iiSslMSv r-*;. LB 1613 9606 1 1 A A JJ 9 8 J3 J> 7 6 6 7 FACILH 3 COURSE OF STUDY FOR THE HIGH SCHOOLS OF OREGON THE LIBRARY OF THE UNIVERSITY OF CALIFORNIA LOS ANGELES o'^w I MtKN BRANCH-,, i^NIVERSlTY OF CALIFORNIA LIBRARY, "LO« AHOELm. CALIF. STATE MANUAL OF THE Course of Study FOR THE HIGH SCHOOLS OF OREGON Issued by the STATE EDUCATIONAL DEPARTMENT J. A. CHURCHILL Superintendent of Public Instruction 1922-1924 Salem, Oregon : State Printing Department 1922 9H'ozz I- ^ ACKNOWLEDGMENT In the preparation of this manual, we wish to acknowledge indebtedness to the following: Edwm T Reed, Oregon Agricultural College; Mrs^Margaret B. Goodall, University of Oregon; Miss Edna Mm- gus Oregon Normal School; Miss Florence Mitchell, High School of Commerce, Portland ; Miss Shirlie Swallow, Marshfield High School, and Mrs. W. B. Kempthorne, Astoria High School, under whose direc- tion the course in English was prepared; Henry M. DuBois, Enterprise High- School, for the courses in sconce- Miss Irene M. Campbell, Jefferson High School, Portland, for the course in Latin; Miss Mabel Robertson, Salem High School, for the course m his- tory; H. H. Savage, Salem High School, for the coui4e in civics; A. R. Nichols, Oregon Agricultural College for the course in industrial arts; K. b. uick- erson. University of Oregon, for the courses mele- mentarv economics and social problems; and Dr. iim- othy Cloran, University of Oregon, for the courses m Spanish and French. COURSE OF STUDY FOR HIGH SCHOOLS PAGE English 10 Mathematics 79 Algebra 79 Geometi-y 80 Higher arithmetic 80 Science 81 General science 82 Physiology 85 Botany 86 Biology 87 Physics 88 Chemistry 90 Foreign languages 93 Latin 93 French 95 Spanish 98 Social sciences 100 History 100 Ancient 101 Medieval and modern 103 American 105 Civics 108 Social problems 112 Elementary economics 112 Commerce Bookkeeping 114 *Shorthand ^Typewriting Industrial arts 115 Home economics 118 Household science 122 Household art 134 * Vocational (Smith-Hughes) home economics *Trades and Industries, vocational (Smith-Hughes) * Agriculture, vocational (Smith-Hughes) *Teachers' training *Music Adopted texts * Those courses are published in separate pamphlets and may be obtained from the county superintendent or from the superintendent of public instruction. TO THE TEACHERS a. In the preparation of the hig'h school courses, consideration has been g'iven for the different aptitudes of pupils and for the different preparations which a high school must give to fit all of its pupils for larger spheres of usefulness. b. Much freedom in the choice of electives should be given v^^ith the hope that a pupil will not be forced to take a subject in which he is not interested and for which he has no aptitude; but he should not be permitted to select subjects here and there, purely for the purpose of securing credits for graduation. Competent high school teachers will wisely direct his work, and through the cooperation of the parents, the pupil and his teachers, he will pursue a course that will give him not only a symmetrical mental development, but will prepare him for some particular work, when he has completed his high school course. A pupil may change his course whenever the high school principal grants the permission, upon the written request of the pupil's parent or guardian. c. A pupil who elects the English and mathematics course will take English and algebra the first year and elect two more studies from all of the others in the first year of the various courses. Should he elect the course in English and languages, he will take English and Latin, and any two of the studies of the other courses given in the first year. d. Fifteen full credits are required for the completion of a course. Pupils should, however, if possible, complete the full course of four subjects each year, thereby earning sixteen credits. e. While the courses are planned for four years' work, a pupil with good preparation for the work, and strong, both mentally and physically, may complete a course in three years by taking five subjects, the maxi- mum number each year. No standard high school will permit a pupil to carry more than five subjects, and the teacher should permit none to undertake five, unless the pupil be one of more than average ability. In the best high schools of the state, not more than five per cent of the pupils complete a standard four-year course in three years. /. A pupil may earn but three credits in the English and industrial course, when majoring in any other than that course. g. A pupil may earn from one to four credits for graduation, in either vocal or instrumental music, where the instruction is given by a teacher not connected with the school ; provided, that the teacher holds a certificate granted by the superintendent of public instruction upon the recommendation of a committee of music teachers appointed by him, authorizing a high school principal to give credit to her pupils for music outside of school; provided, that the teacher has certified to the principal of the high school on blanks prepared by the Department of Education the names of the pupils enrolled in her classes for credit in the high school for music taken outside the school ; provided, that the teacher must make affidavit on forms furnished by the Department of Education that each pupil has spent at least eighty minutes in practice or instruction each day and has made the progress in music requii-ed under the course of study for this work as prepared by the committee on recommendation for music teachers. 5 6 COURSE OF STUDY h. All subjects requiring no preparation on the part of the pupil, before coming to the class, such as stenography, typewriting, etc., shall be given two of the regular recitation periods. i. A high school should offer such subjects only as its facilities and teaching force will admit. For a high school of less than sixteen pupils in attendance, when but one teacher is employed, no electives should be offered. In a high school having less than thirty pupils in attendance, where but two teachers are employed, very few electives should be offered. For all such schools, see the suggested course for small high schools on page 8. j. On entering high school, pupils should be given full information as to the entrance requirements of colleges and universities, that those who desire to enter college after their high school graduation may shape their high school course accordingly. k. During the past year this department continued the standardiza- tion of the high schools of the state. The response with which our requirements for standardization have been met by school boards has been most gratifying. Thousands of dollars' worth of apparatus has been purchased, and thousands of reference books have been placed in the libraries of the rural and village high schools. It becomes the duty of every high school teacher to show her appreciation, by so using the added equipment, that every pupil will receive the fullest benefit from it. I. Each pupil is required to study English throughout his high school course. Should he remain in the high school four years he will be required to study English each year, and should he pass each year in English he will have four units of the required fifteen in English. No pupil will be graduated who has less than three units of the required fifteen in English, nor may any pupil be graduated who has not earned one credit in American history and one credit in civics. SUGGESTED COURSE FOR SMALL HIGH SCHOOLS FIRST TEAR SECOND YEAR THIRD YEAR FOURTH TEAR English Algebra General Science Ancient History Englisli Algebra and Geometry Physiology and Botany Medieval History English Geometry Social Problems and Elementary Economics Civics English Higher Arithmetic Bookkeeping American History The suggested course for small high schools is such a one as may be offered by a standard high school having an average daily attendance of less than sixteen pupils. In such a school, one teacher may do all the work, being permitted, however, to teach not more than ten classes each day. The following plan for grouping and alternating is suggested; The four years of English may be offered through three classes, by combining and alternating the third and fourth years. The four years of mathematics through two classes in algebra and one in geometry or higher arithmetic the first half of the year, and FOR HIGH SCHOOLS through one class in algebra and two in geometry or one in geometry and one in higher arithmetic the second half of the year. The two years of science may alternate, as may social science and elementary economics with bookkeeping. The four years of history may be offered through one class in history each year. The first year, all pupils may take American history, the second year, civics, the third year. Medieval history, and the fourth year, Ancient history. There is little articulation in the subject of history, and the chief objection to the plan is that the minds of first-year pupils are not so mature as those of the fourth year, and that they can not, therefore, make the same kind of preparation for the recitation. A large gain, however, comes in such schools by offering a maximum number of subjects through a minimum number of classes. For small high schools, with two teachers, a modification of this plan is recommended, wherever it is necessary to reduce the number of classes to the teacher, to the maximum of eight. COURSE OF STUDY OUTLINE OF COURSES OF STUDY FOR MAJORS FIRST YEAR SECOND YEAR English English English English English and Mathematics Algebra Algebra Algebra Geometry English English English English English and Languages Latin Latin Latin Latin Spanish or Spanish or Spanish or Spanish or French French French French English English English English English and Medieval and Medieval and History Ancient Ancient Modern Modern History History History English English English English English and Science General General Physiology Botany or Science Science or Biology Biology- English English English and one of and one of and one of English the following : the following : the following: and one of the following : Sewing, Sewing, Sewing, Sewing, Cooking Cooking, Cooking, Cooking Agriculture. Agriculture, Agriculture, English Agriculture, Shop Work, and Shop Work, Shop Work, Industry Shop Work, Mechanical Mechanical Mechanical Drawing, Drawing, Drawing, Mechanical Drawing, Freehand Freehand Freehand Drawing, Drawing, Drawing, Typewriting, Typewriting, Typewriting, Typewriting, Shorthand, Shorthand, Shorthand Shorthand, Music Music i Music Music FOR HIGH SCHOOLS THE HIGH SCHOOLS OF OREGON THIRD TEAR EJnglish Geometry English Latin Spanish or French English Geometry English Latin Spanish or French FOURTH YEAR English Higher Algebra or Higiier Arithmetic Latin Spanish or French English Higher Algebra or Higher Arithmetic English Latin Spanish or French English Civics English Physics English Civics English American History English American History English Physics English Chemistry English Chemistry English and one of the following : Sewing, Cooking, Agriculture, Shop Work, Mechanical Drawing, Freehand Drawing, Typewriting, Shorthand, Bookkeeping, Music English and one of the following: Sewing, Cooking, Agriculture, Shop Work, Mechanical Drawing, Freehand Drawing, Typewriting, Shorthand, Bookkeeping, Music English and one of the following : Social Problems, Sewing, Cooking, Agriculture, Shop Work, Mechanical Drawing, Freehand Drawing, Elementary Teachers' Training Course, Typewriting, Shorthand, Bookkeeping, Teachers' Training, Music English and one of the following : Elementary Economics, Sewing, Cooking, Agriculture, Shop Work, Mechanical Drawing, Freehand Drawing, Elementary Teachers" Training Course, Typewriting, Shorthand, Bookkeeping, Teachers' Training, Music 10 COURSE OF STUDY COURSE OF STUDY IN ENGLISH INTRODUCTION Purpose of the 1922 Revision This course of study in English is a revision of the course compiled in 1919. Its primary purpose is to simplify the essential requirements in English, and to give adequate attention to grammar as a fundamental tool in making and understanding sentences. Thorough tests in Oregon have shown that high school graduates as a I'ule know very little of systematic grammar. They are weak in composition because of their ignorance of grammar. This condition is not peculiar to Oregon. It has been demonstrated throughout the middle west, where decisive steps are being taken to correct it. Grammar, in short, is being generally restored to the English course as an essential factor in composition. In compiling the course in English, the committee has been greatly helped and stimulated by the replies of teachers to the questionnaire sent out last spring through the office of State Superintendent Churchill. These replies have been carefully read, and all constructive suggestions studied. They have had a decided effect upon the course. It should be noted, however, in this connection, that the selection of textbooks is not within the sphere of this committee. By state law the Oregon text- book commission selects the textbooks for the public schools of Oregon for a period of six years. The textbooks now in use were selected in 1919. While the members of the committee on revision of the high school course in English had nothing to do with the selection of these textbooks, they have used them in class and regard them as generally satisfactory. Among the numerous objections offered by teachers to the English text- books, moreover, no four of them agreed, and no particular textbook suggested as a substitute for any of those now in use was named more than once. The deduction is plain; namely, that no prescribed or suggested textbooks or course of study can be expected to meet the preferences of all. That a state course of study is valuable, however, as a basis of comparison between schools and an aid to standardization, is indisputa- ble. From the standpoint of citizenship, it affords a constructive basis for solidarity. As a guide to the less experienced teacher, and a con- venient reference for the more accomplished instructor, it also has its merits. Primarily its function is to indicate to state high schools what the state department of education expects the students of these high schools to be taught. Aims and Point of View Quotations from the Report of the Committee on Reorganization of English in Secondary Schools— (Bulletin No. 2, 1917, U. S. Bureau of Education) : "The Aims of the English Course (abstract) : "In general, the immediate aim of high school English is two-fold: "(a) To give the pupils command of the art of communication in speech and writing. " (b) To teach them to read thoughtfully, and with appreciation, to form in them a taste for good reading, and to teach them how to find books that are worth while. ENGLISH 11 "These two aims are fundamental; they must be kept in mind in planning the whole course and applied in the teaching of every year, (For expansion and explanation of this statement of aims, see pages 30-32, Bulletin No. 2, 1917, U. S. Bureau of Education.) "The aim of the high school course in grammar and composition is to develop the power of the pupil to express the ideas that come to him from the whole range of his experience. "The aim of the high school course in literature is to develop in the pupil (1) a liking for good reading and (2) the power to understand and appreciate it. "The Point of View: "The college preparatory function of the high school is a minor one. Most of the graduates of the high school go, not into a higher institution, but into 'life.' Hence the course in English should be organized with reference to basic personal and social needs rather than with reference to college entrance requirements. The school, moreover, will best prepare for either 'life' or college by making its own life i*eal and complete. "The chief problem of articulation is not how to connect the high school and the college but how to connect the high school with the elementary school, "The enormous increase of attendance on the high school has pro- duced a situation requiring new treatment. The tendency is to make the high school truly democratic; that is, a school for the children of all the people. Consequently a varying social background must be assumed and a considerable range of subject matter provided. "This is not incompatible with the desire to preserve a reasonable uniformity of aims and a body of common culture. Skill in thinking, high ideals, right habits of conduct, healthy interests and sensitiveness to the beautiful are attainments to be coveted for all. Much of the writ- ing of both the present and the past is, moreover, so universal in its human appeal as to awaken a sympathetic response in all men every- where. The essential thing is to make sure that each pupil is permitted to enjoy and profit by the typical experiences that the English course is peculiarly fitted to provide." GENERAL DIRECTIONS AND SUGGESTIONS TO TEACHERS I. Organization of Courses. There are eight terms of one-half year each. When necessary, small classes may be combined so that English 5 and 6 and English 7 and 8 may be given in the same grade. II. Organization of Work. The English course is essentially one in grammar and composition. If the teacher can not do both composition and literature he must omit the latter. The classics for reading are to be utilized according to the interest of the teacher and the exigencies of the class work. The I'elative proportion of composition and classics varies with the term. A. English 1 and 2. Grammar, composition, spelling, punctuation, four-fifths of the time; classics, one-fifth. There should be a weekly theme, paragraph, or narrative. 12 COURSE OF STUDY B. English 3 and 4. Grammar, composition, three-fifths of the time; classics, two-fifths. About half the writing should be single paragraphs. The rest should be compositions of several paragraphs. There may be two longer themes. C. English 5 and 6. Grammar, composition, three-fifths of the time; literature, two-fifths. More than one-half of the writing should be con- nected paragraphs, chiefly exposition, showing organization. D. English 7 and 8. Sum.mary course in grammar, composition, two- fifths of the time; literature, three-fifths of the time. III. Supplementary Reading. From the "suggestions for further class reading" lists there should be chosen each term enough material to be equivalent to a novel each term. Works not on the lists are not excluded. In many cases the teacher will need to prelude the assignment by a little class work to start interest. The supplementary or "outside" reading should be under way early in the term. A good way to conduct it is to require a portion of the book to be read over week ends with a ten minutes' test on Mondays covering the reading. Definite instz'uctions should be given as to preparation for these tests. IV. Textbooks. See to it that students never appear in class without the books needed for the day's lesson. Nothing can demoralize a class so quickly as to have students present without books, when books are being used. The state-adopted textbooks that students are expected to have in hand for each of the eight terms are named at the head of each term in the outline by terms. V. Assignment. Teachers are urged to keep accurate record of their daily assignments, not only as a guide for them, but as an example to the pupils and as a source of help for students who may need to make up work. The teacher should keep for this purpose an assignment book, which in form should be a model for the students' assignment record. Students also should be required to keep an assignment book, a small notebook being preferable for the purpose. All assignments should be very carefully and definitely made, either placed on the board or given as a drill in oral dictation. If the latter method is used, great care should be taken to see that words are spelled correctly. Sentence form, punctuation and spelling should be rigidly insisted upon and students' assignments should from time to time be inspected. Such a system will serve not only as a most practical drill in composing, but will also show the students the purpose and plan of the work. GRAMMAR AND SENTENCE STUDY This course provides a brief outline for a definite and systematic study of technical grammar. A knowledge of these elementary facts functions in all oral and written composition. It is essential to the understanding of correct sentence form and to the detection and correc- tion of grammatical errors. A very thorough study of the essentials of technical grammar is required in the first year of high school and a careful review in the last term. Grammar should be taught throughout the course in connection with oral and written composition. ENGLISH 13 Owing- to the departure from the study of technical grammar during recent years, students, upon entering high school, have little or no foundation for advanced work in composition. For this reason, it is deemed advisable to present the work in the order given here rather than in the order of most high school texts which are designed for students with a fairly thorough elementary training. Since the real value of grammar lies in the relationships existing between the different words and parts of the sentence, the teaching of the diagram, which clearly shows these relationships, is required. The models here given include all of the important ordinary constructions. Further information on this method of diagramming may be found in Reed and Kellog's grammar. The grammatical terminology used in this course is taken from the first year text, Sentence and Theme, by C. H. Ward. While it is well to require uniformity and consistency in this particular, it must be remembei-ed that the most important matter is a clear understanding of the constructions, regardless of the names by which they are called. Spelling and punctuation must be regarded as very important phases of sentence form and should always be considered in this connection. Whenever possible, punctuation should be emphasized in connection with grammatical study. "Punctuation Leaves" for use with Sentence and Theme should be in the possession of each student and used for special punctuation drills. No text will furnish all of the information and drills necessary to the complete instruction of a class. The texts adopted must be regarded merely as suggestive. Each teacher must introduce drills and exercises taken from other sources. The Pilot Book for Sentence and Theme will give some additional suggestions and drills. Each teacher should have a copy of the Pilot Book. Every student should have a copy of Punctua- tion Leaves. It is suggested and strongly recommended by teachers of experience that the work in grammar and composition be segregated from the work in literature. Of course, some composition work will extend through the literature period so that the literature studied may be used as a basis for compositions. During the first year, the greater part of the time is given to the study of technical grammar and the sentence. As the students become proficient in this fundamental work, more time is given over to composition and literature. The time allotments given are merely approximate and suggestive. Slight changes may be made accord- ing to the conditions of individual classes. The following paragraphs from the report of the committee on reorganization of English in secondary schools ax'e pertinent to the course in grammar as embodied in this course: "Composition in the 7th, 8th, and 9th Grades: "A sane attitude toward the teaching of grammar would seem to be to find out what parts and aspects of the subject have actual value to children in enabling them to improve their speaking, writing, and reading, to teach these parts according to modern scientific methods, and to ignore any and all portions of the conventional school grammar that fall outside these categories. In general, the grammar worth teaching is the grammar of use — function in the sentence — and the grammar to be passed over is the grammar of classification — pigeonholing by defini- 14 COURSE OF STUDY tion. The distinction is similar to the contrast of modern biology with the earlier science of families, species, etc. Language, it is well known, is learned mainly by imitation, largely unconscious, and children con- stantly use in their speech hundreds of expressions, many of them highly idiomatic, which only the linguistic scholar, familiar with the history of the language, can explain. Children should be set to examining only the grammatical forms and constructions the use of which they can plainly see, and they should pursue such examination with the conscious purpose of learning how to make better sentences. Any other aim is mere pedantry. (The Oregon committee believes that, while grammar is emphasized in the first year of the state high school course, and attention is directed to it throughout the other three years, all the grammar that is outlined to be taug-ht, either from Ward's Sentence and Theme, or from the other state-adopted texts, is of the constructive character described here.) "Punctuation, so far as it obeys the rules of grammar, should be taught as a part of the study of the gramm.atical structure of the sentence. "Regular work in spelling is necessary in the junior high school. Drill should be centered upon the words that investigation shows are frequently misspelled by the pupils of these years." 1. Bermuda, a very tiny island, seemed a paradise to the weary travelers. 2. They gave him my position that day. <2^ , <^^^ 7 \ i;hs," Guerber's "Book of the Epic," or Bulfinch's "Age of Mythology." B. Theme and action used to develop it. C. Study individual characters as representatives of universal human traits. D. Study for beauty: 1. Dramatic passages and incidents. 2. Use of simile and metaphor. 3. Contrasts in character and scenes. 4. Epic characteristic. (Teacher should make clear the objec- tive quality of the epic, use of epithets and figures.) II. Suggestions for Further Class Reading: A. Sohrab and Rustum — Arnold. B. Iliad — Bryant's Translation. C. Bridge of the Gods— Balch. D. Other Wise Man — Van Dyke. E. Payne's Literary Readings: 1. Skipper Ireson's Ride, p. 296. 2. Wreck of the Hesperus, p. 579. 3. The Deacon's Masterpiece, p. 321. 4. The Courtin', p. 360. 5. Kit Carson's Ride, p. 502. MINIMUM ESSENTIALS NINTH GRADE To pass in freshman English, one must meet the following require- ments: 1. Write a legible hand. Ward, pages 32, 33. 2. Observe proper form in margins, indentations, placing of the title. Ward, pages 31-34. Introduction, page 14. 3. Be able to copy accurately ten lines of either poetry or prose. 4. Use capitals properly in titles to themes and elsewhere. Ward, pages 32, 290. 298, 327. 5. Show properly where one sentence ends and another begins. Clip- pinger, pages 160, 161, 177, 178. Century Handbook, 18 and 19A. 6. Learn to distinguish the complete assertion from the phrase and subordinate clause. Ward, pages 36, 259, 305. Clippingei?, pages 157, 155, 456. Century Handbook, 9 A and B. ENGLISH 55 7. Properly cancel incorrect expressions. The parenthesis marks do not cancel a word or passag'e. Do not erase. Draw a horizontal line through whatever is to be omitted. 8. Observe the rules for the use of the period, the question mark, the exclamation point, the comma, and quotation marks. Ward, rules 1-15. 9. Use the apostrophe correctly to show the possessive case of nouns, and refrain from using the apostrophe in the possessive of personal pro- nouns. Ward, pages 154-159. 10. Observe the following rules of syntax: The pronoun subject of a sentence is in the nominative case. A pronoun after a copulative verb is in the nominative case. A pronoun agrees with its antecedent in gender, person and number. A verb agrees with its subject in person and number. A pronoun object of a verb or preposition is in the objective case. 11. Regularly punctuate and paragraph conversation properly. Clip- pinger, pages 64, 527. 12. Know the parts of speech. 13. Distinguish between a transitive and intransitive verb. Ward, pages 50-51; 53-55; 105, 167, 365. 14. Know the principal parts of do, go, see, come and other common irregular verbs. 15. Analyze any ordinary sentence into its simple modifiers, its phrases and clauses. Ward, pages 256-282. 16. Distinguish simple, compound and complex sentences. Ward, pages 257, 271, 277. 17. Learn the four most helpful spelling rules. Ward, pages 16-31; 56, 236, 237. Century Handbook, 75, 76, 77. 18. Spell in dictated sentences forty-nine of fifty common homonyms. 19. Write our common compound words solid. Century Handbook, 78 D. Clippinger, page 223. 20. Spell the following accidentally against amount approach arrangement athletics benefit captain committee definitely development disapprove embarrass enthusiastically especially few fourteen hurrying imagine judgment independent marriage words correctly: naturally nickel noticeably o'clock occasionally opinion originally particulai'ly peaceably privilege possibly possess practically precede prisoner recommend religious replies repetition receive ridiculous safely separation shepherd secretary similar studying surely supplies suspicious successful treasurer unmanageable victorious village villain weird woman women until believe too all right 56 COURSE OF STUDY English 3 GRAMMAR AND SENTENCE STUDY Text : Clippinger, Written and Spoken English. Time required : One-third of term or approximately six weeks. I. Clippinger, Chapter 7. A. Review in grammar forms and constructions. Use Ward's termi- nology. Two weeks (ten recitations) . B. Continue the use of the diagram. Use many sentences selected from other texts. Emphasize applications of technical grammar and grammatical relationships. Two weeks (ten recitations). C. Drill persistently on the following points: 1. Agreement of subject and verb. 2. Case and number of pronouns. 3. Clear and exact reference of pronouns. 4. Position of modifiers. 5. Correct use of adjectives and adverbs. One week (five recitations). II. Spelling and Word Study. One week (five recitations). A. Clippinger, Chapter 8. B. Continue drill on words misspelled by students. COMPOSITION Written In third term English continue narration and letter writing and intro- duce the study of description. In the longer themes in narration insist on organization and articulation, applying the principle of coherence. A minimum of twelve written themes should be required. Text : Clippinger, chapter 1, sections indicated. Supplements: Read to the class descriptive sections from literature, and such descriptions of people or places as appear in The Atlantic Monthly from time to time. THE WHOLE COMPOSITION I. Description: 1. Aim to give a picture. 2. Key word, appearance. 3. Subject matter, a particular person or thing. 4. Definition. Description is that kind of discourse that suggests how a particular thing appealed to the senses of the writer or speaker. II. The Principle of Coherence is chiefly stressed in this term by teaching transition between parts, by use of proper construction, connectives, etc. III. Description: A. Definition, Clippinger, page 23. B. Kinds, Clippinger, page 24. Scientific. Artistic. ENGLISH 57 C. Point of view, Clippinger, pa^e 24. The point of view is the chief consideration in securing unity in description. D. The framework and details, Clippinger, page 25. E. Devices for developing descriptive paragraph. Particulars and details, Clippinger, page 26. Comparison and contrast, Clippinger, page 28. F. The Outine, an aid to descriptive writing, Clippinger, pages 22, 23. IV. For Plot as an element in narration consult The Introduction. V. In the Letter writing assign actual letters to actual people. These may be of a vocational nature, students selecting a certain indus- try or profession for special study and writing to local or national leaders for information. Require some of the work, at least, in the usual form for posting — envelope and all. Encourage good taste in the selection of stationery, addressing of envelope, etc. Discourage affectation. Study the characteristics of the social letter. Clippinger, page 42. Assign: Formal invitations and replies in the third person. Informal notes of invitation, with replies. Letter of congratulation, Clippinger, pages 48, 297. Letter expressing sympathy to some friend who is bereaved or ill. Letter expressing appreciation of hospitality recently received. Letter requesting to be relieved from some committee appointment or assignment. Letters to students in other towns describing your school or your town. VI. Theme Subjects: A. Suggested by the literature studied. Assign: 1. The Ancient Mariner — (a) Study descriptive sections of the Ancient Mariner, noting especially the descriptive words. Do you see the picture? Does it stir any feelings in you of admira- tion or fear or disgust? Write a description of a snow-bound cottage ; a dry and neglected garden ; a wrecked ship. Underline your descriptive words. Aim to make the reader feel as you did when you saw, or imagined you saw, the subject, (b) Write a description of The Ancient Mariner, imagining you met him on the street yesterday, (c) Refer back to Retrospective Narra- tive in English II for review. The Ancient Mariner is of that type. Use one of the suggested subjects from English II, or a similar one. 2. As You Like It — (a) Describe the scenes in which As You Like It is imagined to have occurred. Remember that on the Eliza- bethan stage there was no stage scenery, but the audience imagined the setting. Notice that you find no stage directions as in modern plays, (b) Contrast the Elizabethan theater with the modern or write a description ef the Elizabethan theater. (This gives exercise in description and may serve as an intro- duction to exposition. The writing will be done after the teacher 58 COURSE OF STUDY gives careful description and blackboard diagrams, accompanied by illustrations if obtainable.) Long's English Literature — see all references to the subject — will furnish good material, (c) If time permits use three days for the writing of a simple play. (1) Plot outline. (2) Descriptions of characters and settings. (3) Speeches. Limit to two or three characters. Be- fore writing discuss the limitations of stage scenery and en- courage the writing of a play which could be presented easily. B. Use the suggestions in Clippinger, chapter X, section 11, page 12; section 14, page 14; section 17, page 16; section 24, page 27; sec- tion 27, page 30; section 29, page 32; section 34, page 37. C. Assign one long narrative in which description of character and setting shall be an important feature. Show that description is re- peatedly linked with other types of composition and is important in all forms of literature. In preparation make lists of synonyms, and work for accuracy of detail in the theme. D. For good English week assign either narration or description or exposition. The narration may be modeled after a myth or fable; the description — write a description without good descriptive words, rewrite it, giving shape and color, and study the improvement; the exposition may be on the purpose of the movement, reasons for it, what is being done in the schools, etc. E. Outline The Ancient Mariner according to scene and As You Like It according to acts and scenes. Notice that while the poem is not formally divided into scenes as is the play a successive change of scenes takes place. Oral There should be twelve oral themes assigned during the year. Continue work on enunciation and posture. Work insistently and ener- getically on correct grammar and complete sentences. See English III, Composition — Written, Outline on the Sentence, sections 4 and 5, Unity and Coherence. Parliametitary Practice and Current Events — Study Roberts' Rules of Order. Review the elements of parliamentary practice previously studied; add extemporaneous organization of the class into an organized group for transacting business and for discussion of current events reported by members. These reports and discussions may be assigned previous to the class meetings. Literature — Review, in oral narration, the literature read in class. In reading As You Like It assign the parts to students for oral reading. Continue giving memorized selections. Description — Describe in oral themes persons, places or objects. Ad- vance to description in which the point of view changes. Clippinger, chapter I, section 21, page 21; section 32, page 34. Stories — Discuss the place of humorous stories or anecdotes in con- versation, after-dinner speeches, or for illustration of a point. Practice telling such stories, and discuss the possible uses of those given by stu- dents. Stories of the sayings of small children are good material for this use. Preceding the class work the teacher should give illustrations. ENGLISH 59 LITERATURE Texts : Classics as indicated. The Ancient Mariner: A. Theme and its significance; quote to illustrate. Apply theme to life. B. Study form : Poetic introduction, dramatic method introduced, imagery, diction, metrical form and melody, contrasts, figures (re- view simile, metaphor; add metonymy, alliteration, and onomato- poeia). (Dore's illustrations of The Ancient Mariner are good.) II. As You Like It (See Drama in introduction) : A. Theme and its treatment in comedy form. B. Character studies: Naturalness, human appeal, humorous attitude. C. Dramatization and oral reading of many scenes. D. Memorization and application to life of many speeches, or Merchant of Venice: A. Theme and its development through a combination of four stories. B. Character studies; contrasts, motives. C. Oral reading of many scenes. D. Memorization of many passages. III. Suggestions for Further Class Reading: A. Ivanhoe (Scott). B. Quentin Durward (Scott). C. Twice Told Tales (Hawthorne). D. The Alhambra (Irving). E. Up from Slavery (Washington). F. The Little Minister (Barrie). English 4 GRAMMAR AND SENTENCE STUDY Text : Clippinger, W'ritten and Spoken English. Time required : One-third of term or approximately six weeks. I. Clippinger — Chapters 5, 6, and 14. A. Kinds of sentences and punctuation. Use Ward's definition of the compound sentence. (See Sentence and Theme, page 258). 1. Continue use of diagram. B. Emphasize the arrangement of sentence parts for the sake of clear meaning, thus incidentally bringing out the principles of unity, coherence and emphasis. C. Drill on the avoidance of the three types of sentence errors. 1. Comma blunder. 2. Incomplete sentence. 3. Run-on sentence. COMPOSITION Written In English 4, narration and description are continued for sustained practice and drill. Exposition and argumentation are introduced. Strive for correlation in applying the principles of unity, coherence, and empha- 60 COURSE OF STUDY sis, to the sentence, the paragraph, and the whole composition, showing how the use of each of these principles in building the smaller unit is paralleled, in general, in the building of the larger unit. By relating all detailed instruction to the fundamental principles, and by occasional summaries, outlines, and diagrams, try to clinch each step in advance, making it, both in practice and in theory, an actual possession of the student. Text : Clippinger, Written and Spoken English, chapters III, IV. THE WHOLE COMPOSITION I. Review the Outlines for A. Narration (see English I) B. Description (English II) and add C. Exposition: 1. Aim, to make clear an idea. 2. Key word, explanation. 3. Subject matter, general or abstract ideas. 4. Definition. Exposition is that form of discourse that explains general or abstract subject matter. D. Argumentation: 1. Aim, to prove a proposition. 2. Key word, conviction. 3. Subject matter, a declarative statement called a proposition. 4. Definition. Argumentation is that kind of discourse the chief purpose of which is to change the opinions of others so as to cause them to believe or to act as the speaker or writer wishes them to believe or to act. (Clippinger, 132.) II. Types of Exposition: A. Exposition by definition (Clippinger, 79) : 1. Definition by synonyms. 2. Definition by logic. 3. Examples. 4. Enumeration of details. 5. Comparison. 6. Contrast. 7. Cause and effect. B. Exposition by division: The outline. See Clippinger, 90, 246, 247. III. Letters: A. Appointment for business meeting with a business man. B. Explaining unavoidable delay or canceling of engagement. (Remind the students that such a letter should not be necessary often.) C. Notifying change of address, Clippinger, 121. D. Requesting a recommendation, Clippinger, 123. E. Expressing appreciation of letter of recommendation. F. Inviting another school or a society of another school to hold a joint contest, Clippinger, 135. G. Making application for a position, Clippinger, 281. H. Requesting a statement of your account. I. Calling attention to an error in your account. ENGLISH 61 J. An order, in tabular form, for books, Clippinger, 125. K. Request to a higher institution of learning for a copy of its cata- logue. L. Of introduction, Clippinger, 355. Informal and formal, business and social. M. An application for a position during the summer. IV. Theme Subjects: A. Suggested by the literature studied: 1. Introduce story as a form in which narration and description are combined. Outline Gareth and Lynette. For a long theme use the plot of Gareth and Lynette in a modern story. 2. Select as models from A Tale of Two Cities descriptions of places and such excellent personal descriptions as those intro- ducing Jerry Cruncher, Mr. Lorry, Lucie, or Miss Pross. Write a character sketch of some one you know; of an imagined char- acter. Notice the emphasis of some particular feature — Lucie's forehead, Jerry's hair. B. Use the theme suggestions in Clippinger, chapter I, section 11, page 94; section 13, page 96; section 23, page 105; section 26, page 106; section 31, page 108. C. In connection with parliamentary practice call for written reports from secretaries, treasurers and committee chairmen. D. In connection with paragraph study, write condensations of para- graphs in A Tale of Two Cities. E. Require themes to contain a variety of sentence forms, simple, com- plex and compound. Have students make lists of the types used in order to test the variety. Ward, lesson 66. Oral The requirement is the same as for English III. Parliamentary Practice — Review features previously studied, and add the reading of secretaries' and committees' reports. Conversation Exercises — Assign : Make personal application for a position. Sell goods or take magazine subscriptions. Answer calls in an office. Debate — In connection with parliamentary practice, introduce debate, first informally in connection with editorials taken for study from maga- zine or newspaper; follow with formal debates on simple subjects, stress- ing form. Emphasize in practice the sentence unity and coherence and the unity and coherence of the whole subject matter. Ex])osition — Assign : Short talks on how to make something or how to do something. Clippinger, chapter III, section 7, page 85; section 18, page 102 ; section 20, page 102. Assuming some one has asked for directions to a certain place, tell clearly how to go, using particular details and a diagram, with directions properly indicated. 62 COURSE OF STUDY LITERATURE Texts : Classics as in.licated. I. Gareth and Lynette: A. Teacher should introduce the work with a presentation of the Idylls as a cycle. Read to the class "The Dedication," "The Coming of Arthur," and "The Passing of Arthur," and tell the story of Guinevere, if it is not read outside. B. Library work and reports on chivalry, with other stories retold. C. Theme and its development with special reference to the allegory. D. Ethical import with definite applications to modern life. E. Character studies, especially contrasts; i. e., Arthur and Lancelot, Guinevere and Elaine, Gareth and Lynette. F. Beauty; imagery; specific phrases; melody, figures (review simile, metaphor, metonomy, alliteration and onomatopoeia; introduce per- sonification and apostrophe). G. Memorization: The vow (from Guinevere), "I made them lay their hands in mine — until they won her." JI. A Tale of Two Cities. (See introduction under Novel.) A. Preliminary reading or discussion of first few chapters, before as- signment is made, to forestall indifference, eliminate difficulties, and arouse curiosity. Then allow students to read the book. B. Theme and broad lines of development. C. Ethical element with comparisons of modern situations. D. Character studies; motives, struggles, triumphs, types or indi- viduals, victims. E. Visualization of vivid descriptions, actions, and dramatic incidents, F. Structure; plot as determined by characters or setting: Subplot and its purpose; foreshadowing; mystery; suspense, climax, solu- tion. III. Suggestions for Further Reading: A. Lancelot and Elaine. B. Guinevere (to be read with the study of the Idylls). C. David Copperfield — Dickens. D. Oliver Twist — Dickens. E. Farewell Address — Washington. MINIMUM ESSENTIALS TENTH GRADE To pass in sophomore English one must meet the following require- ments : 1. Continue the requirements of freshman English. 2. Distinguish coordinate conjunctions fi-om subordinate. Learn the four coordinate relationships and seven subordinate relationships. Clippinger, pages 440-449. Century Handbook, 36 and 39 D. 3. Recognize the relationships expressed by the relative pronoun and the conjunctive adverb. Clippinger, pages 440, 443. Century Hand- book, 17, 58. 4. Shape material into a topical outline. Clippinger, pages 89-91; 246-248. ENGLISH 63 0. Observe the rules for the. use of the semicolon and colon. Clippin- ger, pages 525, 526. Century Handbook, 92, 93. 6. Distinguish by use the kinds of paragraphs — introductory, usual, and summary. Century Handbook, 88 B. Clippinger, pages 18-21; 285-289. 7. Substitute good usage elements for common barbarisms and impro- prieties. Clippinger, pages 507-509. Century Handbook, 66. 8. Refer automatically to the dictionary when in doubt. Clippinger, 218-221. 9. Observe acceptable usage in informal letters. Clippinger, pages 42-43; 353-356. Write a business letter perfectly as far as form is concerned. Ward, pages 231, 235. Clippinger, pages 113, 117, 119, 120, 121, 125, 127, 130. Use Ward's punctuation. Eliminate the dangling participle, or shift of sentence structure, and weak and divided reference. Century Handbook, 20-27; 32, 33. Clippin- ger, page 474. 10. Recognize the nature and function of infinitives and participles. Clippinger, pages 164-169; 433, 434; 474, 475, 544. Century Handbook, 23, 29, 37, 50, 55, 58. 11. Interpret corrective marks accurately. (See Introduction, page 15.) Clippinger, pages 554-557. 12. Spell the following words correctly: abbreviation accuracy aggravate ancient announcement annually anxious assistant attendance bulletin calendar carriage college conscientious considerably contagious courtesy courteous customary democracy descendant dissipation ecstasy electric exaggerate extraordinary foreigner gymnasium irrigation intellectual innocence license management miscellaneous obstacle prejudice proceed procedure professor rehearsal restaurant sophomore superintendent supersede specimen sympathize tragedy unnecessary vengeance visible English 5 GRAMMAR AND SENTENCE STUDY Text : Clippinger, Written and Spoken English. Time required : Approximately five weeks. I. Clippinger — Chapter 15. Two weeks (ten j;ecitations). A. The complex sentence. Emphasize the choice and use of con- nectives; also stress the proper coordination and subordination of parts of the sentence. 64 COURSE OF STUDY II. Clippinger — Chapter 16. Two weeks (ten recitations). A. Unity, coherence and emphasis. 1. For drill work, use sentences from class themes, composition texts, etc., illustrating errors due to disregard of these prin- ciples. 2. Whenever possible have personal conferences with pupils con- cerning their individual errors. III. Review grammatical structure and diagramming. One week (five recitations) . IV. Continue Drill in punctuation and spelling. COMPOSITION Written The course in composition does not attempt to dispose of any one form of discourse or any one principle of composition or quality of style at a single stroke. Rather, the subject is attacked again and again, until the habit of right usage is established. The treatment of any topic does not involve mere repetition, however; it is cumulative, leading from simple to complex, and from elementary to advanced forms. In the four terms of the first two years, practically the v/hole field of composition has been covered in an elementary and constructive fashion, giving the student who progresses thus far a working acquaintance with the elements of good usage and the principles of style. In English 5 the newspaper and periodical are studied in class, both for the purpose of recognizing and practicing the various forms of expression, such as the editorial, the news report, the book review, and the short story, and for the purpose of establishing standards of judging the value of a periodical. In the Introduction an elementary scheme of news writing is outlined for those schools which have a school paper or a con- tributing staff to the local paper. The editorial is treated as a form of journalistic exposition. Nine written themes should be required, or their equivalent in news reporting, etc. The written and oral themes may be alternated, one week and the next. Text : Clippinger, Written and Spoken English, Chapter IX. THE WHOLE COMPOSITION I. Themes that show organization and articulation — careful prevision and nice joining together. II. Keep Stressing the three fundamental principles, unity, coherence, and emphasis, as applied to each new type of discourse taken up — in this term exposition in the form of the news article and the editorial. III. News Writing, where conditions permit the actual publication of news prepared by students, is one of the most effective means of teaching composition. Clippinger, chapter IX, and the Introduc- tion to this course of study in English, give the essentials of instruction in elementary news writing. Where the teacher finds ENGLISH 65 that conditions for publishing school news are not favorable, and prefers to teach dramatic writing (conversation, dialogue, and elementary drama) she may substitute from chapter XI in Clippin- ger the study of drama for the study of news writing. In this case study carefully the sections on drama and plot in the Intro- duction. IV. Letters. Letters of inquiry (various specified types), Clippinger, 279, 280, 352, 353; letters' of application, ibid., 281, 282; letters of request, ibid., 283; letters of gratitude, ibid., 283, 284; letters of information, ibid., 354. Write friendly letters to students in other places. These should be expository in nature, and may deal with local manufacturing or industries, school organizations, how an athletic benefit was managed, etc. V. Theme Subjects: A. Suggested by the literature studied : 1. Character sketches of characters in the plays read. 2. If suggestions for description and exposition on the Elizabethan theater were not used in English 3, they may be used here. 3. Write an article on the effect of moving pictures on the popu- larity of and development of the drama. B. Use the assignments for written work found in Clippinger, chap- ter IX. C. Introduce reports on books read, with aim to arouse enthusiasm for the book. If possible confer with students individually pre- vious to writing; if not, discuss purpose and work out plans in class. D. For Good English Week write a simple play suitable for produc- tion before the class or student body; or write articles for news- papers explaining the purpose of Good English Week and the means to achieve the purpose; or write news reports of what has been done about it in your school; or an editorial or sketch on it for the school paper. E. Work on news and editorial writing as suggested in IV and V above. Use outlines in editorial writing. F. Use suggestions for vocabulary development found in Introduction. Oral During this term nine oral themes should be given by each student. Parlkiuientary practice: Review parliamentary practice, including all features previously studied. In addition give as part of the practice meeting program expositoi-y talks of varied length, ranging up to five minutes. Practice both from notes and without them. Oral Dispell sfiion: If possible, subscribe to the Literary Digest or Independent for study of different types of magazine writing — ^book review, news, editorial, (verse if time permits), etc., and discuss these in class. Sis: 3 66 COURSE OF STUDY Exposition: Students of science may g-ive a talk on some expei'iment performed in the laboratory. History students may o:ive a resume of the historical events leading to some important climax, or a biography of a cViaracter studied. Discuss school and community affairs with a view to writing them for news publications. Use the assignments for talks found in Clippinger, chapter IX. Story telling: Discuss the place of anecdote and- humorous story in exposition and argumentation. Assign a discussion in which a short story or anecdote has a place. Dramatizatiov : If the size of the class permits, dramatize plays or selections from plays. Be sure that each member of the class has some part in the work from time to time, even though it is merely collecting stage furniture. Members who do not take part in the play may be called upon for costuming or for making posters, advertising, newspaper write-ups, etc. Where there is more than one section of English 5 the sections may entertain each other with plays if time permits. In some cases the work may be presented before the student body or in literary societies. LITERATURE Text : Long. English Literature. Classics as indicated. I. Drama: A. Shakespeare (two plays) : (See Introduction under Drama.) 1. Macbeth a. Develop the quality of tragedy as it results from motives and action; stress Nemesis. b. Character studies and contrasts, especially Lady Macbeth and Macbeth, Macbeth and Macduff; or Julius Cjesar a. Theme and its development in tragedy. b. Character study; contrasts and foils; motives, especially in Brutus and Cassius. c. Political situations in comparison with modei'n affairs. 2. Midsummer Night's Dream a. Theme and its light treatment in fairy element; or The Tempest a. Theme b. Characters: Nobleness, naturalness. c. Lyric quality. Study the origin of the drama and its growth through the Mystery and Morality plays from Long's "History of English Literature." Stress Shakespeare. If the teacher desires she may herself review the characteristics of Greek drama for the class. III. Suggestions for Further Class Reading: A. Abraham Lincoln — Drinkwater, may be obtained in Riverside edition. B. Melting Pot— Zangwell— Henry Holt & Co. C. The Piper-Peabody. D. The Blue Bird— Maeterlinck. E. Servant in the House — Kennedy. ENGLISH 67 F. King's Threshold — Land of Heart's Desire — Yeats. G. Spreading the News— Rising of the Moon — Lady Gregory. H. Echoes of the War — Barrie. English 6 GRAMMAR AND SENTENCE STUDY Texts: Clippinger, T\'ritten and Spoken Englisli. Greever and Jones, Century Handbook of Writing. Time required : Approximately four weeks. I. Clippinger — Chapter 17. Two weeks (ten recitations). A. Use such portions of this chapter as seem to fit the needs of the class. Use some supplementary work of this type if necessary. II. Greever and Jones, pages 118-143. Two weeks (ten recitations). A. Diction and word study. 1. Emphasize need of a good vocabulary and sense of discrimi- nation in use of words. COMPOSITION Written In English 6 the theme requirement is the same as for English 5. Text : Clippinger, Written and Spoken English, Chapter X. Supplement : Tanner, Essays and Essay "Writing, Atlantic Publication. THE WHOLE COMPOSITION I. Themes calling for several paragraphs, involving organization through an outline, with main topics and subtopics. II. Continued Attention to the observation of the fundamental prin- ciples of style — unity, coherence, emphasis. III. The Essay. Definition: "The essay is a short piece of discourse not intended to be a complete and exhaustive treatment of a subject but an expression of personal opinion. Its chief value lies in the original and interesting point of view of the author." A. Characteristics of the Essay: 1. Chief expository. 2. May employ narration and description. 3. Style is important — individual, artistic. 4. Structure not important, as in story, drama, etc. B. Treatment of Essay: 1. Formal; e.g., Carlyle's Essay on Burns; Macaulay, Boswell's Life of Johnson. a. Subject matter: Serious, involving problem or truth calling for reflection. b. Purpose: To inform and interest as well as to entertain. c. Plan : Has organization and definite plan of its own ; but is not bound by structural limitations like the drama, novel or story. d. Style: Analytical, formal, more or less elevated. 68 COURSE OF STUDY 2. Informal; e.g., Lamb's Roast Pig, Poor Relations; Addison's Sir Roger de Coverly. a. Subject Matter: Current issues and customs; personal reflections or recollections; whims, vagaries, etc. b. Purpose: To entertain and stimulate; to state opinion by gentle irony or playful argument; to exhibit follies and thereby suggest reform. c. Style: Informal, individual, graceful and easy. C. Types of the Essay: 1. The speech, on occasions, e. g., the toast. 2. The lecture, address, or oration (formal essay). 3. The literary criticism, Clippinger, 307-324. 4. The editorial, Clippinger, 264-266. 5. The book review. 6. The biography, Clippinger, 300-305. 7. The character sketch. D. Types to be specifically treated this term : The biography or character sketch and the book review or literary Criticism. Both to be treated in the manner of informal essay. The formal essay is not to be attempted as original composition. 1. Biography or Character Sketch, Clippinger, 300-305: a. Problem for solution : To avoid the purposeless enumeration of mere facts, and to insure a clear and definite object for the selection of signifi- cant details, choose some one central idea as the "problem" of the biography; e.g.: The effect of the man's life on his age or environment. His philosophy of life. His ideals, or life purpose. His handicaps or hardships. His services or accomplishments. His character or personality. His position in life. b. Solution of the problem: By rejection of all irrelevant facts. By inclusion of all relevant and significant facts. By obedience to the principles of unity, coherence, and emphasis. By an attitude of truthful, appreciative but not merely eulogistic interest in your subject. c. Conclusion : The clinching of the purpose for which the sketch is written ; to show some distinguishing characteristic of the person written about. 2. The Literary Criticism or Book Review. Types: a. The appreciation. b. Interpretative criticism. c. Judicial criticism. d. Impressionistic criticism. e. Biographical criticism. ENGLISH 69 f. Philosophical criticism. Treatment. Like the biography, the book review should involve a definite problem, and a thorough plan of develop- ing it: a. Know the book. b. Analyze it. c. State your problem. d. Develop this problem honestly, fairly, but enthusiastically by rigidly using the principles of selection; using situa- tions, characters or quotations from the book to sub- stantiate your statements. e. Give your personal reaction on the book. f. Keep your audience and your purpose in mind. IV. Letters: Write friendly letters to little children and to elderly people. Remember the necessity of considering the person to whom the letter is written. Write a letter to an intimate friend in which ycu express some recent idea of yours and treat it as an informal essay. V. Theme Subjects: A. Suggested by the literature studied: 1. Short infoi-mal essays. Stress central idea, and illuminating material — historical allusions, personal experiences, humor, etc. Use Tanner's Essays and Essay Writing. Read from it for models and see list of titles ai end of book. Write from an outline, submitting outline with essay. 2. Use the material in Silas Marner as a basis for description of country or for character sketch. For example, in a one-page sketch portray Godfrey Cass, or Dolly Winthrop, summing up the characteristics revealed in the novel. Write a character sketch of an acquaintance; of a person you should like to use for the central figure in a story. 3. Select a lesson which you think George Eliot strives to teach in this novel and discuss in an expository theme the material which she uses for the purpose. Following oral work on local historical stories. (See Oral Comp. E. VI.) B. Prepare a collection of papers on local history, industries, pro- posed reforms, and improvements; and biographies of some historical or interesting characters connected with the town, each student handling some phase of the work. Encourage consultation with authorities outside of school wherever inter- views can be arranged without inconveniencing them. Some of these maj' be acceptable to local newspapers or suitable for publication in school papers. They may be submitted in the annual essay contest "Know Oregon First", conducted by the Oregon Council of English in competition for the Almack lovin'x cup. C. Use the theme assignments in Clippinger, chapter IX. 70 COURSE OF STUDY D. Write a biography of some one you know. Write an autobiography. E. As in English 5, use methods for increasing vocabulary as sug- gested in Introduction. Oral Assign talks in which the student shall have practice in answering such questions as "What is the chief industry in your town?" "Tell me about the school system in your town." "What kind of student body organization have you in your school?" "Tell of the banking facilities of your town — the kinds of banks, their clients, whether town or rural, and their influence in fostering public enterprises." Prepare a speech for eighth grade students, an exposition which may be memorized and given orally or given from notes, on some phase of high school activities which will be of interest to them — athletics, boys' or girls'; student government; student body organization; literary societies; music clubs; etc. Of still greater value may be talks on certain courses, such as Domestic Science or Art, Manual Training, Music or Glee Club, Drawing, etc. Even a discussion of high school English might be of interest to eighth graders if presented in such a way as to arouse their interest. Wherever possible arrange that these may actually be given to eighth grade students. Story telling: If time permits, practice on stories suitable for fire- light gatherings — that is, the informal group of friends. Among these may be stories merely entertaining, such as ghost stories, in which culti- vate atmosphere; they may be detective stories, or stories of interesting happenings to relatives or friends, that is, true stories; or stories of animals. In the course of the term have each student acquaint himself with some story of what happened in the early life of the town. These stories may be had from parents or grandparents, or friends who are especially interested in local history, or from an early settler who will delight in telling his story. These should be given to the class by the students. Speech-making : Organize the class into groups for after-dinner speeches. Assign to certain students the position of toast-master and aid them in selecting general themes for talks and assigning subdivisions to others. Have the head of each group conduct his section of the class hour as at a dinner. Beware of choosing too large a subject. See Clippinger, Chapter X, Section 16, page 303, Section 26, page 323. LITERATURE Texts : Long, English Literature. Classics as indicated. I. Sir Roger de Coveri.y Papers. Suggested selections: The Spectator, No. 1; The Spectator Chib, No. 2; Sir Roger's Servants, No. 107; Sir Roger and Will Wimble, No. 108; Sir Roger's Ancestors, No. 109; Sunday with Sir Roger, No. 112; Sir Roger in Love, No. 113; Moll White, the Witch, No. 117; Country Manners, No. 119. A. See introduction under Essay. B. Study characters, especially method of treatment. C. Humor and satire. ENGLISH 71 D. Manners and customs. E. Characteristic of informal essay. II. Carlyle's Essay on Burns, and Burns'? poems in the Ginn & Com- pany edition. A. See introduction under Essay. B. Ethical quality and human appeal. C. Estimates of a man's worth. D. Treatment of poetry as an expression of sincerity of author. (Es- tablished standards for judging poetry and use in reading of mod- ern poetry.) Compare modern poets, Brooks, Seeger, with Burns. E. Model for more formal essay. III. Silas Marner. (See introduction under Novel.) A. Preliminary work in class. B. Time for reading. C. Discussion: In "Silas Marner" stress character. IV. Suggestions for Further Class Reading: A. The Vicar of Wakefield. B. Dr. Jekyll and Mr. Hyde. C. Poems of the Great War. (These may well be used after the study of the Burns essay and poems. If the poems are accessible pupils may read and give reports on them; if not accessible to the class, the teacher can read them.) Smith of the Third Oregon — Mary Carolyn Davis. (Also known as "Autumn in Oregon." May be found In the volume "Drums in Our Streets" and in McClure's, October, 1918.) The Spires of Oxford — Winifred M. Letts. (In a Treasury of War Poetry — Houghton-Mifflin, p. 87.) Vive La France! — Charlotte Holmes Crawford. (In a Treasury of War Poetry, p. 31.) Fleurette — Robert W. Service. (In Rhymes of a Red Cross Man, and also in a Treasury of War Poetry, p. 21.5.) The Soldier — Rupert Brooke. (In a Treasury of War Poetry, p. 1.52.) Campagne — 1914-1915 — Alan Seeger. (In a Treasury of War Poetry, p. 160.) I Have a Rendesvouz With Death — Alan Seeger. (In a Treasury of War Poetry, p. 151.) In Flanders Fields — Col. John McCrae. (In the Ladies' Home Journal, November, 1918.) In the Midst of Them — Margaret Bell Marril. (In School Service.) Old Glory — Riley. America for Me — Van Dyke. Study essay type and development from Long's History of English Lit- erature. Without much attention to minuteness bring out the salient features on rise of the novel. MINIMUM ESSENTIALS ELEVENTH GRADE To pass in junior English one must meet the following requirements: 1. Continue the requirements for freshman and sophomore English. 2. Organize material into an acceptable expository outline. Century Handbook, 86. Clippinger, pages 87-91. 3. Write a clear report. 72 COURSE OF STUDY 4. Apply the principles of unity, coherence, and emphasis in sen- tences, paragraphs, and themes. Century Handbook, pages 10-50. Clip- pinger, chapter XVI. 5. Use words with a sense of discrimination. Clippinger, pages 233- 239; 488-509. Century Handbook, 60-70. 6. Use subjunctive mood when the sense requires it. Century Hand- book, 58, 55 d. Clippinger, page 544. 7. Determine the proper sequence of tenses. Century Handbook, '^•3, 55. Clippinger, pages 197-204; 543. 8. Distinguish between the restrictive and nonrestrictive modifier, and know the usage in regard to punctuating either. Century Handbook, 91 d. Clippinger, pages 430-437. 9. Eliminate the dangling participle, or shift the sentence structure, and weak and divided reference. Century Handbook, 20-27; 32, 33. Clippinger, page 474. 10. Write an editorial and news story. Clippinger, pages 251-269. 11. Spell the words given in the Century Handbook, page 79. 12. Distinguish coordinate conjunctions from subordinate. Learn the four coordinate relationships and seven subordinate relationships. Clippinger, pages 440-449. Century Handbook, 36 and 39 d. 13. Recognize the relationships expressed by the relative pronoun and the conjunctive adverb. Clippinger, pages 440, 443. Century Handbook, 17, 58. English 7 GRAMMAR AND SENTENCE STUDY Text : Greever and Jones, Century Handbook of Writing. Time required : Four weelvs. I. Greever and Jones, pages 3-88. Four weeks (twenty recitations) . A. A more complete study of the principles of sentence structure. Do not insist upon the terminology used here, but make clear all prin- ciples involved. 1. Whenever possible, bring out the principles through grammati- cal analysis and diagramming. (See diagram models.) COMPOSITION Written In English VII the cumulative process of dealing with composition is exemplified in the study of argumentation. This form of discourse, the fourth to be studied, is now quite fully treated, with exercises in the draw- ing of briefs, and in the presentation of proof by inductive and deductive reasoning, and the effective characteristics of persuasion. Parliamentary law is discussed and practiced. Debate is an important feature of the work. The organization and composition of the long debate, involving library research and wide gathering of material, is the consummation of the study of argumentation. There should be nine written themes. These may alternate with the oral themes. Three, at least, should be themes of approximately 1,000 words. Text : Clippinger, Written and Spolten English, Chapter XII. ENGLISH 73 THE WHOLE COMPOSITION I. Argumentation, the chief study of the term, calls especially for organization and for obedience to the principles of unity, coherence and emphasis. II. Strive for Ease and grace as well as correctness and accuracy. III. Relationship between argumentation and the other forms of dis- course. (See English I, III and IV, this outline, for outlines of the four kinds of discourse.) IV. Reasoning, an essential of argumentation and persuasion. De- fined, Clippinger, page 389 : A. Kinds: 1. Inductive, Clippinger, page 360. Reasoning from particular facts to a law. a. Do not draw conclusions from insufficient evidence. b. Test all evidence to see that it is true. Do not accept as true evidence that is not true. 2. Deductive, Clippinger. page 362. Reasoning from a law to a particular proposition. 3. Judgment, Clippinger, page 363. Judgment is the power of seeing relations between laws and particular facts and thereby (a) formulate a law from particular facts (induc- tive) or (b) arrive at a particular conclusion by comparing a fact with a general law (deductive). B. Process in Act of Deductive Reasoning, Clippinger, page 363: 1. A law or general reason, stated or implied. 2. A particular reason. 3. The conclusion. (Example, Clippinger, page 365.) C. The Proposition (corresponds to topic sentence) : 1. Errors in the major premise, assuming that a law is true when it is not necessarily true. 2. Errors in the reason: (a) Giving a reason that is not true; (b) giving a reason that does not help prove the preposition. 3. Errors in the conclusion, assuming that the conclusion is governed by the law when it is not necessarily governed by it. D. Forms of Deductive Reasoning, Clippinger, page 369: 1. From cause to effect. (See Paragraph, English III, IV.) 2. From effect to cause. 3. By analogy based on the principle that when one law is applied to two similar cases the conclusion should be the same or similar. 4. Reduction to the absurd; sometimes a form of analogy. (Ex- ample, Clippinger, page 37L) V. Argumentation. Clippinger, pages 132-150. A. Definition. Clippinger, page 132. B. Subject, general idea or term. C. The Proposition (corresponds to topic sentence) : 1. Must be definitely and accurately stated. Clippinger, page 143. 2. Should comprehend the issues. 74 COURSE OF STUDY 3. Should limit the question. Clippinj>:er, page 144. 4. Terms in proposition should be defined by agreement. Clip- pinger, page 145. D. Methods of Argumentation : 1. By reasoning (see above, IV). 2. By appealing to the emotions. E. Evidence — Proof of the Proposition : 1. Assertion is not evidence; it must be supported by logic, facts, or authority. F. The Issues: 1. Points of controversy. 2. The "special issue," the one reason upon which the argument depends. VI. The Brief. Clippinger, 388. A. Definition. The brief is an outline or summary of the explana- tion and the evidence used in the argument. B. Principal Parts: 1. Introduction : a. Tells how question arises, and gives all necessary infor- mation for intelligent reading of the brief. b. Defines all terms. c. Notes points admitted by both sides. d. States the issues. 2. Discussion (brief proper) : a. Main proposition. b. Supported by subordinate propositions. c. Which in turn may be supported by propositions of minor grade. d. Main divisions correspond to main issues. e. All divisions framed as complete statements. f. Transitions from main to subordinate and minor state- ments should be clearly expressed, usually by "for" or "because." g. Obeys the principles of unity, coherence, and emphasis. Coherence especially important. 3. Conclusion: Analyzes and summarizes the argument, with clinching statement of the conclusion. (Example of Brief, Clip- pinger, pages 390, 391.) VII. Letters: Write argumentive letters; e. g., Clippinger, chapter XII, section 13. Review all business letters. Write letters the purpose of which is to convince, such as in trying to sell goods, or to ai'gue a business or political proposition. Remember that tact consists largely in remembering the other man's viewpoint. See Clippinger, chapter IV, especially section 14, page 127; section 5, page 120; and section 31, page 148. Write letters to seniors in other schools, or, if satisfactory arrange- ments can be made, to college students. ENGLISH 75 VIII. Theme Subjects: A. Suggested by the literature studied. 1. Outline Hamlet, writing a summary for each act and scene. 2. Write a short narration of modern times, in which the char- acters, though modern, have the characteristics of some of the people in Henry Esmond. 3. Outline the speech chosen from the suggestions for study. B. Write a story, having outlined the plot, and make use of narra- tion, description and exposition in developing it. C. Use the suggestions in Clippinger, chapter XII, section 9, page 372; section 11, page 373. D. Write argumentative themes using questions of school and com- munity interest, or of state and national interest; e. g., all stu- dents should vote in a student body election. Our town (or school) should organize a tennis club. street should be improved. E. Write newspaper reports of debates held, summing up the ar- guments of both sides, using the essentials, and making the report unprejudiced. F. For good English week let the students choose their own sub- jects and the foi-m which they shall take unless the teacher has a preference. G. In all written work insist on use of a better word where poverty of vocabulary is evident. Oral There should be nine oral compositions, which may alternate with the written compositions. Debate: Use formal debate on subjects involving considerable re- search and organization of materials. Present these debates as features of the meetings organized for parliamentary practice. They may also be given before literary societies or student body meetings. They may be held between classes or sections of the same class. Give each student drill in arguing for both sides of a question. Where the subject is large, one assignment may consist of work on one side, followed by the other. Review the sections on argumentation in Clippinger, chapter IV, and use the assignments for oral work made therein. Use also Clippinger, chapter 12, section 21, page 386; section 31, page 402. Organize groups headed by chairmen, for giving talks for club or social orgsnizations. As in work on after-dinner speeches in English VI, the chairrt-en may, with the advice of the teacher, decide upon the main topic ard assign its subdivisions. These should be more formal than the after-dinner speeches. Story telling: Tell stories for children past the fairy-tale age — adven- ture, hero stories, true nature stories. Exposition and description : Describe accurately birds, flowers or ti-e^G v'h7"h ycu know, assuming that the class does not know about them. Give details about the appearance, habits, etc. 76 COURSE OF STUDY LITERATURE Text: Long. English Literature. Classics as indicated. I. Hamlet A. Theme and justification of its treatment. B. Stress on subjective development in character. C. Development of Nemesis. II. Henry Esmond — (See Novel in Introduction) A. Thackeray's use of history. B. Character development and contrasts. C. Characteristics of Thackeray's style. III. Speeches — Choose one from A. Conciliation Avith America — Burke. B. Cooper Union Speech — Lincoln. (Selections from Lincoln — Scott^ Foresman & Co.) C. Democracy — Lowell — (Democracy Today.) D. Why We are at War — Lane — -(Democracy Today.) IV. Suggestions for Further Class Reading: A. Mosses from an Old Manse — Hawthorne. B. The House of Seven Gables — Hawthorne. C. The Raven, Annabel Lee, The Bells— Poe. D. Each and All — Emerson. E. The Stirrup Cup — Lanier. (In a Little Book of American Poets.) F. The Rise of Silas Lapham — Howells. English 8 GRAMMAR AND SENTENCE STUDY Text : Greever and Jones, Century Handbook of Writing. Time required : One-half of term or appioximately nine weeks. I. Greever and Jones, pages 89-117. A. For review follow the outlines of English 1 and English 2 in this course. Four weeks (twenty recitations). B. Take up points in grammar omitted in first year. Two weeks (ten recitations) . 1. Subjunctive mode- — page 100. 2. Emphatic and progressive conjunctions — page 110. 3. Subject of infinitive — page 90. 4. Use of shall and tvill and should and tvoiild — pages 96 and 113. 5. Form.s and uses of sit, set; lie, laj'; rise, raise — page 114. C. Drill carefully and thoroughly upon correct usage and principles involved. Three weeks (fifteen recitations). 1. Agreement of subject and verb. 2. Agreement of pronoun with its antecedent, 3. Clear reference of pronouns. 4. Correct placing of modifiers. 5. Proper sequence of tenses. 6. Careful distinction between adjectives and adverbs. 7. Correct case forms of pronouns. 8. Correct use of verbals. ENGLISH ^2 COMPOSITION Written Attention in this closing term of the English course should be directed first to a review of the whole field in such a way as to disclose any essential gaps or weaknesses in the training of the class. As these appear, vigorous effort should be made to round out and complete the training. This being accomplished, attention may be devoted to furthering the special tasks in composition that the members of the class may have under way, either for commencement events, student publications, or community activities. Book reviews, or reports in the form of literary criticism, covering books read in connection with the study of literature and the "list of books for reading," should be a feature of the work. Verse writing, in connection with the study of the poems assigned for English 8, may become a feature of the composition work where con- ditions are opportune. In any case, let the training of the term demand of students the fullest response in the essentials of organization, definite literary purpose, and conscientious workmanship. Where work on commencement parts is equivalent to theme work it may be counted as part of the requirement. The theme reqquirements are the same as for English 7. Text : Clippinger, Written and Spoken English, Chapter XIII. THE WHOLE COMPOSITION I. Review the principles of discourse (unity, coherence, emphasis), and the qualities of style (clearness, force, fitness). II. Review the writing of the specific types of letters assigned in English 2, 3, 4, .5, especially letters of application and of business. Write friendly letters with a purpose of persuading your friend to do something; e.g., to go to college. III. Review the forms of discourse, narration, description, exposition, and argumentation, including debate. IV. Take up the Types of community addresses, news writing and other papers and speeches that students are concerned with in their school and community life. Make this work individual and thoroughly practical. V. Study Clippinger, chapter XIII, on Poetry, Figures of Speech, and Properties of Style, for use in composition inspired by the study of the poems assigned for English 8. Verse writing may accom- pany this study. VI. Further Theme Suggestions: A. If theme entitled "My Ambition" has not been written recently it may be practical this semester, as it will require definite expres- sion and may aid in crystallizing vague ideas. B. Use selections from Tanner's Essays and Essay Writing as models, and write short essays, making outlines first. See titles at end of book. C. This term seniors will be working on commencement parts and will require help fifom the teacher. Guard against neglecting the work of those who have no such parts. D. The amount of time and emphasis put on verse writing may depend upon the abilities and enthusiasms of the class. 78 COURSE OF STUDY Oral The requirement is the same as for English 7. Commencement parts may be considered as part of the required woi-k. Exposition: Assign to each student at least one detailed talk on some profession, discussing preparation, personal requirements, duties, agree- able and disagreeable features, salaries, method of obtaining position, etc. Poetry: Recite memorized selections, and read poems aloud, striving to make the meaning clear and to express the rhythm. Story telling: Review types of speech and story telling, discussing again their pi'acticability. Cojiversntion exercise: Review especially making personal application for position. Book revieiv : Assign: Discuss a book before your classmates, with the idea of making them want to read it. Tell them about it in such a way as to arouse their interest, giving only enough of the story to make them want to finish it. Discuss the author so as to make them feel that he was a real man — not just a character in literature. LITERATURE Text : Long, English Literature. I. Wordsworth j Read selections from "Poems of II. Keats > Wordsworth, Keats and Shelley" — III. Shelley ) Ginn & Co. IV. Tennyson — Lake English Classics. V. Browning — Ginn & Co. VI. Suggestions for Further Class Reading: A. Byron — The Prisoner of Chillon. B. Austen — Pride and Prejudice. C. Thackeray — The Newcomes or Vanity Fair. D. Lamb — Dissertation on Roast Pig. E. Huxley — Autobiography and Lay Sermons. F. Boaz — Youth and the New World. G. Jordan — Life's Enthusiasms. H. Meredith — Ordeal of Richard Feverel. MINIMUM ESSENTIALS TWELFTH GRADE 1. Continue the requirements for freshman, sophomore, and junior English. 2. Facility in the use of various types of sentence form. 3. Write various types of letters satisfactorily. 4. Write the minutes of a business meeting. Clippinger, pages 385, 386. 5. Write a brief. Clippinger, pages 388-393, 285-289. 6. Organization of a theme of 800-1,000 words which is practically, cor- rect in spelling and punctuation and well ordered in form. MATHEMATICS 79 MATHEMATICS ALGEBRA GENERAL SUGGESTIONS I. All definitions should be explained by the teacher, formally mem- orized by the pupil and frequently applied. II. In all of the abstract work, drill is the essential feature. Much blackboard and seatwork during the recitation period will secure accuracy and rapidity. The exercises in the adopted text should be supplemented by a large number from other texts. "Skill comes by doing," is nowhere more applicable than in acquiring facility in the abstract operations in the fundamentals of algebra. III. Before assigning work, introduced for the first time, the teacher should give sufficient insight into the operations to permit the pupil to approach the preparation of the lesson with some degree of confidence. IV. The progress of many pupils in the solution of thought problems is slow and difficult. Yet progress is always possible if the pupil is first taught to express himself in the language of algebra, and the prob- lems are based on familiar ideas. Getting into the swing of the reasoning process may come slowly, but it will come surely if the teacher patiently illustrates, where the ideas are obscure. The following apportionment of the text by weeks is suggestive only, as the previous preparation of the pupils, and their aptitude for the subject, must modify the distribution of the time: NEW HIGH SCHOOL ALGEBRA 1. Pages Ito 34. 2-3. Pages 34 to 54. 4-9. Pages 54 to 96. 10-11. Pages 96 to 111. 12-18. Pages 111 to 154. At the end of the eighteenth week, a pupil should be able to recognize at sight the different types of factoring, and have a secure grasp of their forms and methods. Without such technical skill, progress in the subject must be difficult. 19. Pages 154 to ICO. 20-24. Pages 160 to 185. 25-29. Pages 185 to 206. 30-31. Pages 206 to 221. 32-36. Pages 221 to 244. 37-44. Pages 244 to 280. 45-47. Pages 280 to 297. • 48-54. Pages 297 to 350 and pages 381 to 386. (Omit pages 297 to 303 inclusive.) With the average class, the remaining portions of the text should not be attempted unless another half year be devoted to it. 80 COURSE OF STUDY GEOMETRY GENERAL SUGGESTIONS I. Definitions should be explained by the teacher, memorized by the pupil, and applied as they are needed. II. Require from the pupil, always, a complete proof, to prevent the serious error of permittinff him to feel contented with loose and slipshod reasoning, which prevents the main purpose of the instruction in geometry. III. Ample opportunity for cultivating the originality and exercising the ingenuity of the pupil is found throughout the text. Time may not permit the working out of all the exercises; but from one-third to one- half of the whole number should be solved. The teacher should change the selections from year to year. IV. To prevent the pupils memorizing the proofs, require all figures to be numbered differently from tho.se on the text. V. For the first month, not more than one or two propositions should be assigned in advance, with several always in review. As a pupil finds himself in the subject, he will woi'k understandingly and confidently. First half year, Books I and II. Second half year, Books III, IV and V. Third half year, Durell and Arnold, complete. HIGHER ARITHMETIC Wells Academic Arithmetic, complete. SCIENCE 81 SCIENCE The aim of the study of the natural sciences in the high school is to acquaint the student with the earth on which he lives and with the laws which govern the agencies and forces which act upon it; to give him a knowledge of the life of the earth and its interrelationships; in fact, to lead the student to seek the natural explanation of the physical and biological phenomena which he sees. The teacher should endeavor to show the students the connection between the various sciences. Special emphasis should be given the laboratory work. It should be the central feature of a science course, the textbook being considered as an accessory which verifies, extends and ties together what the student has gained from observation and experiment. It brings the student in touch with the actual things, and, if properly conducted, will aid in developing his power of independent judgment. Laboratory work, however, should not be overestimated. Do not expect the student to rediscover all the laws of science or to prove them. The untrained student can not build up an entire science from the more or less isolated data gained in the laboratory. The student should have a definite aim and know the means by which he expects to accomplish that aim before he starts his experiment. His apparatus should be clean and in order and his notebook at hand. He should be required to follow a definite order in recording the results of his experiment. The notes should be written neatly in ink in a perma- nent notebook. The field and laboratory notes should be kept in the same book. A project method is recommended for the field and laboratory work. Every teacher of science would find it profitable to read Steven- son's "The Project Method," published by MacMillan. Occasional field trips should be taken in each of the sciences. There is no way in which a teacher can more thoroughly impart his own en- thusiasm than by means of field trips. The trips should be made with definite purpose. The teacher should investigate the ground beforehand and should know just what is to be accomplished. The student should know in advance the purpose of the excursion; he should be required to make a clear, concise, written report of the observations he has made and the conclusions he has drawn. The successful teacher is the one who induces his students to explore the world of science for themselves. In the following courses three of the five weekly class periods should be given to recitations and quizzes and two to laboratory and field work. The laboratory periods should be of double length. 82 COURSE OF STUDY GENERAL SCIENCE Text — First Year of Science, Snyder. Laboratory — Manual of Experiments in Elementary Science, Curtis. The aim of general science is to give the student a brief survey of the earth in its relation to man, of the common phenomena which have con- tributed to its history, and how these phenomena have been employed by man for his own benefit. Through this study the student should become somewhat acquainted with nature and its processes, and with the fact that the various sciences are based on the knowledge which man has gained through his observation and experiments. Numerous field excursions should be made in connection with this course. Knowledge is gained much more rapidly and thoroughly through observation under direction and suggestion than through textbook study. Many interesting experiments can be made in the laboratory. This laboratory work should be made a vital part of the course. Much use should be made of the laboratory manual, always anticipating the class- room work. Attention should be given to the geographical factor in history. Some discussion of this character will be found in the text and supplementary reading may be assigned by the teacher. Topographic maps will prove of great interest and assistance in the study of the various land forms. They may be obtained from the U. S. Geological Survey, Washington, D. C, at a nominal cost. References : Chamberlin and Salisbury : College Geology. Pir.son and Schuchert : Textbook of Geology. Moulton : Astronomy. Harrington : About the Weather. See reference lists in other sciences. A few of the more important topics are mentioned in the following outline, with a suggested division of time. FIRST SEMESTER Chapter I. The Earth and Its Neighbors. One week. Observation of the evening sky should be made, the teacher pointing out the planets and the brighter constellations. Explain why the same constellations are not visible at all times during the year. Consult some late text in geology or astronomy for a discussion of the planetesimal hypothesis of the origin of the earth. Chapter II. The Planet Earth. Two weeks. Careful study of the cause of day and night and of the seasons should be made. Experiments from the manual illustrating the methods of determining these points may be assigned the students in the laboratory. Chapter III. Gifts of the Sun to the Earth. Two weeks. Study should be directed to the changes in the earth which are brought about by heat and light and how man has utilized these energies. Chapter IV. The Earth's Crust. Four weeks. Field trips should be made to study the land surfaces and land forms in the vicinity. Collections of rocks and minerals and of different kinds GENERAL SCIENCE 83 of soils may be made for laboratory study. Attention should be directed to the weathering agents and to the process of soil formation. Chapter V. The Atmosphere of the Earth. Four weeks. See the planetesimal hypothesis for the latest explanation of the origin of the atmosphere. Have each student make daily observation and record of the weather. Daily weather maps can be obtained free of charge from the nearest government station. Study the relation of barometric pressure to cyclone areas and trace the direction and rate of movement of storm centers 'on the government maps. Discuss in detail the relation of the amount and time of regional rainfall to the life of the earth. Methods of weather prediction. Chapter VI. The Live Part of the Earth. Two weeks. Show the relationships existing between plants and animals. Study the main divisions of plants and animals. Methods and control of distribution. SECOND SEMESTER Chapter VII. The Life of the Earth as Related to Physical Con- ditions. Two weeks. Call particular attention to the history of life. If fossils are available, specimens should be shown and discussed. The life of the present is the result of long ages of development. The present distribution of life (dis- regarding what has been done by man) is due largely to the physical conditions of the past geologic ages. Discuss the barriers to distribution ; sea, ocean currents, land forms, climate, etc. Do the animals and plants adapt themselves to the conditions of the region, or are they able to live there because they are already adapted? Influence of man on the life of the earth. Chapter VIII. The Sea. Two weeks. Discuss the conditions of life in the sea; control of distribution; com- pare control of distribution on the land and in the sea. Do the same factors operate? Value to man. The commercial activities of man are vitally affected by currents, etc. More time can be profitably given to this chapter by schools near enough to the ocean to make occasional trips along the shore. Chapter IX. Coast Lines. Two weeks. Field trips to a pond or lake will prove interesting in connection with the study of this chapter. Note the various agencies that work to change coast lines and those that work to protect them, viz: waves, currents, plant and animal growths, etc. Man is greatly influenced by coast lines; the harbor facilities of a country largely determine the amount of its foreign commerce. Compare the eastern and western coast lines of the United States with respect to length, harbors, relation to the hinterland, etc. Note the effect of coast lines in history. Chapter X. Water Sculpture. Four weeks. Take field trips to study the work of running water. These phenom- ena are usually better illustrated along small streams and on hillsides. Particular attention should be called to the rapid denudation of cleared slopes. The effects of deforestation on erosion and on climate is of great 84 COURSE OF STUDY importance in Oregon. Discuss the life history of lakes and rivers. Note the effect of lakes and rivers in history, particularly in the settlement of new regions and in the development of new industries. Chapter XI. Ice and Wind Sculpture. Two weeks. Glacial erosion and deposition have been important factors in the carving of the surface of North America. While Oregon was not covered to any great extent by the great continental glaciers, alpine glaciation has played its part in some of the more mountainous areas. The phenomena of snow and ice erosion may be observed around ponds and on hillsides in the colder portions of the state. Chapter XII. The Low Areas of the Earth. One week. Study foi-matiori and kinds of plains and discuss their economic im- poi'tance. Note the importance of plains in history; in the devolpment of industry; in times of peace and of war. Chapter XIII. The High Areas of the Earth. Two weeks. In the study of this chapter particular attention should be given to the life history of mountains and plateaus, to their importance in history. Mountains act as effective barriers to many forms of life. Call attention to instances in history where they have been important barriers to man's activities. Chapter XIV. Volcanoes. One week. Consult a textbook in geology for causes of vulcanism. Study the volcanic rocks in the vicinity. Note the distribution of volcanoes. PHYSIOLOGY 85 PHYSIOLOGY Text: Advanced Physiology and Hygiene, Conn and Budington. Supplomentary : Elementary Hygiene and Care of the Sick, Delano. First Aid, Lincoln. The aim of the high school physiology course is to aid the student to an understanding of the normal activities of the human body and of the hygienic conditions which must be maintained in order to preserve good health. Physiological facts can not be intelligently understood without some knowledge of anatomy. For this reason it is suggested that laboratory work be made an important part of the course. Dissection of a dog or a cat should be made under the careful supervisions of the teacher. The structure of the various organs should be noted and the nervous, circula- tory, and digestive systems traced. The laboratory work should be kept in advance of the classroom study. References : Martin : Human Body. Sadler : Science of Living. Bryce : Laws of Life and Health. The following topical outline is suggested: First Six Weeks. Chapters 1-8. 1. Chemical composition of living material; reaction of irritable sub- stances to stimulation; metabolism. 2. Digestive system. Composition of foods, dietetics; digestion of food; processes of digestion; absorption of food. 3. The laboratory work of this period should consist of experiments in the reaction of irritable substances to natural and artificial stimulation and to dissection of digestive organs. Second Six Weeks. Chapters 9-16. 1. The circulatory system; the respiratory system; the excretory system. The skeleton. 2. Laboratory work on the circulatory, respiratory and excretory systems. Structure of the skeleton. Third Six Weeks Chapters 17-23. 1. The muscles; the nervous system; special sense organs. 2. Public health. 3. Tracing the nervous system in the laboratory. Dissection of eye and ear. Field study of public health from results to cause. 86 COURSE OF STUDY BOTANY Text : Practical Botany, Bergen and Caldwell. It should be the aim in this course that the student gain a general knowledge of the life processes and adaptations of plants, the interde- pendence of plants and animals, and an appreciation of the local flora. Since the student in his everyday life deals more with the flowering plants, much of the time should be devoted to this group. Some study should be made of the evolution of the nonflowering forms. Attention should be given to their life history and to their relation to the flowering plants. Plant ecology is one of the most important divisions of botany. On the field trips the teacher should take particular care that plant com- munities are observed and that the students note the conditions of the habitat of each plant, list the plants that grow in a given area, and determine whether particular conditions of the area and characteristics of the plants account for the group. References : Bergen and Davis : Principles of Botany. Gag'er : F\indamentals of Botany. Sweetser and Kent : Key and Flora. Jepson : School Flora of the Pacific Coast. Frye and Riggs : Elementary Flora of the Northwest. Conn : Bacteria, Yeasts and Molds in the Home. Coulter-Nelson: New Manual of Rocky Mountain Botany. First Six Weeks. During this period, take up the sti'ucture and work of plants. The student should gain a sufficient knowledge of the parts and descriptive terms to enable him to use a key. Second Six Weeks. Economic phases and ecology. Attention should be given to geographic distribution, particularly of the economic forms. Third Six Weeks. This period should be devoted to a study of the flowering plants. The student should complete a herbarium of at least thirty plants, completely identified and labeled. Sweetser's Key and Flora may be used for the identification of the plants. The following form is suggested as a herbarium label : Herbarium of Order : Genus .; Species '. Common name ; _ Habitat Locality Date BIOLOGY 87 BIOLOGY .'ext: A Civic Biolog>', Hunter. The course in biology should be governed by the environment and interest of the class. The work should be largely in the field and the laboratory, supplemented and verified by the textbook. The course should be carefully planned by the teacher, keeping in mind the use of seasonal material that can be obtained. Collection of material should be made on the field trips for later laboratory study. Studies based on the material collected and observed on these trips are of much greater value than those made on material secured or produced in artificial environ- ment. The laboratory work should be kept in advance of the text work. A guide has been prepared by the author of the text which contains many interesting experiments. There are a number of problems that a biology class may take up as field work that will prove both interesting and profitable. For example, a survey of the noxious weeds of the vicinity may be made, the areas where they grow mapped and means of eradicating them discussed. In a similar manner surveys of areas that might be breeding grounds for disease may be made. A survey of the birds of the region may be made and their habits studied. In cooperation with the manual training depart- ment bird houses could be put up and interesting colonies developed. An excellent outline for the course is given in the appendix of the textbook. It is suggested that this outline be followed as closely as conditions will permit. A list of laboratory equipment and supplies is given on page 418 of the text. In the smaller schools where all of this equipment is not available, m.any substitutions can be made by the teacher. Each pupil should provide himself with a scalpel, a small pair of scissors, forceps, two or three teasing needles, a towel, soap, and with boxes and bottles for collecting specimens. References : Sedgwick and Wilson : General Biology. Needham : General Biology. Calkins: General Biology. Bigelow : Applied Biology. Holmes : Elements of Animal Biology. Shelford : Animal Communities. Coulter and Patterson : Practical Nature Study. Hodge : Nature Study and Life. Herrick : Insects Injurious to the Household. Smith : Our Insect Friends and Enemies. 88 COURSE OF STUDY PHYSICS Text : First Course in Physics, Millikan and Gale. Laboratory : Xew Laboratory Manual of Physics, Coleman. The purpose of the course in physics is to lead the student into an understanding of the physical phenomena continually taking place about him. The daily observation of the student is the base on which the course should be constructed. He already knows that most of the simple phenomena do occur, and it remains for him to learn why. The labora- tory work should form an integral part of the course. Avoid spending too much time on measurements. The student should be led to observe the principles of physics that have been used in the everyday life about him. Ti'ips should be taken to power plants, machine shops and other places that are of interest from a physical standpoint. References : Tower, Smith and Turton : Principles of Pliysics. Carhart and Chute : Physics Witli Applications. Jackson : Elementary Electricity and Magnetism. Barton : Textbook on Sound. FIRST SEMESTER Chapter I. Measurement. One week. The student should familiarize himself with the methods and units of measurement. Skill in manipulation will be acquired as the student progresses in his work on later experiments. Emphasize the necessity of exact work in science. Chapter II. Pressure in Liquids. Two weeks. Construct a hydraulic press. Study Pascal's Law. The application to hydraulic elevators, city water supply, etc. Conduct an experiment to illustrate the loss of weight of a body in a liquid. Principle of Archi- medes and its applications. Chapter III. PRESSURE IN Air. Two weeks. Conduct experiments to show that the air has weight and exerts pres- sure. Construct a mercury barometer. Study the aneroid barometer. Boyle's Law. Pneumatic appliances. Chapter V. Force and Motion. Two weeks. Definition and measurement of force. Composition and resolution of forces. Galileo's experiments. Newton's Laws of Motion. Chapter VIII. Work and Mechanical Energy. Two weeks. Experiments illustrating the law of the lever and application to machines. The principle of work. Power and energy. Chapter IX. Work and Heat Energy. Two weeks. Friction and wasted work. Efficiency. Mechanical equivalent of heat; heat produced by friction; by collision; by compression. Joule's experiments. Specific heat; fusion; vaporization. Industrial Applications. PHYSICS 89 Chapter X. Transference of Heat. One week. Conduction; convection; radiation. Application of principles. Chapter IV. Molecular Motions. Three weeks. Kinetic theory of gases. Boyle's Law. Theories of the formation of the atmosphere. Properties of vapors. Hygrometry. Molecular motions in solids. Chapter VI. Molecular Forces. One week. In solids; in liquids; absorption of gases. Chapter VII. Thermometry. Expansion Coefficient. Two weeks. Considerable attention should be given to experiments on the expan- sion of gases and solids followed by a careful study of the text. SECOND SEMESTER Chapters XI to XV. Magnetism and Electricity. Seven weeks. Much laboratory work should be done in connection with this work. Electrical appliances should be studied and trips to the power plant and electrical companies made, motors, electro-magnets, telegraph and tele- phone instruments are interesting projects. Chapters XVI and XVII. Sound. Four weeks. Careful study should be made of the transmission of sound. Labora- tory study of various musical instruments can be carried on. Chapters XVIII to XX. Light. Five weeks. Considerable attention should be given to the subject of light. Make a careful study of lenses and mirrors. The principles of optics are important. Visit an optometrist and ask him to explain the uses of the ophthalmoscope, opthalmometer, phorometer, and skeascope. The student should learn the proper care of the eyes, and of the importance of using correct lenses. Chapter XXI. Invisible Radiations. Two weeks. An interesting project in connection with this subject would be the construction of a radio receiving set. The X-Ray and radioactivity are important subjects. 90 COURSE OF STUDY CHEMISTRY The study of chemistry in the high school should not be undertaken, in general, except in the stronger four-year schools where adequate funds are available for competent instruction and for adequate equipment. It is better to concentrate the resources of the institution upon science work in general science, biclosy and physics until the time may come when the woi-k in chemistry can be put in and handled well. Exceptionally it may happen that it is desirable to introduce a course in chemistry with limited laboratory facilities. Such cases might exist in communities where the local interest in chemistry is unusual or where a teacher well trained in this subject is available. For such cases the following suggestions regarding equipment will be of some help: The laboratory should be light and well-ventilated, and provided with an abundant supply of running water distributed to several sinks. Wall cases or lockers should be available both for the general stocks of chem- icals and apparatus and for the individual outfits of the students. The cases devoted to the purpose of shelving the general stocks should be under lock and key, the key to be retained by the instructor in charge. The individual lockers should also be provided with separate padlocks so that responsibility for all materials can be fixed. A common kitchen table for each student in addition to the wall lockers will very well serve instead of the elaborate desks and lockers provided in general equipment of chemical laboratories. These tables may have ordinary native v/ocd tr'-'s J^-^d will last a long time if protected by a finish composed of the following ingredients and applied as indicated : Anilin Wood Stain 1. Copper sulphate 1 part Potassium chlorate 1 part Water 8 parts Boil to dissolve, and apply two coats hot. 2. Anilin 180 .•^•rams Hydrochloric acid — sp. gr. 1.2 270 grams Water 1,500 cc. Apply two coats following No. 1, letting each coat dry alone. Finish with cloth carrying raw linseed oil. Near each table a five-gallon stone jar, obtained from the grocery store, will serve ;\s a rec-^ptncle for all solid waste materials which can not be washed down the sinks. In most chemical manuals there is prescribed the doing of certain experiments with chlorine, gas, etc., which make the use of a fume closet or hood absolutely necessary. It is true that experiments of equal instructional value may be substituted for these which will not give off objectionable gases, and this is recommended for those laboratories in which hoods are not available. Hoods can be rather easily constructed, however, from Portland cement, some bricks and window sash, the whole when done by local labor being inexpensive and quite effective, especially if connected with a flue already existing which may be warmed up by a CHEMISTRY 91 stove or furnace. The connection between the hood and the flue can be made with ordinary six-inch stovepipe made of galvanized iron. Such a pipe, if well painted previous to installation, will have a life of as much as ten years. In cases where it is not possible to install a hood, by a proper choice of time, experiments frequently may be performed near an open window, the time being chosen so that there is a free circulation of air out of the window and away from the operators. A necessary part of every chemistry laboratory is a means for apply- ing heat to the apparatus during the course of an experiment, and for this purpose where town gas is available nothing has been found better than the ordinary Bunsen burner. A very good substitute for Bunsen burners can be made in which denatured alcohol serves as fuel, lamps such as are used in chafing dishes serving admirably for most purposes. These can be constructed in very serviceable form from flat, tin boxes such as are used for ointments, shoe blacking, etc., by filling such boxes with sand and cutting a circular hole in the cover. Regular alcohol lamps using wicks are still more convenient, while for high temperature work some form of alcohol blast lamp, such as is indicated in the subjoined list, must be used. For general heating purposes, in addition to Bunsen burn- ers or alcohol lamps, an ordinary gasoline stove or a few electric hot plates are desirable. For chemistry work in general it is desirable to use distilled water, and this must be done where the local supply is hard, mineralized, or loaded with organic matter. In most Oregon localities, however, the water is naturally pure and soft, and for almost every purpose in first year work can be used without further purification. A test for the sufficient purity of water for laboratory work would be the evaporation of a gallon or so in a clean enameled pan. Perceptible residue indicates that the water may be too heavily mineralized for the purpose in question. In such cases an inexpensive form of still can be obtained which will supply all the water needed. The lists of chemicals and apparatus, representing the minimum re- quirements for doing the experiments which are indicated in the state texts, may be secured from the superintendent of public instruction. Text : First Course in Chemistry, McPliearson and Henderson. The purpose of this course is to give the student a knowledge of the fundamental principles and theories of chemistry and to enable him to take a rational view of the phenomena which he sees. Practical applications of chemistry in the industries and in the household should be emphasized. Interesting trips may be made to any factories within reach where chemical processes are used. It is suggested that the work in the laboratory be independent and slightly in advance of the classroom work. It is here that the student will gain most of his knowledge of chemistry. The work should be care- fully planned and carefully supervised by the teacher. Many of the prac- tical applications should be called to the students' attention. Equations can be worked out and applied while the student is watching the reaction. Better results can be obtained by working the problems in the laboratory. In computing volumes and masses the conception can be gained more clearly if the problem is being actually demonstrated. 92 COURSE OF STUDY References : Smith : Introduction to General Inorganic Chemistry. McFarland : A Practical Elementary Chemistry. Brownlee and others : First Principles of Chemistry. "^'eed : Chemistry in the Home. Bailey: Sanitary and Applied Chemistry. AUyn : Elementary Applied Chemistry. Blanchard : Household Chemistry (Laboratory Guide). FIRST SEMESTER Chapters 1-20. Points to be emphasized: System of nomenclature; significanco of symbols and formula; equa- tions; computation of reacting masses; the atomic theory; solutions; ionization; valence; the properties of acids, bases and salts; chemical equilibrium; and the periodic law. SECOND SEMESTER Chapters 21-42. Points to be emphasized: Study the common elements and their compounds; practice in com- putation; application of chemistry to the industries; household chemistry. Particular attention should be given to the study of carbon and its compounds. LATIN 93 FOREIGN LANGUAGES LATIN FIRST YEAR First Semester. Latin Lessons — Smith: I. Lessons I-XXXI, inclusive. The first eighteen lessons should be covei'ed by the middle of the semester. II. The teacher should be thorough. No gaps should be left. To attain this end the following suggestions are made: A. Master the rules for pronunciation with their application. B. Master the table of case relations on page 2. C. Insist that the vocabularies be mastered. Writing the day's vocabulary on the board from memory as soon as a pupil enters the room is a good way. III. There should be constant drill on the five regular declensions and three regular conjugations, emphasizing irregular nouns (as "filia," "f ilius," "vis," "domus," "locus") , and the irregular verbs "sum" and "possum." IV. A. The formulas given for tenses of verbs should be learned per- fectly and reviewed often. B. Verb signs should be mastered — mode, tense, participial, e. g., "era" — past perfect indicative — means "had"; "ns" — present participle — means "ing." C. The formulas for parsing nouns found in section 94, and for parsing verbs found in 188, are important. Emphasize rule and application. D. Teach constructions by making the pupil see what form he has and why. If he translated "amauerate" by "he loved" have him go to the board and wi-ite all the things he needs to know before he can render a verb correctly; e. g. : Conjugation — first. Prin. parts — amo, are, avi, atus. Voice — active. Mood — indicative. Tense — past perfect. Person — third. Number — singular. Rendering — "he had loved." E. Insist on analysis sometimes before translation either with Latin into English or English into Latin. Be sure pupils see verb, subject, complement, and the modifiers of each. V. Syllabize, accent and "box" all Latin words during the first term. Example: a — mg — ve — rab. a — ^man — tis. mo — nu — is — ti. 94 COURSE OF STUDY Second Semester. Latin Lessons — Smith: Complete the book. Lessons LX, LXV, LXVI, LXVII may be omitted. Everything through ablative absolute must be mastered. L AH review lessons are important. Keep reviewing declensions and conjugations throughout the year, laying stress on the irregular verbs, "fero," "valo," "nolo," "malo" and "eo." n. Emphasize by application to sentences the following: A. Formation; rule for tenses; uses by infinitives. B. Formation; rule for tenses; uses by subjunctives. C. Formation; rule for tenses; uses by participles. D. Combinations and ideas expressed by the ablative absolute. Be sure to have all ablatives absolute and indirect discourse trans- lated as clauses. E. Important rules such as "Dative with Adjectives," "Dative with Compounds," "Dative with Special Verbs," "Ablative with Five Deponents," "Indirect Discourse," "Place Ideas." III. The pronouns should be learned so well that they are recognized at once in Caesar. First year Latin must be learned thoroughly in order to give an accurate and fluent translation of Caesar. This is brought about by constant drill on (1) inflection and derivation; (2) syntax; (3) inter- pretation and translation. Valuable aid comes through sight translation. SECOND YEAR LATIN First Semester. Cagsar's Commentaries — Kelsey. Book I, first 29 chapters, and Book II. Prose once each week. Inten- sive work should be done on Book I, with sight reading on Book II. I. Study by application to sentences: (a) conditional sentences, (b) gerund and gerundive, (c) impersonal verbs, (d) periphrastic con- jugations which were omitted in Smith's "Latin Lessons." II. There should be daily drill on constructions emphasizing "qui," "cum" and "quod" clauses. III. An ablative absolute and indirect discourse should be translated as clauses. IV. A relative at the beginning of a sentence should be translated by a demonstrative or personal pronoun in English. Second Semester. Caesar's Commentaries — Kelsey. Books III, IV, and chapters 30-54 of Book I. Translate most of Book III at sight. Prose once each week. Keep up daily drill on construction. Compare sections of Caesar with events of recent war. THIRD YEAR LATIN First Semester. Cicero's Orations — Gunnison & Harley. In Catilinam I, II, III. Prose once each week, based on orations studied. There should be sight translation throughout the semester. (Avoid too difficult passages.) Study historical setting, life of the times, places and people referred to by Cicero. FRENCH 95 There should be a careful and thorough review of constructions pre- viously studied and a completion of all important parts of the grammar. Accuracy and fluency in translating should be attained. Second Semester. Cicero's Orations — Gunnison & Harley. In Catilinam IV, De Legh Manilla, Pro Archaia Poeta. Prose once each week, based on oration studied. Part of the regular examination should be at sight. Continue daily drill on constructions, study of historical setting, etc., as in the first semester of the third year. FOURTH YEAR LATIN First Semester. Virgil's Aeneid — Farrclough & Brown. Books I, II, III. Ten lines daily through the first hundred lines. Increase gradually. At the end of the fifth week a normal class should read twenty-five lines daily. At the end of the tenth week from thirty- five to forty lines should be read. Study the life of Virgil, his style and versification. Scan about 500 lines, noting caesura! pauses, and memorize at least twenty-five well known lines. Mythology, geography of the Aeneid, figures of rhetoric, historical and humanistic aspects of the poem are important. Second Semester. Virgil's Aeneid — Farrclough & Brown. Books IV, V, VI, with 1,000 lines by Ovid. Drill on construction and sight I'eading are to be continued during the fourth year of Latin. Pupils should be able to translate at sight any selection of the author not involving unusual constructions or obscure references. At least two weeks of each term are to be used for prose, based on prose texts previously studied. FRENCH Great care should be taken with the pronunciation of .French. Pro- nouncing in concert is an excellent drill. The student should be taught to pronounce t, d, 1 and n with the tongue touching the base of the upper front teeth. Let the student pronounce repeatedly the words sel, tres, drap, date and reine. The lips round and protrude in the pronunciation of the sounds of ou, eu and u. The lips also round and protrude in the pronunciation of the sounds of ch and j. Every teacher should have Knowles and Favard's Perfect French Possible and Martin's Essentials of French Pronunciation. The phonograph should not be used until the student has mastered the elements of the language. Three Victor records entitled "First Aid French" may be had for about three dollars. The Cortina and Rosenthal phonograph records are both very good and useful. The phonograph is a very valuable aid in the study of any modern language. According to a committee on Romance Language instruction appointed in 1918 by the Modern Language Association of America "a knowledge of words and phrase? without the study of grammar limits a man's resources to the exact material he has learned. A knowledge of the ele- ments of grammar enables him, as nothing else can, to recombine his word and phrase material as varying occasions may require. This would seem obvious, but it is recorded here in view of the fact that certain 96 COURSE OF STUDY misguided persons are maintaining that students of Frencli need no grammar. Particular care should be given to the study of the pronoun and the verb. Mastery of these can be acquired only through systematic study, whereas nouns and the other uninflected words can be acquired easily through hearing or reading." French should be spoken in the classroom as much as possible. Every teacher should have House's Classroom French and Knowles and Favard's Grammaire de la Conversation. The American-born teacher may feel uneasy at first, but it must be remembered that the native French teacher is usually at a far greater disadvantage through lack of fluency in the use of English. The text often furnishes material for conversation. The teacher may prepare the questions in French with the aid of the text. Many con- versation and composition books ai'e available from which suggestions and material may be drawn. Spontaneous conversation of a personal nature arouses the interest and attention more than any other device. Telling stories in French is good practice for the student. The students should read aloud and correct their own exercises under the direction of the teacher. The material may be used the following day for oral work. Blackboard work and writing French from dictation are vei'y helpful. The student should also be trained to make careful and accui'ate trans- lations from French into English. Idiomatic translation is an art. Texts containing information about French life are valuable. French period- icals are very useful in the latter part of the course. The "Illustration" should be in every high school library. Short poems may be profitably committed to memory. Among cultured people all over the world it is considered a great accomplishment to be able to read, speak and write French. The success of the student will depend largely on aptitude and industry. The acquisition of a foreign language requires a great amount of study, no matter what method is used. A knowledge of Latin is a great help in the study of the Romance languages. Constant review and incessant practice are essential to success. There ought not to be more than fifteen students (twenty-five at the most) in any French or Spanish class. This is mandatory. Since the amount of work that can be covered in a year varies with classes and schools, no definite number of books has been prescribed. New books are constantly appearing. Any substitute that seems neces- sary should be permitted. Students should be encouraged to read as many books as possible in addition to the required work of the classroom. Material for this outside reading may be found in the catalogs of any of the large publishing houses. FIRST YEAR The New Chardenal French Course (Allyn & Bacon). This grammar con- tains abundant material for conversation and composition. A. de Montvcrt's La Belle France (Allyn & Bacon), or Talbot's Le Francais et sa Patrie (Benj. H. Sanborn & Company). If any time is left, one or more of the following- books may be read : L,avisse's Hlstoire de France (Heath). Contes du Pays de Merlin (Macmillan), edited by Hilen W. Van Buren. Guerber's Contes et Legendes (American Book Company). Malot's Sans Famille. Merimee's Quatre Contes (Holt). Labiche and Martin's Le Voyage de M. Pcrrichon. Daudet's Short Stories. FRENCH 97 Maupassant's Short Stories. Halevy's L'Abbe Constantin. La France Heroique (Heath). Garnet de campagne d'un off icier Francals (Benj. H. Sanborn). SECOND TEAR Rapid Review of the Essentials of Grammar. If a new grammar is desired for conversational drill, De Sauze's Cours Pratique pour Commencants (The John C. Winston Co. ) and Cerf and Giese's Beginning Frencli are good. Reading material may be selected from the following list : Merimee's Colomba. Erckmann-Chatrian's Madame Therese (Holt). Chateaubriand's Atala (Brentano). Merimee's Carmen and Other Stories (Ginn). A. de Montvert's Aux Etats-Unis (Allyn & Bacon). Dumas's Monte Cristo. Verne's La Tour du monde en quatre-vingts jours. Poemes tt Chants de France (Heath). Dinnas's Vingt Ans Apres. Buffum : French Short Stories (Holt). About's Le Roi des montagnes. Sand's La Petite Fadette. Sand's Francois le Champi (The Oxford University Press). Pailleron's Le Monde ou Ton s'ennule. Hugo's Les Miserables (Holt). THIRD YEAR Pattou's Causeries en France contains material for conversation. Corneille's Le Cid (American Book Co.). Hugo's Quatre-vingt-treize (Heath). Hugo's Hernani (American Book Co.). Moliere's L'Avare. Loti's Pecheur d'Islande. Lamartine's Graziella. The teacher may read other good texts not in the above list. FOURTH YEAR Gautier's Jettatura (Heath). Hugo's Ruy Bias. Balzac's Eugenie Grandet (Holt). Edited by Jenkins. Racine's Athalie. Buffum: Stories from Balzac (Holt). Racine's Phedre. Hugo's Les Travalleurs de la Mer (Heath). The teacher may use other good texts not in the above list. The following books should be in every high school library: Wright's History of French Literature. Konta's History of French Literature. Strachey's Landmarks in French Literature. Poole & Becker's Commercial French. French Scientific Reader, edited by Daniels. Le Monde Francals (Arthur G. Merrill, Chicago). Rousselot et Maclotte's Precis de Prononciation Francaise (Welter, Paris). Historire de France Illustre (Larousse). La France: Geographie Illustree (Larousse). Le Petit Larousse : Dictionnaire Encyclopedique. La France (French Life and Ways), by G. Guibillon (E. P. Dutton). Faguet's Petite Histoire de la Litterature Francaise f Nelson). Martin's The French Verb (American Book Co.). Case's French-Englisli & English-French Dictionary (Holt). The Globe English-French Dictionary (Lippincott). Nutt's English-French Conversation Dictionary. Rosenthal & Chankin's Grammaire de Conversation et de Lecture: Cours Complet (Holt). G. Lanson's Histoire de la Litterature Francaise. Sig. 4. 98 COURSE OF STUDY SPANISH The general suggestions of methods of teaching French may be fol- lowed in teaching Spanish m most cases. Hence they are not repeated here. Every teacher should have Lawrence A. Wilkin's "Spanish in the High Schools: A Handbook of Methods" (Benj. H. Sanborn & Co.). This book contains many valuable suggestions which may be used in the Spanish classes. A very good but technical description of Spanish pronunciation is found in the introduction to Moreno-Lacalle's Elementos de Espanol (Benj. H. Sanborn & Co.). For the pronunciation of b and v see grammar. In making the sounds of t, d, 1 and n the tongue touches roots of the upper front teeth. The Spanish j has the sound given to ch in the Scotch-English "loch" or in the German "noch." G before e and i has the sound of j, which many Spanish speakers pronounce like a strong form of the h in the English word hat. Spanish should be spoken as much as possible in the classroom. Questions should be asked in Spanish and the student should be required to answer in Spanish. FIRST YEAR Spanish Grammar, by De Vitis (Allyn & Bacon). Hall's Poco a Poco (World Book Co.). Fuentes and Francois's A Trip to Latin America (Holt). Bransby's Spanish Reader (Heath). If any lime remains, any of tlie following books may be read in class or outside of class : Valera's El Pajaro Verde (Allyn & Bacon). Carcilaso de la Vega's El Reino de los Incas (Allyn & Bacon). Harry's Anecdotas Espanolas (Allyn & Bacon). Spanish Reader by De Vitis (Allyn & Bacon). For Tierras Mejicanas (World Book Co.). SECOND YEAR Review of the essentials of Spanish Grammar. Bloomhall's Spoken Spanish (Allyn & Bacon). Carrion and Aza's Zaragueta (Silver, Burdett & Co.). Asensi's Victoria y otros quentos (Heath). Altamirano's l.a navidad en las Montanas (Heath). Isaac's Maria (Ginn). Bardin's Leyendas Historicas Mfxicana? (Macmillan). The teacher may select any suitable book not included in the al)Ove list, if it is thought best, as reading material for first, second, third or fourth year work. The Spanish novel is very difficult reading. Luria's Correspondencia Commercial (Silver, Burdett & Co.) may be used whenever there is any demand for commercial Spanish. THIRD YEAR Espinosa's Advanced Spanish Composition and Conversation (Benj. H. San- born & Co), or any other book of this kind, may be used for third or fourth year work. Marmol's Amalia (Macmillan). Becquer's Legends, Tales and Poems (Ginn). Calderon's Ija Vida es Sueno (American Book Co.). Alarcon's El Nino de la bola (American Book Co.). FOURTH YEAR Blasco's Ibanez's La Barraca (Holt). Gil y Zarato's Guzman El Bueno (Ginn). Valera's Pepita Jimenez. Caballero's La Familia de Alvareda (Holt). Galdos's Dona Perfecta (American Book Co.). SPANISH 99 Conversation, composition and commercial Spanish books are rapidly appear- ing. This material may be substituted for any part of the third and fourth year work. The exact amount of work that can be covered carefully will vary with classes and schools. Therefore no definite amount has been prescribed. The following reference books sliould be in every high school library : Appleton's New Spanish-English and English-Spanish Dictionary, by Arturo Cuyas. El Pequeno Larcusse Illustrado. Blanco y Negro (Madrid). La Illustracion Espanola y Americana (Madrid). Wilcox's Scientific and Technical Spanish (Sturgis and Walton). Altamira's Historia de Espana. Whitten and Andrade's Spanish Commercial Correspondence (Heath). Harrison's Spanish Commercial Reader (Ginn). Nelson's Tlie Spanish American Reader (Heatli). Manual de Correspondencia, by Ventura Fuentes and Alfredo Elias (Macmillan). Luquiens's Elementary Spanish- American Reader (Macmillan). Supple's Spanish Reader of South American History (Macmillan). 100 COURSE OF STUDY HISTORY GENERAL SUGGESTIONS The two most necessarj' requirements in the successful teaching of history on the part of the teacher are the ability to arouse the interest of the pupils and the faculty of leading them to see relations. The idea of change, differences in peoples, customs and institutions must be emphasized. A. Biography. 1. Men should be grouped about events rather than events about men. 2. Study men first of all as men. What manner of men were they? What kind of homes did they come from? What educa- tional advantages had they enjoyed? Were they successful in private life? Did they hold public positions? The study of the personal element in this personal way may with profit immediately precede the more formal study of move- ments or periods. B. Making the Past Real. 1. Maps. a. The purpose to assist the pupil in grasping the place, rela- tion, etc. To assist the pupil in keeping history on the earth. Direction and distance from the pupil's own position are both plainly involved in any definite idea of location. It is essential that he should feel actual direction. b. Copying of ready-made maps, if they are accompanied by proper interpretation, deepens impressions of geographic conditions. c. Reproductions of maps from memory. d. Preparation of maps not found in the textbook. Example: The land granted to the London and Plymouth Companies. References: American History Leaflets Nos. 6, 1(5, 22, 32. Gannett — "Boundaries of the United States." Bulletin No. 22(3 — United States Geological Survey. This bulletin can be purchased for 30 cents from the Superintendent of Docu- ments, Washington, D. C. 2. Pictures. a. Pictures must be treated as aids to visualization and not as objects to be themselves visualized. b. Information — persons, places, objects, associated with world significant events. c. Aesthetic impressions — beautiful buildings, statues, paint- ings. Reference: Caff in — How to Study Pictures. d. Collections. Every school library should contain a collec- tion of catalogued and mounted pictures. e. Lantern slides may be obtained from the Extension Division of the University of Oregon. ANCIENT HISTORY 101 C. COLLATKRAL READING. Collateral reading? is needed to make the textbook itself intelligible. 1. Materials. a. To add elements of reality readings assigned for this pur- pose should not be treated as material to be learned or re- cited. They may simply be read for impressions, for atmos- phere. The essential condition is that they should leave be- hind feelings for and about the past. b. To add information important as information. Such read- ing incluTles facts that are to be both learned and recited. The pupil may be assisted by ready-made outlines, by ques- tions, by problems or by other guiding devices. c. To make history inspiring or interesting. Such readings should not carry an obligation to analyze or summarize. The pupil should have complete freedom to read because he likes it or to stop reading because he dislikes it. He should be encouraged to express his honest opinions of the readings as readings. 2. Assignments. a. The lists of readings for a v^^eek or for two weeks should be posted. b. While the field is new definite pages and specified passages should be given. Later, when the pupils have acquired some facility in the use of indexes and table of contents, the ref- erences may omit pages and simply suggest topics to be found in one or more assigned books. Still later topics may be included without reference to any specified material, the pupil being left to find both the book and the place in the book. 3. Records. Each pupil should be required to keep a record of his read- ing, preferably on a card which the teacher files. It is then easy to determine the amount of reading done by each pupil during the semester. He should note at least: a. Full name of author. b. Full title of the work. c. Number of volumes, place and date of publication. d. Number of pages read. e. Personal impressions. D. Review. Reviews should be by the topic method, i. e. : The evolution of the constitution. The origin and growth of political parties. Unification of Italy. Industrial revolution. ANCIENT HISTORY First Semester: First six weeks. Breasted, pages 1-140. Second six weeks, Breasted, pages 140-251. The author has written these opening chapters in so easy and inter- esting a style that even a beginner will have no difficulty in getting an 102 COURSE OF STUDY interesting view of these ancient peoples. Emphasize the effects of the natural surroundings and religion upon the life of the people and the nation. Bring out clearly what these nations contributed to modern civilization. Chapter VIII is based upon the knowledge obtained in the last ten years. Third six weeks. Breasted, pages 252-351. If the myths of Greece and Rome are taught in the English depart- ment, but little time should be given to them. If this is not the case, the best-known myths should be studied as an aid to the appreciation of classical allusion, and both Greek and Roman names should be learned. The influence of Greek religion upon Greek art should be kept in mind all through the study. Greek architecture should be studied until the names and purpose of each part are familiar. As many pictures illustrating the different orders of architecture as possible should be used. The great significance of the battle of Marathon can not be over- emphasized. Second Semester: First six weeks, Breasted, pages 351-484. Bring out the good and the evil in Athenian civilization. The Greek's greatest gift to the world and his chief fault was his love of independence. This is illustrated in the various wars which finally meant their over- throw, first, by Macedon, and later by Rome. The chapter on the "Civilization of the Hellenistic Age" is excellent. Second six weeks. Breasted, pages 484-600. The author, in giving a modern archeological account of the rise of early Rome leaves out all reference to the legendary history which is referred to so often in literature. It is recommended that after studying to page 499, a few days be taken for reading the myths and stories of the early kings. The growth of the one-man idea from the Gracchi to Ctesar and leading to the empire should be emphasized as a dangerous tendency in a republic. Third six weeks. Breasted, pages 600-715. The many causes for the downfall of the empire and the rise of the Christian church are the two m.ost important subjects. The effects of the barbarian invasion upon both the church and the state, the rise of new kingdoms and a powerful religion are also very important. Books, Ancient and Greek: Arnold's "Stories of Ancient Peoples," Shaw's "Stories of the Ancient Greeks." Gayley's "Classic Myths," Web- ster's "Early European History" and Ashley's "Early European Civili- /.ation." Roman: Harper's "Classical Dictionary of Antiquities," Guerber's "Story of the Roman," Seignobos' "History of the Roman People" (es- pecially for early legendary story of a Roman). Webster's "Early European History," Ashley's "Early European Civilization." MEDIEVAL AND MODERN HISTORY 103 MEDIEVAL AND MODERN HISTORY The period of time from the German invasions to the present is so vast, so full of life and movement, that the historic picture must be drawn in free and bold outline and with strong emphasis upon striking- personage and events if the pupil is to retain any definite impressions. It is the history of that period of national expansion which brought Europe into the closest contact with the new world of the west and the old world of the east. It is essential that a knowledge of its main features be possessed because of their bearing on all the affairs of the world. The pupil should be led to see the reformation as something more than a debate over doctrines or a quarrel over church administration — as the irrepressible conflict between the German and the Latin idea; he should have some knowledge of the growth of nationality with its pro- found influence on modern history; of what is meant by the balance of power and its use in European politics; he should understand the changes pi-oduced by the industrial revolution and finally the meaning and impor- tance of modern democi'acy. There are some of the fundamentals without a knowledge of which it is impossible to understand the present day conditions. It is possible to arouse and hold the interest of the pupil by putting human interest into the study of each topic, and this can be done by utilizing the biographical element or by putting in the foreground the nationality most prominent for the time being. For example, Frederic Barbossa may be taken as typical of flood tide medievalism. In the ref- ormation Luther, Calvin, Zwingli can each be used to give added interest to the narrative. France with Henry IV, Louis XIV, may head the line in the study of the growth of nationality. Above all, the pupil's imagination and his appreciation of what is really interesting and significant must be quickened, strengthened and disciplined. Constant attention should be given to the excellent bibliography in the text. An additional reference which is nr to date, interesting and autlieniic is: Carlton J. H. Hayes — Political and Social History of Modern Europe. First Semester: First six weeks, Robinson, chapters I-VIII. The German invasions. Christian church monasticism, Charlemagne and his empire, and feudalism are to be stressed during this period. Special emphasis should be placed on English history, especially those parts which bring out the development of the English constitution and parlia- mentary government. Second six weeks, Robinson, chapters IX-XIII. The causes and results of the crusades, as well as their romance, will appeal to the pupil's imagination. The church, towns, books and science of the middle ages are apt to be intangible and indefinite to the average pupil. They are best studied through typical personalities: St. Francis, St. Dominic, John Wycliffe, Roger Bacon, Michael Angelo, Raphael, Rem- brandt, and Van Dyck. 104 COURSE OF STUDY Third six weeks, Robinson, chapters XIV-XVII. With the protestant revolution we come to a period important, inter- esting, modern, and strongly human. The effect of it and of race and geographical divisions in emphasizing the spirit of nationality and bring- ing about the rise of modern nations (notice in this connection the peace of Westphalia and the German revolt against Swedish supremacy) ad- vances our study rapidly into fields of international relations. Biography has an important role to play here. The pupil should have a very definite picture of Luther, Calvin, Loyola, Henry VIII, Elizabeth, Mary Queen of Scots, Philip II, and James I. The attitude of both Tudors and Stuarts toward the church and parlia- ment must be carefully noted as well as the effect of conditions which in any way bear on the study of American history. Second Semester: First six weeks, Robinson, chapters XVIII-XXIV. The study of the growth of democracy and nationality is exceedingly important throughout this semester. It is suggested that an outline show- ing the growth of Prussia be commenced this period and completed the second period. The part played by France in the unification of Prussia is well worth noting. The wars of the eighteenth century, culminating in the seven years' war with its world wide consequences, require careful study. The growing solidarity of mankind, and the increasing complication of international relations should be impressed upon the pupil. It will not be difficult to show the rapidity with which the western world moved toward new things during the years in which Rousseau, Vol- taire, Newton, Diderot and Adam Smith flourished. The French revolution, rich in graphic literature, intense, dramatic and rapid in action, is always an easy period from which to teach many important lessons in history and politics. Second six weeks, Robinson, chapters XXV-XXXI. The history of Italy from 1820 until its final unification in 1870, with the parts played by Cavour, Victor Emmanuel and Garibaldi, as well as its relation to the Catholic church, is intensely interesting. It would be profitable for the pupil to outline this period of Italian history. The industrial revolution is of great importance and its relation to capitalism, socialism and other present-day institutions should be carefully noted. Special attention should be given toward the German constitution, Bis- marck, state socialism and the Hohenzollern "spirit" in preparation for the work of the third period. The Irish question should be supplemented by outside references which will bring it down to the present. The general reforms in England, contrasting policies of Lord Beaconsfield and Gladstone are important. Thayer's "Cavour" and Lytton Stracheys' "Queen Victoria" will add greatly to the interest in Italian and English history. Third six weeks, Robinson, chapters XXXII-XXXV. The same methods may be employed in studying Russia as wei-e sug- gested for Ireland. Recent magazine and newspaper articles should be AMERICAN HISTORY 105 consulted in order to show the results of Bolshevism and the present con- dition of the country. The Eastein question is important, for without a knowledge of that and imperialism it is impossible to understand the causes of the world war. Reference: McMaster, J. B. — The United States in the World War. AMERICAN HISTORY First Semester: First six weeks, Fite, chapters I-X. Discovery and exploration. For the relation between geography and history see Brigham's "Geographical Influences in American History." For the aborigines, the discovery and naming of America, note espe- cially Fiske's "Discovery of America." Show the effect upon Spanish colonization and upon Spain herself of the easily gotten wealth she found in the new world. The European colonics. Note the adaptability of colonists and country to each other m each of the thirteen colonies. For boundaries see Thwaite's "The Colonies." The instructor should show and have the pupils verify as far as possible that the first three intercolonial wars had their origin in Euro- pean conditions, while the French and Indian wars began in America over American conditions, though European considerations later became involved. Reference : Mi^dieval and Modern History — Robinson. Second six weeks, Fite, chapters XI-XIV. In studying the colonial policy of England the general European view of colonies should be investigated and the attitude of England toward her colonies compared with that of other countries, and, as always in the study of history, the spirit and conditions of the time should be considered. Note carefully the navigation laws, and acts of trade, ideas of repre- .sentation, extent of right of suffrage, and new attempts at colonial taxation. It is suggested that the pupils trace the idea of the union of the colo- nies up to the continental congresses. The work of George Rodgers Clark and its connection with the proc- lam.ation line of 1763 and the Quebec act should be noted. In connection with the treaty of peace the attitude of France and Spain, as well as of England and the colonies, should be clearly under- stood, and this will necessitate a full knowledge of the terms of the French alliance. Fiske's "Critical Period" is indispensable for this topic and the entire period of the confederation. Insist on reasons for calling this the "critical" period in American history. References : Fiske — American Re\oUition. .lames — Readings in American History. Brooks — Historic .Americans. Lecky — The American Revolution. Hart — Formation of llie Union. Walker — The Making of a Nation. 106 COURSE OF STUDY Third six weeks, Fite, chapters XV-XVIII. This period of federalist supremacy falls into three divisions. First — Organization of the government, which includes Hamilton's financial measures; establishment of judiciary; authority for, composition of courts; development of parties; the alien and sedition acts, to what ex- tent justifiable and to what extent dangerous; the Virginia and Kentucky losolutions should be carefully studied as to their cause, the reasoning upon which they were based and the logical results to which they led. Second — Foreign relations. Third — Fall of the federalists. Causes. The domestic policy and eco- nomic reorganization of the republicans. The question of slavery and Monroe doctrine are to be noted carefully. See references following second period. Second Semester: First six weeks, Fite, chapters XIX-XXII, This period is rich in outstanding national leaders and it is the task of the teacher to present these individual characters so as to typify the age in which they lived. Henry Clay, Daniel Webster, John C. Calhoun, Vvilliam Lloyd Garrison, William H. Seward, Stephen A. Douglas. Andrew Jackson, a new type in the presidency; his attitude toward the national bank, nullification, Indians in Georgia. The financial questions, 1830-1842. Investigate basis and justice of cry, "The reannexati«n of Texas and the reoccupation of Oregon"; also cause and outcome of cry "Fifty-four forty or fight." A brief review of Oregon history should be given at this point. References : Horner — Oregon. Dye — McLoughlin and Old Oregon. Schaefer — A History of the Pacific Northwest. The intimate connection between the Mexican war, the discovery of gold in California, compromise of 1850, and the Kansas-Nebraska act should be strongly emphasized. See Burgess' "The Middle Period" in American History Series. Second six weeks, Fite, chapters XXIII-XXVI. Consider carefully the origin and composition of the republican party, the direct causes of .secession from the introduction of slavery in 1619, attempts at compromise, Abraham Lincoln and his policy, questions con- cerning contraband and blockade, three reasons for the emancipation proclamation and the three plans for reconstruction. The financial policy of the government, panics and general unrest, as signified by the rise of the greenback, populist, socialist and labor parties. The "Granger cases" and the increasing power of state and govern- ment over public utilities are important. References : Wilson — Division and Reunion. Sparks — National Development. Latan$ — America as a World Power. AMERICAN HISTORY 107 Third six weeks, Fite, chapters XXVII-XXIX. Special attention should be i^iven to the following: The Panama canal, trust prosecutions, The Hague conference, univer- sal peace movement, trouble with Mexico, outbreak of war in Europe in 1914, attempt of United States to remain neutral, and declaration of war against Germany. References : Latan^ — -America as a World Power. Ogg — National Progress. McMaster — Tlie United States in the World War. Dewey — National Problems, 1885-1897. Dewey — Financial History of the United States. General references : Bassett — Short History of the United States. Rhodes — History of the United States. Schouler — History of the United States of America Under the Constitution. McMaster — History of the People of the United States. Henry Adams — History of the United States ; Administrations of Jefferson and Madison. Gordy — Political History of the United States. Beveridge — Life of John Marshall. Channing-, Edward — Guide to the Study and Reading of American History. Dunning — Reconstruction, Political and Economic. Fite — Social and Industrial Conditions. Source hooks : Macdonald, William — Documentary Source Books of American History. Hart — American History Told by Contemporaries. 108 COURSE OF STUDY CIVICS Form and Functions of American Government — Reed. The term civics, properly understood, includes a study of Amex'ican government, its form and functions, and closely related matters. In recent years, however, the tendency has been to so broaden its scope that civics is now a blanket term, including within its province the whole range of the social sciences. This disintegrating process has produced unfortunate results. Not only has the basic subject, American govei-nment, been thrust into the background, but the vast range of subjects covered has led to ill organization in presentation and superficiality in treatment. This fan- tastic organization and presentation is quite bewildering to the pupil. Too often he emerges from the course with a mere smattering of many things, few of which are presented with the thoroughness necessary to make a lasting impression upon him. The moral is, not only should the scope of civics be limited, but the subjects that are included should be vitalized, coordinated, and presented in the light of the American govern- ment, as their central concept. The inference should not be drav.'n that the course in civics should be limited to a study of the framework and functions of government. The aim of the course should be "to give the pupil an intelligent conception of the great society in which he is a member, his relation to it, what it requires of him, how it is organized, and what functions it performs." Yet the teacher should bear in mind that whether the topic under dis- cussion be immigration, banking, trade unions, conservation, crime, pov- erty, taxation, or public finance, the importance of governmental organiza- tion, policy, and action should be stressed. Only in this way can the course be made vital. Only by some such integrating process can civics be given the substance and definiteness necessary to insure it a place in the high school curriculum commensurate with its importance. The appended outline is not a syllabus. Its aim is to establish the general boundaries of civics, and to indicate the important topics within those boundaries. Other topics may be added, and those included may be enlarged. To this end the teacher should utilize the excellent bibliography that accompanies each chapter in Reed. The authoritative treatises on American government by Bryce, Beard, Munroe, Woodburn, and other eminent publicists, should have a place in every school library. The pupil should have access to periodical literature which treats of government as a going concern. Government will then cease to be, for him, a cold ab- straction, functioning in the land of Nowhere, and become a living, grow- ing thing, pulsing with the life blood of the nation. Thereby civics will fulfill its chief aim — the vitilization of American government, its form and functions. Part I. Background of American Government. 1. English and Colonial Origins. The evolutionary character of gov- ernment. The American people. Continuous developments of American political institutions from English originals. Trading company charters. Comparative study of the governments of crown, charter and proprietary colonies. Popular assembly v. royal governors. Colonial voting qualifica- tions. Development of English common law. Development of equity. Dis- tinction between law and equity. Characteristic features of judicial procedure. CIVICS 109 2. The Early State Constitutions. Provisional governments. Funda- mentals of first state constitutions. Colonial misconceptions of the Eng- lish government. Qualifications for voting and office holding. Over- shadowing influence of the legislature. Principle of separation of powers. Theory of checks and balances. The conservative reaction. 3. The Constitution and Its Makers. Forces for and against union. The earlier attempts at union. The confederation; its weakness. Pre- liminaries of the constitution. The constitutional convention of 1787. Organization and composition of the convention. Variety of opinions and interests represented. The major and minor compromises. The constitutional convention and democracy. General character of the con- stitution. Methods by which it was adopted. 4. The American Federal System. The constitution the supreme law of the land. The specified and implied powers of congress. The general powers of congress. Limitations on the powers of congress. The Bill of Rights. Limitations on the states. Theories of the nature of the union. The federal amending process. Growth of the constitution by amendment, interpretation and usage. Part II. The Electoral Mechanism. 1. Party Organization and Machinery. Why political parties are formed. Necessity of political parties in a democracy. Nature and func- tions of political parties. Advantages of the two party system. History of American political parties. Party platforms. The minor parties and their significance. Party organization in nation, state and community. The machine. Rings and bosses. The reform of party organization. The citizen's obligations toward parties. 2. Nomination and Electoral Machinery. History of nomination methods. The caucus, convention and primary. Merits and defects of the primary. Election methods. Present qualifications for voting. Reg- istration. The ballot. Ballot reform. The short ballot movement. Pro- portional representatation. The preferential ballot. Absent voting. Compulsory voting. Part III. State Government. Early state constitutions. How state constitutions are made. Citizen- ship and suffrage. Naturalization. The long ballot. The initiative, referendum, and recall. Oregon's experience with these devices. General powers residing in the states, (a) The governor; his powers. Sources of the governor's power. His influence on legislation. Extradition. Growing prestige and power of the office of governor. Officials of state administration, (b) The state legislature. The nomination and election of state legislators. The composition and organization of the legislature. Legislative procedure. The reconstruction of state government. (c) The judicial system. Relation of the state to the federal courts. The state courts. The method of selecting judges. The recall of judges. Civil and criminal procedure. Part IV. Local Government. 1. City Govemm.ent. Growth of cities. Relation of city to state. Different types of city charters. The mayor. The heads of city depart- ments. Municipal officials and employes. Civil service in cities. The 110 COURSE OF STUDY city council. The reconstruction of city government. The commission plan. Its nature, merits, and defects. The city manager. Other recent changes in city government. 2. County and Rural Communities. Early types of local government. The county; its le?al status, organization, and officials. Duties of county officers. The reform of county government. The New England town. The township. County districts. Incorporated communities. Problems of local government. Part V. The National Government. 1. The President and His Cabinet. The electoral system. Results of the system. Method of nomination. The college of electors. The presi- dential campaign. Why great and striking men are rarely chosen. The pi-esident's powers. Appointments. The veto power. Influence on legis- lation. Relation of the president to congress. The president's relation to his party. The cabinet and the administration. The president as the peculiar representative of the people. 2. The Congress of the United States. Organization of congress. Relative position of the two houses. Merits and defects of the bicameral system. The sessions of congress. Organization of the senate. Its special powers. Ratification of treaties. Confirmation of appointments. Impeachments. Its concurrent powers. The house of representatives; its organization. Powers of the house. The speaker. Congressional law making. Introduction of bills. The committee system. Methods of voting. Amendments. Conference committees. The final steps in congressional legislation. 3. The United States Courts. Judicial organization in outline. The sphere of the United States courts. Personnel of the United States courts. The supreme court; its organization. The supreme court and the constitution. The subordinate courts. Protections for the indepen- dence of the federal courts. 4. The Civil Service. Meaning of the term civil service. The spoils system. Civil service reform. Civil service examinations. Appointments. Criticisms of the civil service system. Civil pensions. 5. Territories and Dependencies. Power of the United States to acquire and govern territories. Territorial growth of the United States. The Northwest Ordinance of 1787 as the basis of continental territorial government. Constitutional questions connected with the outlying pos- sessions. The Philippine problem. Development of American admistra- tion in the Philippines. Government of Alaska; Hawaii; Porto Rico. Other possessions. District of Columbia. Part VI. The Functions of Government. 1. Foreign Relations and Natioiial Defense. Development of inter- national relations of the United States. Traditional foreign policy. Why isolation is no longer possible. The nature of international law. The Monroe Doctrine. The control of foreign relations. The diplomatic service. Defense as a function of government. The regular army. The National Guard. The navy. The problem of disarmament. America and the League of Nations. The position of the United States in the new world order. CIVICS 111 2. Crime, Poor Relief and Public Welfare. Crime and its causes. The modern theory of punishment. Penal institutions. Prison reform. Crime prevention. The problem of poverty. Causes of poverty. Old and new methods of dealing- with poverty. State and local poor relief. The prevention of poverty. Relation between public morals and recreation. Municipal parks, playgrounds, and recreation centers. 3. Education. Development of our educational system. State and local school authorities. The national government and education. School finance. The newer demands in education. 4. Public Health. The chief problems of health protection. The pre- vention of epidemics. Quarantine. The milk problem. Public sanita- tion. The inspection of food and drugs. The fight against tuberculosis. The United States Public Health Service. State health organization. Local boards of health. 5. Conservation of Natural Resources. Changing attitude toward natural resources. The chief natural resources. The danger of exhaust- ing them. The conservation movement. The federal land policy. The homestead system. 6. Money and Banking. Money and its origin. The functions of money. Important monetary laws. The coinage system. The double and single standard. Legal tender. Government paper money and its 'dangers. The function of banks. History of banking in the United States. Some practical banking operations. The federal reserve system. 7. The Corporation Problem. The essential characteristics of the corporation. Reasons for the dominance of this type of business enter- prise. Incorporation laws. The "trust" problem. Competitive prices. Monopoly profits. Natural limitations of monopoly. Types of monopoly organization. Monopoly methods. Government regulation of monopoly. The Sherman and Clayton anti-trust laws. Regulated competition vs. regulated monopoly. 8. Public Utilities. Nature of public utilities. Necessity of public control. Franchises. Methods of public utility regulation. Public service commissions. Public ownership; its merits and limitations. Public utility problems at the present day. 9. The Labor Problem. Origin of the m.odern labor problem. History of labor organization. Collective bargaining. Union methods. Em- ployers' methods. The closed shop and the open shop. The right to strike. The American Federation of Labor; its organization and pro- gram. Conciliation and arbitration. Compulsory arbitration. Industrial accidents and employers' liability. Child-labor legislation. Minimum wage laws. Socialism and syndicalism as they affect the labor problem. 10. Immigraiion. The mimigration problem. The causes of immigra- tion. Races in American immigation. Congestion of immigrants in cities. Distribution of immigrants. Machinery for the Americanization of the immigrant. Immigration laws. Effect of recent immigration legislation. Future immigration. 11. Revenue, Taxation and Public Finance. Sources of revenue. Taxation; its forms and incidence. Leading principles of taxation. Free trade vs. protection. State and local taxes. Suggested taxation reforms. Government expenditure. How appropriations are made. The new national budget. State, county, and city budgets. Public debts. Methods of borrowing and repayment. 112 COURSE OF STUDY SOCIAL PROBLEMS Text; American Social Problems, Burcli and Patterson (Macmillan, 1920) FiBST Semester: It is suggested that this course precede that of economics, because it is more simple and because it provides a helpful background for the study of economics. The text is so well organized and the problems are so well chosen and clearly presented that no extensive outline seems necessary. The questions at the end of each chapter will be found invaluable as a stimulus to discussion and as a basis for review. First six weeks, Burch and Patterson, pages 1-123. The first three chapters deserve emphasis because they provide the viewpoint and the background for the course. See Schmucker, ]McCabe and London as listed below. Second six weeks, Burch and Patterson, pages 124-235. Chapter XV, though difficult, is fundamental. See Scott Nearing and H. G. Wells. Following chapter XVII it would be well to make a study of Oregon's program of social legislation, including Widow's Pension Law, Minimum Wage for Women, Workmen's Compensation Act, Child Labor Law, and the Compulsory School Law. These are matters which every student should understand. Third six weeks, Burch and Patterson, pages 237-353. Some of the references given by Burch and Patterson are too far advanced for high school students. Those that have proved especially useful are listed below. The interest and life of the course will be enhanced by a free use of these books. The ones that are starred are particularly good. References: ♦Meaning of Evolution, S. C. Schmucker. The A B C's of Evolution, Joseph McCabe (Putnam's). "Before Adam," Jack London (Macmillan). Steiner's books on Immigration (F. H. Revell Co.). Making of an American, J. A. Riis. *E. A. Ross's books on Social Problems. Social Evolution, P. S. Chapin (Century Co.). Sociology and Modern Social Pioblems (a textbook), C. H. Elhvoo 1 (Ameri- can Book Co.). ♦Booker T. Washington's book on the negro. New Worlds for Old, H. G. Wells (Macmillan). ♦.Social Adjustment, Scott Nearing (Macmillan). The Man Behind the Bars, W. L. Taylor. Latter Day Problems, J. L. Laughlin. Social Problem, Towne (Macmillan). ELEMENTARY ECONOMICS Text: An Introduction to Economics, Graliam A. Laing (Gregg) The elements of economic science should be presented simply and "concretely," so far as possible^ and in a way to show their relation to everyday affairs. Abstract reasoning and theorizing may cause the student to become discouraged. It is suggested that in addition to Laing, at least Burch and Thompson be available (see references). Much ELEMENTARY ECONOMICS 113 use should be made of the examples and illustrations jeriven by the text, and also of the fjraphs, pictures, tables and descriptive matter in Thomp- son's book, and of the questions and problems in Thompson and Burch. Definite citations to supplementary matter follow in the outline. First six weeks, Laing, pages 1-159. Careful study of The Meaning of Economics (chapter I) will do much to give students the right perspective. See Thompson, chapter I, and Fradenburgh, chapter I. Important topics: The four stages of economic development. Advantages and defects of the competitive system. See Thompson, 141-150. Wealth, Utility and Production as economic terms. See Burch, chapter I. Land, Labor and Capital defined and illustrated. Thompson, chapters IX, X, XE; Burch, chapters XIX, XX. Laws of increasing and decreasing returns. These should be dis- cussed in simple terms, and much illustrative material should be used. See Thompson, chapter V. Under Organization of Production the steps in the evolution of business should be traced, then the advantages and dangers of monopoly and of large scale production should be emphasized. Chapters X and XI are difficult. Much should be made of the author's illustrations; materials from other sources should be used. See Thomp- son, chapter V; Burch, chapter XXXII. Second six weeks, Laing, pages 160-320. Much should be made of chapters XIII and XIV because of the interest they will arouse, and because of the value of their information; so, also, chapters XXII and XXIII. For additional material, see Laughlin. The evolution of the banking system, because of its practical im- portance, deserves careful study. Parts of this topic — especially the Federal Reserve System — will require painstaking explanation. Make use of the local banker if possible. It is suggested, too, that the timely material in the Appendix of the text be drawn upon at this point. International trade and foreign exchange may be touched lightly. Third six weeks, Laing, pages 320-447. Economic rent, interest, profits and distribution are terms to be stressed. See Burch, chapters XL, XLII and XLIII. Chapter XXV includes social problems and may be passed over lightly if the course in Social Problems has been given; otherwise it deserves emphasis. See Burch, chapters XVI and XVII. The last four chapters in Laing are unusually clear and complete. About three weeks should be given to these topics. Single tax might be added if time allows. See Bullock, chapter XIV; Burch, p. 502. ■Supplementary Books: •AmtTican Social Life. H. R. Burch (Macmillan, 1021). •Elementary Economics, C. H. Thompson (Sanborn, 1921). Elements of Political Economy, J. L. Laughlin (American Book Co.). Elements of Economics, A. G. Fradenburgh (Scribners, 1921). Latter Day Problems, J. L. Laughlin (Scribners, 1917). 114 COURSE OF STUDY BOOKKEEPIXG The outline given here assumes the taking of two periods daily for the work, and provides for the use of business practice and the handling of the required business papers. In the work in bookkeeping it is essential that pupils appreciate the paramount importance of neatness and accuracy. Each transaction should be thoroughly understood before any record of it is made, in order that, when it is made, it may be made correctly. It will be found advisable to use the recitation frequently. It will help to bring out difficulties and save much time in explanation. It does not follow from this that it will be necessary to keep the entire class together throughout the work; in fact, no attempt should be made to hold them together. Pupils should be allowed to do their work as rapidly as is consistent with thorough understanding, and it is inevitable that some will work ahead of the others. This will not materially affect the value of the recitation to all, FIRST YEAR First Semester: Principles of bookkeeping, introductory course, Miner and Elwell. First six weeks, to page 58. Second six weeks, to page 117. Third six weeks, to page 149. Second Semester: First six weeks, to page 184. Second six weeks, to page 223. Third six weeks, to page 256. INDUSTRIAL ARTS 115 INDUSTRIAL ARTS SEVENTH, EIGHTH, NINTH AND TENTH GRADES In harmony with the great developments of industrial education in all parts of the United States, as well as in other countries, the schools of Oregon should keep time with this progressive movement. As an incen- tive in this work and for the purpose of having a common basis or source of infoi'mation, the state textbook commission has seen fit to name two most excellent texts for manual training work. In the past, the mat- ter of textbooks (or reference books, as no text was officially adopted) has been a source of confusion in the different schools and classes. The introduction and use of the adopted books will do much to standardize the industrial woik in our schools. The following outline or suggested course of study is written for the Oregon schools and is therefore based on the textbooks adopted in June, 1919, by the state textbook commission. These books are "Trade Founda- tions Based on Producing Industries" and "Prevocational and Industrial Arts." The first book, named "Trade Foundations Based on Producing Indus- tries," is exactly what the title implies, a book for laying a foundation for an intelligent selection of an occupation. These books should be in the hands of each pupil of the seventh, eighth, ninth or tenth grade who is doing any form of industrial arts or manual training work. The second book, named "Prevocational and Industrial Arts," is clearly a book of projects and technical details of a number of crafts or industries. General Statements So many of our schools are following the plan of the junior high school or the six-three-three plan that this suggested outline has been made to meet the conditions found in these schools. The W9rk is outlined on a time basis of double periods, ninety minutes in length, five days each week. In schools where less time is given or where other grades are taking the work, the teacher should be able to arrange the work to suit the organization of his school. All manual training is or should be prevocational work. No industrial work should be undertaken unless the predominating aim is to equip the pupil to make an intelligent choice of a vocation. For this purpose he must have an opportunity to undergo as many typical practical experi- ences as possible. In addition to the experiences gained in practical shop work, each individual must have an opportunity to know the possi- bilities and remuneration in the different occupations; the requirements for entrance; the opportunities for advancement; the physical, hygienic, social, moral, and civic features of each occupation studied. With this thought in mind there must be close cooperation and coordi- nation with and between all different departments and classes in the school. The teacher of English should assign topics for composition or descriptive wj-iting in cooperation with the teachers of agriculture, home economics, manual training and commercial subjects. The teachers of arithmetic should accept a series of problems bearing on these industrial subjects if furnished by the industrial teachers. Such problems should be given to the class as supplementary problems. The teacher of I'eading 116 COURSE OF STUDY should find an awakened interest on the part of most of her class if she will call on the pupils who are interested in prevocational work to bring in and read a selection pertaining to their work. The shop teacher will get many valuable suggestions and also prac- tical shop projects or jobs for his prevocational classes by taking an, active interest in the school as a whole and listening to the suggestions offered by his fellow teachers. In most of the schools of Oregon the following outline will in general more nearly meet the requirement for industrial arts work in the seventh, .eighth, ninth and tenth grades: Woodwork (joinery and cabinet Blacksmithing. making). Wood turning. Drawing (shop and mechanical). Electric wiring (wireman). Printing. Plumbing and pipefitting. Carpentry. Sheet metal work. Harness repair. Concrete construction. Household mechanics. Auto mechanics. SEVENTH GRADE Attendance. Time — Not many schools in this state are giving more than seventy- two hours per term to industrial arts work in the seventh and eighth grades. Pupils should come daily until the allotted time is used, rather than coming one day per week for the required number of weeks. Much more efficient work will be done under this plan. Drawing — Elements of mechanical and shop drawing. Suggested projects: Blocking out lines, relation of views, sketching and shop di-awing. Woodwork — Joinery and cabinet making. Suggested projects: Broom holder, nail box, footstool, bill file, puzzle peg. Printing — Suggested projects: List of words missed in spelling, tick- ets, visiting cards, letter heads, return address on envelope, exercises taken from work in English. Sheet Metal Work — Suggested pi'ojects: Repair work, soldering buck- ets, pans, etc., patches on buckets, boilers, cookie cutters, stovepipe. EIGHTH GRADE Coyicrete Construction — Suggested projects: Fence posts, trough, con- crete walks, concrete steps, flower box, roller, garden seat. Household Mechanics — Suggested projects: Plumbing — faucets, thread cutting, repair flush tanks, traps, range boiler. Electric work — electric bells, circuits, batteries, motors, switches, electrical insulations. Repair work — Soldering, glazing, repair window weights, door locks. NINTH GRADE Blacksmithing — Suggested projects: Angle irons, brackets, braces, wagon stake braces, corner irons, toy wagon axle, lap link, ring hook with bolt, gate hinge, hook staple. INDUSTRIAL ARTS 117 Harness Repair — Suggested projects: Cleaning and oiling, sewing and iveting:, patching: tug, patching lines. F-rm Woodivork — Suggested projects: Chicken feeder, trap nest, self- reeuer I'or hogs, combination nests, work bench. Anto Mechanics — Suggested projects: Brake lining, rear end, trans- mission, steering, valve grinding. TENTH GRADE Carpentry — Suggested projects: Garage with different shaped roofs, porches, etc. Cabinet Making and Wood Turning — Suggested projects: Piano bench, dressing table, office desk, sewing cabinet. The following suggestions are offered in an attempt to carry out the plan presented: 1. That the teacher of industrial arts be supplied with the same texts his pupils are studying in all subjects. 2. That said teacher study carefully the school curricula and keep himself posted as to the progress of his pupils in various school subjects so that whenever possible he may strengthen the academic work by mak- ing industrial applications. 3. That the first-hand knowledge he will obtain by visiting various manufacturing plants will be of much benefit to him. 4. That a good filing system be worked out to contain clippings, photo- graphs or pictures, catalogs, government bulletins, etc., bearing on all topics which may be of value in teaching. 5. That conferences be held with the teachers of various subjects to secure cooperation. 6. From time to time industrial leaders might be secured to present such data as would be of value to the pupils for vocational guidance purposes. 7. Vocational guidance charts might be made up showing the possi- bilities in various lines of work, including educational requirements, hours of labor, possibilities of advancement, remuneration, health conditions, etc. 118 COURSE OF STUDY HOME ECONOMICS The following course of study was prepared in 1919 and printed in the 1919-1920 Course of Study for the high schools of Oregon. It is intended to be comprehensive as well as suggestive. A definite order is indicated for the benefit of the teacher who desires specific direction. Other teach- ers who prefer to exercise their own initiative are at liberty to do so, as stated in the opening discussion of the course. To conform to the common practice, the course is arranged according to semesters, eight units being pi'ovided for the 1919-1920 course, to which a ninth is added this year. The addition is a course in home hygiene, child care and home nursing. This new course is organized to meet the needs of the high school girls and requires no prerequisites. It should be offered as an elective in the junior or senior year, although any high school girl of a lower class who is likely to withdraw before the junior year should be admitted. This course teaches child care and gives the practical treatment of simple ailments of the human body and methods of handling emergencies that occur in the home, the school and elsewhere. "Florence Nightingale, long ago, made the distinction between health nursing and sick nursing. In health nursing she included all the activities which make for the health of the individual, the family and the commun- ity, and which help to build up a stronger and better race." "Home economics is a subject that centers around the problems of the home and other institutions, the problems of which are of a similar nature. The subject includes a study of food, shelter and clothing viewed from the standpoint of hygiene, economics and art, and a study of the relations of the family to each other and to society." A modern course in home economics consists of something more than lessons and demonstrations in sewing and cooking. While it is the purpose of such a course to develop ability to cook and sew, the real aim of the home economics work is much broader; it should increase in the girl a feeling of responsibility as a member of her family group and awaken in her a desire to participate in promoting the welfare of society in general. The courses in cooking offered in household science are designed (a) to develop in the girls an appreciation of the power of a sound mind and a healthy body; (b) to give a knowledge of the maintenance of the body in health, and (c) to indicate the means by which health may be restored if lost. This requires a knowledge of the composition and function of foods; how to choose the right food and how to prepare and serve it. The course should give to every girl knowledge and skill in home making that is an essential part of the education of every young woman, regardless of her future occupation. Many mothers of the present day lack the scientific and economic knowledge to adjust themselves to modern conditions in the training of their daughters. The schools or some other agency must train the girls in order that the modern home may be managed in the most efficient way and thus bring about the fullest happiness of the family group. The need for the right kind of homes, v/hich will serve as factors in developing the character of the members of the family group, is being recognized as a national obligation. HOME ECONOMICS 119 In preparing- a high school course in home economics, three types of students must be considered: 1. The girl who expects to remain at home or become a home maker upon the completion of her high school education. 2. The girl who aims to enter industrial or commercial pursuits and will requii-e some home economics studies as a part of a liberal education. 3. The girl who aims to go to college. This course has been pi-epared so that each semester's work represents a complete half unit. In planning the course it is assumed that the students have had some industrial training in the lower grades and home economics in the seventh and eighth grades. Because of the im.maturity of students and their lack of sufficient basis for choice, it seems advisable that the work of the seventh and eighth grades be required of all girls. Every girl, no matter what line of work she may enter, should have an opportunity to become acquainted with at least this amount of the subject. The aim of the courses in home economics as presented to the seventh and eighth grades is to teach good working habits together with the fundamental facts of good cooking and good sewing. The lessons are planned to develop deftness and accuracy in handling of materials; judgment as to the choice of material and as to the finished product; correlation of hand and brain and, withal, self-reliance. When the girl leaves the eighth grade she should have a general working knowledge of the simple foods, their selection and preparation and the correct combination of these foods in the meal. She should be able to appreciate, in a measure, the questions of economy, conservation, hygiene, and art in the solution of the clothing problem, and the practical work of the sewing room. The arrangement of the following courses is suggestive only. It is optional to instructors as to the particular years in which the subjects should be presented. The courses in household science and household art may be given alternate semesters or sequentially. In presenting the subjects of household science and household art, there is great danger of becoming mechanical — giving mere cooking or sewing lessons. This should be guarded against in every way possible, by keeping in mind the main objective; namely, train the girl to main- tain a home economically, to keep the family healthy and to make home a comfortable and happy place. The number of units to be offered in the field will vary with the school, from one unit in household science or household art to a maximum of four units in home economics divided along the lines suggested. The work in any school may be of a type to fit the desires of the community and the local board of education. The method of offering the course in home economics may also vary, but it is recommended that one of the following plans be adopted: a. A semester (18 weeks) in household science followed by a semes- ter in household art or, vice versa, 90-minute periods five times a week, the time to be utilized as seems most advisable to the supervisor in charge. b. A full year of household science or household art, 90 minutes a day, five times a Aveek. When this plan is used, it seems best to offer 120 COURSE OF STUDY the work in clothing the first year. This arrangement will give the students an opportunity to elect the elementary sciences, preparatory to household science work. Correlation. It is recommended that correlation of other subjects with those of home economics have special consideration. Chemistry, physics and physiology or some other biological science should precede or parallel the work in elementary dietetics and sanitation; fine arts should make a valuable contribution to household arts. The home economics studies offer many opportunities for correlation with other subjects in the school, thus lending themselves easily to the development of a well-knit, unified curriculum. Based, as much of the work is, on underlying principles of science, the interrelations of the natural and physical sciences with the home economics subjects should be carefully worked out and applied as frequently as possible to their mutual strengthening. The fact that girls are often not interested in science and do not grasp its principles has given rise to the statement that they have not scientific minds and hence can not learn the subject. This condition is really due not to the fact that the girl has any less ability for comprehending scientific truth, but rather to the fact that in the past the principles of science have been taught through phenomena that do not come into the life and knowledge of the girl and that consequently have little meaning or interest for her. If her chem- istry, physics and biology are taught in connection with the materials and processes she is accustomed to use every day in her home and school life — the chemistry of foods and textiles, the physics of the kitchen range and the heating- system of her home, the biology of the cleaning and pre- serving lessons of her home economics course, the hygiene of her own personal life and surroundings — it will be observed that her interest is quite as keen and her mental processes quite as alert as are those of the boy when he studies his steam engine or automobile. "It has not been the custom in the past to introduce science work, other than the nature study and geography of the early elementary grades, before the first year of high school or the ninth year. There seems no valid reason why these subjects in the form of genei'al science should not form a part of instruction under the general title of Intro- duction to Science, with special subdivisions of hygienic and chemico- physical study;" and that the studies "should be scientific, although not science in the strict sense. That is, they should follow methods of science, but not its characteristic generalizations." If the home economics teacher has the proper preparation, general science may well form an integral part of the home economics course, and its applications and illustrations may be taken from that field, thus making for economy of time as well as for a surer understanding of the principles. The state adopted textbooks in home economics should be supple- mented by the standard reference books and bulletins, reports, charts and other material supplied by federal and state governments. The instructor should see that the school library is supplied and the pupils make use of the library. The current magazines also provide much of value but the teacher must exercise judgment in their use. (See state library lists for bibliography.) HOME ECONOMICS 121 Note Books— The genei-al tendency today seems to be away from note books as much as possible. All students, however, should keep a note book of some kind or a card system. In it they should enter the assign- ments, notes on special reports, outlines, summaries and like materials. They should be encouraged to work out some system in the keeping of notes. Students will learn that a good set of notes is a splendid com- panion for their textbook, as well as a means of giving the subject definite organization. A strong advisory system is to be recommended in home economics in order that the girl may choose those studies which help her to attain her goal, whatever that may be. The fundamental course may be the same for all groups. The differentiation may be established through subse- cuent courses or through a series of unit courses. The aims of the indi- vidual members of the class should determine subject-matter to be chosen. The following outline of a four years' high school course is suggested for the student desiring to major in home economics : FRESHMAN YEAR First Semester: Second Semester: English. English. General Science. General Science. Home Economics. Home Economics. Electives — Algebra, History. SOPHOMORE YEAR First Semester: Second Semester: English. English. History. History. Home Economics. Home Economics. Electives — Botany or Biology, Algebra, Geometry, Modern Language. JUNIOR YEAR First Semester: Second Semester: English. English. Home Economics. Home Economics. Electives — Civics, Physics, Modern Language, Typewriting, Geometry, Algebra. SENIOR YEAR First Semester: Second Semester: English. English. Home Economics. Home Economics. Electives — Chemistry, Economics, Modern Language, Stenography, American History. 1:22 COURSE QF STUDY FOUR YEAR COURSE IN HOME ECONOMICS Household Science — First Semester Technical Wo7-k Oriaranization of work CleaninK Measuring Periods, 90 minutes daily THE KITCHEN Subject Matter Furnishing Care Housekeeper's duties Measures Correlation General Science English Physiology HEAT COMBUSTION AND FUELS Experiments illustrating burning Laying, starting and regu- lating fire Regulating gas and electric equipment Essentials of combustion Kinds and classes Value of different fuels Kindling temperature Products of combustion General Science PRESERVATION OF FRUITS AND VEGETABLES Canning, preserving and jelly making under various methods Sterilization and sealing Labeling and storage Experiment to show freezing, simmering and boiling points and how these ar'? affected by addition of salt Removing teinporary and permanent hardness Why fruit spoils Gums as friends and foes Methods of preservation Harmful preservatives Prevention of waste Changes due to preservation Selection of fruit and vegetables Proper storage WAl'ER Composition Source Uses in body Uses in cooking Kinds Daily requirement Temperatures A cleansing agent FOOD Classification Composition Classify common foods Compile food list according to food values CARBOHYDRATE SERIES— SUGAR Experiment for melting point of sugar Make peanut brittle and other candies Pack and wrap box candy Make sugar syrup and lem- onade Cooking fresh and dried fruits Experiments to determine so- lution of starch in hot and cold water Use of iodine test to iden- tify starch List of starchy foods Preparation of certal dishes Boiling, steaming and fire- less cooker Report upon home cookery of sago, tapioca and macaroni Source of sugar Manufacture Value of sugar and candy in the diet Daily requirement Danger from excess Importance of pure candy Principles of candy making Methods of avoiding crystalization FRUITS Composition Classification Nutritive value Selection and care Principles involved in cooking Cost CEREALS AND STARCHES Source and composition Food value Principles of cooking Need for thorough cooking Manufacture of starch Manufacture of cereal products Comparison of uncooked and ready- to-eat cereal products Storage and cost Bacteriology Botany Physiology Chemistry Physics Physiography Bacteriology Chemistry Physiology Geography Physics Chemistry Botany Chemistry Physics Geography Geography Botany Physics Physiology HOME ECONOMICS 123 Technical Work Bakint;, boiling and steam- inK Addition of seasonings Making of vegetable soup and white Fauces Soup accompaniments VEGETABLES Subject Matter Composition Classification according to parts used Principles of cooking Methods of cooking Changes due to cooking Digestibility Selection and care Serving Correlation Geography Botany Physics Leavening by means of chem- icals Incorporation of air Expansion due to steam Experiments to show action of various leavening agents Make biscuits, muffins, etc. QUICK BREADS Meaning of term Essentials for bread making Flour (manufacture) Leavening agents Rules for making Nutritive value Digestibility When to serve Cost Chemistry Physics Physiology a. Steeping, boiling, steam- ing b. Marketing Cooking Table setting Serving Correct eating Care of leftovers Cleaning BEVERAGES— b. BREAKFASTS Water Chemistry Beverages Physiology Tea, coffee, cocoa and chocolate Geography Planning breakfast History Table service English Table etiquette PROTEIN COOKERY (Comparative food values of milk, meat and eggs) Separation of parts of milk Effects of heat and acids Coagulation by rennet Preparing milk dishes Pasteurize and sterilize Clean milk utensils Milk Compcsiticn Nutritive value Principlrs involved in cooking How to buy Care and cost Value in the diet of children Certified, condensed and malted milk Cheese (kinds and manufacture! Bacteriology Testing for freshness Effects of heat Use of eggs as thickening agents To incorporate air Making omelet Custards and souffles Packing eggs EGGS Structure and composition Nutritive value Digestibility Valu? of eggs in children's valid's diets Cause of spoiling of eggs Cost and storage Physics Physiology and in- Planning menus Compile lists of luncheon dishes Cooking Buying Serving LUNCHEONS Good food combinations suitable B-uying in season Economy in foods Table service Physics Art Mathematics 124 COURSE OF STUDY Correlation YEAST BREADS Subject Matter Kinds Yeasts — varieties Methods of reproduction, factoi'S es- sential to growth Methods of making breads Materials used Manipulation Baking Nutritive value ■ igesHbility Comparison of cost of home-made and b??kers' bread Causrs of dofects in bread Qualities of good bread Score cards Comparison of home-mads and bak- ers' bread Use of leftovers It is not expected that the students study Chemistry, Physics and Bacteriology in the first and second years, but the scientific phenomena may be explained by the teacher by the use of simple terms. Technical Work Make yeast breads of vari- ous kinds Baking Care of bread Sandwich making Field trip to bakery Household Science — Second Semester Periods, 90 minutes daily, four tim^s per week, parallel with Housewifery Technical Work Exaoiine structure Effects of heat, acid and salt Cooking meat in various ways Soup making Use of leftovers Field trip to meat market List cuts of meat according to price MEATS Subject Matter Kinds, structure Composition Selection Nutritive value Reasons for cooking Methods of cooking Methods of preserving Food laws governing supply Meat substitutes Correlation Physics Physiology Examine structure Clean Cooking and seasoning Serving FISH AND OTHER SEA FOODS Structure Composition Selection Characteristics of good fish Seasons of various kinds Nutritive value Methods of cooking Reasons for cooking Fresh and canned products Serving Cost Geography Physiology Test for adulterants Render fat Experiments to determine temperatures for frying cooked and uncooked food Clarify fats Deep fat frying Pastry Make and bake various kinds of cakes and cookies FATS Composition Kinds, sources Value as a food Effects of heat Economy in the use of fats Cost of various kinds Substitutes CAKES AND COOKIES Classification Ingredients and proportions Methods of mixing Baking Characteristics of good cakes Score cards Nutritive value Digestibility When to serve Cost Chemistry Physiology Chemistry Physics Physiology HOME ECONOMICS 125 Technical Work Make steamed, baked and boiled puddinjrs Sauces Servinpr PUDDINGS Snhjcct Matter Classification Ingredients Nutritive value Digestibility When to serve Attractiveness Cost Correlation Chemistry Physics PhysioIoEy CookinK and serving dinners Field trip to markets DINNERS M?nu makinj? Bookkeeping Menus of msals for different sea- Art sons Menus for special occasions Menus for meals of small cost Selecting: of food materials for menus Cost of food Methods of purchase — marketing Note — These meals to be planned without calorific value ; food principles. planned from knowledge of Make various kinds of salads Make cooked, French and Mayonnaise dressing Select and prepare materials for salads SALADS Classification Ingredients Preparation Suitable combinations Value in diet Comparison of food Values of different kinds Botany Physiology Art Test for purity Experiments to show solu- bility in hot and cold water Prepare gelatin — With fruit juice With fruit pulp With fruit and nuts With cream or whites of eggs Use in making candy GELATIN Source Commercial preparation Properties Composition Value as food Characteristics Uses in cookery Nutritive value Cost Chemistry Physics Physiology Make puddings, salads, soup, croquettes Souffles, sandwiches, scal- loped dishes Serve attractively LEFTOVERS Suitable food combinations Condition of material Seasoning Economy Digestibility Cost Art Physiology Make ices and ice cream Serve Care of freezer FROZEN DESSERTS Kinds and examples Ingredients and proportions How to freeze The ripening process Substitutes for freezer Nutritive value Digestibility When and how to serve Cost Physics Preparation and serving of meals throughout the semester. PREPARATION OF MEALS to be assigned the class from time to time 126 COURSE OF STUDY Household Science — Second Semester Housewifery ('Phis course is to parallel the preceding course) Periods, 90 minutes one day per week CARE OF THE HOUSE Sources of dirt : way of removing dirt ; materials for cleaning ; necessity for definite plan : order of work for day or week ; short cuts ; use of labor saving devices ; time studies for standard practice. equipment Tools — inexpensive labor saving materials — common cleansing agents : choice, care and cost of tools and materials ; relation of drtss to efficiency ; discussion of proper house dress, shoes, etc. SPECIAL problems TO BE CONSIDERED Bedroom — bed making ; daily plans of work ; weekly cleaning. Care of furniture — polished, wicker and reed ; upholstered ; painted. Care of floors and woodwork — painted, oiled ; varnished ; waxed ; enameled ; linoleum. Care of glass — windows ; mirrors ; pictures. Bathroom — special study of plumbing ; care of enamel, etc. Kitchen — modern time saving methods ; relation of posture to efficiency ; special study of sink and its care ; range or Etove ; refrigerator, cooler or window box ; cupboards, closet cr shelves. Cleaning of kitchen utensils — iron, aluminum, silver, granite, nickel, enamel, brass, tin, wood. Laundering-.sorting of clothes ; removal of staiiis, including rust, fruit, coffee, cocoa, blood, oil, grass. Soaking, washing, boiling, rinsing, bluing, s+arching, drying, sprinkling, ironing. Special work en washing — flannels ; silk hosiery and gloves ; delicate fabrics. Household Science — Third Semester (May be taken either .Junior or Senior Year) Periods, 90 minutes daily ELEMENTARY DIETETICS, TWELVE WEEKS Technical IForfc Weigh and measure 100 calorie por- tions of different foods Compute 100 calorie portions of several foods Calculate from dietary tables the number of calories each inember of a given family requires for daily diet List foods rich in protein, fat, car- bohydrate and mineral content Make trip to market ; reports on market prices Compare cost of foods purchased in small and large amounts Study labeling Plan meals suitable for the break- fast, luncheon, dinner and supper Plan meals for a definite sum Serve luncheon — allowance 10 to 12 cents per individual Plan dinner allowance 12 to 15 cents per individual ; complete the day's ration Pay guests Serve dinner — 12 to 16 cents per in- dividual ( Note -Marketing to be done in each case by girls.) t^ubject Mutter Selection of food materials for menus Food combinations Rules for combining various food principles Method of measurement of fuel value of foods Food reIl * 1- (V 0) o d ^=a og=« "3 S >> WWEh o c MM d O O «a =a c ^^ o »-; = -•2 O c z o o rt cc «K § a c« >» >J 22 c c tf '^.2 C;= — ZI « -i-i ►T bxi_ & r;^ H.2 M C C £ M "i c " O t: C3 CS 1;- rt H5 CS JJ'r; ; !> o. 1-1 <5J PJ- Jo a J ;< ■ S2 %t Pi 03 <; ^ Oi o r c c3 S V :; K 6 o ^ O cum a a 2 a 2 c W m lyn lyn vei n.i. lyn u u C ffi ^2 •-j 1-5 < OrH o O OtC(>5 UIC O'M CM o I a* X o ^^ lJ c £ > c a; KSft w 00 t~ f c 00 c^i (X 00 o; Ci m cc ll 1/ ^ P o « . •- S o ■ tn S ►jH o;' < ffi c 12 < O ri w 2 C "3 M 5-t, -i; c Q •_ y ••« O.. i:d be 1:0 00 o Q O O rt o ',-^^ <^ o cSoMS ♦i fc. s- C O o :c \^ .5 o JO O) cPQ mO oj o j^ •C Oj c ? 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