The Fargo forum and daily republican., 1909-05-08

later with Harts Formation of the
Union, for the revolutionary period.
The development OF the American con-
stitution is carefully studied. This is
emphasized by the text used, and is
further pursued by the use OF Moses
Civics. The second semester begins
with the administration OF Washing
ton and extends to the present time.
The different administrations are
studied by using references to extern
sive works on each period.
Each pupil keeps notebook con-
tanning an outline of all the work COW
cred, the outline maps drawn, special
topics investigated by themselves, and
occasional lectures given by the In
structor.
Considerable emphasis is placed on
topical and biographical study. The
tracing OF each of the different Ameri-
can institutions, step by step, consti-
tute topical subjects, while the lives
of prominent statesmen furnish a field
of biographical study. During the year
each pupil prepares a paper OF about
1900 words on some special subject
which he has investigated, while nu-
merous short topical reports are re-
quired frequently Among the works
of reference used are: Parkman's
Works: F'iske's Works on Various
Periods of American History; Schou-
lers United States; McMaster's His
tory; Hildreth's u. S.; American
Statesmen Series OF biography;
Bryces American Commonwealth;
Rhodes History from 1850; wilson's
Division and Reunion.
In organizing and outlining the work
in the department of mathematics, the
fact that the process OF getting knowl-
edge is valuable from two view points,
has been constantly kept In mind; that
is, the purpose of the work Is two-fold,
to give knowledge that will furnish
guidance in human conduct, and to
exercise the mind In the act of ac-
quirement. These points are mention
ed because there somehow seems to be
thought current to greater or less
extent, that mathematics is needed in
the school curriculum because 1t has
an excellent disciplinary value even
though it's study may not give knowl-
edge of much use in guiding one in
right living. This thought has, with
out doubt, entered too largely into
consideration. in giving mathematics
its proper place in the school curricu-
lum. Human life is too short and hui
man energy too limited to study some
subjects for discipline alone,
1t Is generally conceded that mathe-
matics is among the very best of dis
cipIinary subjects, and the question
naturally arises here, Is, it not possible
that those which will give the best
discipline are the very same ones, the
pursuit of which give knowledge the
most useful for guidance in correct
living? In the solution of any educa-
tional problem hints may usually be
had from nature. Everywhere in ma
ture we find capacities developed by
performing the functions which 1t is
their Office to perform, and not through
some exercise artificially arranged to
fie them for the performance of these
duties. The highest development Of
power always results from exercise
in the work which the conditions of
life require of 1t. The acquisition
which gives knowledge which will be
the most valuable for guidance In
right living must, according to the law
of the ECONOMY of nature" at the same
time furnish the best discipline.
When we consider what activities
men are employed In, 1t at once be-
comes evident that mathematics is a
useful knowledge giving subject. The
main lines of work in which men who
are working for a. livelihood are en-
ployed in are three in number, namely,
the production of commodities, the
Va~e No ffov, ~ npynYaodifina Tba
distribution of commodities. Now the
question arises. What knowledge gives
the greatest guidance in these things?
1t is evident that commodities could
not be distributed without a knowledge
Of reading, writing, spelling and arith-
metic. Distribution requires railroads,
canals, bridges, docks, the dredging of
rivers; locomotives, cars, steamboats,
and steamships But the knowledge
which guides in the construction of
these is knowledge of mathematics,
physics and mechanics. That knowl-
edge which guides in the preparation
of commodities is again a knowledge
of chemistry, mathematics. physics and
mechanics. In short, we see what an
important part mathematics plays in
everyday life. For all the higher arts
of construction mathematics is indis-
pensable. The surveyor, the architect,
the builder, are all guided by geomet.
rical truths.
This idea that all work in mathe-
matics has two purposes, forms the
basis for the course and the methods
of instruction in the Fargo high school
Courses in Algebra and Geometry.
The course in elementary algebra in
the high school constitutes the first
years work in mathematics. In this
work special effort Is made to impart
to the student the ability to elucidate
English in exercises and to translate
English into formulas A great deal of
stress is placed upon graphical illus
trations, both as to their application in
every day affairs and as basis of
further study of mathematics and
science This work in graphical repre-
sentation is probably the most useful
of algebraic tools for actual problems
of life and science.
One year Is devoted to the study of
plane geometry. A great deal Of time
Is given to the study of the PROPOSE
tions in book I. From the very first
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