Volume XV 
 
 Number 25 
 
 The 
 
 Ohio State University 
 Bulletin 
 
 Definitions of Entrance Units 
 
 Jun t 1 \ 9 \ \ 
 
 Published by the University at Columbus 
 
 Entered as second-class matter November 17, 1905, at the postoffice 
 at Columbus, Ohio, under Act of Congress, July 16, 1894. 
 
DEFINITIONS OF ENTRANCE UNITS 
 
 INTRODUCTORY STATEMENT 
 
 This bulletin is published for the information of school officers, 
 high school teachers, and others who desire information regarding 
 the character and extent of the work which should constitute the 
 units that are accepted for admission to the Ohio State University. 
 The definitions of units and the descriptive matter in connection 
 therewith are (with exceptions noted below) republished from the 
 1910 report of the Commission on Accredited Schools and Colleges 
 of the North Central Association of Colleges and Secondary 
 Schools, and have been adopted by the faculty of the Ohio State 
 University with slight corrections or changes which are here incor¬ 
 porated. The definitions in Chemistry and Manual Training differ 
 in form, rather than in substance or extent, from similar definitions 
 of the North Central Association. The University also defines units 
 in Agriculture, Commercial Geography, Physiology, and Freehand 
 Drawing, subjects not yet defined by the North Central Association. 
 
 As a charter member of the North Central Association of Col¬ 
 leges and Secondary Schools, the educational organization which 
 seeks by the voluntary action of its constituent members to promote 
 and make effective the best educational policies in the fourteen 
 North Central States, the Ohio State University commends the 
 definitions here printed to the careful consideration of school 
 officers. The definitions represent the judgment of the best institu¬ 
 tions, both higher and secondary, in these states and are substan¬ 
 tially the same also as those adopted by the Association of Colleges 
 and Preparatory Schools of the New England States, and the 
 Association of Colleges and Secondary Schools of the Middle 
 States and Maryland. These definitions are published for the pur¬ 
 pose of being helpful and suggestive rather than with the object 
 of restricting the work of secondary teachers in any undesirable 
 manner. 
 
 No attempt is made in this bulletin to indicate the entrance 
 requirements to the various colleges or courses of the University. 
 Such information is contained in a Bulletin of Entrance Informa¬ 
 tion, which will be mailed on request. Requests for this or other 
 
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 The Ohio State University 
 
 bulletins of information should be addressed to W. E. Mann, Uni¬ 
 versity Editor, Columbus, Ohio. 
 
 The Unit. 
 
 The amount of class-room work which is recognized by the 
 University as constituting a unit of entrance work is indicated by 
 the following definition, which coincides with that adopted by the 
 North Central Association: A unit is a course of study covering 
 a school year, which shall include in the aggregate not less than 
 one hundred and twenty sixty-minute hours of class-room work, 
 two hours of manual training or laboratory work being equivalent 
 to one hour of class-room work. The character of the work which 
 should occupy this time unit is indicated in the following pages 
 under the various subject headings. 
 
 ENGLISH (Four units) 
 
 Preparation in English has two main objects: (1) command 
 of correct and clear English, spoken and written; (2) ability to 
 read with accuracy, intelligence, and appreciation. 
 
 The first object requires instruction in grammar and composi¬ 
 tion. English grammar should ordinarily be reviewed in the sec¬ 
 ondary school; and correct spelling and grammatical accuracy 
 should be rigorously exacted in connection with all written work 
 during the four years. The principles of English composition 
 governing punctuation, the use of words, paragraphs, and the 
 different kinds of whole composition, including letter-writing, should 
 be thoroughly mastered; and practice in composition, oral as well 
 as written, should extend throughout the secondary school period. 
 Written exercises may well comprise narration, description, and 
 easy exposition and argument based upon simple outlines. It is 
 advisable that subjects for this work be taken from the student's 
 personal experience, general knowledge, and studies other than 
 English, as well as from his reading in literature. Finally, special 
 instruction in language and composition should be accompanied by 
 concerted effort of teachers in all branches to cultivate in the 
 student the habit of using good English in his recitations and 
 various exercises, whether oral or written. 
 
 The second object is sought by means of two lists of books, 
 headed respectively reading and study, from which may be framed 
 a progressive course in literature covering four years. In con¬ 
 nection with both lists, the student should be trained in reading 
 aloud and be encouraged to commit to memory some of the more 
 
Definitions of Entrance Units 
 
 5 
 
 notable passages both in verse and in prose. As an aid to literary 
 appreciation, he is further advised to acquaint himself with the 
 most important facts in the lives of the authors whose works he 
 reads and with their place in literary history. 
 
 a. Reading —The aim of this course is to foster in the student 
 the habit of intelligent reading and to develop a taste for good 
 literature, by giving him a first-hand knowledge of some of its best 
 specimens. He should read the books carefully, but his attention 
 should not be so fixed upon details that he fails to appreciate the 
 main purpose and charm of what he reads. 
 
 I. BOOKS PRESCRIBED FOR READING 
 
 For 1912 nine books, selected as prescribed below from the 
 following list: 
 
 Group I (two to be selected). 
 
 Shakespeare’s As You Like It, Henry V, Julius Caesar, The 
 Merchant of Venice, Twelfth Night. 
 
 Group II (one to be selected). 
 
 Bacon’s Essays; Bunyan’s The Pilgrim’s Progress, Part I; The 
 Sir Roger de Coverley Papers in The Spectator; Franklin’s Auto¬ 
 biography. 
 
 Group III (one to be selected). 
 
 Chaucer’s Prologue; Spenser’s Faerie Queene Book I; Pope’s 
 The Rape of the Lock; Goldsmith’s The Deserted Village; Pal- 
 grave’s Golden Treasury (First Series), Books II and III, with 
 especial attention to Dryden, Collins, Gray, Cowper, and Burns. 
 
 Group IV (two to be selected). 
 
 Goldsmith’s The Vicar of Wakefield; Scott’s Ivanhoe, Quentin 
 Durward; Hawthorne’s The House of the Seven Gables; Thack¬ 
 eray’s Henry Esmond; Mrs. Gaskell’s Cranford; Dickens’ A Tale 
 of Two Cities; George Eliot’s Silas Marner; Blackmcre’s Lorna 
 Doone. 
 
 Group V (one to be selected). 
 
 Irving’s Sketch Book; Lamb’s Essays of Elia; De Quincey’s 
 Joan of Arc and The English Mail Coach; Carlyle’s The Hero as 
 Poet, The Hero as Man of Letters, The Hero as King; Emerson’s 
 Essays (Selected) ; Ruskin’s Sesame and Lilies. 
 
 Group VI (two to be selected). 
 
 Coleridge’s The Ancient Mariner; Scott’s Lady of the Lake; 
 Byron’s Mazeppa and The Prisoner of Chillon; Palgrave’s Golden 
 Treasury (First Series), Book IV, with special attention to Words¬ 
 worth, Keats, and Shelley; Macaulay’s Lays of Ancient Rome; 
 Poe’s Poems; Lowell’s The Vision of Sir Launfal; Arnold’s 
 
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 Sohrab and Rustum; Longfellow’s The Courtship of Miles Stan- 
 dish; Tennyson’s Princess; Browning’s Cavalier Tunes, The Lost 
 Leader, How They Brought the Good News from Ghent to Aix, 
 Evelyn Hope, Home Thoughts from Abroad, Home Thoughts from 
 the Sea, Incident of the French Camp, The Boy and the Angel, 
 One Word More, Herve Riel, Pheidippides. 
 
 For 1913, 1914 and 1915: 
 
 With a view to large freedom of choice, the books provided 
 for reading are arranged in the following groups, from which at 
 least ten units* are to be selected, two from each group: 
 
 I. The Old Testament, comprising at least the chief narrative 
 episodes in Genesis, Exodus, Joshua, Judges, Samuel, Kings, and 
 Daniel, together with the books of Ruth and Esther; the Odyssey, 
 with the omission, if desired, of Books I, II, III, IV, V, XV, XVI, 
 XVII; the Iliad, with the omission, if desired, of Books XI, XIII, 
 XIV, XV, XVII, XXI; Vergil’s Aeneid. The Odyssey, Iliad, and 
 Aeneid should be read in English translations of recognized literary 
 excellence. 
 
 For any unit of this group a unit from any other group may 
 be substituted. 
 
 II. Shakespeare’s Merchant of Venice, Midsummer Night’s 
 Dream; As You Like It, Twelfth Night, Henry the Fifth, Julius 
 Caesar. 
 
 III. Defoe’s Robinson Crusoe, Part I; Goldsmith’s Vicar of 
 Wakefield; either Scott’s Ivanhoe or Scott’s Quentin Durward; 
 Hawthorne’s House of the Seven Gables; either Dickens’ David 
 Copperfield, or Dickens’ Tale of Two Cities; Thackeray’s Henry 
 Esmond; Mrs. Gaskell’s Cranford; George Eliot’s Silas Marner; 
 Stevenson’s Treasure Island. 
 
 IV. Bunyan’s Pilgrim’s Progress, Part 1; The Sir Roger de 
 Coverley Papers in The Spectator; Franklin’s Autobiography (con 
 densed) ; Irving’s Sketch Book; Macaulay’s Essays on Lord Clive 
 and Warren Hastings; Thackeray’s English Humorists; Selections 
 from Lincoln, including at least the two Inaugurals, the Speeches 
 in Independence Hall and at Gettysburg, the Last Public Address, 
 and Letter to Horace Greeley, along with a brief memoir or esti¬ 
 mate; Parkman’s Oregon Trail; either Thoreau’s Walden or Hux¬ 
 ley’s Autobiography and selections from Lay Sermons, including 
 the addresses on Improving Natural Knowledge, A Liberal Educa¬ 
 tion, and A Piece of Chalk; Stevenson’s Inland Voyage and Travels 
 With a Donkey. 
 
 V. Palgrave’s Golden Treasury (First Series), Books II and 
 
 *Each unit is set off by semicolons. 
 
Definitions of Entrance Units 
 
 7 
 
 III, with especial attention to Dryden, Collins, Gray, Cowper, and 
 Burns; Gray’s Elegy in a Country Churchyard and Goldsmith’s 
 Deserted Village; Coleridge’s Ancient Mariner and Lowell’s Vision 
 of Sir Launfal; Scott’s Lady of the Lake; Byron’s Childe Harold, 
 Canto IV, and Prisoner of Chillon; Palgrave’s Golden Treasury 
 (First Series), Book IV, with special attention to Wordsworth, 
 Keats, and Shelley; Poe’s Raven, Longfellow’s Courtship of Miles 
 Standish, and Whittier’s Snow-Bound; Macaulay’s Lays of Ancient 
 Rome and Arnold’s Sohrab and Rustum; Tennyson’s Princess; 
 Browning’s Cavalier Tunes, The Lost Leader, How They Brought 
 the Good News from Ghent to Aix, Home Thoughts from Abroad, 
 Home Thoughts from the Sea, Incident of the French Camp, 
 Herve Riel, Pheidippides, My Last Duchess, Up at a Villa—Down 
 in the City. 
 
 b. Study — This part of the requirement is intended as a nat¬ 
 ural and logical continuation of the student’s earlier reading, with 
 greater stress laid upon form and style, the exact meaning of words 
 and phrases, and the understanding of allusions. For this close 
 reading are provided a play, a group of poems, an oration, and an 
 essay, as follows: 
 
 II. BOOKS PRESCRIBED FOR STUDY. 
 
 For 1912: Shakespeare’s Macbeth; Milton’s Comus, L’Allegro, 
 and II Penseroso or Tennyson’s Gareth and Lynette, Launcelot 
 and Elaine, and The Passing of Arthur; Burke’s Speech on Con¬ 
 ciliation with America, or Washington’s Farewell Address and 
 Webster’s First Bunker Hill Oration; Macaulay’s Life of Johnson, 
 or Carlyle’s Essay on Burns. 
 
 For 1913, 1914 and 1915: 
 
 Shakespeare’s Macbeth; Milton’s L’Allegro, II Penseroso, and 
 Comus or Tennyson’s Gareth and Lynette, Launcelot and Elaine, 
 and The Passing of Arthur; either Burke’s Speech on Conciliation 
 with America, or both Washington’s Farewell Address, and Web¬ 
 ster’s First Bunker Hill Oration; either Macaulay’s Life of John¬ 
 son, or Carlyle’s Essay on Burns. 
 
 [Text-books: Scott and Denney’s Elementary Composition and 
 Composition-Literature, or equivalents.] 
 
 HISTORY (four units) 
 
 1. Ancient History, with special reference to Greek and Ro¬ 
 man history and including also a short introductory study of the 
 more ancient nations and the chief events of the early middle ages, 
 
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 down to the death of Charlemagne (814). [Botsford’s Ancient 
 History for Beginners, or West’s Ancient World, or Wolfson’s 
 Essentials in Ancient History, or an equivalent.] 
 
 2. Mediaeval and Modern European History, from the death 
 of Charlemagne to the present time. [Adams’ European History 
 or Harding’s Essentials in Mediaeval and Modern History, Myers’ 
 Mediaeval and Modern History, or an equivalent.] 
 
 3. English History. [Higginson and Channing’s English 
 History for Americans, or Walker’s Essentials in English History, 
 or Cheyney’s Short History of England, or an equivalent.] 
 
 4. American History, or American History and Civil Gov¬ 
 ernment. [McLaughlin’s History of the American Nation, or 
 Montgomery’s Student American History, or an equivalent; Ash¬ 
 ley’s American Government, or an equivalent.] 
 
 The periods that are here indicated as constituting the four 
 units were recommended by the Committee of Seven of the Amer¬ 
 ican Historical Association in their report to the Association in 
 1899. The full report is published under the title “The Study of 
 History in Schools.” It contains suggestions as to various methods 
 of treating these periods, and gives further information likely to 
 be of service to the teacher. A short course of one year in general 
 history of the world has been in a great measure abandoned by the 
 schools, because it does not give the opportunity for the more 
 concrete study and for the training in historical thinking that can 
 be obtained from the more intensive work. The plan of continuing 
 ancient history to the time of Charlemagne or the establishment of 
 the Holy Roman Empire has much to commend it, and is how 
 adopted in many schools. Excellent books have been prepared 
 which will enable the teachers to cover the field, as a whole, satis¬ 
 factorily. By continuing the study of ancient history down into the 
 early middle ages, a reasonable adjustment of time between the 
 earlier and later periods is secured; and from the purely historical 
 as well as the pedagogical point of view, there is much to be said 
 in favor of connecting Roman history with the latter times; the 
 pupil is not left in the confusion of the fallen or the decadent em¬ 
 pire. In connection with a year’s work in American history much 
 instruction can be given in civil government; a course dwelling on 
 the development of American political ideals and the actual work¬ 
 ings of institutions necesarily gives information concretely of the 
 present governmental forms and methods. 
 
 No definite statement need be made concerning the mode of 
 teaching or the apparatus that should be used. But it may be said 
 that the mere learning of a text will not give the preparation that 
 
Definitions of Entrance Units 
 
 9 
 
 the colleges desire. Happily the time is gone when teachers are 
 inclined to confine their classes to the memorizing of a single text. 
 Some colleges in their entrance examination expect the candidate 
 to present notebooks showing the amount and character of the work 
 done in the schools. It is desirable that notebooks or cards should 
 be kept as a record of the work done. They may contain copious 
 extracts from primary and secondary authorities, references to 
 important material, sketch maps made by the pupils as illustrations 
 of their studies, and informal notes on reading that has been done 
 in connection with the course. Such work is necessary if the his¬ 
 torical courses are to give their best educational results. Effort 
 should be made to cultivate the power of handling facts and of 
 drawing proper inductions from data, to develop the faculty of 
 discrimination, to teach the pupils the use of books and how to 
 extract substance from the printed page. The acquisition of in¬ 
 formation alone cannot be the chief aim of any school work; 
 knowledge of how to acquire information and, above all, some 
 skill in putting forth what one knows must always be of more 
 than secondary importance; history, therefore, should be taught as 
 a disciplinary and educational subject. 
 
 The teacher of history in the secondary school should have 
 completed a four year college course or the equivalent. He should 
 have completed courses in history aggregating at least twelve hours 
 for one year, including one “intensive” or “research” course. In 
 the selection of these courses, at least three fields of history repre¬ 
 sented in the secondary school units should be chosen. It is also 
 strongly recommended that the teacher should have pursued ele¬ 
 mentary courses in economics and political science. 
 
 The school library or an accessible public library should be 
 equipped with at least the following numbers of well-selected books 
 on the different units: Ancient History, 25 volumes; Mediaeval and 
 Modern History, each 25 volumes; English History, 50 volumes, 
 and United States History, 75 volumes. 
 
 In addition to a good text-book, the pupil should have read in 
 connection with each unit of History, as a minimum, the following 
 amounts of carefully selected collateral material, of which at least 
 one-fourth should be source material: Ancient History, 200 pp.; 
 Mediaeval and Modern European History, each 150 pp.;; English 
 History, 300 pp.; American History, 350 pp. (It is understood 
 that Civics is additional.) Especial care should be exercised by the 
 teacher in testing the reports on outside reading, to see that the 
 best results are obtained. The pupil should show ability also in 
 map analysis and the completion of outline maps. 
 
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 The Ohio State University 
 
 The history class-room should contain standard maps and the 
 pupils should have access to good historical atlases. Photographs 
 of historic scenes ought also to constitute a part of the school 
 equipment for the use of the teacher of history. 
 
 MATHEMATICS (three and one-half units) 
 
 a. Three chief aims should be set for instruction in mathe¬ 
 matics in the secondary school. 
 
 1. To inspire and facilitate the acquisition of knowledge in an 
 important field of human thought, mathematics is necessary to the 
 comprehension and mastery of nature. 
 
 2. To develop the ability to apply this knowledge to practical 
 and theoretical investigations. 
 
 3. To develop and strengthen the ability to perceive exact 
 relations and to make inferences correctly; the teacher’s constant 
 aim should be to train the pupil to think and to formulate clearly 
 the results of his thinking. 
 
 b. We may reasonably expect of students completing a high 
 school course and presenting themselves for admission to college: 
 
 1. A fair degree of accuracy and rapidity in calculations, and 
 a fair knowledge of the applications of numbers to the solution of 
 the common problems of life. 
 
 2. A fair degree of skill in making algebraic transformations. 
 
 3. The ability to use the equation as an instrument in the 
 solution of problems. 
 
 4. The ability to interpret algebraic results. 
 
 5. A fair comprehension of what constitutes a proof in math¬ 
 ematics. 
 
 6. A good knowledge of the facts of elementary algebra, and 
 plane and solid geometry. 
 
 c. We recognize the fact that the students of the last high 
 school year, because of their greater maturity, have much more 
 ability to grasp the abstract thinking of mathematics than do stu¬ 
 dents of the first year. The material offered in the courses and 
 the methods of instruction should be determined with this in view. 
 At first the simpler and more concrete ideas of the subject should 
 be dealt with. In later stages, more complicated mechanical work 
 and formal theory should be introduced gradually. 
 
 d. The units, by title, shall be: 
 
 1. Algebra, first course, 1 unit. 
 
 2. Plane Geometry, 1 unit. 
 
 3a. Algebra, \ unit. 
 
Definitions of Entrance Units 11 
 
 3b. Solid Geometry, £ unit. 
 
 4. Plane Trigonometry, £ unit. 
 
 It is becoming more and more evident that a change in the 
 arrangement of the subject matter involved in the units named 
 above is desirable. Many schools are offering courses in mathe¬ 
 matics which cover in effect the equivalent of the courses named, 
 but with the subjects somewhat intermingled. This Committee will 
 have more to say on this subject in a later report. 
 
 Under any arrangement, arithmetic, algebra, geometry and 
 trigonometry should be regarded and treated as different phases of 
 one and the same great subject, mathematics. The geometrical, the 
 arithmetical, algebraic and physical phases of mathematics should 
 be presented, as far as possible, from the beginning to the end of 
 the secondary course. Much can be done in this direction by em¬ 
 ploying geometrical methods in algebra and by using algebraic pro¬ 
 cesses in geometry. Numerous examples taken from physics and 
 problems illustrated graphically and taken from any source what¬ 
 ever may be advantageously employed. 
 
 e. The algebra required for entrance to college should include 
 the following topics (no significance to be attached to the order 
 given here) : 
 
 1. The fundamental laws of algebra. 
 
 2. The general view of algebraic number. 
 
 3. The four fundamental operations as applied to integral 
 fractional and irrational expressions. 
 
 4. Factoring. 
 
 5. Binomial theorem for positive integral exponents. 
 
 6. Solution of equations in one variable—including simple 
 quadratic, fractional, and irrational equations. 
 
 7. Solution of systems of equations in two variables; includ¬ 
 ing linear system, linear-quadratic system and a few of the quad¬ 
 ratic systems that occur more frequently in practice. 
 
 8. Ratio and proportion. 
 
 9. The statement and solution of problems. 
 
 It is recommended that this unit and a half be divided into 
 two portions, an elementary course: Algebra 1, to be given in the 
 first year of high school, and a more advanced course to be given 
 after the course in plane geometry in the third or fourth year. 
 
 The following suggestions are made as to the character of 
 these courses: 
 
 Algebra I should deal with the simpler portions of the topics 
 
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 The Ohio State University 
 
 named, with the exception of the greater portion of 7, which 
 should be treated in Algebra 3a. 
 
 Omit complicated forms of parentheses, fractions, irrationals, 
 types of factoring and equations. The aim should be a training in 
 algebra as a method of thinking rather than as an exercise in the 
 manipulation, of complicated expressions. Ideas and methods 
 should grow out of the pupil’s knowledge of arithmetic and the 
 relations of common experience. The traditional order of topics 
 is not to be commended. Emphasis should be placed on the 
 equation as a means of solving problems, other topics contributing 
 assistance as the need arises. The equation should be used at the 
 very beginning, as it is of paramount importance throughout the 
 course. 
 
 The second course, 3a, should be a more systematical and 
 scholarly consideration of the ground already covered and an exten¬ 
 sion of ideas to more complicated expressions. The pupil is now 
 more mature and is better able to do abstract thinking. This is 
 the time to acquaint him with the nature of algebraic reasoning 
 and to arouse within him some appreciation of algebra as a 
 science. By the time he has finished this course, he should have 
 acquired that facility in the use of algebraic expressions which is 
 so essential to further study of mathematics. A mastery of the fun¬ 
 damentals of theory and practice must be insisted upon. 
 
 In plane geometry it is suggested that a clearer conception of 
 geometrical reasoning and a firmer grasp upon geometrical facts 
 can be acquired by a thorough consideration of a small number 
 of theorems than by a hurried glance at a larger number. It 
 is therefore recommended that the more important theorems be 
 emphasized and that the less important be omitted or passed over 
 without proof. It is suggested that teachers be free to assume the 
 truth of some of the most evident theorems at first. Proof may 
 be given later if desired. The original demonstration of theorems 
 is of the utmost importance. The use of exercises involving 
 algebraic and numerical applications is to be encouraged. The 
 habit of giving accurate definitions, the perception of what con¬ 
 stitutes a demonstration of truth, confidence in one’s own power 
 of correct reasoning and the ability to discover geometrical rela¬ 
 tions are of more importance than the ability to recall the demon¬ 
 stration of a large number of theorems. It would be well to omit 
 the theory of limits and incommensurable's from this course. 
 
 Solid Geometry, 3b, should comprise the usual topics given in 
 texts. Here, too, there should be a centering of attention upon the 
 
Definitions of Entrance Units 
 
 13 
 
 more important theorems. More emphasis should be placed on 
 mensuration. 
 
 It may be desirable in some schools to re-arrange the ma¬ 
 terial of courses 2 and 3b so that course 2 should include the 
 elements of both plane and solid geometry, leaving to course 3b 
 the more difficult phases of the subject. 
 
 Plane Trigonometry, 4, should include the definitions and 
 relations of the six trigonometrical functions as ratios, the theory 
 of logarithms and use of tables, the proof of important formulae 
 and considerable practice in trigonometric transformations; the 
 solution of right and oblique triangles. 
 
 LATIN (four units) 
 
 In Latin the commission adopts the first two units as defined 
 by the American Philological Association, and the third and fourth 
 units as defined by the College Entrance' Examination Board. 
 
 1. Latin Lessons, accompanied from an early stage by the 
 reading of very simple selections. Easy reading; twenty to thirty 
 pages of consecutive text. 
 
 In all written exercises the long vowels should be marked, and 
 in all oral exercises pains should be taken to make the pronuncia¬ 
 tion conform to the quantities. 
 
 The student should be trained from the beginning to grasp 
 the meaning of the Latin before translating, and then to render 
 into idiomatic English; and should be taught to read Latin aloud 
 with intelligent expression. 
 
 2. Selections from Caesar's Gallic War equivalent in 
 amount to four books; selections from other prose writers, such as 
 Nepos, may be taken as a substitute for an amount up to, but not 
 exceeding, two books. 
 
 The equivalent of at least one period a week in prose composi¬ 
 tion based on Caesar. 
 
 Reading aloud and translating, together with training in cor¬ 
 rect methods of apprehending the author’s meaning, both prepared 
 and unprepared passages being used as material. The memorizing 
 of selected passages. 
 
 3. 4. Cicero. Any six orations from the following list, but 
 preferably the first six mentioned: 
 
 The four orations against Catiline, Archias, the Manilian 
 Law, Marcellus, Roscius, Milo, Sestius, Ligarius, the fourteenth 
 
 Philippic. 
 
 Vergil. The first six books of the Aeneid. 
 
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 The Ohio State University 
 
 The equivalent of at least one period a week in prose composi¬ 
 tion based on Cicero. 
 
 Note —In place of a part of Cicero an equivalent of Sallust’s 
 Catiline, and in place of a part of Vergil an equivalent of Ovid 
 will be accepted. 
 
 GREEK (three units) 
 
 In Greek the definitions of the three units of the Philological 
 Association are adopted. 
 
 1. Introductory Lessons : Xenophon’s Anabasis (20 to 30 
 pages). Practice in reading at sight and in writing Greek. Sys¬ 
 tematic study of grammar begun. 
 
 2. Xenophon’s Anabasis (continued), either alone or with 
 other Attic prose (75 to 120 pages). Practice in reading at sight, 
 systematic study of grammar, thorough grammatical review, and 
 practice in writing Greek, both based on study of Books I and II 
 of the Anabasis. 
 
 3. Homer (2,500 to 4,000 lines) : e. g., Iliad I-III (omitting 
 II, 494-end), and VI-VIII. Attic prose (33 to 40 pages), with 
 practice in writing Greek, grammar, practice reading at sight. 
 
 GERMAN (four units) 
 
 1. During the first year the work should comprise: (a) Care¬ 
 ful and persistent drill upon connected pronunciation; (b) The 
 memorizing and frequent repetition of easy colloquial sentences; (c) 
 Drill upon the rudiments of grammar, viz., upon word order, the 
 inflection of the articles, of such nouns as belong to the language 
 of everyday life, of adjectives, pronouns, weak verbs, and the more 
 usual strong verbs; also upon the use of the more common prepo¬ 
 sitions, the simpler uses of the modal auxiliaries, and the elemen¬ 
 tary rules of syntax; (d) Abundant easy exercises designed not 
 only to fix in mind the forms and principles of grammar, but also 
 to cultivate readiness in the reproduction of natural forms of ex¬ 
 pression; (e) The reading of from 50 to 100 pages of graduated 
 texts from a reader or other text, with constant practice in trans¬ 
 lating into German easy variations upon sentences selected from 
 the reading lesson (the teacher giving the English). Besides parts 
 of readers available for first year’s class-work, good selections may 
 be made from Muller und Wenckebach’s Gluck Auf; Kern’s 
 (Grimm’s) German Stories Retold; Guerber’s Marchen and Er- 
 zahlungen; Seligmann’s Altes and Neues. 
 
 It will be found, however, that the work outlined ahove, 
 
Definitions of Entrance Units 
 
 15 
 
 can be done successfully only when the students of the class are 
 either fairly mature (say, in the eleventh or twelfth grade), or 
 have had some previous language training. It is only to such that 
 the full reading requirements can profitably be made to apply as a 
 part of the first year’s work. The chief consideration in thorough¬ 
 ness and accuracy, is to put the student upon firm and sure ground, 
 and never to give up what has already been gained. 
 
 2. During the second year the work should comprise: (a) 
 
 The reading of from 150 to 200 pages of suitable texts in the form 
 of easy stories and plays; (b) Accompanying practice, as before, 
 in the translation into German and easy variations upon the matter 
 read; (c) Continued drill upon the essentials of the grammar, 
 directed to the ends of enabling the pupil, first to use his knowl¬ 
 edge with facility in the formation of sentences and secondly, to 
 state his knowledge correctly in the technical language of grammar. 
 
 Reading material suitable for the elementary course, other than 
 that already mentioned, can be selected from the following list: 
 Andersen’s Marchen and Bilderbuch ohne Bilder; Weidermann’s 
 Biblische Gerschichten; Arnold’s Fritz auf Ferien; Baumbach’s 
 Die Nonna and Der Schwiegersohn; Gerstaecker’s Germelshausen; 
 Heyse’s L’Arrabbiata, Das Madchen von Treppi, Die Blinden.; 
 Storm’s Immensee and Geschichten aus der Tonne, in St. Jurgen; 
 Auerbach’s Brigitta; Keller’s Legenden; Fulda’s Under vier 
 Augen; Wildenbruch’s Der Letzte, or, Das edle Blut; Frommel’s 
 Eingeschneit; Seidel’s Aus Goldnen Tagen; Zschokke’s Der zer- 
 brochene Krug; Bliithgen’s Das Peterle von Niirnberg; Bacon's 
 Im Vaterland; Mosher’s Wilkommen in Deutschland; Lambert’s 
 Autagliches. 
 
 The net results of the first two years of a high school German 
 course should be: (a) A correct and ready pronunciation; (b) 
 
 A* ready, exact, and fairly complete working knowledge of gram¬ 
 mar, especially on the formal (inflectional) side; (c) At least 
 some ability to speak and understand the foreign spoken language; 
 (d) A better understanding of the grammatical structure of the 
 English language; (e) The reading of some 200-250 pages of suit¬ 
 able texts and the mastery of the fundamental facts of the lan¬ 
 guage involved and illustrated in them; (f) The acquisition of a 
 fair working vocabulary, involving the full mastery of some 80 
 per cent of the words occurring in the texts read and worked over; 
 (g) Ready familiarity with ordinary or common idiomatic phrases 
 or other expressions, such as, es tut mir leid, Sie haben recht, 
 nehmen Sie sich in acht, wo hat er das her? etc. (h) The 
 ability to understand and translate (with the help of a vocabulary 
 
16 The Ohio State University 
 
 for uncommon terms) from German into English texts of similar 
 degree of difficulty as the one worked over in class. 
 
 In words of one of the high school manuals, “The ideals of 
 enabling the student eventually to read German literature in 
 German without translating should be ever before the teacher. 
 
 .Modern German literature is so rich in novelis- 
 
 tic, dramatic, historical, and lyrical productions of a high order 
 that, even for the more elementary classes, good literary selections 
 may be found well suited to the age and preparation of high 
 school students. If this principle be strictly observed, the Ger¬ 
 man instruction will gain enormously in dignity and interest, and 
 will greatly extend the range of knowledge and the culture of the 
 student.” 
 
 3. The work of the third year should comprise: (a) A thor¬ 
 ough and systematic review of the fundamental facts of grammar 
 in connection with suitable practice in composition. A text-book, 
 such as Harris’, Wesselhoeft’s or Pope’s German Composition, 
 should be used for this purpose. Neither the teacher nor the pupil 
 should trust himself to the process of merely “incidental” gram¬ 
 mar and composition exercises. At least two recitation periods 
 per week should be devoted to this purpose, (b) The reading of 
 some 800-400 pages of moderately difficult prose. A selection may 
 be made from the following texts: Ebner-Eschenbach’s Die Frei- 
 herren von Gemperlein; Freytag’s Die Journalisten or Bilder aus 
 der deutschen Vergangenheit—for example, Karl der Grosse, Aus 
 den Kreuzziigen, Dokter Luther, Aus den Jahrhundert des grossen 
 Kriegs, Aus dem Staat Friedrich’s des Grossen; Gertstaecker’s 
 Irrfahrten; Meyer’s Der Schusz von der Kanzel; Goethe’s Her¬ 
 mann and Dorothea; Hoffman’s Historische Erzahlungen; Lessing’s 
 Minna von Barnhelm; Meyer’s Gustav Adolf’s Page; Moser’s 
 Der Bibliothekar; Riehl’s Novellen—for example, Burg Neideck, 
 Der Fluch der Schonheit, Der stumme Ratsherr, Das Spielmanns- 
 kind; Rosegger’s Waldheimat; Schiller’s Wilhelm Tell, Die Jung¬ 
 frau von Orleans, Das Lied von der Glocke; Sudermann’s Frau 
 Sorge; selections from the poems of Uhland, Heine, Schiller, 
 Goethe, etc. 
 
 4. The work of the fourth year should comprise the reading 
 of about five hundred pages of good literature in prose and poetry, 
 reference readings upon the lives and work of the great writers 
 studied, the writing in German of numerous short themes upon 
 assigned subjects, independent translation of English into German. 
 Favored texts seem to be: Goethe’s Sessenheim, Dichtung und 
 Wahrheit, Egmont, Iphigenie; Schiller’s Maria Stuart; Lessing’s 
 
Definitions of Entrance Units 
 
 i 7 
 
 Minna von Barnhelm; Kleist’s Michael Kohlhaas, Prinz von Hom- 
 burg; Fulda’s Der Talisman, Das Verlorene Paradies; Grillparzer’s 
 Der Traum ein Leben, Sappho; Ludwig’s Zwischen Himmel und 
 Erde; Hebbel’s Agnes Bernauer; Scheffel’s Ekkehard; Hauff’s 
 Lichtenstein. 
 
 The nature and scope of the fourth year’s work may well be 
 left to the direction of the authorities issuing the several high school 
 manuals, and to those in immediate charge of these advanced 
 courses. It is possible that even here many teachers will feel the 
 necessity of insisting upon the more formal aspects of the problem, 
 others may feel that the advancement and maturity of the class will 
 warrant a sympathetic and systematic study of literature proper. 
 
 FRENCH (four units) 
 
 The definitions of the four units in French are those recom¬ 
 mended by the Committee of Twelve of the Modern Language 
 Association of America. 
 
 1. During the first year the work should comprise: (a) Care¬ 
 ful drill in pronounciation; (b) the rudiments of grammar, includ¬ 
 ing the inflection of the regular and the more common irregular 
 verbs, the plural of nouns, the inflection of adjectives, participles, 
 and pronouns; the usd of personal pronouns, common adverbs, 
 prepositions, and conjunctions; the order of words in the sentence, 
 and the elementary rules of syntax; (c) abundant easy exercises, 
 designed not only to fix in the memory the forms and principles of 
 grammar, but also to cultivate readiness in the reproduction of 
 natural forms of expression; (d) the reading of from 100 to 175 
 duodecimo pages of graduated texts, with constant practice in 
 translating into French easy variations of the sentences read (the 
 teacher giving the English), and in reproducing from memory 
 sentences previously read; (e) writing French from dictation. 
 
 2. During the second year the work should comprise: (a) 
 the reading of from 250 to 400 pages of easy modern prose in the 
 form of stories, plays, or historical or biographical sketches; (b) 
 constant practice, as in the previous year, in translating into 
 French easy variations upon the texts read; (c) frequent abstracts, 
 sometimes oral and sometimes written, of portions of the text 
 already read; (d) writing French from dictation; (e) continued 
 drill upon the rudiments of grammar, with constant application in 
 the construction of sentences; (f) mastery of the forms and use 
 of pronouns, pronominal adjectives, of all but the rare irregular 
 verb forms, and of the simpler uses of the conditional and sub¬ 
 junctive. 
 
i8 
 
 The Ohio State University 
 
 Suitable texts for the second year are: About’s Le Roi des 
 montagnes, Bruno’s Le Tour de la France, Daudet’s easier short 
 tales, La Bedolliere’s La Mere Michel et son chat, Erckmann- 
 Chatrian’s stories, Foa’s Contes biographiques and Le Petit Robin¬ 
 son de Paris, Foncin’s Le Pays de France, Labiche and Martin’s 
 La Poudre aux yeux and Le Voyage de M. Perrichon, Legouve 
 and Labiche’s La Cigale chez les fourmis, Malot’s Sans famille, 
 Mairet’s La Tache du petit Pierre, Merimee’s Colomba, extracts 
 from Michelet, Sarcery’s Le Siege de Paris, Verne’s stories. 
 
 3. The work of the third year should comprise the reading of 
 from 400 to 600 pages of French of ordinary difficulty, a portion to 
 be in the dramatic form; constant practice in giving French para¬ 
 phrases, abstracts or reproductions from memory of selected por¬ 
 tions of the matter read; the study of a grammar of moderate 
 completeness; writing from dictation. 
 
 Suitable' texts are: About’s stories, Augier and Sandeau’s Le 
 Gendre M. Poirier, Beranger’s poems, Corneille’s Le Cid and 
 Horace, Coppee’s poems, Daudet’s La Belle-Nivernaise, La Brete’s 
 Mon oncle et mon cure, Madame de Sevigne’s letters, Hugo’s Her- 
 nani and La Chute, Labiche’s plays, Loti’s Pecheur d’Islande, Mig- 
 net’s historical writings, Moliere’s L’Avare and Le Bourgeois 
 Gentilhomme, Racine’s Athalie, Andromaque, and Esther, George 
 Sand’s plays and stories, Sandeau’s Mademoiselle de la Seigliere, 
 Scribe’s plays’ Thierry’s Recits des temps merovingiens, Thiers’ 
 L’Expedition de Bonaparte en Egypte, Vigny’s La Canne de jonc, 
 Voltaire’s historical writings. 
 
 4. The work of the fourth year should comprise the reading 
 or from 600 to 1,000 pages of standard French, classical and 
 modern, only difficult passages being explained in the class; the 
 writing of numerous short themes in French; the study of syntax. 
 
 Suitable reading matter will be: Beaumarchais’s Barbier de 
 Seville; Corneille’s dramas; the elder Dumas’s prose writings; the 
 younger Dumas’s La Question d’argent; Hugo’s Ruy Bias, lyrics 
 and prose writings; La Fontaine’s fables; Lamartine’s Graziella; 
 Marivaux’s plays; Moliere’s plays; Musset’s plays and poems; 
 Pellissier’s Mouvement litteraire au XIXe siecle; Renan’s Sou¬ 
 venirs d’enfance et de jeunesse; Rousseau’s writings; Sainte- 
 Beuve’s essays; Taine’s Origines de la France contemporaine; Vol¬ 
 taire’s writings; selections from Zola, Maupassant, and Balzac. 
 
 SPANISH (four units) 
 
 In Spanish the commission adopts the definitions of the two 
 units of the College Entrance Examination Board, which are in 
 
Definitions of Entrance Units 
 
 19 
 
 close harmony with the definitions of French of the Modern Lan¬ 
 guage Association. 
 
 1. During the first year the work should comprise: (a) Care¬ 
 ful drill in pronunciation; (b) the rudiments of grammar, in¬ 
 cluding the conjugation of the regular and the more common irregu¬ 
 lar verbs, the inflection of nouns, adjectives and pronouns, and the 
 elementary rules of syntax; (c) exercises containing illustrations 
 of the principles of grammar; (d) the reading and accurate ren¬ 
 dering into good English of from 100 to 175 duodecimo pages of 
 graduated texts, with translation into Spanish of easy variations of 
 the sentences read; (e) writing Spanish from dictation. 
 
 2. During the second year the work should comprise: (a) 
 the reading of from 250 to 400 pages of modern prose from dif¬ 
 ferent authors; (b) practice in translating Spanish into English, 
 and English variations of the text into Spanish; (c) continued 
 study of the elements of grammar and syntax; (d) mastery of all 
 but the rare irregular verb forms and of the simpler uses of the 
 modes and tenses; (e) writing Spanish from dictation; (f) mem¬ 
 orizing of easy short poems. 
 
 Suitable texts for the second year are: Valera’s El Pajaro 
 verde; Alarcon’s El Final de Norma; Valde’s Jose; Galdos’s 
 Marianela; Parde Isla’s version of Gil Bias; Carrion and Aza’s 
 Zaragueta. 
 
 3. In addition to the above, applicants must have had a third 
 year of instruction, and should be able to read at sight ordinary 
 Spanish prose or simple poetry, to translate into Spanish a con¬ 
 nected passage of English based on the text read, and to answer 
 questions involving an adequate' knowledge of syntax. 
 
 4. In addition, applicants must have had a fourth year of 
 instruction, and. should be able to read at sight, with the help of 
 a vocabulary of special or technical expressions, difficult Spanish, 
 whether prose or poetry; to write in Spanish a short essay on some 
 simple subject connected with the works read; to put into Spanish 
 a passage of easy English prose, and to carry on a simple con¬ 
 versation in Spanish. 
 
 PHYSICS (one unit) 
 
 1. The unit in physics consists of at least one hundred and 
 eighty periods of forty-five minutes each (equal to 135 hours) of 
 assigned work. Two periods of laboratory work count as one of 
 assigned work. 
 
 2. The work consists of three closely related parts, namely, 
 
20 
 
 The Ohio State University 
 
 class work, lecture-demonstration work, and laboratory work. At 
 least one-fourth of the time shall be devoted to laboratory work. 
 
 3. It is very essential that double periods be arranged for the 
 laboratory work. 
 
 4. The class work includes the study of at least one standard 
 text. 
 
 5. In the laboratory each student shall perform at least thirty 
 individual experiments, and keep a careful note-book record of 
 them. Twenty of these experiments must be quantitative; each of 
 these must illustrate an important physical principle which is one 
 of the starred topics in the syllabus of required topics, and no 
 two must illustrate the same principle. 
 
 6. In the class work the student must be drilled to an under¬ 
 standing of the use of the general principles which make up the 
 required syllabus. He must be able to apply these principles in¬ 
 telligently to the solution of simple, practical, concrete problems. 
 
 7. Examinations will be framed to test the students under¬ 
 standing of and ability to use the general principles in the re¬ 
 quired syllabus, as indicated in 6. 
 
 8. The teacher is not expected to follow the order of topics 
 in the syllabus unless he wishes to do so. 
 
 SYLLABUS OF REQUIRED TOPICS. 
 
 The list of required topics is not intended to include all the 
 material for the year’s work. It is purposely made short, in order 
 that each teacher may be free to supplement it in a way that fits 
 his individual environment. It does include those topics which all 
 agree are essential to a first course in physics, and which are cap¬ 
 able of comprehension, at least to the extent specified in number 6 
 of the definition of the unit, by boys and girls of high school age 
 (*1) Weight, center of gravity; (*2) Density; (*3) Parallelo¬ 
 gram of forces; (4) Atmospheric pressure; barometer; (*5) 
 Boyle’s law; (6) Pressure due to gravity in liquids with a free 
 surface; varying depth, density, and shape of vessel; (*7) Buoy¬ 
 ancy; Archimedes’ principle; (*8) Pascal’s law; hydraulic press; 
 (9) Work as force times distance, and its measurement in foot¬ 
 pounds and gram-centimeters; (10) Energy measured by work; 
 (*11) Law of machines; work obtained not greater than work put 
 in; efficiency; (*12) Inclined plane; (*13) Pulleys, wheel and axle; 
 (*14) Measurement of moments by the product of force times 
 arm; levers; (15) Thermometers: Fahrenheit and Centigrade 
 scales; (16) Heat quantity and its measurement in gram calories; 
 
Definitions of Entrance Units 
 
 21 
 
 (*17) Specific heat; (*18) Evaporation; heat of vaporization of 
 water; (*19) Dew point; clouds and rain; (*20) Fusion and solid; 
 ification; heat of fusion; (21) Heat transference by conduction 
 and convection; (22) Heat transference by radiation; (23) Qual¬ 
 itative description of the transfer of energy by waves; (24) 
 Wave length and period of waves; (25) Sound originates as a 
 vibrating body and is transmitted by waves in air; (*26) Pitch and 
 period of sound; (*27) Relation between the wave length of a tone 
 and the length of a string or organ pipe; (*28) Resonance; (29) 
 Beats; (30) Rectilinear propagation of light; pin-hole camera; 
 (*31) Reflection and its laws; image in a plane mirror; (*32) Re¬ 
 fraction, and its use in lenses; the eye, the camera; (*33) Prisms 
 and dispersion; (34) Velocity of light; (35) Magnetic attractions 
 and repulsions; (*36) Field of force about a magnet; (37) The 
 earth a magnet; compass; (38) Electricity by friction; (39) Con¬ 
 ductors and insulators; (*40) Simple galvanic cell; (*41) Elec¬ 
 trolysis; definition of the ampere; (*42) Heating effects; resist¬ 
 ance; definition of the ohm; (*43) Ohm’s law; definition of the 
 volt; (*44) Magnetic field about a current electromagnet; (*45) 
 Electromagnetic induction; (*46) Simple alternating current dyn¬ 
 amo of one loop; (*47) Electromagnetic induction by breaking a 
 circuit; primary and secondary; (48) Conservation of energy. 
 
 [A text-book should be used as a basis for the class-room 
 work. Millikan and Gale, Carhart and Chute (“Elements”), Mann 
 and Twiss, Hall and Bergen, Adams, are suitable texts. Many 
 problems should be assigned for solution. Ordinarily, a separate 
 laboratory manual (Millikan and Gale or Cheston, Dean, and Tim¬ 
 merman, or equivalent) should be used.] 
 
 CHEMISTRY (one unit) 
 
 Text-books: McPherson and Henderson’s Elementary Study 
 of Chemistry, together with the Exercises in Chemistry arranged 
 to accompany the same, or the equivalent. The course should con¬ 
 sist of at least three recitations and four hours of laboratory work 
 weekly throughout the year. 
 
 It is of the greatest importance that the student should thor¬ 
 oughly grasp the general elementary principles of the science rather 
 than spend time in simply acquiring detailed information in regard 
 to substances. Great care should be taken to see that the student 
 has a clear conception of a theory and of the part theories play in 
 the progress of science, and that in a discussion of any subject he 
 clearly differentiates between fact and theory. The solution of 
 
22 
 
 The Ohio State University 
 
 problems pertaining to the subjects under discussion should be 
 encouraged. 
 
 In the laboratory it is of fundamental importance that the 
 student should acquire accuracy and neatness and that he should 
 always work with a well defined object in view. Under no condi¬ 
 tions should a student be permitted to proceed with an experiment 
 until he clearly understands the object of the experiment. More¬ 
 over, any apparatus which is constructed for the carrying out of 
 an experiment should be rigidly examined by the teacher and only 
 after his approval should the student be allowed to proceed. 
 
 PHYSICAL GEOGRAPHY* (one unit) 
 
 The following outline includes only the most essential facts 
 and principles of physical geography, which must be studied in the 
 class room, laboratory, and field: 
 
 THE EARTH AS A GLOBE. 
 
 Shape of Earth: How proved; probable causes of. 
 
 Size: How measured. 
 
 Rotation: How proved; day and night; longitude and time; 
 latitude. 
 
 Revolution : How proved; rate; path; direction. 
 
 Seasons and their causes. 
 
 Magnetism: Compass; variation in. 
 
 Map projection explained. 
 
 THE LAND. 
 
 Distribution: Graphic representation of topography. 
 
 Changes in land areas and in land forms: Effects of (1) eleva¬ 
 tion and depression, of (2) deposition of sediments, of (3) shore 
 erosion. 
 
 Plains: Plains distinguished from the plateaus and mountains. 
 Kinds of plains: Classification based on genesis, on topography, 
 on fertility, etc. Development of plains of different forms. Dis¬ 
 tribution of the great plains of the earth. The coastal plain of the 
 Atlantic and Gulf coasts. The plains of the eastern interior. The 
 plains of the western interior. Effect of climate and rock struc¬ 
 ture on topography of plains. Alluvial plains: Their formation 
 and importance. Relation of life to different forms of plains. 
 
 *For the present the combination of any two of the following as one 
 unit will be accepted by the University: Physical Geography, Zoology, Botany, 
 and Physiology. 
 
Definitions of Entrance Units 
 
 23 
 
 Plateaus: Relations to plains and to mountains. Stages in 
 the history of a plateau; young plateaus, dissected plateaus, old 
 plateaus, broken plateaus. Effect of climate, rock structure, etc., 
 on topography of plateaus. Locations of the great plateaus. Life 
 conditions on plateaus. 
 
 Mountains: Classes, — block mountains; folded mountains; 
 
 domed mountains; massive mountains; mountains of circumdenu- 
 dation. History of mountains. Effects of climate, rock structure, 
 etc., on mountain topography. Life conditions on mountains. 
 
 Volcanoes: Distribution. Phenomena of eruptions. History 
 of a volcanic mountain. Influence of volcanoes on topography and 
 life. 
 
 Rivers: Life history of a river from birth to old age. The 
 work of rivers. The topography of surfaces shaped by river ero¬ 
 sion at different stages of valley development. Revived rivers. 
 Drowned rivers and valleys. The great drainage basins of the 
 United States. 
 
 Lakes: The distribution of lakes, particularly in North Amer¬ 
 ica. The changes which they are undergoing. Their relations to 
 rivers. Their effect on climate. Their relations to life in general. 
 Salt lakes; their history. The origins of lake basins. 
 
 Glaciers: The nature of glacier ice. The distribution of gla¬ 
 ciers. The conditions necessary for glaciers. Types of glaciers. 
 The work of glaciers. Glaciated areas compared and contrasted 
 with areas which have not been affected by ice; especially the 
 glaciated and non-glaciated areas of North America. 
 
 THE ATMOSPHERE 
 
 Composition and offices of atmosphere. Instruments used in 
 study of atmosphere. 
 
 Temperature: Source of atmospheric heat, and variations of 
 atmospheric temperatures. Isothermal charts of world, and of the 
 United States, especially the January, July and annual charts, with 
 special study of (1) isotherms of northern and southern hemis¬ 
 pheres, (2) location of heat equator, (3) cold pole, (4) crowded 
 isotherms, etc. 
 
 Pressure: Measurement of pressure. Determination of alti¬ 
 tudes by atmospheric pressure. Relation to temperature. Study 
 of isobars on United States weather maps. Distribution of pres¬ 
 sure in general, in mid-winter, (January), and in mid-summer 
 (July). Relation of pressure (isobars) and temperature 
 (isotherms). 
 
24 
 
 The Ohio State University 
 
 Circulation of Atmosphere: Winds; their causes; their 
 classes; and their effects. 
 
 Moisture: Sources. Conditions for precipitation. Forms of 
 precipitation; rain and snow; dew and frost; distribution of rain 
 and snow; principles governing. Relation of precipitation to life. 
 
 Storms: Cyclones of temperate and tropical latitudes. Paths 
 and characteristics of storms of United States. Relation of storms 
 to general weather conditions. Weather at different seasons; study 
 and construction of weather maps. Relation of weather to climate. 
 Relation of climate, weather, etc., to life and to human industries. 
 
 THE OCEAN 
 
 Form, divisions and general characteristics of the oceans, and 
 of ocean basins. Depth, density and temperature of ocean waters. 
 Characteristics of ocean floor; topography, material, etc. The life 
 of the oceans. 
 
 Movements of ocean waters: Waves; cause and effect. Cur¬ 
 rents; causes and their proofs; important currents; effects of 
 currents on climate, life, etc. Tides, character of motion; causes 
 of tides; variation of tides, and their causes; bores; effect of 
 tides on navigation, harbors, etc. 
 
 Work of ocean: Erosion and deposition. Shore lines; the 
 leading types, and their distribution. Influence of harbors and 
 coast lines, now and in the past. 
 
 Summary. The outline given can but enumerate the larger 
 topics to be covered, and in a way suggest the point of view de¬ 
 sired. Each topic should be treated so as to show its causal rela¬ 
 tions to other topics. So far as possible, the effects of earth 
 features on life (especially human life) conditions should be 
 emphasized. 
 
 Throughout the work an effort should be made to develop the 
 student’s ability to use the data presented. The acquisition of the 
 facts presented in the text-books is in itself of relatively little value. 
 The student should be taught to apply, out-of-doors and in the 
 laboratory, the principles developed in the class room. When he 
 can do this, and when he can utilize and combine the data pre¬ 
 sented in the books in new ways and to new ends, one of the chief 
 aims of the study will have been accomplished. 
 
 The candidate’s preparation should include: 
 
 a. The study of one of the leading secondary text-books in 
 physical geography, for the sake of essential principles, and of well- 
 selected facts illustrating those principles. 
 
Definitions of Entrance Units 25 
 
 b. Individual laboratory work should occupy from one-fourth 
 to one-half of the time of the student in the class room. Field trips 
 should take the place of some of the laboratory work in autumn 
 and spring. The results of laboratory work should be carefully re¬ 
 corded in writing, and in many cases should be made the basis of 
 class-room discussion. Similarly the field work should be made the 
 basis of written reports or of subsequent class-room discussion, or 
 both. In general the laboratory and the field should be made to 
 afford illustrations of as many principles and phenomena as 
 possible. 
 
 [Text-books recommended: Salisbury (Briefer Course), 
 
 Dryer, Gilbert and Bingham, Tarr, Davis, Hopkins.] 
 
 ZOOLOGY* (one unit) 
 
 A high school course in Zoology should have for its obj ects: 
 (1) To acquaint the student with the common animals of his own 
 neighborhood, with the various environments of these animals, with 
 the structural adaptations which the animals show to their environ¬ 
 ment and with their habits and economic importance. (2) To af¬ 
 ford training in critical methods of making and recording observa¬ 
 tions both by drawing and by writing, both in the laboratory and 
 in the field. (3) To teach enough of the interpretation of the ob¬ 
 served facts that the student may understand the current methods 
 of interpretation from the morphological, physiological, and 
 ecological standpoints. In other words, with the study of the 
 structures there should go an interpretation of their use (phy¬ 
 siology, ecology) and of their past history (evolution). An ele¬ 
 mentary training in both experimental and comparative methods 
 should be sought, and the peculiar value of such training as a 
 means of intellectual development should not be overlooked. 
 Ability on the part of the student to observe and think inde¬ 
 pendently is especially desired. 
 
 For a course extending through the year, with four periods per 
 week, it is recommended that the laboratory and field work consist 
 of the study of at least ten type forms, to be selected from the fol¬ 
 lowing list: 
 
 (1) An insect. (2) The crayfish. (3) An earthw’orm, leech, 
 or fresh water oligochaete. (4) An amoeba or other protozoan. 
 (5) Hydra or a hydroid. (6) A mussel or snail. (7) A fish. (8) 
 A frog, or turtle. (9) A bird. (10) A mammal. 
 
 The animal to be taken as the type under each head may be 
 selected by the teacher and will vary with the locality. It will 
 
26 
 
 The Ohio State University 
 
 usually be most convenient to begin with insects in the fall and to 
 take up birds before the spring migration, and mammals later in the 
 spring. The order in which the other forms are taken up may 
 vary according to convenience. In the above list the crayfish and 
 the earthworm have been placed after the insect in order to bring 
 like forms together. Those who find difficulty in beginning with a 
 form as small as the grasshopper may prefer to spend the first two 
 weeks on the crayfish, but any considerable delay in taking up 
 insects in the fall should be avoided. The other forms are ar¬ 
 ranged in the usually accepted logical order which is preferred by 
 most teachers. If, for practical reasons, it is deemed best to depart 
 from this order, it will be found that the idea of evolution may be 
 taught with quite as much force material within the individual 
 groups as by an adherence to the so-called logical order of the 
 groups themselves. 
 
 If time permits, the teacher may profitably add to the list of 
 types an echinoderm and a sponge, to each of which one or two 
 classes and laboratory periods may be devoted. The student’s con¬ 
 ception of the animal kingdom is thus greatly broadened. 
 
 A suitable laboratory and field equipment is assumed. Its pre¬ 
 cise character will vary with circumstances. In general the better 
 the equipment the better the work that may be done. While it is 
 true that a course in zoology may be given without the use of the 
 compound microscope, in the opinion of your committee a much 
 better course may be given by its moderate use. 
 
 As far as possible, the work on each type should be begun by 
 collecting by the students, chiefly of the type form, but incidentally 
 of as many as possible of other forms belonging to the same group. 
 Some of the animals collected should be kept living, and the sub¬ 
 sequent study should, where practicable, be made on living mate¬ 
 rial. The work on each type should include: 
 
 1. Structure. The structural work should consist chiefly of 
 external morphology, and the structures should be considered as 
 adaptations. It is not intended to eliminate individual dissection, 
 but it is thought that the amount of individual dissection may be 
 much lessened and that internal structures may be studied in part 
 by means of anatomical preparations made by the teacher and by 
 means of models and charts. In connection with each system of 
 organs the special physiology of the system should be taught and 
 should be illustrated by experiments. Physiology should not be 
 taught merely as an inference from structure. The physiological 
 instruction may be profitably concentrated on two types, one in- 
 
Definitions of Entrance Units 
 
 27 
 
 vertebrate and one vertebrate, preferably the insect and the frog. 
 By this plan physiological work on other types may be minimized. 
 
 2. Behavior and Habits. These should be considered in con¬ 
 nection with the study of its structure, and where practicable the 
 behavior should be studied first and the structures necessary to the 
 behavior considered afterward. It is believed that more interest 
 will be aroused by finding out first what the animal does and then 
 studying the structures which it uses; but it will often be found 
 necessary to reverse this order. 
 
 3. Study of Related Forms. It is not meant that the course 
 should be limited to the study of the type forms, but rather that, 
 in each group, the type form should be the basis upon which to 
 build an acquaintance with the commoner related forms in the 
 local fauna. The scientific names and the classification of these 
 forms need not be taught, but rather sight recognition of many 
 forms and their common names, with a reference of each to the 
 group represented by the laboratory type. Although it is not in¬ 
 tended that taxonomy should be taught, nevertheless individual 
 students who show an aptitude for it should be provided with 
 literature and should receive every encouragement from the teacher 
 to carry on voluntary work in collecting and classifying animals. 
 
 4. Ecology. Animal ecology includes not only a study of the 
 habits of animals referred to, but also a study of the relations of 
 animals to their environment. This branch of zoology, which must 
 be in part carried on in the field, attempts to determine how ani¬ 
 mals maintain themselves in their environment and why animals in 
 a given environment give place to others when the physical and 
 other characteristics of the environment are altered. Few teachers 
 are prepared to include this subject in their teaching, but attention 
 should be called to the importance of the subject as a constituent 
 part of a high school course in zoology, and teachers should pre¬ 
 pare themselves to do work of this sort. The amount of such 
 work that may be done in elementary classes is indicated in the 
 specific illustration which follows. 
 
 The plan recommended for laboratory and field work may be 
 best made clear by a specific illustration. Thus, the work on in¬ 
 sects may be begun with the grasshopper with a collecting trip, in 
 ■which each individual student is required to bring into the labo¬ 
 ratory as many kinds of grasshoppers as he can obtain, and to¬ 
 gether with these a certain number of insects belonging to other 
 groups. Each student should then preserve most of the insects in 
 his collection, and after sorting them, put them aside for future 
 
28 
 
 The Ohio State University 
 
 use. In this connection instruction may be given in methods of 
 pinning and preserving insects, and encouragement may be given 
 the pupil to make his own collection. Many of the grasshoppers 
 collected should be kept alive and their study now be undertaken. 
 In this study function and structure should, as far as possible, 
 be considered in connection with one another. Thus, the student 
 may observe the ways of walking, hopping, and flying, and in con¬ 
 nection with these may study on preserved material the structure 
 of the legs and wings. At the same time he may be instructed 
 in the class room and by the aid of models, preparations, and dia¬ 
 grams concerning muscles and the movements produced by them. 
 Similarly, he may study the use of the mouth parts in feeding and 
 may then observe the structure of the mouth parts in greater detail. 
 From this he may proceed to a study of the structure of the di¬ 
 gestive organs either from his own dissections or from preparations 
 and charts. The teacher may then give them elementary instruc¬ 
 tion concerning the process of digestion. Again, observations may 
 be made on the breathing movements, to be followed by an ana¬ 
 tomical study of the spiracles and tracheae and an exposition of the 
 nature of respiration. Thus, in all cases, so far as practicable, 
 close correlation should be made between the work on the func¬ 
 tion and that on the structure of the various parts of the body. 
 
 The work in which the student can actually see the working 
 of the part observed will of course have to be followed by a study 
 of the parts whose function is not so obvious, but the same princi¬ 
 ple of correlating structure and function may be followed through¬ 
 out. It is advisable that the work in which the teacher supplies 
 most of the physiological instruction should follow that in which 
 the pupil is able to make his own observations. 
 
 The class should next make a comparative study of the differ¬ 
 ent grasshoppers collected, so as to be able to distinguish the dif¬ 
 ferent species in the second field excursion. When a good con¬ 
 ception has been gained of the general structure of the body and 
 of the chief functions of its parts, and when a sight recognition 
 of the local species of grasshoppers is assured, attention may be 
 directed to the life of grasshoppers in the field and to the adapta¬ 
 tions shown by the various species to their conditions of existence 
 (ecology). To give an illustration of the nature of the ecological 
 work that may be undertaken advantageously in the high school, 
 we may cite the following observations which may easily be made 
 upon the grasshoppers which occur in nearly every neighborhood. 
 The kind of situation should be noted in which each species occurs. 
 The students should observe the relation between these habitats 
 
Definitions of Entrance Units 29 
 
 and the species found in them; the instinct of the roadside grass¬ 
 hopper to alight in barren spots of ground and of various species 
 of green coloration to alight on grass stems and to keep on the 
 side opposite the observer; the instinct of other species when 
 alighting in the grass to drop down and remain quiet next the 
 ground. These and many other features of behavior which show a 
 marked adaptation to particular kinds of environment can easily 
 be observed and interpreted. If the teacher directs the attention 
 of the students to such phenomena and by carefully planned ques¬ 
 tions leads them to make and to record observations of their own, 
 work cannot fail to prove of interest and value. Such work, if 
 properly planned, can be controlled as well as tasks performed in 
 the laboratory. 
 
 When the field work on the grasshopper has been completed, 
 the class should take up the insects on the first field excursion and 
 should become familiar with the principal groups of insects. At 
 this point attention may be directed to the economic value of cer¬ 
 tain species. Here, again, opportunity will be afforded to stimulate 
 individual work and the making of collections. 
 
 The same plan of work may be followed in considerable detail 
 with the mollusca. In the case of other groups the field work may 
 need to be considerably modified. Thus, birds and mammals may 
 not be collected, but both may be studied in the field. Protozoa 
 and hydra may be collected, but are not, of course, suitable for 
 field study. In the case of each type the plan outlined should be 
 followed in so far as the nature of the material permits. It is 
 believed that in the laboratory the plan is feasible in nearly every 
 case. 
 
 Both laboratory and field work is best carried on by means of 
 written or printed directions prepared by the teacher. Just before 
 each field excursion the teacher should visit the locality selected 
 for the field work, in order to be assured that the desired material 
 is available and that the observations outlined are feasible. 
 
 The class room instruction should co-ordinate and extend the 
 work done in the laboratory and further interpret it. It is believed 
 that the further work carried on in the class room may be best 
 done by means of topics to be studied in connection with those 
 laboratory types which best illustrate them. Thus, in connection 
 with insects protective coloring and mimicry, as well as the gen¬ 
 eral subject of metamorphosis, may be enforced and illustrated. 
 In connection with the frog, development should be studied in the 
 laboratory and general notions of development added to those of 
 metamorphosis. In connection with mollusca, variation and the 
 
30 
 
 The Ohio State University 
 
 ideas of species may be enforced. Instinct and intelligence may 
 properly be considered in connection with several of the types. 
 Toward the end of the course time should be left for a connected 
 presentation of the doctrine of evolution and of natural selection. 
 
 The importance of proper field and laboratory notes and draw¬ 
 ings should be emphasized. Notes, both in field and laboratory, 
 should be made while the work is in progress, not afterward. They 
 should be criticised by the teacher with reference to their perti¬ 
 nence and completeness and should be permanently preserved. Such 
 notes may be made the basis of more careful reports, which should 
 be criticised with a reference to the arrangement of their contents, 
 the character of their conclusions and their English. It is sug¬ 
 gested that teachers of English will often be found willing to co¬ 
 operate in the correction of such reports. Drawing is of no less 
 importance than note taking. Drawings should be made chiefly 
 in the laboratory and always from the specimen. It should be the 
 object of the teacher to see that the drawings are accurate and that 
 their details have meaning. Meaningless or ambiguous lines or 
 masses of shade have no more place in a scientific drawing than 
 meaningless words in a sentence. 
 
 Attention should also be called to the importance of local 
 school museums. These should contain primarily representatives 
 of the local fauna attractively displayed. Students may be re¬ 
 ferred to specimens in such a museum as they are referred to 
 books and may use the museum as they would a library. The 
 Michigan Academy of Sciences maintains a bureau, the purpose 
 of which is to secure for teachers and others the identification 
 of specimens collected by them and their exchange for othei 
 specimens. Information concerning the bureau may be had from 
 the Secretary of the Academy, Mr. George Shafer, Agricultural 
 College, Michigan. 
 
 The following recommendations are also made: 
 
 1. That the course be put in the second high school year, 
 rather than in the first, and that it be preceded by a course in 
 physiography. Such an arrangement should greatly help in the 
 teaching of field ecology. 
 
 2. Each week’s work should consist of two class exercises 
 and at least two laboratory exercises. Each laboratory exercise 
 should consist of at least two school periods, and these should, 
 if possible, be the last two periods of the afternoon. By this 
 arrangement it will be possible to use the greater part of the af¬ 
 ternoon for field excursion. 
 
Definitions of Entrance Units 
 
 3 i 
 
 3. Where but half a year’s work is offered in zoology, the 
 teacher should select the groups to be studied. Since the groups 
 do not require equal periods of time, the number to be studied in 
 a half year’s course will depend on the selection. It should not be 
 less than five. 
 
 4. Where but a half year’s work is offered in zoology, and 
 where at the same time human physiology is taught, the zoology 
 should be followed at once by the physiology, or the two subjects 
 should be combined into a single course. It is believed that time 
 will be saved by this arrangement and that interest will be added 
 to both subjects. 
 
 [Texts: Jordan, Kellogg, and Heath’s Animal Studies; Kel¬ 
 logg’s Elementary Zoology; Davenport’s Introduction; or equiva¬ 
 lents.] 
 
 BOTANY* (one unit) 
 
 It has been the intent of the committee to prepare a statement 
 that is sufficiently elastic to give adequate recognition to all good 
 courses in high school botany, rather than to present a set line of 
 procedure that must be followed by all. The work that is done 
 should meet the needs of the pupils regardless of whether any 
 work is to be done in any higher institution. Emphasis is placed 
 upon the quality and quantity of the work done and upon the 
 preparation of the teacher, rather than upon the particular things 
 that are to be done. To this end the report considers the fol¬ 
 lowing : 
 
 I. The purpose and content of the course and the time to be 
 given to it. 
 
 II. Suggested plan of the course. 
 
 III. The preparation that should be had by the teacher of 
 botany. 
 
 The committee wishes to express its appreciation of the work 
 done by the Committee on Education of the Botanical Society of 
 America. This committee, previously working as the committee 
 of the Society of Plant Morphology and Physiology, of the Col¬ 
 lege Entrance Examination Board, and later of the Botanical So¬ 
 ciety of America, has published four reports, the latest in the 
 School Review for November, 1908. These reports have been 
 most potent in giving purpose and organization to the teaching 
 of botany in secondary schools. The unit statement here present- 
 
 *For the present the combination of any two of the following as one 
 unit will be accepted by the University: Physical Geography, Zoology, Botany, 
 
 and Physiology. 
 
32 
 
 The Ohio State University 
 
 ed is in agreement in many respects with the last report of the 
 above mentioned committee, but differs from it in flexibility, 
 recognition of the practical aspects of plant life, in definition of 
 the preparation of the teacher, and in some other points. It is 
 hoped that some time there may be a single statement of the unit 
 issued by the two committees. 
 
 I. The purpose and content of the course, and the time that 
 should be given to it. 
 
 1. The ends to be sought through an elementary study of 
 plant life include training in the scientific method of thinking 
 particularly as relates to plant life, information and a more in¬ 
 telligent and a more active interest in natural phenomena in gen¬ 
 eral, an elementary knowledge of fundamentals of plant life and 
 a better understanding of those features and activities of plants 
 that relate to every day affairs. 
 
 2. In determining the content, order and treatment of topics 
 in any individual course, the needs and opportunities of the teach¬ 
 er and class should be dominant. To this end this statement in¬ 
 cludes the general features of the course, the teacher being left 
 at liberty to adopt such details as best meet the needs of any 
 particular class of pupils. The quality and quantity of work done 
 by the pupil, evidence of his ability to do accurate and reliable 
 work, and adequate preparation by the teacher, rather than the 
 specific content of the course are emphasized. 
 
 3. There is presented a general plan of the “synthetic course,” 
 which the majority of the committee believes to be the best type, 
 though it is not intended to restrict teachers to this type. 
 This course embodies the elements of morphology of the great 
 groups including the “lower forms” as well as the seed plants, of 
 physiology with experiments upon plant activities, of ecology with 
 emphasis upon class and individual field trips, including some ac¬ 
 quaintance with local plants, of the relation of plants to their 
 habitat and to man, of food and timber supply, parasitism, disease, 
 decay, soil replenishment, etc. It is recommended, however, that 
 plants be studied in an elementary way leading into any or all of 
 the above aspects, rather than that the differentiated divisions of 
 the subject be taken up at one time. 
 
 An elementary consideration of the relations of plants to man 
 as shown in plant and animal diseases, hygiene, agriculture, horti¬ 
 culture, erosion, decay, foods, fibres, etc., should be presented as an 
 organic part of the study of botany. The inclusion of these prac¬ 
 tical matters as an organic part of the course rather than as a 
 number of sections upon the applied aspects of plants, gives appre- 
 
Definitions of Entrance Units 
 
 33 
 
 ciable meaning and fuller significance to the study. An adequate 
 consideration of such separate applied sciences as agriculture, for¬ 
 estry, bacteriology, and horticulture should follow the general 
 study of plants and animals. 
 
 4. The time requirement of the course should be the equiva¬ 
 lent of 180 periods of at least forty minutes each; there should 
 be two doubled periods per week for laboratory or field work, 
 each of these doubled periods counting as one period in making 
 up the total 180 periods. 
 
 II. Suggested Plan of the Course. This is a plan for a 
 synthetic course. It suggests more material than any one year’s 
 work can present. Some of the topics will receive more emphasis 
 at the hands of teachers who prefer to treat briefly or omit other 
 topics, the ones selected for full or brief treatment varying with 
 different teachers. In order of treatment consideration may first 
 be made of the structure and function of seed plants, or of the 
 characteristics of the great group of plants. 
 
 1. In beginning the course with a study of seed plants, 
 the first work may deal with any of the following topics, the one 
 selected for the beginning serving to lead directly to others of the 
 group: 
 
 The structures of a typical seed plant—roots, stem, leaves, 
 flowers and seeds—and the kinds of work done by these parts. 
 
 How the plant lives—elementary physiological experiments, 
 absorption, root pressure, conduction, transpiration, photosynthesis, 
 relation of functions to the structures by means of which they are 
 performed. 
 
 The work of leaves. 
 
 The storage of food, its relation to the plant; its relation to 
 man and other animals. 
 
 Seeds and seedlings; seed distribution; the establishment of 
 new plants. 
 
 Acquaintance with some of the plants of the locality. 
 
 2. In addition to the topics just named, due to seasonal ad¬ 
 vantage, preferences of the teacher or needs of the pupils, the 
 following will at times be found best in this connection, while in 
 other cases it will be found best to take up these topics after the 
 consideration of the great groups: 
 
 Relation of plants to light, soil, water, atmosphere, gravity, 
 contact, seasons. 
 
 Growth and reproduction. 
 
 Responses to different regions. 
 
34 
 
 The Ohio State University 
 
 Artificial control and methods of improving agricultural and 
 horticultural plants. 
 
 Forests, their uses, distribution, dangers and preservation. 
 
 3. The Great Groups. In the following outline, what plants 
 are and what they are doing in the locality are to be kept prom¬ 
 inent, although these matters cannot be studied apart from plant 
 structures. 
 
 It is recommended that detailed anatomical work be reduced 
 to the minimum, and that gross structures and life habits be given 
 correspondingly larger attention. By means of demonstrations 
 many of the details may be made of more value than would be 
 true if pupils were to try to study out these details by means of 
 the compound microscope. When compound microscopes are avail¬ 
 able some of the structures may be determined by the pupils, 
 but often it is better to use demonstration microscopes. A full 
 study of gross structures will give a good basis for understanding 
 demonstrations through microscopes, and pictures of the impor¬ 
 tant details. 
 
 a. Algae. General appearance and distribution; local types 
 studied with reference to their places of living, their nutritive and 
 reproductive structures and habits, conditions controlling their 
 growth and reproduction. Two or three blue-green forms as 
 Nostoc and Oscillatoria, and such green forms as Pleurococcus, 
 Cladophore, Spirogyra, Vaucheria and the Desmids. The grada¬ 
 tions in complexity in nutritive and reproductive structures should 
 be understood but no attempt at establishing a detailed evolution¬ 
 ary series should be made. The characteristics of these forms 
 should be studied out-of-doors and in the aquarium. Their dis¬ 
 tribution and abundance in the locality, and their relation to water 
 supplies should receive attention. 
 
 General appearance and regional distribution of the red and 
 brown algae, but no detailed work with them is recommended. 
 Gross characteristics of diatoms in fresh water should be noted. 
 
 b. Fungi. Some of the following common forms as types of 
 dependent plants—toadstools and mushrooms, mildews, water 
 mould, wheat rust, corn smut, cedar apples, etc. 
 
 Parasitic method of living and its helpful and harmful eco¬ 
 nomic significance; regulation and elimination of injurious fungi. 
 
 Yeasts and fermentation. 
 
 Bacteria studied chiefly with reference to life habits and 
 effects. Relation of the bacteria to decay, to soils, to leguminous 
 plants, to rotation of crops, and to sanitation. Bacteria as instru¬ 
 ments of disease. Sterilization as shown in a study of milk. 
 
Definitions of Entrance Units 35 
 
 Purity of milk and water supply. Relation of knowledge of bac¬ 
 teria to public hygiene. 
 
 c. Lichens. A type used to illustrate the interrelation of 
 algae and fungi. Distribution of the lichens of the locality and 
 their influence upon their supporting structures. 
 
 d. Liverworts. Life habits, distribution and life cycle. 
 
 e. Mosses. Life habits, distribution and life cycle. 
 
 /. Ferns. Life cycle of a true fern, stem and leaf in relation 
 to chlorophyll work; perennial nature; distribution; acquaintance 
 with a few local types. 
 
 General characteristics of the horsetails and club mosses. 
 
 g. Gymnosperms. Pine or spruce as a type; habit of tree, 
 perennial nature, twigs and stems of different ages, age of tree, 
 leaves and the evergreen habit, nature of the timber and its uses; 
 two kinds of cones and the processes, time and structures involved 
 in seed formation, nature of the seed, seed distribution, seedlings 
 and the establishment of the new tree. 
 
 Names of other kinds of gymnosperms. 
 
 Gymnosperms as source of much of the world’s lumber sup¬ 
 ply, chief regions of gymnosperm forests, preservation and ex¬ 
 tension of gymnosperm forests. 
 
 h. Angiosperms. 
 
 Life cycle as compared with the gymnosperms. 
 
 Types of stem, root, leaf and flower structure, with considera¬ 
 tion of the special work, habits and uses of each of these. 
 
 Nutritive and reproductive processes arranged so as to ex¬ 
 tend whatever work was done with seed plants at the beginning 
 of the course. Work suggested at the outset that was not done 
 in that connection may be included here. 
 
 Pollination and seed formation, number of seeds, seed distri¬ 
 bution, seedlings, vitality of seeds, struggle for existence. 
 
 Structures and habits of plants of different regions. 
 
 Acquaintance with plants of the leading families in the local 
 region. 
 
 Angiospermous forests (possibly delay the consideration of 
 gymnospermous forests until this point), the local timber supply 
 either from local forests or from others, enemies of the forests, 
 elementary forestry problems, United States, state and local 
 private work in forestry. 
 
 Relation of plants to soil, water, light, temperature, gravity 
 and other environmental factors. Productive and unproductive 
 soils and climates in relation to agricultural plants. 
 
36 The Ohio State University 
 
 Diseases of plants and their significance. Artificial improve¬ 
 ment of plants through cultivation, pruning, grafting, selection and 
 breeding. 
 
 III. The Qualifications of the Teacher of Botany. 
 
 It is believed that the teacher of botany in the high school 
 should have a minimum preparation in botany equivalent to two 
 years of college work. This work should include the general 
 morphology of the lower and higher groups, elementary plant 
 physiology and ecology; zoology, physiography and a course in gen¬ 
 eral bacteriology are desirable. The teacher should also have 
 some knowledge of the purpose of botany in high school educa¬ 
 tion and of current and desirable practice in teaching botany. 
 
 Since the teacher of botany usually teaches other sciences 
 each demanding somewhat similar quantity of preparation, obvious¬ 
 ly to maintain this standard more general and more extensive 
 preparation needs to be urged. This standard of preparation is 
 deemed highly desirable in order to give botany its proper place 
 in secondary education, but it may not always be practicable. It 
 is the standard that should be met by those who are now prepar¬ 
 ing to teach the subject. 
 
 PHYSIOLOGY* (One-half unit) 
 
 Text-books: Colton’s Briefer Course, or an equivalent. No 
 credit will be accorded in this subject for work done below the 
 ninth year. 
 
 AGRICULTURE, COMMERCIAL GEOGRAPHY, FREEHAND 
 DRAWING, MANUAL TRAINING, DOMESTIC SCIENCE. 
 
 The total credit allowed by the University for the above sub¬ 
 jects will not exceed two units. The credit will be granted by the 
 Entrance Board after investigating each claim. 
 
 AGRICULTURE (One-half or one unit) 
 
 One-half unit — One-half year given to the study of soils and 
 plants and their relation to each other. There shall be sufficient 
 experimental work to accompany the subjects discussed. 
 
 One Unit—One full year shall be given to study of soils, 
 plans, insects, and farm animals. There shall be sufficient exper¬ 
 imental and demonstration work to be equivalent to one full year’s 
 
 *Accepted by the University for the present only when offered in 
 combination with one of the following: Physical Geography, Zoology, and 
 Botany, as one unit. 
 
Definitions of Entrance Units 
 
 37 
 
 laboratory work. Text-books should be of such a standard as 
 Jackson and Dougherty’s Agriculture through the Laboratory, or 
 Bailey’s First Principles of Agriculture. 
 
 COMMERCIAL GEOGRAPHY (One-half unit) 
 
 One-half year devoted to the study of the physical and human 
 factors influencing commercial exchange. The work should be 
 preceded by a good course in General History and Physical 
 Geography. 
 
 FREEHAND DRAWING (One-half or one unit) 
 
 The minimum time to be given for one unit should be the 
 equivalent of 240 hours of sixty minutes. Preferably two double 
 periods per week. 
 
 For one-half unit credit the work should be principally repre¬ 
 sentative drawing, and for one unit at least one-half the time 
 should be given to this work. 
 
 Mediums used: Pencil, charcoal, water color, crayons. The 
 work should cover studies from objects, plant forms, pose draw¬ 
 ing, landscape, and composition, illustrating proportion, perspective, 
 values, texture and surface modeling, and may include also dec¬ 
 orative design—conventionalized plant forms, units, borders, cor¬ 
 ners, arrangement of straight lines and of straight and curved lines, 
 stencils, geometric designs, historic ornament. 
 
 MANUAL TRAINING (Not to exceed two units) 
 
 The minimum time given for one-half unit in Manual Train¬ 
 ing should not be less than the equivalent of 120 hours of sixty 
 minutes each. This Manual Training should be preceded or ac¬ 
 companied by Mechanical Drawing. 
 
 Bench Work. One-half unit. Care and use of the tools for 
 measuring, squaring, sawing, planing, gauging, boring, chiseling, 
 clamping, and finishing. Use of woods, nails, screws, glue. Use 
 of oils, stains, filling, shellac, and varnish. Elementary construc¬ 
 tions involving different forms of joints used in framing, cabinet 
 work, and pattern making. Designing. 
 
 Wood Turning. One-half unit. Care and use of lathe and 
 tools. Turning of different woods. Centering, roughing, straight 
 and taper turning, convex turning, concave and compound curve 
 turning, beading, face plate turning, face and plug chuck work. 
 
 Pattern work. One-half unit Drafts, shrinkage, and finish 
 
38 
 
 The Ohio State University 
 
 allowances. Parted patterns, dowels, fillets, fasteners, core prints 
 and core boxes, built-up patterns, ribbed patterns. 
 
 Cabinet Work. One-half unit. Furniture involving the com¬ 
 mon methods of construction and including panels, drawers, 
 hinges, staining and fuming, filling and finishing. Each student 
 should design his work and make complete drawings for it. 
 
 Machine Tool Work. One-half unit. Work on the engine 
 lathe, drill press, planer and shaper, involving such elementary 
 principles as centering, stright and taper turning on external and 
 internal surfaces, screw cutting, chuck and face plate work, filing 
 and polishing, drilling, planing, and shaping. 
 
 Forging. One-half unit. Management of forge, fire and tools. 
 Practice involving the processes of drawing out, bending, twisting, 
 upsetting, splitting, punching, forming, fullering, swaging, welding, 
 case-hardening, annealing, hardening and tempering. 
 
 HOUSEHOLD ARTS AND SCIENCE (Not to exceed two units) 
 I. Plain Sewing (One unit) 
 
 Every exercise in sewing should illustrate an important prin¬ 
 ciple or process, or a simple combination of such principles and 
 processes. Hand sewing and sewing machine work must be equally 
 insisted upon. 
 
 a. The various stitches and their special uses. 
 
 b. Hand sewing, fundamental processes. 
 
 c. The use and care of sewing machines and their attachments. 
 
 d. The nature and special uses of cotton, linen, and woolen 
 goods. 
 
 e. The use of patterns; cutting out. 
 
 f. Taking measurements; making of simple garments. 
 
 2. Sewing and Millinery (One unit) 
 
 a. Making of shirt waists, wash dresses, and similar garments. 
 
 b. Millinery. Study of material for hats; making, altering, 
 and covering hat frames. The planning, making, and trimming of 
 seasonable hats of appropriate materials. 
 
 Throughout the course economy and good taste in dress. 
 
 Cooking (Two units) 
 
 1. Food classified and tested for food principles. 
 
 A study of the effect of heat upon foods alone and in combina¬ 
 tion; experiments with leavening agents, and their uses shown in 
 
Definitions of Entrance Units 39 
 
 actual cooking. Bread making. The theory and practice of can¬ 
 ning and preserving fruits, vegetables and meats. Planning, cook¬ 
 ing, and serving meals. Waiting on table. 
 
 2. The cost of food; market prices; the cost of meals. 
 Household accounts. The family dietary. The planning, weigh¬ 
 ing, and cooking of apportioned meals. Diets for infants, invalids, 
 and convalescents. 
 
 Sanitation. Selection of site, house planning; heating, lighting, 
 and ventilating; water supply; disposal of waste; furnishing and 
 decorating; cleaning processes, including laundry work. 
 
 THE OHIO STATE UNIVERSITY. 
 
 The Ohio State University, located in Columbus, is a part of 
 the public educational facilities maintained by the State. It com¬ 
 prises seven colleges: 
 
 The College of Agriculture, 
 
 The College of Arts, Philosophy and Science, 
 
 The College of Education, 
 
 The College of Engineering, 
 
 The College of Law, 
 
 The College of Pharmacy, 
 
 The College of Veterinary Medicine. 
 
 [Note: The University publishes a'bulletin descriptive of each 
 college. Copies may be obtained by addressing W. E. Mann, 
 University Editor, Columbus, Ohio, and stating the college in 
 which the writer is interested.] 
 
3 0112 105801929 
 
 The Ohio State University Bulletin is published at 
 least fifteen times during the academic year, as fol¬ 
 lows: Monthly in October, November, and June, and 
 bi-weekly in December, January, February, March, 
 April, and May.