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Courses of study for the high schools of North Carolina
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Courses of Study for the High Schools of N.C. THE LIBRARY OF THE UNIVERSITY OF NORTH CAROLINA THE COLLECTION OF NORTH CAROLINIANA Cp375.02 N87p3 1930 C.2 UNIVERSITY OF N.C. AT CHAPEL HILnL 00034036515 FOR USE ONLY IN THE NORTH CAROLINA COLLECTION y CL^'i^ <<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<</hould be returned to that office at the close of the school year. Additional copies in a distinctive binding may he purchased from the State Department of Public Instruction, Raleigh, N. C, at 50 cents per copy. PUBLIC SCHOOLS published by the State Superintendent of Public Instruction Ralfigh, N. C. Educational Publication No. 147 Div. of School Inspection No. 39 COURSES OF STUDY FOR THE HIGH SCHOOLS OF NORTH CAROLINA CHAPEL HILL PUBLIC SCHOOLS published by the State Superintendent of Public Instruction Raleigh, N. C. CONTENTS Page Introduction 1 '_ 3 Preface : 4 English . 5 The Social Sciences 33 The Foreign Languages 71 Latin '_ 72 French gg Spanish 97 German 100 Mathematics 103 Science _ m Introduction HI General Science II9 Biology 125 Geography—Physical, Commercial, Industrial, North Carolina .... 136 Physics :•, 139 Chemistry I43 Vocational Education 148 Home Economics . 148 Agriculture 150 Trades and Industries 156 Industrial Art . 158 Vocational Guidance 168 Commercial Education . 170 Music 180 Fine Arts . -_ ^ 191 Dramatics I97 E, CHARLOTTE, 1 INTRODUCTION This is a revision and in part a reprint of a former publication con-taining the courses of study for the high schools of North Carolina. The supply of the former publication has been exhausted for nearly a year. Since it was necessary to reprint this course of study, special effort has been made to bring it up-to-date and to make it as helpful as possible. In a recent bulletin (No. 134, High School Manual) we undertook to set up in outline our conception of the proper organization of the small high school. In that outline definite schedules for recitations are set forth together with the distribution of the work among the teachers. The sub-jects to be taught are merely listed in order. In the present publication, each subject is taken up separately and treated rather fully in the light of its relations to all the other subjects and as a justification of its place in the curriculum. The objectives in-herent in each subject are brought out in some detail. Outlines of method are set forth and sources of material are given. A select bibliography accompanies the course in each subject. This publication is not intended to serve as a source book but as a guide to the young teacher who desires to increase her efficiency through a greater familiarity with the large body of information that relates to her teaching field. It merely undertakes to conserve her time and energy by directing her to the sources. It is rich in suggestions, but it carefully avoids any appearance of pre-scribing either what work shall be done or the manner in which the work shall be done. The expansion of the public high schools in the State makes necessary on the part of superintendents and principals a careful study of high school organization and administration, in order that the public funds may be expended in the most economical way, and in order that the greatest possible returns in education may be secured from this expenditure. It is hoped that this bulletin will aid the school officials in providing proper high school facilities. Q^ /. (^2-£^o^ State Superintendent Public Instruction. 1-7-30—lOM. CHAPEL HILL PUBLIC SCHOOLS P^ PREFACE This Course of Study represents the work of a great many of the best high school principals and teachers and other woi'kers in Education in the schools of the State. It is the most comprehensive bulletin which the De-partment has ever attempted on courses of study for the high schools of North Carolina. It is hoped and expected that this bulletin will be of practical assistance to every high school teacher who uses it. It will be observed that the arrangement of material is different from that in former bulletins. Curricula for the high school are not suggested. The bulletin High School Manual, Educational Publication No. 134, Division of School In-spection No. 36, indicates the curricula offered in three-, four-, five- and six-teacher schools. In connection with each course there is a suggested daily schedule. High school principals who are not familiar with this bulletin should secure a copy of it from the superintendent, and each prin-cipal should follow it in the selection of a particular curriculum for his school and also for the organization. In the preparation of this bulletin contributions have been received from many persons and many sources. Acknowledgment is hereby made of the services rendered by the various committees appointed to work on the courses in the various high school subjects. The preparation of material for the various subjects included in this bulletin was made by and under the direction of the following persons: ENGLISH—Mr. Henry Grady Owens, High Point High School, High Point, N. C. SOCIAL SCIENCES—Miss Gladys Boyington, Currie Training School, N. C. C. W., Greensboro, N. C. Assisted by Professor A. K. King, U. N. C, Chapel Hill, N. C. LATIN—Miss Marie B. Denneen, Currie Training School, N. C. C. W., Greensboro, N. C. Assisted by Professor J. Minor Gwynn. U. N. C, Chapel Hill, N. C. MATHEMATICS—Principal M. B. Dry, Gary High School, Gary, N. C. SCIENCE—Professor J. A. Smith, Currie Training School, N. C. C. W., Greensboro, N. C. MODERN LANGUAGES—Professor R. C. Deal, East Carolina Teachers College, Green-ville, N. C. MUSIC—Dr. Wade R. Brown, N. C. C. W., Greensboro, N. C. Assisted by the members of his staff at N. C. C. W. FINE ARTS—Mr. E. E. Lowry, R. J. Reynolds High School, Winston-Salem, N. C. Assisted by Miss Marian Leiger. INDUSTRIAL ARTS—Professor E. W. Boshart, N. C. State College, Raleigh, N. C. COMMERCIAL EDUCATION—Miss Willie Ruby Blackburn, Kinston High School, Kinston, N. C. AGRICULTURE—Mr. Roy H. Thomas, State Supervisor of Agriculture, Raleigh, N. C. HOME ECONOMICS—Miss Rebecca Gushing, State Supervisor of Home Economics, Raleigh, N. C. TRADES AND INDUSTRIES—Mr. G. W. Coggin, Supervisor, Raleigh, N. C. PHYSICAL EDUCATION (Published as separate bulletin)—Professor J. F. Miller, Pro-fessor W. C. Parker, N. C. State College, Raleigh, N. C. DRAMATICS—Mrs. Louise Perry, Swannanoa, N. C. Assisted by the following: Miss Jane C. Sullivan, Supervisor of Buncombe County High Schools; Misses Laura and Lillian Plonk, of the Southern Workshop; Mr. W. R. Wunsch, of the Asheville Senior High School; Miss Virginia Bryan, of the Buncombe County Junior College; Miss Edith Russell, of the Workshop Theatre; Mr. Oliver Perry, Director of The Mountain Mimes of Swannanoa; Mrs. LeRoy F. Jackson, of the College of the City of Asheville; Miss Gretchen Hyder, of Biltmore High School, and Miss Lois Hackney, of Grace High School. Director Division of School Inspecfiov. ENGLISH "English," as the most popular study in the high school curriculum is called, covers so wide a field that, taken in all its contacts and intentions, it may be regarded as an interpretation of our civilization. In the fine enthusiasm aroused by so large a conception of the subject lurks a danger: the temptation to scatter our efforts in too extensive and undirected endeavor. The uncertain aims and the diverse conditions of teaching English at the present time call for the making and carrying out of a fairly definite program of aims and methods. A plan drawn to meet this demand should not be so unbending that it will mechanically bind the experienced and well-equipped teacher; but it should be specific enough to give definite guidance to the less well-prepared teacher. I. AIMS OF TEACHING ENGLISH IN THE HIGH SCHOOL Though the aims of teaching the two large aspects of the subject are in part the same, it is convenient to separate literature and composition in the statement of the aims of teaching English in the high school. A. Literature Common honesty demands that we avoid platitudinous expressions of vague aims and exalted objects which we know are unattainable. With reasonable expectation of reaching our aims, we may express these important intentions in teaching English literature; providing a means of exercising the pupil's healthy emotions; improving the pupil's taste in reading; familiarizing the pupil with a considerable body of the best literature as an expression of ideals and traditions, and as an interpreta-tion of problems of thinking and conduct that meet the individual in his daily life; and arousing in the pupil an admiration for good language and effective expression of ideas. B. Composition In the two forms of expression, written and oral composition, we should aim at developing in the pupil an ability to think clearly and honestly, and to express his thoughts correctly and effectively. Training in artistic forms of expression should be reserved for the additional instruction of the specially gifted. Both reading and writing should receive as much attention as a prepa-ration for the higher enjoyment of life as a training for vocations or pro-fessions. Literature and composition should be stressed as a means of enjoying leisure earned through work. The average high school pupil is, perhaps, more deficient in this respect than he is in his knowledge of how to "make a living." Such pleasure is, in no sense, the same as idleness. Like all other educational processes—and every other worth while thing in life—it requires the effort of understanding. The whole English course should demand from the pupil sufficient honest effort and thoughtful jjrepa-ration as to win and retain his resj)ect for the subject and its teacher. 6 Courses of Study ii. methods of teaching english in the high school Dividing the periods allotted to English into one or more for compo-sition and one or more for literature each week is condemned. A solid month's instruction or a full term's teaching should be given to literature, and a large group of time to continuous work in composition. Two-fifths of the school year should be devoted to literature; two-fifths to written composition; one-fifth to oral composition. A. Literature The history of literature should find but small place in the high school course of study. Histories of English and American literature, if used at all, should be used very sparingly, and largely as collateral reading. The biographical plan of teaching literature is, also, unsatisfactory, for it tends to substitute the less essential facts of the author's life for the more important meaning of his writings. The primary intention of the teacher of literature should be to bring about an understanding on the part of the pupil of the piece of writing the pupil reads. The content of any piece of literature, both its intel-lectual and emotional content, must be grasped by the reader. A general impression of what a poem, a play, or a story has to say is of little lasting value. The goal of understanding is the author's meaning as a whole and in detail. Time and study must be given to learning the exact meaning and the suggestion of his words; to getting an understanding of the background of the composition; to outlining the plan or the arrangement of the story or essay. But such details should be sub-ordinated to the main purpose of making clear the author's large inten-tion and the composition's meaning as a whole, especially in its relation to the important interests of life. No piece of literature should be looked upon as merely a group of problems in the meaning of words, as merely an historical document, or merely as material for exercises in outlining. Literature should be so taught as to show its relations to important social, mental, and emotional interests of human life. Of the many im-portant interests of human life toward which the teaching of literature should be directed, the following themes will serve to group the books generally read in the high school course in English: Romance and Ad-venture; Great Men; Great Ideals; Man and Nature; American Life and Ideals; Fancy and Imagination; Huvior. Below (pp. 7-11) are given some suggestions for directing the reading according to these interests. Under this scheme abundant opportunity is given for correlating the work in English with instruction in other subjects. Advantage of such contacts should be taken by every teacher of English. Contact with science comes easily through the Man and Nature group; history and civics are concerned with American Life and Ideals, and history, again, has a task closely related to the Great Men group. Opportunity is also furnished for relating much of the reading to com-munity life and the individual experiences of the pupils, especially in the way of socializing the individual. Local and temporal interests should be established. The use of current literature, as it appears in books and reputable magazines, is urgently recommended. High Schools of North Carolina 7 Romance and Adventure The love of action and the spirit of adventure makes romance an appealing source from which to draw selections for reading and study in the early years of the high school. Emphasis should be laid upon the story for its own sake. The teacher should, of course, know the source of the narrative and be thoroughly familiar with the story. The teacher must sometimes lead youthful curiosity by anecdotes about the author or the book, or by discussions of the background of the narrative. These ideals should be subordinated to the aim of raising the pupil's sense of expectancy by directing their reading with three questions uppermost in in their minds: Who are the actors? What do they do? Where are they acting? An introduction to a book may be made through silent reading in the classroom, the teacher being nearby to explain difficulties. En-courage rapid reading for a grasp of the story as a whole, and then return to a more careful second reading. Do not allow the reading to drag. For instance, "Ivanhoe" is likely to drag if as many as thirty recitations are given over to it. Twelve assignments should suffice. The ballad—romance in song—appeals to youthful interests through its presentation of primitive emotions and its communal expression. Pupils should be introduced to ballads in the making in order to show them the purpose and the method of composition of the unknown min-strels. Turn the class into a small community, met to entertain a wan-dering story-teller. Select the best reader or singer to chant or recite the verses which carry the story and let the other pupils carry the refrain. Follow this by calling for original tales or local stories or continuations of the ballads recited. Great Men; Great Ideals An interest in action naturally leads to an interest in those who per-form them. The center of interest may be led from what men do to what men are. The epic is a good point of departure from the ballad or the tale of adventure (Ivanhoe or Kidnapped, for instance). The Odyssey and the Iliad cluster around a few semi-mortals who challenge the imag-ination by their devotion to race ideals. These great books of Greek civilization may be easily simplified and made real by organizing the class into groups to furnish information about the actors, both that which is revealed in the texts and that which may be gathered from other sources, and about their costumes, occupations, ceremonies, amusements, laws, and ideals. Visualize the action by calling a meeting of the heroes to discuss questions of conduct on some of the occasions that arise in the story, and to consider what these characters would do in the face of problems of conduct and belief today. Consideration of the lives of great men in literature should be guided by such questions as: How did his ideals affect his life? How far did he realize his ideals? What services did he render humanity? What have we to learn from his attitude toward life ? The great Biblical narratives, told in a simple, straightforward diction, reveal inspiring devotion, powerful in life and in death. The Idylls of the King, symbolical of the triumph of the spiritual over the sensual, is a fine example of the success and the failure of great men. The deeds of King Arthur and his knights speak through the beauty of Tennyson's 8 Courses of Study lines. As a basis for the appreciation of the times of Arthur, the reading of the Idylls should follow or go along with the study of chivalry in history classes. Good results in character judgment are likely to follow if each student be required to select a single character to follow through-out the narrative for all the evidence on which to base his decision. The study of character failures belongs to the later years of the high school. Such a study is often depressing to younger students, unless keen analysis makes the conclusions just. Some of the greatest charac-ters in literature are, however, as judged from ordinary points of view, entire falures: but they are persons who have striven mightily, but who, through some small defect of a powerfvil nature, have gone down into defeat. Great emphasis should be given to making a distinction between this sort of character and the utterly weak or thoroughly bad person, and to bring out clearly the reality of the struggle and the pity of the failure. Do not try to judge unless you have thoroughly studied the situation and the character traits of the main persons in the narrative. American Life and Ideals Interest in race consciousness started in the earlier grades through the tales of adventure should be directed to a more mature consideration of the peculiar conditions of our own national life and beliefs. The adventure of American pioneer civilization, the wonder of our youth and strength, and the remarkable unity in the great variety of our life, are entrancing themes of interest told in some of our literature. Life and conditions of our early settlement—contact with the Indians in Coopers' narratives, which show primitive man in contact with a more advanced civilization; the vastness of our forests and plains, the intrepid romance of discovery of the westward pioneers in Parkman's Oregon Trail; early days in California in Bret Harte's short stories; the Puritan civilization of New England in Hawthorne's narratives; the golden age of Southern life in Thomas Nelson Page—this panorama of our civilization is pictured in our writings. A good knowledge of American history, of our political, geographical, and social history, is required of the teacher; but American literature should not be taught merely as history; rather the appealing imaginative aspects of it should be the aim of its study. Not all of the writings suggested can, perhaps, be read, but some choice should be made of writings that will represent all the important sides of our life. Thus we may understand ourselves better than we always do at the present time, and may move from the provincialism that makes so many of us think that "the other fellow" is peculiar or an object of suspicion. A truly national feeling may be arrived at by a close study of several local conditions. Not only should we learn through our literature how we came to be and how we are arranged on this continent, but we shall have a knowl-edge of what the Nation has thought about, of what ideals have stirred the national life, and of what enthusiasms have moved our most sensitive and most expressive citizens. Whence have come our inheritance of ideals and institutions? Burke's Speech on Conciliation has its prime reason for inclusion in the reading list in its part-answer to this question. The political characteristics attributed to the Colonists by Burke should be analyzed in the light of ideals of the United States in its various periods, High Schools of North Carolina 9 particularly of those that guided us in the World War. Expression of other elements of our inheritance should be found in the writings of later non-British immigrants. Our political principles—national and inter-national— have been defined at different periods in Washington's, Web-ster's, Lincoln's, and Wilson's writings; and summaries of Democracy and Americanism are expressed in those of Grady, Roosevelt and others. The ideas, of course, are the main interest in such compositions; but they are themes worthy of the highest forms of expressions, and they have been worthily treated. Man and Nature Man is considered in his social and national relations under the pre-ceding topics. Man does not, however, live only with man, for his civili-zation has not released him from his relation to animals, his helpers and companions of the out-of-doors. The primitive relationships of man and animals are represented through the stirring stories in the Jungle Books. This humanizing of animals appeals to the early high school years. In the reading of the Kipling stories there should, also, be brought out the conflict between the free life of the forest and the restricted town-life; the life of the out-of-doors is, however, not without its own law; natural law exists in the jungle, too. The conflict between the brutal elements in wild life and the repressions acquired through civilization may be shown through reading Jack London's "Call of the Wild," in which the triumph of the primitive in the dog-hero is represented. A thrilling account of man's fight with the elemental in nature is given in David Crockett's "Autobiography." Fancy and Imagination In the literature of fancy and imagination is represented man's relation to the unknown. The material of this sort of literature is not fact or opinion, but fancy. The element of wonder in the human mind may be guided from its cruder forms in human adventure to the more picturesque and fanciful forms of it in the making of an imaginary world. This is the land of "A Midsummer Night's Dream" and the country of the Forest of Arden in "As You Like It." It matters little where the imaginary scene is laid, but this newly created world of a writer must be made by him real and vivid and full of significance. In "The Ancient Mariner" the author's purpose, as it must be shown the pupils, was to make his supernatural world as real as the actual world. The pictures of this non-actual world are vividly painted, and the proba-bility of their existence, it must be pointed out again, is made more appealing by the simple diction and the exquisite rhythm. It is in a study of literature of the imagination that the technique of poetry should be stressed. The names of the various schemes of versification used in English poetry are of no great importance, but the sound appeal of poetry, like the influence of music, is to be gained by repetition and practice. Poetry of this sort is composed to appeal through the ear rather than through the eye. The teacher should read simply and effec-tively a good deal of sound poetry to the class. For an excellent effect in transferring the listener from one scene to another and then back again, try Alfred Noyes' "The Barrel Organ," and for arousing a whimsi-cal effect use the same author's "Forty Singing Seamen." 10 Courses of Study It is here, too, that the matter of diction should receive attention. In poetry of a highly imaginative order the use of words to produce the illusion is carried far; in addition to their logical meanings (which is the primary concern we have with them in factual writing), there is the figurative, suggestive use of words, by which they are made to suggest much more than they actually say. This fine flavor of words, this response to the tunes that are possible in their arrangement, are the deepest elements in the genuine appreciation of literature. This, quite naturally, is the most difficult task of teaching literature. Appreciation defies analysis. It will always leave some cold. But it can be greatly encouraged by proper guidance on the part of one who himself has feeling for the higher reaches of human expression. Lyric poetry is the chief carrier of fancy and imagination. It is (usually) unconcerned with the objective elements of life, except as they are brought in to reflect a personal expression of the way they strike a sensitive personality. This subjective element—the emotions of hope, fear, disappointment, joy—is given such vivid expression (in "The Skylark," for instance) that the reader can momentarily make the mood his own and share the poet's more exalted expression of our own vague impulses. This is another, and one of the most important means of teaching literature. Humor Expression of the healthy emotion of humor is widely distributed in writing, and should be taken account of in the teaching of literature. The pure enjoyment of the emotion should be stressed. A sense of humor is almost universally distributed, although it frequently becomes dried up through non-use or through an over-developed egoism. Such a valuable quality of living should be ministered to in school instruction, for in its developed form an appreciation of humor is frequently a saving grace, and it not infrequently serves as a safety-valve for the explosion of over-wrought feelings aroused under difficult or distressing circumstances. Instruction should, then, aim at training the natural sense of humor away from a satisfaction with the crude humor of the "slap-stick" farce, from the primitive response of laughing at some one (the "other fellow") when he falls down, and from pleasure in the cruelty of a practical joke. Continued indulgence in this kind of humor blunts the appreciation of the finer shades of the emotion. Instruction should begin with the simpler forms of humor, as the "mischief" of Mark Twain's boys, which is always obvious and sometimes rough, through Uncle Remus' delightful but not subtle tales, through the boisterous anecdotes of O. Henry, through the quaint and whimsical absurdities of Mrs. Wiggs, on to the refined thrusts of The Rivals. Specimens of these and other grades of humor should be exhibited to the pupils, with the characteristics of each class pointed out and the bases of the humorous appeal accounted for. Here it should be noted, for example, that a ridiculous representation of a behavior natural to a particular age is usually not appealing in its humor to a reader of that age, as Tarkington's "Seventeen," for instance, with all its delight for grown-ups, is generally not considered funny by pupils of seventeen, to whom being seventeen is too serious a business to be laughed at. High Schools of North Carolina 11 The elements that make situations facetious should be analyzed in de-tail. Such situations are usually brought about through a misfit between what actually appears and what has been expected; something—a person, his dress, his actions, his words—is out of keeping with the normal and the expected and hence appears absurd, in various degrees and forms of absurdity. When the diff"erence is made to appear between boast and action, between practice and performance, there frequently is thereby suggested some useful criticism of accepted social practices or of the weakness of human nature. This is, in its highest forms, deftly hidden in the obvious humor. The ideas thus suggested may be more effectively expressed than if they were more bluntly stated. This use is the highest function of comedy. B. Composition The proficiency in the use of language to which high school pupils should be brought is definitely set forth in a statement of the Minimum Essentials in English Composition, adopted by the North Carolina Council of English Teachers at Greensboro, on March 18, 1922. It will be im-possible to arrive at the goal set by this standard without affording pupils constant practice in writing and supervised talking. The nature of a composition exercise is not of so great importance as is its fre-quency. Habituation to the formal processes of expression is necessary for confidence in the use of language. Little will be availed if the teacher requires only a slight efl^ort at writing every two or three weeks. Little will be availed if the written work of the pupil is not criticised promptly and given to the writer for a prompt correction of his errors. In the case of teachers who must handle the English instruction of a large num-ber of pupils this task is frequently a heavy burden. But what is worth doing at all is worth doing well. In no other subject does individual instruction count for more than it does in composition. Frequent out-of-class conferences should be held with pupils in regard to their work in composition. As far as possible, an actual pui'pose should be found, or an object assumed, for the pupils writing a composition. Themes should not be merely things that have to be written. Interest in the subject-matter and a desire for expression must be aroused. Much of the writing should take the form of the various channels of expression the pupils will be called upon to use in their life experiences: letters (business and per-sonal), reports, announcements, resolutions, advertisements, and the like. Opportunity should, of course, be given for imaginative expression through writing sketches, short stories, arguments, and—if the abilities and the tastes of the class warrant such assignments—^poems and plays. For the average student an expository subject will serve best. In oral composition the teacher should strive so to train the pupils that they will be able to read unhesitatingly a page of prose of no un-usual difficulty, to summarize its thought in their own words, to talk un-haltingly at least for five minutes from an outline, with a distinct articu-lation and in a pleasing tone of voice. Needless to say, the example of the teacher will count for much in teaching composition. The teacher should write and speak correct and effective English. 12 Courses of Study iii. oral composition A. Objectives 1. To improve speech habits: a. In pronunciation. b. In enunciation. c. In grammar. d. In diction. 2. To teach the courtesies of social conversation, telephoning, and busi-ness interviews. 3. To develop ability: a. To answer questions definitely, clearly, and in complete sentences. b. To collect and organize material for a speech. c. To speak to and not at an audience. d. To present a talk with ease and confidence. e. To listen attentively and courteously to a speaker, and to judge a speech that is within the student's comprehension. f. To read aloud clearly, accurately, and with some appreciation of the author's thought and feeling. g. To preside over a meeting with ease and dignity. h. To participate in informal discussion with proper courtesy and in complete sentences. 4. To cultivate a spirit of fairness and of cooperative effort in the con-duct of class criticisms of oral themes. B. Methods For improvement of speech habits the best method is drill. Drills in enunciation, pronunciation, grammar, and diction must be adapted both in content and in distribution of time to the needs of a particular com-munity. A few minutes' daily practice, however, in specific speech drills designed to cure the most obvious defects will not be amiss for any class of first year students. Any drills in pronunciation and enunciation may well be carried through all four years of the course. Such drills are provided in most of the newer texts in oral English. Students may be provided with mimeographed copies of these for their notebooks. Changes in these drills may be made to suit particular community needs or to meet the changing needs of any particular class. For teaching the courtesies of social conversation, telephoning, and business interviews group assignments of various kinds are suitable. These may take the form of dramatizations of social visits and of busi-ness interviews; of demonstrations of how those things are correctly and incorrectly done; of informal discussions of good conversationalists, typical conversational bores, rudeness over the telephone, telephone courtesies, and the like, each member of certain groups being assigned definite responsibility in the discussion. Pupils may be taught to answer questions definitely by making every question-and-answer recitation a lesson in oral English. The teacher may secure definite answers to questions by accepting no other kind. Practice is the only method of learning how to collect and organize material for a talk. Even first-year students should be taught to avoid taking notes on book material in the exact words of the writer or to High Schools of North Cakolina 13 Hit f"r material quoted verbatim. The same methods of careful give credit for malei.al q composition. Some provision and -^'^^''^''^^l^Zent of the sort of ability are these: types of assignment i^f]^'^^^ ,", ",gari"es, debates, demon- Eeports -/-.^-O '"^f^^j ^ reports on supplementary reading, speeches strations, descriptions =tor«s rep ^^^^.^^^ ^^^ investigations, char-for occasions, «P°;'= °" P"' ^ ^ ^ay to secure preparation m acter sketches, and taosxaphies^ A good y ^^^ ^^^^ ^^.^.^^^ oral English is to require =t>"'«"^\'° f™ '" the outline is to have it -Ln^^aT^libr ^i"^S^^^.:^: :^^ StX^^fe:^%:-ryCi:ra rrofspeech errors and thus of noting improvement from time to time ^^ ^^ ^^^^ It is usually the memorized speech that ^J^P«^-^ ^ discourage audience. For this reason the ^^^t^"^^;;, ^^, ^'^^ ^^^f, fj^ld be taught to rote work. Instead of wnHng . f^^f^ fe has c ^-^ly in mind what ,nin, tnro.^k his o^^^fJ^sttrr^Tittt^^^^^^ speech aloud he wants to say. The next step ib p ^^^^^^ :r;'tir Prctrb^ectrX^ d^U^- « "L student delivers his -ts:°ardT=-3.^.^-rp::ag::;.na^rr. - ;rserrr=;= r^^^^^^^^ -:^ compositions to a trienaiy cui understand that paper, and how t^ispaper trembles. .^ Let the^^^^^^^ ^^^ ^^^^ ^^ ^^^ oral composition is the most ^i^^^t approach a ^^ ^^^ -^c r^-f rpal life" Business and professional men a,n<j. needs of i^al me. x> ^^^^"."^ent this material by experiences of community will be glad ^^ ^^Tnleient^^ in the form of letters to their own given in ^^^^^^^f^^^^^^^^^^^ Besides practice special classes written ^l^^ll^'^'^ll mentioned, delivery of memory - -iH5desc-bi rvffha-ttb—g Itpif:? hojTp^-t ^^jtJzv^.is^J^::^r Tv rro^SSn* or "Th cXvation of' Exact Listening" may be made It Pays to Listen i ""i""",e"t in oral composition, the informal the topic °t an md-dual a^^nment _^^^J^^^^ ^^ ^^^^^^^ ^ discussion of which may ^ » ^ ^j_^^^ ^^^ ^^^^^^_. ^^y fSn'tX:-the"nr fuUir"of which their classmates will be asUed *° Thelrmple of the instructor is the best way to teach pupils to The «='ample 01 I ^^^^^.^^ ^^^ t^^^^^^ ,h"",a "t ;f:he'b"n 'he^oramong the students and show to the speaKer 14 Courses of Study all the consideration that he wishes the class to show. To the student on his feet before the audience such an attitude on the part of the instructor will make a profounder impression than a forty-minute lecture on the subject. Sometimes at the close of the class criticism of oral themes, it may be well for the teacher to suggest that the chairman call on the speakers for criticisms of the audience. Setting up of standards is necessary before judgment can be of value. It is well to have the students set up standards for themselves under the guidance of the teacher. These standards may take the form of questions which the student should ask himself in judging a speech. The following set of questions may serve as an example: 1. Did the speaker establish intimate contact with the audience? 2. Was his position good, his posture erect and composed? 3. Was his subject matter interesting and definitely planned? Did his composition have a goal? 4. Could he be heard easily? 5. Was his voice clear and pleasant? 6. Did his sentences have any variety of structure? 7. Were his words well chosen? 8. Was his English correct? A selectic.i cannot be read properly until it is understood. To secure adequate preparation of an assignment in oral interpretation of a selec-tion have pupils hand in analysis of assigned selections. Such an analysis should give the theme of the selection and the author's plan for de-veloping the theme. If the selection is a poem, the student should be asked to copy the selection in order to indicate the proper phrasing and emphasis. To indicate pauses he should insert vertical bars. To indicate emphasis he should underscore words or groups of words. If the selection contains unfamiliar words, the student should list these, divide them in syllables, indicate the pronunciation by diacritical works, and give the dictionary meaning which best suits the word as used in the selection. Each student should at least once a year be asked to take charge of a lesson or to act as chairman of a program of oral themes. He should be made to feel responsible foT- the success of the program as a whole and should conduct the discussions as well as announce the numbers. He should be rated on his success in conducting the exercise and his rating be counted in estimating his grade for the month. One way of encouraging participation in informal discussion, includ-ing criticisms of talks, is to rate the chairman on success in eliciting discussion from the class. Such a device will put the chairman on his mettle and will also arouse the loyalty of his classmates. Feeling re-sponsible for a classmate's grade (or more selfishly fearing for his own when his turn comes) , each student will develop a conscience for con-tributing his share to class discussions. The attitude and personality of the teacher constitute the chief means for cultivating a spirit of fairness and of cooperative effort in conducting class criticisms. It is believed, however, that each of the methods de-scribed above may contribute to the attainment of this final objective in oral composition. High Schools of North Carolina 15 C. Number and Distribution of Themes At least one-fifth of the year's work should be devoted to oral compo-sition exclusive of informal discussions and answers to questions not directly related to oral theme assignments. This means an average of one class period a week. Though the manner of distribution of time should be left to the individual teacher, some definite plan of distribution is advisable. For instance, one day in every five or two consecutive days in every ten may be called "oral theme" days and the rest of the work be made to con-form to this schedule. The last (or the first) eight minutes of every class period or the last (or the first) fifteen minutes of every class period during the first (or second) semester may be devoted to oral composition. In each month's lesson plans 160 minutes distributed ac-cording to the general purpose of the month's work may be assigned to oral composition. The whole year's work in oral English may be given in 36 consecutive days. The important thing is to have a definite schedule and to adhere to it. From year to year the length of themes should increase and their number decrease. By the end of the first year a student should be able to hold the floor for at least two minutes. By the end of the fourth year he should be able to speak for ten or fifteen minutes. This does not mean that all assignments for a given year should be that long or even average that length. For classes of average size, allowing a fair amount of time for criticism, drill, and class discussion, the following distribution will take up the allotted one-fifth of the year's work: For the first year twenty themes averaging one and a half minutes in length. For the second year fifteen themes averaging two and a half minutes in length. For the third year twelve themes averaging three and a half minutes in length. For the fourth year nine themes averaging five minutes in length. D. Minimum Essentials FIRST YEAR To pass from grade VIII a pupil should as a matter of habit be able — 1. To pronounce these words correctly: asked, catch, get, going (es-pecially with I'm), just, was. 2. To eliminate such grossly illiterate forms as hisself, hadn't ought, aint got, look with direct object, where in such expressions as "the book where she gave me" and "I don't know where I'm going or not." 3. To make correct use of the grammatical forms required for written composition. 4. To make complete sentences and show by a falling inflection that the end of the sentence has been reached. 5. To have his composition follow a definite plan and "close with some-thing that sounds like a close." 16 Courses of Study second year To pass from Grade IX a pupil should as a matter of habit — 1. Continue to meet the requirements of grade VIII. 2. Pronounce these words correctly: address, a-pricot, bade, bouquet, cement, coupon, depot, duty, generally, often, mischievous, real, rinse, roof, something. 3. Eliminate excessive use of and, so, and but. 4. Eliminate transfer noises while passing from one sentence to the next. 5. Make correct use of the grammatical forms required for written composition. THIRD YEAR To pass from grade X a pupil should as a matter of habit — 1. Continue to meet the requirements of grades VIII and IX. 2. Pronounce these words correctly: Aeroplane, apparatus, automo-bile, finance, forehead, government, gratis, grimace, heinous, library, perspiration, perform, pretty, recognize, statistics, surprise. 3. Make use of the grammatical forms required for written compo-sition. 4. Eliminate awkwardness and restlessness of posture. 5. Eliminate repetition of words and phrases. 6. Establish real contact with his audience. FOURTH YEAR With the work of the previous grades actually accomplished the senior year should be left free for removing the deficiencies of individual pupils and rounding out any well-begun plan of the individual teacher. During the last year the teacher will do well to aim at developing style in oral composition. Students may now be taught to begin spoken sentences with phrases, participial or adverb clauses; to use sentences of different length and structure; to indicate paragraphs by ti'ansitional words or phrases; and to close with a certain sense of climax. Help for the teacher can be found in the following books: Birmingham and Krapp: First Lessons in Speech Improvements (Scribners) . Curry: Mind and Voice (Expression Co.). Lewis: American Speech (Scott, Foresman Co.). McCullough and Birmingham : Correcting Speech Defects and Foreign Accents (Scribners). Mosher: Production of Cor^rect Speech Sounds (Expression Co.). Patterson: Hoiv to Speak (Little-Brown). Pelsma: Essentials of Speech (Crowell). Shaw: Ar-t of Debate (Allyn and Bacon). Stinchfield: Psychology of Speech (Expression Co.). Stinchfield: Speech Pathology With Methods in Speech Correction (Ex-pression Co.). High Schools of North Carolina 1'? IV. WRITTEN COMPOSITION The general aim of the course in written composition is to teach effec-tive, accurate English and to provide the kind of drill that will make its use habitual. One principle is emphasized in a grade, but each teacher should look forward to the end and should employ every method to make these objectives possible. For example, an eighth-grade pupil must work for interest, planning, accuracy, and ease while he is emphasizing unity. An eleventh-grade pupil must work for unity, interest, and planning while he is emphasizing accuracy and ease. No one grade can hope to attain perfection in any one of these objectives. However, the degree of unity, interest, planning, accuracy, and ease obtained by any group will be de-termined by the fact that eighth-grade teachers and students attack the course as a whole and by the fact that ninth-, tenth-, and eleventh-grade teachers and students are willing to "carry on" with untiring zeal. The following outline indicates the gradual definite development ot the aims of the course: Grade Eight—Unity: Term One—Sentence Unity. Term Two—Paragraph Unity. 1. Topic Sentence. 2. Proper Sequence. 3. Summary Sentence (if necessary). Grade Nine—Interest: Term One—Variety of Sentence Structure. 1. Variety in Form. 2. Variety in Meaning. Term Two—Variety in Paragraph. 1. Developed by Detail. 2. Developed by Illustration. 3. Developed by Comparison. Grade Ten—Planning the Composition: Term One—Outlines. Term Two—Choice of Words. Grade Eleven—Accuracy and Ease: Term One—Accuracy and Ease in Mechanics. Term Two—Accuracy and Ease in Writing Different Types of Com-position. FIRST YEAR I. Aims: A. To make sentence unity a habit. B. To work for paragraph unity. C. To show the value of the topic sentence, the sequence of ideas, the summary sentence. D. To obtain correct foi-m. TT v4 pf'i'i)it''Z€S ' A. Constant paragraph writing: (1) exposition, (2) narration, (3) description, (4) exposition. B. Simple outlines from history and outside reading. C. Short themes developed from simple outlines. 18 Courses of Study D. Reports based upon school activities. E. Short biographies, real or imaginary. F. Letter writing—simple forms of social and business letters (or-der, complaint, request, application). G. Written comments on parallel reading. Extend such comments to two paragraphs. The first paragraph should give a synopsis of the story; the second, the pupil's opinion. H. Dictation of well-constructed paragraphs in which the pupil may detect unity. Term One I. Technical Details: A. Habits of form: 1. Write title on first line. 2. Capitalize the first word and all other words of titles, except articles, prepositions, and conjunctions. 3. Begin composition on the second line below the title. 4. Leave a margin of one inch at the left. 5. Indent paragraph one inch. 6. Break words at the end of the line between syllables. 7. Number pages. 8. Write legibly and neatly. 9. In order to make correct spacing and punctuation in letter writing a habit, one form should be adopted and fol-lowed without variation. All forms should be discussed. B. As an aid to the development of sentence sense, drill constantly on recognition of parts of speech, of subject, and of predicate. C. Drill on the following troublesome verbs: see, go, do, lie, sit, know, write, eat, take, draw, ought, give, ring. D. Drill on "One Hundred Demons": always coming heard raise though among cough hear read through again don't here straight they any does instead sugar tonight ache done just shoes truly answer dear knew says very been doctor know said used business every laid should which built easy lose since where believes early loose soon women busy enough seems many write beginning friend meant separate writing blue February making their wood buy forty minute there Wednesday break grammar Tuesday much wear can't guess two none whether country hoarse too often whole could half trouble once would color having piece tear wrote choose hour ready tired weak High Schools of North Carolina 19 E. Frequent dictation to render the following punctuation habitual: 1. Yes and no in sentences; nouns of address; words in a series; dates; addresses; appositives. 2. Period; question mark. 3. Apostrophe. II. Results Desired: A. To present papers in proper form. B. To write a simple informal letter, observing the accepted form without misspelling familiar words, and without mistakes in punctuation required. C. To write a business letter correct in form. D. To write a paragraph on a given subject without straying from the subject. Such a paragraph should be without errors in spelling and in punctuation that have been stressed this term. E. To write the main thought of a passage from literature suitable for this grade. F. To present evidence of a well-kept notebook. This notebook at the close of the term should contain the following work, or work that the teacher endorses as equal to the following: Nine themes — 1. Two short narratives—two themes. 2. Two short expositions—two themes. 3. Letters. a. Friendship—one theme. b. Three informal notes—one theme. 4. Biography — ov,^ theme. 5. Reproduction of appreciation of poetry or prose; this may be parallel reading—one theme. 6. Dictation—one exercise per week—one theme. Term Two I. Technical Details: A. Drill on technical details found in term one. B. Drill on the following troublesome verbs: sing, break, come, throw, run, doesn't, bring, drive, drink, ride, groiv, tear, begiyi. C. Build complex and compound sentences. D. Frequent dictation to render the following punctuation habitual: 1. Comma after an adverbial clause used at the beginning of a sentence. 2. A comma before and, but, or, for when used to join two statements. 3. Undivided quotations; divided quotations. C. Drill on "One Hundred Demons" if necessary, and on Bucking-ham Extension of Ayres scale. II. Residts Desired: A. To write a paragraph containing a topic sentence, a proper sequence of ideas, a summary sentence. There should be no mistakes in spelling and in punctuation that have been stressed. B. To write a business letter (order, inquiry, complaint) with no mistakes in form, in punctuation, and in spelling that have been stressed. 20 Courses of Study C. To present evidence of this in a well-kept notebook. This note-book at the close of the term should contain the following themes or work that the teacher endorses as equal to the following : Type of Theme Number of Themes Short descriptions of objects, persons or scenes Three Business letters—three letters One Telegrams—series of three One Night letters—two . One Reproduction of poetry or prose . One Biography . One Dictation—one exercise per week One Literature The reading in the first high school year should be selected from the following list. At least four of the books should be assigned for home or library reading. The school library should have on its shelves the books in the reading list and, whenever possible, in more than one copy. The teacher should, of course, put well-chosen additional books for supple-mentary reading on the library shelves. A minimum number of hours of reading every week should be required, and pupils should be encouraged to read more than the minimum requirement; many pupils will do this if they are allowed access to a "browsing" shelf that holds these extra books. For careful classroom study as many books should be chosen as the time allows. Romance and Adventure: Stevenson's Treasure Island (C.E.)*; Scott's Ivanhoe (C.E.)*; Lady of the Lake (C.E.)*; Swift's Gulliver's Travels (Voyages to Lilliput and Brobdingnag) ; Defoe's Robinson Crusoe; Irving's Sketch Book (selections) (C.E.)*; Browning's How They Brought the Good News from Ghent to Aix; Incident of the French Camp; Herve Riel (C.E.)*; Tales of Knightly Adventure; Lowell's The Vision of Sir Launfal. Great Men; Great Ideals: Mabie's Heroes Every Child Should Know; Hawthorne's Great Stone Face; Julius Caesar (C.E.)*. Man and Nature: Kipling's Jungle Book (I and II) ; London's Call of the Wild. Humor: Ma^k Twain's Tom Sawyer, Huckleberry Finn. SECOND YEAR I. Aims : 1. To teach the student to add interest to his composition by secur-ing variety of sentence structure. 2. To help the student understand variety of paragraph structure. 3. To help him enlarge his vocabulary that he may have a greater choice of words. (Suggestion: Continued stress on unity. Activities should be selected that will help the teacher show how variety is gained.) II. Activities: 1 Short biographies of characters in fiction, history, art, and science. These can easily be group projects. *NoTE. "C. E." indicates that books so marked may be submitted for college entrance credit. High Schools of North Carolina 21 2. Brief descriptions of persons, places and objects. (See tenth-grade activities for instructions.) 3. Reports based on outside reading, history, school activities. Re-ports should consist of two paragraphs. The first may con-tain a brief synopsis; the second, a personal opinion. This form of writing helps other objectives—definiteness, accuracy, grasp of idea. 4. Reports on individual interest. 5. Friendly letters describing persons, places, and objects. 6. Business letters—order, explaining delay, apologizing for error, giving instructions. 7. Advertisements and telegrams—test sense of essential detail, accuracy, and power of appeal. Term One I. Technical Details: 1. Write compound, complex, declarative, interrogative, and impera-tive sentences. 2. Work on loose and periodic sentences. 3. Study subordinate clauses. 4. Do not write parts of a sentence for a whole sentence. 5. Do not use run-on sentences. 6. Do not string sentences together with and's, hut's, then's. 7. Do not put an additional negative word in a negative sentence. (Watch themes for the last four errors.) 8. Drill on punctuation and on troublesome verbs emphasized in eighth grade. 9. Drill on ninth grade list of words in "Buckingham Extension of Ayres Word List." (Copies of the scale may be obtained from the Public School Publishing Company, Bloomington, Illinois.) II. Results Desired: 1. Write a paragraph that has a topic sentence, a sequence of ideas, and a variety of sentence structure. Paragraph should show that the student has made use of drills in punctuation and in spelling. 2. Evidence of ability to grasp thought from reading and to convey the idea in paragraphs containing unity, coherence, and variety. 3. Ability to use the principles of unity, coherence, and variety in letter writing. 4. Ability to present a well-kept notebook. This notebook at the close of the term should include the following work, or work that the teacher endorses as equal to the following: Type of Theme Number of Themes Three themes showing variety of type (150-300 words) ..Three Three business letters One One friendly letter One Biography 1 One Reproduction (poetry or prose) One Report on parallel reading One Dictation (four well-selected paragraphs) One 22 Courses of Study Term Two I. Technical Details: 1. Work on the development of themes by detail, by illustration, by comparison. (Suggestions may be found in "New Practical English for Schools," Lewis and Hosic, Chapter II; "English for Immediate Use," Law, Chapter XX; "Composition and Rhetoric," Tanner, Chapter VII; "Correct English," Tanner.) 2. Use drills mentioned in term one. 3. Write sentences containing the infinitive and the participle. 4. Encourage discriminate use of coordinate and subordinate con-junction. 5. Be vigilant in following up previous work in punctuation. 6. Drill on the punctuation of non-restrictive elements. 7. Teach the comma with participle groups. a. If the participle group comes at the first of a sentence, not used as the subject, place a comma after the phrase. b. If the group comes after the word it modifies, use a comma. c. If the group comes directly after the word it modifies and sounds like an explanation, use the comma. II. Results Desired: 1. To write a theme or letter in which is found a clear understand-ing of the following principles: a. Sentence unity. b. Paragraph unity. c. Variety of sentence structure. 2. To be able to develop a paragraph by at least three methods. 3. To present evidence of the above requirements in a well-kept notebook. This notebook should contain the following work, or work that the teacher endorses as equal to the following: Type of Theme Number of Themes Variety of type and development Three Three business letters One One friendly letter One Biography One Reproduction (poetry or prose) One Report and appreciation of parallel reading One Dictation (four well-chosen paragraphs) One Literature The reading in the second high school year should be selected from the following books. At least five of the books should be assigned for home or library reading. As many should be chosen for careful classroom study as the time allows. Romance and Adventure : Macaulay's Lays of Ancient Rome; Dickens's A Tale of Two Cities (C.E.)*; Poe's Short Stories; Doubleday's Stories of Invention; Middle English and Scottish Ballads. Great Men; Great Ideals: Selections from the Jilneid, the Odyssey (C.E.)*; Franklin's Autobiography (C.E.)*; Southey's Nelson. *NoTE. "C. E." indicates that books so marked may be submitted for college entrance credit. High Schools of North Carolina 23 American Life and Ideals: Cooper's Novels; Eggleston's The Hoosier Schoolmaster, The Hoosier Schoolboy; Page's Red Book; Wister's The Vir-ginian; Longfellow's Building of the Ship; a collection of Civil War poems; Whitman's I Hear America Singing. Man and Nature: Seton-Thompson's Wild Animals I 'Have Known; selections from Audubon; selections from David Crockett's Autobiography; selections from John Burrough's Essays. Humor: Harris's Tales from Uncle Remus. THIRD YEAR I. Ahiis: 1. To show the pupil that every good piece of writing is based on systematic planning. 2. To lead him to want to plan what he writes. 3. To teach him how to plan. II. Activities : 1. Read a good modern essay, short-story, piece of description. Lead the class to see (a) organization of ideas or incidents, (b) coherence, (c) unity, (d) variety in sentence structure. Suggested list of essays and short stories: "Essay and Es-say Writing," Tanner; "Types of Essay," Heydrick; "Essays of Present Day Writers," Pence; "Modern Essays," Avent; "Essays and Short Stories," Law; "American Short Stories," Royster. 2. Planning themes of two or three paragraphs. Suggested help for teachers: Briggs and McKinney, Book II, Problem III, "Practical English Composition," Miller, Chapters 14-20. 3. Describe any building within range of personal observation. (Teacher may find example of master artist in John Bur-rough's "Roof-Tree.") Suggested order of paragraphs: (1) Keynote. (2) Surroundings. (3) Exterior. (4) Interior. (5) Conclusion. 4. Describe your own town: Keynote—cultured, provincial, sleepy, busy—unity demands a keynote. Suggested order of paragraphs: (1) Keynote containing "Four W's." (2) Surrounding country. (3) Buildings. (4) Streets. (5) Picture at special time of day. 5. Describe a person: Topic sentence—^keynote, items of appearance in order. 6. Write a narrative. Every good story consists of four parts: (1) Situation—Four "W's." (2) Climax—Point so difficult that there must be a turning point. (3) Unraveling—Way out. (4) Conclusion—Holding interest to end of narrative. 24 Courses of Study 7. Plan and write an exposition; an argument. Suggested help for teachers: "New Practical English," Lewis and Hosic, Chapters XI, XII. An example of exposition by a master artist may be found in "Fisherman's Luck," Henry Van Dyke; "Correct English," Tanner. 8. Planning and writing letters of various types. 9. Outlines, parallels, comparisons—based on classics read, his-torical happenings, lives and characters studied. I. Technical Details. Term One Give tests on punctuation and capitalization from time to time to arouse student to a sense of need. Preserve record; com-pare results; observe progress. Test on recognition of nouns, adjectives, verbs, adverbs, relative pronouns, subordinate conjunctions, coordinate conjunctions, "conjunctive adverbs," relative pronouns. Test on recognition of phrase and clause. Try to eliminate the habit of running sentences together, either without any separating mark or with comma (comma blun-der) . Spell as a matter of habit the following words: accidentally accommodate accustom address against although altogether amount apologize appproach argument around arrangement arrive athletics benefit captain committee corner definitely descend development despair disapprove disturb embarrass enthusiastically especially few fourteen greatest guard hurrying imagine judgment marriage merely naturally nickel noticeably o'clock occasionally opinion originally particularly peaceably preparation privilege porch possibly possess practically precede prisoner prove recommend religious replies repetition ridiculous safely separation shepherd secretary similar studying surely supplies suspicious successful syllable unconscious unmanageable victuals victorious village villain weird woman women II. Res-iilts Required: 1. Perfect form. 2. Observe rules of syntax and punctuation with 90 per cent accuracy. 3. Be able to recognize faults in unity, coherence, and emphasis in sentence and paragraph. 4. Organize material into an outline and write a theme of, at least, 800 words. High Schools of North Carolina 25 5. Write letters in perfect form and with courtesy and com-pleteness. 6. To present evidence of a well-kept notebook. This notebook should contain the following themes, or work that the teacher endorses as equal to the following: Type of Theme Number of Themes One long theme (1200 to 1500 words) One One theme (700 to 1000 words) or Four themes (200 to 300 words) One Four analyses of selections of literature Four Four business letters One One social letter One One reproduction (poetry or prose) One Term Two I. Technical Details: 1. Try to eliminate dangling modifiers. 2. Seek to secure emphasis through the careful placing of modifiers. 3. Do not allow too many coordinate clauses. 4. Test to see if the use of the apostrophe is habitual. 5. Continue occasional drill on spelling words given in previous terms. II. Resiilts Desired: 1. Organize material into an outline and write theme, applying principles of unity, coherence, and emphasis with more ease and accuracy than in preceding terms. 2. Write letters with more ease and accuracy than in preceding terms. 3. To present notebook containing the following work, or work that the teacher considers equal to the following: One long theme (1200-1500 words), correct in form, care-fully punctuated. This theme must show some knowledge of of unity, coherence and emphasis. Three short themes showing knowledge of different kinds of paragraph development. One argument with, at least, two proofs well-established. One magazine article: synopsis of article, opinion of article One theme Biography One theme Report on parallel reading One theme Three business letters One theme Reproduction (poetry or prose) One theme Literature The reading in the third high school year should be selected from the following books. At least five books should be assigned for home or library reading. As many should be chosen for careful classroom study as the time allows. Romance and Adventure: Kipling's Captains Courageous; Doyle's Sherlock Holmes; Kingsley's Westward Ho!; Merchant of Venice (C.E.)*; *NoTE. "C. E." indicates that books so marked may be submitted for college entrance credit. 26 Courses of Study Hamlin Garland's Boy Life on the Prairie; Arnold's Sohrab and Rustum (C.E.)*. Great Men; Great Ideals: Macaulay's Johnson (C.E.)*; Drinkwater's Abraham Lincoln. American Life and Ideals: Parkman's Oregon Trail; Harte's Luck of Roaring Camp, Outcasts of Poker Flats; Cable's Old Creole Days; Simms's Yemassee; Craddock's Prophet of Great Smoky; Hale's Man Without a Country; Grady's The New South; Riis's The Making of an American; Mary Antin's The Promised Land; Roosevelt's True Ameri-canism; a collection of Southern poetry; Brook's North Carolina Poetry; Lowell's Odes; a collection of Southern prose and poetry; Whittier's Centennial Hymn. Man and Nature: Selections from Audubon; selections from Crockett's Autobiography; Hudson's Idle Days in Patagonia. Fancy and Imagination: A Midsummer Night's Dream; As You Like It (C.E.)*; Coleridge's The Ancient Mariner (C.E.)*; selections from Alfred Noyes; selections from Sidney Lanier. Humor: Mrs. Wiggs of the Cabbage Patch; Noyes's Forty Singing Seamen; O. Henry's The Ransom of Red Chief; Goldsmith's She Stoops to Conquer. FOURTH YEAR I. Aims: 1. To increase accuracy and ease in the mechanics of English. 2. To increase accuracy and ease in writing narration, description, exposition, and argumentation. 3. To develop an interest in combining these forms in the manner of modern writing for social and business use. II. Activities : 1. The world of work: Class may choose a trade or profession. Groups or individuals may report to class, through theme, what they have learned from observation, from personal interviews, from reading. 2. Travel: Description and narration of actual experiences. 3. History: Patriotism; Nationalism—biography, appreciation. • 4. Ethical matters: (1) Our behavior at home; (2) Our behavior at school—classrooms, locker rooms, halls, cafeteria, play-ground, school entertainments; (3) Our behavior in public places—street, street car, theater, library, store, road, truck. 5. Health: Keeping well; work of such organization as Red Cross, Anti-Tuberculosis Associations, Boy Scouts, Camp Fire Girls. 6. Community concerns: A good place to live, history and im-portant people, work of community, interesting places. 7. Nature in our community: Weather, orchards, gardens, birds, animals, crops, soil. 8. Our fascinating selves: Reminiscences, descriptions, characteri-zations, adventures, interesting relatives, ancestors, matters on which I am an authority. 9. Adventures among books. *NoTE. "C. E." indicates that books so marked may be submitted for college entrance credit. High Schools of North Carolina 27 10. Business letters, letters of apology, appreciation. 11. Class anthologies: Collect interesting papers written during the term. Let committees, edit compositions—write table of contents, draw illustrations. 12. Criticisms and appreciations of magazines. Term One I. Technical Details: 1. Review frequently all points on punctuation, grammar, capitali-zation in practical use for writing accurately. 2. Test often for recognition of errors and for ability to apply rules. Be able, as £ matter of habit, to spell these words correctly: abbreviation academy accuracy aggravate ancient announcement anxious annually architect attendance assistant balance boundary bulletin calendar canyon carriage cataract citizen college commercial connection conquering conscientious considerably contagious convenience courtesy courteous customary delicious descendant democracy dissipation double ecstasy electric eligible exaggerate exhausted extraordinary extravagance familiar foreigner guardian gymnasium horizontal humorous hypocrisy inaugurate irrigation inflammation intellectual intelligence innocence knowledge license magazine management manual memorize merchandise millinery miscellaneous murmur mysterious nuisance obstacle opposite pennant performance persuade poisonous prejudice presence proceed procedure professor proficient pursuit recollect responsibility rehearsal restaurant seminary sophomore superintendent superstitious supersede specimen sjrtnmetry sympathize temperature treasurer unnecessary unreasonable vegetable vengeance visible II. Results Desired: 1. Student must correct his own paper under the supervision of teacher. The corrected draft must attain 95 per cent accuracy in syntax, 95 per cent accuracy in punctuation, and 100 per cent accuracy in spelling. 2. The completed notebook should contain the following work or the value of the following: Nine Themes Two long themes (1200-1500 words) Four short themes (200-300 words) Biography Book reports Letters and reproductions 28 Courses of Study Term Two Technical Details: 1. Test to find weakness, and drill on errors. 2. Note use of subjunctive: (a) If I were he, I should go. (b) If he be there, let him come, (c) I wish I were well. 3. Review the use of like and as. 4. Watch the possessive. 5. Use the indefinite pronouns. 6. Be sure that the student knows these sixty troublesome verbs: am attack become bite blow bregik bring burst catch choose come dive do drink drive drown lie (recline) sting eat lose strike flow light swear fly pay swell forget prove seem get ring take go rise teach grow run thrive hang see throw know set tread lay- shoes wake lead sing wear leave sit win lend sling wring lie (falsify) spit write II. Results Desired: 1. To present notebooks containing nine themes, or the value of nine themes. Attempt to show improvement in accuracy, ease, force, and interest. 2. Suggestions for general use: Compositions should be corrected by students after errors are indicated by teacher. Standard scales for marking compositions should be used occasionally. They give a basis for comparison, and they also show the result obtained by objective scoring. Composition Scales Ayres: Measuring Ability in Spelling. Russell Sage Foundation, New York. Hillegas : Composition Scale. Bureau of Publications, Teachers' Col-lege, Columbia University, New York. Thorndyke: Extension of Hillegas Scale. Bureau of Publications, Teachers' College, Columbia University, New York. Trabue: Composition Scale. Bureau of Publications, Teachers' Col-lege, Columbia University, New York. Hudelson: English Composition Scale. World Book Company, Yonk-ers- on-Hudson. Lewis: Scales for Measuring Special Types of English Composition. World Book Company, Yonkers-on-Hudson. High Schools of North Carolina 29 Literature The reading of the fourth high school year should be selected from the following books. At least six of the books should be assigned for "home or library reading. As many should be chosen for careful class-room study as the time allows. Romance and Adventure: Blackmore's Lorna Doone; Service's Spell of the Yukon; Byron's Prisoner of Chillon; N. H. Moore's Deeds of Dar-ing Done by Girls. Great Men; Tragic Failures: Macbeth (C.E.)*; Hamlet (C.E.)*; Carlyle's Essay on Burns (C.E.)*; Browning's Andrea del Sarto. American Life and ' Ideals : Garland's A Son of the Middle Border ; O. Henry's Heart of the West; Burke's Speech on Conciliation (C.E.)*; Washington's Farewell Address and Webster's Bunker Hill Oration (C.E.)*; Lincoln's Gettysburg Address; Lincoln's Letters; selections from Wilson's speeches; Moody's Ode in Time of Hesitation; Graham's Edu-cation and Citizenship; a collection of World War poems; a collection of American short stories. Man and Nature: Selections from Huxley. Fancy and hnagination : Peabody's The Piper; Milton's Minor Poems (C.E.)*; Golden Treasury, Book IV; The Tempest (C.E.)*. Humor: Sheridan's The Rivals; Twelfth Night. Additional Books for Home Reading From the following list substitutions may, in some cases, be made for books recommended in the earlier lists. Substitution is advisable only when the books on the recommended list have been read in the lower grades or when the selections are unquestionably too easy or too difficult for the attainments of any particular class. To provide material for substitution is not, however, the main purpose of the list. Its large aim is to furnish the English teacher a group of books of diverse appeals to suit the interests of individual pupils. The list is intended, above all, to minister to the pleasure and profit of those promising pupils who ask for more reading than is required merely "to pass the course." Credit for outside reading may be given either by assigning definite values to certain books (as is done in the "Hartford Reading Lists," published by Henry Holt and Company) and thus require a definite num-ber of credit points for the year; or by requiring one book a month — five books for the semester—and thus give a certain credit each month for that work. A Minimum List of Books for Home Reading This list is designed principally for those schools with limited library facilities or for those teachers of English who prefer to require certain books rather than try to provide for individual tastes. *NoTE. "C. E." indicates that books so marked may be submitted for college entrance credit. 30 Courses of Study first year Clemens: Tom Sawyer. London: The Call of the Wild. Stevenson: Treasure Island (C.E.)*; Dickens: Oliver Twist (C.E.)*. Scott: Ivanhoe (C.E.)*. Alcott: Little Women. Cooper: The Spy. Keller: The Story of My Life. Shakespeare: A Midsummer Night's Dream (C.E.)*. Homer: The Odyssey (Palmer translation); The Odyssey (Bates translation). SECOND YEAR Dickens: David Copperfield (C.E.)*. Cooper: The Last of the Mo-hicans (C.E.)*. Barrie: The Little Minister. Scott: The Talisman. Bunyan: Pilgrim's Progress. Blackmore: Lorna Doone (C.E.)*. Antin: The Promised Land. Riis: The Making of an American. Roosevelt: Letters to His Children. Shakespeare: Julius Caesar (C.E.)*. THIRD YEAR Wallace: Ben Hur. Dickens: A Tale of Two Cities (C.E.)*. Scott: Kenilworth (C.E.)*. Austen: Pride and Prejudice (C.E.)*. Thackeray: Henry Esmond (C.E.)*. Parkman: The Oregon Trail (C.E.)*. Muloch: John Halifax Gentleman. Garland: A Son of the Middle Border. Gold-smith: The Vicar of Wakefield (C.E.)*. Shakespeare: King Henry V (C.E.)*. FOURTH YEAR Thackeray: Vanity Fair. Hugo: Les Miserables. Eliot: Adam Bede. Hawthorne: The Scarlet Letter. Kingsley : Westward Ho! Howells: The Rise of Silas Lapham. Dickens: Great Expectations. Shakespeare: Othello (C.E.)*. Addams: Twenty Years at Hull House. Bok: The Americanization of Edward Bok. A Longer List of Books for Home Reading FIRST YEAR I Fiction M. Robertson: Sinful Peck. R. L. Stevenson: Kidnapped; David Bal-four. Bidlen: The Cruise of the Cachalot. Hopkins: She Blows and Spurns at That. Cooper: The Last of the Mohicans. S. E. White: The Riverman. Ralph Connor: Glengarry Schooldays; The Man from Glen-garry. F. H. Smith: Colonel Carter of Cartersville. T. N. Page: The Old Gentleman of the Black Stock. Lincoln: The Portygee. Tarkington: Seventeen. Ervine : Alice and a Family. Rinehart: The Circular Stair-case. Clemens: Personal Recollections of Joan of Arc; Pudd'nhead Wil-son; Tom Sawyer; Huckleberry Finn. R. L. Stevenson: The Bottle Imp. E. Hough: Fifty-four Forty or Fight. A. C. Doyle: The White Com-pany. Sienkiewicz: With Fire and Sword. Kipling: Kim. Dickens: Oliver Twist. Scott: Ivanhoe. Tarkington: Monsieur Beaucaire. Wey-man: A Gentleman of France. McCarthy: The Glorious Rascal. Defoe: Robinson Crusoe. Swift: Gulliver's Travels. Bunyan: Pilgrim's Progress. Arabian Nights. Hawes: The Mutineers; The Quest; The Dark Frigate. Ollivant: Bob, Son of Battle. *NoTE. "C. E."' indicates that books so marked may be submitted for college entrance credit. High Schools of North Carolina 31 II Short Stories Kipling: Plain Tales from the Hills; The Day's Work. Irving: The Sketch Book; Tales of a Traveller. Page: In Ole Virginia. Hawthorne: Tales of the White Hills. Bret Harte : The Luck of Roaring Camp. Gar-land: They of the High Trails. Grenfell: Tales of the Labrador. E. A. Poe: Tales. Cobb: Old Judge Priest. Kelly: Little Aliens. W. A. White: The Court of Boyville. Broivn: Rab and His Friends. Aldrich: Marjorie Daw and Other Stories. M. R, Aridrews: The Perfect Tribute. III Drama Shakespeare: A Midsummer Night's Dream; Twelfth Night. Mac- Kaye: Washington, the Man Who Made Us. Drinkwater: Abraham Lincoln. Hazelton: The Yellow Jacket. Maeterlinck: The Blue Bird. Gregory: The Dragon. Bangs: The Bicycleers and Other Farces. Mae- Kaye: The Beau of Bath and Other One-Act Plays. IV Poetry Homer: The Iliad (Palmer translation) ; The Odyssey (Palmer trans-lation). The Song of Roland (translated by Butler). Scott: Marmion; The Lay of the Last Minstrel. Longfellow: Tales of a Wayside Inn. Stevenson: Ballads. Teter: One Hundred Narrative Poems. Scudder: American Poems. K. Bates: A Ballad Book. Wells: Nonsense Anthology. V Non-Fiction (Essays, Travel, Biography) Hubbard: A Message to Garcia. Seton: Wild Animals I Have Known. Abbott: Days Out of Doors. Jordan: The Story of Matka. Fabre: Social Life of the Insect World. Treves: The Cradle of the Deep. Harden: Choosing a Career. Weaver: Vocations for Girls. Paine: Ships and Sailors of Old Salem. O'Conyior: Heroes of the Storm. Van Loon: The Story of Mankind. P. Colum: My Irish Year. Young: Alaska Days With John Muir. J. Muir: Travels in Alaska. Riis : Hero Tales of the Far North. Muir: The Cruise of the Corwin. Seton: A Woman Tender-foot in Egypt. S. E. White: The Land of Footprints. Roosevelt: African Game Trails. Franklin: Autobiography. Garland: Boy's Life on the Prairie. Hale : A New England Boyhood. Paine : Boy's Life of Mark Twain. Brady: Paul Jones. Sprague : David Crockett. Nicolay: Boy's Life of Lincoln. Hagedorn: Boy's Life of Roosevelt. Bolton: Girls Who Became Famous. Life and Letters of Louisa Alcott. Lodge and Roose-velt : Hero Tales from American History. White : Daniel Boone, Wilder-ness Scout. SECOND YEAR I Fiction W. C. Russell: The Wreck of the Grosvenor. London: The Sea Wolf. Masefield: Lost Endeavor. Melville: Moby Dick. Mitchell: Hugh Wynne, Free Quaker. Cooper: The Deerslayer; The Pathfinder; The Pioneers; The Prairie. Wister: The Virginian. Bacheller: A Man for the Ages; In the Days of Poor Richard. Connor: Black Rock. Allen: A Kentucky Cardinal. Dickens: David Copperfield; Oliver Twist. F. H. Smith: Caleb 32 Courses of Study West, Master Diver. Gaskell: Cranford. Stockton: Rudder Grange. Morley : The Haunted Bookshop; Parnassus on Wheels. Lever: Charles O'Malley; Rory O'Moore. Stackpole: Patsy. Harland: The Cardinal's Snuffbox. Moffett: Through the Wall. E. Hough: The Covered Wagon. Woolson: Anne. Scott: Guy Mannering. M. Johnston: To Have and to Hold. W. Churchill: The Crisis. Scott: The Talisman. H. H. Jackson: Ramona. Davis : Captain Macklin. Dumas : The Count- of Monte Cristo. Lytton: Last Days of Pompeii. W. H. Davis: A Friend of Caesar. Tark-ington: Monsieur Beaucaire. Dumas: The Three Musketeers. Moore: The Jessamy Bride. Crane: The Red Badge of Courage. Gale: Friend-ship Village. Porter: Scottish Chiefs. II Short Stories Connolly: Out of Gloucester. O. Henry Stories. Stockton: The Lady or the Tiger and Other Stories. Deland: A New England Nun and Other Volumes; Old Chester Tales. Wells: Thirty Strange Stories. Poe: Tales. Field: A Little Book of Profitable Tales. Doyle: Sherlock Holmes Stories. Ashmun: Modern Short Stories. Thomas: Atlantic Narratives. Hey-drick: Americans All. III Drama Shakespeare: The Merchant of Venice; A Winter's Tale; Richard II. Fitch: Beau Brummel; Nathan Hale; Barbara Freitchie. Mackaye: The Scarecrow. Peabody : The Piper. Forbes: The Famous Mrs. Fair. Barrie: The Admirable Crichton; Half Hours. Gregory: Irish Folk History Plays. Howells: The Mouse-Trap and Other Farces. H. L. Cohen: One- Act Plays of Modern Authors. IV Poetry Homer: (five books) The Iliad (Bates or Palmer translation) ; (five books) The Odyssey (Bates or Palmer translation). Byron: The Prisoner of Chillon; Mazeppa. Arnold: Sohrab and Rustum. Longfelloiv: The Golden Legend. Macaulay : Lays of Ancient Rome. Service: The Spell of the Yukon; Rhymes of a Red Cross Man. Whittier: Snowbound. Masefield: Reynard the Fox. Kipling: Barrack Room Ballads. Coleridge: The Rime of the Ancient Mariner. Rittenhouse: Little Book of American Poets. Long: Selections from American Poetry. Hart: Popular English Ballads. Mabie: A Book of English Ballads. Wells: Parody Anthology. McNeil: Lyrics from Cottonland. V Non-Fiction (Essays, Travel, Biography) Bangs: From Pillar to Post. Lucas: Old Lamps for New. Roosevelt: The Stoneman's Life; American Ideals and Other Essays. Nutting: The Track of the Typhoon. Beebe: Jungle Peace. Bui-roughs: Wake Robin. Van Dyke: Fisherman's Luck. Warner: Endicott and I. Briggs: College Girls; College Life. Stockton: Buccaneers and Pirates of Our Coast. Powell: First Through the Grand Canyon. Stevenson: An Ama-teur Emigrant. Clemens: The Innocents Abroad. Stefansson: My Life With the Eskimo. Dana: Two Years Before the Mast. Muir: A Thousand- Mile Walk to the Gulf. Roosevelt: African Game Trails; Hunting Trips High Schools of North Carolina 33 of a Ranchman. F. H. Smith: Gondola Days. Roosevelt: Theodore Roosevelt, An Autobiography. Joseph Jefferson: Autobiography. Gar-land: A Son of the Middle Border; A Daughter of the Middle Border. E. Bok: A Dutch Boy Fifty Years After. Richards: Life of Florence Nightingale. Paine: Life of Mark Twain. Overton: Life of Stevenson. Bradford: Lee, the American. Froude: C?esar, a Sketch. Abbott: Im-pressions of Roosevelt. White: Plutarch's Lives. Hubbard: Little Jour-neys to the Homes of American Statesmen. Bigeloiv: Letters of Ben-jamin Franklin. Paine: Letters of Mark Twain. THIRD YEAR I Fiction Conrad: Typhoon. Gale: Miss Lula Bett. Ford: Janice Meredith. Atherton: The Conqueror. Page: Red Rock. Hai-^-ison: V. V.'s Eyes — Queed. Coble: Dr. Sevier. W. Black: Judith Shakespeare. Hemon: Maria Chapdelaine. Locke: The Beloved Vagabond. Hawthorne: The House of Seven Gables. Dickens: David Copperfield; The Old Curiosity Shop. Rinehart : An Amazing Interlude. Kipling: The Light That Failed. Barrie: Sentimental Tommy. Parker: The Right of Way. Stevenson: The Master of Ballantrae. Gather: My Antonia. Jeivett: The Country of the Pointed Firs. Ford: The Honorable Peter Stirling. Tarkington: Alice Adams; The Turmoil. Dickens: Pickwick Papers. Bennett: Helen With the High Hand. Thackeray: The Newcomers. Bronti: Jane Eyre. Parker: In the Seats of the Mighty. Stevenson: St. Ives; Dr. Jekyll and Mr. Hyde. Barrie: The Little Minister. Wey-man: A Gentleman of France. Cervantes: Don Quixote. Auccassin and Nicolette. Goldsmith: The Vicar of Wakefield. Famol: An Amateur Gentleman. II Short Stories Noyes: Walking Shadows. O. Henry: Stories. Maclaren: Beside the Bonnie Brier Bush. Murfee: In the Tennessee Mountains. Stevenson: Short Stories. Poe: Tales. Kipling: Stories. Thomas: Atlantic Narra-tives. S^nith: Short Stories Old and New. O. Henry Prize Stories (for various years). M. R. Andrews: The Courage of the Commonplace. Baldwin: American Short Stories. French: The Best Short Stories. Mikels: Short Stories for High Schools. Ill Drama Shakespeare: Richard III; King Henry IV. Goldsmith: She Stoops to Conquer. Van Dyke: The House of Rimmer. Pinero: Sweet Lavender. Barker and Houseman: Prunella. Mackaye : Jeanne D'Arc. McCarthy : If I Were a King. Tarkington: Intimate Strangers. Zangwill: Merely Mary Anne. Belasco: The Return of Peter Grimm. Rostand: The Princess Far-Away. Hauptman: The Sunken Bell. Milne: Mr. Pim Passes By. Gregory: Irish Folk—History Plays. Yeats: Collected Short Plays. Synge: Collected Plays. Galsworthy: Six Short Plays. S. Gla-spell: Plays. Leonard: The Atlantic Book of Modern Plays. 34 Courses of Study IV Poetry Goldsmith: The Deserted Village and the Traveler. Masefield: King Cole. Kipling: Seven Seas. Shakespeare: Sonnets. Gray: Elegy in a Country Churchyard. Coleridge: Kubla Khan and Christabel. Burns's Poems in the Golden Treasury. Quille7^-Couch: The Oxford Book of Verse. Richards: High Tide. Rittenhouse: The Little Book of Modern Verse; Second Book of Modern Verse. Untermeyer: Modern British Poems; Modern British and American Poems; Yesterday and Today. Repplier: Book of Modern Verse. Teasdale: Rainbow Gold. V Non-Fiction (Essays, Travel, Biography) Crothers : Among Friends; By the Christmas Tree. Wagner: The Simple Life. Cabot: What Men Live By. Grayson: Adventures in Friendship. Mabie: Books and Culture. Stevenson: A Christmas Ser-mon. Smith: What Can Literature Do For Me? Bacon's Essays (at least five). Lamb: Essays of Elia (at least five). Macaulay : Essay on Addison. Van Dyke. The Open Sea. Palmer: Why Go to College? Canfield: Letters to Young Men. Center: The Worker and His Work. Roosevelt: The Winning of the West. Kipling: Letters of Travel. Stev-enson: An Inland Voyage. Custer: Boots and Saddles. Rollins: The Cowboy. Parkman: The Oregon Trail. Hudson: Far Away and Long Ago. Mary Antin: The Promised Land. Bernhardt: Memories of My Life. Southern: The Melancholy Tale of Me. Shaw: Story of a Pioneer. Helen Keller: The Story of My Life. Howells: A Boy's Town. Bagley : The Old Virginia Gentleman. Carpenter : Joan of Arc. Barrie: Mar-garet Ogilvy. Hoivells: My Mark Twain. Ida Tarbell: Life of Lincoln. Ainger: Letters of Charles Lamb. Lanier: Letters of Sidney Lanier. Bishop: Letters of Roosevelt to His Children. Greenlaw: Familiar Letters. FOURTH YEAR I Fiction Conrad: Children of the Sea. Walpole: Fortitude. Wharton: The House of Mirth. Ervine : Changing Winds. McFee: Command. Eliot: Adam Bede; The Mill on the Floss; Romola. Hawthorne: The Scarlet Letter. Dickens: Great Expectations; Bleak House; Little Dorrit; Dom-bey and Son. Canfield: The Bent Twig; Rough-hewn. Deland: The Iron Woman; The Awakening of Helena Ritchie. Gather: One of Ours. Hugo: Toilers of the Sea. Austen: Pride and Prejudice; Sense and Sensibility. Howells: The Rise of Silas Lapham. Churchill: The Inside of the Cup. S. Leivis: Babbitt; Main Street. Morley : Where the Blue Begins. De Morgan: Alice for Short. Thackeray : Vanity Fair; Henry Esmond. Walpole: The Green Mirror. Leavitt: Stories and Poems from the Old North State. Blackmore : Lorna Doone. D. Byrne: Messer Marco Polo. Scott: Kenilworth. Reade: The Cloister and the Hearth. M. John-ston: The Long Roll. C Kinglsey: Westward Ho! M. Johnston: Cease Firing. Ci'aik: John Halifax, Gentleman. Poole: The Harbor. Hugo: Les Miserables. Seinkiewicz: Quo Vadis. Burney: Evelina. Sabatini: Captain Blood; Carolinian. High Schools of North Carolina . 35 II Short Stories Conrad: A Set of Six; Youth. O. Henry: Stories. Morley: Tales From a Roll Top Desk. Alice Brown: Meadow-Grass. Zangtvill: Children of the Ghetto. De Maupassant: The Odd Number. R. L. Stevenson: Short Stories. Poe: Tales. Cody: The World's Greatest Stories. Hey-drick: Types of the Short Story. Hotvells: Great Modern American Stories. O'Brien: The Best Short Stories (various years). O. Henry: Prize Stories (various years). Thomas: Atlantic Narratives. III Drama Shakespeare: The Tempest; Othello; Hamlet; King Lear. Sheridan: The Rivals. Browning: Pippa Passes. Noyes: Sherwood. Kennedy: The Servant in the House. Jerome: The Passing of the Third Floor Back. Wilde: The Importance of Being Earnest. Crothers: He and She. Gals- IVorthy : Loyalties; The Silver Box, The Pigeon; Moliere : The Imaginary Invalid. Rostand: Cyrano de Bergerac; L'Aiglon. G. B. Shaiv : Arms and the man. Barrie: What Every Woman Knows. W. V. Moody: The Great Divide. Gregory: Irish Folk—History Plays. Dunsany : Five Plays. Maeterlinck : Collected Short Plays. Yeats: Collected Short Plays. Drink-water: Abraham Lincoln; Robert E. Lee. Millay : King's Henchman. Synge: Riders to the Sea; Collected Plays. Barrie: Echoes of the War. Koch: Carolina Folk Plays (Series 1-4). Dickinson: Wisconsin Plays. Baker: Plays of Harvard Dramatic Club. IV Poetry Auslander: Winged Horse Anthology. Omar Khayyam: The Rubaiyat. Tennyson: The Princess. Masefield: Story of the Round House. Noyes: Tales of the Mermaid Tavern. Browning: Selected Short Poems. Gum-mere- Frost-West: Running Brook. F^-ost: Selected Poems; North of Bos-ton. Hibbard: The Lyric South. Kipling: Five Nations. Keats: Lamia — Eve of St. Agnes; La Belle Dame Sans Merci; Ode on a Grecian Urn. Shakespeare: Sonnets. Wordsivorth: Poems in the Golden Treasury. Shelley: Adonais. Quiller-Couch: The Oxford Book of Verse. Richards: High Tide. Rittenhouse : The Little Book of Modern Verse. Untermeyer: Modern British Poems; Modern American Poems; Modern British and American Poems. McNeil: Songs, Merry and Sad. V Non-Fiction (Essays, Travel, Biography) Auslander and Hill: The Winged Horse. Crothers: The Gentle Reader; Humanely Speaking. Eliot: Durable Satisfactions of Life. Erskine: The Moral Obligation to be Intelligent. Cabot: What Men Live By. Hage-dom: You Are the Hope of the World. Keller: The World I Live In; Optimism. Leacock: Essays and Literary Studies. C Morley: Essays. Grayson: The Friendly Road. Hoivells: Among My Books. Palmer: Self- Cultivation in English. Smith: What Can Literature Do For Me? Ruskin: Sesame and Lilies. Holmes: The Autocrat of the Breakfast Table. Emer-son: Essays (at least five). Macaulay : Essay on Johnson. Morley: Modern Essays. Thoreau: Cape Cod. Briggs: College Girls; College Life. Rolland: Musicians of Today. Riis : How the Other Half Lives. Canfield: Home Fires in France. Steiner: From Alien to Citizen. E. Bok: 36 Courses of Study The Americanization of Edward Bok. Lindbergh: "We." Becker: Ad-ventures in Reading. Shuman: How to Judge a Book. Dargan: High-land Annals. Thomas: The Print of My Remembrance. J. Addams: Twenty Years at Hull House. Field: Yesterdays With Authors. Palmer: Alice Freeman Palmer. Balfour: Life of Stevenson. Smith: Biography of O. Henry. Dyer and Martin: Edison, His Life and Inventions. Colvin: Letters of Stevenson. Grayson: Adventures in Friendship; Adventures in Understanding. Minimum List Suggested by Conference on College Entrance Requirements in English FIRST AND SECOND YEARS Alcott: Little Men. Barrie: Peter and Wendy. Burroughs: Birds and Bees; Squirrels and Other Fur-Bearers; Curious Homes and Their Tenants. Bullen: The Cruise of the Cachalot. Brown: Rab and His Friends. Cooper's Novels (C.E.)*. Lanier: The Boy's King Arthur. Oliphant: Bob, Son of Battle. Gilder: The Autobiography of a Tom Boy. Dodge: Hans Brinkler on Skates. Ouida: Dog of Flanders; A Nuremberg Stove. Rice: Mrs. Wiggs of the Cabbage Patch. Roosevelt: Stories of the Great West; His Letters to His Children. Riley: Poems Here at Home. Thwaites: Daniel Boone. Dickens: Oliver Twist (C.E.)*. Page: Two Little Confederates. Garland: A Boy's Life on the Prairie. Peabody : Old Greek Stories. Haaren and Poland: Famous Men of Rome; Famous Men of the Middle Ages. Kipling: Barrack Room Ballads (C.E.)*. Macaulay: Lays of Ancient Rome (C.E.)*. Stevenson: Kid-naped (C.E.)*; David Balfour. White: The Court of Boyville; The Magic Forest. THIRD AND FOURTH YEARS Doyle: The White Company. Kelly: Little Citizens. Kipling: The Day's Work; The Light That Failed. Byron: The Prisoner of Chillon (C.E.)*. Bolton: Girls Who Became Famous; Boys Who Became Famous. Grenfel: Vikings of Today. Parton: Captains of Industry. Noyes: Sherwood; Diake. Shakespeare: The Merchant of Venice (C.E.)*. Stev-enson: Travels With a Donkey (C.E.)*; An Inland Voyage (C.E.)*. Bunyan: Pilgrim's Pi'ogress (C.E.)*. Barrie: The Little Minister. Kingsley: Westward Ho! (C.E.)*. Weyman: A Gentleman of France; Under the Red Robe. Clemens: A Connecticut Yankee at King Arthur's Court; Life on the Mississippi. Masefield: The Story of a Round House; Salt Water Ballads. McNeill: Lyrics from Cotton Land. Addams: Twenty Years at Hull House. Scott: Quentin Durward; Kenilworth (C.E.)*. Page: In Ole Virginia. Jerome: The Passing of the Third Floor Back. Boswell: Life of Johnson (C.E.)*. Melville: Typee; Moby Dick. Hugo: Les Miserables. Milton: Paradise Lost, Books I and II (C.E.)*. Goldsmith: The Deserted Village (C.E.)*. Barrie: Half-Hours. Rostand: Cyrano de Bergerac. Curtis: Prue and I (C.E.)*. Macaulay: Essay on Milton (C.E.)*. Allen: The Kentucky Cardinal. Carnegie: An Autobiography. Parton: Captains of Industry. Muir: Travels in *NoTE. "C. E." indicates that books so marked may be submitted for college entrance credit. High Schools of North Carolina 37 Alaska. Irving: Rip Van Winkle (C.E.)*. Fabre: Bramble Bees and Others; The Life of the Spider. Keller: The World I Live In. Muir: The Story of My Boyhood and Life. Thoreau: Walden (C.E.)*. Crane: The Red Badge of Courage. Dickens: Tale of Two Cities (C.E.)*; Pick-wick Papers (C.E.)*; David Copperfield (C.E.)*; Nicholas Nickleby (C.E.)*. Hughes: Tom Brown's School Days (C.E.)*. General Helps for the English Teacher Bolenius: The Teaching of Oral Composition (Lippincott). Diidley: The Study of Literature (Houghton). Hanford, Fries, and Sleeves: The Teaching of Literature (Silver). Hilson: Illustrative Materials for High School Literature (H. W. Wilson). Leonard: Essential Principles of Teaching Reading and Literature (Lippincott). Miller: Creative Learning and Teaching (Scribners). MorHson: The Practice of Teaching in the Secondary School (Uni-versity of Chicago Press). Rickert: New Methods for the Study of Literature (University of Chicago Press). Ward: What Is English? (Scott.) Woodring: The Enriched Teaching of English (Bureau of Publi-cations, Teachers' College). THE SOCIAL SCIENCES OBJECTIVES The ultimate aim of education is social efficiency. For purposes of clearness and definiteness, social efficiency has been divided by educators into several phases as follows: 1. Vital or health efficiency. 2. Civic or citizenship efficiency. 3. Vocational efficiency. 4. Avocational or leisure efficiency. 5. Moral efficiency. These are the objectives of modern education. The social studies relate themselves directly to each of the objectives mentioned above and have as their ultimate aim the social efficiency of the individual. They are designed to present a body of knowledge, inculcate certain habits or attitudes, and develop certain appreciations. These may be itemized as follows : 1. Present facts which are of use to children (later adults) in explaining and interpreting conditions of life about them: a. How these became what they are. b. How they are controlled and directed. c. How they may be most useful. 2. Afford contact with the insistent problems of today. 3. Train the pupil to reason from facts and to form conclusions based on them so as to make meaning or mode of operation clear. 4. Inculcate the habit of acting on well-reasoned conclusions rind making correct social responses. — 5. Train in correct habits of study. 6. Aid in fitting the pupil for a wise use of leisure time. 7. Help equip the individual for earning a livelihood. 8. Inculcate patriotism. 9. Provide a foundation for thinking in terms of world events. METHODS The Recitation The methods used should be in so far as possible the topical and project methods. Practical type projects that the teacher can use and get ideas from, as to how to organize others, can be found in McMurray, C. A. "How to Organize the Curriculum," 1924, Macmillan. Valuable information on the problem method may also be found in Tryon: "The Teaching of History in Junior and Senior High Schools." Chs. 4 and 5, Ginn & Co. It is urged that teachers make a definite written lesson plan for each day's work embodying the following points: 1. Assignment. 2. Aim 3. Procedure. 4. Results. High Schools of North Carolina 39 Good results will be obtained when the teacher begins each day's recitation with a short written quiz on the previous day's work. This should not consume more than ten minutes of a forty-five minute recita-tion. The short quiz should be followed by the work or recitation on the assignment for the day and the period should be closed with a brief summary of what the assignment has contributed to the general topic or problem. This plan arouses interest on the part of the pupil and gives the teacher a definite basis for grading. It gives a feeling of definiteness and assurance to both pupils and teacher. The Unit Method The purpose of the unit method of teaching is to develop in pupils habits of thoroughness and accuracy by both requiring and providing an opportunity for them to master the materials which they study. This gives them a greater degree of understanding than is usually secured by the conventional daily recitation procedure. The materials for a course in history should be organized around from eight to twelve broad units, each of which corresponds to some important historical movement. These units should represent bodies of worthwhile information and principles essential to a full comprehension of the course. The broad units should be further sub-divided into topics necessary for an understanding of it, and these made the basis for assignment and study. For each topic there should be a guide sheet containing the fol-lowing items: An outline which each pupil is required to master; a list of references bearing on the topic adapted to the different levels of interest and ability; questions and problems which will aid the pupils in mastering the topic; and a list of supplementary projects for the brighter pupils. The mastery technique, consisting of the five following steps: Ex-ploration, presentation, assimilation, organization, and recitation is em-ployed in each unit. At the beginning of a unit conies the exploration period during which the teacher questions the pupils before they have made any formal preparation in order to find out what they already know about the sub-ject. This period serves the double purpose of giving the teacher a foundation on which to build and of motivating the work of the unit. In the presentation step the teacher gives the pupils a short introduc-tory lecture in which he sketches the whole unit in a bold outline, bring-ing out the forces which have produced the main theme of the unit, a running narrative of its development, and finally its historical signifi-cance. This step is also given without preparation. By testing the teacher determines whether the pupil has mastered the presentation. If he passes the test satisfactorily he is allowed to proceed to the next step, if not the presentation is repeated. The purposes of the presenta-tion are to prepare him for the intensive study of the unit which follows, and to further stimulate and arouse interest. With the assimilative period the intensive study of the unit begins. For each topic there is a short exploration and presentation, but most of the time is spent in assimilating the materials bearing on the topic. During this part the classroom becomes a laboratory with all the refer-ence books and other materials accessible to the pupils, and the super- 40 Courses of Study vised study technique is employed. Practically all of the intensive study-ing should be done in the classroom under the supervision of the teacher. There is no formal reciting during the assimilation period but by fre-quent tests and questioning the teacher determines the progress of pupils, and as soon as each has mastered the minimiim essentials required of all he is allowed to proceed to the next step. Without the aid of books, guide sheets or any outside material the pupil next prepares an organization outline of the topic. This serves as the final test of whether he has mastered the topic, and if it is unsatisfactory he makes further preparation and rewrites it. The pupils who complete this exercise first are allowed to work on the supplemen-tary projects until the other members of the class have completed. Finally comes the recitation period in which the pupils are given an opportunity to present orally the material which they have mastered in a series of floor talks, discussions, debates and reports. Upon the completion of all the topics in a broad unit the pupils have it fully organized and next should have a review recitation in which the topics are linked together. Before attempting to teach by the method described above the teacher should make a thorough study of the entire technique, and be sure that the necessary equipment is available. The following references will be helpful: Morrison, H. C, The Practice of Teaching in the Secondary School; Kelty, Mary G., Teaching American History; The Denver Course of Study in the Social Studies for Junior and Senior High Schools; Bailey, Guide Sheets in American History; Wilson, H. E., Laboratory Manual in American History, and King, A. K., "Teaching History by Units," The High School Journal, XII, Nos. 3 and 4. How to Study In all social study courses definite instruction in how to study should be given. There are various helps along this line. The following sug-gestions have been found helpful: A. 1. Have a definite time and place to study. 2. Study with a note-book and pencil at hand. 3. Read the lesson assigned for the day in the textbook including all notes and fine print. 4. List in your notebook all of the unfamiliar words, allusions or expressions; later look these up. 5. Study the maps available for places mentioned in the assignment, 6. Outline in your notebook the entire assignment putting in sub-divis-ions to show relations. This may best be done by reading a paragraph and asking yourself, "How is this paragraph related to the chapter heading?" 7. Study the text by your outline and then practice telling it to yourself. Remember that you will be called upon to recite or to let others know what you know. Therefore the practice of "telling" your lesson to yourself is most important. 8. If possible consult some text or reference book other than the one used for class work for additional information or different methods of presentation. B. A knowledge of the mechanical features of a book is essential. Skill in the use of the index, table of contents and other mechanical aids should be developed. High Schools of North Carolina 41 Notebooks Notebook work in history should not be too formal. The notebook should be kept primarily as an aid for the pupil. In the beginning note taking may be a cooperative effort between teacher and pupil until the pupil has learned how to outline. He should be encouraged to jot down assignments, points to be looked up, outlines, important things to remem-ber, etc., in his notebook. It should be regarded as an aid for the pupil and not an object for display in school exhibits. Neatness should be required, but the painstaking copying of notes has little value. Current Events Current events should be studied in connection with all courses in the social studies. History is in the making now as much as at any time in the past and the fact should be emphasized. Current event study is the best means of showing this. Current events should be studied for themselves too. Valuable papers for this work are suggested in this outline under "Aids." Pupils should be urged to file for reference their copies of whatever papers they use. Term Papers Term papers are of distinct value in the social studies. In the first two years short reports given frequently are desirable. In the last two years a long paper written on some phase of the work of the course is required by many teachers. Detailed directions for teaching pupils how to prepare a term paper may be found in Tryon "The Teaching of History in Junior and Senior High Schools." Ch. 7, Ginn & Co. Library Work Teachers of the social studies should make an effort to build up a labrary of their subject matter and should train their pupils in doing effective library work. This training should include familiarity with library indices, card catalogs, atlases, encyclopedias, dictionaries, and reader's guide. Lists of excellent reference books may be found in most of the texts. Suggested references for the selection of books: "American Library Association Booklist." "American Library Association Catalogue." "Standard Catalogue for High School Libraries." Wilson. "Books for Historical Reading in School." McKinley Publishing Co. Logasa, H. "Historical Fiction Suitable for Junior and Senior High Schools." McKinley Publishing Co. Redman, A. "Classical Catalogue of Text Books in the Social Studies for Elementary and Secondary Schools." McKinley Publish-ing Co. "North Carolina List of Books for High School Libraries." 42 Courses of Study Use of Reference Books There are two reasons that justify the use of reference books: First, to teach the student that in order to get a full and accurate knowledge of any historical topic it is necessary to get the viewpoint of authors other than the one who has written the basal text; secondly, to teach the student how to handle books. To accomplish these results it is neces-sary for the teacher to be very familiar with the references assigned. Moreover, he should be very specific in his assignment: the subject to be looked for should be clearly stated, and the title of the book with the pages should be indicated. Each member of the class should clearly understand that the report which is being made is not for the benefit of the reporter alone but for tbe entire class as well. The whole class should be held responsible for each report made. Dramatization Dramatization may be used when it is believed that the subject under treatment may be made clear and interesting by its employment. It will be necessary for the teacher to inform himself thoroughly and give assistance to the students who are to take part in the play. Such sub-jects as "Naturalization of Foreigners," "How Our Laws Are Made," and "Court Procedure" may become interesting when presented in this manner. McPheters, G., Cleveland, G., and Jones, S.—"Citizenship Dramatized," Henry Holt & Co., gives excellent suggestions. Tests and Examinations One of the outstanding contributions of Educational Psychology in recent years is the objective method of testing the results of teaching. Standard tests for nearly every subject have been devised and others are in the making. Along with these tests have come the new type of tests and examinations, namely: the true-false statements, sentence completion, matching, etc. It is hardly necessary to justify this new style of examinations, but it is important that it should be used in connection with the teaching of the Social Sciences. Nevertheless, it is advisable to use the essay type question in part of the examinations. The best results can be obtained by mimeographing all questions. However, it is not at all impracticable to use the new type without the mimeograph. It has been suggested elsewhere that many lessons should be begun with a written review of the last lesson. The new type of questions is suggested as a quick and satisfactory way in which to conduct these reviews. Excellent suggestions for tests will be found in: Gibbons, A.—"Tests in the Social Studies." Complete bibliography of standard tests. McKinley Publishing Co., 1929. $1.00. Johnson, H.—"Teaching of History." Chapter XVI. Macmillan Co. Stormenz—"American History Teaching and Testing." Macmillan Co. High Schools of North Carolina 43 community civics and north carolina history First Year FIRST SEMESTER A book i-eview of that excellent biography, The Americanization of Edward Bok, asks: "Who is the real American, the boy born of a long line of American parents who counts on this fact alone to give him privilege in this country, or the boy of foreign parentage, who frankly accepts this country as a land of opportunity and relies on his initiative and integrity for success?" Are we the guardians of America merely because we got here first? Some times we wonder if America, as the land of opportunity, should not be superseded by America as the land of responsibility. We wonder not because we want American life to become a more strenuous life, but because the truest patriotism hopes and even demands that America not merely accomplish, but that she may create, and create something that may be lasting and valuable to all, but that is definitely marked American. Do our boys and girls grasp the full significance of the American heritage? Is there distinct American spirit? These questions the course in Community Civics should answer aflririmatively. It will answer them affirmatively if the administration of the school can give the pupils an opportunity to take an active part in their school life. The social attitude, the American attitude, should, of course, be the special aim for the teacher of social studies; it should be more—it should be the aim of the school, it should be the characteristic of American schools—fair play, tolerance, service and cooperation are ideals to be emphasized and devel-oped because Community Civics deals with the relation of groups to each other. It helps the boys and girls to know their community, what it does for them, and what they may do for it. Community means more than the village, or town, or neighborhood. It may be a city, a county, a state, a nation. Since a place in the social studies has been provided for a study of vocations, and of the more definite economic problems in Commercial Geography and problems in democracy, the elements of welfare study will include: (1) Health, (2) protection of life and property, (3) recre-ation, (4) education, (5) civic beauty, (6) migration, (7) charities, (8) correction. Whatever text may be used certain topics should be studied. These should be as follows: 1. The home; 2. The school; 3. The church; 4. The community; 5. The nation; 6. Health; 7. Security; 8. Beauty; 9. Convenience; 10. Comfort; 11. Cooperation; 12. Description of industry; 13. Vocations; 14. Elements necessary for success in life; 15. Natural resources; 16. Conservation; 17. Labor and capital; 18. Big business; (a) Trust; (b) Cooperation; 19. The relation of government to business; 20. Money and banking; 21. Foreign trade; 22. Needs and forms of government; 23. Government; (a) Local; (b) State; (c) National; 24. Political parties; 25. Taxation; 26. A citizen's rights and duties. This subject may be approached froin another standpoint. The following is a suggestive list of topics which may be adapted to the use of varying texts: 44 Courses of Study I. How England began representative government: A. Review of story of growth of democracy gained in grammar school, "European Background of American History." In-clude such topics as: 1. Magna Carta. 2. Bill of Rights. 3. Petition of Right. 4. Revolution of 1688. 5. Reform bill of 1832. 6. Reform bill of 1864. 7. Reform bill of 1884. 8. Reform bill of 1911, 1915. II. Life today and two hundred years ago: A. How the Industrial Revolution changed our life: 1. Interdependence: a. Of one worker on others. b. Of one city on others. c. Of one nation on others. d. Growth of cities. III. Why we have governments: A. Needs. B. Forms. IV. American ideals in government: A. Declaration of Independence—ideals—equal rights for all-special privileges for none: 1. Independence. B. Civil and religious liberty. C. Rule of majority. D. Universal education. E. Union. F. Freedom of the seas. G. Monroe Doctrine. H. The Open Door. V. Our National Government: A. As set up by the Constitution. B. Political parties and elections: 1. Who is a citizen? Who may become one? How? 2. Who may be a voter? 3. Kinds of ballots. 4. Our parties. 5. Nominations. 6. Campaigns. 7. Elections. 8. Initiative—Referendum—Recall. C. The President and his Cabinet: 1. The electoral college. 2. Compared with English cabinet. 3. Work of cabinet. High Schools of North Carolina 45 D. How our laws are made: 1. Congress: a. Origin. b. Powers. 2. Committee system. 3. Process of law-making. E. Our courts: 1. How a court is organized. 2. Kinds. Up to E the course has been similar in method to the usual class. The purpose has been to instill and recall American ideals. From here on the pupil is to be introduced more and more to the scientific social method of inquiry and suspended judgment, discussion and active partici-pation. Perhaps there will be some criticism of the delay in taking up this method of study. The reasons for the plan are: 1. It builds into the pupils former experience. 2. In all judging, understanding and measuring one must have standards. Instead of history stories, poems, orations, and immortal documents, ballots, charts, maps, diagrams, visits, and questionnaires become the tools. To resume: F. Taxes: 1. Kinds. 2. Budgets. 3. The tariff. 4. Income taxes. 5. Tax reforms. G. Interesting features of United States Government: 1. Unwritten laws. 2. Amendments to Constitution. 3. Territories, colonies, protectorates. 4. District of Columbia. 5. Impeachment. VI. Our state government: A. Our state and federal governments compared. B. Our state officers: Names and careers. C. Our state courts: 1. Follow a civil case proceedings. 2. Follow a criminal case proceedings. VII. Subdivisions of state: A. Counties. B. Towns and townships. VIII. Cities: A. Formation. B. Government: 1. Kinds. 2. Recent reforms. 46 Courses of Study C. Planning of cities. D. Water supply. E. Lighting. F. Cleaning. G. Civic beauty. H. Safety. The next topics take up our greatest civic problems. Special attention in the following should be given to development of responsibility, and good judgment in exercise of that responsibility. IX. Health: A. Importance. B. Why we must work together to secure it: 1. Health work in Panama. 2. Health work in Cuba. 3. Health work in Philippines. 4. Agencies. (See page 22, Bulletin 23, U. S. Bureau of Education.) C. Improvement in homes: 1. Slums. 2. Home-owning. X. Thrift. XI. Protection of life and property : 1. Discussion of accidents, fires, floods, injuries. 2. Agencies. (See page 25, Bulletin 23, U. S. Bureau of Education.) XII. XIII. Rec A. reation : Necessity. B. Provisions for. C. Playgrounds. D. Parks 1. National. 2. City. E. Libraries. F. Athletics : 1. Amateur. 2. Professional. G. Clubs. H. Theaters. I. Museums and art galleries. J. American life as a game. K. Summer camps. L. Forms. Education: A. Purpose. B. How it tries to fill purpose. C. Public education: 1. Why. 2. Comparison with Europe D. Importance in a democracy. High Schools of North Carolina 47 XIV. Immigration and Americanization: A. Where did we come from? B. Why do they come? C. Where do they go? D. How do they affect our country? E. Americanization. F. The yellow man. G. The Negro. H. The Indian. XV. The rural problem: A. Importance of the country. B. Unfavorable conditions: 1. How to improve them by: a. Roads. b. Schools. c. Better farming methods. d. Recreation. e. Better business methods; cooperative marketing. XVI. Conservation: A. Importance. B. A national problem. C. Methods. XVII. Social legislation: A. Regulation of business. B. Factory laws. C. Compulsory school attendance. XVIII. c orrection : A. Development of ideas concerning treatment of offenders through stages of: 1. Revenge. 2. Punishment. 3. Correction. 4. Prevention. B. Causes of crime. C. Treatment of crime. D. Juvenile courts. . E. Settlement work. F. Prohibition. XIX. Charities : A. Causes of dependency. B. State charities: 1. Poor relief. 2. ,Feeble-minded. 3. Insane. C. Private charities: 1. United or Associated Charities. 48 CouKSEs OF Study If the class has done its work well there should at least be begun a collection of materials, such as laws and ordinances, reports and docu-ments, maps, specimen forms, plans, models, pictures, charts, graphs. Exhibits may be held that will focus civic attention. Type Lesson Plans A. The Open Door. B. City governments. Lesson Plan for three lessons on the Open Door. Purpose: To give the pupils an idea of America's interest in the Orient and of the principles that guide her. Assignment I. Philippines : Problem: What kind of Nation did we prove ourselves to be in the Spanish-American War, and what follows? A. Why did we become interested in the Philippines? B. How did we secure control of them? C. What kind of islands are they; situation, industries, people? D. What is our policy toward the Philippines? Special Topics (Three minutes. Speak from notes) : The Maine; The Rough Riders; Dewey at Manila; Battle of Santiago; Aguinaldo; Govern-ment of the Philippines under Wm. H. Taft. II. China and the Open Door. (Two lessons.) Problem: Why is China an opportunity and a problem? A. Why did interest in the Philippines lead to interest in China? B. Why is America interested in foreign trade? What opportunity does China offer? C. Describe China's early greatness, her decline. Explain. D. Describe China. 1. Country. 2. Minerals. 3. People. 4. Government. E. What are spheres of influence? Who has them in China? Where? F. Why did John Hay promulgate an Open Door policy? What are the two principles of that policy? G. Is it an American policy? H. Was the Open Door policy put into operation during and after the World War? During the Washington Conference? On an outline map of the world color China one color and the Philip-pines another. Procedure I. Review the traditional foreign policy of America and find why this seeming violation occurred in the Spanish-American War. Stress the contradictions of the American policy that Spain in her conduct toward her colonies showed. Bring out our developing commercial interests. Next take up the special topics. Ask the class what imperialism is. Take up High Schools of North Carolina 49 the last special topic. From this topic and the information the pupils have secured, discuss why America has not given up the Philippines. Bring out (1) Question of ability of Philippines to govern themselves; (2) Importance of their trade; (3) Strategic position in Far East. II. With the maps on the desk ask the children to locate Russia and Japan and the possessions of England and France. Next, take up the questions in I in order. End the lesson with a general discussion of the problem: "Why is China an opportunity and a problem?" RefeTences Philippines: World Book, Volume 6, pp. 4630-4638; New International Encyclopedia; Muzzey, An American History, pp. 451-462; West, History of American People, pp. 633-640; Beard and Bagley, History of American People, pp. 543-551 ; Burnham, Making of Our Country, pp. 551-563. China and the Open Door: World Book; International Encyclopedia; Beard and Bagley, pp. 551-554; Muzzey, p. 563; West, pp. 640-644; Burnham, pp. 563-565; Poe, Where Half the World is Waking Up, pp. 78- 93, 132-153; Recent History of United States, pp. 283-285; Little Journeys Into China; Literary Digest, Special China number. Lessons on City Government Purpose: To compare the three forms of city government as to efficiency. Assignment—First Lesson A. What seems to you to be the best plan for city government? B. What does our town use? C. Bring in three diagrams showing: 1. Common plan of city government. 2. Commission plan. 3. City manager. Be able to tell how each is developed. How did the misfortune of Galveston and Dayton help bring about better city government? Assignment—Second Lesson Debate: Resolved, That the city manager plan of city government is better than the commission plan. (Have a town speaker as one of the judges. Arrange with him to speak on: "The Government of Our Town." Be careful to select a man who will speak impartially.) Note. Valuable suggestions for lesson plans can be secured from the United States Bureau of Education and from the introduction in Dunn's "The Community and the Citizen." References For the Pupil: Hughes, Comfnunity Civics, pp. 261-267; Woodburn and Moran, The Citizen and the Republic; Zueblin, Municipal Progress, pp. 376-394; Nida, City, State and Nation, pp. 190-209; Ames and Eldred, Community Civics, pp. 255-264; Beard and Bagley, American Citizenship, pp. 130-138; Dennis, Community and Citizen, pp. 229-240. For the Teacher: United States Bureau of Education: (1) Tigert, Teaching of Civics, (2) Teaching of Community Civics, bulletin 23; Hill, 50 Courses of Study Teaching of Civics; Civic Educational Series, 1, 2, 4, 8; Kendall and My-rick, How to Teach Fundamental Subjects. For the Pupil and Teacher: Parsons, Fair Play; Woodburn and Mo-ran, The Citizen and the Reinihlic; Dunn, Community and the Citizens; Hughes, Commercial Civics; McCarthy, Swan, McMullin, An Elementary Civics; Zueblin, WluniciiJal Progress; Turkington, My Country. Other material: Magazines — The Survey, 105 E. 22nd Street, New- York, $2.00. Literary Digest, 354 4th Avenue, New York, $3.00. The American City, 87 Nassau Street, New York, $2.00. Local Newspapers— • State Year Books. Maps: Especially state and local (pupils enjoy making maps of their town or city, or country) , Pictures and lantern slides, charts and graphs. Specimen forms, license receipts, petitions, ballots, naturalization papers. Laws and ordinances. Visits: A visit to a civil court and the jail will produce much valuable discussion. SECOND SEMESTER The last eighteen weeks, or the second term of the work for the eighth grade may be given to Vocational Civics—a new and very im-portant study for high schools. It is possible to give vocational instruc-tion and guidance in connection with the other subjects of study in the curriculum. English especially lends itself to this arrangement. Some schools, most notable of which is Grand Rapids, Michigan, follow this plan. Notwithstanding the success of this plan in Grand Rapids, there is still a great need for definite vocational civics. It should not be subordinated to any other subject in the curriculum because it fills an evident need. The purpose of Vocational Civics is two-fold: 1. To give an understanding of the fundamental structure of our eco-nomic life and develop valuable civic and social ideals, such as fair play, team spirit, fraternity, sympathy and liberty. 2. To give information concerning the vocations of the United States and the immediate community that will help pupils to become happy workers in the world. In our never-ending attempt to so shape our schools that they meet the needs of our democracy we are coming to a realization of the part vocation plays in life. Especially during the Junior High School period is the desire a growing one, with infinite possibilities for good, and just as infinite possibilities for folly, because if the school does not fulfill this need, the boys and the girls will appropriate other things to fill it. Public education, "a deliberate attempt on the part of the State to mold human beings," to take each his own place in the democracy, is begin-ning to realize that the composite effect of vocation and fitness in vocation is tremendous. And yet most of our pupils go out of our schools with an appalling lack of conception of our economic life, the phase of life in which we Americans can truly claim distinction, a phase of life that is vital to every one, and that claims the best energies of our lives. For High Schools of North Carolina 51 the happiness of the worker, for the soundness of democracy, vocational inspiration and guidance is necessary. We must remember that a decision for a vocation is vital and gen-erally progressive. For example, one boy has already passed through the circus, the policeman and the street car conductor steps m his choice of a vocation and is now very much interested in the pitcher! The pur-pose of the course in vocational civics is not to decide on a vocation for every pupil. The greatest danger in the vocational guidance movement is that it may become paternalistic and hasty. Let the emphasis be put on the last word in the term vocational guidance. Let the last decision be the pupil's when it comes. . Teeter Verl—"A Syllabus on Vocational Guidance (Macmillan), is a valuable kid in the study of vocations. It contains excellent outlines, suggestion and bibliographies. There are very good textbooks that enable us to realize our second purpose in giving the course, such as Giles's Vocational Civics, and Gowm and Wheatley Occupations. There has not come to our notice any single text that will enable us to accomplish both purposes. The following may be used: Leavitt and Brown's Elementary Social Science. Macmillan's or Adams's Description of Industry. Henry Holt's and Giles's Vocational Civics. Wherever possible each pupil should buy both, but it may be more practicable to require the pupils to buy one or the other of the two, and buy several copies of the other, say, one-fourth as many as there are pupils and put them in the library or on a shelf in the room with other references and material. Diagrams, charts, scrap-books, and visits to study local industries help here. The following are suggestive lists of topics. They may be used vari-ously If the pupils buy Giles's Vocational Civics, topics under I will be especially valuable. If they buy Leavitt and Brown's Elementary Social Science, II will be helpful in guiding the later work. A. What work is and why we work. B. How the industrial revolution changed our business life. C. Factors of production. D. Money. E. Credit. F. Distribution. G . Unemployment : 1. Causes. 2. Significance. 3. How to get a job. H. Government and industry. I. Industries that have been and are very important in the United States : 1. Agriculture: a. In the Colonial period. b. The new agriculture. 52 Courses of Study 2. Shipbuilding: a. Early conditions favorable to shipbuilding. b. Our commerce today: a. Our merchant marine. h. Promising field for our commerce; South Amei-- ica; The Orient. 3. Manufacturing : a. Growth. 4. Transportation a. Part in development of our country. b. Our railroads. c. Our water transportation. 5. Meat industries: a. Extent. b. How carried on. c. Our great meat-packing industries. 6. Mining : a. Extent of our minerals. b. Coal mining. c. Our oil fields: a. Standard Oil Company. 7. Banking : a. Services. b. Bank and the farmer. 8. New occupations. It will be well to end the course with a study of the local occupations. This will give an excellent opportunity for a concrete expression in pupil activity that ought to clinch the thing for the pupil. It might take the form of a booklet on the town's industries, with pictures, etc., statistics and information. It might be an exhibit. It might take the form
Object Description
|Courses of study for the high schools of North Carolina
|North Carolina. Department of Public Instruction.
High schools--Curricula--North Carolina
|North Carolina, United States
|Time Period
|(1929-1945) Depression and World War Two
|1-7-30--10M--Introduction.; Includes bibliographical references.
|Raleigh, N.C. :State Superintendent of Public Instruction,[1930](Charlotte, N.C. :Observer Print. House)
|North Carolina Department of Public Instruction
|State Document see http://digital.ncdcr.gov/u?/p249901coll22,63754
|Physical Characteristics
|208 p. ;23 cm.
|Health Sciences Library. University of North Carolina at Chapel Hill
|Digital Characteristics-A
|12725 KB; 222 p.
|Educational publication (North Carolina. Department of Public Instruction) ;no. 147. Division of School Inspection ;no. 39.
|Digital Collection
Ensuring Democracy through Digital Access, a North Carolina LSTA-funded grant project
North Carolina Digital State Documents Collection
|Digital Format
|Pres File Name-M
|Pres Local File Path-M
|Full Text
Courses of Study for the High
Schools of N.C.
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