STATE OF MONTANA DEPARTMENT OF PUBLIC INSTRUCTION COURSES OF STUDY FOR ACCREDITED HIGH SCHOOLS AUTHORIZED BY STATE BOARD OF EDUCATION PREPARED BY G. A. KETCHAM, DEPUTY SUPERINTENDENT OF PUBLIC INSTRUCTION 1912 SS - STATE. OF MONTANA DEPARTMENT OF PUBLIC INSTRUCTION C@URoc Ss OF STUDY FOR ACCREDITED HIGH SCHOOLS AUTHORIZED BY STATE BOARD OF EDUCATION PREPARED BY G. A. KETCHAM, DEPUTY SUPERINTENDENT OF PUBLIC INSTRUCTION 1912 “INDEPENDENT PUBLISHING COMPANY, HELENA, MONTANA? jig OAS fig aaa wa aoa ee eS — WAG e_ INTRODUCTORY NOTE. The state course of study for elementary grades met with so much favor that the department was constantly in receipt of requests for a course of study for High Schools. Finally the demand became so great that I was asked to pre- pare courses and submit them to the State Board of Education for approval. The courses of study presented herewith and the accompanying suggestions are not intended to be iron-clad, but the idea is to standardize the work of the High Schools without attempting to dictate. No manual can expect to meet the approval of all the widely varying ideas of super- intendents, principals, and teachers. It is hoped that the man- ual will be of assistance to new high schools particularly and that it will help in standardizing the work of the older high schools. It may, at least, be regarded as indicating in a gen- eral way what will be considered as satisfactory work for Mon- tana accredited high schools. The preparation of the manual was undertaken at the urgent suggestion of State Superintendent W. E. Harmon, and would probably have been given up at several stages of its develop- ment had it not been for his encouragement. - Acknowledge- ment is due to many teachers in Montana high schools for advice and suggestions. Much assistance was also derived from state manuals published in other states. The portion of the manual dealing with the Agricultural course was con- tributed entire by Principal L. R. Foote of the Beaverhead County High School. This part of the manual is likely to prove the most valuable of all. Respectfully submitted, G. A. KETCHAM, Deputy Superintendent of Public Instruction. SUGGESTED PROGRAM OF STUDIES FOR HIGH SCHOOLS OF Year I. Semester I. MONTANA. Classical. Scientific. English. Latin 5. English 5. English 5. English 5. Algebra 5. Algebra 5. Algebra 5. Greek History 5. |Greek History 5. Greek History 5. |Physical Geo- Physical Geo- graphy graphy 5. Public Speaking 1. Semester Il. Latin 5. English 5. Algebra 65. Public Speaking 1. Roman History 5. Public Speaking 1. Public Speaking 1. English 5. Algebra 5. Roman History 5. Physical Geo- graphy 5. Public Speaking 1. English 5. Algebra 5. Roman History 5. Physical Geo- graphy 5. Public Speaking 1. Year Il. Semester I. | Latin 5. English 6. Medieval His— tory 5 or German i5, French i5. | Public Speaking 1. or ‘Plane Geometry 5. English 5. Plane Geometry 5. German i5, French ib. Public Speaking 1. Choose One: Medieval His— tory, bi. Biology 5. Botany 5. Zoology 5. or English 5. Plane Geometry 5. or Commercial Arithmetic 5. Public Speaking 1. Choose Two: German i5, or French i5. ; Medieval His—- tory 5. Biology 5. Botany 5. Zoology 5. Latin 5. Semester II. |English 5. .|Plane Geometry 5. Modern History 5, or German i5, or French id. Public Speaking 1. Latin 5. Year -Ill. English 5. Physics 65, .or Semester I. English 5. History 5, or Economics 5. German i5, or French i5. or German ii5, or French ii5. Public Speaking 1. English 5. Plane Geometry 5. German i5, French i5. Public Speaking 1. Choose One: or English 5. Plane Geometry 5, or Commer— cial Arithme— tic .5. Public Speaking 1. Medieval His— Choose Two: tory 5. German i5, or Biology 5. French i5. Botany 5. Modern History 5. Zoology 5. Biology 5. Botany 5. Zoology 5. German iid, or English 5. French iid. Physics 5. English 5. Advanced Alge- Physics 5. bra_5, “or Public Speaking 1. . Choose One: Advanced Alge— brae5. English His— tory 5 Economics 5. Bookkeeping ie Public Speaking 1. Choose One. German i5, or French i5. German ii5, or French _ ii5. English His— tory Economies 5. i Classical. Scientific. English. Latin 5. German ii5, or English 5. Semester II. ./English 5. French iid. Physics 5. Physies. 5, or English 65. Advanced Alge-— English. -hysics 5. bra 5, or History 5, or Public Speaking 1. Bookkeeping 5. Economics 5. Choose One: Public Speaking 1. German i5, or Advanced Alge— Choose One: French i5, bra 5. German id, or or English MHis-— French i5, German ii5, or tory 6. or French iid. Economics 5. German iid, or Public Speaking 1. French iid. English His— tory 5. Economics 5. Latin 5. German ii5, or English 65. Year IV. English 5. or French iid. Chemistry 5. j;\United States English 5. Ua S-. -Ristory Semester |. History and U. 8. History: and Civics 5. Civies 5. and Civics 5. |Public Speaking 1. Public Speaking 1. |Public Speaking 1. | Choose One: S Choose One: Choose One: German ii5, or German ii5, or Chemistry 5. | French #75, or French ii5. Solid Geometry 5.\German iii5, or German iii5, or French iii5. French iii5. Solid Geometry. 5. Chemistry 5. ; Solid Geometry 5. Latin 5. German iii5, or English 5. Semester Il. English 5. French iii5, Chemistry 5. W.. SS. Mistory. U. SS. History and Civics 5. Public Speaking 1. Choose One: German ii5. or French ii5, or German French iii5. Chemistry 5. Trigonometry 5. iid, or English 5. ress. LiStory and Civics 5. Public Speaking 1. Choose One: Chemistry 5. Trigonometry 5. and Civics 5. Public Speaking 1. Choose One: German ii5, or French iid. German iii5, or French iii5. Solid Geometry 5. 7 oe SUGGESTED PROGRAM OF STUDIES FOR HIGH SCHOOLS OF MONTANA. Commercial. Manual Training. |Domestic Science. : Algebra 65. Algebra 5. Algebra 5. Year |. English 5. Finglish 5. Finglish 5. Greek History 5. |Bench Work 8. Sewing 3. Semester I. Physical Geo- Freehand and Freehand Draw- graphy 6. Mechanical fh) SNe ae. Public Speaking’ 1. Drawing 2. Physical Geo- Public Speaking 1. graph 65. Physical Geo- Public Speaking 1. graphy 5, or Agriculture 5. Algebra 5. Algebra 5. Semester Il. English 5. English 5. Roman History 5./Bench Work 8. Physical Geo- Freehand . and graphy 5, Mechanical SAME. Public Speaking 1. Drawing 2. . Public Speaking 1. Physical Geo- graphy 5, or Agriculture 5. Public Speaking 1. |Plane Geometry 5./BEnglish 5. Year Il. Commercial ‘|Einglish 5. German i5, or | Arithmetic 5. Cabinet Work or French i6. Semester 1. |Business Eng- Lathe 3. Freehand Draw- lish: °6._ Mechanical ing 2. (German 5, or Drawing 2. Cooking 3. Medieval His-— Public Speaking 1. |Greek His— tony 5: Choose One: tory 5. Choose One: Medieval His— Public Speak— Plane Geometry 5.| tory 5. ing 1. Biology 5. German i5, or Botany 5. French ib. Zoology 5. Botany 5. Zoology 5. Biology 5. Commercial Plane Geometry 5.\English 5. Semester Il. Arithmetic 5. English 5. Germna i5, or Business Eng- Cabinet Work or |French ib. lish) 5s. Lathe 3. Freehand Draw- German 5, or Mechanical ing 2. Modern History 5.; Drawing 2. Cooking 3. Choose One: Public Speaking 1. |Roman History 5. Plane Geometry 5. Choose One: Public Speaking 1. Biology 5. Modern His-— Botany 5. tory 5: Zoology 5. German i5, or Public Speaking 1. French i5. ~ |Botany ~5. Zoology 5. Biology 5. Commercial. Manual Training.|Domestic Science. English 5. English 5. English 5. Year Ill. German ii5, or Mechanical Draw-/German ii5, or Economies 5. ing. 2. French ii5. Semester I. Bookkeeping 5. Iron working or Applied Design 2. Stenography and Advanced Wood)Domestie Art 3. Typewriting 5. Working 3. English His— Public Speaking 1. |Physics 5. LOGY A os, (OL Public Speaking li. |Hconomics 5. Choose One: Public Speaking 1. Bookkeeping 5. Advanced Alge— bra 5. Heonomics 5. German i5, or French i5. German ii5, or French ii5. English 45. Semester Il. German ii5, or Economics 5. Bookkeeping 5. SAME. SAME. Stenography and Typewriting 5. Public Speaking 1. Bookkeeping 5. Public Speaking 1. |English 5. . Year IV. Stenography ‘and |Hnglish 5. German iii5, or Typewriting 5. |U. S. History French iii5. Semester I. U. S. BMistory: and ‘Civies 5: iW. S.i, History and* Civics':,'5. Mechanical anda Civics > Or, Commercial Drawing 2. Chemistry 5. Geography 5. Machine Shop, or|Applied Design 2. Public Speaking 1. Advanced Wood!)Domestic Working 3. Science 3. Choose One: Public Speaking 1. Chemistry 5. Solid Geometry 5. German ii5, or French ii5. German iii5, or French iid. Same except Com-|Same except Trig- Semester Il. mercial Law in| onometry in place of Com-| place of Solid) SAME. mercial Geo-| Geometry. graphy. One hundred and _ sixty-eight credits are required for graduation. See note concerning music and drawing. A credit is one recitation per week for a semester. Roman numer- als indicate the year of course; Arabic numerals, number of reci- tations per week. ft «NE NOTES ON THE SUGGESTED PROGRAM OF STUDIES. 1. Biology, if properly taught should furnish a strong in- centive toward right living in particularly just those ways in which the High School freshman is likely to go astray. More- over in that year more students are reached than could be reached in any other, Biology is not as good an introductory science as Physical Geography, but it is believed that the above con- dition more than offsets that fact. : 2. Science teachers are divided into two pretty equal fac- tions on the question of the precedence of Physics or Chemistry in the course. My own study and observation lead me to agree with those who believe that Physics should precede Chemistry. 3. German teachers are well agreed that the third year’s work in German is worth very nearly as much as the other two combined. Language teachers in general hold that three years’ work in one language is to be preferred to four years in two 4. The course as outlined makes no provision for French. It’s place is decidedly unsettled in my own mind unless it is to stand simply as an alternative to German. It should, of course, be offered in the larger High Schools for the benefit of students who wish to make some particular use of it. 5. Probably the most unusual feature of the course is the year of Advanced Algera in place of the half year commonly taught. The tendency among the high schools is, however, in this direction, a number of the strongest High Schools in the United States, having made the change several years ago. It should be elective and urged only upon students who ex- pect to make special use of their mathematics. Several years ago several of the chief technical schools of the United States and Engineering Departments of various universities ceased giving credit for high school algebra on the ground that stu- dents were not sufficiently prepared. I believe mathematics teachers are practically a unit in approving the year’s course. 6. Perhaps it would be well to substitute a course in ad- vance Arithmetic in place of the course in Trigonometry or at least to offer it as a substitute. 7. Schools desiring to add music or drawing to the first two years of the Classical, Scientific, English and Commercial courses should provide for two recitations per week and the == time be taken from some other subject or subjects in the course. 8. The State Board of Indiana, following the recom- mendation of the N. E. A., adopted in the report of the Com- mittee on Articulation of High School and College, has recent- ly adopted a course for certified High Schools making it pos- sible for a student to graduate with no mathematics, whatever. Perhaps the time has not yet arrived for such action in Mon- tana. 9g. The course in Agriculture has been prepared under the direction of Prin. L. R. Foote of Dillon. Mr. Foote has been working on the problem longer and more successfully than any one else in the state. His course has been criticised because it is too full, attempts too much, or as Prof. Cooley says, “Takes itself too seriously.” I wish to make two suggestions as to this criticism, the only one, I believe likely to be offered. First—The course in Agriculture in the High School can be defended only upon the ground of its social value in turning young people away from the shop and office and back to the farm—or upon the ground of its practical value to those who follow Agriculture as a profession. In order to accomplish either of these pur- poses the work offered must be fully equal both in quality and quantity to that of any other subject in the course. Second—The course has been worked out in great detail because of the present general confusion existing in the minds of teachers and principals with reference to its proper content and method. It is intended to be fully suggestive for all Montana conditions, each school being left to select the course best fitted to its environment and emphasize those phases of these courses which ate of especial local significance. 10. I believe the course in Agriculture will be the most valuable part of the manual. The ordinary High School sub- jects have been pretty thoroughly worked out and are in _ general in charge of teachers who are themselves critical stu- dents of their work with well grounded ideas both as to content and as to method. For such teachers the outlines of work herewith given are without significance while one complete one would simply arouse debate, unless laid down as abiter dicta, unquestionably an unwise proceeding.» The best thing to do, therefore, seems to be to furnish a few generally accepted —10— suggestions as to method and content. This has the advantage of furnishing an incentive to the weak teacher while leaving the strong teacher free to pursue his own aims and methods and to modify the content to suit his purposes. 11. Economics as an independent subject in the High School Course is beginning to recover from the period of de- pression following the report of the Committee of Ten. The conditions which produced that report,—lack of the proper texts, adequately prepared teachers and library recaourses,— have now been removed in our better schools. An attempt has been meanwhile made through the course in History to bridge the well-recognized gap created by the omission. The remedy has not been sufficient. The predominating and constantly increasing economic aspect of society’s chief problems make it extremely desirable that High School students have their atten- tion very definitely directed to them and be furnished with sound principles for study and criticism. ENGLISH. The Paramount Subject. It is generally admitted that of all subjects taught in the High School the study of the mother tongue is the most im- portant. Whether one is to lead a life of ease or of practical every day work, an effective knowledge of his own language and literature is equally desirable. Three Fold Purpose. The High School course in English has three purposes: First, to develop the ability to write and speak good English; second, to develop the capacity and desire to read and appre- ciate good English; third, to give the student a knowledge of the most important facts and tendencies in the History of ‘English Literature. The first is the most important and in practice almost inseparable from the second, while the third naturally accompanies both. Suggestions. For the accomplishment of the first purpose it is necessary that students be given practice in both written and oral compo- sition throughout the High School course. Subjects for themes should be taken, especially in earlier years, from the pupil’s own experience; or, at least from topics upon which he may easily acquire first hand information. Avoid bookish or pedantic topics. The second purpose of the English course is best reached by requiring students to read good English. Great care must be exercised to ‘choose reading that is suited to the age, ability, and taste of the majority of the class. Poor judgment on the part of the teacher in the selection of material may alienate the interest of a whole class in the entire field of good literature. For this reason the High Schools welcome the wider opportun- ity for choice now offered by the “Requirements for College Entrance in English.” The reading, moreover, must be for the sake of pleasure, not for the sake of analysis. Teachers must not with their classes analyze details so closely as to obscure the beauty of the whole. This has been one of the chief faults in the teaching of High School English. During the last two years a text-book in the History of English Literature should be used and the classics read should correlate with the work in the text. Thus the History illumi- nates the classics and the classics lead reality to the History. The emphasis should be placed upon the growth and develop- ment of the great movements of English Literature not upon the details of individual lives. American Literature. American Literature must not be ignored. The. teacher may require books for outside reading and report to be chosen from this field and may devote some time to study of its his- tory by means of class room talks by the teacher and reports on reference reading by the students. It is not, however, deemed desirable to offer a separate course in the subject. Responsibility for Results. The responsibility for the results of the High School course in English can not be said to rest solely with the English teachers. The same standards that are applied by the English teachers to an English theme or recitation should be applied by all teachers, of whatever department, to the work of their classes. There is no place in the High School for the teacher who uses slovenly English or who accepts its use by his stu- dents. Many High Schools have .a splendid opportunity for improvement in the line of this suggestion. Criticism of Themes. All criticisms of themes, whether written or oral, should be of the constructive type. The purpose should be to discover and encourage whatever is good, characteristic and individual in the pupil’s work and so to direct it as to bring it to its full- est and best expression. Criticism that merely points out de- fects is disheartening to pupils, particularly in the first years of High School. Personal Conferences. In no other subject is personal conference with the pupils so invaluable. It furnishes opportunity for the development of individuality in the pupil which can be found in no other way. At this time, too, the teacher may follow up his criticisms, see. that they are understood and insist upon their being put into use. It is the duty of the Principals, Superintendents, and Boards to arrange the work of English teachers in considera- tion of the large proportion of it which must be done outside of class room hours. Arrangement of Work. _ The introduction to “Foundation English’ by MacDonald, Benjamin H. Sanborn and Company, has some excellent sug- gestions to teachers as to the arrangement of work. Reading Aloud. While the English course in the High School cannot under- take to do the work of a course in Public Speaking, students should, nevertheless, be frequently called upon to read portions of the assigned lessons aloud, and every effort should be made, ' within the time available, to produce fluent, intelligent readers.’ Ethical Aims, English offers to the teacher greater opportunity than any other subject to develop the ethical instincts of boys and girls and to impress the great lessons of morality. The teacher who fails to make the most of this phase of her work fails altogether. Outside Reading. . Most boys and girls of High School age do more or less reading in addition to that required by their regular High School courses. Here is an educational force which should be guided and utilized by the school. Accordingly it is advised that fixed requirements be made for each year both as to the amount and kind of reading to be done. For the first two years 500 pages each semester and for the last 750 pages, each semester are perhaps reasonable and wise requirements. It should likewise be required that at least one half the reading be non-fiction. The appended lists with few exceptions are those adopted for the High Schools of Seattle: AMeOtiOUISe "May tot ide. hee ee Little Women. PreOeteIOUISE: “Mayr ace ou.ce eres ecceleus Old Fashioned Girl. PIcoOUnOUise:” Mayo. cass ek eee ee s Spinning Wheel Stories. Avdneh-Thomas. Bailey~ ..2..52.2.%% Marjorie Daw. AUNT AINE S) LUANG. Me ere Sccla ec scale o wine Aftermath. Alien, James Lane... 2.2.02 .:,. ... Kentucky Cardinal. ATICHAIDCS TGANC he.o eee as cits Cele es The Choir Invisible. PWC enraAmMeOS ANE: socnte bes ss ce es The Flute and the Violin. Andrews, Mary Shipman ........... Bob and the Guides. /» Andrews, Mary Shipman ......:.... The Perfect Tribute. PANE DMO ON Wty csc 8 ot nets te tera iane ote eter Days of Bruce. PMN ec acchewsrarky, cic ‘is ols sve ¢ die. o"tiere.e one ln si stabs Arabian Nights. Barre, James Matthew i. .... 0... A Window in Thrums. Barrie, James Matthew ............ Sentimental Tommy. Barrie, James Matthew Brown, Dr. John Brown, Dr. John Biackmore, Richard Bulwer Lytton Bulwer Lytton Cable, George Washington Cable, George Washington Chambers, Robert Williams Churchill, Winston Cooper, James Fennimore .Cooper, James Fennimore Cooper, James Fennimore Cooper, James Fennimore Cooper, James Fennimore Cooper, James Fennimore Cooper, James Fennimore Cooper, James Fennimore Defoe, Daniel’ 405.08. see toe econ De Morgan, william F. De Morgan, William F. Dickens, Charles Dickens, Charles Dickens, Charles Dickens, Charles Dickens, Charles Dickens, Charles sickens, Charles Eggleston, Edward Eliot, George Eliot, George Ewing, Juliana Horatia Ewing, Juliana Horatia dikep. dee keliuale W haw Wat tor iaey Oa meri nie ymbitot Fraser, Mrs. Hugh Krederick, “Herold™ fais eat eee Gaskell, Elizabeth Cleghorn Gordon, Charles William Hale, Edward Everett Hale, Edward Everett O° 0 ©.0'@ 0.070 6.66 6 @ 0.60 Oye © mivinial si-c- oss) cna whesd) ss) 06 © ee ©).6: 6 enn, © (2) wire ‘ete: /@,'s)8'0 10 e018 Wy rece tae SCs i Cy ue 6s) 6 cb. 506) siege) 6 ie ee see ewww ene Srokeise,b 10 ee. ene. io $ ea © © 00 9.9) viele ele) sre Je). ¢ ,0Le ee eee eee wee eee ew eee ©) 0 0, 00,0 -< Slew le 6 «0 6 0 Cee ofeie eo, 6 ie one) 0 6) 96 alee 2 0)1@ 1614) 0B) @) 16 e a) eee) eer ete. ve oleic ‘se 0.0 v, © (0.18 ayo iex.¢: 6 exehenes™ 7 eC 6/0) ai ieee ial oie eC ey whee Ty OD <' le 0:6 eee fo ae, a6 of 4's, 8 80 wee hia 0.0 6 16.0 6.616 £658 10 © © 9 Ole 6 wo 68 10 «6 eo 16 © e506 © we ee eefa ties 2 0s 6 'e jee os, © (8.6) 613181 1h 19 .0\'6 6 .6h0) 8 one Aneto. 9 © Cleese © 0 -e.0/.s) e028) e ©) Shee 0 © 6 (00.10, 0 6 bef 84.0 © ee Ce ed Ce jn a spas 6 600) «jee O/ 8 9.'0. 18 016000) '@ 6 <6 | CUE Pe Onn bce js, hee ei ene es «© @)w re eletelosaie ele ode 2 pe ee Retele dete: o @ 0.0 16 2 656 Seite = 0 '0 60 OneRe ule) Cheuels) eways) 1s ie Sdis O00 'e 16 Hart, Bret Hawthorne, Hawthorne, Hawthorne, Hawthorne, Nathaniel Hawthorne, Nathaniel Howells, William Dean Howells, William Dean CC ee er ey ‘Nathaniel Nathaniel Nathaniel Pa RC eee er eC Cet at a ee eg pe jey'sge b) 6 6. oe 6 (0 ©) afeee; 6 jer aeete 6 \e CCR Yak Yr ee Yet est aC ear) Rab and His Friends. The Little Minister. Marjorie Flemming. Lorna Doone. Harold. Last Days of Pompeii. Creole Days. Dr. Sevier. Cardigan. huichard Carvel. The Deerslayer. Afoot and Ashore. ‘rhe Pathfinder. Pilot. The Pioneers. Prairie. The Spy. The Two Admirals. Robinson Crusoe. Alice for Short. Joseph Vance. Christmas Stories. Dombey and Son. Great Expectations. Nicholas Nickleby. Old Curiosity Shop. Oliver Twist. The Christmas Carol, The Hoosier Schoolmaster. Mill on the Floss. Scenes from a Clerical Life. Jan of the Windmill. Six to Sixteen. Little Shepherd of Kingdom Come. In the Fear of the Lord. In the Valley. Cranford. The Sky Pilot. Back to Back. Stories of War. Stories of the Sea. The Man Without a Country. The Luck of Roaring Camp. Rappaccini’s Daughter. Tanglewood Tales. The Snow Image. The Wonder Book. Twice Told Tales. A Traveler from Altruria. The Lady of the Wroustock. BS Re Semel MOIS was lwne. oa cgrievedetls Weseintein « Tom Brown at Oxford. SMO MONO a eet ees vs!\0. 0) coc attope ha. eens Mola SeXe, aster tt sere Tom Brown’s School Days. EEE OMe LCLOL SMALLER ies. ~)-ceresk. « choaede cin Les Miserables. waemson, Elalem Haunt oc. aii. cts. Ramona. DENOLESN WANua OUNCE, folk ie tideeiee Soeuss od 4 Country Doctor. PEELE DO ara! OIMee el. Ute atte os Betty Leicester. MEWELE. SAPO OMNES cies alse eS ties Tales of New England. PPS LEV ECM ATTICS”. a ofetsielile-4 occbeleaa, 6 oi Hereward the Wake. Peeve OHATIOS os. soo. scgesccuenmogsne= Westward Ho! SPEDE EDUC ALC - 5a steve ace @ ocaieie oie fete Captains Courageous. PROMOTE ECU YVALC. cloc acceso c.eveles oo Gs s Indian Tales. PROLIANT Sw ERIE VAT. ole wie oe @ ocevs upto eo eee Kim. ESA eE EU IIOV ALO ccgec cre « cio1s tage: cucgeree Puck of Pook’s Hill. ULI SP RUC VATA: 6 o.eccc. «one 0 se ate, siefe es The Jungle Books. Lamb, Charles and Mary. ........... Adventures of Ulysses. amp, Charles and Mary <..... a0... Tales from Shakespeare. HEMGTYCL(OIMN LC Kea fait os ong doco! so a 0.4, 5a. sgotent The Call of the Wild. Wialonyee sit TROMAS 2... sises.s00 6 3° Morte d’Arthur. MIU TA mae AN TT CL ctr crs bea! o apsieris, aie cyeeveyes Bob, Son of Battle. Ouide (Louise de la Ramee) ....... The Dog of Flanders. Phelps, -Hlizabeth Stuart, ............ The Madonna of the Tubs. 6 oo Oa eC LC Git EG ARICA RCE: OCICS ean re gee Kenilworth. ECO MU MESTE ME VAL LOT on Mis, 6, ose 'eqiice oy cro ee: eysueue « Old Mortality. DCO MLE VVIRIUCT 20s Aerie. «oc ahaalele auere et Rob Roy. ESCO MMPI VVIEULLOT © wis chav che.sTstace. aoe'aveyeiS-> = Tales of a Grandfather. COMP SIDE WIAITGL Geccs 0 tee ers a c-0d ac, m The Abbott. PICONET Mm VVIAILOR: ssieusiaue suayors ts oacgs0s The Heart of ‘Midlothian. COUPE STGPONVIAILET Science Sketches. Ti, TR ICIEES oR eae ae ee oe a The Story of My Life. SCN eat LT GIOTY yn to; sete. scat siete wnterwsuets eae ss The World I Live in. ASIN Vee OMALTCS) occ cuss see bee Sates Greek Heroes. WE a Tia D eH ATUGS 17:2 foi siciereter eniceace svejslals = 5 Dissertation on Roast Pig. eT Re ATS ci creasteestccerecsale eine etic’ a. Essays of Blia. TED pCO NRT Side cis or evar! ocevare: 78, guahityenrene os Praise of a Chimney Sweep. Pea IMM AMIE OLOLTY OV atu, Sc, avasel oinyecialond Musee StS .« Boy’s Froissart. ME TES LOTUS opolcge whdccwtelea W ais'dveus sO Boy’s King Arthur. Lord Aveburg, John Lubbock ......£ Ants, Bees and Wasps. Lowell, James Russell ~............. Fireside Travels. Lowell, James: Russell ............. My Study Windows. Macauley, Thomas Babington ...... ie on Clife, Hastings, Bunya, = 1tt eiWareriinck, Maurite sHTANCIS wee seen eee iets The Oregon Trail. PIUGATCI wanes ore cshche ate eke ee lererehereneiorsuene Lives. Prescott, William Hinkling ......... Conquest of Mexico. Prescott, William Hinkling ......... Conquest of Peru. Ruigy J BCOD certegsuecsteteaenslereistrertetoreme ements The Making of an American. Rotte= Willignred Ames sve creer e Boyhood of Shakespeare. ROOSEVOLE, UHCO DOPE « aveichere sateen cttiencre Hero Stories from American History. Roosevelt, Tneodorée o. 0.6. co ctc ees cs The Winning of the West. Ruskins*/Joh ies hve se cae at ttercrstene King of the Golden River. RUS KAW a JOR Marcie crite cin we ote chee ote eras tot Letters to C. E. Norton. Senurgy. Carlee ene ewe erence tore rcae Life of Henry Clay. Schurz Carl fee ee icenreaes tortor. Reminiscences. Scudder, Samuel Hubbard ......... i The Life of a Butterfly. Southey sRobertwrre.s tc ncetn a ean Life of Nelson. Stevenson, Robert Louis ........... An Inland Voyage. Stevenson; /RODeELES TOUS ee etree oe ee Letters. Stevenson s Robert wLowiteee wee. tee Travels with a Donkey. Stevenson, Robert Louis ........... Virginibus Puerisque. Stoddard Goes ee takes coe oe eee Lectures. Thackeray, William Makepeace ....Roundabeut Papers. Thackeray, William Makepeace ....The Four Georges. THOM psOngs Jc AGuna Ty) meee ee ee eee Science and Life. Tyaball; Johny ee ree ee a Fragments of Science. Van Dykes Drow Henry: dia see fenee Days Off. VanbDyke;_DreHenrys Je meet eee Fisherman’s Lack. Warner, Charles “Dudley: «2... 2... @- In the Wilderness. Washington, “Booker si: -.02 ae. oe Up from Slavery. Weed, Clarence) Moores 2). 5:22"... Seed Travelers. Wister)“Owenlt So tet ste ae Seven Ages of Washington. Wright, Mrs. Mabel Osgood. ........ Birdcraft. l= POETRY Selections will be made from the works of the following poets. Students should be encouraged to read at least twenty-five pages of poetry each semester. Credit as non-fiction. Arnold, Matthew. Kingsley, Charles. : Aytoun, William E. Lowell, James Russel. . Browning, Robert. Mabie, Hamilton W. ZS Bryant, William Cullen. Macaulay, Thomas B. Burns, Robert. Palgrave. Byron, Lord. Scotc, Sir Walter. Doyle, Arthur Conan. Shakespeare, William, Gayley, Chas. Mills. Southey, Robert. Halleck, Fritz-Greene. Stevenson, R. L, Hunt, Leigh. Whittier, John Greenleaf. Kipling, Rudyard. Wolfe, Charles. : THIRD YEAR—I. FICTION LIST. AMSLGM, JANG ..4..c0-0++c0eee0. oe... Pride and Prejudice, PARI AUT MAIC? Panes erate. © sccto tert nce cee 8 Sense and Sensibility. CK ERIVY ULTLSIT <7 seat Presto tees cich ea secbse' Juaith Shakespeare. Bulwer-Lytton, Edward G. .......... Last of the Barons. Pervantess ee Miowel is oo. oe bates ce One bon Quixote. WGC Va OLLCI WTP olay. os avs ore Sie «6 cee ties The World’s Greatest Short Stories. (ChB, “ONGORO ETS) ~ 16 Vi Ge Popular Romances of the Middle Ages. Guriow Georze Wim.t, sc. oP bes ee. sidney. Ces mC OMATIOS® Wied oe oss 0c seme eck ws Pickwick Papers. Mrevensye Charles: 9!) 4083. oes oes: Our Mutual Friend. PMeEKenGeCONATICS ln cic clcie ee ere ye Hard Times. IMU OT ONO oiteiis soon ceisie ureve cn eros Adam Bede. CURES COLE) Ac cas te «ota fee See es fee Felix Holt. EIapemerANGHONY 28.0.2 fs 5eo ct ee cae: Prisoner of Zenda. Mandeville, Sir John ..... sg ay a Voyages and Travels. LD LUOM CT. Ut aiorep alte otc ticle tote ece aheiek Jessemy Bride. Mews Site “EROMAS ©. ssc. ial se eek s evguae Utopia. MAtEMNe WS, = DYrAander +... .cs'c cose ces oes A Collection of Short Stories. eae re rGalDert: ~. sskes = cro eae eae In the Seats of the Mighty. eter COMATICS 72 Spc Oo See cue sess Cloister and Hearth. PSCOOL IME MMIVVFELLUCT niece et scchev oats! ocav els anete cS euake Waverly. POO WAITED 20s #esbe esis eras She Stoops to Conquer. Green; Jonn: RiCRard aes oe s4 ae eee Short History of the English People. Hamilton, Madison and Jay ........ The Federalist. Hares PAULUS CUS. otic tinea acess Walks in Rome. Harrisons Eredenicky cee eae On the Choice of Books. Huxteye sl nhomase Elen vere eee eee Fragments of Science. Huxley, 2 Chomase Henrys csi eee Autobiography. JAMESON, 2MTrss An Dia penises ie eieea Shakespeare’s Heroines. Johnson, Harold Whetstone ......... ~.ivate Life of the Romans. Jusserand, Jean Julese coctetite cisuecieersss English Wayfaring Life in the 14th Century. Kingsley,© Gharlesatassn sock rien teen The Roman and the Teuton. Landor, ‘Walter Savage .........%.. Aerope and Rodope. Lee Sidneyvinnnds caakia hee een Life of Shakespeare. Lockhard,< Joseph wG, +, iis tac ah tale aes Lire of Scott, Chaucer Spencer, Mar- low, Shakespeare, Pope and Words- worth. ; Mabie, Hamilton Wright ............ Shakespeare—Poet, Dramatist, Man. Mabie, Hamilton Wright ............ Norse Legends. Macaulay, Thomas Babington ...... History of England. Macaulay, Thomas Babington ...... Essays on Bunyan, Clive, Warren Hastings and others. Milton J Onn eee cee Rie ase sevens Areopagitica. Morley3= Jone 0! 2A. ene English Men of Letters. . Mitchell? Donald tGe vase kk seston ee tunglish Lands, Letters and Kings. Morrisey; Charles izecceivcar | steatecsaneirt English History Tales. Newinan J Onn Henry ee ern: See Idea of a University. Paterss W alter. Hier sects nrc c ee cieneeee Appreciations. Percy seChoOmasier ince eee ee eee On the Ancient Minstrels. Ruskiny= [Oli teat aie sectos ete tee eae Stones of venice. Ruskiny= Obes cre neccs cet ee eee Ethics of the Dust. Riusktins ON Save eer senstekass/ a. cc.n 6 fs Im Zwielicht. Waldnoveiien. Ebner-Eschenbach...Krambambuli. E.chendorff......... Aus dem Leben Hines Taugenichts. Gerslack ers. ss ss3 25% Germelcnausen. Irrfahrten. ie NGS eee eee eee ‘Das kalte Herz. Die Karawane. - 15 U0 0S eae ... Hoher als die Kirche. NGO ATCC Sees exe 3 sce 3 Kleine Geschichten. Traumerelen. IVECTS SMT jf efas so s'6lc ¢.< Aus Deutschen Landen. Moser und Heiden..Kopnickerstrasse 120, BVIADULO Ts gps, cceivc. 9. eseiese see In Wartesalon erster Klasse. EET SNE aR eer Burg Neideck. Die vierzehn Nothelfer. HOSCP PCT. 2. 0 7.c0 6 0% Waiuneimat. PSMUNGT . Se ce cafe 36 Der Neffe als Onkle. eG 23 | enna eee Der Lindenbaum. Die Monate. Herr Omnia. Leberrecht Hunchen. POM EMILUN ara plac! a 6 So) suse Geschichten aus der Tonne. St. Jurgen. Immensee. Wiaceebruch....... Das edle Blut. Der Letzte. PV UNS LIME. eres os hs as Hiner muss Heiraten. MSONMKIKO Ys 0b. oe Sees Der Zerbrochene Krug. Das Abenteuer der Neu- jahrsnacht. FRENCH. 1. In general only the larger schools should attempt to offer both French and German. It is better to give three or four years of one of these languages than two years of each. 2. The work for each year will not differ essentially from the plan laid down for German, pronunciation, spelling and idiomatic phases, will require particular attention. Writing French from dictation is a valuable drill. About 150 pages of easy prose should be read the first year and about 250 the second. The following hooks are suggested as suitable. PMFOV UN Ueteretstenats area t oo eishe Petites Histories. 1 S5C(Ela 401, See cee Oat Oa ae Le Tour de la France. BOMONIETO, Goals css teres Lamere Michel et son Chet. Chateaubriand......... Les Aventures du demier Abencerage. PALO Ob ich. sovs ss epeners we a) 2 Le petit chose. ER OIVOVATIT <:':5:5 se dies cee Chatrain, Madame Therese. Waterloo, Le con- script de 1813, etc. : Foa Coutes biographique, Le petit Robinson de Paris. UO ESE ND eee Lepays de France. Labiche & Martin..... Le pourdre aux yeaux, Levoyage de M. Periclos. Legonve & Labiche....Lacigale cehz les fourmis. 65 Malo tice, «, susie tate Sous famille. Malrets 5 sce. sm ee ets La clef d’ or L’ enfant de la lime. Meilhac & Halevy..... L’ete de la St. Martin. Merinne & Colomba.... Moliere & Le Malade Imaginaire (Modernized and expurgated edit‘ons may now be obtained.) NOCICR..“s aon ot oe ont Lachien ae Brisquet. Renard 5 see scien ecw Trois Coutes de Noel. Siard Stare esccsie teen cen tee Lamare Audiable. VieTne se rcpae nes are (Selected Stories.) At the end of the second year the pupil should be able to pronounce French correctly, to read at sight easy French prose, to put into French simple English sentences taken from every day life, and to answer questions on the rudiments of tne zram- mar. Third Year. The third year’s work in French is thus outlined in tae New York Syllabus. rt. The reading of from 350 to 500 pages of French of ordi- nary difficulty, a portion of which should be in the dramatic form. 2. Constant practice in giving paraphrases, abstracts or re- productions from memory of selected portions of the matter read. 3. The mastery of a grammar of moderate completeness. 4. Writing from dictation. Texts for Reading and Study. AUIS. sees aisha Risteere Sandeau. Legendre de M. Poirier. Brete sig ties ciao twseete te Mon oncle et mon cure. WUBULTC Rhee stomins eee Memories «’un collegien. RACING L522. ste sieirs s Esther. ADOUL ORS eet res eee ts Lamere de la marquise. Berangvers int sees (Selected poems.) COPPEOsaeki. wee ele (Selected poems.) Dad ety eons LaBelle Nivernaise, Tartarin de Tarascon. DUMAS rca ste eee La Tulipe noire, Monte Jristo, Les trois mousque- taires. HUS0 enemies Hernani, La Chute. Labiche & Delacour. .La Cagnotte. Oth See en ei Pecheur d’ Islande. Michelet... ccc sicicsen sie Extracts. Moliere...... Peaesistae L’avarem Kebiyrgeois gentilhomme. SST ae Arde ce Fever deckaners Lapetite Fadette. SandeaWrckiih ae seu Madamoiselle de la Seigliere. Sarceys. tse ese one wesiege de Paris. Scribe: o.sice ce ae (Plays.) VIED Yrs cc teehee Lacanne de jone. Mme de Sevigne... (Selected letters.) ECONOMICS. Suggestions. 1. In an age when the questions of government are so largely economic in character it seems certain that the High Schools ought to offer some instruction in the principies of economics and their application to our institutions. The course in American History should partially supply this need but can- not be expected to do so adequately. 2. The range of experience of the average High School stu- dent is not such as to warrant the teacher in expecting from him any mastery of economic theory. The important thing for the teacher to remember is that he is not training special- ists but citizens; that economic theories are not’ universal truths but are continually modified by conditions. Hence High School courses in Economics should deal with the here and the now. Everything should be tested by application to local conditions. 3. A good library is very essential and a list of valuable books is appended. Much use should be made of newspapers, commercial and trade journals, publications of Department of Commerce and Labor, Interstate Commerce Commission and State Bureau of Agriculture, Labor and Industry. PGE EUTIES et ccee c-s.c: 5 Steves The Science of Finance. (Holt) Adams & Summer..Labor Problems. (Macmillan) PASCUA DIC? Be). cleo Theory of International Trade. (Macmillan) PMOAT OS els ie boosie Bie Economic History of the U. S. (Longmans): FRINCIOT a bidhe oo%e, Sad oe Industrial Evolution. (Holt) PREMIO Let. os cya elk nce e 8 Selected Readings in Economics. (inn) ESET LOU GS. a, < Sires ale. o's Crisis and Depressions. (Appleton) TET. oe eens ec old ele. tunglish Industrial History. (Macmillan) OI CN Ye 2 Age i ge The ‘A. B. C. of Foreign Exchange. (Macmillan) SONAT ears orev cs & wehe aos Essentials of Economic Theory. (Macmillan) (WOMMOUN'S 2. bia let were fs Trade Unionism and Labor Problems. (Ginn) SSOSS A ers ane Soe s esos History of Economics. (Macmillan) EV Atiecs aa wrocers veafle desc History of Commerce. (Longmans) OEM HES fae eee The Financial History of the U. S. (Longmans) EFEOLL E> actors .« sae Progress and Poverty. (McClure) GPEONO ee iideids cas Corporation Finance. (Putnam) EPO SONS, oreo ciate uh aie se The Evolution of Modern Capitalism. (Scribner) PUTING Yves were i ate's fF The Trust Problem. (McClure) MIRSMOUIS aire bos os koess Biers Money and the Mechanism of Exchange. (Appleton) SIME OD ort or<. o¥ete.e «ule American Railway Transportation. (Appleton) meatara ta fehtia vais are «elaine ee Ocean and Inland Water Transportation. Meter d Malipecls: alee cis sete" Money and Currency. (Ginn) VEST EN oo al stare coe Principles of Economics. (Macmillan) MCR Ce sito ay ee erelonane IMEIEGH el]. Hse ace ee Pattenst ae. seem eeins S° Ole Ske o/b. 0% b,/epete 06 (5 "ers, e101 © Tayssic ine. 2 ete Townsend-Warner.. White sssint tere Wollowehbyeonsss he Wricht( sae ee Trust Finance. (Appleton) Organized Labor. (American Book Company) The Economic Basis of Protection. (Lippincott) Contemporary Socialism. (Scribner) Report of the United States Bureau of Labor on Labor Laws in the United States, Department of Labor. Railway Problems. (Ginn) Trusts, Pools and Corporations. . lntroduction to Economics. (Holt) Principles of Economics. (Longmans) American History and Its Geographical Conditions. (Houghton) ‘Introduction to the Theory of Value. (Macmillan) American Tariff Controversies of the 19th Century. (Houghton) Tariff History of the United States. - (Putnam) Landmarks in English Industrial History. (Mac- millan) Industrial Democracy. (Longmans) Money and Banking. (Ginn) Workingmen’s Insurance. (Macmillan) Outlines of Practical Sociology. (Longmans) BOOKKEEPING. First Year. The first year’s work in bookkeeping should be so arranged as to furnish a solid the second year a foundation for the more advanced work of nd at the same time be complete in itself so that students who are obliged to leave school at the end of it may be able to keepea simple set of books. The following statement of the contents of the course is compiled from the suggestions of several of the best commercial teachers in the State. 1. A drill in the theory of debits and credits. Trial pane Ds ne 4. 5. sales book, nal etc. 6. Special colu 7. Practical bo Journal entire; ledger accounts. e; financial and loss and gain statements. Closing ledgers. cash book, purchase book, day book, jour- mn books. okkeeping in retail business. Suggestions. 1.Avoid “learning by rote” by using simple mimeographed Lave exercises, starting with a few transactions involving only cash and merchandise. Let each new exercise introduce a new term or principle and also review the ones that have been given. After cash and merchandise, take up in turn expense, proprietor’s account, personal accounts, bills receivable, bills payable, and the allowance accounts. When all the principles and terms which will appear in the first text book set have been thoroughly taught, give the pupil his text book and let him proceed until some new principle is reached. By similar exercises present each new principle as it comes up in the work. Aim to secure independent thinking on the part of the pupil. Develop reasons for each step and discourage memory effort. 2. Give frequent oral drills on points covered. This will give the pupil a readiness and dispatch in the execution of his work which can scarcely be acquired in any other way and which is indispensable to the pupil when he is called upon to write an examination within a reasonable time limit. Re- member that drill, both oral and written, will aid, rather than retard the pupil’s progress in the end. 3. Emphasis should be placed on the necessity for the rapid execution of the work of recording entries, making out business papers, etc., when they are thoroughly understood. 4. Impress upon the student the fact that it is the man who can execute rapidly who is in demand and that in this sub- ject he is given an opportunity to acquire this highly prized ability. . 5. Frequent short review sets should be given and a proper time limit should be set on some of them so that the pupil will be able to do his best work on an examination where a definite time is stated. 6. Give frequent reviews in making the business statements using trial balances or ledgers mimeographed and furnished to the pupil. 7. Drill on closing the ledger in order that both acuracy and dispatch may be acquired. 8. Ruling exercises should be given. These may include single and double red lines, and the forms of the various books used in the course. g. Additional drill should be given in each arithmetical problem which the student encounters in his bookkeeping work. 10. Exercises to be done at home should be given students in this subject. Much additional drill can be secured in this way. 11. Do not permit pupils to copy their work in their blanks. Require original work. 12. Drill in correcting errors is quite as essential as any other lesson in bookkeeping. 13. Emphasize the importance of clear, complete, and con- cise explanatory statements in connection with each original entry. This test should he continually applied; “Would a stranger understand from your record just what has taken place?” 14. The distinction between “interest and discount” and “merchandise discount” should be thorcughly explained. 15. When the business practice begins have all bank pass books properly kept and written up. This work may be done either by the teacher or by pupils selected by the teacher, but in no case should each pupil write up his own pass book. 16. Even though terms which are not used in the business world are used ‘in the school room for pedagogic reasons, it is necessary that the term's used by business men and. account- ants should be thoroughly understood. For instance, in nearly all books, “loss and gain” is used for “profit and loss,’ and “resources and liabilities” for “assets and liabilities.” Such apparent differences should be thoroughly understood by the pupil not merely because they may be used on examination, but because he will surely hear them used by business men. r7. Methods of proving posting and locating errors in the trial balance should receive considerable attention, as errors in posting and consequent difficulty with the trial balance use up a large amount of the pupil’s time. Insist on the use of some kind of a check mark when reviewing posting. ; 18. Folio numbers should be used in all posting. Insistence on this point will save the pupil much time. 19. Insist on neatness and the best penmanship of which the pupil is capable in all bookkeeping work. Second Year. The second year’s work of course, is a continuation of the principles and fundamentals of the science which have been learned during the first year of the course. The work of the second year may be composed of whatever the teacher may think best. Special budgets: are prepared for the various phases of advanced work. For example, the student should work at a set of mercantile (wholesale business); this line of work is well adapted to teaching the new and up-to-date meth- ods in which the various special new books are used—the new voucher system. A mercantile lumber set would be a splendid set also to use in the second year’s work; and then perhaps a corporation set ought to follow next, using vouchers and new- est up-to-date methods of corporation bookkeeping. Then a banking set might well be placed in the course, -perhaps for finishing off work. A great many of the best bookkeeping teachers in the country, however, think that banking is non- - essential and many business college proprietors will tell you that they teach banking and have their room fitted up with nice bank fixtures simply as an advertisement to draw stu- dents. After a student has completed a course in bookkeep- ing, if he should be called upon to work in a bank, he would very soon become acquainted with the special kinds of books which they use. Suggestions. 1. No pupil should be permitted to take this course who has not successfully completed the work of the first year. 2. No particular special sets are required but as many should be used as seem neccessary to properly present the principles of advanced bookkeeping mentioned above. 3. Do not have a large number of sets written up at the expense of thoroughness. One set of books which will illu- strate the necessary principles of modern bookkeeping with considerable drill on these principles by means of short class exercises is far better than several sets with no opportunity for ~such valuable drill. : 4. In this part of the course all business practice, except such as is peculiar to the business and books which are being used as the basis of the instruction may be dispensed with to give a greater opportunity for theoretical work on advanced principles. 5. Bookkeeping problems such as opening entries where a business is being started by an individual, a partnership, or a corporation with assets and liabilities, should be given as class exercises until the pupil has a thorough understanding of such entries. 6. Special exercises should be given showing the relation between the main and the auxiliary ledgers. 7. Pupils should be taught how to make abstracts of the auxillary ledgers. This will tend to show how these ledgers are related to the other books in the set. } 8. Teachers. are urged to eliminate some part of their text, if necessary, to get the proper time for class drill!.on im- portant points. To “understand” the work is not enough; to be able to retain and apply the principles learned is indispens- able. PENMANSHIP. I. One well known educational authority has recently stat- ed that he would graduate no student from the High School who could not write a clear, legible hand. Probably this is an extreme statement, but it is nevertheless exceedingly desirable that the High School turn out good penmen. What a world of time and patience would be saved to High School teachers alone if their pupils all wrote clear, legible hands. Business men judge applicants very largely by their handwriting. 2. It is impossible to lay down exact requirements in pen- manship. Some pupils who enter the High Schooi will need no further instruction; some will need much. Where it is in any way possible, pupils whether in the commercial course or not, whose penmanship is notably deficient, should be required to take the subject until there is reasonable improvement. The test of this improvement should be not the work done in the penmanship class, but the ordinary written work of the pupil in the other subjects. 3. The following suggestions as-to the teaching of the sub- ject are given by one of the successful penmanship teachers of the state. Methods. 3egin each lesson with a few minutes of movement work. Have each lesson consist of some review and some new work. For the new work—Letter should be developed carefully by the teacher, from the board. Appropriate rythmic count should be given to develop muscular control. Words involving use of letter from copy on board. Words from dictation. Sentences in which letter is used; from board, then from dictation. Practice Outside of Class. From 15 to 30 minutes daily, first from copy and later from text book in English History, or other sources. Also, all writ- ten work in other subjects should be written with close atten- tion to form and movement. Special Methods. Palmer or Zaner system combined with suggestions from good Penmanship Journals. SHORTHAND AND TYPEWRITING. In a strong commercial course there will be two years’ work in this subject probably in the eleventh and twelfth grades. The connection between the courses will not be so intimate in the first year as in the second. In the second year the type- writing will be practically laboratory work in short hand. General Suggestions. In spite of great variety of systems in use a few suggestions applicable to all may be made. 1. The use of good English is the first requirement for the course. A student seriously deficient in English will be an everlasting source of annoyance to his employers and of little profit to himself. 2. Thoroughness and accuracy are first to be sought. Speed will come naturally with practice. 3. Matter dictated or used as copy should be carefully se- lected. Pupils may thus without additional effort acquire use- ful information. Avoid monotony. 4. Have short reviews daily. 5. Ready reading of shorthand notes is just as essential as their writing. 6. There is but one method of scientific typewriting, the “touch system.” This cannot be “picked up” by the pupil by turning him loose with a machine. It must be carefully taught according to well established principles. Many devices for concealing the keys from the operator are on the market. The one manufactured by the Chrisman Publishing Company of St. Louis is particularly good. 7. Students should learn in a general way the mechanism of several standard machines with the principal types of key- boards and should become masters of one. 8. As the fundamental principle of touch typewriting is habit it is of the utmost importance that right methods be em- ployed from the start and that the fewest possible deviations from them occur. For this reason there must be in the first month constant supervision of the work. 9. The typewriting course should include training in carbon work, filing and indexing, legal forms, invoicing, stencil and card work. : 10. In the development of speed one letter copied many times is much more effective that several letters copied once. This is true both in short hand and in typewriting. 11. At the end of the first year the pupil should be able to take ordinary business dictation at the rate of fifty words per minute and to copy unfamiliar material on the typewriter at a speed of thirty words a minute. 12. At the end of the second year the student should be able to do perfect work; there should be no errors due to faulty handling of the machine. He should be able to take dictation at the rate of 100 to 120 words per minute and to transcribe his notes on the typewriter at the rate of thirty five words per minute. | COMMERCIAL GEOGRAPHY. General Suggestions. 1. This subject has suffered for want of a satisfactory text- book. Such books are now, however, appearing. Teachers have ordinarily regarded the subject as a sort of incidental and have not made it the subject of special study. With the advent of good books teachers should now change this attitude toward this subject and give it the consideration it demands. 2. “What,” “how much,” and “where” are not the important questions, but rather “why.” The study should not be statisti- cal but topical. No one can long carry statistical tables in his head, and it is not desirable that he should, but he can remem- ber the great underlying principles which govern the distribu- tion of the world’s commerce and the localization of its in- dustry. 3. Aid from government publications. Consular reports. . 4. Pupils should never be allowed to forget the relation of. their locality to conditions and productions elsewhere in the world. BUSINESS ENGLISH. 1. If the High School is to turn out really competent steno- graphers there must be a special course in business English. It will not be profitable, however, for any but the larger schools to undertake such a course. It should come in the eleventh or twelfth grade. 2. Much training in advertising may be combined with such a course. 3. Letter writing as applied to salesmanship. Every letter should have sale as its purpose, direct or indirect. Eighty-five per cent of the business done in the United States is said to be done by means of the personal letter. 4. Study of the business letter. Show the fundamentals of the letter, how it goes through the same process as the science of salesmanship; how it is necessary to gain attention in the first paragraph; to arouse interest; to create a desire for the thing you are trying to sell; to give additional argument if need be; to use persuasive reasoning; and finally to close the letter by a strong inducement to immediate action. These are the fundamentals of every letter. Show how they may not be in the same order every time—but they are there in some order. It is comparatively easy to secure from the local - merchants a few dozen or hundred letters for class use, for the purpose of illustration and first hand study. This kind of work will arouse a keener interest in letter writing than any other thing could do. 5. Mechanical make-up. Give special attention to details, margins, outlines, paragraphing, opening and closing, folding, addressing envelopes, kind and quality of paper—and illustrate how each of these has an advertising value for the firm. Illu- strate the preparation, keying, mailing and checking up’ of circular follow-up letters. Illustrate the mimeograph letter and show its value—illustrate the circular letter. Show the value of booklists, brochures, circulars, and advertising to be sent in connection with letters, either as enclosures, or under separate cover. 6. The letter of application. This should receive special attention because it is the kind of letter that every man and woman who enters business life will need to know how to write some time or other. Illustrate letters of .complaint and collection letters; illustrate letters ordering merchandise; let- ters asking for freight or transportation of any kind. Social correspondence has no place in a study of this kind. 7. Office routine. Study the care of correspondence, its receipt, stamping, answering, duplicate copies, general office practice among stenographers. Illustrate filing. It is well to call attention to file devoted tc a small business and also to the numerical file that would care for the business of the largest concerns. ; 8. How to acquire a good. working vocabulary. It is im- possible for one to write a clear-cut, vigorous, aggressive, sales letter unless he has a very complete working vocabulary. To acquire this working vocabulary one needs to be a good speller; and if the students are not good spellers the subject should be taken up as a part and parcel of the work in Com- mercial English. Show how cne may increase his working vocabulary (1) by reading at least one of the daily newspapers regularly and faithfully—read the editorials; (2) a close study of at least five standard magazines of*the country; (3) the habit or marking every word whose meaning is not clear and after finishing the article of referring to the dictionary for its. meaning; (4) by close study of the advertising of the metro- politan stores. COMMERCIAL LAW. 1. Commercial law should aim to give the student a knowl- edge of the theory of the law and of its application to simple cases that are of ordinary occurrence in actual business life. It may well include the following topics: Origin of common law, statute law, the theory of property; contracts’ including parties, consideration, subject matter, legal and illegal, reme- dies, defenses, etc. The statute of frauds, negotiable instru- ments, notes, drafts, checks, indorsement, etc., guarantee and surety, real and personal property, bailments, etc., agency, partnership, corporation, joint-stock companies, insurance, real- estate, landlord and tenant, etc. 2. Numerous practical hypothecal problems should be given for the student to work out according to law. 3. The assignment of the following day’s lesson, of suffi- cient importance in all subjects, is of particular importance in this. ata sree em Geert ane acdets, Se cre Ie Nie nce Biel eleterate a 18.60 BUMLEY-SO UAT OS, 260! dt1Clh) NOS CO LG. Sr ose Stow cet cid oie solos Sa nen 0 ate 4.21 General Tools for Tool Room. MAO LS PSO Ss 1s) GL TCH NO? 2 cols Gareste a tio ely o Claslehe wales ders 3 o.6°o vers .63 AOS Sets GOWwel,. 3-16 InCh toy [5-32 INCH soc \60 os siete ce see esine oe 7.62 MROUACAS UL ov LCOS WED sate ct ators cae oro tee ie. e sf alerels, wapele wie ch 6 0,4, ala cs SG 10 chisels, socket firmer, two each % inch, ™% inch, % inch, SS MMTTTCE var cote TIA ee wa ae em enee oeeere acs CaP Once is Sane chsye eyale d{oneajne® sue oes 3.60 AmelaMN pS, Steeh Dar, tOvOPeNne 24. INCHOSs.... ao, c.s0 shes + ss:006 @ se reves 6 6 3.80 DrClLaiipea, St6Cl Dar, LO, OPN SG INCHES. 5.6 oc. ecyeieke o ohp ce wenn es 3.60 aeciamps, steel Dar, to, opens 48 INChess . 60) as eco Ser swiss we, ces 4.20 BEEUNLETISITIKS. «ROSE Soar INCI. we sitet clas 6.5. cin; ous \oisue es desis e)s 0.0.0 .69 EEOC CTs me WITS © GCL, eecrcatiscen ioc ep olticn« eoltrths eoreiclae™ tie avace« .68 8 gouges, tang outside firmer, two each, % inca, % inch, % ITO Lome em TLC oon terivel Mebagorn whteeidcicns dims oe nite nite ee fale wes sels 2.60 a Doe DE RDDHE HHH HE HED HP Hw we ee en Ol lO a i) ° ee shammers, bell-faced,, 13.2 O1NCEs so fee fee. eles Pee hand s¢rews, 14, inGhHESt. ....:. gu jndakenerendss pci + etane Be Sumas aeas pat ae hand screws; «16 “Inches <>. .....5-5 su cles « olste eros ci sranete ole ccrelet eee tena . oilstones, No. 2 India combination, course and medium........ oilstones, medium, Lily white; washite 8”’x2”x1”............. planes, smoothing, 13, 5inchecutter. : rs. tess esos coe eee ee Saw,,- crosscutting: 24 1nech— 7. DiS ci aa5c tee satin eee saws, crosscutting 22 Inch 9 pts. .acecc sale eeteee ‘Dee Saws; rip 922) inch: <6 pts.) Mk. en ole itvis rw ave 3 eee eens eae ee If no power saw table is installed, for cutting up stock, a crosscutting hand saw anu a rip saw should be provided for about every three pupils. Scrapers,. cabinet, han d@-3 7X5 oe cecie sci ne 0 sie onal ie hee eas tee eee screw..'drivers, perfect handle 7/ inch. yh. viv... hr ©. eee spoke shaves; INOx%58% .% type sere stab 0 shEs lee oh ekelel sderetogees Vee steel. squares; “carpenters. 187-x24°vle ) tc Sele oleh o's cre ease ciel eee The following group of tools should remain practically the same even if the number of pupils is more or less than 20. figure set. 3-16 Inch for woods. tes re ects crete ce eee eee files; cabinet, 87 INCH sc. oes pidarcteterere vue apclle ease ete ote Sle ks pete aan ana files, cabinet 10-inch......... love: siPR Sle alsue tue nekehe oe eels ene gage, pamel NO.i 85:6. °F. deca: ateya sie © Reeletehe Sterol uc ay ee eh file, brush) NOs 32. os. seS¥ines, 5 cgaitgse oneiw ob Oecieue se agence eget Waele aes ie Bages, mortise NOw 00 i, 14 “Ich « . i. s ses.» Secetare o bictsyouehGacid c wiclses tate amen miter. box, NO. (83. -. . cc i1 2 sme aisle pies mike jae ekg 4 eieise ae oilers; copper; 123° pt Asc <5.275 Si cece ow eteceualiere dhelone obec ores ete an aaa oil stones, slips Arkansas, 316xX136~ 2. toh s o1c cle > aici eee plane; plow 2NO. 845d Sees sree wre ste oie ke, Sao oda osmnde baile meee opera a eae planes;, ‘rabbetings NiOeS78. cic. os sincte eh cypueyt ss are to Ore cecn One planes, tonguing and -sroovin'g, INOS 48.0% ce. «ae > chaise oletele seesnete plane; gaze; ! NOs= 333 fii oo ceca iere a Sarees Bute ene eee aiae nwa ae plane, scraper, with extra toothing cutter................0..- plane, ‘router, (NOS TEU Wr Se a ire hate atccene Phe ctor a eae talc ease aa planes, fore 18-inch! NO. G06.co nee so kecs oa fs socio oie ert ree een plane; jointer; 24 inch, No. G08. 32.7.5 wes shia. wise ee ee Ce eee plier, combination ‘side cutting, ‘7 inches... 6... ... ot ae saw, turning wooden frame 18 inches.%..:.... csc. o cheenmere ame TASDPS;“ wood: * LO sinh: Niwa cs ore < erevel hues ate otet eh ontye te rererabbietins sae) ei tene nnn Saw; compass, 16" Inch lee. «ren otoletecmne euesale eo) noleytee aie ieee Saw, Pade KeyWOlel wr as stele ede tone teas ote ook tonne tet tare ante ee SAW “SOG esc. 5 cpeuscunleoe ois, stenestchels boa temas le ate Neiscaimtscs seus talen crete: ofalene Seemann 1.89 1.12 1.44 1.05 90 1.14 Aer 24 1.08 27 43 68 Bo BT 57 3.50 4.32 SBT OY .28 36 5.85 2.20 3.66 1.05 1.65 1.10 4.76 3.40 .78 -90 76 33 alts oe fenoranpery veneer NO. SO. sear... cas wete eee os AAS Tes Mite Tbe ais .70 ceRCrewy. -ariyer. perrectuhandle; 12» inch . i275 ces ck os om % tialis epee .65 eee WOE TEV ENS CLOCK ea CALICIY cc hore cre eo che Gis am vie: ecevevene ole eens aiteslavs .48 PMVASO MD CLUUCwaiT eS tC tare S ale Siclciske Gels c+ cicleies ero che oie elute o's. ook 4.05 MAG SMS VVETL TINE PaED MLE CI steerer cts secrete, cteis, sete oc tis. o tele. Ube sic atv ete ont 80 1 power grind stone, No. 10-A, 216x24............... Gis SNARE 15.00 1 cabinet maker’s bench, medium (without drawers)............ 12.00 HMMM IMIR RES UNV A LR facecarty oc Ses 4 eo F9)c ea fuiaud 'a| woke ahs obs) oS 'e w vlunorbcahoce 80.00 PUMICE DOWCT TIM OLOT . .cicts ccveis 01s cc dicieie-afoicso sia ohh ode eToveuye Seeing ad 175.00 MANUAL TRAINING. General Suggestions. I. It must be borne in mind that, owing to the fact that industrial education is in an experimental state, it is impossible to lay down a rigid outline. In fact, the State Department believes that the widest latitude should be given to instructors to apply their own individuality in giving this course, so as to make it adapted to the needs of each particular class. 2. Manual training should deal with complete processes and objects. The aim should be to enable the pupils to ac- quire skill gradually, through constantly making objects that are useful. For this reason we do not favor the introduction of set courses of models. A pupil might just as well learn to pronounce and define all of the words in the language before using them in sentences as to master the making of a set of joints and exercises before he attempts to apply them to the making of useful objects. The fact that a botched joint may spoil a whole piece of furniture is in itself educative in the highest degree. 3. The following aims and purpose of manual training should be kept in mind: (a) The development of “industrial intelligence.” (b) The acquisition of sense of responsibility toward the work in hand and of pleasure in doing it. ; (c) The growth of a self-reliant spirit through acquired ability to do something worth while. (d) An appreciation of the dignity of labor. (e) Acquired judgment to be applied in selecting a future trade through a right attitude toward industry. (f) Some idea of the relative value of labor and material in finish- ed products. (g) An appreciation of the value of skill and intelligence in labor. 4. The course in manual training should not be uniform for =e all schools. It should be modified so as to be in keeping with the industries of the neighborhood, and the probable needs of the pupils. In many respects, courses designed for city and country schools may differ widely. Each should lead, through its immediate environment, out to industrial efficiency. The number of pieces of work that may be performed is practically unlimited, and the ingenuity and personality of the instructor are appealed to in order that the most practical course may be offered in any given case. 5. It is recommended very strongly, that if possible the course should include a half-year of industrial history, designed for pupils in agriculture and domestic economy. The course in economics outlined elsewhere in the manual may well be modified toward this end. . 6. Much emphasis should be laid on the study of the source of power—steam, electricity, etc. In this respect the work may well correlate with physics in the study of me- chanics. A study of the development, transmission, and ap- plication of power, in so far as available equipment and the capacity of the pupils will permit, is desirable. 7. The instructor should encourage the use of simple equip- ment, and the development of “Shop spirit” pride among the boys; school citizenship with all that it implies. Manual training if well taught, can be made a most fruitful means of the symmetrical development of the boy’s personality. SHOP WORK IN MANUAL TRAINING. Ninth Grade. First Semester. Recommended Minimum Course. 1. The work of this semester should cover first, work in- volving the application of the elementary exercises and joints, in order to familiarize pupils with the use of tools and ma- terials, and later the problems of assembling. 2. Principles and processes to be taught. How to plan and lay out work; the use and care of bench, tools, and such sup- plies as sandpaper, glue, oil, paints, etc.; gluing, planing, thin pieces; chamfering, making a dado joint; the setting of hinges; the use of the gauge; finishing wood with wax, oil, or shellac; French polish. 3. Suggested exercises. One involving the use of the plane, Ra saw and chisel; the making of a half-lap joint; the making of a teapot stand, glove or handkerchief box, or inkstand. Correlated and Supplementary Work. Instruction in the development, manufacture and care of bench tools; points to be remembered in purchasing tools; the history and manufacture of glue, shellac, nails, screws, sand- paper, varnish, stains, etc. Ninth Grade. Second Semester. Recommended Minimum Course. 1. The work of this semester involves problems of simple carpentry, and general construction. 2. Principles and processes to be taught. The use of the framing square; group work; hopper, miter and mortise and tenon joints; the making of a miter box; thin gluing, thread cutting and varnishing; the construction of a panel. 3. Suggested exercises. House framing; the building of a model house to scale, frame complete, with floor laid and cor- nices and door and window frames made and fitted; the mak- ing the square, hand clamp, knife tray, foot stool, etc. Correlated and Supplementary Work. 1. The study of the framing square; such problems of house construction as plumbing, heating, ventilating, city building, codes, etc. 2. Shop and factory methods; jigs. 3. Lumbering; forestry; milling; grading, inspecting and measuring of lumber. Tenth Grade. First Semester. Recommended Minimum Course. 1. Attention should be paid in this semester's work to problems of wood turning, spindle work, face plate and chuck work. 2. Principles. and, processes to be taught. The care and use of lathe and tools; lathe finishing, and polishing, accurate turning and fitting; built-up work. 3. Suggested exercises. The making of straight, step and taper cylinders; parting; grooves; beads and compound curves; the making of such objects as file handle, mallet, rolling pin, cups, bowls, card trays, covered boxes, towel ring and spheres. Correlated and Supplementary Work. 1. The history, construction and principles of operation of the lathe. 2. Problems of power transmission; the conservation of - energy; speed determination; belts and belting. 3. Commercial application of turning; factory method; auto- matic ‘machinery; wood-turning machinery. PATTERN MAKING. Tenth Grade. First Semester. Recommended Minimum Course. Note.—This course may be substituted for the one outlined above for the first semester of the tenth grade, at the option of the instructor. It is left with the instructor and principal of the high school to determine whether, in view of the cir- cumstances and surroundings, it is wise to give the course in pattern making or that outlined above, to be guided by their own best judgment. 1. Principles and processes to be taught. Draft; shrink- age; finishing strips and cores; parting; filets. 2. Suggested exercises. Solid patterns, including face plate, hexagon nut and bracket, split pattern, including pipe fitting and lathe crank; dry sand core work; pipe fitting; green sand core work; including the making of a wrench, pulley, etc. Correlated and Supplementary Work. 1. The study of larger problems of moulding in all branches. 2. Metallurgy, and casting of iron, brass and steel. 3. Study foundry work, including supplies, tools and ma- terials. Tenth Grade. Second Semester. Recommended Minimum Course. I. In this semester instruction should be given in problems of cabinet work. 2. Principles and processes to be taught; steaming, bending, modeling, and inlaying; the making and use of the dovetailed joint; stair building; furniture work; varnishing, piano finish. 3. Suggested exercises. Hand mirror, embroidery hoops; inlaid blotter pad; inlaid jewel box; tool chest; dovetailed joints. Such problems of larger cabinet work, as stair building and the making of a piece of furniture. —8&5— 2 Correlated and Supplementary Work. 1. The history, manufacture, and use of glass, including cutting, grinding, polishing, moulding, blowing, etc. 2: Problems of constructive design. Eleventh Grade. First Semester. Recommended Minimum Course. 1. The work of this semester covers bench work in iron and steel. 2. Principles and processes to be taught. Chipping, filing, polishing, drilling, tapping, fitting, riveting, scraping. 3.. Suggested exercises. The straight edge, chipping block, center punch, nail set, surface plate, calipers, surface guage. Correlated and Supplementary Work. tr. Metallurgy, iron and steel. 2. History and manufacture of supplies, such as files, car- borundum, waste, oil drills, etc. ART METAL WORK. Eleventh Grade Second Semester. Recommended Minimum Course. 1. Principles and processes to be taught. Piercing, drilling, etching, beating, raising, hammering, soldering, chasing, en- ameling, and coloring. 2. Suggested exercises. The making of hat pins, watch fobs, paper knives, card trays, bowls, book racks, spoons, ladles, etc. Correlated and Supplementary Work. 1. Metallurgy of brass, copper and silver. 2. Study of silver smithing and jeweler’s work, including designing and engraving. ' 3. Enamels and enamel work firing, pottery and china paint- ing. Eleventh Grade. Second Semester. Recommended Minimum Course. Note—This is an alternate course to be substituted for the one outlined above, if in the judgment of the instructor it is the most desirable. 1. Principles and processes to be taught. Soldering, bend- ing, wiring, fluxes. 2286 -— 2. Suggested exercises. Manufacture of piping, tin cups, cookie cutter, elbow joint, etc. Correlated and Supplementary Work. 1. Study of metallurgy of tin and zinc. 2. The advantages and disadvantages of tinsmithing as a trade. 3. Cornice work. 4. The installation of hot-air furnaces. 5. The development of surfaces as applied to the work. AGRICULTURE. Agriculture as a subject for systematic study is in its in- fancy in the High Schools. That it will steadily grow in im- portance is pretty generally conceded. With the increase in density of population in the United States, Agriculture will be forced to more scientific and intensive methods. These de- mand more intelligent farmers and it is the duty of the schools to produce them. The following quotation from President Roosevelt’s mes- sage to the 59th Congress puts the situation clearly: “Farming, at least in certain branches, must become a techni- cal profession. There must be open to farmers the chance for technical and scientific training, not theoretical merely, but of the most severely practical type. The farmer represents a peculiarly high type of American citizenship, and he must have the same chance to rise and develop as other American citizens have. Moreover, it is exactly as true of the farmer as it is true of the business man and the wage earner, that the ultimate success of the nation of which he forms a part must be founded not alone on material prosperity, but upon high moral, mental and physical development. This educa- tion of the farmer—self-education by preference, but also edu- cation from the outside, as with all other men—is peculiarly necessary here in the United States, where the frontier condi- tions even in the newest states have now nearly vanished, where there must be a substitution of a more intensive system of cultivation for the old wasteful farm management, and where there must be a better business organization among the farmers themselves.” | Any agricultural course which may be outlined is merely suggestive. Each school must decide upon the important topics for its constituency and so outline its course. If the suggested four year course seems to contain too many agricultural subjects then certain ones may be omitted without injury to the course. However it would seem best that in a course of its length there should be one purely agricultural subject each semester of the four years and more if the young man is to be attracted to the farm. The large number of sub- jects have been outlined that any community may ‘have a choice of suitable topics for its course. The four year course here suggested is adaptable to a com- munity where the stock industry occupies a very importait position among the farmers. If fruit raising were the more important, then stock judging in the first year should be re- placed by horticulture. Each year of course should stand for some one thing, as Animals, Crops, Soils, or Management. Election may be provided for if thought best. It will be noticed that in the outlined course agricultural subjects have taken the place of history and modern languages in the usual four year scientific course. The two year course is for the boy seventeen or eighteen who can spend but a short time in school and so needs as many of the agricultural subjects as he can study and understand with profit. | Every topic should be made as practical as possible, being .tied up as closely as convenience will permit with the farm and farm life. Laboratory exercises will have to be worked out by the teacher at his own suggestion. Suitable texts of high school grade are somewhat difficult to obtain. Bulletins from the various State Experiment Stations are found most easily adapted to many phases of high school work. When once a course kas been determined upon the school should endeavor to be placed upon the mailing list of such experiment stations as will furnish it with proper bulle- tins. A number of publishing houses are now however be- ginning to meet the demand for high school texts in agricul- ture. STOCK JUDGING. Four recitations and one laboratory weekly. TEXTS: . Types and Breeds of Farm Animals—Plumb. ay oe Judging Live Stock—Craig. Bulletins—Circular No. 29—Indiana Experiment Station. Bulletins—No. 122, Horses and Mules—Illinois. CATTLE: Beef Breeds— Characteristics. History. Score Card by Craig. Dairy Breeds— Characteristics. History. Score Card by Craig. Swine— Characteristics. History. Score Card by Craig. Bacon Type— Characteristics. History. Score Card by Craig. SHEEP: Mutton Type— Characteristics. History. Score Card by Craig. Fine Wool Type— Characteristics. saistory. Score Card by Craig. GOATS: Angora and Milk— Characteristics. History. Score Card by Craig. HORSES: Draft Type— Characteristics. History. Score Card by Craig. Light Type— Characteristics. History. Score Card by Craig: MULES— Mining. Plantation. Lumber. Levee. Railroad. — BLACKSMITHING. One Year. Four hours a week or one afternoon or morning. VEXT: Iron Forging—International Correspondence £chools. Manufacturing, Process of— Wrought iron Iron manufacture, uses and properties Cast iron Composition Properties Uses Bessmer iron and steel Building fires Care of tools ; Processes of drawing, upsetting, welding, ete. Fagot and jump welds Bolts, chisels, pinchers, tongs, etc., are made. Wood Work. Students are taught the care handling of tools, sharpening of tools, setting of saws and adjusting planes, etc. The regular course is designed to teach the student the funda- mental principles involved in practical carpentry. Opened and closed morticesses and tenons, halving at angles, joints, splices, tool chests, tables, chairs, ete., are made using the tools. SOILS. : One Semester. Recitations four times a week. Laboratory once a week. TEXTS: The Soil—Burkett. The Soil—King. The Soil—Fletcher. Laboratory Manual—Mosier. Dry Farming—McDonald. Origin Physical Composition Classes Sedentary Transported Sandy soils Sandy loam Clay soils Clay loam Loam soils Silt soils Gravely and stony loams Peat and muck soils Loess soils Adobe soils Salt marsh soils Alkali soils Value of various oils for agriculture. Movement of soil moisture. Tillage—purpose To prepare seed bed To kill weeds To conserve soil moisture To increase water holding capacity To aid in formation of plant food Object and method of plowing— History and purpose of plowing Depth of plowing Subsoiling Uses of various kinds of cultivators and harrows Dry Farming— k Dry farming methods Campbell System Dry farm regions Arid lands Semi-arid lands Dry land crops Dry land experiments Fertilizers and Manures. One Semester. Recitations four hours each week. Laboratory once a week. TEXTS: First Principles of Soil Fertility—Vivian. Fertilizers and Manures—Voorhees. Fertilizers—Hall. Outline of work— Maintaining soil fertility Methods of checking erosion Fallowing, object and benefits Rotation of crops and systems of rotation. Single crop farming. Methods of storing and using barnyard manure Green manuring Commercial fertilizers Nitrogenous Potassium Phosphatic Manufacture Value Uses Irrigation and Drainage. One Semester. Average four recitations and one laboratory a week. TEXTS: Irrigation and Drainage—King. Irrigation Farming—Wilcox. Bulletins—Colorado and Utah Experiment Stations. Outline of work— Amount of water used by plants Wiater needed for any grain crop Object of irrigation To supply moisture To add fertility Methods of applying water Flooding Furrow Sub-irrigation, etc. Methods of measuring Acre inch Miner’s inch Second foot Duty of water Character of soil Kind of crops Time of year Frequency and time of irrigation Tillage after irrigation Methods applicable to different crops By diverting streams By diverting underground streams By flood waters By pumping (Engine, wind and stream power) Object of drainage Remove free water Aeriation of soils Increase available supply of soil moisture and plant food. Increase warmth of so‘l Remove undesirable salts Remedy physical conditions Methods of Drainage By open ditches x By underground tiling Planning drainage system Outlet Grade Devices for establishing grades Number and direction of drains Depth of underdrainage Kind and size of tiles Digging ditches and laying of tiles. Cost of a drainage system. Farm Crops—Cereals. One Semester. Reci.cation four hours a week. Laboratory once a week. TEXTS: ‘rhe Creals in America—Hunt. Examining and Grading Grains—Lyon and Montgomery. Outline of work— ‘Classification and choice of field crops Possibilities of smprovements Methods of improvements Wheat— History Botanical and relationship: Descriptions and characteristics Composition—chemical Varieties Culture Climate Soil Fertilization Cultural methods Plowing Sowing Enemies Weeds Fungus diseases Insects Methods of harvesting and threshing Production and marketing Grain judging Maize, Oats, Barley, Rye, Rice, Buckwheat, Sorghums Same outline as for wheat Farm Crops—Forage and Fiber Crops. One Semester. Four recitations a week and laboratory once a week. TEXTS: The Forage and Fiber Crops in America—Hunt. Outline of work— Perennial forage grasses Hovanical relationships Calculating mixtures Nurse crops Methods of seeding Time of seeding Depth of seeding Rotation Uses of fertilizers Production and harvesting Yielu Haymaking Marketing Grading of hay LVimovuhy— Name Relationship Description Seeds Variations Improvements Adaptation Improvements Adaptation to soil and climate Value Rotation Amount of seed to acre in seeding ‘time of cutting Advantage and disadvantages Other grasses as meadow, foxtail, red top, Kentucky blue grass, orchard grass, meadow fescue, smooth brome grass, Bermuda grass Also annual forage plants as millet, salt bushes, may be studied under outline for timothy Legumes— Perennial and annual Botanical relationships Common characters and Nurse crops Methods of seeding Time of seeding Depth of seeding Rotation, their value in rotation Fertilization Production and harvesting Yield Hay making Marketing Grading alfalfa— Name Relationships Description Seeds Improvements Adaptation to soil and climate Value Rotation with cultural methods Soils suitaple for growth of alfalfa Time of seeding Amount of seed Innoculation of soil Methods of handling and caring for hay Advantage of alfalfa Other legumes as clover vetches, cow peas, soy beans, and field peas, may be studied in much the same manner as alfalfa. Root Crops— Beets (Sugar or Mangel-Wurzel), rutabagas, turnips, carrots, parsnips, kohlrabi, cabbage, rape, kale. Outline of Study— Name Relationship Types Description Adaptation Cu.tural methods Irrigation Rotation Value Fiber Crops— J Cotton, Hemp, Flax, Jute, Ramie, Manilla Fiber, Sisal Name xelationship, botanical JWescription, physical characteristics Varieties Cultural methods Climate Soils Rotation Fertilization Harvesting Marketing Production Uses Farm Machinery. One Semester. Four. recitations and one laboratory weekly. TEXTS: Farm Machinery—Davidson and Chase Horse power How to figure Mechanical principles of Materials Strength of materials Tillage Machinery— Plows, harrows, weeders, cultivators : Sup-surface packer Seeding Machinery— Grass seeders Grain seeders Drills and broaacasters Harvesting Machinery— Development of Modern machinery Grain machinery Headers, Binders, etc. Grass— Mowers Rakes ‘1edders Bailers, ete. Manure spreaders ‘hreshing machines Development of . Clover hullers, pea hullers, wheat Corn machinery Development of Feed and silage cutters Huskers Shellers Feed mills Vehicles— ~ Wagons Buggies Sleds Pumping Machinery— Suction Force Rotary Centrifugal Hydraulic ram Storage tanks Laboratory exercises Setting up and adjusting machinery. Farm Motors. Four recitations and one laboratory weekly. TEXT: Farm Motors—Davidson and Chase. Animal as a motor Horse Capacity Maximum power Windmills— Development of Homemade windmills Jumbos hulers Battle Ax Holland Mock Turbines Manufactured windmills Reconstructed turbines Power of windmills Methods of erecting Economic consideration of Steam boilers Classification of Locomotive Marine Portable Stationery according to form Horizontal Vertical Adapta.-on of each Boiler accessories Feed pumps Injectors Steam gauge Boiler capacity Strength of boilers Fuels tvelative value of Coal, oil, wood, straw Combustion Handling a boiter Cleaning, firing, etc. Steam engines Early forms Present forms Gasoline engines Types of Relative use of Care of Advantages of gasoline engine for developing power on farm Future of Traction engine Boiler mounting Under mounting Frame mounting Handing mounting Electric motors Farm Dairying. One Semester. Four recitations and one laboratory weekly. TEXTS: Dairy Farming—Michels. Milk and Its Products—Wing. First Lessons in Dairying—Fan Norman. The dairy herd Breeding Health and future of animals The selection of Building up a dairy herd Principles involved Breeds of dairy cattle Jersey Guerensey Holstein-Fresian, etc. Feed and care of dairy cattle rrinciples of feeding Calculation of ration Silos Silo construction and Silage Methods of keeping records of individual cows Milking Herd management Rearing the dairy calf Construction of dairy barn and milk house Diseases and ailments of dairy cattle Milk and its products Milk Composition Chemical, physical, properties The Babcock test Principle Apparatus Chemicals Bacteria and milk fermentation Sanitary milk production Farm butter making Creaming, processes of cream ripening Churning Farm cheese making Marketing dairy products Care and operation of dairy machinery Laboratory exercises Testing milk, making butter, etc. Diseases of Farm Animals. One Semester. Five recitations a weex. TEXTS: Veterinary Studies for Agricultural Students—Reynolds. Simple Anatomy of Horses. Diseases Inflamation Fevers Congestions Hemorrhages Dropsy Collapse Wounds, Various Treatment Cause and prevention of diseases Disinfection and disinfectants Heredity ’ Feed and water Parisitism External Internal Poisonious plants Ventilation of farm p»uildings Special diseases Actionmycosis or Lumpy Jaw Anthrax Syptomatic Antnrax or Black Leg : Glancers and Farey Foot and mouth disease Texas or Tick Fever Tuberculosis Hog Cholera Choke Hover or Bloat Lameness Soundness Lymphangitis and Heaves Parturient Paralysis or Milk Fever Sheep scab Nodule disease Foot rot Obstetrics Common medicines and remedies. Farm Accounts. Two afternoons a week for a year. TEXTS: - Any good text in Elementary Bookkeeping. Bexell’s Farm Accounts. Principles of bookkeeping Debit and Credit Books, as day book, ledger, etc. Simple exercises in bookkeeping about three months Follow Bexell’s Farm Accounts in connection with courses in Farm Management. Horticulture. One Year. Five recitations and one laboratory weekly. BEXT: Annals of Horticulture—Bailey. “Horticulture is the growing of flowers, fruits, vegetables plants for ornament and fancy.” Propogation Seed Layering Cutting Grafting Buaung Tillage Setting and care of orchards Fruit Pome Stone Vine Small Harvesting Storing Vegetables Construction of hot beds Cold frames Transplanting Selection of seeds Testing for germanation and purity Cultural methods of various vegetables z Beans, peas, tomatoes, cabbage, potatoes Kitchen gardens Market gardens Marketing Preparation for ime of Insects injurous Kinds Methods of eliminating Insects beneficial Fungus diseases Treatment of Landscape gardening Lawns Shade trees Ornamental shrubs Fiants for same and —100— Farm Management. One Year. Three recitations weekly. TEXT: Farm Management—Card. Lectures by instructor in charge. Outline of Study— Capital Labor The choice of a farm Choosing a building site Farm buildings Implements and equipments System of farming Market problems Advertising Cooperation Rotations xecords and accounts. (See Farm Accounts.) Feeding Farm Animals. One Semester. Five recitations weekly. TEXTS: Profitable Stock Feeding—Smith. References, Feeds and Feeding—Henry. Outline of Study— Computing balanced rations Study of feeds, their composition and uses Feed and care of horses, cactle, hogs, sheep, and poultry Animal Breeding. One Semester. Five reci.ations weekly. TEXT: Animal Breeding—Shaw. Outline of Study— Care of breeding animals Laws of breeding Mendel’s Law Law of Atavism, etc. Relative influence of parents Selection Cross breeding Grading Form new breeds Reading and writing pedigrees —-1Ol—= Poultry. One Semester. Two recitations weekly. TEXTS: Progressive Poultry—Bingham. Station Bulletins. Outline oi Study— Standard varieties of chickens Care and feeding of chickens, ducks, turkeys and geese Marketing and Market problems Planning of buildings Incubators Brooders Optional Subject. This topic is to be studied at home for a specified time under the direction of the teacher and shall count for at least one semester’s work in any regular subject. A full record must be kept of the work done including time, labor, cost and profit or loss. Suggested topics— (1) Planting and raising of a crop of oats or wheat, etc. Selection and aand picking of seeds Germination tests Preparation of land Seeding Irrigation and culture Harvesting Threshing Marketing (2) Record of a dairy cow for a year. Care Feed Cost of feed Kind of feed Balanced ration Daily milk record Profit or loss Chickens Horses Sheep Gardening Each topic is to be similarly outlined as preceeding ones. —— O02 —— MECHANICAL DRAWING. Four periods a week during the year. Two periods in suc-. cession necessary. ‘ Materials—Good mechanical drawing paper which may bear a good deal of erasing. Post’s Carona No. 7 is a good paper for the purpose. A good. India ink. Drawing instruments. Least possible number for good work. Drawing board. Te square. Triangle 60’ 30’. One protractor. Compasses—pencil and pen. Ruling pen. Spring bow pencil and pen. An irregular curve or scroll. Pencil 6h and 4h. Tillott pen No. 404 for lettering. Thumb tacks. Object—That the farmer boy may be able to read simple plans; also to draw simple plans which may be read by a me- chanic, Plate 1—Free hand lettering. Plates II.-V.—Geometrical Problems (To be done with in- struments other than T square and triangle. Six problems to a plate.) 1. To draw a perpendicular to a line from a point on the line. 2. To draw a perpendicular to a line from a point outside the line. 3. To draw a perpendicular to a line from a point at the end of a line. 4. To bisect a l'ne. 5. To bisect an arc. 6. To construct at a given point in a line, an angle equal to a given angle. 7-8. To araw through a given point, a line parrallel to a given line (two methods). 9. To bisect a given angle. 10. To construct a triangle when one side and the included angle are given. 11. To construct a triangle when two sides and the two including angles are given. 12. To construct a triangle when two sides and the two including angles are given. 1) 25. 26. 27. 28. eo: 30. 31. 32. 33. 34, To pass a circumference through three points not in a straight line. To draw a tangent to an are at a given point on the arc. To draw a tangent to an are from a given point outside the arc. . .To draw an arc of a given radius tangent to two intersecting lines. To inscribe a regular hexagon in a given circle. To inscribe a regular triangle in a given circle. To circumscribe a regular triangle about a given circle. To inscribe a circle jn a given triangle. To circumscribe a circle about a given triangle. To divide a given line into any number of equal parts. To construct a regular pentagon upon a given liue as a side. To copy a curve by points in equal enlarged or diminished size. Projections two problems on a plate. Plates VI.-X. ‘ Draw three views of a right rectangular prism, 13¢x3%4 in. hay- ing its faces parallel in pairs to the planes of projection, the largest faces being parallel to V and the greater dimension of those faces vertical. Three views of a horizontal rectangular plane 1% in., the plane to be the top surface of the solid shown in Prob. 25 and similar- ly situated. Three views of a vertical regular hexagonal plane of 2% in. line diameter, this diameter to be parallel to H. Three views of a line 1% in. long parallel to H. and S. V. (Vertical plane H. ) (H. Horizontal plane. ) (H. S. side vertical plane.) Draw three views of a right circular prism altitude parallel to V. having the diameter of the prism 2 in. and the altitude 3% in. Draw a right rectangular prism 1% in. by 2% in. having the lar- gest faces parallel to V and its longest edges inclined up to the left at 30 degrees from. vertical. Three views of a rectangular pyramid 2 in. by 1% in. altitude 4 in. placed so that its altitude is perpend‘cular to H. and its greatest base line is parallel to V. Two views, top. and front and a cross section of a chimney: (Use 1 in seale.) Height 4 ft. Base 2 ft. by 1% ft. Flue 1% ft. by % ft. Trimming % ft., wide 3-16 ft., projection 3 ft. from base. Indicating carefully all dimensions. A hollow cylinder 4 in. high having a base and top 2 in. in diame- ter and % in. thick projecting ™% in. over the main of the cylinder. Diameter of hollow space 1 in. Show two views and cross sec- tion. Use center lines but no axis of projection. Indicate all dimension lines. Three views of a square prism 4 in. high, 2 in. square which is paneled %4 in. aeep, on each face % in. from either side and end, and so placed that one side of the base forms an angle of 30 degrees with the horizontai axis of projection. Plate XI. Working drawings. (1) Table 3 ft. 4 in. projecting 3 in. (top) 2 ft. 5 in. by 21% in. by 2% in. (legs). Frame to be lumber 4 in. wide. Legs to be put on with Tenon joints 11%, by % in. set in 4 in. from each leg. (Indicate scale.) (2) Tool box. £2 ft. long, 6% in. deep, 14% ft. wide, having a central partition extending above and containing a hole for handle. Partition 131% in. high with bole % in. from top and 1% in deep, 6 in. long. Show all dimensions also give scale. Plate XII. E Draw school ground plan, placing main buildings, driveway, outbuildings, walks and shrubery in their proper places. Plate XIII. Indicate cardinal points and scale. Lay out the plan of a farm (your own if you choose), show location of puildings, ditches, streams, and divisions of land into fields for pasture, farming hay, ete. Indicate scale used. Plate XIV. Barn or shop plans. Floor plans locating all chutes, stalls, boxes, etc. Make an elevation of this plan, also detail of roof construction. Make a blue print of one of these plates of working drawings. Suggested Four-Year Course. First Year. FIRST SEMESTER: SECOND SEMESTER: Engiish English Algebra Algebra Physiography Physiography Stock Judging Stock Judging Blacksmithing blacksmithing Second Year. FIRST SEMESTER: SECOND SEMESTER: English English Geometry Plane Geometry Piane Biology Biology Farm Crops—Cereals Farm Crop Forage and Fiber Crops Carpentry Carpentry Third Year. FIRST SEMESTER: SECOND SEMESTER: English ; English Chemistry Chemistry Algebra Irrigation and Draining Soils Mechanical Drawing Fourth Year. FIRST SEMESTER: SECOND SEMESTER: English English Physics : Physics Farm Accounts Farm Accounts Farm Management Farm Management Farm Machines Feeding Farm Animals Farm Dairying Farm Motors Suggested Two-Year Course. First Year. FIRST SEMESTER: SECOND SEMESTER: English English Stock Judging Stock Judging Farm Crops—Cereals Farm Crops Forage and Fiber Crops Diseases of Farm Animals Irrigation and Drainage Blacksmithing Blacksmithing Second Year. FIRST SEMESTER: SECOND SEMESTER: English English Soils Manures and Fertilizers Farm Accounts Farm Accounts Farm Management Farm Management Farm Dairying Feeding Farm Animals Carpentry Carpentry TEXTS. Plumb—Types and Breeds of Farm Animals................. Ginn & Co. TRH MM SRY Gy ee a RE cr oe el King, Madison, Wis. Per Miat LEE SC) | Merci 2c, craict a aloes sevcuwia o's ore he tgiewt aie suaeie ee ales O. J. Company EUG N OL —— TGs SOL. a rctca sess tuata.e acc a acduersw Mel ele ele 8 Double Day Page & Co. Weasbs BrooksS—SoOllS: -.5..04 cece ocr The Home Correspondence School Moser Laboratory. MAnUa lec. osan sree wie Rave os eee eeies eye Mosier, Urban, Ill. RiewWonald—Dry, oWATM Ue ns oro serve he asdle ee ise 6G dualen ae ool cie's The Century Co. es OO—— DOTY. MATININ Gal iat, slave aeovswre v3 cre orevirwievetel mole le ajo’ ...-MacMillan Co. airtel — yi a H Cr CLT Lye se ticvtntrcrctaiete oe crarelare ehodare Give Srsiaiahar snes O. J. Company ming—lrrivation: and Drainage «..6c. «ci. eee cs cee ees King, Madison, Wis. RY eX SATION: P ALTOINS we cre stare ates gobi viele a Se eva, sn sbore wlesiele O. J. Company Pim PneaGerealsain “A MeCTICH , ..ccencpee crtce vious dicts wet eles s O. J. Company Lyon and Montgomery—Examining and Grading Grains..... Ginn & Co. Hunt—The Forage and Fiber Crops in America.......... O. J. Company Davidson and Chase—Farm Machinery .................. O. J. Company Davidson and Chase—Parm Motors, «4...54 tice cc ccs bes O. J. Company Michels—wairy Farming ............ John Michels, West Raleigh, N. C. Myre Milk ANd eLLS Products ts pc se 0s os «wees bee de 0 sls bie es Macmillan Co. Van Norman—First Lessons in Dairying ................ O. J. Company Reynolds—Veterinary Studies for Agricultural Students..Webb Pub. Co. Brooks—Animal Husbandry .......... The Home Correspondence School Bexell—Bexell’s Farm Accounts........... Home Correspondence School Bailey—Annals of Horticulture e-rcis. ee ets. tei eee O. J. Company Card—Farm (Managzememtecn sc otccs cls stsdecsc seiner Double Day Page & Co. Shaw—Animal «Breeding ear ee 3 ae cls ce wie lerstecs iB oictateieiets leks isan Oo. J. Company Marshall—Animal] “Breeding. S20... ces tie of -teteincle eee O. J. Company C. M: Arkman—Manures’ and Manuring . 70... fe secede oe eneeneneiene Brooks—Manures and Fertilizers..... The Home Correspenaence School Bringham—Progressive Poultry....... The Torch Press, Des Moines, Ia. Smith—Profitaple Stock Feeding............ Smith « Co., Lincoln, Neb. DOMESTIC SCIENCE. It was not deemed wise to give a course in too great detail but to indicate the topics that would be covered in almost any course, leaving the variations to be worked out locally. There are many arguments in favor of putting sewing in the first and third years and cooking in the second and fourth. Such an arrangement is recommended. First Year. I. PRACTICAL WORK— (a) Drafting. 1. Hand sewing, fundamental stitches. Machine sewing. 2. Combination of hand and machine sewing in designing and making. (1) Complete set of white undergarments. (2) Shirtwaist suit of wool or cotton. (3) Apron and sleeve protectors. (4) A wash dress. (5) Mending. (6) Kimona. ll. THEORETICAL WORK— (a) History, use and care of sewing machine. (b) Cotton, wool and flax; their growth, cultivation, use; manufac- ture or cotton and wool thread and fabrics. (c) Emery needles. Second Year. KilCHEN COOKING— 1. Equipment and care of same. (Especially the sink, range and refrigerator.) Directions for washing dishes and dish towels. 2. Function of Foods. Classification of Nutrients. inorganic Foods. I. WATER— 3. Kinds and uses of water. Boiling and simmering points of water. Effects of adding substances, as salt, sugar, ete. Organic Foods. Il. CARBOHYDRATES— 4. Fruits and Vegetables: Classification, Composition, ete. Prepare Baked or Stewed Fruit. Prepare Baked or Boiled Potatoes. 5. Cereals: Source and Preparation. Prepare Rice and one other Cereal. Discuss the Fireless Cooker. 6. Cereal Products: Prepare Toast and White Sauce. Discuss Corn Starch, Tapioca, Macaroni, etc. 7. Sugar: Different kinds of sugar, their source and preparation. Cook Syrup, noting all stages from thread to caramel sugar. Prepare two or more kinds of candy. Ill. PROTEINS— 8. Mil«: Prepare Junket with Caramel Sauce. , Discuss Cheese and other milk products. 9. Eggs: Discuss effects of different temperatures. Discuss boiled, poached, eggs, etc. Prepare custard, boiled or baked. 10. Meat and Fish: Different cuts of meats. Prepare broiled or roast meat. Discuss ways of cooking tough meats. Discuss, Fish and gelatin. 11. Batters: Discuss .eavening agents. Study of pour and drop batters. Prepare popovers and muffins. 12. Doughs: 2repare Bread and Rolls. Discuss Yeast. Third Year. I, PRACTICAL WORK— (a) Wool suit or thin according to season. (b) Altering old material. (c) Designing or stenciling of white gown for evening wear, or graduation; or (d) Household linen. (e) Hand-made waist or baby dress. (f) Embroidery. (g) Millinery. (h) Household furnishings. (i) Drawing of plans of medium sized house. —108— (j) Making of note book, showing actual sampies of wood work, papers, ete., for each room. Il. THEORETICAL WORK— (a) Study of wool and silk. (b) History and art of designing. (c) History of costume. Fourth Year. First Semester. : : General Subjects: Food and Its Preparation. sacteriology. Serving. Economics. A. FOOD AND ITS PREPARATION— I. Canning, preserving and jelly making. II. Review and elaboration of first year’s work. III. Chafing Dish cookery. IV. Serving of simple meals at limited cost. B. BACTERIOLOGY— A I. Yeasts. II. Molds. Ili. Bacteria. ; IV. Milk supply. ° C. SERVING. I. Care of dining room and table linen. II. Serving, with and without a maid. D. ECONOMICS— I. Marketing. II. Accounts. III. Economic problems of the home. IV. Division of income. V. Household accounts. VI. Saving time, strength and material in conducting household operations. VII. Relation of food .o work. Second Semester. Genera. Subjects. Food and Its Preparation. Home Nursing. Sanitation. Laundry. A. FOOD AND ITS PREPARATION— I. Fireless cookery. Cooking of meats, vegetables and frozen mixtures. II.. Infant diet. Cooking of modified milk, barley water, whay, etc. III. Invalid diet. Preparation and serving of meals to suit special conditions. IV. Fancy cooking. Bread, cakes, salaas, entrees, meats, vegetables, sauces, and garnishings. V. vreparation and serving or an elaborate dinner. HOME NURSING— I. Care of sick room. e II. Care of invalid. 1II. Making of beds. IV. Symptoms and treatment of common diseases. V. Emergencies. ‘ SANITATION— I. Public Hygiene. 1. Water and milk supply. 2. Laws of Boail of Healtk. II. Personal Hygiene. 1. 1. lumbing. 2. Ventilation and heating. LAUNDRY WORK. ‘desserts, = te = SE Se ee » wed whe % ~ ss fa SSS o i—] o ~N = =< =s — = a Iasi eens a os - ae artes . See = S —— - = Sn a eee ~ : Te www a es vu