. Such an outline should in- clude: the subject-matter carefully selected, arranged in seasonal sequence and with the time emphasis indicated for each division and subdivision; laboratory and field exercises; shop projects correlating with the subject- matter as far as possible; a list of the best book and bulletin references bear- ing on each division; a list of objective points for field trips; and the illus- trative material to be used. This does not mean that a textbook is not used, but that the sequence of the textbook is not followed unless it happens to conform to the seasonal sequence of the teacher's outline. The method of the class period is selected to suit the topic. For one topic the 90-minute period may be divided between supervised study, laboratory and recitation, while for another topic the whole 90 minutes may be devoted to laboratory. As far as possible the subject study and the project study and planning should be carried along together, both, of course, following a seasonal order. For example, when the feeding of poultry is taken up, boys having poultry projects study the feeding problems, and plan definitely for the feeding of their own fiocks. The marketing of poultry should be studied at the time or just before poultry is usually marketed on a large scale, as at Thanksgiving 166 CouBSES OF Study time. Experience shows that the project work serves to vitalize the instruc- tion. Therefore, the more subject-matter that can be connected directly with the boys' projects the better. In fact, as far as possible, the home projects should serve as the center of instruction. Another essential undertaking of the teacher is the making of daily lesson plans. Flexibility in the form of the lesson plan is desirable for the various forms of method, but in general a good plan should contain: the subject and aim of the lesson, the scope of the subject matter, the method to be employed, the necessary preparation on the part of the teacher, the materials necessary, and the assignment, including references. One of the advantages of Vocational Agriculture is that the boys have a good background of experience from which to draw. This enables them to bring to the discussion opinion based on observation — sometimes very accu- rate observation. This increases their opportunity to make comparisons and to draw deductions of their own. If this experience is properly used by the teacher, the value of the class exercises may be judged' more by the pupil-activity and the opportunity for growth than by the learning of mere facts. However, when facts are learned they are usually learned for a definite purpose, and with the idea of using the facts at once or in the very near future. And this suggests to us another advantage, an early opportunity to put into practice the thing learned. The teacher of agriculture should be able to employ skillfully approved modern methods, such as topical and socialized recitations, supervised study, project teaching, la,boratory, and field trips. In agriculture the field trip is very important, but unless carefully planned and conducted much time is wasted. Objective points should be selected and visited by the teacher before the trip, making sure of the teaching value of the places to be visited and making all arrangements necessary for the greatest benefit to the class. The teacher should prepare an outline including the aims of the trip, and noting all points to be observed, data to be gathered, questions to be asked on the trip, and directions for reporting the exercise. Frequently some preliminary study will be necessary. The trip should be conducted in such a manner that its importance will be thoroughly realized by the pupils. The pupils' attention should be held on the subject from beginning to end. This can usually be done by a preliminary discussion and study and by planning various things to be done, as collecting specimens and making close observations on definite points, and recording data. Pupils should also be encouraged to ask good questions. At the end of a trip, if time permits, or at the next class meeting, a review should be conducted, bringing out definitely the essential points, or using the information gathered in some practical problems or in the solution of a class problem already under way. Field trips can be made not only an excellent means of training and of acquiring information, but of real inspiration. Often a visit to a successful farm will give a boy a vision of the possibilities of farming which he might never get in the classroom, and be the means of changing his whole attitude and outlook, both with respect to school work and to the vocation of farming. Laboratory work should serve an important purpose in agricultural work, but in organizing it we need to take into consideration the educational oppor- tunities afforded by it, and not permit it to degenerate into meaningless and perfunctory exercise. It should afford opportunity for distinguishing, valu- ing, selecting, arranging and using knowledge, for discovering and formulat- ing concepts, and for acquiring desirable experience in farming operations. High Schools of ISToeth Carolina 167 We are coming to realize (slowly) the real value of supervised study. The danger here is to use the time for study, which is not carefully planned and supervised. Agricultural work offers an excellent opportunity for super- vised study but it requires considerable work on the part of the teacher to plan for it and to carry it on successfully. Exercise should be planned having in mind certain definite aims in the improvement of study, as the improvement in the rate and comprehension in silent reading, the use of questions in study, the value of organizing and reorganizing subject-matter for definite purposes, and others which might be mentioned if space per- mitted. Some of the dangers in supervised study are: Making pupils too dependent by helping too much. Tendency to waste time instead of giving real supervision. Tendency not to use the opportunity to provide for individual differences. Tendency to leave pupils too much to the disposal of their own time. Tendency for teacher and pupil to talk too loud and disturb other pupils' studying. Tendency for teachers not to familiarize themselves sufficiently with the improved methods of study, and not to study and plan specifically for the supervised study period. TRADES AND ODUSTKIES If our high schools accept the obligation for the education of all the people they will be interested in the organization of DAY TRADE CONTINUATION SCHOOLS. I. Day Trade Schools or Classes The controlling purpose of the Unit Trade school is to fit for useful em- ployment in a specific trade or vocation those students who are leaving or have already left high school. This type of class should not be confused with Industrial Arts or prevocational courses ordinarily given in the high schools, for this course is intended for the boy who has made up his mind to enter the trade in which the instruction is offered. It takes the place of the apprenticeship system and starts the student off in his chosen trade rather than allowing him to drift into a blind-alley job. The following regulations apply to the day trade school: 1. Students must be at least fourteen years of age. 2. The equipment must be adequate for conducting the course in keeping with commercial shop standards. 3. The local school authorities must provide funds for maintenance and a part of the salary of the instructor (one-third required 1926-27). 4. The course of study will be planned to meet the needs of the community. The time to be divided as follows: (a) Practical work on a productive basis — 50 per cent; (b) Related vocational studies, approximately 25 per cent; (c) Academic studies, 25 per cent. II. Part Time Schools or CLasses This type of school is organized for persons over 14 years of age who have left school, entered employment and are released during the regular working hours for the purpose of instruction. According to the Smith-Hughes act, anything may be taught which will improve the vocational or civic intelli- gence of the pupil. Three types of instruction may be given. 168 Courses of Study 1. Genebal Continuation General Continuation Part-time Classes have for their purpose increasing the "Civic or Vocational intelligence" of workers. This type of school is intended for boys and girls who have left the regular school and gone to work, but who have not enough general education to get very far in their life work. The instruction must be made to fit individual cases. Type Courses a. Courses in General Education may be organized' for boys and girls who have left school and entered employment which is general in character such as messengers, drivers, helpers and general home work. The work will emphasize the regular day school studies which will be of most service to them in what they are doing or expect to do. Some boys and girls have left school because of conditions beyond their control. Often these are the best students of the school system and lack very little for graduation. Under careful direction these papils will be able to complete at least their high school work and perhaps go to college later. b. Courses in Shorthand, Typewriting and Office Practice may be given to a group of young men and women who are not in school but can give some time from their work to these subjects which will assist them in the job they now hold, or as in most cases prepare them for a better position. 2. Trade Preparatory Schools of this type are organized for the purpose of helping the boy to get the related information which he needs in the trade which he expects to enter, or In many cases the trade in which he has entered but is not able to advance on account of the lack of the related information. The latter makes up the third class mentioned above which is designated as Trade Extension. Regulations 1. The work must be under public supervision and control. 2. The controlling purpose is to fit employees for further useful em- ployment. 3. The Federal and State Vocational funds can be used for salaries of teachers only. The local school authorities must furnish buildings and equipment necessary for conducting the course and also a part (one-third in 1926-27) of the salary paid to part-time teachers. Wherever a full-time teacher is not required the part taken up for continuation school work will be prorated. 4. The pupils must have left school and entered employment. The time of instruction must be during the working day. 5. The minimum age for part-time pupils is fourteen. No upper age limit is specified. 6. The school is organized on a basis of a minimum of 144 hours per year. The students may come week about, day about, or half day about or at cer- tain periods each day. Many schools giving a business course arrange with the employers to let their employees off at noon so that they can get lunch, spend an hour in school and get back to their work at 1:30. Others find High Schools of I^okth Carolina 169 that a period beginning at 8:30 a.m. is preferable, as they are not so busy. This arrangement applies to department stores where courses in salesman- ship are given. Classes are sometimes arranged for dull seasons or shut- down periods where students, out of employment temporarily, may spend a month or more solid time in school or perhaps three days per week, in classes especially provided for them. Note. Schools interested in the above types of work or in organizing EVENING TRADE CLASSES should communicate with the State Super- visor for Trade and Industrial Education who will be glad to assist in work- ing out the plans. Both Federal and State funds are available for courses outlined above. STATE APPROVED TEXTBOOKS OJV PRACTICAL AND VOCATIONAL ARTS A. AGRICULTURE (Eor Vocational Schools) FIRST YEAR Soils Lyon — Soils and Fertilizers. (Macmillan) Weir — Productive Soils, Abridged. (Lippincott) Crops Davis — New Agriculture for High Schools. (Lippincott) Montgomery — Productive Farm Crops. (Lippincott) SECOND YEAR Dairying Eckles and Warren — Dairy Farming. (Macmillan) Animal Husbandry Harper — Animal Husbandry. (Macmillan) Plumb — A Story of Farm Animals. (Webb) Poultry Kaupp — Essentials of Poultry Raising. (Johnson) Lewis — Productive Poultry Husbandry. (Lippincott) THIRD YEAR Horticulture Davis — Horticulture. (Lippincott) Farm Shop Roehl — Farmer's Shop Book. (Bruce) Struck — Construction and Repair Work for the Farm. (Houghton) FOURTH YEAR Farm Management Warren — Fa7'm Management. (Macmillan) I 170 Courses oij Study Agricultural Engineering Davidson — Agricultural Engineering. (Webb) Stewart — Engineering on the Farm. (Rand) (General Course) BaYis— Productive Plant Husbandry. (Lippincott) Duggar — Agriculture for Southern Schools, Revised. (Macmillan) Skilling^ — Nature-Study Agriculture. (World) Spillman — Farm Science. (World) Waters — Essentials of Agriculture. (Ginn) B. HOME ECONOMICS (For Yocational Schools) Food and Management FIRST YEAR Cooley and Spohr — Household Arts for Home and School, Volume Two. (Macmillan) Greer — School and Home Cooking. (Allyn) Matthews — Elementary Home Economics. (Little) Wellman — Food Planning and Preparation. (Lippincott) SECOND YEAR Rose — Feeding the Family. (Macmillan) Willard and Gillett — Dietetics for High Schools. (Macmillan) Clothing and Textiles FIRST AND SECOND YEARS Cooley and Spohr — Household Arts for Home and School, Volume One. (Macmillan) Dyer — Textile Fabrics. (Houghton) Matthews — Elementary Home Economics. (Little) McGowan and Waite — Textiles and Clothing. (Macmillan) Management of the Home THIRD AND FOURTH YEARS Gray — House and. Home. (Lippincott) Ta,ber and Wardall — Economics of the Family. (Lippincott) C. MANUAL AETS FIRST AND SECOND YEARS Griffith — Essentials of Woodworking. (Manual Arts Press, Peoria, 111.) French and Svensen — Mechanical Drawing for High Schools. (McGraw- Hill Book Company, New York City) Griffith — Woodwork for Secondary Schools. (Manual Arts Press, Peoria, Illinois) High Schools of North Carolina 171 D. RELATED SCIENCE BOOKS FOR VOCATIONAL SCHOOLS Brownlee and Others — Chemistry of Common Things. (Allyn) Caldwell and Eikenberry — Elements of General Science, Revised. (Ginn) Hessler — Junior Science. (Sanborn) Hunter — Neio Essentials of Biology. (American) Hunter and Whitman — Civic Science in Home and Community. (Amer- ican) Smallwood and Others — Biology of High Schools. (Allyn) Vivian — Everyday Chemistry. (American) INDUSTRIAL ARTS Industrial Arts in the secondary school has a very important place in the life of our boys as it functions in helping to select and prepare for their future work. It naturally falls into two large classes in way of its adaptation to the group found in the high schools. In the first case, the chief con- sideration is that of general education with opportunities for orienta- tion through the study of and experiences in the industries of the world, while in the second case the emphasis is largely vocational, permitting more extensive effort in the preparation for the line of work for which the individuals or groups find they are best adapted. It is to be clearly understood that the purpose of Industrial Arts is not to prepare tradesmen but to create industrial intelligence, insight and apprecia- tion of the work of the world and its relations to man. The result will be more discriminating consumers who have a thorough understanding of their demands and an appreciation of the intelligent and efficient use of the material things of modern life, whatever oocupation the student may follow. To these may be added the specific values to be obtained by those whose ambitions lead them into industrial occupations. The worthwhile course in Industrial Arts must be rich in informational content, involve such instruction and practice as is fundamentally and scientifically correct, hold a degree of general interest, and require the use of intelligence in the handling of tools and operations. Doubtless the greatest factor is the teacher who must have a thorough appreciation of the purposes of the school and be .able to carry out its objec- tives and at the same time know thoroughly the industries he is to teach in order that the adjustments between school and life may be given full understanding. In the larger school systems it is possible to have completely equipped shops large enough to handle whole classes in a single type of work as wood- working, printing, sheet metal or machine shop. In the smaller school the use of the "general shop" where several types of work can be taught at the same time has been found most successful. It is very essential that in each ■case the selection of the type of shop to be used be in harmony with the needs of the community. Certain types are useable in all communities but others are not. Where the predominating interests are in textile manufactur- ing, this line of activity needs attention while in another case where the chief interests are in printing attention Should be given to a print shop. Suitable rooms should be selected where adequate light and ventilation are possible. Equipment should be modern with proper spacing between desks, benches and machines. Safety devices and guards should be provided and all precautions taken to prevent accidents. Suitable lockers and toolroom 172 Courses of Study space must be provided for protection of tools, clothing, and supplies. The formation of right habits and correct procedure are as important here as in any other department of the school. The lesson period should be that of two regular periods of the school, 90- minutes, and the class should meet two or five times per week according to the purposes to be served and the time and equipment available. During the early high school period the time should be about equally divided between shopwork and drawing while in later high school the double period could be given to shopwork and an additional period be utilized for mechanical draw- ing. In case it is desirable to plan a combination of shop and drawing work it can be done. TIME SUGGESTION Grades 8 and 9 Two 90-minute periods per week for shop and drawing with an additional elective of three 90-minute periods divided between shop and drawing, for those boys who are expecting to go directly into industry or who are prepar- ing themselves for engineering careers. Grades 10 and 11 Two 90-minute periods per week in either shops or drawing, or five 90- minute periods per week divided between shop and drawing for those who are expecting to go directly into industry or who are preparing themselves for engineering careers. The amount of work that can be carried in a given grade or given period of time is, of course, problematic. With the same conditions, the work will differ under the instruction of different teachers. It is, therefore, essential to the organization of the work that definite limitations be fixed as to the principles that shall be covered in any one grade. Job Involving the use of simple joints, as butt, lap, miter, mortise and tenon, and dowel. 2. Involving laying out, cutting and putting together common construction work. Suggested Outline of Courses WOODWORKING Motor Skill Prepare surfaces for finishing. Lay out work from drawings. Use, care for, and sharpen common tools. Repair woodwork. Use and proper care of tools. Lay out and cut frame- work for common con- struction, such as joists, studding, raf- ters, etc. Technical Knowledge Figure bill of material. Names and character- istics of common woods. Sizes and uses of fast- enings and hardware. Ability to read blue prints and take off bills of material. Names of standard stock used in construction. Types of building con- struction. Safety precautions. Factors in selecting and laying out the foun- dation for a building. High Schools of North Carolina 173 Job 3. Involving the finish of surfaces. A. Sheet Metal: 1. Involving forming, riveting, folding, wir- ing, and soldering. 2. Involving the use of floor machines and construction of larger pieces. B. Machine Shop: 1. Involving the use of the bench tools. 2. Involving the use of the drill, drill press, shaper, and lathe. Motor Skill Proper use of brushe'S for filler, paint, stains, and varnishes. Ability to properly ap- ply for desired re- sults. METAL WORKING Use and care of com- mon tools such as sol- dering coppers, tin snips, fire pots, scrap- ers, etc. Ability to solder, rivet and operate small tools. Ability to use brake, mandrel shear and other tools in the larger operations, also the small and special tools for particular lines of work. Correct use and care of the tools used in com- mon for measuring, sawing, chipping, and filing. Ability to use drill press, shaper and lathe. The proper care of tools and their uses. Use of more accurate measuring tools. Technical Knowledge Kinds of stains, fillers, paints and varnishes for certain uses. Characteristics of fin- ishes. Sources and preparation of ingredients used in finishing materials. Methods of manufac- ture of sheet metal and common sizes. Kinds, uses, and com- position of fluxes. Lay out and transfer of patterns. Air systems and their construction. Construction of patterns from blue prints. Taking off bills of ma- terials from blue prints and drawings. Computing the sizes of conductors and recep- tacles. Different kinds of metal used on the bench with their common sizes and uses. A thorough acquaint- ance with the measur- ing tools as calipers, squares, gauges and protractor. Ability to work from blue prints and tak- ing off bills of ma- terial. Figuring of speeds and feeds for metal cut- ting. Ability to use microm- eter and make cor- rect readings. Proper lubrication and care of machines. 174 Courses of Study Job 3. Involving the work of assembling, fitting, slotting and fasten- ings, and hardening. 1. Involving the wiring of bells, call buttons, enunciator systems, and coils and motors. 2. Involving house wir- ing, open and closed types. 3. Involving the repair of electrical appli- ances. 4. Involving telephone installation and re- pair. Motor Skill Ability to do careful filing, chiseling, drill- ing, tapping, harden- ing and annealing. ELECTRICAL WORK The ability to measure and cut wire and properly splice, sol- der and tape. Ability to make connec- tions as indicated by wiring diagrams and blue prints. Ability to install knobs, cleats, loom, tubes, outlets, switches, and fixtures. Ability to make splices install conduit and draw in proper wir- ing. Ability to locate trouble, take apart, repair or replace defective parts, test and put to- gether. Ability to install simple telephone systems, lo- cate trouble and make repairs. To use electrician tool outfits. Technical Knowledge Checking from blue prints. Laying out with accur- acy. The effects of heating in hardening and anneal- ing metals. Figuring of' sizes and strength of materials and the use of parti- cular materials for special jobs. Magnetic forces and electrical currents. The principle of the mo- tor, generator, and magneto. The principle of the bat- tery. Conventions used on wiring diagrams and common methods of installation. Knowledge of national electric code, state and local rules and regulations. Electrical measure- ments, reading of meter and figuring costs from meter read- ings. Principles of heating units. Principles of automatic electric controls. Figure costs of ma- terial and labor. Principles of sound transmission by elec- tric currents. The kind and quality of materials to use. The principles of con- trol and safety de- vices. High Schools of Worth Cabolina 175 Job 1. Chassis — Frame. Springs. Wheels. Axles. Steering Device. Brakes. Clutch. Transmissions. Differential. 2. Motor- Block and moving parts. Carburetor. Lubrication. Cooling Systems. Ignition. Lighting. Starting. Tires. AUTO MECHANICS Motor Skill Ability to measure and test different mem- bers. Ability to take apart, repair or replace brok- en or -worn out parts, to make adjustments when needed, and handle properly all tools used in connec- tion with these parts. Ability to take apart, locate trouble, make adjustments, repair or replace parts. Meas- ure and test with ac- curacy. Ability to use tools with care and make adjust- ments that are not too tight or loose. Ability to adjust, take apart, repair or re- place parts. Ability to repair and re- place parts, clean sys- tems and make adjust- ments. Ability to use tools in making repairs and replacements. Ability to test, make repairs, replacements and adjustments in electrical equipment of automobile. Ability to properly make changes and re- pairs, using the most modern tools. Technical Knowledge Names and uses of the various materials used in the construc- tion of parts, the mechanical principles involved in the work- ing of the different parts as brakes, clutch, transmission, differential and steer- ing device. Names of parts and their functions. The theory of internal construction of en- gines, and principles of operation. The figuring of horse power. Understand the princi- ples of carburetion and methods of con- trol. Understand the theory of lubrication, and proper selection of lubricants. Understand the princi- gjes of cooling by water and air, the use and application of auto freezing mix- tures. Understand principles of electric circ2iits, in- sulation, controls, and measurements. The principles of bat- teries, generators and motors. Understand the con- struction of tubes and casings and methods of repair. 176 Courses of Study Job 1. Involving the con- struction of footings, walks, and floors, and special features. 1. Involving the repair of plumbing fixtures about the home and installing fixtures. 1. Involving the case. learning 2. Involving spacing and justification. CONCRETE WORK Motor Skill Ability to use common tools, operate con- crete mixing machin- ery, run and estab- lish levels, build forms and make mix- tures. PLUMBING Ability to use the tools on finished and un- finished fixtures. To measure, cut, thread and connect iron pipe. To test and repair or replace fixtures. To wipe lead joints and use lead pipe where it is necessary. PRINTING Ability to pick up the desired type and to place the letters in the proper space. Ability to hold compos- ing stick, and set type, empty type from stick and place on galley. Ability to measure quickly with the eye the adjustments for proper spacing. Ex- pertness in removing or replacing spaces and quads and keep- ing type from falling while the work is be- ing done. Technical Knowledge Understand the princi- ples of cement manu- facture and use. The theory of mortar and concrete. The meth- ods of handling and storing. The theory of reenforc- ing and elementary principles of construc- tion, the making and reading of blue prints. Understand the theory of water and drain systems. Know state and local sanitary codes, the methods of testing. Know the classes and names of plumbing equipments used in the kitchen, laundry, bathroom, and heat- ing plants. The learning of the dif- ferent kinds of types, how type is made, its sizes and appropriate uses. Learn the names of the different parts of a stick of type, the measures used in type setting and elementary prin- ciples of design. Spelling, punctuation, capitalization, and division of words. Learning the meaning and application of the point system. Study indentation and the selection of initial letters. Principals of design and spacing for specific purposes. High Schools of Nobth Carolina 177 Job 3. Involving the distri- bution of type. 4. Involving the taking of proofs and getting job ready for press. 5. Involving presswork. 6. Involving the cutting of stock. Moi'OB Skill Ability to care for inked type, handle type in putting on galley, and transfer from galley to stick, and pick up separate pieces and deposit in proper sec- tion of case. Properly use and care for tools used in this work. Handling new type be- fore laying. Ability to handle and care for tools used in getting job ready for press, to take galley and stone proof, to make changes shown by proof-reader's marks, and properly lock up and transfer from stone to press. Ability to properly care for and operate the press in all of its workings, set gauge pins and grippers. Put forms into press, apply ink, and feed the press. Technical Knowledge Same as in cases above. Ability to operate the various tools used in cutting paper stock. 12 Understand the measur- ing of proof-reader's marks. Learn how to read proof and correct copy. The history of print- ing and its effect on civilization. Drawing and design related to cards, tick- ets, letterheads and solid matter. Figure costs and mate- rials. Understand the princi- ples underlying the work of the press. How inks are made and used. The prob- lems of proof taking, the value of wood and steel brasers in a form. The principles of making ready. The trade terms in various branches of the trade and their uses. Figure costs and materi- als. Use of cuts and how they are made. Understand the methods of cutting stock, the figuring of costs of materials. Know the sizes and weights of stock and what they are used for. Keep stock rec- ords, make up lists of materials for special jobs and figure costs. 178 CouESES OF Study Job Involving hand weaving. loom Involving power loom weaving, (plain). TEXTILE WORK Motor Skill Manipulative processes, such as pret)aring the warp, drawing in the warp, threading shut- tles, beating up the filling, and tying the broken warp threads. Continue as above, add- ing starting and stop- ping of the loom and the operation of shed- ding and picking mo- tions. Technical Knowledge Names of the parts of the loom, study of fibers, study of differ- ent yarns and their uses, simple designs and colorings used in fabrics. Continue as above, add- ing calculations for picks per inch in cloth and cloth production. Involving power loom Continue as above, with Continue as above with weaving, (fancy, dobby and jacquard). added ability of draw- ing in threads correct- ly, and the ability to find correct pattern. more advanced de- sign, knowledge of movements of harness shafts, and knowledge of correct patterns. Note. The operations preliminary to weaving are as follows: opening, picking, carding, drawing, roving, spinning. On fine goods an additional process of combing is used. These operations are not essential in the elemen- tary phases of school work in textiles and should not be used until we come to the vocational aspects where they will be used on a large scale. MECHANICAL DRAWING The value of mechanical drawing in our secondary schools has not been given as much consideration as it deserves. The aims are chiefly to develop in the pupil the ability to represent objects by working drawings, interpret the ideas of others as expressed through drawings and blue prints, and to increase acquaintance with related lines of work through which he may be guided in his selection of his vocational interests. The term mechanical drawing suggests the making of drawings by the use of instruments and is applied to alb accurately made drawings as used by the engineer, the architect, the designer and others. Mechanical drawing has a language of its own, understox)d by those who are acquainted with its meaning and to those who can read it conveys ideas of wholes and details in more concise form than is possible through the use of the printed page. This language is universal in its use by all nations. There is, therefore, much more in a completed drawing than is seen by one not familiar with its language. When properly taught each lesson carries as much content of subject matter, requires as much effort in accomplish- ment, and practice and drill for its thorough mastery as other subjects in the curriculum. It should increase the power of visualization and correct expression and inculcate habits of neatness, accuracy, appreciation of mechanical principles, and vocational intelligence. The mere making of a drawing is but a small part of the work required in working out the problems of the- engineer or designer. Before this can be done much time must be spent in study, planning, estimating, and High Schools of ISTokth Cabolina 179 selecting materials and working out principles involved in whatever project is under consideration. The secondary school must confine itself to the mastery of the simple principles and their applications to the problems confronting the classes using it. The amount of time required for this work varies according to the pur- poses for which it is used. When it is connected with shop work and forms a part of a unit of work the time should approximate one double period of 90 minutes per week, with an additional elective of three 90-minute periods to be divided between drawing and shop work for those who are expecting to go directly into industry. When drawing is to be used as an independent unit, either as an adjunct to shop courses or in preparation for college, the time allotment should be two to five double periods of 90 minutes each per . week. The teacher of mechanical drawing has a great opportunity to connect this work not alone with the other phases of school activity, but with the industrial world outside the school. He should thoroughly appreciate that his task is dealing with fundamental principles and that he should not spend too much time on the execution of drawings, but rather let excel- lency of workmanship in this line come by way of practice in working out problems which in themselves demand splendid work. In other words, too much time on geometrical problems and lettering sheets places the emphasis in the wrong place. These are important but with proper thinking first they will be more easily attained. Practice by this method is of interest. A good grade of drawing paper should be used for finished work. A slightly tinted paper is better than pure white stock. A cheaper grade for free hand sketching and notes is advisable and sometimes coordinate ruled paper is of decided value in preliminary drawings. Standard size sheets of 9 by 12 inches should be used with top, bottom and right-hand border lines drawn one-half inch from the edges and the left-hand border line 1 inch from the edge of sheet. This makes working space of 8 inches by 10% inches. In case of larger drawings a good size is 12 by 18 inches with 1^/^ inch border on left edge and 1 inch border on all others. Some general form should be adopted, either a record strip or title corner for use in a department or system. Good suggestions are given in textbooks. All lettering should be simple but in accordance with the best office practice. The Gothic letter either vertical or inclined 30 degrees from the vertical is considered the most successful. It is best for elementary work that capitals be used exclusively. Practice in lettering is necessary but avoid the use of letter sheets. Job Motor Skill Tecblnical Knowledge 1. Simple drawings in- Ability to place paper Measurement of sheet, volving horizontal properly and draw the number of views and vertical lines with vertical and horizon- required, the kinds of all edges visible. tal lines with T-square lines used and their and triangles. meaning. 2. Simple drawings in- As above, but with in- Representation of un- volving horizontal and creased accuracy. seen lines and how vertical lines with in- they are located in visible edges. the different views. 180 CouKSES OF Study Job 3. Simple drawings in- volving inclined lines. 4. Simple drawings in- volving the use of circles. Motor Skill As above,- but with use of triangle or T- Square or both in drawing inclined lines. As above but with addi- tional use of the com- pass and skill in drawing center lines, tangents, etc. 5. Simple drawings of As above, but with in- shop problems involv- creased accuracy and ing the principles speed, used thus far. 6. Involving the princi- ples of simple projec- tions as related to drawings. Increased skill and ability in handling the tools. 7. Involving working As above, drawings in assembly, and details. 8. Involving details of machine parts. 9. Architectural — Involving tbe plan- ning and drawing of simple frame or con- crete buildings, in- cluding details and specifications. As above. As above. Note. Use 7 and 8 or 9 Technical Knowledge How inclined lines are represented in the dif- ferent views and how they can be located. The meaning of center lines and how they are located and drawn. A further study of ma- terials and methods of construction. A further study of the planes of projection and the methods of their use in making drawings. Problems in mathematics involv- ing surfaces and solids. A study of the problems of design and an ele- mentary study of strength of materials. Same as above. A study of the problems of lay out of buildings, rooms, etc., together with materials used in building. Study of building, sani- tary codes, etc. VOCATIONAL GUIDANCE In North Carolina much valuable work has been done in individual cases by principals and teachers in the way of directing young people. With our increasingly complex society making greater demands upon those leaving school it is now time to make concerted action in helping each boy and girl to make a definite selection and the best possible preparation to meet the requirements of this decision. Many of our boys and girls drop out of school at an early age without any conception of what they wish to do in life and without preparation for any line of work. They have not seen the meaning of continued school work and either the monetary or appre- ciative value it holds. Doubtless one of the greatest values to be attained through Vocational Guidance for any community is the awakening of educational interest to High Schools of North Carolina 181 that end that individuals and groups will remain longer in school, making definite preparation for the work they will later engage in. The notion that Vocational Guidance has for its objective the telling of individuals what lines of work they are best fitted for is a mistake, for no person is given the power to direct in this manner the destinies of another. It is, however, the province of any one to advise and direct another to make his own selection of a life work, show him how he can best prepaj-e for it, and direct him in making progress in his chosen field. To show the extensive reach of Vocational Guidance work into all activi- ties and the relationships that can be worked out we quote here a definition taken from Dr. William M. Proctor's "Educational and Vocational Guidance" Page 242. "Vocational Guidance embraces all those school activities especially designed to assist individual pupils in learning about, choosing, preparing for, entering upon, and making progress in occupations." The more outstanding points in a school system where it seems best that emphasis should be placed on the selection of a life work may be stated as follows — the early high school, the later high school, thirteen-year-old pupils in the fifth, sixth and seventh grades, special misfit students, con- tinuation schools, cooperative courses and evening classes. The following allotment of time has been successfully used in projecting this work in several cases. It is advised that at least the following amount be given either in separate periods or jointly with other work as English^ History, Civics, or shop work classes. Possibly more time can be found. Both semesters of 8th year one half-hour period per week. Both semesters of 9th year two half-hour periods per week. In addition to this there should be provided ample consultation periods for those who are about to leave school for work or think such a step may be necessary soon, those who are undecided as to future courses, and those who are making plans for more advanced work in higher institutions of learning. The work of the eighth year can be profitably given to the study of bi- ographies of leaders in human endeavors, of the leading type industries and excursions to local mills and factories where such is possible. The work of the ninth year might well be spent in a very definite study of simple economic problems with a rather definite emphasis being placed on the selection of courses or subjects to be taken during the remainder of the high school period. If it is found possible, following the work of the general science course, a course in social problems might well be given. This might consist of work during the first half year in elementary social problems such as are found in Towne's "Social Problems" and followed in the second half year by a study of occupations such as is given in Gowin, Wheatley, and Brewers "Occupa- tions" or Ziegler and Jaquette's "Choosing an Occupation." This will be of particular value to those students who are planning to leave school at the close of their high school course or earlier. The equipment necessary for this work is essentially that of an ordinary classroom with added library facilities. The following list of books is sug- gestive for a beginning but to these should be added the newer material and such other books as will meet the needs of the work. It is suggested that books marked * be purchased in sets sufficiently large that each class member can have the use of a book. 182 Courses of Study For Pupils *1. Occupations, Gowin, Wheatley, Brewers. Ginn & Company. *2. Profitable Vocations for Boys. Weaver-Byler. Laidlaw Brothers. *3. Profitable Vocations for Girls. Weaver. Laidlaw Brothers. 4. CJioosing an Occupaiion. Ziegler & Jaquette. John C. "Winston Co. 5. The Boy and His Vocation. Sowers. Manual Arts Press. 6. Vocoitional Civics. Giles. MacMillan Company. *7. Social Problems. Towne. Macmillan Company. 8. Vocational Guidance for the Professions. Brewster. Rand McNally. 9. The Find Yourself Idea. Robinson. Association Y. M. C. A. Press. 10. Aces for Industry. Rufus Steel. Houghton Mifflin Co. 11. Jimmie Qtiigg — Office Boy. Latham. Macmillan Company. 12. Choosing Your Life Work. Rosengarten. McGraw-Hill Co. Note. Books 1, 2, 3, 4, and 5 of the pupils list describe different vocations in an interesting way. They are good sources for compositions, whether written or oral. Books 6, 7, 8, and 9 are highly interesting for reference in classroom work. Books 10 and 11 are highly interesting reading. They clearly show a cross section of the thinking of the junior worker. Book 12 has some valuable material for more advanced work in composition and classroom study. Books 1, 4, and 7 are very good for the background of a year's work of about the 9th and 10th grades in the study of Vocational Guidance and social problems as a unit. For Teachees 1. Vocational and Moral Guidance. Davis. Ginn & Company. 2. Organization of Vocational Guidance. Payne. McGraw-Hill & Co. 3. Junior Wage Earner. Reed. Macmillan Company. 4. Readings in Vocational Guidance. Bloomfield. Ginn & Company. 5. Choosing a Vocation. Parsons. Houghton Mifflin Co. 6. The Vocational Guidance Movement. Brewer. Macmillan Company. 7. Vocational Guidance Bulletin. Pittsburgh Public Schools. 8. Vocational Guidance Magazine (Monthly 8 times a year). Harvard Uni- versity Press, Cambridge, Mass. 9. Part II Twenty-third Year Book, "National Society for the Study of Education" 1924. Public School Publishing Co., Bloomington, 111. 10. Educational and Vocational Guidance. Proctor. Houghton Mifflin Co. 11. Tests for Vocational Guidance of Children. Toops, Teachers College, Columbia University. 12. Case Studies in Educational and Vocational Guidance. Brewer and Others. Ginn & Company. Note. Book 1 of the teachers' list is especially for teachers who will tie up Vocational Guidance with work in English. Books 2, 3, and 4 of the teachers' list are especially good for the teacher in reading about the extent of the movement in the United States and giv- ing suggestions as to how they can attack special problems in this work. Books 5 and 6 are valuable in the description of how the work was started in the United States and its later spread. Books 7 and 8 are adapted to a definite program in a large city and the reports of what is being done in the leading cities where this movement is in progress. Book 9 is also descriptive of the emphasis that is needed and how school administrators are reacting to it. Book 10 is particularly adapted to the use of all teachers who will partic- ipate in this work through their subject matter or activity. Book 11 has some good suggestions in the line of testing. COMMERCIAL EDUCATION I. INTRODUCTION Effective business education must train for citizenship, provide means of earning a living, and train for personal happiness and enjoyment. Every effort should be made to make the training in technical subjects thorough as a working use of technical subjects is necessary to success in the business world. But in giving this highly specialized training the fol- lowing two fundamental principles should not be overlooked: (1) The student should not be deprived of the goal of a college education. (2) To technical training should be added sufficient cultural background for a well-rounded education. Commercial subjects are divided into two well-recognized groups: (1) General commercial subjects, such as commercial geography, com- mercial mathematics, industrial history, and junior business training. (2) Technical commercial subjects, such as typewriting, bookkeeping, and shorthand. General commercial subjects should be placed in the first two years of high school. Technical commercial subjects should be placed in the last two years of high school. Students who fail to make good grades in English should not elect com- mercial courses as good English is essential to success in business. The social value of the commercial course should be capitalized. The first article in our educational creed should be that our course of study should fit every chi?ti into his economic world. Our course of study, if it is edu- cative, must open the way for social service for every boy and girl. This can be done by leading them to realize that a life in commerce and industry is a life of 'Social value and meaning. Students in commercial departments should be made to feel that their life in business and industry opens up to them the very means and way for social service. This is the finest thing commercial education can do for the boy and girl. II. COUESE OF STUDY 1. Secretarial Course* First Year Subject Hours per week Credit Electives English I 5 1 French I Mathematics I 5 1 Spanish I Com. Geog. i 5 1 Com. Art Indus. Hist. Civics Second Year English II 5 1 French II Jr. Bus. Tr. f 5 1 Spanish II Penmanship Biology Com. Math. 5 1 Mod. Eu. Hist *For course in Commercial Education in Six Teacher School, see I^gh School Reorganization, pages 33-34. 184 CouKSES OF Study English III Shorthand I Typewriting I American Hist. 5 5 5 5 Third Year 1 1 V2 1 English IV Shorthand II Typewriting II Sec. Training 5 5 5 5 FOUBTH YkAR 1 1 1/2 y2 One Elective required each year. Same as Secretarial 2. Accountancy Course First Yeak Course. Same as Secretarial Course. Second Year English III Bookkeeping I Office Practice) Bus. Law ^ Typewriting 5 5 5 5 Third Year 1 1 1 Fourth Year English IV Bookkeeping II American History 1 1 1 Com. Art Indus. Art Domestic Art Latin Latin Bookkeeping I Bus. Law Com. Art Indus. Art Latin Algebra Algebra Geometry Latin III. OUTLINE OF SUBJECT BIATERIAL Junior Business Training. Business training for personal use and for junior service. Business prin- ciples and forms. Accounts. Oral and written work to develop vocabulary. Use of calculators and banking machine. Business Mathematics. Aliquot parts. Rapid Calculation. Measurements. Graphs. Trade Dis- counts. Marking Goods. Interest. Discounting Notes. Stocks and Bonds. Exchange. Algebraic Formulae. Taxes and Insurance. Bookkeeping I. Retail and Wholesale Business. Purchase, Sales, and Cash Books. Jour- nalizing. Trial Balance. Statements. Partnership. Columnar Work. Bookkeeping II. Commission Business. Corporations, and Cost Accountancy. Cash Journal. Payroll. Supplementary Rate. Cost Sheet. Overhead. Esti- mating. High Schools of JSTobth Cabohna 185 Shorthand I. Mastery of Principles. Slow Dictation. Reading of new material from shorthand notes. Re-reading material written two days before. Shorthand II. Speed in dictation, 100 words a minute. Spelling. Arrangement and Punctuation. Typewriting I. Writing by Touch. Position. Correct Fingering. Even Touch. Rhythm. Speed 25 words. Typewriting II. Transcription. Centering letters. TaJbulating. Speed, 40 words a minute. Business Law. Contracts. Sale of Goods. Negotiable Instruments. Endorsements. Agency. Corporations. Bailments. Common Carriers. Secretarial Studies. Forms of Remittance. Telegrams. Cablegrams. Business and Legal Papers. Filing. Business Graphics and Business Organization. Vocabulary. Effec- tive handling of business correspondence. Organizing Memoranda. Business Correspondence and Office Appliances. Sales Letters, Collection Letters, Follow-up Letters, Mimeograph, Multi- graph, Banking Machines, Calculators. IV. TEXTS* Gregg Shorthand, Gregg Speed Studies. (Gregg Publishing Co.) Graham Shorthand. (Andrew Graham Co.) Rome's Budget System Bookkeepitig. (H. M. Rowe Co.) Twentieth Century Bookkeeping. (Southwestern Pub. Co.) Junior Business Training. Nichols (American Book Co.) Junior Training' for Mod. Bus. (John C. Winston Co.) Intensive Touch Typewriting. (H. M. Rowe Co.) New Rational Typewriting. (Gregg Pub. Co.) Fritz-Eldridge Typewriting. (American Book Co.) Palmer Penmanship. (Palmer Co.) Locker Practice Set. (W. C. Locker.) Commercial Geography. Brigham (Ginn Co.) Moore and Miner Arithmetic. (Ginn Co.) Yan TuyVs Com. Arithmetic. (American Book Co.) Commercial Law. Peters (Southwestern Pub. Co.) Commercial Law. (H. M. Rowe Co.) Business Dictation. (H. M. Rowe Co.) Constructive Dictation. (Gregg Pub. Co.) * Textbooks used in any school must be those adopted for use in county in which school is located. MUSIC INTEODUCTION If we accept the current conception of Education, namely, that Education is making desirable changes in people, as a basis for determining the educa- tional value of the subjects contained in our curricula, we must examine music with that as our criterion, to see if it stands the test. Unless it does, it would seem unwise to include it in the course of study and urge that every school, Rural, Elementary and Secondary, shall provide for its adequate teaching. Life is a constant meeting of needs. We are forced from early childhood to old age to make attempts to satisfy needs. In other words our life is made up of satisfaction. Many of these needs are material ones. There are, how- ever, other needs that demand satisfaction, such as communication, the de- sire to create, to cooperate, to express and appreciate feeling of beauty in form and color, in music. It is these desires and the attempt to satisfy them that give to us the problem of education. "It is the whole purpose and process of education to adapt conduct to the most wholesome and complete satisfaction of these needs, that life itself may be most complete and wholesome." Music in itself would not be valuable. It is made valuable by the satis- faction it gives to these needs and desires which are instructive in all people. It is valuable only when it increases satisfaction and when it makes differ- ences in thought and action. Granting that music gives satisfaction we must decide whether its relative value is great enough to allow it place in our curriculum. Taking as our great objectives in Education, Health, Practical Efficiency, Citizenship and Recreation, let us see whether music plays a large enough part in relation to them to give us the right to demand the time of our chil- dren for it. These objectives might be reduced to two, "man at work and man at play." Isn't it in activities related to these that we find the funda- mental differences in qualities of conduct? "If a man keeps himself in excellent health, if he is highly efficient in the use of the tools and the con- ventions of life and his particular work, if he participates with intelligence and efficiency in the regulative, institutional and social enterprises of his community, State and Nation, and if he uses his leisure time in a wholesome and upbuilding way we should certainly regard him as living a good and worthy life." If we wish our boys and girls, as adults, to be the embodiment of the fore- going, we must give them as children the opportunities to grow in those re- spects. The activities of adults and children are much the same in kind. If he is to be able to meet a situation as an adult he must have had as a child opportunities to meet like situations. Our curriculum must provide, if we are to have well rounded citizens, for all phases of behavior. It is not enough that the acting and thinking phase be provided for. There is a third phase equally important and yet so little recognized, and that is the phase of feeling. This phase gives satisfaction in the enjoyment that is found in the various art appeals, none stronger, per- haps, than that in tlie realm of music. High Schools of North Carolina 187 Music in relation to our four objectives can be justified on any one. It does aid health. It has its value in relation to practical efficiency. It is for that reason that Mr. Schwab finds it valuable to shut down all machinery for a half-hour every morning, that time being devoted to music under the leadership of high-salaried men. For what other reason has it been found practical to have music as part of the daily regime in many factories and stores? Because our business men recognize that the change that comes in thoughts and feelings, makes his employees more efficient and so more val- uable to him. Music aids in citizenship in such ways as helping to satisfy that desire to cooperate, to be with others, to be social. We have dismissed the first three with only a sentence because, while music does function in relation to them, its functioning in relation to the fourth big objective, Recreation, is so very vital in this life of ours. We said that man's life might be reduced to work and play. One must have both. The recent war showed how destitute our boys were of means of profitably using leisure time. This problem becomes more acute with the increased use of machinery and the reduction in time needed for providing our mate- rial necessities. With the eight-hour working day comes the increased hours of leisure. Since it is in the unoccupied time that our native impulses and tendencies assert themselves most freely, it is important that these impulses should have been so exercised that the recreative activities should be upbuilding. Is it not safe to say that if in school a boy has received enjoyment from participating in and listening to good music, that he will choose that as one way of filling in his leisure hours? If we can add to the fulfillment of a more complete life by teaching music in our schools, have we a right to deprive any child of that inheritance? The importance of music has been realized in many sections of our country and in many cities do we find it occupying a large place in the curricula. It would be safe to say now, with the great development that has taken place, especially in the high schools within the last ten years, that no high school can now reasonably consider itself progressive if it is not trying to give to its students as much music as it possibly can, with its size and equipment. All that is recommended cannot be carried on in all schools. Unless we have vision, however, growth stops. Therefore, more that we can hope to do immediately all over the State is embodied, hoping that it may create a larger vision, and an incentive for the future. Kinds of Students There are perhaps three different kinds of students whom we must keep in our minds. First, there are those who are unmusical and are not inter- ested in music. Then there is the group, by far the largest, which is made up of those who enjoy singing, who are musical and interested to the point of wanting to get a great deal without particularly wanting to become per- formers. A third group includes those who want music as a vocation or whose talents are such that they may become skilled amateurs. Just as in other subjects in the curriculum, we find students with varying capacities to which we must administer. Equipment IVecessary To accomplish results in High School Music, there must be a well-equipped teacher. What constitutes a well-equipped music teacher? There are two requirements without which she cannot succeed. She may have numberless 188 Courses of Study other assets, but she must be both a musician and a teacher. By musician is not necessarily meant a solp artist. She must, however, have a broad knowl- edge and experience with musical matters, involving study, and contacts. It is most important that the music teacher have knowledge of the real technique of teaching, an understanding of the psychology of the adolescent boy and girl with whom she must deal, and an understanding of public school conditions in order that she may be a sympathetic member of the high school staff, doing her part to cooperate with others in carrying out the school policies and bringing to fruition the best possible results in her own field. Many studio teachers, who are excellent as such, are utterly incapable of teaching public-school music because they do not know how to handle groups of children. The success or failure of music in the high school lies largely in the hands of the teacher. The best teacher in the world must have some place in which to work. The minimum equipment is a room in which she can hold her classes without interruption, a good piano, kept in tuiie, and a talking machine. Add to this a small library of books, music needed for chorua work, and records. Credits for Music The subject of credits in music involves a great many perplexing features differing with schools. Each school has to work out its own salvation in this realm. Unless the teacher makes the music work of such a type that she can honestly feel that it is functioning to as great an extent as other subjects, the school must not grant credit for it. Music, when credited, must involve as much work as other subjects. It is most undesirable that students should feel that music is a "snap" course. The recommendations of the high school committee of the Music Supervisors' National Conference, accepted by the conference and used in the Report of the Commission on the Reorganization of Secondary Education appointed by the N. E. A., Bulletin, 1917, No. 49, follow: I. "All study of music, or exercise in music, undertaken by any high school as part of the scholastic routine shall be credited by that school. II. "The amount of credit so granted shall be equal in every case, hour for hour, to that granted by the same school for any other subject, with the following qualifications: "All subjects, musical or otherwise, are understood in the report to be on a basis of double or single credit, accordingly as they do or do not neces- sitate a period of study in preparation for each period of recitation. Thus, as applied to music, chorus practice, which requires no preparation, would receive equal credit with drawing, which requires none. On the other hand, each recitation hour in harmony should receive double the credit of each chorus recitation hour, inasmuch as harmony requires preparation study that can be certified; and again, harmony should be credited hour for hour of scheduled recitation equally with mathematics or any subject similarly requiring outside study." COURSES RECOMMEINDED Since all schools cannot offer all courses recommeijded because to do so would necessitate elaborate organization and equipment, local conditions must determine the selection. Under no conditions, however, should chorus singing be omitted. Because of the importance of the orchestra, it is strongly urged. High Schools of North Carolina 189 Chorus Singing * Chorus singing may be required or elective. This is again dependent on local conditions. The required chorus is "urged when the music interest is great, hut when conditions are such as to cause little interest in music the elective chorus may be more feasible. In the latter case there should be at least one period a week of not less than fifteen minutes when the whole school is required to meet in an assembly, at which time music should be considered. This period should be used for the purpose of bringing music to all. It should be a music period. Regular chorus, be it elective or required, should rehearse as a minimum one one-hour period per week, or two thirty-minute periods. In an elective chorus the requirements should be placed at a minimum, the one necessary requirement being that the student be able to "carry a tune." Chorus should be offered to pupils of all years. In small schools it is not wise to divide the chorus according to years. In larger schools it is advisable to make divisions. For example, one of Junior and Senior students, one of Sophomore year students and a third of Fresh- men. In early high school it may be wise because of voice conditions to have eighth and ninth-year students in a chorus. In all situations the child must be considered. Frequent individual voice tests must be given in order that the teacher may know the limitations of each voice and the part each ought to sing. With voices changing, what a child sings today may not be what he ought to sing a month fi:om today. It should be remembered that an evenly balanced chorus in a high school is not possible if the best interest of the voices is being followed. The immature voices do not permit it. The inside parts will be weak, there being few altos and tenors generally in this early stage of the changed voice. The teacher must make the best of the situation, not trying to secure balance by forcing voices on parts that are not in their range. The chorus work should have a definite objective. "Mere efficient con- quering of one song after another, with no thought for comparative musical merit, should not constitute the practice. Correct use of voice and intelli- gent phrasing should be the rule. Further, if the pupils are not yet pro- ficient in sight singing and thoroughly well-informed in elementary theory, these should be taught in connection with chorus work." The material of this most important phase of music must be carefully selected. In selecting music you must see that the soprano and tenor do not run too high and that the alto and bass do not lie too low. Our boys and girls at this time are not yet fully matured, so we must not expect to find fully matured voices. Selections to be used should be chosen with the utmost care. No common- place tune, badly harmonized, should be used because the text "means well." This is especially true of new music. Certain old melodies should be pre- served. The chorus work should not be vitiated by use of numbers of songs that no musician would regard as belonging to the realm of music. The songs used should be in the same idiom as that music which all concede is the purpose of a musical education, to lead the student to love and enjoy. There should be a continuous growth as a result of the chorus work. It should not be possible for a student to emerge from four years of chorus work and then be as far from understanding a Beethoven Sonata as he was Tvhen he began. 190 Courses of Study "The chorus class is primarily for the development and appreciation of music and the chorus music should be the chief material for the develop- ment of this appreciation. The chorus class is the occasion for bringing the large student body into contact with musical literature; and the instructor, in his desire for excellence of performance, should never lose sight of the main object of the course." Glee Clubs (Elective) Boys' glee clubs, girls' glee clubs and glee clubs of mixed voices may be wanted. These usually have to be organized as extra-curricula activities with meetings out of school hours. Where the chorus singing is weak, the glee club membership should be large. Where the chorus work is good the glee club membership should be limited with the requirement of more superior work. It is well to have the separate clubs, allowing them to combine occasionally for the programs. The question of credit for glee club work must rest with the local author- ity whose decision must re^t on quality of work done and its comparative- value. There are teachers who think it should have credit, while others like to keep it an honorary extra-curricular club for the more musical students. Orchestra (Elective) There is perhaps no organization more valuable to a school than an orchestra. It is to be encouraged and a beginning made no matter how few the instruments. A piano and two violins can be used as a start. (Material for such combination may be ordered from Carl Fisher, New York.) The desire to learn to play orchestral instruments is contagious so that with little encouragement you can find boys and girls who will learn to play the clarinet and flute. The orchestra in large high schools began with small groups. The growth has been gradual. Big things must not be expected in a short time. Patience in helping the growth is paramount. "This study should be offered' in all the years of the high school. The musicianship that results naturally from ensemble playing is more advanced than that which results from ensemble singing. More hours of practice and preparation are necessary before successful participation is possible." ... The course in orchestra must be thorough and well-organized to attain its best ends. The following recommendations are urged: 1. The instruments should be played in the manner of their solo capacities, the ideals of chamber music, and the refund treatment of each part in a symphony orchestra ever being kept in mind. 2. Music should be selected that, however easy, still recognizes these par- ticular values for each and every instrument. 3. The orchestra should be considered an orchestral class or orchestral study club primarily, and a factor for the diversion of the school only inci- dentally. 4. Each student should be provided with an orchestral part for home study and should be expected to prepare his music between orchestral practices. This requirement is especially important where school credit is given to members of the orchestra. 5. Instruments should be bought by or for the school, to remain school property, and should be lent, under proper restrictions to students wTiO' will learn to play them. Instruments such as the double bass, timpani,. High Schools of ISTobth Carolina 191 French liorn, oboe and bassoon, should be bought. Only by such means can ■orchestral richness and sonority be secured, the real idiom of the orchestra be exemplified, and advanced orchestral literature be made practicable to the student. There should be at least one two-hour rehearsal a week. Preparatory Music Course (Electire) A course in elementary theory and sight singing is earnestly recommended. All who are interested in music should be eligible to it and those students who are planning to go into the field of teaching should be urged to take it that they may get some musical knowledge and background before entering the college and teachers' training institutions. This course with the chorus work would give valuable foundation. There should be enough sections of this class so that it need not have more than twenty-five students in If. It should require outside work to the same extent as other subjects, be carried on in the same seriousness as other classes, and receive credit on a par with other subjects. This course should cover the details of major, minor and chromatic scales, key signatures, intervals, note values, time signatures, measures, dynamic signs, tempo marks, etc. These should be applied to actual music. This course should include sight singing and ear training, stressing both class and individual work. In sight singing the pupils should acquire the ability by the end of the year to sing any part of a simple folk tune or hymn at sight with words or syllables. As part of this general course there should be a simple course in music appreciation. In this course the main aim should be to develop a love for music through contact with much that will bring to them such satisfactions that they will enjoy the best music. To accomplish this we must use ma- terial within their comprehension. This class should meet at least three forty-five minute periods a week for one year. In this class simple material must be used, e.g., Hollis Dann, Books II, III; Progressive Music Series, Book I; Primary Melodies (Newton), Ginn & Company; Progressive Melodies (Baldwin), Ginn & Company. Harmouy (Elective) In such schools where there is the organization, the teachers, and where the students have had previous work enough, either in school or out, classes in harmony may be formed. These classes, since they require outside work to the same extent as other subjecfts, should be credited on the same basis. Appreciation (Elective) It is much better to have the appreciation course in which intensive work, including music form, history, biography, done as Junior and Senior subjects. In that case the students are more mature. The background received in •chorus and theory, with the incidental appreciation done in connection with them, makes the student better able to understand and comprehend the more mature thought and feeling of the music which should be the basis of tlie course. In all appreciation work great care and thought on the part of the teacher must be exercised in making preparation, in order that she may so guide the lesson that it will be one of passive listening only. The lesson must lead the students to intelligent listening in which they feel a participation. For 192 CouBSEs OF Study methods of procedure and projects that may be used, valuable suggestions may be found in Golden Treasury, Book I, issued by the School Research Department, Edison Music Research, 473 Fifth Avenue, New York City; Outlines of a Brief Study of Music Appreciation for. High School, Victor Talking Machine Company, Camden, N. J.; An Outline of Study for Public Schools Based on Columbia Graphophone Records, Educational Department, Columbia Graphophone Company, 1819 Broadway, New York City. As an aid and impetus to the acquaintance and use of the better music the Memory Music Contest has proved most valuable. It has been enthusiastically used in all parts of the country. Much detail, showing how the contests are usually conducted may be had by writing to the National Bureau for the Advancement of Music, 105 West 40th Street, New York City. BIBLIOGEAPHY It is impossible to give full bibliographies for all phases of the work. Suggestive lists are added. Musio Education Crane, Julia E.— Music Teachers' Manual. (Crane Institute, Potsdam,. N. Y.) Tapper, Thomas — The Music Supervisor. (Oliver Ditson Co.) Gehrkins, Karl — Essentials in Conducting. (Oliver Ditson Co.) Gehrkins, Karl — School Music Teaching. (C. C. Birchard & Co.) Farnsworth, Chas. — Hoio to Study M.usic. (Macmillan) Giddings, T. P. — Grammar School Mtisic. (Congdon) Trotter, York T. H. — The Making of Musicians. Tapper, Thomas — The Education of the Music Teacher. (Theodore Pressor) Syllabus for Secondary Schools. (New York State Education Department, Albany, N. Y.) Wodell — Choir and Chorus Conducting. (Presser) Coward — Choral Technique and Interpretation. (Novello) Dawson — The Voice of the Boy. (Barnes) Rix, Frank — Voice Training of Children. (Barnes) Howard, E. E. — The Child Voice in Singing. (Novello, Ewer & Co.) Curwen, J. Spencer — The Boy's Voice. (Curwen & Sons, London) Bates, James — Tlie Care and Use of the Voice. (Novello, Ewer & Co.) Orchestra and Band Mason, Daniel Gregory — The Orchestral Instruments, and What They Do. (Novello). Henderson — The Orchestra and Orchestral Music. (Scribner) Johnstone, A. E. — The Instruments of the Modern Orchestra. (Car! Fisher) Woods, Glen H. — School Orchestras and Bands. (Ginn & Co.) Coerne, L. A. — The Evolution of Modern Orchestration. (Macmillan) Lee, E. H.— TTie Story of the Symphony. (Scribner) Lake, M. Ij.—The American Band Arranger. (Carl Fischer) Gordon, L. M.—The Modern School Orchestra and Its Development. (Willis Music Co.) Report of Committee on Orchestra Selections. (Eastern Music Super- visors' Conference. Dr. Rebmann, Yonkers, N. Y.) Clappe — Wind Band. (Carl Fischer) High Schools of North Carolina 193 DlCTIONAKIES - Baker, Theodore— Biographical Dictionary of Music. (Schirmer) Elson—Mtisic Dictionary (Pocket Edition). (Oliver Ditson Co.) Groves — Dictionary of Music and Musicians. (Presser) Theory and Harmony MacConnell — Essentials in Musical Definitions. (Ditson) Gehrkins — Music Notation and Terminology. (Barnes) Maryott, U.—Miisical Essentials. (John Church) McLaughlin, J. M. — Elements and Notation of M,usic. (Ginn & Co.) Tapper, Thomas— First Year Musical Theory. (A. P. Schmidt) Tapper, Thomas — First Year Harmony. (A. P. Schmidt) Tapper, Thomas — Second-Year Harmony. (A. P. Schmidt) Leavitt, H. S. — Practical Lesson Plans in Harmony. (Ginn) Alchin, C. A. — Ear Training for Teacher and Pupil. (Ditson) Alchini C. K.—Amnied Harmony. (Lyon & Healy. Chicago) Alchin, C. A.— Tone Thinking and Ear Testing. (Lyon & Healy, Chicago) Robinson, F. W.—Au7-al Harmony. (Schirmer) Goetschins, Percy — The Theory and Practice of Tone Relations. (Schirmer) Goetschins, Vercj— Exercises in Melody Writing. (Schirmer) Bann, Hollis— CompZefe Manual for Teachers. (American Book Co.) Heacox, A. ^.—Ear Training. (Presser) Progressive Music Series — Teachers' Manual. (Silver Burdett & Co.) Matthews, Blanche— CZass work in Music (First Year). (Presser) History and Appreciation Hamilton, C. E. — Outlines of M.usic History. (Ditson) Pratt, Waldo S.— History of Music. (iSchirmer) Stanford and Forsyth — History of Music. (Macmillan) Tapper and Goetschins — Essentials in Music History. (Scribner) Krehbiel, H. E. — Hoio to Listen to Music. (Scribner) Faulkner, A. S.—Wliat We Hear in Music. (Victor Talking Machine Company) Victor Booii— Instruments of the Orchestra With Charts. (Victor Talk- ing Machine Company) Victor Book of Opera. (Victor Talking Machine Company) Streatfield — Life Stories of Great Composers. (Presser) Fryberger, Agnes M. — Listening Lessons in Music. (Silver Burdett Co.) Dickinson, Edward — The Educaton of a Music Lover. (Scribner) Hey ward — The Lesson in Appreciation. (Macmillan) Downes, Olin — The Lure of Music. (Harper & Bros.) MacPherson, Stewart — Mtisic and Its Aiypreciation. (Boston Music Co.) Gillman, La-\vrence — Phases of Modern Music. Parry, C. C. Ji.— Studies of Great Composers. (Routledge) Mason, Daniel Gregory — Romantic Composers. Mason, Daniel Gregory — Beethoven and His Forerunners. Mason, Daniel Gregory — A Child's Guide to Music. (The Century Co.) Mason, Daniel Gregory — Contemporary Composers. (Macmillan) Upton, George — The Standard Symphonies. (McClurg & Co.) Upton, George — The Standard Operas. (McClurg & Co.) 13 194 CouKSEs OF Study Upton, George — The Standard Oratories. (McClurg & Co.) Upton, George — The Standard Cantatas. (McClurg & Co.) Upton, George — The Standard Concert Guide. (McClurg & Co.) Scholes, F. A. — Listeners Guide to Music. (Oxford University Press) Parry, C. C. H. — The Evolution of the Art of Music. (D. Appleton) Henderson, W. J. — What is Good Music. (Chas. Scribner) Mason — From Grieg to Brahms. (Chas. Scribner) MacDowell — Historical and Critical Essays. (Schmidt) Musical Magazines and Newspapers School Mxisic (for Teacher). (Keokuk, Iowa) Musical Bulletin (free). (American Book Company) The Supervisors' Journal. (Published by National Supervisors Confer- ence. Edited by Oscar Bowen, University of Michigan, Ann Arbor, Micli.") Musical America (weekly). (501 Fifth Avenue, New York City) Musical Digest (weekly). (New York City) The Etude. (Theo. Pressev, Philadelphia) The M,usician. (Oliver Ditson Co., Boston) The Musical Courier. (New York City) The Musical Leader. (Chicago, 111.) The Musical Observer. (New York City) Musical Quarterly. (Schirmer, New York City) Music Education (Digest of Music News for School and College). (Edwin S. Barnes, Pawtucket, R. I.) Publishers C. C. Birchard & Co., 221 Columbus Avenue, Boston, Mass. American Book Company, 100 Washington Square, New York. Silver Burdett & Co., New York City. A. S. Barnes Publishing Co., New York City. H. W. Gray Co., 2 West 45th Street, New York City. Novello & Co., Ltd., 2 West 45th Street, New York City. Arthur P. Schmidt, Music Publisher, New York. Oliver Ditson, New York and Boston. Theodore Presser, 1712 Chestnut Street, Philadelphiaa. G. Schirmer, New York and Boston. Chas. Scribner's Sons, Fifth Avenue, New York City. Macmillan Publishing Co., New York City. Willis Music Co., Cincinnati, Ohio. M. Witmark, Music Publisher, New York City. A. C. McClurg, 330-352 Ohio Street, Chicago. Clayton Summy, Chicago. Publishers of Orchestra Music Especially Lyon & Healy, Chicago. John Church Co., New York City. Leo Feist, Feist Building, New York City. Emil Ascher, 1155 Broadway, New York City. Sam Fox & Co., Cleveland, Ohio. White-Smith Music Co., 62 Stanhope Street, Boston, Mass. J. W. Jenkins & Sons Co., Kansas City, Mo. J. W. Pepper & Son, 33d and Walnut Streets, Philadelphia. Willis Music Co., Cincinnati, Ohio. High Schools of I^orth Carolina 195 Orchestra Music for High Schools The School and Community Orchestra, Book I, Willis Music Co. The School and Community Orchestra, Book II. Willis Music Co. The Progressive Orchestra. Willis Music Co. The Fox Favorite Orchestra Folio. Sam Fox. Ditson's March Folio for Orchestra. Ditson. Carl Fischer's Concert Folio, No. 1. Carl Fischer's Concert Folio, No. 2. Beginners' Orchestra (very easy), McCosh. E. T. Root & Son, Chicago. Ditson Amateur Orchestra Folio. Oliver Ditson Co. Violin Ensemble (2, 3 and 4 violins vv^ith piano). M. Witmark. Three Little Symphonies (2 violins and piano). Dancla, Op. 109. Catalogue (2, 3, and 4 violins with piano). Fischer. Violin Ensemble (Hermann). Fisher. For supplementary list of graded materials consult: Glen Woods' School Orchestras and Bands. Report of Committee on Orchestra Selections of Eastern Music. Supervisors' Conference and Catalogues of Publishers. Material for High School Chorus Collectiot^s Laurel Songs for Juniors, Armitage. C. C. Birchard & Co. Laurel Music Reader, Tomlins. C. C. Birchard & Co. Laurel Song Book (difficult), Tomlins. C. C. Birchard & Co. Laurel Unison Songs, Armitage. C. C. Birchard & Co. School Song Book, McConathy. C. C. Birchard & Co. The Halcyon Song Book. Silver Burdett & Co. Songs Everyone Should Know, Johnson. American Book Co. Twice Fifty-five Community Songs. C. C. Birchard & Co. Glee and Chorus Book, McCollins. American Book Co. Junior Songs, Dann. American Book Co. Songs We Like to Sing, Alexander. Silver Burdett & Co. Standard Praise Book. C. C. Birchard & Co. School Hymnal, Dann. American Book Co. Art Songs for High Schools (difficult), Earhart. American Book Co. Standard Songs. C. C. Birchard & Co. Glee Clubs New Songs for Glee Clubs. Noble & Noble. New Songs for Male Quartette. Noble & Noble. Glee Club Songs for Both Boys' and Girls' Clubs. Fullerton & Gray, Cedar Falls, Iowa. Assembly Songs, Nos. I and II, Girls' Voices, Dann. Novello. Seminary Series, Vols. Ill and IV, Women's Voices. Schirmer. Ten Choruses (Women's Voices), Chapins. Boston Music Co. Commencement Trios (Unchanged Voices), Dann. American Book Co. Part Songs for Male Voices, Meyer. American Book Co. Part Songs for Female Voices, Meyer. American Book Co. High School Song Book (Boys' Voices), Zeiner. Macmillan. The Apollo Song Book (Boys' Voices). Ginn. High School Glee Clubs (Male Voices). J. S. Parks, York, Neb. Songs for High Schools and Colleges (Male Voices), Wood. B. F. Lent, Ithaca, N. Y. 196 Courses of Study Laurel Songs (Girls' Voices), Armitage. C. C. Birchard & Co. Part Songs for Girls' Voices, Shirley. American Book Co. Standard Songs (Boys' Voices). C. C. Birchard & Co. Christmas Music Christmas Carols, Tomlins. American Book Co. Christmas Carols and Hymns, Dann. American Book Co. Christmas Carols, Standard Songs No. 4. C. C. Birchard & Co. Christmas Carols, Bryant. American Book Co. Christmas Carols, Old and New, Father Finn. C. C. Birchard & Co. Works for High School The Holy City, Gaul. Gallia, Counod. Christmas Eve, Gade. Christmas Eve, Saint-Saens. Hear My Prayer, Mendelssohn. Hymn of Praise, Mendelssohn. The Rose Maiden, Cowen. The Building of the Ship, Lahee. The Wreck of the Hesperus, Anderton. Hero and Leander, Lloyd. The Mound Builders, Bliss. Ruth, Gaul. Contest of the Nations, Page. Tannhauser, arranged for High School, by C. C. Birchard & Co. Martha, arranged for High School, by C. C. Birchard & Co. Hiawatha's Wedding Feast, Coleridge-Taylor. Single Numbers (Unchanged Voice) Eighth-Grade Boys Tne Tinker's Chorus from Robin Hood. The Cooper's Song from Boccacio. The Storm Fiend, Hullah. Out on the Deep, Lohr. Anchored, Watson. The Bugler, Pinsuti. The Postillion, Molloy. Unchanged Voices (Two-part Songs) Lullaby, Beacon Series, 143. Sing On, Sweet Bird, Beacon Series, 13. Barcarolle, Beacon Series, 176. Jolly Winter, Beacon Series, 224. Beneath the Eaves, Beacon Series, 158. Merry June, Vincent, Laurel Octavo. Lullaby, Coda Series, 155. Swing Song, Coda Series, 230. Maybells and the Flowers; The Angel, Coda Series, 279. The Shower, Coda Series, 197. O Wert Thou in the Cauld Blast, Mendelssohn. High Schools of ISToeth Oaeolina 197 I Would That My Love, Mendelssohn. Blow, Soft Winds, Charles Vincent. When Life is Brightest, Pinsuti. Merry Dance, Molloy. Thkee-pakt Songs (Unchanged Voices) Voice of the Western Wind, Beacon Series, 77. Be Glad, Lass and Lad, Beacon Series, 181. Come, Gentle Sleep, Beacon Series, 194. The Water Nymphs, Coda Series, 286. The Happy Miller, Coda Series, 9. The Dance Invites Us, Coda Series, 152. O Pretty Red-Lipped Daisy, Coda Series, 232. Sweet May, Coda Series, 106. The Composer and the Street Band, Brahms. Dragon Flies, W. Bargel. "Lords and Ladies All are We," Thomas. Lullaby from Erminie, Jakabowski. The Minuet, Boccherini. Nursery Rhymes (Suite), A. F. M. Constance. Philomel, Nevin. Dame Cuckoo, Hiller. Cantatas (Unchanged Voices) The Garden of Flowers, Denza. H. W. Gray Co. King Rene's Daughter, Smart. H. W. Gray Co. The Lady of Shalott, Bendall. H. W. Gray Co. The Legend of Bregenz. H. W. Gray Co. Pan, Bliss. Willis Music Co. Hiawatha's Childhood, Whiteley. C. C. Birchard & Co. Bird Raptures, Nell Earhart. C. C. Birchard & Co. Night, Lovely Night, Bliss. Willis Music Co. Mandolins and Moonlight, Bliss. Willis Music Co. Toys of the Floating Island, Bliss. Willis Music Co. The Walrus and the Carpenter, Fletcher. Novello. A Midsummer Night, Bliss. John Church. FouE-PART Songs S. S. A. B. The Revel of the Leaves, Coda Series, 204. The Miller's Wooing, Coda Series, 240. Vacation Song, Coda Series, 268. Song of the Vikings, Coda Series, 100. Heaven and Earth Display, Coda Series, 162. Fairy Land Waltz, Coda Series, 165. S. A. T. B. Columbia, Beloved, Beacon Series, 193. Farewell to the Forest, Beacon Series, 39. Happy and Light, Coda Series, 44. Estudiantina, Lacombe, Laurel Octavo. Gypsy Life, Schumann, Laurel Octavo. 198 Courses of Study The Carnival, Rossini, Laurel Octavo. The Caravan, Pinsuti, Laurel Octavo. Jack Frost, Gaul, Laurel Octavo. Country Fair, Abt. Octavo. Spring Song, Pinsuti, Octavo. Blue Danube Waltzes, Strauss, Octavo. The Bridal Chorus, Cowen, Octavo. Triumphal March from Naaman, Costa, Octavo. Song of the Tritons, Molloy, Octavo. All Among the Barley, Sterling, Octavo. Daybreak, Eaton Faning. Song of the Vikings, Eaton Faning. The Skylark, Barnby. O Italia, Italia, Beloved, Donizetti. The Owl and the Pussy Cat, George Ingraham. May Day, Hadley. The Merry Miller, DeKoven. Now the Roll of Lively Drum, from the Daughter of the Regiment. Rustic Song, from Rob Roy. Come, Dorothy, Come, Swabian Folk Song. Fairy Song, Zimmerman. Bells of Aberdorey, Venables. The Bugler, Pinsuti. Male Quartettes The Aeronaut, Glen Woods. Bill of Fare, Zallner. Curriculum, Glen Woods. Just Caws (Cause), Bliss. Kentucky Babe, Geilul. A Little Dutch. Garden, Spross. A Picked Up Breakfast, Andrews. The Sweetest Flower that Blows, Hawley. Sweet Miss Maiy, Neidlinger. Dainty Dorothea, DeKoven. Toreador Song, from Carmen. The Old Woman in the Shoe, Wing. Song of the Armorer, Nevin. Doan You Cry, Ma Honey, Smith. A Mother Goose Tale, Flint. My Wild Irish Rose, Olcott. Tate, Woods. ;^ De Coppah Moon, Shelley. The Bugle Calls Away, Greely. . Sorrows of Werther, Lynes. Dry Yo Eyes, Landsberg. Lovely Night, Offenbach-Spiker. The Night Hath a Thousand Eyes, Nevin. Carry Me Back to Old Virginy, Bland-Perkin. Darkies, Wheeler. Marcheta, Schertizinger. High Schools of ISTorth Carolina 199 The above lists are merely suggestive. The following supplementary mate- rial is published. Each company issues a well-graded catalogue from which teachers may select and have sent on approval any amount desired. The most satisfactory way to find desirable music is to have quantities sent, in order that you may try it. What is suitable for one chorus or glee club may not be adapted to another. Beacon Series. Silver Burdett & Co. Coda Series. Ginn & Co. Laurel Octavo. C. C. Birchard & Co. Natural Music Leaflets. American Book Co. Stanhope Edition of School Music. White-Smith Publishing Co. Silver Song Series. Silver Burdett & Co. School Music Leaflets. P. C. Hayden, Keokuk, Iowa. Supplementary Music for Schools. Clayton Summey, Chicago. Willis School Songs. Willis Music Co. School Music Material. G. Schirmer. Education Music Bureau, Wabash Avenue, Chicago. LIST or STATE APPROVED TEXTBOOKS Cliorus Book^ Baldwin and Newton — Familiar Song Classics. (Ginn) Baldwin and Newton — Standard Song Classics. (Ginn) Chadwick-McConathy-Birge-Miessner — BooJc of Choruses. (Silver) David BispTiavi Song Book. (Winston) Earhart — Art Songs for High School. (American) Giddings and Newton — Junior Song and Chorus Book. (Ginn) Giddings — Standard Chorus Book. (Oliver Ditson Company) Mollis Dann — Junior Songs. (American) Hoover — Assembly Hymn and Song Collection. (Educational Music Bureau) Marshall — Halcyon Song Book. (Silver) McConathy School Song Book. (Birchard) Ne Collins — Glee and Chorus Book. (American) Parsons — High School Song Book. (Silver) Tomlins — Laurel Music Reader. (Birchard) Tomlins — Laurel Song Book. (Birchard) White — Lake High School Song Book. (Scott) Zeiner — High School Song Book, Revised. (Macmillan) Golden Book of Favorite Songs. (Hall) Grey Book of Favorite Songs. (Hall) High School Assembly Song Book. (Barnes) No. 1, Twice 55 Comrmmity Songs, (brown book). (Birchard) No. 2, Tivice 55 Covunu7iity Songs, (green book). (Birchard) Music Appreciation Faulkner — What We Hear in Music. (Victor Talking Machine Company) Hamilton — Music Appreciation. (Oliver Ditson Company) Moyer — Introduction to Music Appreciation. (Oliver Ditson Company) 200 Courses of Study Theory and Harmony Anderson — First Forty Lessons in Harmony. (Birchard) Anderson — Second Forty Lessons in Harmony. (Birchard) Gardner — Essentials of Miisic Theory. (Carl Fischer, Cooper Square, NeAV York) Heacox — Harmony for Ear, Eye, and Keyboard. (Oliver Ditson Company) 'Maryott— Essentials of Harmony. (Gamble Hinge Co., 67 E. Van Buren Street, Chicago, 111.) Tapper — First Year Harmony. Tapper — Second Year Harmony. Tapper — First Year Theory. Music History Cooke — Standard History of Music. (Theodore Presser Company, Phila- delphia, Pa.) Forsyth — Progressive History of Music. (Art Publication Society, St. Louis, Mo.) Hamilton — Outlines of Music History. (Oliver Ditson Company) Mathews — Popular History of Music. (John Church Company) Tapper and Goetichius — Essentials of Music History. (Scribner) FINE ARTS It is assumed that the high school art teacher is a person trained in art, as well as in education; therefore his course is given in outline without de- tails. Thus, the trained teacher is robbed neither of initiative nor of indi- viduality in method. With the exception of Art VI, this course is planned for every child — to develop him and to add to his general culture, with no intention of making an artist of him. Let instruction in art emphasize design rather than drawing. Creative power as well as power of expression is given opportunity to develop. Many exercises are provided for the students to employ in synthetic method the art principles: subordination, opposition, transition, rhythm, symmetry, balance, and proportion. After the student gathers his information from whatever sources and marshals his ideas together, he must use his individuality in expressing these ideas, and he must also make fine choices in order to cre- ate harmonies. There is strong conviction that cultivation comes only through exercise and that providing exercises is the best way to cultivate appreciation in this special field. Students are stimulated to thought by illustrative material. Discrimi- nating selection can be used in making a collection which has good but in- expensive examples of some of the Avorld's best painting, sculpture, archi- tecture, furniture, pottery, textiles, and lettering. Art I. For all students in grade 8. Two periods of 45 minutes each. 1. Color theory (hue, value, intensity). 2. Flower painting and flower composition. Study of Japanese brush- work. *3. Pattern design. *4. Block printing (surface pattern made with a design on 2-inch lino leum block. 5. Other problems in design. "See Note (*) following page. High Schools of North Carolina 201 6. Study of landscape by masters. "Spotting in" of landscapes in dark and light to discover the master's composition. 7. Landscape composition. 8. Designing of toys. 9. Pose drawing (costumed model). 10. Lettering (elementary with round nib pen). 11. Simple perspective (cylindrical, one-point, and tw^o-point). 12. Notebook (notes, choice magazine cuts, picture studies). Medium — charcoal, water color, ink, crayon, linoleum blocks. *In teaching design particularly in numhers 3 and 4 above, the following aims should be stressed: (1) To give our manufactured products a distinctive place among the products of the world. (2) To work for better quality in design. (3) To train in invention and imagination. (4) To create art in America reflecting American ideals. (5) To teach the fundamental principles and essentials of good design and their application to practical problems. Trade Studies: Textiles— printed silks, cottons and cretonnes, tapestry, carpets and rugs, furniture, wall paper, and paintings. Application— 'by stencil, wood block, etc. Materials studied in relation to one another; in relation to general schemes of color, as in the various rooms of the home, in the garden, in dress. Art II. For all girls in Grade 9. Two periods of 45 minutes each. 1. Color theory, reviewed with addition of warm and cool colors and complements. Water color or tempera. 2. Cast and flgure drawing (elementary). 3. Drawing of still life, stressing dark and light. Charcoal. 4'. Design of pottery forms. Study of fine and local pottery. 5. Design of border, using Coptic or Peruvian motifs. e' Design of iron gate, illustrating subordination to an axis. (Study of old Spanish and Colonial wrought iron.) 7. Lettering (festival cards, monograms, illumination). 8. Study of great portraits. 9. Notebooks (notes, choice magazine cuts, picture studies). Before students are eligible for Art III, IV, V, or VI, they must have had Art I and II. Art III. Costume Design and Interior Decoration. Five periods a week, one point credit. Required of Home Economics girls in tenth year, elective with others of Senior High School. Costume Design 1. Color theory. 2. Textile design. 3. Study of the human figure (straight front and turned — built up from the bony structure on ovals). 4. Study of the history of costume through the Primitive, Egyptian, Asi- atic, Greek, Roman, Byzantine, and Renaissance periods. Study of both cultural and vocational aspects for appreciation. 202 Courses of Study 5. Designing of practical styles in relation to individuals, locations, and occasions. 6. Some study of methods of decorating materials — tie dyeing, block printing, stenciling, and batik. Interior Decoration 1. House plans. 2. Elevation drawings in color. Wall elevations for type rooms, with arrangement of furniture. 3. Design of borders. Notan and color. 4. Study and design of rugs (oriental and domestic). 5. Design of wall paper patterns in color. 6. Making of print and tapestry patterns. Study of Colonial Coverlets. 7. Study of backgrounds, floors, floor-coverings, curtains, placing of fur- niture, and hanging of pictures. 8. Study of period furnishings and their adaption to modern use, for art appreciation. There is splendid opportunity for this class to serve the school by design- ing the costumes for plays and pageants, and by making the decorations for school functions. Art IV. Commercial Design. Five periods, one point credit. Elective in Senior High School. Recommended for students of Commercial Department or of Industrial Arts Department. Required of the art staffs of the school publications. 1. Line, dark and light, and color applied to; poster making, textile de- sign, advertising, bookmaking, stage settings, festivals or pageants. 2. Special emphasis on lettering — beauty of form, legibility, style of let- ters, type faces, title pages, page spacing, page decoration, florets, illumination. 3. Design of bookplates. 4. (Study of old manuscripts. 5. Correlations made with printing in the school print shop. 6. Printing of Christmas cards and textiles on handpress with designs from linoleum blocks. 7. Designing and cutting of linoleum blocks for school weekly and annual. The class taking this course can render its school a distinct service by handling all advertising matter for plays, pageants, banquets, and other en- tertainments; and by making linoleum cuts, headings, tail-pieces, illustra- tions, and page arrangements for the school weekly and annual. The com- munity too can be served by posters for church affairs, for bazaars, by windov/ arrangements for stores, by making street signs, etc. However, it will take a careful sense of proportion in the instructor to prevent overdoing some one phase of the course to the neglect of the rest. Art V. Art Appreciation and History of Art. Five periods for one semester. One-half point credit. This course with one semester of Music Appreciation gives one point credit toward graduation. Elective in Senior High School. A study of painting, architecture, furniture, textiles, sculpture, gardens, interiors, and pettery will be made in the following: Egyptian (including Coptic), Greek, Roman, Mohammedan, Oriental, Gothic, English, and Ameri- can Indian Art. High Schools of J^okth Caeolina 203 There will be lectures illustrated with lantern slides from the Metropolitan Museum and other galleries. If there were a suitable text on Art History for high school students, it is advisable to use one. Art VI. Freehand Drawing and Sketching. Five Periods a week, one point credit. This course intended for those stu- dents who expect to major in art and who have need for and time to get first hand information. Elective in Senior High School. Aims: To learn to appreciate the beauty in nature and in the human form; to train in expression, composition, and art judgment. I. Landscape. Outdoor sketching. Two types of sketching: (a) Quick sketch to develop pupils power of rapid delineation. (b) Carefully drawn freehand sketch, showing all details of construction, form, and technique. Decorative nature work in design. Application — panels for screens, mural decoration, furniture, etc. II. Figure drawing. (a) Study given to the construction and action of the figures. (b) Use of the figure in composition. (c) Study of illustration, both book and magazine. INDEX Page Agriculture 161 Agriculture Textbooks 169 Algebra Ill Ancient and Mediaeval History 66 Apparatus for Science Teaching 127, 140, 146, 152 Arithmetic 110 Biology 130 Biology Textbooks 141 Books for Home Reading 32, 33 Chemistry 147 Chemistry Textbooks 154 Civics, Community 50 Commercial Education 183 Commercial Education Textbooks , 185 Composition 15, 20 English - 9 English Textbooks 44 European History, Modern 65 Fine Arts 200 French 94 General Science 122 General Science Textbooks 129 Geography 155 Geography Textbooks 158 German 104 History of the United States 69 Home Economics 159 Home Economics Textbooks 170 Industrial Arts 171 Introduction 7 Latin 81 Literature 23, 25, 28, 31 Mathematics 106 Mathematics Textbooks 112 Manual Arts Textbooks 170 Modern Languages 94 Music - 186 Mvislc Textbooks 199 Preface 5 Physics 141 Physics Textbooks 147 Science 115 Social Sciences, The 48 Social Science Reference Books 78 Social Science Textbooks 79 Spanish 100 Trades and Industries 167 Visual Instruction 121 Vocational Education 159 Vocational Guidance 180 This book may be kept out one month unless a recall notice is sent to you. It must be brought to the North Carolina Collection (in Wilson Library) for renewal.