USA > Missouri > St Louis County > St Louis City > Education in Indiana. An outline of the growth of the common school system, together with statements relating to the condition of secondary and higher education in the state and a brief history of the educational exhibit. Prepared for the Louisiana purchase exposition, held at Saint Louis, May 1 to November 30, 1904 > Part 19
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1 box metric weights (brass), 100 gm. to 1 egm. . 50
1 specific gravity balance (upright). 3 00
1 pump (reversible, condensing and exhausting). 3 00
10 feet 3-16-inch rubber tubing (heavy), at 10c. 1 00
10 lbs. mercury, at 65c. 6 50
10 lbs. glass tubing, soft, assorted sizes, at 50c 5 00
1 Bunsen burner (for gas).
35
2 thermometers, 100 degrees C., etched on stem. at 95c 1 90
2 tuning forks. C. & C1. at $1.50. 3 00
1 sonometer 00
1 long brass spiral spring-for waves. 75
2 flint glass prisms, at 35c
70
1 double convex lens, 4 inches, at $1.25
1 crystal of Iceland spar 1 25
1 magnetic needle on stand 50
2 bar magnets (about 20 cm. long) .
50
1 electro magnet (helix), with removable core. 1 50
1 astatic galvanometer 5 00
2 gravity cells (crowfoot), at 50c. 1 00
1 grenet cell. 1 qt. 1 75 70
2 lbs. insulated office wire, No. 18, at 35c.
1 lb. iron filings
1 gold leaf electroscope 75
1 electrophorus 1 50
10 lbs. copper sulphate (commercial), at 5c.
50
10 lbs. sulphuric acid (commercial), at 5c. 50
1 lb. chromic acid 40
1 rubber (ebonite) rod. 1 em. diameter 30
1 soldering outfit 75
For supplies (as tumblers, cans, zinc, corks, wire, chem- icals, etc.) that can be purchased as needed of local dealers 10 00
Total $67 30
Suitable texts may be mentioned as follows:
Carhart and Chinte's Physics (Allyn & Bacon, publishers).
Gage's Physics (Ginn & Co.).
Appleton's School Physies: Ontlines of Physics (Macmillan & Co .. publishers, New York).
Thwing's Elementary Physics (B. H. Sanborn & Co., Boston).
The following named are reliable dealers in supplies and apparatus: W. A. Olmstead, 182 Wabash ave., Chicago.
Eimer & Amend, 205-211 Third ave., New York.
Chicago Laboratory Supply and Scale Co., Chicago.
The Columbia School Supply Co., Indianapolis, Ind.
10
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EDUCATION IN INDIANA.
CHEMISTRY.
The study of chemistry, accompanied by individual experimental work by the pupil and demonstrations by the teacher, provides excellent train- ing in observation and a useful knowledge of important natural and industrial processes, as well as in logical thinking. The aim of the course in the high school should be mainly to secure an understanding of funda- mental principles and the development of the powers of observation, deduction and expression. The pupil should not be led to think that he is being trained in the practice of analytical chemistry.
The course should include the study of a suitable text accompanied by numerous simple experiments done by the pupil to show the method of preparation and the properties of various substances. These should be supplemented by demonstrations by the teacher if circumstances permit, showing the quantitative relations concerned in some fundamental re- actions. The pupil may thus become familiar by observation with the experimental evidence of the more important quantitative laws, and thus realize that our present theories have been deduced from and are not the causes of the facts observed.
With this in view, most of the time commonly devoted to qualitative analysis may well be given to more thorough work in general chemistry. Analytical work, unless under the guidance of a very exceptional teacher, is limited in its instructional value and has little direct application unless supplemented by more advanced study and practice.
The laboratory equipment need not be extensive. Table space is essen- tial for the performance of experiments. Gas and water attachments are not indispensable but desirable. A resourceful instructor will be able to conduct the work of a class without most of the fixtures considered necessary in college and university laboratories. Of course the best equip- ment is desirable if the school can afford it. The elementary text-hooks on chemistry usually contain complete lists and prices of materials and apparatus needed for the course presented. The cost of such outfits will vary from $15 to $50, and since some of this is of permanent character, the subsequent annual cost of maintenance is small.
Not less than one year should be given to the study even in its ele- mentary outline.
The following are some of the more recent texts which seem best adapted to high school work:
Briefer Course in Chemistry. Remson. (Henry Holt & Co.)
Experimental Chemistry. Newell. (D. C. Heath & Co.)
Elementary Principles of Chemistry. Young. (Appleton & Co.)
The following are reliable dealers in chemical apparatus and supplies: E. H. Sargent & Co .. Chicago.
Eimer & Amend. New York City.
The Chicago Laboratory and Scale Co., Chicago.
The Columbia School Supply Co., Indianapolis, Ind.
GEOLOGY.
It would be far better for the student and the school not to attempt to teach geology than to give a disconnected and poorly balanced course.
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EDUCATION IN INDIANA.
In case, however, it is desirable to include this subject, it is recommended that it be taught in connection with the physical geography, which may be elected in the last part of the third year or throughout the fourth year. At least one complete year should be devoted to the course. As far as may be possible, the work of the student should be, in part at least, of an observational nature. The student should be encouraged to reason and draw conclusions from observed facts.
As preparatory to further work, the high school courses in geology may be based upon Tarr's "Elementary Geology," or W. B. Scott's "Intro- duction to Geology." For the work in physical geography the course may be based upon Tarr's "Physical Geography." For fuller treatment of the topics than can be given in the course frequent reference should be made to the following books:
Dana, Manual of Geology. American Book Co.
Geikie, Class Book of Geology.
Shaler, Story of Our Continent.
Shaler, Sea and Land.
Russel, L. C., Volcanoes of North America.
Geikie, Physical Geography.
LeConte, Elements of Geology. D. Appleton & Co.
MATHEMATICS.
Two courses of study for classes in high school mathematics are here- with given, either of which covers the amount of mathematics required of commissioned high schools.
It will be seen that they differ but slightly, one introducing the study of concrete geometry which the other does not offer, and requiring its study previous to the study of demonstrative geometry, thus pushing demonstrative geometry one-half year farther along in the course.
The formal study of demonstrative geometry immediately following algebra is known to be extremely difficult for many students, and the study of concrete geometry as an introduction to demonstrative geom- etry, thus familiarizing the students with the simpler elements of the subject but particularly with the language of geometry, has been found by skilled instructors to make the mastery of demonstrative geometry much easier by students generally, and its study more thoroughly enjoyed by them.
It is recommended that those students whose school education will end with their graduation from the high school, be permitted to elect some other mathematical subject, say advanced arithmetic, advanced algebra or bookkeeping, in the place of solid geometry in the fourth year.
1. Algebra.
One and one-half years (at least twelve school months) of daily reci- tations given to the mastery of the fundamental processes, factoring, fractions, simple and quadratic equations, simple simultaneous equations, powers and roots. (Have omitted logarithms.)
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EDUCATION IN INDIANA.
The following named texts, which have been thoroughly tested by competent teachers of algebra, are recommended for use in high school classes:
1. Taylor's Elements. Allyn & Bacon.
2. Wells' Essentials. D. C. Heath & Co.
3. Wentworth's Revised. Ginn & Co.
4. Fisher and Schwatt. University of Pennsylvania.
5. Beman and Smith. Ginn & Co.
6. Milne-Academic. American Book Co.
2. Concrete Geometry.
One-half year (a minimum period of four school months) of daily recitations to be devoted to the mastery of the "language of geometry" and such of the simpler elements of geometry as may be illustrated in a concrete way. To be taught orally or with the assistance of some good text.
3. Demonstratire Geometry.
One year (eight school months) of daily recitations in plain geometry required of all students, and one-half year (four months) of solid geometry required of students who are preparing for entrance to college, but elec- tive with those who will cease going to school at the close of their high school course. Special emphasis to be placed on the working out of practical exercises and the solution of original problems.
The following texts are recommended:
1. Wells' Essentials, Revised. D. C. Heath & Co.
2. Wentworth, Revised. Ginn & Co.
3. Beman and Smith. Revised. Ginn & Co.
4. Philips and Fisher. American Book Co.
5. Milne. American Book Co.
6. Schultze and Sevenoak. The Macmillan Co.
YEARS.
COURSE 1.
COURSE IT.
First.
Algebra.
Algebra.
Second.
Algebra, one-half of year. Demonstrative Geometry, one-half of year. Plane.
Algebra, one-half of year. Concrete Geometry, one-half of year.
Third
Demonstrative Geometry-Plane. one-half of year. Demonstrative Geometry - Solid. one-half of year.
Demonstrative Geometry-Plane. entire year.
. Fourth
Elective.
Demonstrative Geometry-Solid. first half of year. Elective, second half of year.
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EDUCATION IN INDIANA.
FOREIGN LANGUAGES.
Latin. Greek, French or German, if equally well taught, may be given equal value in the high school course. But in order to meet the require- ments for admission to Indiana colleges generally, a student must have had not less than three full years' work in some one of these languages.
Latin.
The study of Latin in the high school may be divided conveniently into periods of nine months each, whether or not these periods correspond to the length of the year in the several schools. Each period of nine months should be devoted to a distinct subject, the elements of the lan- guage, Caesar, Cicero and Virgil. These four subjects, or as many of them as the length of the course permits, should be taken in the order given above, and no subject should be begun until nine months has been spent upon the one immediately preceding. Schools having a three years' course, should, therefore, omit Virgil altogether; those having a two years' course should omit Cicero. The course which gives nine months to the elements and nine months to Caesar is a better course than one of the same length which distributes the last nine months among Caesar. Cicero and Virgil. or between any two of them.
A school library is as essential to good work in Latin as is a collection of apparatus to good work in physics or zoology. Thirty or forty dollars will buy a good working collection as a nucleus, and the following list is recommended as a good one from which to make selections:
Madvig's (Ginn & Co.) or Roby's (Macmillan Latin Grammar; Kiep- ert's (Leach. Shewell & Sanborn) or Ginn & Co.'s Classical Atlas; Lewis' Latin Dictionary for Schools (Harper's): Harper's Dictionary of Classical Antiquities and Literature; Schreiber's Atlas of Classical Antiquities (Maemillan); Johnston's Latin Manuscript (Scott, Foresman & Co.); Gow's Companion to School Classics (Macmillan); Howard's Quantitative Pro- nunciation of Latin (Scott, Foresman & Co.): Mackail's Latin Literature (Scribner's); any good history of Rome; Plutarch's Lives; Roman Politi- cal Institutions, by Abbott (Ginn & Co.): History of Latin Literature, by Simcox (Harper's); Private Life of the Romans, by Preston & Dodge (B. H. Sanborn & Co.); Helps to the Intelligent Study of College Prepara- tory Latin, by Harrington (Ginn & Co.); Latin Phrase Book, by Meissner (Macmillan); Harper's Latin-English Dictionary; Smith's Dictionary of Greek and Roman Biography and Mythology, 3 vols. (Harper's); Ward Fowler's Julius Caesar (Putnam); Caius Julius Caesar, by Dodge (Hough- ton, Mifflin & Co.); Julius Caesar, by Dodge (Houghton Mifflin & Co.); Julius Caesar, by Napoleon III (Harper's); Julius Caesar, by J. A. Froude (Harper's); Caesar's Conquest of Gani, by T. Rice Holmes, London, 1899 (Macmillan); Roman Britain, by HI. M. Scarth (Oxford): Roman Poets of the Augustan Age-Virgil, by Sellar (Oxford); Essays on the Poetry of Virgil, in connection with his life and times, by Nettleship (D. Appleton & Co.); Master Virgil, by Tunison (Robert Clark & Co., Cincinnati): Classic Myths, by Gayley (Ginn & Co.): Story of the Aeneid, Edward Brooks, superintendent publie schools, Philadelphia: Myths of Greece and Rome. by Guerber (American Book Co.); Johnson's Metrical Licenses of Virgil
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EDUCATION IN INDIAN.1.
(Scott, Foresman & Co.); Trollop's Cicero, 2 vols. (Harper's); Life of Cicero, by Forsyth (Scribner's): Catiline, Claudius and Tiberius, by Bees- ley (Longmans. Green & Co.): Cicero and the Fall of the Roman Republic. by Strachan-Davidson (Putnam's); Roman Life in the Days of Cicero, by Church (Dodd. Mead & Co.).
The first nine months in Latin should be devoted to the study of the elements of the language under the guidance of some one of the modern books for beginners. It may be safely said that good results may be secured from any book in the following list, and also that books not in this list should be adopted by experienced teachers only, who have them- selves tested the books: Collar and Daniels (Ginn & Co.): Coy's (Ameri- can Book Co.): Jones' (Scott, Foresman & Co.); Scudder's (Allyn & Bacon); Tuell & Fowler's (B. F. Sanborn). The main emphasis should be laid during the use of the beginner's book upon the pronunciation, the inflee- tions, the order of words and the translations. In the average school time can hardly be spared for quantitative pronunciation, but the student should be well drilled in the Roman sounds of the letters and in accent. In regard to the inflections, nothing short of absolute mastery will suffice. and at least one-third of the recitation time should be devoted to black- board drills upon declensions and conjugations until such mastery has been gained. In drilling the pupils to take the thought in the Latin order the teacher should follow the method outlined by Professor W. G. Hale (Gin & Co.) and should give daily exercises. In translation the teacher should insist upon faultless English, fluent and idiomatic, and should pre- pare his own translations of even the easiest sentences with great care that they may serve as models for imitation by the class. At least nine months will be necessary for doing well the work given in any of the beginner's books named above, and schools having a year of less than nine months in length should carry this subject over into the second year.
During the remainder of the course the work will be centered upon some one of the three great classics, and the methods of the several periods will differ very slightly. In justice to the teacher the authorities should insist that all members of a class use the same text, and special texts for class-room should be provided and owned by the school. As the work goes on less and less attention need be given to inflections, but the drill in reading in the Latin order and in idiomatie translations should be maintained to the end. Special attention must be given throughout the rest of the course to syntax. The student should be examined every day upon the notes in his edition, and the teacher should test his knowl- edge by setting English sentences based upon the vocabulary and syntax of the Latin text for translation. These sentences should be short and easy. and are best made by the teacher from day to day; if, however, the teacher lacks time to compose the sentences he may draw them from such manuals as Collar's (Ginn & Co.); Daniel's (B. F. Sanborn): Moulton's (Ginn & Co.); Dodge & Tuttle's (American Book Co.), or Rigg's The Series in Latinum (Scott, Foresman & Co.). In addition to this translation there should be a systematic drill in syntax based upon one of the older meth- ods (Jones' is, perhaps, the most thoroughly tried) which should be con- tinned throughout the second (Caesarian) and third (Ciceronian) period. While Virgil is read, prose composition may be suspended and the time
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EDUCATION IN INDIANA.
devoted to reports upon mythology based on assigned references to works in the library. Sight translation, once a fetich, should be used with caution, and only in connection with the text of the next day's lesson. In Caesar a text may be selected from the following: Kelsey (Allyn & Bacon); Harper and Tolman, or Harkness (American Book Co.); Chase & Stuart (Eldridge & Bro.); Greenough (Ginn & Co.); Lowe & Ewing (Scott, Foresman & Co.).
It is recommended that the class read first Book I. Chapter 1-29, then Books H, III and IV, and then the omitted chapters of Book I, or an equivalent amount from Book V.
In Cicero the class should read first the four orations against Catiline, then one of the longer orations (e. g., the Manilian Law, the Milo, the Murena or Roscins, then if there is time for further reading, a selection from the letters will be found interesting and profitable. The following editions are the best: Kelsey (Allyn & Bacon): "D'Oge" (Sanborn, Bos- ton); Greenough's (Ginn & Co.); Johnston's (Scott, Foresman & Co.).
In Virgil the reading should be confined to the Aeneid and Book III may well be postponed or omitted altogether. Scanning should be taught from the first, and either the advance or the review lesson ought to be seanned in full every day. The following editions are recommended: Greenongh & Kittredge (Ginn & Co.); Comstock's (Allyn & Bacon); Frieze's six books and vocabulary (American Book Co.).
Practical suggestions on the teaching of the Latin in the high schools of Indiana will be found in a paper read before the classical section of the state teachers' association in December, 1896, by Professor Johnston, of Indiana university. It may be obtained without cost of Scott, Fores- man & Co., 368 Wabash ave., Chicago.
Greek .*
1. A beginner's book, followed, if time permits. by the reading of easy selections from Xenophon.
2. Three or four books of the Anabasis, or two of the Anabasis and two of the Hellenica, with plentiful exercise in prose composition and some study of Greek history.
3. Three or four books of Homer. either Iliad or Odyssey, with careful study of forms and the heroic meter, and a general view of Greek literature.
German .*
1. Elementary German, using a beginner's book, supplementing the same with Guerber's Märchen und Erzählungen, and Storm's Immensee. 2. German Grammar and reading of Höher als die Kirche, Aus dem Leben eines Taugenichts, Der Neffe als Onkel and Der Bibliothe- kar.
3. Prose composition and reading of Der Fluch der Schönheit. Wilhelm Tell, Hermann and Dorothea. Minna von Barnhelm. A general view of German literature.
*Course outlined by the city superintendents' association.
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EDUCATION IN INDIANA.
French .*
1. A standard course in elementary French, with exercise in composition, and the reading of L'Abbe Constantin and kindred selections from French literature.
2. Continue the study of French grammar and read Madame Therese, Coppee et Maupassant, and Contes de Daudet.
3. French composition and reading of Hugo's Hernani, Moliere's Le Bourgeois Gentilhomme, and Racine's Athalie.
LITERATURE AND COMPOSITION.
The object of the English course in the commissioned high school is to give the student the ability to speak his native language correctly, to write readily and effectively, to read with sympathy and insight, and thus to strengthen himself with the best thoughts of others, and to communi- cate his own best thoughts in an unmistakable way. To attain this object involves the teaching of literature and of composition. One recitation a day for four years should be given in English.
The teaching of composition should extend over the full period of four years, even if the subject can not be taught oftener than once a week. The reason for this is that composition is not a subject that seeks to impart a given amount of information; it is a subject that concerns itself with the student's ability to express himself at all times. This ability can be conveyed to the student only by drilling him in writing at all stages of his career. As he grows in thought, he must advance in expression: and hence practice in composition must be continuous until the student has the command of English suggested above.
There is less reason for making the study of literature continuous; in so far as the study of literature consists of information, it may be taught like history of science; but in so far as it is a training in taste. it requires continuous treatment. Add to this the fact that literature is a potent aid to composition, and it appears that, on the whole, literature ought to be taught continuously through the four years. If, however, only one of the two subjects can be taught continuously, that one subject should be composition.
As to the relative amount of time to be spent on literature and com- position, it is suggested that approximately two-fifths of the time given to English be devoted to composition.
This course of study is recommended for the non-commissioned and township graded high schools of the state also, and teachers are urged to follow the suggestions for commissioned high schools whenever possible.
The work should be done so well that pupils completing one, two or three years in the non-commissioned schools should receive credit for same upon entering any of the commissioned schools.
COMPOSITION.
The work in composition should consist of constant practice in writ- ing. The two great sources of material that the pupil should use in his
*Course outlined by the city superintendents' association.
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EDUCATION IN INDIANA.
work are (1) his own experience, (2) literature. The work in literature and composition should be so correlated as to make the first furnish a great deal of the material for the second, while the second should strongly supplement the first. Themes or essays upon subjects well within the student's range should be called for at least once a week. Many short papers, daily, if possible, rather than longer papers weekly, will contribute to the ends sought. Difficult, complex subjects. beyond the reach of the immature mind, should never be given. These papers should be corrected. discussed and returned for rewriting. Careful, conscientious supervision of the work on the part of the teacher, and judicious, sympa- thetic criticism of all the work on the part of the teacher and pupils is strongly to be desired. There is a large part of the habit-forming element in composition. Correction should involve points in spelling, grammar, punctuation, choice of words and construction of paragraphs. The teach- ing of rhetoric should be made distinctly subordinate to the teaching of composition.
The study of standard authors as models; for example, Irving and Stephenson in description; Hawthorne. Poe and James in narration; Thor- eau and Martin in exposition; Burke, Webster and Beecher in argumenta- tion. Of these forms of discourse, description and narration should re- ceive most attention. Exposition should have more time than argumenta- tion. It is not necessary, however, that pupils spend a great deal of time in learning to make sharp distinctions between these various forms of dis- course.
No one text-book in rhetoric or composition will be found adapted to the needs of every school. The text-books named below are all practical books; but the teacher must remember that in composition teaching no text-book can take the place of stimulating class-room instruction.
Studies in English Composition. Keeler and Davis; Outlines of Rheto- rie, Genung: Handbook of Composition, Hart; Foundations of Rhetoric, Hill: English Composition, Newcomer: Exercises in Rhetoric and Com- position. Carpenter; School English, Butler: Composition-Rhetoric, Scott and Denny; Composition and Rhetoric for Schools. Herrick and Damon; Composition and Rhetoric, Lockwood and Emerson: Talks on Writing English, Arlo Bates: English Composition. Barrett Wendell: Short Story Writing, Charles Raymond Barrett; Philosophy of the Short Story. Bran- der Matthews: Story Composition, Sherman Cody; The Story Teller's Art. Charity Dye.
LITERATURE.
The work in literature shonkl consist mainly of the study of repro- sentative selections from the work in English and American authors. The simpler forms of writing, those that the student ean interpret most easily, should be first presented. narrative poems and those having strongly marked symbols coming before descriptive poems and those in which the charm is largely in suggestion. As the student gains in interpretative power. the more difficult forms may be put before him. Thus the litera- ture work might fitly begin with selections from Longfellow and Whittier. and end with Shakespeare. Browning and Carlyle.
14-EDUCATION.
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EDUCATION IN INDIANA.
The emphasis should at all times he placed upon the study of the liter- ature rather than upon books about literature. But this should not mean that some very systematic work should not be done in studying the devel- opment of the literature and the place occupied by each author in this development. This work may be in the form of talks by the instructor. or some of the briefer mannals may be put into the hands of the pupils.
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