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OWENSBORO PUBLIC ScHooLs,
ORGANIZATION 1896-97.
BOARD OF EDUCATION
] ]. SWEENEY, President;
]. W SLAUGHTER, President pro tem,
CHARLES V. CARTER, Secretary;
HAWES EAGLES, Treasurer
TRUSTEES:
FIRST WARD—j W Carter, ]. ] Sweeney.
SEcoND WARD—Charles Deuser, ] W. Slaughter
THIRD WARD—john Hughes, ]. G. Bennett,
FOURTH WARD—Joe Lee, John Riley.
COMMITTEES‘
FINANCE—j W. Carter, John Riley.
SALARIES AND SUPPLIES—Ice Lee, Charles Deuser
PRINTING—john Hughes, ] W. Slaughter
BUILDING AND GROUNDS—john Hughes, ] W. Carter
HEALTH - joe Igee, John Riley
RULES - I. G. Bennett, ]. ]. Sweeney.
INSURANCE~ ] W. Slaughter, I. ]. Sweeney.
GRIEVANCE john Riley, ]. G Bennett
IAMES McGINNIss, Superintendent.
The Board of Education meets the first Friday night in every month. at the
High School Building, Frederica Street




HIGH SCHOOL 7
FREDERICA STREET.
TWENTY-SIXTH ANNUAL REPORT
OF THE
OWENSBORO
PUBLIC SCHOOLS
1 896-97.
OWENSBORO PUBLIC SCHOOLS.
ORGANIZATION 1896~97.
BOARD OF EDUCATION.
JAMES J. SWEENEY, President.
FIRST WARD—J. J. Sweeney, J. W. Carter.
SECOND WARD—J. W. Slaughter, Charles Deuser.
THIRD WARD—J. G. Bennett, John Hughes.
FOURTH WARD—John Riley, Jo Lee.
COMMITTEES.
FINANCE—J. W. Carter, John Riley.
BUILDING AND GROUNDS—John Hughes, J. W. Carter.
SALARY AND SUPPLIES—Charles Deuser, Jo Lee.
PRINTING—John Hughes, J. W. Slaughter.
RULES—J. G. Bennett, J. J. Sweeney.
GRIEVANCE—John Riley, J. G. Bennett.
HEALTH—JO Lee, John Riley.
INSURANCE—J. W. Slaughter, J. J. Sweeney.
APPOINTED OFFICERS.
Chas. V. Carter, Secretary.
Hawes Eagles, Treasurer.
James McGinniss, Superintendent.
SUPERINTENDENT’S REPORT.
T o t/ze Honorable President and Momoers of the Board of
Education, Owensooro. Kentucky :
GENTLEMEN—I herewith submit the Twenty-sixth Annual
Report of the Superintendent of Schools for the year ending
June 30th, 1897.
The statistics necessary to afford a means of comparing
the progress of the schools in the several items reported, ac-
company this report.
The thought of educators the country over has been of
recent years more and more devoted to the investigation of
the principles underlying teaching. The child is being studied
at the same time that the system of informing the child is
being inquired into, and the study of the child himself has
been felt to be a real science. Teaching is not alone an art,
although it is that; it is a science, and teachers worthy of the _
name feel a real interest in the prosecution of careful in-
quiries, not alone on their own part but on the part of all true
observers. The course of study is to be modified and
strengthened at whatever point according to the verdict of
a scientific study of the child. This explains why it is that in
all schools the mind of those to whom is committed the
moulding of the course of study is ever on the alert as to
what is best to do, and while slow to put aside the old plans
every new suggestion is thoughtfully scrutinized as to its prac-
tical value in teaching. Whatever other results this is to
4 TWENTY-SIXTH ANNUAL REPORT
have, it certainly lends zest to teaching, and the teacher who
reads the discussions now going on in magazines, educational
or otherwise, newspapers and educational journals, or better,
who is privileged to attend some of the great educational
gatherings and listen to or take part in the debates on the
mooted points, or hear the great reports which characterize
such meetings, reports which are in many cases the results of
careful research and inquiry covering perhaps a year's work
on the part of a committee selected for especial fitness and
ability, cannot but be the better teacher for it all. Iam
satisfied that your own teachers feel that there is more real
interest in teaching now than ever heretofore. It is a very
practical question where we ask as to the curriculum of the
high school, or the course of study of the intermediate grades,
or the work of the primary grades or of what is attempted to
be taught in the first primary grade. Is this just what should
be attempted, or shall we modify it, and how ? The practical
test of it all by careful thoughtful weighing of each step by
the individual teacher, and by the teachers of the grade above,
as also of the supervisors of the schools, is what makes the
curriculum of the public schools valuable in preparing for
citizenship the pupils committed to their charge.
Take the subject of arithmetic. What is its aim ? Do
we devote enough time to it? or do we devote too much time
to it? Do we teach it properly, so that our students know
arithmetic on its practical, business side? These are proper
questions. Too much time may easily be given to it. And
every moment spent in teaching it improperly is of course,
worse than wasted. The one thing above everything else
that is important 'in its teaching is to enable the pupil to de-
cide upon the right step at the right time, and to do the right
thing then and there. That is, to decide upon the steps to
be taken, and to do his work accurately. Anything that
savors of the tread-mill in arithmetic only serves to blunt the
mind of the child. Not how much, but how well, this is the
question to ask about its teaching. The less time devoted to
it provided the child understands what he is doing, and why,
OWENSBORO PUBLIC SCHOOLS. 5
and does it correctly the first time, the better Wlll he be, and
the more of his valuable time can be devoted to other important
work. The constant aim of the present administration has
been and will be to teach this subject properly, and something
has been already accomplished in this direction.
In this same connection I must not omit mention of the
excellent work done by your teachers in the work of the
Teachers’ Reading Circle. They have laboriously yet cheer-
fully devoted themselves to this work, with excellent results.
This brings up this question: Should teachers employed in
the City Schools be re-examined year after year, or at stated
periods? Ithink not, and for this reason, that if the time
that would necessarily be devoted to preparation for such ex-
amination be given to the study of, subjects laid down in a
well matured reading course, the labor will be intelligently
directed and of far more practical value than the mere re—
viewing of studies in which at the very first they passed a suc-
cessful examination. The Wisdom of requiring a teachers’
course in lieu of repeated examinations is clear, it appears to
me.
Of all the subjects in our common school course, that is
the course of the intermediate and primary departments, the
one hardest to get out of the ruts, it seems to me, is
geography. A moment’s thought as to what is of value in
teaching geography, judging from what we ourselves in ma-
turer life find we need or use, indicates what sort of teaching
in geography should be given. The mastering of lists of
rivers or mountains, the incessant locating of unimportant
cities, and the thousand tiresome not to say useless repetitions
of what we call geography, with the omission of the things
of real importance due to the fact that we have not time to do
both, warn us of what our duty is with regard to the proper
teaching of geography. But how to do it, is the question.
How to break with the traditions of the school-room and yet
really teach geography, this is a vital question. We live in a
stirring age, when contemporary history makes and unmakes
contemporary geography, and sometimes very rapidly. N0
6 TWENTY-SIXTH ANNUAL REPORT
geographical text-book at this writing has a word about the
Klondike, but of all geography, the Klondike is today, per-
haps, the most important. The meaning of which is, that
the teacher of geography must needs get part of her reading
from the daily paper, from the general magazine, from the
geographical magazines, and from every available source. It
is hard to turn away from “the book,” but we must learn to
do it, if we would teach geography. The general public
judges of our teaching of English by the way our pupils ex-
press themselves, and of all our teaching by the sort of ability
our pupils manifest, and the public is right. If we do not
teach in a practical way, then we must change our way of
teaching. This is the test that we apply to our school work,
and by it all methods must stand or fall, always providing
that our methods have had time to make themselves felt.
Your Board has afforded much opportunity for the high
school to do its work. You with the general public will ask
what sort of work we are doing, and we answer that our aim
from first to last is to make first of all, good citizens. We
have in mind the articulation of the high school Course with
that of other recognized institutions of learning, as for in--
stance, colleges and universities, but the first thing we have
in mind is to make good citizens for Owensboro, for Kentucky,
for the nation. We propose to make it possible for a youth
to go from the Owensboro high school to any higher institu-
tion of learning, and in going to lose nothing from having
attended here, instead of having attended upon the instruction
offered anywhere in whatever sort of institution of like grade
and scope. It is our purpose to make it worth the while of
higher institutions to get our pupils as thus getting pupils of
superior training. To this end, it is our purpose to articulate
the high school with such institutions, and this is being grad-
ually accomplished, here and out of the state. But this, as
I have said, is second to our desire to give good citizens to
Owensboro.
Just here a word as to the Colored high school. For the
first time in the history of these schools there was graduated
OWENSBORO PUBLIC SCHOOLS. 7
a class of colored pupils, seven in number. This is a note—
worthy event. I am satisfied that the change from the em-
ployment of white teachers to that of colored teachers in the
colored schools, while at the time viewed with some well
founded distrust, was a wise step, and if the same care be
taken in the employment of colored teachers be had as has
characterized the appointments so far, this wisdom will more
and more show itself. While the white teachers We had em-
ployed in the colored schools were of excellent ability and
training, and did their work with rare conscientiousness, yet
I am free to say that the improvement along all lines, and in
all departments of the colored schools is plainly manifest,
and perhaps owing to this one fact, that of sympathy between
teachers and pupils, as also on the part of parents and guard-
ians. Blood is thicker than water, and the fact that the
teachers were of their own race was an all-important fact to
both parent and pupil. I confess myself a convert to the idea
of colored teachers for colored pupils. The best disposed
pupils we had under the old plan, and we had some excellent
pupils then, do much better under the new plan. The
question as to what our high school pupils are to do after
leaving the high schools is of course their own to solve, so far
as the colored people are concerned, but it is none the less
an interesting one to us who look on. They are capable of
receiving an education, and they must now demonstrate the
advisability of our bestowing it upon them, in the leading of
honest, purposeful lives. I am sure your graduates from the
colored schools will ever prove good citizens. I desire to say
simply this with regard to the corps of teachers in the colored
schools, that they are faithful, intelligent and thorough-going,
A word here as to the work of the Board of Examiners
of your schools. Quite a large percentage of those applying
from time to time fail of obtaining a certificate. As those
who succeed in getting a certificate are not required again to
undergo an examination as long as they are employed in
teaching in the city schools, it is manifestly important to make
the test a thorough one, and such has been the case, and will
8 TWENTY—SIXTH ANNUAL REPORT
be. At the same time, it is easily within the reach of any
person who meets the requirements as to qualifications and
previous preparation to secure a certificate, provided reason-
able diligence has been had in a proper review of the studies
examined in. Pupils who have but recently graduated from
our own schools or others of equal standing owe it to them-
selves not to try to stand the examinations before this or any
Board without careful review. While the high school course
broadens the horizon of the students, yet it deals with hardly
any of the subjects in which the candidate is examined for
teaching. The applicant should review in these subjects if
at all desirous of standing the examination.
Imust commend the work of the high school in this,
that each year it is strengthening along important lines. The
work in mathematics is of increasingly better quality; the
work in Latin is better done, I feel, while more work is doing
each year. The practical work of drawing each year shows
improvement, and the stenography still continues to hold its
interest with our pupils. The work in physics and chemistry
needs more in the way of a labratory, while excellent results
were obtained from the apparatus your Board was kind
enough to furnish this present year. ’
Let me speak of the need of a school library. There,
should be a central school library to which the patrons of the
school and the pupils should have access; and there should be
district libraries to which the individual districts should have
access. The last year has shown that where pupils otherwise
unable to find reading matter have had access to ever so small
a library, it has developed in these pupils a love of reading
that has delighted and encouraged the teachers, and shown in
a marked degree in the manifest improvement of the child as
a pupil. Boys hitherto in the list of troublesome pupils have
pleaded for books of travel, adventure, familiar science, his-
tory and literature, and been willing to show their gratitude
in many practical ways, where the request has been met.
The children are hungry for good reading, and it is much to
be desired that they shall be supplied with it.



72:2 mdnmmn.
MOT-GOP
OWENSBORO PUBLIC SCHOOLS. 9
The matter of the proper care of the school grounds is
still before us. I trust yet to see the grounds properly laid
off and cared for. I also trust that we shall shortly see the
American flag floating over each school each school day in the
yean
I desire to commend to your notice the Walnut Street
school for its record with regard to tardiness. I trust to see
a marked decrease of tardiness throughout the schools.
In closing, allow me to thank the Honorable President
and Members of the Board of Education for your unfeigned
and untiring interest in all that concerns the schools under
your care. At every turn your time is encroached upon by the
demands of the schools, and that attention is ever cheerfully
given which will insure success in whatever direction your at-
tention may be needed. The schools show the marks of your
hearty interest in them and provision for them, and your
work is highly appreciated by your superintendent, your prin-
cipals and teachers, and I am sure by all who wish the schools
well. At the same time, I am not unmindful of the cooper-
ation of the principals, the teachers and the pupils of these
Schools. Respectfully,
JAMES McGmmss,
September 3, 1897. Supt.
COURSE OF STUDY.
ARITHME'I'IC.
FIRST YEAR, A.
Pupils shall be taught to perform exercises in the four fundamental rules
to amounts not exceeding ten; count to fifty, using objects as high as twenty.
Numbers are to be written in words, in the Arabic, and in the Roman charac-
ters.
In connection with this work, both in A and B, note the following:
I. Teach numbers as wholes, so that they shall know when they see five,
or any number of objects, and be able to pick out any given number of objects.
2. Teach the building of numbers by ones, by twos, by threes, etc.
3. Find what numbers are contained in any given number, separate any
given number into two equal parts, and into two unequal parts.
Without a good collection of objects and skill in their use, there cannot be
much success in this work, a work which tests teaching power as it is nowhere
else tested. Each number as it comes into use should be developed by means
of difierent objects, such as autumn and green leaves, blocks, pegs, nails, pen—
cils, pieces of crayon, pebbles, grains of corn, marbles, the numeral frame,
flowers, groups of children, objects noted in their picture books, geometrical
forms cut from paper or drawn on the blackboard, and by means of actions,
motions, etc., the strokes of a bell, the number of steps, jumps and so on.
FIRST YEAR, B.
They shall be taught to perform exercises in addition and subtraction, to
amounts not exceeding one hundred, using numbers as high as five; they are
to use the Roman numerals as high as twenty.
Let the classes, as soon as practicable, be arranged in sections, giving most
time and attention to those who are seemingly backward. but who in most
cases have only been improperly dealt with.
When they do not grasp the points as you desire, ask not, What is the
matter with them? but, What is lacking in my presentation of this point, or in
my work heretofore? In case of seeming failure, get in the way of inquiring,
What is lacking in me? for there is where the remedy is to be applied.
OWENSBORO PUBLIC SCHOOLS. II
In the meantime, while paying especial attention to the slower pupils,
occupy the others with interesting work. Teach the halves of even and uneven
numbers to ten ; quarters of four and eight; cents, nickels and dimes; quar-
ters, half dollars and dollars ; yards, feet and inches.
SECOND YEAR.
Review the work of the preceding grade. Exercises in the four funda—
mental rules to amounts not exceeding one hundred, using numbers in addition
and subtraction as high as ten, and in multiplication and division as they pro-
gress with the tables, as high as five. They are to add columns of two figures.
Exercises in mental and slate work to be had each day, the one in the morning,
the other in the afternoon. Subtraction of units and tens, borrowing and
carrying.
Practice in making change, and problems in connection therewith, writing
dollars and cents, and using the parts of a pound, of a bushel and of a gallon.
Halves of all numbers to 25, thirds of 3, 6, 9, 12, 15, 18, 21, 24, fourths of 4,
8, 12, 16, 20, 24, and tenths of 10, 20; the figures to be well made and neatly
arranged.
Reading and writing numbers to 1,000, and Roman numerals as high as
50. They shall also be taught to tell the time to the quarter-hours.
THIRD YEAR.
Exercises on the four fundamental rules to amounts not exceeding 144,
with numbers as high as ten in addition, subtraction, multiplication and divis-
ion. Practice in adding columns of three figures, and in reading time to the
minute. They are to have practical work in fractions; breaking sticks, cray—
ons, etc., into equal parts, cutting paper, dividing apples into sections, and
separating groups of objects into smaller groups.
Multiplication by2 figurss and short division as high as 10; review of
Second Grade work. They are to have practice in making change in connec-
tion with the use of the following weights and measures : pounds, bushels and
gallons, and their parts; these latter to be so used as to give the pupils correct
judgment as to the approximate weight of different things by inspection.
Teach the operations of borrowing and carrying, and explain the process;
give attention to neatness in written work, and to that end inspect the slates
from time to time, with regard to this alone. Give no work to fill in the time,
but let each hour's work have a definite aim. In selecting problems for class
use, discard mechanical work as much as possible, and use those requiring
some thought. Each teacher should have a list of good questions, original
and selected, bearing suggestively upon the Course of Study in her own and
12 TWENTY-SIXTH ANNUAL REPORT
kindred grades. Liquid, Dry and Time measures. Write numbers in words
and figures and read them, as high as millions, and in Roman numerals as
high as 100.
The old-fashioned multiplication and division tables are to be mastered as
high as IO in this grade. The work in Arithmetic is to comprise both slate
and mental work.
FOURTH YEAR.
Exercises in reading and writing numbers, and in the four fundamental
rules, introducing and thoroughly teaching long division, using the tables pre-
viously introduced, together with United States Money, with practical ex-
amples in changing numbers of one denomination to the next higher or lower
denomination. The text-book in the hands of the pupils to be used for the
sake of the problems therein contained, which can be used in connection with
this course, as selected by the teacher. Note the suggestion as to problems in
the Third Grade.
Practical questions containing the application of one principle, using
whole numbers and decimals, the former not higher than millions, and no dec-
imals beyond three places. Use no divisors of more than three places; in
division of decimals the divisor is to be a whole number. Reduce fractions
whose denominators are less than ten, to decimals.
Develop statements of processes used: that is, lead the pupils to state
clearly and briefly the methods by which they arrive at results. Do not, ex-
cept in rare cases, give them a rule, but teach them to think their way out of
each difliculty as it occurs in the problem. Neither give nor require any set
form of explanation for any class of problems; encourage short processes,
other things being equal.
The addition of figures in columns is to be kept up. Accuracy in work
I
neatness in arrangement, and rapidity in operation are to be insisted on; these
qualities are equally esteemeed. Multiplication and division tables as high as
12 to be mastered fully in this grade.
FIFTH YEAR.
Review incidentally the work of the Fourth Grade, with exercises in the
four fundamental rules, with whole numbers and with decimals, using no more
than three places, and using only whole numbers as divisors in division of dec-
imals, and taking up common fractions, including mixed numbers. Establish
by means of objects the relation of a fraction to an integer. Addition, sub-
traction, multiplication and division of common fractions, teaching greatest
common divisor, or factor, and least common multiple, for the sake of their
OWENSBORO PUBLIC SCHOOLS. I3
use in fractions. Use no fraction whose denominator is greater than 100;
teach especially the changing of common fractions to decimals, and encourage
the use of decimal fractions on the part of your pupils. Teach the aliquot
parts of 100 for the sake of reducing to decimals mentally. Explain all pro-
cesses, and have them explained by the pupils. In selecting problems, choose
such as require thought and judgment as to the principle involved and the
neatest solution under that principle, rather than such as require long and
tedious multiplication or division. or work of that kind.
As much as possible, discourage the re-copying of written work; let it be
carefully written at first. Frequently, from this on, in all grades, give sets of
problems for the sake of explanation as to the principle involved, not requir-
ing the work as far as the figures are concerned.
The text-book in use by the class, is in their hands for the sake of the
problems it contains, this Course and not the text-book indicating the order in
which the subjects are to be taken up. The teacher should have other books
and collections of test problems on hand from which to draw for class use.
Use the tables previously introduced, together with those of Avoirdupois
weight, the practical parts of Long, Square, Cubic and Time measures, with
practical examples in changing numbers of one denomination to next higher
or lower. In teaching these measures, let the pupil do as much actual work as
possible in weighing and measuring, and in judging as to the probable weight
or measure of things about them. Exercise the pupils in estimating the dimen-
sions, surfaces and contents of ordinary rooms, as well as of those containing
bay—windows, etc.
In plastering, allow for doors and windows, etc. Estimate cost of slating
black-boards, glazing sash, papering and painting rooms, sodding, excavating,
and all work of that kind. Give some attention to the measurement of boards
and brick, and of stone work.
Have the mile, half-mile and quarter-mile, in their relation to city dis-
tances, and acre and ten-acre lots, and the size of squares and city lots, with
the width of streets and pavements well understood.
Frequent exercises in the rapid addition of columns of twenty-five or
thirty figures, so as to add them in one-half minute or less; constant exercise
in the multiplication table.
Mental Arithmetic in accordance with the above Course to be recited each
day in the afternoon, Written Arithmetic being taken in the morning.
SIXTH YEAR.
Exercises in the four fundamental rules, using whole numbers, decimals
and common fractions, including mixed numbers. In division of decimals,
I4 TWENTY—SIXTH ANNUAL REPORT
explain the use of divisors containing decimals. Much practical work, insist-
ing upon promptness and accuracy. Weights and measures as heretofore
introduced, and the Miscellaneous table; practical examples in changing a
compound to a simple number of a lower denomination, or a simple number
to a compound number of a higher denomination.
Addition, subtraction, multiplication and division of compound numbers.
Do not give too much time here to mechanical work, but aim to use this part
of the Course in connection with the other work of the Grade; percentage and
interest.
The Course of this Grade is understood to include that of the preceding,
whose work is to be reviewed, not, however, in a formal way, but incidentally.
The need of a fund of problems requiring care and thought on the part of
the pupil, increases as they advance in grade. No work here should be me-
chanical. Note what is said in the preceding Grade as to text—books and
books containing test problems. Give attention to analysis of problems, have
frequent recitations where the best methods of solutions, and not the working
out of the problem is required.
Accuracy, neatness and rapidity insisted upon. Still exercised in rapid
addition of long column of figures.
Mental Arithmetic in accordance with the above Course, daily.
SEVENTH YEAR.
Fundamental rules; fractions, common and decimal; weights and meas-
ures, and reduction of compound numbers; mensuration of surfaces and
solids: percentage and simple interest. Attention to method of solution and
analysis; important rules and formulas, at the discretion of the teacher to be
memorized. ‘
Mental, under the above Course, to be recited each day.
Neatness and care in forms and ruling.
EIGHTH YEAR.
The work in this Grade is in business forms and calculations; the work of
preceding Grades to be reviewed incidentally. Solutions are to be'by analysis
rather than by formula or by rule.
Percentage and interest, commission and brokerage, present worth and
discount, stocks and bonds, taxes, promissory notes, banking, ratio and propor—
tion, involution and evolution, square-root, with reference to right angled
triangles.
Special attention to explanation of problems on the part of pupils. Rules
and principles once a week.
OWENSBORO PUBLIC SCHOOLS. IS
The following is the Course by months :
September, percentage; October, commission and trade discount; Novem—
ber, profit and loss; December, stock transactions; Ianuary, the five problems
in interest; February, compound interest and partial payments, the latter
briefly touched on; March, discount, bank and true; insurance, taxes, duties;
April, ratio and proportion; May, square and cube root.
Mental Arithmetic each day, under the above Course.
READING.
FIRST GRADE.
In connection with the Reader, make free use of the Reading-chart and of
the black—board. Endeavor to have the pupils read naturally, and guard
against that unnatural voice and awkward manner so apt to be found here.
Require the words to be learned as words, and recognized and pronounced at
sight and without hesitation.
Accompanying each printed word as found in the Chart or Reader, with
its equivalent script form, carefully written upon the board, more especially at
the first of the year. While not following the Phonic method, the pupils are
to be taught the sounds of the letters, and so to combine sounds as to pro-
nounce them without the teacher's aid. Do not have them spell by sound, ex—
cept incidentally, but by letters, syllable by syllable, without pronouncing the
syllables, when they spell orally. See that the words occuring in their lessons
are used intelligently. As the words are learned, a list should be kept on the
board and enlarged from day to day as new words are taken up. From this
list new sentences should be formed and written upon the slates, or board, and
read daily, to enable them to recognize each word under various circumstances
and in any position.
At first,not more than two or three new words should be introduced each
day, but later on the number may be increased. Have but little concert work,
but have the pupils read as frequently as may be. They need not be taught to
print their lessons, except where there is some difliculty in distinguishing be-
tween some of the letters, that seem to them to look alike. Let their writing
be in the script form.
There is such a thing as good reading, even in this grade, and from the
first, whatever they are able at all to do, they should be taught to do well. All
that constitutes good reading should have its beginning here; expression, modu-
lation, animation, let all these be found in the reading of the little folks. They
should understand the use of the terminal points and commas that are used in
their lessons.
16 TWENTY-SIXTH ANNUAL REPORT.
"From the very beginning children should be taught to speak in pleasant,
conversational tones; and the same tones are to be carried into their reading.
To give ease and naturalness, nothing is more important than to read in
phrases. Thus, ‘I can see,’ should be spoken fluently as if it were one word,
like ‘repartee'; the articles a and the should always be joined to the following
word, as if they formed the first ‘syllable of it."
They are to learn the numbers at the top of the page, and the number of
the lesson, the use of capital letters, and how to write the pronoun I.
Teachers should familiarize themselves with the directions given to teach-
ers in the introduction to the various standard First Readers and Charts.
SECOND YEAR.
Since intelligent reading is a key to all knowledge, time spent in becoming
good readers is time saved in all other studies. They are to understand the
words as introduced in their lessons, and to use them in other sentences. Re-
quire the reproduction of the story of the lesson in their own words.
' While some ‘lessons are to be closely studied and analyzed for pronuncia-
tion, or for modulation, or for emphasis, etc., yet it must be remembered that
we learn to read by reading, and not by getting ready to read, and as a general
thing even in this Grade, too much time cannot be spent on any one lesson.
Cover the Course in Reading, selecting special lessons for drill, and simply
reading the others. Use whatever commends itself in the way of supplement-
ary reading, keeping this in mind, that nothing but the best should be read,
either to or by the children. Selections from good sources, type-written, will
be of service. The advantage in supplementary work is that pupils reading
something of interest to the class are stimulated by the attention of the class
to read distinctly.
THIRD YEAR.
When a child is corrected in reading, he should be led to discover wherein
he is at fault, and in what-manner he may do better. Bring out a correct un-
derstanding of the matter in hand. Except in rare cases, the pupil should not
be corrected in the midst of hisreading by either teacher or pupil; he should
be able to give his whole attention to his reading, without running the gantlet
of annoying or perplexing criticism. Besides, if the pupils who are listening
must wait until“ criticisms are called ‘for. the unimportant mistakes will be more
apt to be lost sight of, and the more important ones remembered. Silent read-
ing, as it may be termed, where the class read the story to themselves, with a
view of reproducing it in their own words, is an excellent exercise. Use sup-
plementary reading judiciously and freely, noting the remarks on this head in



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OWENSBORO PUBLIC SCHOOLS. I7
the preceding grades.‘ The secret of success, however, is with the teacher;
she must be a good reader; nothing can take the place of genuine interest and
enthusiasm on the part of the instructor. You are to prepare for each lesson
in reading.
FOURTH YEAR.
Note the instructions in previous Grades. Let there be special drills on
necessary points, in lessons selected for the purpose, but do not as a general
thing, spend too much time on each lesson. It is not necessary to read the les-
sons in the order given in the book. Supplementary reading should have
ample time devoted to it. Children like to. listen to interesting reading; this is
taken advantage of in exercises of this nature, where instead of the teacher
reading aloud to them, the ability on the part of the pupils themselves to read
so as to interest the others is developed.
Do not insist on iron-clad rules as to the punctuation marks in their influ-
ence upon inflection, etc. Some of the most important pauses cannot be indi4
cated by punctuation marks. Read with expression, and with due regard to
the sentiment of the selection, and refuse to tolerate lifeless, carless reading.
See that they know and appreciate what they read.
Historical and biographical allusions, and scientific terms are to be ex-
plained, and correct pronunciation insisted upon.
FIFTH YEAR.
The use of the dictionary on the part of the pupils is to be encouraged in
this Grade. Previous instructions, in so far as they apply here, are to be
noted. Pupils are expected to give full and intelligent explanation of the les-
sons read; they are to read fluently and with expression, to pronounce cor-
rectly and distinctly. As heretofore, a few lessons for general and careful
study and drill, through the year, and the other lessons for reading. Maga-
zine literature and selections from good books, papers, etc., in connection with
other Readers, alternate or supplementary. Explanations of terms used in the
lessons beyond their own vocabulary, in language suited to their comprehen-
sion; this is, however, to be borne in mind, that they can often get at the
meaning of such terms from a study of the context, and this ability should be
cultivated. Attention should be paid here to definitions, both in the words of
the book and in their own words.
SIXTH YEAR.
Note the instructions given to the previous Grades; read carefully the in-
troductions to the various standard Readers and Manuals of Elocution, as to
emphasis, modulation, expression, pronunciation and whatever enters into
18 TWENTY-SIXTH ANNUAL REPORT
good reading. Intelligent and thorough drill on other lessons along some other
line, with the majority of lessons for the sake of the general effect, is the best
plan. True, some study of the lesson in class should accompany each lesson,
but only as a general thing for the sake of introduction, and not for drill.
Much supplementary reading, and varied in its nature, and as a general rule,
prose rather than poetry; travels, history and biography, current articles on
matters of interest. They should be taught so to regulate their breathing as
to be able to read for a longer time aloud than in the other Grades before this
time. The latest authority on pronunciation should be consulted freely in class
and out of it. They should know how to pronounce according to the diacriti-
cal marks, and should speak and read correctly.
They should be able to account for the pronunciation marks and should be
encouraged to seek out and appreciate the true, beautiful and good in the
sentiment, and to assign the reason for preferring one way of reading a pas-
sage to another. Intelligent, not captions criticism, should accompany the
recitations in this subject. The principles of elocution should be kept in
mind and inculcated by the teacher. 7
SEVENTH YEAR.
In this Grade the pupils should be led to give attention to accent, empha-
sis, infiection, modulation, pronunciation, emphatic phrase, in all their exer-
cises, some lessons as heretofore being for special drill along these lines. A
fertility of resource in the way of expedients is invaluable here. No allusion
should be passed by in silence. It is‘not meant that the lesson should be
broken in upon by these or other explanations, for this should not be; in all
reading lessons, the obscure phrases should be explained, the diflicult terms
defined, elucidated, and illustrated at the outset.
What is known as silent reading has its place here as elsewhere. - Supple-
mentary work, historical, or relating to travels, or popular science, and selec—
tions from general literature, is to be freely and judiciously used. Select read-
ings from standard works, as well as recitations, frequently.
EIGHTH YEAR.
The intelligent and frequent use of the dictionary in Connection with their
reading is to be both encouraged and required. The conversational style is to
be the basis, while the other styles are not to be neglected.
, Defining as an exercise, both oral and written, is to be required from
time to time, especially in the preparation of the more diflicult lessons; and
the study of synonomous terms, with the distinguishing of shades of meaning,
is to be a feature of the reading lessons in this Grade. In supplementary
OWENSBORO PUBLIC SCHOOLS. 19
reading, in both prose and poetry, nothing but the best from a literary point of
view should be selected; there should be a love of good reading for its own
sake. History, biography, travels and the current magazine literature should
have their place in this Grade.
The use of diacritical marks as aid to pronunciation is to keep pace with
their progress in this subject.
0 OMPOSITION.
The subject of Composition must be taught. At least one written compo-
sition is required of each pupil each fortnight, in addition to the work required
under the head of language work. Unless in the judgment of the teacher the
subject is to be developed one week, and the outline prepared from which the
composition is to be written the next week, there should be a written exercise
each week. ‘
At first, especially in the lower grades, it would be well to have this as
slate work, butlater on it should be on paper. A list of the subjects of the
various compositions for the term, with the date when each was required,
should be kept in the Register, and one or two of the best compositions should
be filed for reference. Attention should of course be paid to neatness and the
correction of papers.
Narration and description, repetition of stories told in their hearing, biog-
raphy and history, imaginary journeys on land and sea, and in the higher
grades discussion of current topics, and letters of friendship and business, and
translations, summaries of books read, with sketches and plots of stories and
criticisms, etc., are all included under this head. Familiar science, too, may
be made all the more interesting in connection with exercises of this nature.
Experiments performed in their presence, and described by them, would cer-
tainly be of advantage to the pupils in more ways than one.
LANGUAGE .
FIRST YEAR.
The pupils of this Grade should be encouraged to talk about familiar ob-
jects, and the errors made in the use of language should be pointed out and
kindly corrected. In an important sense, each lesson in any subject is pri-
marily a lesson in language; as the pupil learns to think, he should learn to ex-
press himself in fitting words, as well as to grasp the thought represented in
the new words which he meets from day to day. They should be taught to
speak good English, with the correct pronunciation. The exercises during the
first part of the year should be oral altogether, written exercises being intro-
20 TWENTY-SIXTH ANNUAL REPORT
duced during the latter part of the year. They should be taught to use com-
plete sentences, to use the capitals at the beginning of sentences, and in writ-
ing the pronoun I, and to use the terminal marks at the close of sentences.
Each child should learn to write his name, the name of our City, County
and State.
Ten minutes each day should be devoted to committing choice selections
to memory.
SECOND YEAR.
Continue as in preceding grade. Encourage and require pupils to make
and write short descriptions suggested by the pictures in the books and from
other sources. Teachers must see that the pupils use the capitals and terminal
marks correctly, in writing these exercises, and that the sentences are well con-
structed. -
Ten minutes to be spent each day in committing and reciting choice selec-
tions from the writings of Tennyson, Longfellow, Bryant, and the Cary sisters,
and relating interesting incidents connected with the lives of these authors.
THIRD YEAR.
They should practice changing poetry into prose, declarative into interrog-
ative and imperative sentences, after the different kinds of sentences have been
explained and illustrated by the teacher.
Errors in the use of language by the pupils should be corrected.
FOURTH YEAR.
Oral or written reproductions of the reading lessons, after each lesson is
completed; a condensed statement of the principal items entering into the les-
sons; and sometimes the paragraph might be taken up by the several divisions
of the class, and expressed in different words. Sentences should be changed
so as to be expressed in different words. Sentences should be changed so as to
express present, past and future time.
Letter-writing should receive due attention under the following heads: the
date, the introduction, the body, the close, the address, the superscription.
FIFTH YEAR.
Short abstracts of reading lessons to be frequently written out. Poetical
‘selections to be changed to prose, and expressed in their own words. Frequent
exercise in writing letters of business, of invitation and of friendship.
SIXTH YEAR.
Record a composition every week. During the week the teacher is to en-


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OVVENSBORO PUBLIC SCHOOLS. 21
courage the pupils to investigate the subject, and she should discuss it with
them from day to day, and see that the punctuation marks are properly used.
Teach the various kind of sentences: declarative, imperative, interroga-
tive and exclamatory; the use of the terminal points, the comma, the apostro-
phe, quotation marks, and the most common abbreviation marks.
SEVENTH YEAR.
Pupils should be encouraged to write an account of journeys they have
taken, or excursions they have made; nutting parties, rambles; important
events in the history of our city that may have come under their observation;
to describe places they have visited, and to relate anything of interest they
may find in their reading, connected with their geography or history. They
should be encouraged to summarize the contents of books they have read,
from the school library and elsewhere; to prepare biographical sketches of
noted names in history, and give important facts with regard to the authors of
selections in their readers. Attention should be called to the most important
events in connection with towns, mountains, lakes and seas named in their
geographies.
EIGHTH YEAR.
Due attention should be paid to expression in both oral and written exer-
cises, in connection with the subjects of the Grade. Composition, including
letter-writing, description, summarizing short discriptive poems, and stories
read to them in class, or read by themselves, once a week, alternately with the
recitation of selections, etc.
GRAMMAR.
FIFTH YEAR.
Primary Grammar to the verb. Teachers should endeavor to give the in-
struction a practical turn, and so to illustrate by example that the pupils shall
learn to distinguish words as parts of speech, by their relation to other words
in the sentence, rather than by mere memory. From the first, too, they shall
be taught to speak correctly the language in daily use; no error in speech
should be suffered to pass unnoticed or uncorrected. From time to time les-
sons should be had with this in view.
SIXTH YEAR.
Note the instructions in previous Grade. Devote the first term to a thor-
ough study of the verb, and complete the book, giving special attention to
punctuation and capitals during the last term, requiring them to use the proper
22 TVVENTY-SIXTH ANNUAL REPORT
pronunciation marks, in the letters and essays they may have to write. Exer—
cise your judgment as to what is most important in this course, and give most
attention to that which most requires it. Not everything in the text-book is to
be committed to memory; sometimes it would be better to have the text read
and commented on, than to have it committed at all.
They should be able to decide at sight, as to what part of speech each word
is, whether it be a noun, a verb, etc., in the case of the words in daily use in
the various exercises in the class. This is all important in this Grade. In
parsing do not insist too closely upon any set form, but endeavor to have them
get at the most important facts in connection with the words, from a gram-
matical point of view. Frequent exercise in parsing should have its place in
this Grade.
SEVENTH YEAR.
Grammar should be completed to Syntax, and reviewed. Diagrams are to
be used in the explanation of sentences, without attaching too much importance
to diagraming. The main thing is the correct use of speech; everything should
bend to that. The ability to distinguish the parts of speech at a glance should
be possessed by the pupils; they should be able to parse ordinary sentences
without hesitation, being required to note only the items of interest in their
parsing.
Frequent exercises in analysis, from a grammatical point of view, of the
choicest selections, in prose and poetry in their readers and elsewhere should
be had here. It should be the aim of both pupils and teachers to speak cor-—
rectly, and any teaching which does not tend to produce this effect, is faulty
somewhere; the written exercises should be in good English; the colloquial
style being the one generally aimed at.
EIGHTH YEAR.
The text-book in Grammar should be completed and thoroughly reviewed ;
in analyzing a sentence the pupils should be taught the use of diagrams. Pars-
ing and the correction of sentences should not be lost sight of.
Exercises from other text books, and from general literature, for the sake
of greater skill in parsing. The leading definitions in this subject are to be
mastered in this Grade. The recitations should be varied, so as to avoid any-
thing like routine work; there should be thought in every lesson.
DIACBITIGAL MARKS—All Grades.
In order to a correct pronunciation on the part of the pupils, the use of
the diacritical marks, as indicated by Webster, shall be taught. Each teacher
OVVENSBORO PUBLIC SCHOOLS. 23
is expected at all times to use good English, the International Dictionary being
the standard as regards the pronunciation of words.
PHYSIOLOGY AND THE LAWS OF HEALTH.
From the very first the pupils should be taught the laws of health in re-
gard to cleanliness, the need of pure air, and the danger of “cooling off” too
rapidly when overheated. Not in set terms, but in plain conversational man-
ner suited to the comprehension of the children. The evils of the use of alco-
holic and narcotic stimulants, especially on the part of the young, should be
fairly and plainly stated. These instructions should be given not at stated
times, but when occasion presents itself; when children come in overheated
would be the time to call attention of the class to the danger along this line,
and in the lower grades, when a child is sick from using tobacco, should this
occur during school hours, it would be well to call attention to this matter.
FIFTH YEAR.
Physiology and Hygiene to be presented orally in brief lessons to the class
under the following heads: alcohol, fermentation, distillation, tobacco, opium,
bones, muscle, food, following the text-book used in the Seventh Year.
SIXTH YEAR.
Following the text of Hunt's Temperance Physiology, consider the fol-
lowing topics: Are narcotics food? digestion, respiration, circulation, the skin,
animal heat, alcohol and life, the nervous system, special senses.
SEVENTH YEAR.
The text-book used in the preceding Grade to be completed.
EIGHTH YEAR.
The laws of health incidentally; no text-book.
NINTH YEAR.
Steele's Physiology is to be completed. In this Grade the subject is to be
studied thoroughly, and reference made to other text-books from time to time
in the way of supplementary reading. Laboratory work to be encouraged at
all times.
GEOGRAPHY.
FOURTH YEAR.
Thirty—nine pages of the text are to be completed, not for a mere mastery
of the statements of the text, but always for the sake of an intelligent idea in
24 TWENTY-SIXTH ANNUAL REPORT
regard to Geography. Supplementary reading along this line is invaluable;
magazines of Geography, other text books than the one in use in the class,
scrap-books of pictures of mountain and lake scenery, and characteristic dress
and habits or industries of various places, talks as to journeys made by teacher
or pupil, the special examination of maps when the attention of the public is
called to any place, and the reading of letters and books of travel, such as
bear upon the Course for this Grade.
Right and left as variable points, the cardinal and semi-cardinal points,
lessons on relative position of objects in the school-room, and in' the city and
neighborhood.
Have pupils draw a map of the city, locating the chief points of interest, '
noting its population and size as compared with other cities of the State, and
learning the chief products of the State, county and city.
FIFTH YEAR.
Complete the book, noting the instructions of the preceding Grade, which
apply with equal force here. T ourists' Guides sent out by leading Railroad
Companies can be utilized in making Geographical scrap-books, and often fur-
nish excellent supplementary reading on this subject. In order to make this
subject a fascinating one, the teacher must be well-read and on the lookout for
helps.
This important subject should be kept out of the ruts, and made one of
constant and renewed interest.
Maps of N. A., S. A., Kentucky, and of the county and city.
SIXTH YEAR.
Note the instructions to previous Grades. The text to be studied through
the United States, with special attention to map-drawing. Supplementary
reading in the way of geographical readers, magazines, travels, descriptions of
natural scenery from whatever source. In no other subject is there so much
of general interest within the reach of the teacher as here, and yet a lack of
interest on the part of the teacher makes dull and tedious to the average class
this pleasant duty.
SEVENTH YEAR.
Home reading in books of travel, of exploration and discovery, to be en-
couraged. They should be taught the leading routes of travel at home and
abroad; the leading railroad and steamship routes, with modes of travel in
other countries. Some good supplementary reading is to be found in the pub-
OWENSBORO PUBLIC SCHOOLS. 25
lic documents issued at Washington, in regard to the manufactures of our own
and other lands.
Text to be completed, maps drawn, and the subject to be thoroughly
reviewed.
EIGHTH YEAR.
The elements of Physical Geography as presented in the text, with supple-
mentary work as in the other grades.
Map-drawing and a discussion of the relations of Longitude and Time.
THE HISTORY OF THE UNITED STATES.
SIXTH YEAR.
The early discoveries, explorations and settlements of North America, the
colonial period, to the Revolution. The use of a text-book is not necessary.
SEVENTH YEAR.
A rapid review of the work of the preceding grade, especially of the
French and Indian War, and a careful discussion of the causes of the War of
Independence, and the events leading to it; the Revolution, the Administra—
tions; the War of 1812. A careful study of the work of the Constitutional
Convention, and, incidentally, of the nature of the government. Take to the
Civil War.
THE HISTORY OF KENTUCKY—Supplementary.
The history of our Commonwealth is to be read in classes by the pupils
as supplementary reading matter.
LITE RATURE .
There is no more important part of the education of our youth than the
study of English Classics.
Pupils should be inspired with a love for reading at an early age. In
order to bring about desired results it is necessary to prescribe a certain amount
to be committed. This should be begun in the First Grade and continued until
the Sixth Grade is reached. From the Sixth Grade until the end of the
Course a number of choice selections should be learned, but a great deal should
be read that need not, necessarily, be committed.
The following may be studied or learned:
First Grade—We are Seven, (Wordsworth); Suppose, (Cary); Pied Piper
of Hamelin, (Browning).
Second Grade—I Remember, (Hood); Jack-in-the pulpit, (Whittier); Day—
break, Flowers, (Longfellow); Break, Break, Break, (Tennyson).
26 TWENTY-SIXTH ANNUAL REPORT
Third Grade—My Country 'Tis of Thee, (S. F. Smith); Fairy Folk.
(Cary); Rain in Summer, Skeleton in Armor, (Longfellow); A Vignette,
(Holmes); Barefoot Boy, (Whittier); Dafi’odils, (Wordsworth); Enoch Arden,
(Tennyson); Our Country's Call, (Bryant); Psalm xxnr.
Fourth Grade—The Light of the Stars, Evening, The Launching of the
Ship, (Longfellow); Snow-Bound, (Whittier); The Bugle Song; (Tennyson);
Song of the Shirt, (Hood); The Deserted Village, (Goldsmith); The Way to
Sing, (Helen Hunt Iackson); Gradatim, (Holland); The Sunbeam, (Mrs. He-
mans); The Cavalry Charge, (Taylor); -Psalm 1; The Sky Lark, (Hogg); The
Child and the Star, (Dickens).
Fifth Grade—An Order for a Picture, (Cary); The Brave at Home, (Read);
The Death of the Old Year, New Year's Eve, (Tennyson); What I Live For,
(Banks); The Crowded Street, The Old Clock on the Stairs, The Prairies. (Bry-
ant); From My Arm Chair, The Builders, (Longfellow); The Fountain, A Day
in june, (Lowell); The Flower of Liberty, (Holmes); To Sleep, (Shelley).
The following is to be read and studied carefully:
Sixth Grade—Evangeline, (Longfellow); Black Beauty, His Grooms and
His Companions; Epistle to Davie, (Burns).
Seventh Grade—Irving's Legend of Sleepy Hollow, Bunyan's Pilgrim's
Progress. Address to the Men of England, (Shelley).
Eighth Grade—David Copperfield, (Dickens); Ivanhoe, (Scott).
Ninth Grade—Longfellow's Hiawatha, Hawthorne’s Scarlet Letter, julius
Caesar and the Merchantof Venice, [one to be read in class]
Tenth Grade—Selections from leading authors in connection with the
study of English Literature. Othello and Hamlet to be read in class. (From
Report of '90-'91).
LITERATURE.
It is the purpose of the course hereafter given to familiarize the pupils
with the lives and writings of a few of the most prominent American and En-
glish authors, by requiring selections to be committed from their writings sev-
eral years in succession. In this way I hope not only to have these books in
the respective rooms, but expect to create such a demand for them on the part
of the children that they will be found in most of their homes. The object in
view will be accomplished much more effectually by taking two or three au-
thors and slowly extending the list by pursuing a different course. Should the
hope entertained in preparing this plan be realized, incalculable good will be
accomplished. Not only will the children come up to the higher grades with
OVJENSBORO PUBLIC SCHOOLS. 27
enlarged notions of literature, but the reading of the young people will be of
a nobler kind than hitherto. The selections to be studied are as follows:
First Year—Psalm of Life, Rainy Day, The Children's Hour, The Reaper
and the Flower, (Longfellow); The Snow Shower, The Innocent Child and the
Snow White Flower, (Bryant); What Does Little Birdie Say? (Tennyson).
Second Year—Minnie and Winnie, Sweet and Low, (Tennyson); The
Crowded Streets, (Bryant); The Village Blacksmith, Something Left Undone,
An Evening in February, (Longfellow); True Worth, (Alice Cary); Gather
Up the Sunbeams, Nearer Home, (Phoebe Cary); Pictures on Memory's Wall,
(Cary).
Third Year—The Flower, Song of a Brook, (Tennyson); Robert of Lin-
coln, To the Fringed Gentian, (Bryant); The Day is Done, The Bridge, (Long-
fellow); Look out for Goodness, (Alice Cary); Suppose. (Phoebe Cary).
Fourth Year—To a Waterfowl, Death of the Flowers, (Bryant); Rain in
Summer, the Brook and the Ocean, (Longfellow); Come Into the Garden,
Maud, The Arrow and the Song, The Beggar Maid, (Tennyson); Selections
from the Sketch-Book, (Irving); Selections from Lady of the Lake, (Scott);
Selections from Hawthorne.
Fifth Year—The Battle Field, The Living Lost, (Bryant); Bugle Song,
(Tennyson); Selections from Irving, Scott, Hawthorne; The Chambered Nau-
tilus, (O. W. Holmes); In Memoriam, cvi. (Tennyson); Good-Bye, (Emerson);
To aMountain Daisy, (Burns); Footsteps of Angels, (Longfellow).
Sixth Year~To a Louse on a Lady's Bonnet, Man is Made to Mourn,
(Burns); The Deserted Village, (Goldsmith); Grandfather's Chair, (Hawthorne);
Selections from Sketch-Book, (Irving); Selections from Deserted Village,
(Goldsmith); The Boys, (Holmes); Thy Will be Done, The Quaker of Olden
Times, In School Days, Conduct, (Whittier); Resignation, (Longfellow); The
Destruction of Sennacherib. (Byron).
Seventh Year—October, The Ages, 1, II, III, (Bryant); the Builders, My
Lost Youth, (Longfellow); Snow Bound, (Whittier); History of New York, or
Sketch—Book, (Irving); The Living Temple, (Holmes); Longing, An Incident,
(Lowell).
Eighth Year—Apostrophe to the Ocean, (Byron); St. Agnes‘ Eve, Break,
Break, Break, The Charge of the Light Brigade, (Tennyson); The Field Of
Lexington, (Holmes); Selections from Alexander's Feast, (Dryden); Christmas
Carols—to read, (Dickens); Selections from Essays on Man, or the Universal
Prayer, (Pope); Selections from Comus, or Hymn to the Nativity, (Milton).
Ninth Year—Waiting by the Gate, The Evening Winds, Thanatopsis
28 TWENTY-SIXTH ANNUAL REPORT
(Bryant); Mable Martin, (Whittier); Lady of the Lake, (Scott); Vision of Sir
Launfal, (Lowell); The Prisoner of Chillon, (Byron).
Tenth Year—From In Memoriam, i, xxii, xxx, xxxiv, xxxv, liv, 1v, lxxviii,
(Tennyson); The Lady of Shallott, i, ii, iii, iv, (Tennyson); The Norman Bar-
ons, God's Acre, Morituri Salutamus, (Longfellow); The Prairies, The Firma-
ment, the Hurricane, (Bryant); The Pressed Gentian, (Lowell); Elegy in a
Country Churchyard, (Gray); Merchant of Venice, Julius Cmsar, (Shakes-
peare); Essay on Man, (Pope); The Prisoner of Chillon, (Byron); To a Moun-
tain Daisy, (Burns); Biographies of Authors. (From Report of '88-'89).
For additional work in the High School, and for the Eleventh and Twelfth
grades, see the course of study for that department.
SPELLING.
FIRST YEAR.
From the first, almost, the spelling and reading should go hand in hand,
and each word of the lesson should be spelled; later on this may not be nec-
essary. Unless great care is exercised, many of the pupils will go out from
the grade poor spellers for life.
Oral spelling is not to be neglected, while they are to write whatever words
they read or spell. Spelling by sound as a general exercise is not best; there
may be times when it is useful, at the outset for instance, or to teach the pro-
nunciation, but not to teach spelling.
The use of such diacritical marks as appear in their reading lessons is to
be understood, but they are not to be used in spelling. From the first, they
are to spell syllable by syllable, without pronouncing the syllables. Concert
spelling should only be resorted to as a special device to call attention to some
peculiarity or difliculty in spelling or pronunciation. The eye, the mind, the
memory, the ear and the hand are all to be trained- in making good spellers.
Words to be taken from the first fifty lessons of their reader.
SECOND YEAR.
Words selected from the first fifty lessons in their readers, and from their
various lessons, oral and written. Spell by syllable in oral spelling, as here-
tofore. Do not have the same word written two, three four or more times;
this instead of helping them to spell, tends to make them careless. When a
word is written, let it be written once.
THIRD YEAR.
Note the instructions to previous grades. Words from fifty selected les-
sons, and from their other subjects. Let them spell the words they are re-
quired to use. Do not overlook dictation work.




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OVVENSBORO PUBLIC SCHOOLS. 29
FOURTH YEAR.
What has been said in previous grades applies here. In oral spelling,
spell by syllable. Avoid the writing of lists of words many times. They are
to spell the geographical and other words and terms used in the grade. Words
from forty selected lessons.
FIFTH YEAR.
Note the instructions to preceding grades. Words from forty selected les-
sons, and the words they are required to use. Frequent exercises in dictation.
SIXTH YEAR.
Thirty-five selected lessons, and the words of their general vocabulary.
Note previous instructions.
SEVENTH YEAR.
Thirty-five selected lessons; words from their other studies. Exercises
in dictation, in pronunciation, defining and in the use of synonomous terms.
EIGHTH YEAR.
Thirty-five selected lessons from the reader; the study of the vocabulary
used in the grade; the special work of the 7th year, and exercises in etymol-
ogy. Additional lists should be given to the pupils of this grade, wherever
obtainable. Especial attention to work in dictation. Note instructions to pre-
vious grades.
WRITING .
FIRST YEAR.
Pupils should be taught to write words from the chart and from the reader,
after the teacher has given the script form of the words upon the black-
board. Reading, oral and written spelling and writing should progress simul-
taneously, as far as possible. They should therefore have frequent exercise in
writing upon their slates, which should be ruled on one side only; ruled with
care and not too deeply.
After the sixth or eighth week the children should be required to write with
the lead pencil once a week; and after the first of February, they should use
the lead pencil once a day. Neatness and accuracy must he demanded; a cor-
rect position and the proper way of holding the pencil are to be secured. It is
the business of the teacher of the First and Second Grades to accomplish this
end. Pupils must write with the right hand.
The secret of success in this and all Grades is the proper employment of
30 TWENTY—SIXTH ANNUAL REPORT
the pupils. They must be kept busy. If, however, there is one rule to be
kept in mind more than another, here, and in each Grade, it is that no work
is to be given at any time, merely for the purpose of keeping the pupils bnsy;
each lesson should have a definite aim and purpose. Do not either here or
elsewhere, require that lists of words be written two, three, five, ten or twenty
times. It may be necessary, it is true, in the lower Grades to have some repe-
tition of written work, but the spirit of this rule must be kept in mind. There
is nothing to be gained by the thoughtless or mechanical repition of written
words and the practice should ever be avoided, whether in assigning a task, or
in keeping them busy, so as to get time in which to attend to other matters,
such as making out reports, or some similar interruption of the regular work
of the teacher.
The exercises should be conducted in an energetic manner, as a general
thing not exceeding fifteen minutes at a time, especially at the first. There
must be variety, and the teacher must secure this variety by frequent changes
in the work. Pupils at the close of any task, during which they have been
seated, should be marched about the room, or otherwise ‘ actively employed for
at least a minute. Three minutes each half hour should be devoted to light
gymnastics, when there is much writing to be done.
SECOND YEAR.
Frequent written lessons on the slate, and once a day with the lead pencil
upon paper.
Use the copy-book with the lead pencil. The elements and principles
should be taught, but more with reference to the writing of words than to the
making of individual letters, except incidentally. Insist on the proper holding
of the pen and a correct position at the desk. Take care to obtain accuracy
and neatness in all the written work. Let less be required to be written, and
let it be better done.
THIRD YEAR.
Reading and dictation lessons to be neatly written. .Write with the lead
pencil in the copy-book, at least during the first term. Insist on correctness in
writing, position, etc., not only during writing hour, but at all times. Aim at
legibility.
FOURTH YEAR.
Selections from the readers or other sources to be written at dictation on
the slates. Write with ink in the copy-book. Insist on correct position in
writing. A round and readable hand is to be aimed at. Where a child devel-
OVVENSBORO PUBLIC SCHOOLS. 3I
ops areadable hand a little different from the set copy or from the class it
should be encouraged to write naturally. Individuality is not a fault.
FIFTH YEAR AND GRADES ABOVE.
Note the directions for preceding grades. Neatness, legibility an ease in
writing are to be secured. Insist on a correct position.
EIGHTH YEAR.
In this grade the pupils should display an individuality in their writing.
It would be well to secure and keep for the inspection of the pupils copies of
letters in a variety of hand-writing, to enable them to choose intelligently a
hand for themselves.
In all the writing, whether special exercise or regular work, the aim should
be that the pupils write with ease and rapidity in a natural and legible hand.
Vertical writing is not to be esteemed the end, but simply the means to an end.
Do not try to teach vertical writing, but writing. Let there be no violent effort
to disturb a good hand, but let it be understood that pupils are at liberty to
choose any style of writing that looks well and is easy to read. Individuality
in writing is to be commended, other things being equal.
COURSE OF STUDY,
HIGH SCHOOL.






Economy.
English and Business
GRADE. Science. Latin. Greek. German. Mathematics.
History Course.
Rhetoric,
U. S. History, Arithmetic. B -
NINTH YEAR. Physiology. Elements. Cook’s Otto. Cannes? -
Study of A]gebm_ omposition.
Masterpieces.
English Physical Caesar
Literature. Geography, - ' Algebra stenography,
TENTH YEAR. d f 1 (15221110 War‘ Elements. Cook’s Otto.
Stu y o Geo ogy, Completed. Book-keeping.
Masterpieces. Botany. Grammar
Virgil,
General History. Aeneid, etc. Xenophon. jigs: stenography,
ELEVENTH YEAR. Physics. A. and W. Anabasis. Prose ' Geometry,
English History. Latin Readi’gs Grammar. C -t- Business forms
, Latin Prose. omposl Ion‘
Astronomy.
American -
. Psychology, Latin Prose. Homer. Selected - Steno ra h
Literature. . . Tri onornetr g .p. y’
TWELFTH YEAR. Chemistry, glcefo' - Illad' Authors- g y TYPF'WI'IlmSi
Study of . _ rations, etc., Gr. Prose Prose _ _ Surveying Business
Masterpieces’. Political Sallust, Ovid. Com. Composition. ‘ Dictation.



2:9
'LHOcIEIH 'IVQNNV HLXIS'ALNEIMJ.
OWENSBORO PUBLIC SCHOOLS. 33
CouRsE OF STUDY, HIGH ScHooL.
NINTH YEAR.
First Term—Physiology, completed; Algebra, to Equations, selecting the
less diflicult problems, omitting about one-fourth or less, the others to be taken
later; Latin, forty lessons, with a study of forms; Rhetoric, complete the
book ; German, to Degrees of Comparison ; U. S. History, to Civil War ; Elo-
cution, q. v; Music and Drawing, alternating, Composition.
Second Term—Physiology, completed ; Algebra, to Involution, with direc-
tions as to problems as in first term; Latin, complete the text, and thorough
exercise in forms; English, Study of Masterpieces; German, to Adverbs;
Music, Drawing, Composition, Elocution.
TENTH YEAR.
First Term—Algebra, review from the first to Radicals, taking problems
before omitted; Physical Geography, completed; Caesar, bk ii, B. G., with
careful review of forms; Geology, completed; English Literature, to Joseph
Addison; German, to the Subjunctive; Stenography, Elements; Greek, be-
gun ; Music, Drawing and Composition.
Second Term—Algebra, completed; Botany, completed, with twenty-five
plants analyzed; Latin, Virgil, Aeneid, bk i, and half of bk ii, with prosody;
Book-keeping, completed; General History,to Mediaeval Times ; Greek, Xeno-
phon, Anabasis, first book; German; Cook's Otto; some selected author;
Stenography, for rapidity, with business forms, correspondence, oflice work,
etc. ; Music, Drawing, Composition, as heretofore.
ELEVENTH YEAR.
First Term—Geometry, three books; Physics to Electricity, with twenty-
five experiments; Latin, Virgil, Aeneid, bk. i, and half of bk. ii, with proso-
dy ; Book-keeping, completed ; General History, to Mediaeval Times ; Greek,
Xenophon, Anabasis, first book; German, Grammar, etc., some selected
author ; Stenography, for rapidity, with business forms, correspondence, office
work, etc.; Music, Drawing, Composition, as heretofore.
Second Term—Geometry, completed, with some original propositions;
Physics, completed, with twenty-five experiments ; some exercise in description
of experiments, giving figures of apparatus employed, etc.; Latin, Virgil,
Aeneid, complete five books, and selections from the sixth; English History,
3 4 TWENTY-SIXTH ANNUAL REPORT
completed; German, as above, Stenography, completed; Greek, Xenophon,
Anabasis, second and third books; Music, Drawing, Composition, as hereto-
fore.
TWELFTH YEAR.
First Term—Plane Trigonometry, completed; Astronomy, completed;
Latin, Cicero, four Orations Against Catiline, with a study of life and times ;
Psychology, complete the text ; American Literature, to Poets of the First Half
Century; German, some selected author; Music, Drawing, Composition, as
heretofore; Greek, fourth book of Xenophon’s Anabasis, and first book of the
Iliad.
Second Term —Surveying, elements of; Chemistry, with twenty-five ex-
periments; Latin, Cicero, Poet Archias, Manilian Law, and selected work;
Political Economy, text completed; American Literature, text completed;
German, selected author; Greek, second and third books of the Iliad, omit-
ting the catalogue of ships; Music, Drawing, Composition, as heretofore.
ENGLISH. TO BE READ IN CLASS, AND AT HOME.
Ninth Year—to be read in class—Irving's Sketch Book; Scott's Lady of
the Lake ; Longfellows’s Evangeline; Shakespeare's Merchant of Venice. To
be read at home—Selections from the Tales of a Wayside Inn, Longfellow, and
the Roger de Coverley Papers, Spectator.
Tenth Year—to be read in class—Hamlet; Julius Caesar; Enoch Arden;
L'Allegro and Il Penseroso. To be read at home—Selections from Idylls of
the King; Selections from Shelley, Browning, Byron, Moore and Burns, and
part of the Pilgrim's Progress. To be read at home and abstract prepared—-
Ivanhoe ; David Copperfield.
Eleventh Year—to be read at home—The Scarlet Letter; The Wept of
Wish-ton—wish; The Fortunes of Nigel; Macaulay’s History of England,
chapters i and ii ; Comus, Lycidas ; As You Like It.
Twelfth Year—to be read in class—Macaulay’s Essays on Milton and Addi-
son; Webster's Bunker Hill Oration; Emerson's American Scholar; Court-
ship of Miles Standish; Selections from Bryant, Poe, Whittier and Lowell.
To be read at home—House with Seven Gables; Conquest of Mexico; Auto-
crat of the Breakfast Table ; Snow-bound ; The Conspiracy of Pontiac.
ELOCUTION.
First Month—Exercises in breathing; exercises in articulation and pro-
nunciation ; exercises for voice in pitch, force and stress.
Second and Third Months—~Exercises for making the limbs and body sup-
ple and graceful, and for getting them under the control of the will, so that
OWENSBORO PUBLIC SCHOOLS.
they may be used gracefully and rightly in movements belonging to recitations
and impersonations. (a) Exercises for arm and hand ; (b) exercise for head;
(0) exercise for waist and hips; (d) exercise for entire body; (e) exercise for
legs and feet.
Fourth Month—Exercises in poise; exercises in walking.
Fifth, Sixth and Seventh Months—Delsarte's system of gaining control of
the body ; given in twenty lessons and covered in about three months.
Eighth Month——Lessons in expression ; lessons in gestures.
SPECIAL LESSONS ON RECITATION.
Aim of the whole to teach the pupils control of body, graceful carriage,
clear, distinct articulation in ordinary speech, as well as recitation; to teach
them how to give best expression to inward feeling in impersonation or recita-
tion ; to teach them to put themselves in sympathy with the words they speak,
and enable them by tone of voice and gesture to express all thought or feeling
contained in them. At all times, care must be taken to avoid exaggeration.

CouRsE OF STUDY, GERMAN, lN GRADES BELOW
THE HIGH ScHooL.
SIXTH YEAR.
The simple elements of Grammar: conversation, using the phrases most
in use in the home, and adding to the vocabulary as opportunity affords. The
German First Reader to be read and understood, rather than translated. Much
written spelling and, as soon as possible, exercises in dictation. As far as pos-
sible the instruction in the class-room is to be in the German language, the aim
being to have them use their store of German in a practical way, and as soon
as possible.
In all classes the German script is taught.
SEVENTH AND EIGHTH YEARS.
Schmitze's Elements, rst part; Second Reader; conversational exercises.
36 TWENTY-SIXTH ANNUAL REPORT
Frequent exercises in dictation. Simple poems to be memorized. Practice in
writing letters; simple business correspondence, at first from dictation and,
later, original work. a The main conversation must vbe in German, the questions
being asked and answered in German. Pupils should be led to think in Ger-
man ; not to think in their own language and then translate into German.
HIGH SCHOOL '
The Course in German for the High School will be according to syllabus
now in course of preparation.
DRAWING, HIGH SCHOOL.
Pupils desiring to take mechanical drawing may so “elect, but free hand
work must be taken to some extent in connection therewith. In the regular
drawing work,.whil_e the use of text books can hardly be-dispensed with, the
teacher is to throw the pupils upon their own individuality ; teach them to see
and draw as they see, drawing from life and from the objects about them, and
having them essay composition as rapidly as possible. Save the best work and
endeavor to procure, from whatever sources are available, examples ofigood
work, that their taste may be correctly formed. Intelligent criticism of art
work to be encouraged and required.
Parallel perspective, with drawing of objects based upon the principles of
parallel perspective, such as blocks, books, tables, chairs, rooms, houses, etc. ;
drawing of flowers and leaves from nature ; using original drawings and mak-
ing conventional designs of them suitable for tiles, wood carving, etc.
Principles of ovals and curves; drawing of objects based upon ovals and
curves, such as buckets, vases, pitchers, etc.
Principles of light and shade, with object drawing and shading with char-
coal, pencil and pen and ink.
Designing for carpets, wall paper, stained glass windows, lace, etc., from
original drawings, shall be interspersed through the work during the year.
Sketching from nature and drawing of streets, with houses on either side,
etc. Drawing from east and life.
Illustrating subjects given, color and composition.
Occasional talks from teacher on the "History of Art."
"IOOHDS
(1330101) NEIELLSVEI




TWENTY-SIXTH ANNUAL REPORT’ 37
COURSE OF STUDY.
HIGH ScHooL.
FIRST YEAR.
FIRST TERM. SECOND TERM.
Physiology, Arithmetic,
Algebra, Algebra,
Latin, Elements,
U. S. History, advanced,
Rhetoric,
German.
Latin, elements, simple reading,
U. S. History, completed,
Study of Masterpieces, with practi-
cal composition,
German.
SECOND YEAR.
Algebra,
_ Physical Geography,
Geology,
Latin, Caesar, prose composition,
grammatical forms,
English Literature,
Greek, Elements,
German,
Stenography.
Algebra, completed,
Botany,
Civil Government,
Latin, Caesar, with some
work, Latin Grammar,
English Literature, completed,
Greek,
German,
Stenography.
sight
THIRD YEAR.
Geometry,
Physics,
Latin, Virgil, Aeneid, with sight
reading, Arrowsmith & Which-
er's,
Book-keeping,
General History,
German,
Greek, Xenophon, Grammar,
Stenography.
Geometry, completed,
Physics, completed, laboratory work
Latin, Virgil, sight reading, A. & W.
English History,
General History,
German,
Greek, Xenophon, Grammar, prose
composition,
Stenography.
FOURTH YEAR.
Stenography, Typewriting,
Plane Trigonometry,
Stenography, Typewriting,
Surveying,
38 OWENSBORO PUBLIC. SCHOOLS.
Astronomy, Chemistry, ‘
Latin, Cicero, selected orations, Latin, Sallust, jugurthine War,
American Literature, Ovid, selected odes,
Psychology, American Literature, study of Mas-
German, terpieces,
Greek, Homer's Iliad, composition, Political Economy,
Elocution. German,
Greek, Homer, with composition,
exercises in sight reading,
Elocution.
Each pupil is enrolled in one of two contending literary societies, and lit-
erary work is required of each. The sessions are held during school hours,
and are full of interest. Each pupil is required to take four full studies,
selected from the above list, with the advice and consent of the faculty, in ac—
cordance with the expressed purpose of the parent or guardian with regard to
the pupil in later life. In case any pupil desires to attend a particular higher
institution, for instance, his course will be made preparatory thereto. In addi-
tion to the four regular studies, Music, Drawing and Composition must be
taken. The course is arranged for either a Classical, Latin-Scientific or En-
glish line of work. English Composition is constantly required.
TWENTY—THIRD ANNUAL REPORT 39
Annual Report Showing Financial Condition of Board of Education,
OWENSBORO, Kv., JUNE 30, 1897.


RECEIPTS.
Balance on hand june 30, 1896 . . . . . . . . .v . . . . . . . . . . . . . . . . . . . . . . . . .ii 120 27
Amount received from State Auditor . . . . . . . . . . . . . . . . . . . . . . . . . . .. 8,629 66
“ “ from city taxes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 23,099 44
" " on tuition account . . . . . . . . . . . . . . . . . . . . . . . . . . .. 487 22
" " from city licenses, 15 per cent. of . . . . . . . . . . . . . . 146 56
" “ " City Attorney on R. R. tax . . . . . . . . . . . . . . .. 190 26
“ " “ Owensboro Banking Co. on daily balance. . . . 337 43
" “ " C. W. Wells, Clerk, tax sales . . . . . . . . . . . . .. 302 65
" " “ james McGinniss, supplies . . . . . . . . . . . . . . . .. IO 00
Outstanding orders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 72
3533.325 21
EXPENDITURES.
Paid salaries for year ending june 30, 1897 . . . . . . . . . . . . . . . . . . . . . . $20,989 59
" ]. N. Grady, balance on account of Seventh-street school. . . . . 1,051 66
“ ]os. McWilliams on account Seventh-street school . . . . . . . . . . 2,690 77
" First National Bank, Sawyer note . . . . . . . . . . . . . . . . . . . . . . . . .. 846 50 ‘
Building and grounds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 454 59
Supplies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 907 66
Fuel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 482 84
Outstanding orders june 30, 1897 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Balance on hand june 30, 1897 . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . 5,899 92
$33-$25 21
Respectfully submitted.
CHARLES V. CARTER, Clerk,
e and o e Board of Education.
4o
OWENSBORO PUBLIC SCHOOLS.
Annual Report of H. B. Eagles, Treas. Owensboro Public Schools,
FoR YEAR ENDING JUNE 30, 1897.
Balance on hand July I,
Amount of sundry orders


1896 . . . . . . . . . . . . . . .. . . 120 27 paid and delivered to C.
Amountreceived from State V. Carter, Clerk, during
Auditor . . . . . . . . . . . . . . . 8,629 66 the year . . . . . . . . . . . . . . $27,423 57
Amount received from Lea Balance . . . . . . . . . . . . . . . . . 5,899 92
and Tompkins, collectors 23,099 44 ----
Amount received from tui- $33,323 49
tion account . . . . . . . . .. 487 22
Amount received from city
license . . . . . . . . . . . . . . . . I46 56
Amount received from City
Attorney . . . . . . . . . . . . .. 190 26
Received from Owensboro
Banking Co., interest... 337 43
Received from C. W. Wells,
Clerk . . . . . . . . . . . . . . . . . . 302 65
Received from James Mc-
Ginniss . . . . . . . . . . . . . . . 10 00
1533-323 49
Balance July 1, I897 . . . . . .1; 5,899 92
There is a balance due from city of something like $1,100, for account of
license, which has not been paid in.
Respectfully submitted.
H. B. EAGLES,
eandoe
Treasurer.
TWVENTY-SIXTH ANNUAL REPORT 4I
STATISTICAL REPORT.
TABLE NO. 1 .
General Statement of the Owensboro Public Schools for the Year
1896-97.
Population of the city, estimated, 12,000.
School population, between the ages of 6 and 20, May 1896: White, 2,426;
colored, 999. Total, 3, 425.
Children enrolled in school : White, 1,488; colored, 687. Total, 2,175.
White—Boys, 753 ; girls, 735. Total, 1,488.
Colored—Boys, 339; girls, 348. Total, 687.
By Departments-—
White—Primary, 807 ; intermediate, 525 ; high school, 156.
Colored—Primary, 521 ; intermediate, 132; high school, 34.
Total—Primary, 1,328; intermediate, 657; high school, 190.
Per cent. enrolled—White, 61.3; colored, 68.7. Total, 63.5.
Highest number belonging at any one time (September): white, 1,326 ; colored,
631. Total, 1,957.
Average number belonging for the year: white, 1,219; colored, 543. Total,
1,762.
Average daily attendance: white, 1,147; colored, 480. Total, 1,627.
Per cent. enrolled in attendance: white, 77.0; colored, 69.8. Total, 74.8.
Per cent. enrolled, belonging : white, 81.9; colored, 79.0. Total, 81.0.
42 OWENSBORO PUBLIC SCHOOLS.

TABLE NO. 2. (a)
a‘ - 0:; .
210 U‘ “h g Pig—4 :5 8 so‘ '3 rd
c: ' H
HIGH SCHOOL. {£3 :52 g’D-g, 90.31 51,8 . sags ,3 '8 .8
w Bessemer, s sooss <03
0 c: 0*
a 522132.322 s asses a a
Q Zlll<m<l<<l<lfiflfiflaflfitnllitnm
September . . . . . . . . . . . . . . . . . .. 148 141 137 4 6 3 o o o 0
(October . . . . . . . . . . . . . . . . . . . .. 152 148 143 5 10 4 3 o o 0
November . . . . . . . . . . . . . . . . . .. 154 147 140 7 19 3 2 o o 0
December . . . . . . . . . . . . . . . . .. 154 143 134 9 16 4 1 o o o
Ianuary . . . . . . . . . . . . . . . . . . . .. 155 135 126 9 26 5 o o 1 0
February . . . . . . . . . . . . . . . . .. 156 127 121 6 31 1 2 o 2 0
March . . . . . . . . . . . . . . . . . . . . .. 156 124 117 7 20 2 1 o o 0
April . . . . . . . . . . . . . . . . . . . . . .. 156 121 115 6 21 9 2 o o 0
May . . . . . . . . . . . . . . . . . . . . . . .. 156 115 110 5 18 i 1 o o 0
Total . . . . . . . . . . . . . . . . . . . . .. 156 132 126 6 167 32 12| o 3 0
MAIN STREET SCHOOL.
0
September . . . . . . . . . . . . . . . . . .. 516 498 470 28 10 17 o 8 o 0
October . . . . . . . . . . . . . . . . . . .. 523 491 463 28 8 23 o 6 o 0
November. . . . . . . . . . . . . . . . .. 533 487 461 26 9 17 2| 7 o 0
December . . . . . . . . . . . . . . . . . .. 533 i770 440 30 6 15 2 6 o 0
January . . . . . . . . . . . . . . . . . . . .. 545 465 434 31 5 13 1 7 o 0
February . . . . . . . . . . . . . . . . . .. 552 455 429 26 7 14 1 8 1 0
March . . . . . . . . . . . . . . . . . . . . .. 553 416 381 35 II 33 ° 7 0 0
April . . . . . . . . . . . . . . . . . . . . . .. 554 425 393 321 13 14 o 5 o 0
May . . . . . . . . . . . . . . . . . . . . . . .. 554 411 397 14 2 4 o 4 o 0
Total . . . . . . . . . . . . . . . . . . . .. 554 458 430 28 71 140 6 58 1 o













TWENTY- SIXTH ANNUAL REPORT 43









TABLE N0. 2. (b)
. ‘5'
E . o 0%’
WALNUT STREET "*0 b1, 8 *r . *' C1 . 'ci .
g “'6 o) q :1 <1: 03 P07“ rd 2 '8 '8 PO
SCHOOL. E-l gs was its two 55 gags .e e8
wEBSSSQSSPeOgO'B-Q 8.3
a saasas’ss s 3'22??? as
Q zm<m<<<<z E--1 (KB-‘Crow 0-1 will
September . . . . . . . . . . . .. 416 398 382 16 0 4 o o o 0
October . . . . . . . . . . . . . . . . . . .. 424 400 380 20 3 14 o 6 o 0
November . . . . . . . . . . . . . . . . . .. 429 372 338 34 4 20 o 19 o 0
December . . . . . . . . . . . . . . . . . .. 434 361 334 27 2 7 o 2 o o
Ianuary . . . . . . . . . . . . . . . . . . .. 441 358 333 25 3 18 o 5 2 0
February . . . . . . . . . . . . . . . . . .. 451 360 338 22 2 13 1 2 o 1
March . . . . . . . . . . . . . . . . . . . .. 452 340 314 26 0 11 o 4 o 0
April . . . . . . . . . . . . . . . . . . . . . . .. 452 356 333 23 4 17 o 3 o 0
May . . . . . . . . . . . . . . . . . . . . . . .. 452 353 344 9 2 5 o 3 o 0
Total . . . . - . . . . . . . . . . . . . .. 452 366 344 22 20 109 1 44 2 1
SEVENTH STREET
SCHOOL.
September . . . . . . . . . . . . . . . . . .. 309 289 277 12 10 20 5 8 o 0
October . . . . . . . . . . . . . . . . . . .. 315 287 272 15 9 11 o 8 o 0
November . . . . . . . . . . . . . . . . .. 317 280 261 19 9 18 4 9 o 0
December . . . . . . . . . . . . . . . . .. 317 262 244 18 11 11 2 11 2 o
Ianuary . . . . . . . . . . . . . . . . .. 323 276 261 15 5 13 4 11 o 0
February . . . . . . . . . . . . . . . . . . .. 326 269 251 18 5 25 3 17 o 0
March . . . . . . . . . . . . . . . . . . . . .. 326 230 211 19 9 12 6 14 o 1
April . . . . . . . . . . . . . . . . . . . . .. 326 233 215 18 7 10 o 10 o 0
May........ . . . . . . . . . . . . . . .. 326240233 7 7 6 o 3 2 0
Total . . . . . . . . . . . . . . . . . .. 326 263 247 16 72 126 24 91 4 I
Total, white . . . . . . . . . . . . . . .. 148812191147 72 330 407 43 19310 2











44
OWENSBORO PUBLIC SCHOOLS.













TABLE N0. 2. (c)
' ; '. "5° . ab 8 . .8 .3? . rd .
-. EASTERN sCHooL. m we 11.9.. 0 E3, to 05‘ R'Fs'iia E 43 '8
. . [-1 Bgqwwwq mu >1. :_Qwc..-. ,1: Ct'D
tn- .U-OU'OSE as
ages-13282.2 a asses as
Q zm<zm<<<t< E-I macaw 0-. will
September....-....‘....;......... 167 ,160 146 14 8 7 0 14 0 0
October.... . . . . . . . . . . . . . .. 171 7160 146 14 22 v4 0 10 o o
_ November . . . . . . . . . . . . . . . .. 172i 148 135 13 25 15 4 16 o 0
December . . . . . . . ... 172 143 131 12 24 .14 0 14 o 0
‘January ..... . . . . . . . . . . . . .. 178 146 126, 20 18 __3 ,_ 0 6 0 0
February....‘ . . . . . . . ..‘ . . . . . .. 178 132) 111 21 6 4 9 1 14 o 0
March. .' . . . . . . . . . . . . . . . 178 126 101 ‘25 H4 _ 9 0 8 o 0
April . . . . . . . . . . . . . . . . . . . . . . .. 178 115 93 22 5 2) 0' 2 o 0
May . . . . . . . . . . . . . . . . . . . . . . . .. 178 115 101 14 _3 _o 0 2 o o
'Tot'al....... . . . . . . . . . . . . . .. 178 138 121 17 115 63 5 86 o 0
WESTERN scHooL.
Septembenu... . . . . . . . . 488 471 424 47 57 38 0 3o 4 0
October.... . . . . . . . . . . . . . . . .. 495 446 411 35 90 33 0 27 3 1
November . . . . . . . . . . . . 495 432 399 33 30 41 o 23L12 0
December . . . . . . . . . . . . 495 ‘423 377 46 '75 24 0 12 1 0
January . . . . . . . . . . . . . . . . . . . .. 509 384-325 59 102 4 0 4 o 0
February . . . . . . . . . . . . . . . . . . .. 509 403 357 46 74 - 10 0 8 2i 0
March . . . . . . . . . . . . . . . . . .. 509 373 306 67 44 35 2 24 1 0
April . . . . . . . . . . . . . . . . . . . .. 509 356 311 45 58 ~ 32 1 5 3 0
May . . . . . . . . . . . . . . . . . . . . . . .. 509 354 216 -38 ~50 ‘13 o 3 0 0
Total . . . . . . . . . . . . . . . . . .. 509 405 359 46 580 250- 13626 1
Total, colored . . . . . . . . . . . . .. 687 543 480 63 695 313 8 22226 1
Grand total . . . . . . . . . . . . .. 217517621627 1351025 750 51 41536 3


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O‘NENSBORO PUBLIC SCHOOLS.
45
TABLE NO. 3.
Summary of Monthly Reports.



a E
o .
>3 . _ H 4-4 (I) _ PO
0 o o .o
. "Q _. - s E” =1 a <: 35‘ e‘ 8
"U 'U F‘ l“ (‘:5 "" i... i... _ 1-4 0) O
Q) a) ‘D >- ‘D M Q o . o ... P c: +-' - -
:1 .Z‘iB'Q‘l'A *0 '53 .o>5.os:2[-o 0 ~11 '0
ease-‘=2 assessing '8 2
q; u) q; . u ~ O ..-t
1: a) a. o 14 "‘ a) :3 cs 5.0 co 0 1., o as
l-T-lflfif-li-lPg mzez<zza o in
W. H. Stuart . . . . . . . . . . . 54 o o 9 45 21 3 3 36 7 2
D. M. Thomas . . . . . . . . . . . 34 o o 9 25 24 5 3 15 4 6
V. Duncan . . . . . . . . . . . . . 35 1 2 10 24 3o 2 2 19 3 2
Estelle Lawton
Sadie Marble j . . . . . . . . 32 0 4 9 19 14 1 1 14 5 0
High School . . . . . . . . . . . . 155 1 6 37 113 89 11 9 84 19 10
Laura Hughes . . . . . . . . . . . . 42 2 o 12 32 44 1 1 32 0 o
Ela S. Mayo . . . . . . . . . 36 1 o 4 33 36 3 3 33 o o
M. L. Singleton . . . . . . . . .. 56 o o 11 45 51 2 2 45 o o
M. E. Hart . . . . . . . . . . . . .. 57 o 1 7 49 55 3 3 43 4 2
L. E. Brown . . . . . . . . . . . . . 45 2 2 13 32 31 1 1 19 8 5
Vi jones . . . . . . . . . . . . . . . . . 37 2 Ol 12 27 23 2 2 22 2 3
Mamie Watkins . . . . . . . . . . 5o 0 o 9 41 47 2 2 26 IO 5
Blanche Lucas . . . . . . . . . .. 51 2 2 12 39 49 3 3 3o 3 6
jenny Cosby . . . . . . . . . . . . . 50 I 2 I3 36 33 I I 35 1 O
E. Nalle . . . . . . . . . . . . . . . . . 51 I 1 14 37 39 2 2 34 1 2
G. E. Gates. . . . . . . . . . . . . 5o 2 2 8 42 48 3 3 32 6 2
Intermediate . . . . . . . . . . . 525 13 10 115 413 456 23 23 35I 35 25
G. E. Brashear . . . . . . . , . .. 57 I 1 11 46 55 2 2 43 o 3
Sue B. Sutherland . . . . . . .. 67 2 3 14 52 51 o 0 41 6 5
R. A. Wandling . . . . . . . . .. 61 4 4 8 53 4o 5 5 45 3 5
Lulu Thompson . . . . . . . . . . 5o 2 2 10 46 39 3 3 4o 4 2
Lizzie Crigler . . . . . . . . . . . 57 3 o 18 42 5o 1 0 40 o 2
Mattie Owen . . . . . . . . . . . . . 59 5 5 6 50 59 3 3 42 6 2
C. L. Webb . . . . . . . . . . . . . . 63 3 3 13 5o 56 7 7 46 2 2
Mary Conway . . . . . . . . . . . . 49 0 o 14 37 43 2 2 33 I 3
Mary Payne . . . . . . . . 67 5 4 21 47 69 1 I 43 1 3
Primary . . . . . . . . . . . . . .. 536 24 22 115 423 462 24 23 373 23 27
A. T. Livers . . . . . . . . . . . .. 66 3 3 32 32 58 0 0 24 I 3
B. S. Clarke . . . . . . . . . . . .. 62 2 2 16 44 53 3 2 34 1 o
M. Watson . . . . . . . . . . . . . . . 76 2 2 26 5o 71 3 3 46 o 4
D. Sample . . . . . . . . . . . . . . . 66 5 5 3o 39 68 o 0 38 I 0
First Primary . . . . . . . . .. 270 12 12 105 165 250 6' 5 151 3 7
Total, white . . . . . . . . . . . . 1486 50 50 372 1114 1257 64 60 959 80 69

46
TWENTY-SIXTH ANNUAL REPORT
TABLE NO. 3—Continued.






















‘5
v .
>3 . ' +4 +J U) . PU
- "Q . - é‘ a 3 3 is e s
"U 'U $4 P m "-u h h 3,,‘ (1) O
o v v >~.,<3 1.. =1 o . o .s H N "f ‘:1
"-1 .Z‘lFl-Qw 'U ‘a .Q>~..Qc1_gE4 C --- '11
o o t: +0 Cl .2: E E's E 0 ,3 E 'U 2
i5 US$33: o :I‘A-JE'L‘SSS S '8
mess-Ines mzr-imszzn. 0 £14
C. C. Monroe. . . . . . . . . . .. 34 o 0 3 31 3 12 2 23 8 3
High School . . . . . . . . . . . 34 o o 3 31 3 12 2 23 8 3
H. W. Randals. . . . . . . . . . 62 o 0 17 45 9 16 4 33 5 7
T. P. Browne . . . . . . . . . . .. 69 o o 24 45 5 3 2 38 2 5
Intermediate . . . . . . . . . . . 131 o 0 41 90 14 19 6 71 7 12
L. R. Lewis . . . . . . . . . . . . . . 63 7 5 25 4o 34 i 2 1 38 o 2
B. V. Cummings..- . . . . .. 73 o 2 23 48 22 19 14 38 4 6
M. B. Monroe . . . . . . . . . .. 64 3 3 20 44 52 1 1 28 o 16
M. B. Wilson . . . . . . . . .. 64 o 0 2o 44 4o 3 2 . 36 0 8
Primary . . . . . . . . . . . . . .. 264 10 10 88 176 148 25 18 140 4 32
A. E. Nugent . . . . . . . . . . .. 81 o o 27 54 27 15 11 35 o 19
M. M. Hayden . . . . . . . . . .. 89 1 o 27 63 5 o 0 36 o 27
Corinne Butler . . . . . . . . . . . 55 o 0 28 27 33 o o 17 o 10
First Primary . . . . . . . . .. 225 1 o 82 144‘ 65 15 11 88 o 56
Total, colored . . . . . . . .. 654 11 10 214 441 230 71 37 322 19 103
Grand total 2140 61 60 58619151487 135 971281 99 172


OWENSBORO PUBLIC SCHOOLS.
417
TABLE NO. 4.
3‘8 ,5 8 g> a
'6 so .3 33.. “2e .‘é"
<11 . <1) _ ,, c1 51 "0
% $25) 8 5.8 go .7238 “'50 ZS r: I: o c: “5 :2 °’ ‘I F1 .0
c. <1) q 0 1:: g 0 ...
2E3 2g 85 %s 'E? EE 5
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u) BI L) Bi 2) BI L) BI L) <1 a: 4< L? (0
1882-3 1363.... 862. 705. 627. $10,585 54 43 . . . . .. ($15 01
1883--41363.... 862 700 638.... 9,432 22 47 $12 95 I3 17
1884—51440 425. 960 249. 789 216 712 183 14.873 53 4t) 12 57 I4 79
1885-61561 466}I 960 320i 815 224 731 200 14,032 56 47 12 30 13 50
1886-71574 516; 942 360 854 233 774 197 30.252 19 47 II 30 27 83
1887-81692 55121046 350: 871 271 781 245 21,933 46 46 12 48 19 20
1888-91721 5421062 399 863 282 760 244 15,315 98 44 12 38 13 37
1889~018or 6151116 451! 891 277 786 238 23,625 61 50 12 84 20 22
1890-12068 695'1268 4921019 332 906 286 20,843 28 48 12 45 15 42
1891-22217 7241236 4541045 336 978 308 26,130 48 45 12 10 18 92
1892-32189 6901411 5111128 4101051 372 35,311 44 43 12 56 21 37
1893-42355 8391447 5251172 4111094 362 37,082 17 42 12 oo 20 30
1894-52354 8961354 5291148 4271082 37I 34.401 92 42 II 43 18 2b
1895-6237210001344 5481258 3951179 344 38,282 83 44 11 65 20 23
1896-72426. 9991488 6871219 5431147 480 27,425 29 55 10 29 15 56

48 TWENTY-SIXTH ANNUAL REPORT
IN MEMORIAM.
SUsIE B. CRIGLER,
Born February 2, 1870 .;
was graduated from the Owensboro High
School, june, 1888;
was appointed teacher in I889 ;
died August 16, 1895.

As I write, Iam reminded that one of the most conse-
crated and enthusiastic teachers of the entire corps was
called upon to lay aside her work shortly after the close of
school. I refer to that noble young woman, who while so
successful in practice, was so earnest in her study of the
theory of teaching. It was ever a pleasure to watch her
eager questioning when some point of interest was raised.
Whoever brought to the common fund a new thought or rare
device was sure of at least one earnest auditor in SUSIE
CRIGLER. She was alive to every issue; interested in the
welfare of each and every child. No effort was thought too
much in her chosen profession; she had rather to be urged
to spare her- efforts than to be spurred on to study or en-
deavor. Much is implied when it is said of such a one that
she was a faithful teacher. (From the Report of 1895).

1)’! >5 .254.

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OWENSBORO PUBLIC SCHOOLS. 49
HEATING AND VENTILATION
OF THE
HIGH SCHOOL BUILDING,
OWENSBORO, KY.
The High School building is heated and ventilated by the “A B C" Fan,
or Hot Blast System, which employes the use of a fan or air propeller for
supplying the air to the various rooms.
Figure 1 is a view of the heating apparatus, showing the fan attached to
the coils, the latter being enclosed by a steel plate casing.
Figure 2 is a detail of the heating apparatus, showing how the fresh air
enters the apparatus, also how it is supplied to the rooms.
The apparatus is placed in the basement corridor and takes its air supply
in through two ordinary windows. The air is drawn by the fan and before it
reaches the fan it passes through a tempering coil, which beats it to a temper-
ature of about 65 degrees. The air thence passes to the fan, which forces it
either through or beneath the main heater coil, as required and as shown in
Figure 2. The air then enters the receiving chamber at the rear of the heater
and to which the air pipes are connected.
Two separate air flues or ducts are built in the wall, one of which conveys
the fresh air from the basement pipes to the various rooms; the other fine re-
moves the vitiated air and discharges it through the roof to the atmosphere.
A separate air supply pipe is run from the heating apparatus to the base of the
supply flue leading to each room. All these pipes have a double connection to
the heating apparatus, one being for hot air and the other for tempered air.
Mixing dampers are placed in these pipes for controlling the amount of hot or
tempered air admitted to each room.
A thermostat is placed in each room, which automatically controls the
movements of the mixing dampers. These thermostats operate through dia—
phragm valves, which are connected direct to the dampers. The mixing
dampers are so constructed that when the damper in the hot air pipe is open,
the damper in the tempered air pipe is closed, or vice versa. It will thus be
seen that the supply of hot air is continuous.
With this system each room is entirely independent and a full supply of
SO TWENTY-SIXTH ANNUAL REPORT
pure, fresh air is constantly supplied to each room, giving what is known as
" continuous ventilation."
The thermostat in each room is set at 72 degrees, and when the tempera-
ture reaches 73 degrees, the automatic regulating apparatus closes the damper
in the hot air pipe and opens the damper in the tempered air pipe, admitting
tempered air until the temperature falls to 71 degrees, when the operation is
reversed and takes place as often as is necessary to maintain 72 degrees. In
any building, the rooms on the north side of the building require hot air for a
greater length of time than those on the south side, so that an entirely separ—
ate pipe is necessary for each room in order to obtain satisfactory results.
When automatic heat regulating apparatus is used for controlling the tempera-
ture of the rooms, there is no overheating with its consequent loss of heat, for
the reason that as soon as the temperature of the room reaches the degree that
the thermostat is set at, the hot air pipe is closed and the tempered air pipe
opened. This system of regulation does not require any attention from the
teacher whatever, and is not liable to get out of order.
The fresh air is introduced introduced into the rooms at a point eight feet
feet above the floor and is discharged at a very low velocity, so that no air cur-
rents are felt by the pupils. The vitiated air is removed at the floor, so that
all the impurities are removed. This air is in all cases carried off through
separate flues, which discharge through the roof.
The corridors are also heated by the fan system All the hot air is in-
troduced through floor registers, placed in the first story. These registers are
also used as foot warmers.
The fan that is used for supplying the air is of the ventilator or disc pat-
tern. It has a wheel 42 inches in diameter and an inlet and outlet of the same
size. This pattern of a fan is especially adapted to this class of work, as it is
cheaper in first cost and requires less power to do the same work than a fan of
the paddle wheel pattern. It is also noiseless in operation.
This fan is run at a speed sufficient to furnish 30 cubic feet of fresh air
per minute to each pupil in the school or class rooms, calculating on their ac-
tual seating capacity. The best authorities on heating and ventilating have de-
termined, after careful experimenting, that 30 cubic feet of fresh air should be
supplied to each pupil per minute, for furnishing the necessary air required
for respiration, also for diluting the impurities given off by each pupil.
The fan is driven by a vertical low pressure steam fan engine, having a
10x5 cylinder. This engine is of sufficient capacity to operate the fan at its re-
quired speed with a boiler pressure of 15 pounds.
The tempering coil contains 475 lineal feet and the main heater 2,375 lin-
OVv’ENSBORO PUBLIC SCHOOLS. SI
eal feet of one inch steel steam pipe. The tempering coil consists of a single
section, while the main heater is made up of five sections. All the heating
surface is of the improved “ A B C" sectional base pattern. Each section of
the heating surface is 22 pipe wide and 4 pipe deep, so that the main heater is
20 pipe deep. Live steam at 5 pounds pressure is supplied direct to the heat-
ing surface ; provision is also made for utilizing the exhaust steam from engine
and pump, so that no steam whatever is wasted.
The boiler that supplies the steam is of the regular tubular pattern and is
of ample capacity to generate sufficient steam to properly heat the building in
the coldest weather without crowding. The boiler is made of the same thick-
ness of metal as one for high pressure, and as only 15 to 20 pounds of steam
is carried, there is no possibility of an explosion. The boiler is provided with
a safety valve, high and low pressure warm alarm, automatic water feeder and
all trimmings and fittings necessary.
A novel and interesting feature in connection with the apparatus is the
manner in which the water of condensation from the heater is returned to the
boiler. Instead of using a steam pump and receiver, which is the medium
usually employed for this purpose, the water of condensation is returned to
the boiler by gravity, by means of the "Holly Gravity System," which oper-
ates automatically, requiring no attention whatever when it is once started, and
it will return the water equally well with low pressure or high pressure, thus
making the apparatus much simpler, more economical in operation and easier
to manage than it would be if a pump and receiver were used.
All the air pipes or ducts are made of heavy, galvanized iron, with solder-
ed joints, and are suspended from the basement ceiling with irom hangers.
The pipes are of such a depth that there is plenty of head room in all parts of
the basement.
The supply of air to the various rooms being continuous, the openings into
the rooms are provided with ornamental iron screens, so as not to obstruct the
flow of air. The vitiated air outlets are also provided with screens.
The heater, tempering coil, boiler and engine are each erected upon a
brick foundation. The receiving chamber is made of sheet iron, so that the
plant is absolutely fire proof, no woodwork whatever being used in its con-
struction. A filtering device is placed between the tempering coil and fan for
removing all the dust and other Impurities from the air before it enters the
building.
This device is made up of two pieces of fine wire screen, placed 18 inches
apart, and of the full width and height of the chamber. A perforated water
pipe runs across the top of the first screen, allowing the water to trickle over
52 TWENTY-SIXTH ANNUAL REPORT
the face of it, so that all of the dust is removed from the air. All parts of the
apparatus are of ample capacity for the work, so that the plant will run very
smoothly and easily and there will be no probability of any part of it getting
out of order.
With this system but one fire is required, i. e., that under the boiler.
When the building was heated by furnaces, as it was before this apparatus was
installed, three fires were required, so that this system requires less attention
than furnaces, and as for the fuel consumed, it is calculated that this system
will consume only about half of the fuel required by furnaces to do the same
work. This system‘ insures a positive circulation of air at all times. Its oper-
ation is not affected by :the atmospheric conditions. Each room is supplied
with the same amount of air on a day when the atmosphere is heavy, as in the
coldest winter weather,‘ which is not the case with the furnace system.
The heater, tempering coil, fan and engine were manufactured by the
American Blower Company, the "Holly Gravity Return System" by the
Holly Steam Engineering Company, and the apparatus was installed complete
by Jos. McWilliams & Company, heating engineersand controllers, of Louis—
ville, Ky., which firm had designed and installed the steam heating and ventil-
ating apparatus for all of our public schools, displacing in several instances
hot air furnaces, whose cost, for fuel and repairs, was unduly great.






I Q I l
. - .
'-|I'H
I _ rturcnc'b WATER
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FIGURE 3.
,owENsB‘oRo PUBLIC SCHOOLS. '53
TEACHERS FOR THE YEAR4897-98.
IAMES McGINNISS, SUPERINTENDENT.
White - I" -
W. H. STUART, First Principal, High School.
MISS LAURA HUGHES, Second Principal, Main Street School.
MISS ELA S. MAYO, Principal, Walnut Street. School.
MISS VITULAJoNES, Principal, Seventh Street-School.
FACULTY OF HIGH SCHOOL.
W. H. STUART, A. M., Iefferson College, Penna,
Science, Mathematics.
MISS DELLA M. THoMAs, A. B., University of Oberlin, Ohio,
Greek and Latin.
MRs. VIRGINIA DUNCAN, A. B., Louisville Female College, Ky.,'
‘ English Literature, Music. -
MRs. JULIA ECKERT, Knapp-Haillman School, Louisville, Ky.
German Language and Literature. '
R. P. MILLER, formerly Court Stenographer, Daviess county, Ky.
Stenography, Type-\Vri'tinglBusiness Forms, etc.
*Mrss BLANCHE MOLLOY, A. B., Conway Collegiate Institute Memphis, Tenn.
Latin, Science, Elocution. , ,
MRS. ]. W. Ieter, graduate of Art School, Wesleyan University, Ala.,
Drawing. . _
*Miss Molloy resigned Dec. 1st. LoDFoRn TRUMAN, A. 3, Bethel College, Ky.,
Mathematics. Latin -
MAIN STREET,
Miss Laura Hughes, 8th; Mrs. MAL. Singleton, 7th; Miss L. E. Brown, 6th;
Miss Blanche Lucas, Miss Jennie Cosby, 5th; Miss -R. A." Wandling, 4th;
Miss Lulu Thompson, 3rd; Miss Cora Lee \Vebb, 2nd, Mrs. Belle S.
Clark, Mrs. A. T. Livers, 1st primary grades.
WALNUT STREET.
Miss Ela S. Mayo, 8th; Mrs. M. E. Hart, 7th; Mrs. Mamie W. Watkins, 6th;
Miss G. Edna Gates, 5th; Miss Sue B. Sutherland, 4th; Miss Mattie
Owen, 3rd; Miss Mary Payne, 2nd,; Miss Dollie Sample, Ist primary
grades.
SEVENTH S I‘R EET,
Miss Vi jones, 6th; Mrs. E. Nalle, 5th; Miss Gense Brashear, 4th; Miss Lizzie
Crigler, 3rd; Miss Mary Conway, and; Miss Mamie Watson, 1st primary
grades.
TWENTY-SIXTH ANNUAL REPORT
OwENsBoRo HIGH ScIIooL.
CLASS OF 1895.
Adolph H. Rosenfeld,
Ina Martin,
Merle Rummage.
John W. Wandling,
Janet Brodie,
M. Louise Mobberly.
Mary Small,
Harry W. McGinniss.
CLAss OF 1896.
Ida McDaniel,
Tassa Brown,
Ola Washburne,
Jessie I. Jolly,
Mary Russell Baker,
Annie Lee,
Sallie Bryant Noel,
Clyde Hicks.
Pearl Wimp,
Gray Haynes,
Susie M. Randolph,
William N. Sweeney,
Ida Sutherland,
Margaret C. Carter.
CLASS OF 1897.
Anna Belle McGill,
Frances Owene Phillips,
Grace M. Danley,
Phil A. Pointer,
Susan C. Weir,
Allan Gilmour Woodford,
Myrna J. Hardin,
Herman A. Taylor,
James Weir, Jr.,
Mary Belle Noel,
Arria Griffith,
Sophie A. Wise,
Catherine Dickinson Carrigan,
Lida Hatiord.
Gertrude Rosenthal,
I. Tracy Axton,
Mary Elizabeth Hite.
Mary Elizabeth Reinhardt,
Eva Friedman,
H. Blair Pettit.
OWENSBORO PUBLIC SCHOOLS.
TEACHERS FOR THE YEAR 1897-98.
IAMES McGINNISS, SUPERINTENDENT.
Colored—
C. C. MONROE, Principal, Western Colored School.
LEWIS R. LEWIS, Principal. Eastern Colored School.
FACULTY OF THE COLORED HIGH SCHOOL.
C. C. MONROE. A. M., State University, Louisville, Ky.,
Mathematics, English, Latin, Science.
B. O. GUTHRIE, Cincinnati High School, Ohio,
Mathematics, Latin, Science, English.
MISS BELLE V. CUMMINGS, Central Tennessee College, Normal Department,
Stenography, Business forms, etc.
MIss ESTELLE QUIGLEY, Columbus High School, Ohio,
Music.
WESTERN COLORED SCHOOL,
C. C. Monroe, High School, E. O. Guthrie, High School, 8th, 6th; H. W.
Randals, 7th and 5th; I. P. Browne. 5th and 4th; Miss B. V. Cum-
mings, 4th and 3rd; Mrs. M. B. Monroe, 2nd and rst; Miss Estelle
Quigley, 1st primary grades.
EASTERN COLORED SCHOOL,
Lewis R. Lewis, 4th and 3rd; Miss M. B. Wilson, 3rd and 2nd; Miss Amanda
C. Brinson, 1st primary grades.

COLORED HIGH SCHOOL.
CLASS OF 1897.
Florence Elizabeth Helm. Augustus Tyler Valentine,
Carrie May Varian, Alfred Ross Helm,
Orlando Lindsay Barrett, Bertha josephine McClaren,
jerome Benjamin Helm,
CONTENTS.
PAGE.
Organization, 1896-97 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Superintendent's Report— _
The principles underlying teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
The weighing of each step in teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
As to the teaching ‘of "arithmetic. .~. . .'".* . . . . . .' . . . . . . . . . . . . . . . . . . . . 4
The teachers’ reading circle. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A 5
What should be taught in geography, and how P . . . . . . . . . . . . . . . . . 5
The articulation of the High School with other ‘ institutions of _
learning . . . . . . .. . . . . . . . . . . . . . . . . . . .i . . . . . . . . . . . . . . . . . . . . . . . 6
The Colored High School . .' . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 6
The employment of Colored teachers in the Colored schools . . . . . . . 7
The Board of Examiners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
The work of the High School strengthening . . . . . . . . . . . . . . . ,. . . . . 8
The need of a school library to which the respective Districts
may have access . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Tbs School Grounds, School Flags . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
A fine record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Conclusion . . . . . . . . . . . . . . . . . . . .i . . .i . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Course of Study-—
Arithmetic . . . . . . . . . . . . . . . . . . . ._ . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . IO
Reading . . . . . . . . . . . . . - - H .__._, . . . . . . . . . ._ . . . . . . . .. . . . . . . . . . . . . . . ., 15
Composition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Language . . . . . . . g . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . .. 19
Grammar . . . . . . . L .' . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Diacritical marks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..' . . . . . . . . .. 22
Physiology and Laws of Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Geography. . .- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
History of the United States . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
The History of Kentucky . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 25
Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Spelling . . . . . . . . . . . . . . . . ., . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Writing . . V . . . . . . . . . .i . . . . . . . . . . . . . . . . . . . .' . . . . . . . . . . . . . . . . . . . . . 29
Course of Study, High School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 32
Course of Study ~- German . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . _ _ _ , __ 35.
Drawing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Literary Societies. . . . . ' . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Financial Reports . . . . . . . . . .' . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Secretary . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Treasurer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.0
Statistical Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
In Memoriam, Miss Susie B. Crigler . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Heating and Ventilation, the High School Building . . . . . . . . . . . . . . . . . . . . 49
List of Teachers, 1897-98 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 53
Graduates of High School, ’95, '96, '97 . . . . . . . . . . . . . '. . . . . . . . . . . . . . . . . 34
List of Teachers, continued . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Graduates of Colored High School, '97. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 5

i
l...
I r: ( w" ‘w
. LS‘:
, ~ [ REPORT
a”;
OF THE
BOYS’ HIGH SCHOOL,
LOUISVILLE,‘ KY.
1898-99.
[REPRINTED FROM ANNUAL REPORT.]
PRINTED BY
CHAS. T. DEARING,

LOUISVILLE , KY.


REPORT
OF THE
BOYS’ HIGH SCHOOL.
LOUISVILLE, KY.
1898-99.
[REPRINTED FROM ANNUAL REPORT.]

PRINTED BY
CHAS. T. DEARING,
LOUISVILLE, KY.
LOUISVILLE SCHOOL BOARD.
1900.
OFFICERS.
E. G. JOHNSON, . . . . . . . . . . . President.
JOHN HOERTZ, . . . . . . . . . . . Vice president.
E. H. MARK, . . . . . . . . . . . . . Superintendent.
J NO. M. RAMSAY, . . . . . . . . . . Secretary and Treasurer.
P. C. KELLEHER, . . . . . . . . . . Bookkeeper.
E. P. SELVAGE, . . . . . . . . . . . Stenographer.
THOS. MOCLELLAND, . . . . . . . . Supervisor of Buildings.
R. H. BLAIN, . . . . . . . . . . . .Attorney.
MEMBERS.
DIST. TRUSTEES. RESIDENCE. PLACE OE BUSINESS.
1
N
GO
,4;
U‘
G?
.4
(ALBERT A. STOLL, .
I S
% JOHN HOERTZ,
CHAS. A. LANG,
TEPHEN SNODGRASS,
I SAM’L MORNINGS’I‘AR,
1G.C.R1ETZE, . . . . .
.1441 Second,. . . . .
E. G. JOHNSON,
iG. H. GOOHRAN,
‘DR. JNO. W. GALVIN,
J.
M. CHATTERSON, .
F. J. HUMMEL, . . .
iDR. R. E. GALVIN, .
{A H. BRACHEY, '
J.
B. ATKINSON, . .
. 1312 Frankfort,
. . 932 E. Madison, . .
. 828 Franklin,
. 910 Fourth,
. 1414 Garvin Place, .
. 1323 W. Chestnut, .
. 1204 W. Chestnut, .
. 2225 W. Broadway,
. 2605 W. J eiferson, .
1111 E. Main,
529 E. Gray, . . .
309 E. Breokinridge,
941 W. Jefierson,
. 516 W. Green.
. 507 Johnson.
. 932 E. Madison.
. 313 W. Market.
. National Fire Ins. Co.
340 E. Market.
L.&N.R.R.2d& Main.
114 W. Main.
. 941-W. Jefferson.
. 516 W. Jefferson.
. 304 W. Main.
. 1204 W. Chestnut.
. Adams Express CO.
. 629 W. Market.
COMMITTEE ON HIGH SCHOOLS.
JOHNSON.
STOLL.
RIETZE.
HOERTZ.
CHATTERSON.
HUMMEL.
BRACHEY.
FACULTY.
R. P. HALLECK, M.A. (Yale), Principal .................. “1240 Third Ave.
Instructor in Psychology, Logic, and Political Economy.
WM. T. St. CLAIR, M.A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .418 W. Oak St.
Instructor in Latin.
CHARLES A. MARPLE, B. So ........................ .120 W. Chestnut st.
Instructor in Physics and Chemistry.
H. A. MAXWELL, A.M., Ph.D. (Heidelberg) . . . . . . . . . . . . . ..312 W. Oak St.
Instructor in Modern Languages.
SAM. B. TINSLEY, A.B., 380. (Rose Polytechnic). . . .119 E. St. Catherine.
Instructor in Mathematics.
JOHN PATTERSON, A.B. (Harvard), A.M. (Ky. State College) . .1117 Fourth Ave.
Instructor in Greek.
JOHN B. CARRINGTON, A.B . . . . . . . . . . . . . . . . . . . . . . . . . .. 1518 Garvin Place.
Instructor in English.
R. H. SNIVELY, A.M . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..312 W. Oak St.
Assistant in Mathematics.
HARRY L. GIDEON, A.B . . . . . . . . . . . . . . . . . . . . . . .. 223 East Breckinridge St.
Assistant in English.
W. E. BURK. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..1036 Highland Ave
Assistant in Physics and Chemistry.
GARLAND BRUCE OVERTON, A.B. (Vanderbilt) . . . . . . . . . . . .504 Belgravia.
Assistant in Latin.
GRIFFIN M. LOVELAOE, A.B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..2001 First St.
Assistant in Modern Languages.
BOYS HIGH SCHOOL.
Report for 1898-99.

Prof. E. H. Mark, Superintendent Public Schools, Louisville, Ky. :
Dear Sir: Herewith I submit to you a report of the Boys
High School for 1898—99. The results of the work done this
year justify the statement that the school has not only main-
tained its high standard, but that it has also improved. The
co-operation of the instructors in the various departments to
bring the school to a high point of efficiency has been spe-
cially pleasing to me. Each teacher has cheerfully given his
time out of school hours either to instruct pupils who were
falling behind, or to explain difficult points in various sub-
jects. As a result, an unusually good feeling has existed be
tween students and teachers, and all have taken pride in the
success of the school.
The scientific and modern language course includes more
than half of the entire school, and it is a pleasure to be able
to state that this course is as efficient and as thorough as the
classical course. It is our aim to allow no other secondary
school to surpass us in our scientific and modern language
department. The reason why I make this statement is be-
cause some citizens still persist in thinking that the Boys
High School teaches mainly the classics. Our laboratory
courses in, both chemistry and physics are unusually thor-
ough. Students are required to supplement the regular
work during school hours by not less than one entire after-
noon a week spent in the laboratory. The introduction of
French has proved specially popular. Boys are prepared in
this department to enter any technical school in the country.
The number of our graduates who continue their studies in
higher institutions is constantly increasing. This year it in-
10 LOUISVILLE PUBLIC SCHOOLS.
cludes nearly fifty per cent. of the graduating class. Our
graduates are to be found in increasing numbers in such in-
stitutions as Massachusetts Institute of Technology, Troy
Polytechfiic, Rose Polytechnic, Yale, Harvard, Princeton,
University of Chicago.
I am often asked by representatives of higher institutions
for names of students who are good speakers. Since the
D ability to speak and to persuade will always be required in a
country of free institutions, we have this year paid more
attention than ever to public speaking. The Junior as well
as the Senior class has been carefully drilled in the prepara-
tion and delivery of original speeches. Judge W. 0. Harris
generously offered a gold medal to the best speaker in the
Junior class. For the first time in the history of the school
the Junior class took part in a public contest for this medal.
The exercises were held on April 29, and an audience of
nearly one thousand was present. The following is the
JUNIOR EXHIBITION PROGRAMME.
“Daniel Webster, Orator and Statesman” . . . . . . . . . . . . . . . . . .Jesse Sibley
“Poetry and the Age of Science” . . . . . . . . . . . . . . . . . . . . . . . .J. L. Pomeroy
“The Flight of the Tartar-s” . . . . . . . . . . . . . . . . . . . . Wm. Rumsey Kinney
"An Appeal to the Muse of 1898, and Her Response,”
Samuel W. Severance
“Trusts and Their Effects” . . . . . . . . . . . . . . . . . . . .William Russell Mullins
“The Death and Burial of Cock Robin” . . . . . .Boys High School Chorus
“Simon de Montfort, the Champion of English Liberty,”
John W. Price, Jr.
“The Great Question” . . . . . . . . . . . . . . . . . . . . . . . . . . . . .William L. Sudduth
“Gladstone as an Orator and a Man of Character”. . .Ben O. Satterwhite
Witches’ Music from Macbeth, Matthew Look (by request),
Boys High School Chorus
Pavan (“Twelfth Night” and “Romeo and Juliet”),
High School Girls and Boys
Committee of Award—Judge W. 0. Harris, Chairman,
Rev. C. R. Hemphill,
Richard W. Knott, Esq.,
Helm Bruce, Esq.
The judges unanimously awarded the prize to Ben 0. Sat-
terwhite. The audience expressed themselves as unusually
REPORT OF THE BOYS HIGH SCHOOL. 11
well pleased with the character of the speeches and their de-
livery.
PRIZES AND SCHOLARSHIPS.
The Biscoe Hindman Gold Medal, given each year to the
best scholar in the Freshman class, was awarded to Stanley
Sale, June, 1899.
The Alumni Prize of $25 in gold is annually awarded to the
best Sophomore scholar. This year it was given to Richard
Priest Dietzman.
A Gold Medal is awarded each year to that Junior pupil
making the best original speech. In 1898—09 this Medal was
given by Judge W. 0. Harris. The one for 1899-1900 will
be presented by Col. M. B. Belknap.
Chicago University gives each year a scholarship to that
member of the graduating class recommended by the Facul'
ty. Charles H. Swift received the scholarship this year.
Washington and Lee University oifer a scholarship to a
member of the graduating class.
Scholarships in certain other institutions are available on ’
certain conditions, which may be ascertained by addressing
the Principal.
COMMENCEMENT EXERCISES.
The class of 1899 was the largest that ever graduated from
the Boys High School. Thirty-three Seniors received diplo-
mas. The commencement exercises were held on the even-
ing of June 15th, before an audience of fifteen hundred people,
who manifested enthusiastic interest in the High School.
Following is the
COMMENCEMENT PROGRAMME.
Music—7:50 to 8. '
Prayer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. Rev. Dr. A. Moses
Salutatory and Oration—“America and Her Future”. . . . Brent C. Jacob
Oration—“The Anglo-Saxon Birthright” . . . . . . . .John Chandler Bourne
Oration—“Some Aspects of Rudyard Kipling” . . . . . . .Garfield A. Moses
12 LOUISVILLE PUBLIC SCHOOLS.
Music
Atheneeum Society Oration—“Does Higher Education Pay?”
George Cary Tabb
Followed by the Prize Presentation for the Athenaeum Society by
William Parsons Hayes.
oration—“A Whiif of Powder” . . . . . . . . . . . . . . . . . .Richard Menefee Bean
Music.
Oration—“The Charlatan in History” . . . . . . . . . . . . .Benjamin S. Washer
Oration—“Women in the Classics,” with Valedictory Address,
Arthur B. Bensinger
Music—“Anvil Chorus,” Il Trovatore . . . . . . . Boys High School Chorus
Alumni Address . . . . . . . . . . . . . . . . . . . . . . .Hon. Evan Settle (Class of 1864)
Award of Prizes—Alumni Prize.
Hindman Gold Medal.
Prize for Best Essay—“The Causes Which Led to the American Revolu-
tion”—awarded by the Kentucky Society of the Sons of the Amer-
ican Revolution.
Conferring of Degrees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Mr. A. H. Brachey
President Louisville School Board.
Song (von Weber) . . . . . . . . . . . . . . . . . . . . . . . . . . . .Boys High School Chorus
Benediction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. Rev. C. F. Kriete
CANDIDATES FOR DEGREES.
J. C. Bourne, *Albert August Krieger,
Richard Menefee Bean, Theodore H. Kriete,
Arthur B. Bensinger, Chas. A. Ludwick,
David R. Castleman, Aurel A. Meder,
Byron Davidson, Melvin S. Meyers,
Graham Davies, Garfield A. Moses,
Emil J. Doll, Lanham Stuart Robertson,
John T. Ewing, Charles Seymour,
Lanham Frazier, *Theodore Speiden, J r.,
George H. Greenup, Charles Strohman,
Herbert S. Guthrie, William Frederick Stucky,
William Parsons Hayes Charles H. Swift,
Hugh J. Higgins, Marshall H. Washburn,
Brent C. Jacob, Benjamin S. Washer,
George Avery Kelsall, George Cary Tabb,
Theodore Kraft, Homer S. Tucker,
Harry A. Volz.

*Honorable mention.
REPORT OF THE BOYS HIGH SCHOOL. 13
GROWTH OF BOYS HIGH SCHOOL AS SHOWN BY THE
TABULATED STATEMENT BELOW.
Table Showing Enrollment by Years from 1859—60 to 1898w99.
Year. N 0. Enrolled.
1859—6O . . . . . . . . . . . . .. 95
1860-61 . . . . . . . . . . . . ..128
1861-62 . . . . . . . . . . . . ..137
1862-63 . . . . . . . . . . . . .. 90
1863-64 . . . . . . . . . . . . ..112
1864-65 . . . . . . . . . . . ..121
1865-66 . . . . . . . . . . . . ..108
1866-67 . . . . . . . . . . . . ..104
1867-68 . . . . . . . . . . . . ..120
1868-69 . . . . . . . . . . . . ..162
1869-70 . . . . . . . . . . . . ..154
1870—71 . . . . . . . . . . . . ..162
1871-72 . . . . . . . . . . . . ..191
1872-73 . . . . . . . . . . . . ..230
Year. No. Enrolled.
1873-74 . . . . . . . . ..215
1874-75 . . . . . . . . ..208
1875-76 . . . . . . . . ..227
1876-77 . . . . . . . ..199
1877-78 . . . . . . . . ..226
1878-79 . . . . . . . . ..226
1879-80 . . . . . . . . ..250
1880-81 . . . . . . . . ..219
1881-82 . . . . . . . . . . 201
1882-83 . . . . . . . . ..205
1883-84 . . . . . . . . ..184
1884-85 . . . . . . . . ..227
1885-86 . . . . . . . . ..271
Year. N o. Enrolled.
1886-87 . . . . . . . . ..307
1887-88 . . . . . . . . ..297
1888-89 . . . . . . . . ..289
1889-90 . . . . . . . . ..302
1890-91 . . . . . . . . ..286
1891-92 . . . . . . . . ..324
1892-93 . . . . . . . . ..276
1893-94 . . . . . . . . ..272
1894-95 . . . . . . .. .303
1895-96 . . . . . . . . ..282
1896-97 . . . . . . . . ..294
1897-98 . . . . . . . . ..322
1898-99 . . . . . . . .. 338
Table Showing Number of Graduates Each Year from 1859 to 18.99.
Year. No. Graduates.
1859 . . . . . . . . . . . . . . . . .. 2
1860 . . . . . . . . . . . . . . . . .. 3
1861 . . . . . . . . . . . . . . . . .. 4
1862 . . . . . . . . . . . . . . . . .. 5
1863 . . . . . . . . . . . . . . . . .. 8
1864 . . . . . . . . . . . . . . . ..13
1865 . . . . . . . . . . . . . . . . .. 5
1866 . . . . . . . . . . . . . . . . ..11
1867 . . . . . . . . . . . . . . . . .. 8
1868 . . . . . . . . . . . . . . . . .. 4
1869 . . . . . . . . . . . . . . . . .. 7
1870 . . . . . . . . . . . . . . . . .. 9
1871 ........... ....... 5
1872 . . . . . . . . . . . . . . . . .. 3
Year. No. Graduates.
1873 . . . . ..- . . . . . .. 5
1874 . . . . . . . . . . . . .. 1
1875 . . . . . . . . . . . . .. 3
1876 . . . . . . . . . . . . .. 0
1877 . . . . . . . . . . . ..12
1878 . . . . . . . . . . . . ..19
1879 . . . . . . . . . . . . ..15
1880 . . . . . . . . . . . ..15
1881 . . . . . . . . . . . . ..14
1882 . . . . . . . . . . . . ..12
1883 . . . . . . . . . . . . ..15
1884 . . . . . . . . . . . . ..11
1885 . . . . . . . . . . . . .. 6
1886 . . . . . . . . . . . . ..13
Year. No. Graduates.
1887 . . . . . . . . . . . . ..26
1888 . . . . . . . . . . . . ..28
1889 . . . . . . . . . . . . ..20
1890 . . . . . . . . . . . . ..30
1891 . . . . . . . . . . . . ..20
1892 . . . . . . . . . ....23
1893 . . . . . . . . . . . . ..28
1894 . . . . . . . . . . . . ..25
1895 . . . . . . . . . . . . ..29
1896 . . . . . . . . . . . . ..27
1897 . . . . . . . . . . . . ..25
1898 . . . . . . . . . . . . ..26
1899 . . . . . , . . . . . . ..33
Synopsis of Courses in the Boys High School,
Louisville, Ky.

NOTE: Pupils on entering the school are allowed to choose
between German and Greek. They cannot take both, but
they must take one. Those who elect German will have
daily recitations in that language for the first one and one-
_ half years of school. During the last two and a half years
there will be each week two recitations in French three in
German. Those who elect Greek, if they are preparing
for college, will be allowed to substitute daily recitations
in French in place of Junior Chemistry and Senior Advanced
Physics. With the exceptions noted above, precisely the
same course is required of all pupils, and this course in-
cludes all of the subjects in this list. With the exception
of French and German during the last two and a half years
of the course, there are five recitations a week in every sub.
ject during the period in which it is taught.
COURSE IN PSYCHOLOGY, LOGIC, AND POLITICAL ECONOMY.
Senior Year.
First Term—Halleck’s Psychology and Psychic Culture
(completed). Hill’s J evon’s Logic.
Second Term—Laughlin’s Political Economy.
SYNOPSIS OF COURSE IN SCIENCE.
Sophomore Year.
First Term-Text-book—Everett’s “Outlines of Natural
Philosophy.” First five chapters completed, dealing with the
REPORT or THE BOYS HIGH SCHOOL. 15
metric system, force, motion, laws of falling bodies,‘ pendu-
lum, and the simple machines—together with numerous
problems dealing with each of these subjects.
Second Term—Next eight chapters completed, dealing with
the mechanics of liquids and gases and heat. In all these
subjects numerous examples are worked, and illustrative ap-
paratus used.
Junior Year.
First Term-~Remsen’s Chemistry, Briefer Course. Study
of non-metalic elements, acids, bases, salts, atomic theory
and connected laws. Three periods per week.
Laboratory Work—Experiments illustrating chemical ac-
tion following the line of recitation work. Two morning
periods and one afternoon two-hour period per week.
Second Term—Remsen’s Chemistry, Briefer Course. Study
of heavy metals, metallurgy, and industrial application of
same. Three periods per week.
Laboratory Work—Qualitative Analysis, Brief System.
Quantitative experiments and analyses. Two morning periods
and one afternoon two-hour period per week.
Senior Year.
First Term—Lodge’s “Elementary Mechanics” (completed).
The subject of motion, matter, force, energy is dealt with
at greater length than was possible during the second year.
Second Term—Thompson’s “Elementary Lessons in Elec-
tricity and Magnetism.” Especial attention is paid to the
subject of units and methods of measurement, and also to the
application of electricity in modern machinery.
SYNOPSIS OF COURSE IN ENGLISH.
Freshman Year.
First Term—D. J. Hill’s Elements of Rhetoric (through
Punctuation). Composition work, oral and written. Themes
every two weeks.
16 LOUISVILLE PUBLIC SCHOOLS.
Second Term—Three of the English Classics recommended
by the Commission of Colleges. Themes every two weeks.
Sophomore Year.
First Term—Underwood-Guest’s Handbook of English His-
tory (completed). Themes every two weeks.
Second Term—Swinton’s Studies in English Literature,
Meiklejohn’s History of English Literature. Themes every
two weeks. -
Junior Year.
First Term—Me'iklejohn’s History of the English Language
(completed). Chaucer’s Prologue and Knightes Tale (Mor-
ris’s edition). Themes or original speeches every two weeks.
Second Term—Four English Classics recommended by the
Commission of Colleges. Themes or speeches every two
weeks.
Senior Year.
First Term—Original speeches delivered before the entire
school. The principles of argumentation, with practice in
debate. Different forms of composition. '
~ Second Term— Original speeches. English Classics recom-
mended by the Commission of Colleges.
SYNOPSIS OF COURSE IN MODERN LANGUAGES.
GERMAN.
Freshman Year.
First Term—Collar’s Eysenbach.
Second Term—Collar’s Eysenbach; Composition.
Sophomore Year.
First Term—Collar’s Eysenbach; Joynes’ Reader.
Second Term—Joynes’ Reader; Composition; Conversation.
REPORT OF THE BOYS HIGH SCHOOL. 17
Junior Year.
First Termr-Joynes-Meissner’s Grammar, first part; *Das
Kalte Herz; Immensee-Storm; Sight Read-
ing; Composition; Conversation.
Second Term—Joynes-Meissner’s Grammar, second part; *Der
Schwiegersohn; *Das Edle Blut; Sight Read-
ing; Composition; Conversation.
Senior Year.
First Term—Joynes-Meissner’s Grammar, third part; Die
Journalisten; Freytag; Sight Reading; Com-
position; Conversation.
Second Term—*Iphigenie; Goethe; Ballads; Goethe and
Schiller; Sight Reading; Composition; Con-
versation.
REQUIRED FRENCH FOR THOSE TAKING FULL MODERN
LANGUAGE COURSE.
Sophomore Year.
Second Term—Edgren’s French Grgimmar, first part.
Junior Year.
First Term—Edgren’s French Grammar, second part; *Livre
de Conversation et de Lecture, La Fontaine.
Second Term—Edgren’s French Grammar, third part; *La
Main Malheureuse; Sight Reading; Composi-
tion. '
Senior Year.
First Term—Edgren’s French Grammar, reviewed; *Le Roi
des Montagnes, About; Sight Reading; Com-
position.
Second Term—*L’Abbé Constantin, Halévy; *Selected Poems,
Hugo; *Lamartine; Sight Reading Composi-
tion.

* General readings in German and French literature, selected as prescribed by the
Board. For thls year those marked * have been chosen.
18 LOUISVILLE PUBLIC SCHOOLS.
JUNIOR AND SENIOR OPTIONAL COURSE IN FRENCH.
(For college preparatory students who have elected the
Greek course and who choose French in place of Junior
Chemistry and Senior Physics.)
Junior Year.
First Term—Edgren’s French Grammar.
Second Term—Edgren’s French Grammar; *Livre de Lecture
et de Conversation (Fontaine).
Senior Year.
First Terin—-Edgren’s French Grammar; *Le Chien du Capi-
taine (Erault), or La Main lVlalheureuse.
Second Term—Edgren’s French Grammar; *L’Albé Constantin
(Helevy), or *Le Roi des Montagnes (About).
SYNOPSIS OF COURSE IN LATIN.
Freshman Year.
First Term—St. Clair’s Caesar for Beginners, through the
Third Conjugation Act, including the nouns and adjectives
of the First and Second Declensions, the Third Declension
nouns entire, and the Latin Verb in the First, Second and
Third Conjugations. The Relative pronoun is here included
and a vocabulary of’ 200 words or more acquired. Transla-
tion of Latin sentences and writing English sentences in
Latin is daily practiced.
Second Term—St. Clair’s Caesar for Beginners through the
Adapted and Simplified Caesar with several chapters of the
complete text of Book II. of Caesar. The Latin Verb is
completed, regular, deponent and periphrastic. All Latin
forms are finished, and some ‘seventy Rules of Syntax are
learned and applied in the translation of Latin sentences
clipped from Caesar and in rewriting the same in Latin.

* General readings in French literature prescribed to meet college preparatory
requirements. For the year those marked * are required.
REPORT or THE BOYS HIGH SCHOOL. 19,
Sophomore Year.
First Year—The Second Book of Caesar is reviewed in St.
» Clair’s Caesar for Beginners, and the reading of the Third
Book of Caesar (Kelsey’s) is begun on or before Thanksgiv-
ing Day, and completed during this term. Prose composition
is daily a part of each lesson and is based upon the Cwsar
text, chapter by chapter. Mooney’s Latin Grammar is taken
up in this term.
Second Term—The First and Fourth Book of Caesar (Kel-
sey’s) are read thoroughly, and the Fifth Book is read at
sight. Mooney’s Grammar is continued. J ones’s - Latin
Prose Composition is reviewed to fix well in mind certain
rules of Syntax, and composition based upon the Caesar text
is continued from time to time.
Junior Year.
First Ter1n--The first three orations Cicero’s Cataline Ora-
tions (Allen git Greenough) are read. Prose Composition and
Grammar are continued. Sight translation of passages in
Cicero is often practiced. There are thorough and complete
reviews of the Latin Grammar at fixed periods. The Syntax
of the Latin cases is taken up.
Second Term—The fourth oration of Cicero in Catalinam,
Archias, and The Manilian Law are read. From time to
time the class is given sight reading. Prose composition is
a part of each daily lesson. Grammar reviews at fixed
periods. Continued Syntax of the cases.
Senior Year.
First Term—The first three books of Virgil’s Eneid (Green-
ough) are read. Versification is taken up and thorough
Grammar reviews are insisted upon. Considerable attention
is given to Mythology.
Second Term—The Fourth, Fifth and Sixth Books of Virgil
are read. During this term Roman History (Myers) is given
one hour weekly, or oftener.
20 LOUISVILLE PUBLIC SCHOOLS.
SYNOPSIS OF COURSE IN GREEK.
Freshman Year.
First Term—White’s Beginner’s Greek Book, to p. 95.
Second Term—White’s Beginner’s Greek Book, to p. 301, in-
cluding sight reading in the rest of the book.
Sophomore Year.
First Term—White’s Beginner’s Greek Book, completed,
with instruction in writing connected Greek Prose (not con-
fined to any special text-book).
Second Term—-Goodwin’s Greek Grammar, complete; Prose
Composition, continued; Sight reading from Reading Lessons
in White’s Beginner’s Greek Book.
Junior Year.
First Term—Goodwin’s Greek Grammar, reviewed; White
and Goodwin’s Anabasis (about one book); Pearson’s Greek
Prose Composition (15 exercises); Meyers’ Greek History
(180 pp.).
Second Term—r-Anabasis (3 books); Prose Composition, com-_
pleted; History, completed.
Senior Year.
First Term—Anabasis, completed; Sight Reading in Xeno-
phon’s Hellenica, or the Orations of Lysias; Prose Composi-
tion, continued in longer original exercises; History, re-
viewed; Seymour’s Homer’s Iliad (one book).
Second Term—Iliad (3 books); A Greek Play; Prose Compo-
sition (as in First Term); History (as in First Term).
SYNOPSIS OF COURSE IN MATHEMATICS.
Freshman Class.
First Term—Wentworth’s New School Algebra ‘to Simul-
taneous Equations.
REPORT OF THE BOYS HIGH scHooL. 21
Second Term—Wentworth’s New School Algebra from Sim-
ultaneous Equations to Involution and Evolution, with some
work in Quadratics.
Sophomore Class.
First Term—Wentworth’s New School Algebra from In-
volution and Evolution to the Progressions, and some work
in Wentworth’s New Plane and Solid Geometry.
Second Term—Wentworth’s New Plane and Solid Geometry
to about Book IV. with numerous original exercises.
J nnior Class.
First Term—Wentworth’s New Plane and Solid Geometry
from Book IV. to about Book VIII., with numerous original
exercises.
Second Term—Wentworth’s New Plane and Solid Geometry
is completed and Wentworth’s New Plane Trigonometry.
Afternoon practice in Field Surveying.
Senior Class.
First Term—Wentworth’s Spherical Trigonometry and
Carhart’s Surveying; afternoon practice in Field Surveying.
Second Term—Review of Wentworth’s New School Algebra,
and work in Advanced Algebra, Carhart’s Surveying; Field
Surveying.
Detailed Courses of Study in the Various Depart=
ments of the Boys High School.
Course in Psychology, Logic and Political Economy—Senior Year.
R. P. HALLECK, Instructor.
The student is given the essential facts in physiological and
introspective psychology. Since psychological laws are of
value to a High School student, chiefly ‘in so far as they ena-
ble him to cultivate his own mental powers more success-
fully, every principle is given a practical application in that
direction.
Special stress is laid not only on the training of the intel-
lectual powers, but also on the cultivation of the emo-
tions and the will. An effort is made to have the student
realize that character and success, both present and future,
are based on the cultivation of the will, and on obedience to
moral law. Every effort is made through the entire course to
show students how to make the most intelligent, economical,
and energetic use of their mental powers.
Logic and argumentation are taught as a branch of the
_ English course. The student is required to apply the leading
principles of induction and deduction, to detect fallacies, to
engage in actual arguments and debates, and to be on the
watch for false analogies.
Political Economy is taught to enable the student to com-
prehend the leading principles on which trade and prosperity
depend. The student is also required to form a general idea
of the commerce of the world; to know what New Zealand
and Argentina, for instance, have to offer in exchange ‘for
imports, and to detect the underlying principles determining
the products and prosperity of different countries.
REPORT on THE BOYS HIGH SCHOOL. 23
DEPARTMENT OF SCIENCE.
C. A. MARPLE AND W. E. BURK, Instructors.
Physics.
Second Year—The work in science is now begun in the
Sophomore Year—the half year of Physiology having been
dropped from the Freshman Year. The entire Second Year
is devoted to Physics, and after careful trial of both methods
it has been deemed best to take up only the study of Mechan-
ics and Heat during this year rather than try to cover the
whole range of the subject. Sound, Light, Electricity and
Magnetism being omitted and their study reserved for the
work in science in the Senior Year.
The endeavor is made to give the student a good grounding
in Mechanics, and, as far as possible, in Heat—to lay a good
foundation for the further work in science during the Senior
Year.
Numerous problems in Mechanics are worked, dealing with
the laws of falling bodies—simple machines, such as levers,
wheel and axle, inclined-plane and screw, specific gravity,
hydrostatics and pneumatics. In Heat, problems are given
dealing with latent heat of fusion, latent heat of vapor-
ization, coefiicient of expansion, specific heat and mechanical
equivalent of heat.
The subjects are illustrated as far as possible by experi-
ments.
Text-book—Everett’s “Outlines of Natural Philosophy.”
Chemistry.
Junior Year—The science work of the third year is devoted
to Chemistry—much of the time being spent in the laboratory.
Each student is provided with a desk equipped with water,
sink, gas, an assortment of twenty-five reagent bottles, wash
bottle, blow- pipe, camp-stand, etc., the desk being fitted with
a drawer in which the pupil’s personal property, such as
apron and glassware, may be kept.
24 LOUISVILLE PUBLIC SCHOOLS.
During‘ the past year three chemical balances of moderate
price, for the use of the students, have been obtained, and
we hope to add an equal number the coming year. Several
experiments of a quantitative nature are now performed each
year, illustrating the law of definite proportions, the law of
multiple proportion, atomic weight of zinc or magnesium, the
weight of a liter of gas, etc.
Harvard now asks that such work be done. The superi-
ority of this work over merely qualitative results is shown in
the clearer ideas of the subject, in the manner in which the
students take hold of it, and in the interest and enthusiasm
manifested the past two years. These results more than
justify the continuation and extension of this method.
Tests are made of drinking water; and determinations of
ash, moisture, fixed carbon and volatile matter present in
samples of difierent bituminous coals are made.
Considerable- attention is paid to the writing of chemical
equations, and particularly to the solution of chemical prob-
lems.
A fairly good collection of minerals is at hand for illustra-
tion.
One afternoon per week throughout the year is devoted to'
laboratory work in addition to the frequent use of a portion
or all of the regular daily period of forty-five minutes for
laboratory work.
In the course of the year, each boy is required to prepare
and read an essay on some technical subject involving the
application of chemistry, such as glass manufacture, metal-
lurgical processes, tanning, etc. Works of reference bearing
on these subjects are a part of the library equipment.
Recitations and examinations are held upon the subject mat-
ter of these essays.
During the year, visits are made by the class to the gas
plant, ice plant, and to other places of interest where chemical
processes are illustrated.
Text-book—Remsen’s Chemistry, Briefer Course; “Chem-
ical Experiments.”
REPORT OF THE BOYS HIGH SCHOOL. 25
Advanced Physics.
Senior Year. —About one-third of the Fourth Year is occupied
with more advanced mechanics than was possible during the
Second Year. A separate text, Lodge’s “Mechanics,” is
used, and the student’s knowledge of algebra, geometry, and
trigonometry is applied to the solution of problems in Me-
chanics.
The last two-thirds of the year are devoted to Sound, Light,
Electricity, and Magnetism, the greater part'of the time being
given to the last two named subjects. For a general guide,
Thompson’s “Elementary Lesson’s in Electricity and Mag-
netism” is used as a text during the last part of the year.-
No laboratory Work in Physics is attempted during the
Second Year, but throughout the Fourth Year one afternoon
per week is devoted to such work.
The experiments are for the most part quantitative in char-
acter, and deal with electricity, composition of forces, pendu_
lum, inclined plane, mechanics of liquids and gases, and one
or more, according to the expedition of the pupil, of the fol-
lowing: Heat, Sound, Light, Electricity and Magnetism.
In Heat, experiments are made to test thermometers, to de-
termine the coefficient of expansion of a solid, and a gas,
specific heat, and latent heat of fusion and vaporization.
In Sound —-scale ratios, laws of vibration of strings ‘and
the determination of the velocity of sound in various media.
In Sight—photometric measurements, laws of reflection,
determination of focal length of mirrors and lenses, position
of images, angles of prisms and index of refraction.
In Magnetism and Electricity—the law of magnets, map-
ping of magnetic field, permeability, determining electro-
motive series, reduction factor of a tangent galvanometer,
polarization curve, grouping of cells, Ohm’s Law, measure-
ment of resistance, electro-motive force, and the internal
resistance and electro-motive force of a cell.
A careful record of the notes of these experiments is kept,
' and the note-books handed in from time to time for examina-
tion.
726 LOUISVILLE PUBLIC SCHOOLS.
Through the courtesy of those in charge of the various
electric light and power plants, visits will be made to those
establishments, and, if possible, to the telephone building with
the new switchboard installation.
Text-books—Lodge’s Mechanics; Thompson’s Elementary
Lessons in Electricity and Magnetism; Adams’s Physical
Laboratory Manual.
DEPARTMENT OF ENGLISH.
J. B. CARRINGTON AND H. L. GIDEON, Instructors.
In the Freshman Year the student begins to study rhetoric
v‘and English composition. The constant aim of instruction in
this branch is to make the student fluent in the use of correct
English. To this end practical or applied and not theoretical
rhetoric is emphasized. The student is given constant exer-
cise in writing and speaking English. It is borne in mind
that in actual life 90 per cent of all English used is spoken
English, and that if a person speaks correctly, he is reason-
ably sure of writing correctly, therefore efforts are made to
have the students painstaking in the English employed in
their recitations, not only in this but in every other department
.of the school. During the second term of the Freshman Year,
students read such English classics as Scott’s “Ivanhoe,” Ir-
ving’s “Sketch Book,” Goldsmith’s “Vicar of Wakefield,”
Cooper’s “Last of the Mohicans,” and are required not only
to understand the story and as far as possible to appreciate
its literary excellencies, but they are given constant exercise
in rendering the narrative in their own words. Themes in
simple narration and elementary description are written reg-
ularly.
In the Sophomore Year the student begins the study of
English history, preliminary to the history of English lit-
erature. The text-book (Guest’s “Lectures”) affords pupils
much opportunity for acquiring fluency in oral narration.
‘The history as taught also gives instruction in ethics. In
the middle of this year Meiklejohn’s “History of English
REPORT or THE BOYS HIGH SCHOOL. 27
Literature” and Swinton’s “Studies in English Literature”
are begun. The student reads a selection as complete as
possible from the principal authors, beginning with the
Elizabethan Age. He is required to criticise, to write ab-
stracts, to catch the authors’ spirit, and to memorize the
choicest passages. The practice .in the use of oral and
written English is constant.
Themes in narration and description are written twice a
month, and are accompanied with a review of the more im-
portant rhetorical principles. During the second term themes
in exposition are written.
Junior Year pupils study the history of the English lan-
guage, and learn the process of its growth. They then read
Chaucer, mastering the pronunciation and inflections. Vivid
pictures of the life of the Fourteenth Century are presented
in connection with Chaucer, and an effort is made to have the
pupil realize the age imaginatively.
During the second term of the Junior Year the books for
careful study in the requirements for admission to American
colleges are studied. For this year these were Shakespeare’s
“Macbeth,” Burke’s “Conciliation with America,” Milton’s
“Paradise Lost,” and Macauley’s essays on Milton and on Ad-
dison. In addition, themes on ‘exposition and argument are
written, and at least five original speeches are delivered be-
fore the class.
In the Senior Year special stress is laid on the production
and delivery of original speeches in the chapel before the en- ..
tire school. Instruction in Logic is given as a branch of the
English course, and the student is taught the theoretical rules
of argumentation and required to apply them practically in
his speeches and debates. The list of English classics re-
quired for admission to college is completed.
28 ‘ LOUISVILLE PUBLIC SCHOOLS.
DEPARTMENT OF MODERN LANGUAGES‘.
H. A. MAXWELL, G. M. LOVELACE, Instructors.
German—The study of German begins with the‘ first term
of the Freshman Year. Five lessons a week are given dur-
ing three terms. From the second term of the Sophomore
Year on during the remainder of the High School course
three lessons are given a week. The Object is to give the
pupil a thorough knowledge of forms, to provide him with a
practical and working vocabulary, to drill him in composi-
tion, sight reading and conversation. Especial stress is laid
upon spoken German, and the results hitherto attained in
this direction prove that no mean proficiency can be gained
by the conscientious pupil during his course of study.
French—Commencing with the second term of the Sopho‘
more Year and continuing during the remaining years of the
High School course French alternates with German. Its re-
cent introduction has seemed to supply a popular demand.
At the conclusion of the course the pupil finds himself ade-
quately equipped with forms and words so that the study of
the great literature of this beautiful language must prove
easy and attractive; he is also enabled to successfully pass
the examination required by any of the leading institutions
of higher learning.
Special Course in French—A two-years’ course in French,
comprising five lessons a week for four consecutive terms,
has lately been introduced into the curriculum. This makes
it possible for those having chosen Greek instead of German,
at the beginning of the Freshman Year, to prepare themselves
in French for the entrance examination to any of the large
institutions of higher learning.
DEPARTMENT OF MATHEMATICS.
SAMUEL B. TINsLEY AND RUSSELL H. SNIvELY, Instructors.
The courses prescribed for all students in mathematics
comprise about two years of algebra, about one and one-half
REPORT on THE BOYS HIGH SCHOOL. 29 ‘
years of plane and solid geometry and about one-half year
of plane and spherical trigonometry. These constitute the
usual curriculum required for entrance into any of our best uni-
versities and technical schools. These subjects are thor-
oughly taught, and this assertion is borne out by the great
number of our boys who have gained admission to these
higher. institutions of learning.
In the Freshman Year algebra is begun and continued
through the first half of the Sophomore Year. The constant
aim of instruction is to train the students to think for them-
selves, and to make them thoroughly familiar with the funda-
mental principles, together with some degree of expertness
in their application.
In the second half of the Sophomore Year the geometric
course is begun. As soon as the student becomes acquainted
with the methods and spirit of geometrical reasoning, origi-
nal exercises are provided which accompany the text. These
exercises consist of the original demonstration of theorems
and the applications of the principles to the solution of
numerical problems. Since the study of geometry trains and
develops the mental faculties as much, or‘more, than any
other elementary subject, the students are graded higher for
work which is original in character, and all possible pressure
is brought to bear upon them to make them especially atten-
tive to this kind of work.
In the Junior Year plane and solid geometry is finished.
Plane and spherical trigonometry is then taken up and finished
in the Senior Year. The principles of plane trigonometry
are applied to the problems of mensuration and surveying,
and those of spherical trigonometry to the elementary prob-
lems relating to the celestial sphere.
After finishing trigonometry, the remaining part of the
Senior Year is devoted to. a general review of elementary
algebra, together with some work in the advanced course,
and particular attention is paid to rigorous demonstration and
the best methods of work. This plan of giving students a
review of algebra in the last year of their preparatory course
is being urged by all the best institutions of the country.
30 LOUISVILLE PUBLIC SCHOOLS.
Through the entire course original exercises are introduced,
and the students are required to prepare these with a great
deal of care. 1
Beginning with next year (1901), short talks on the history
of elementary mathematics will be given from time to time to
the Senior and Junior classes. By this means we hope to
give increased interest to the study of mathematics.
- To’ satisfy ‘the demands of some students who desire some-
thing more practical, a short course in surveying has been
added to this department. The entire Senior class is re-
quired to take this course. One hour per Week is devoted to
recitations and lectures pertaining to surveying, while in the
afternoons students are instructed in the use of instruments
by actual work in the field. The class is divided into sec-
tions, so that no more will work together " than will be con-
sistent with thoroughness of instruction.
In this subject some of the requirements are: To survey,
plat and compute the area of some tract of land near the city;
to obtain proper notes for grading uncut streets; to de-
termine latitude, time, azimuth, etc., from observations on
the sun.
Models for work in solid and spherical geometry, a level,
compasses, transits, solar compass, plane table, together with
various rods, chains, mathematical tables, are provided for
this department.
DEPARTMENT OF LATIN.
WILLIAM T. ST. CLAIR, GARLAND BRUCE OvERToN, Instructors.
The true aim in the study of the Latin language, as is the
case in the study of any language, is that it may be useful.
Time spent upon any study of this classical language that
does not promptly enable the student to understand and enjoy
‘the classics is worse than wasted. “Words are the sole ele-
ments of all literary expression; upon their weight and color
depend all possible literary eflects.” One of the great ad-
vantages of studying Latin consists in the-fact that it gives
REPORT on THE BOYS HIGH scHooL. 31 ‘
opportunity to scrutinize the basal or original meanings of
individual words. By this study of the meaning of . single
words or the idea represented by them, a genuine spontane-
ous spirit of scholarly inquiry into that which lies under the
surface is awakened. This important matter of word-study
can be pursued profitably in Latin independently of connect-
ed translation. When the basal meaning of aword is known,
the special shade of signification which it gains from com-
bination with other words in a sentence must next be recog-
nized, in order that the thought conveyed by the words may
be perfectly comprehended. The purpose of translation is
to reproduce ideas with exactness. The student is to be
warned repeatedly to grasp perfectly the thought in the
sentence and to reproduce this in good English. By reason
of the wide difference between the ancient and modern modes.
of expression, skillful treatment of the Latin sentence in
translation is a task calling for profound study and beset with
various difficulties. Yet with proper care learners of ordi-
nary ability may so pursue the study of Latin as to make it
interesting to themselves and serviceable, in a large measure,
to the cause of good English. If. translation of Latin is
rightly taught, it may constantly be applied towards bene-
fitting the student’s English.
In the Boys High School the study of- Latin covers the full
period of four years, pupils coming to us without any knowl-
edge of Latin. During this course in the High School, stu-
dents receive sufficient training to enable them to pass the
examinations required for admittance to our big universities,
like Harvard, Yale, etc.
Owing to the limited time allotted to the study of Latin in
the High School course, .we have no alternative other than to
aim at the classic Latin of Caesar from the first step. Hence
the preparatory course in Latin is based upon Caesar. Caesar
is not claimed as indispensable to the preparatory course to
the exclusion of such pertinent authors as the “New Grada-
tim,” “Viri Romae,” or “N epos.” Those preparatory schools
in which Latin is taken up early—say at the age of ten or
twelve—may with great profit use some of ‘these simpler
732 LOUISVILLE PUBLIC SCHOOLS.
works. The material for schools of limited time, however,
clearly must be taken from the Latin author to be studied
first.
The following is an outline of the work done in each year:
FRESHMAN YEAR—In this year pupils are drilled upon
forms and sentence building, with stress laid upon accent and
quantity marks. The vocabulary is taken from the second
book of Caesar, and illustrative phrases and clauses employed
in the early part of the year’s work are copied verbatim from
the text of the second book, or closely imitate the order and
‘style of the text. The subordinate clauses, such as ut, qui,
cum, etc., are brought in early, showing the combination of
these clauses and illustrating their order and dependence.
The complex construction of Caesar is sufliciently mastered
for the pupils to read the second book of Caesar this year.
SOPHOMORE YEAR-—In this year drill in forms is continued
and considerable progress is made in elementary syntax.
The second book of Caesar is reviewed and three additional
books are read. Time is given at intervals for sight reading
in other parts of Caesar and in “Viri Romae,” or Nepos.
Stress is laid upon the Subjunctive mood, indirect discourse,
and important points in syntax. '
Turning English into Latin, based upon the text of Caesar,
is a frequent and an extended practice during this year. As
all good writing is largely an imitative process, the first step
toward translating English into Latin should be the method
of retranslation. The next step beyond retranslation consists
in turning into Latin good English that has been made up by
a'recombination of material in the Latin original. This the
pupil is required to do, care being taken to imitate the order
and style of the Latin model before him.
JUNIOR YEAR—In this year grammar and syntax are con-
tinued. The study of Latin syntax and repeated analysis of
Cicero’s periods are required at stated periods with a view
toward keeping the pupil fresh in and making him more
skilled in the syntactical constructions. Prose composition
based upon the text of Cicero is an important part of the
REPORT OF THE BoYs HIGH SCHOOL. 33
year’s work. Six orations of Cicero are read. Considerable
time is given to sight reading. The student is taught that a
translation is good, when it contains nothing which would
lead one to suspect that it is a translation. He is taught to
grasp the meaning of the sentence first, and then, as far as
possible, to reproduce the idea as a thought translation, and
not as a word translation.
SENIOR YEAR—In this year six books of Vergil are read,
with special attention given to versification and to the
geography and mythology of the story. Roman history is
taken up during the last half of the year. In the latter part
of the Senior Year extended reviews of Caesar and Cicero are
had and additional reading may be done in Sallust.
DEPARTMENT OF GREEK.
JOHN PATTERSON, Instructor.
With the Freshman and Sophomore classes attention is
given to teaching accurate knowledge of Greek forms and
syntax, in such a way. however, that the beauty and charm of
the tongue impress themselves. Emphasis is put upon tracing
the roots of the large number of English words derived from
the Greek, and upon showing that the best command of Eng-
lish is gained by its critical study in comparison with the
classics. The reading of simple Greek and writing of Eng-
lish into Greek, as contained in White’s Beginner’s Greek
Book, supplemented by original sentences based on current
events, are begun in the Freshman Year.
The instructor hopes to introduce so far as practicable
some knowledge of Modern Greek.
In the Sophomore Year the Beginner’s Book is completed,
Goodwin’s Grammar thoroughly studied, the Anabasis and
Pearson’s Prose Composition begun.
In the Junior Year the Anabasis is continued and Pearson’s
Composition completed.
Much attention is given to sight reading, by which alone
fluency in translation may be acquired, and by which a valu—
34 " ' LOUISVILLE PUBLIC SCHOOLS.
able and ready use of choice English may be stimulated. In
all translation of Greek‘into English, clear idiomatic English
is specially insisted upon.
In the Senior Year some further reading is done in the.
Anabasis,_with sight reading in both the Anabasis and Hel-
lenica. ' Three books of the Iliad and two or three orations
of Lysias are studied carefully. Additional reading, in the
Iliad. and Odyssey, is given students who desire to take the
advanced entrance examinations of Harvard, Columbia and.
other universities. The writing of English into Greek is con-.
tinued in the Senior Year, with connected discourse based on
the authors read. .
Greek History is taught the students by examining them‘
monthly on portions assigned to them for outside reading.
TEXT-BOOKS USED AT THE BOYS HIGH SCHOOL.
Freshman Year.
Latin—St. Clair’s Beginner’s Caesar, Mooney’s Latin Gram-
mar. '
Greek—White’s Beginner’s Greek Book (new edition).
German—Collar’s Eysenbach. ‘ '
Engish—D. J. Hill’s Elements of Composition and Rhetoric,
English Classics.
AZgebra—Wentworth’s New School Algebra.
Sophomore Year
Latin—Mooney’s Latin Grammar, Kelsey’s Caesar, Jones’
Latin Prose Composition.
Greek—White’s Beginner’s Greek Book (revised edition),
Go'odwin’s Greek Grammar (revised edition), Goodwin and
White’s Anabasis.
Ger-man—Collar’s Eysenbach, J oynes’s Reader.
French—Edgren’s French Grammar, French Classics.
English—UnderwoodGuest’s Handbook of English His-
tory, Swinton’s Studies in English Literature, Meiklejohn’s
History of English Literature, English Classics.
' Physics—Everett’s Outlines of Natural Philosophy.
fi
REPORT OF THE BOYS HIGH SCHOOL. 35
Mathematics—Wentworth’s New School Algebra, Went-
worth’s Plane and Solid Geometry.
Junior Year.
Latin—Allen & Greenough’s Cicero’s Orations, Allen &
Greenough’s Virgil, J ones’s Latin Prose Composition.
Greek—Goodwin and White’s Anabasis, Seymour’s Homer’s
Iliad, Meyers’ History of Greece, Pearson’s Greek Prose
Composition, Goodwin’s Greek Grammar.
German—Joynes-Meissner’s German Grammar, German
Classics.
French—Edgren’s French Grammar, French Classics.
English—Meiklejohn’s History of the English Language,
Chaucer’s Prologue and Knightes Tale, English Classics.
0hemistry—Remsen’s Chemistry, Briefer Course.
Mathematics—Wentworth’s New Plane and Solid Geometry,
Wentworth’s Plane Trigonometry.
Senior Year.
Latin—Allen & Greenough’s Virgil, Latin Texts for Sight
Reading, Myers’s Roman History. .
Greeh—Seymour’s Homer’s Iliad, Orations of Lysias, or a
Play, Myers’ History of Greece, Greek Texts for Sight Read-
ing. Greek Lexicon.
German—Joynes-Meissner’s German Grammar, German
Classics.
French—Edgren’s French Grammar.
English—English Classics.
Advanced Physics—Lodge’s Mechanics, Thompson’s Ele-
mentary Lessons in Electricity and Magnetism, Adams’s
Physical Laboratory Manual.
Mathematics—Wentworth’s New School Algebra, Went-
worth’s Spherical Trigonometry, Carhart’s Surveying.
Psychology—Halleck’s Psychology and Psychic Culture.
Political Economy—Laughlin’s Political Economy.
Logic—Hill’s J evon’s Logic.
Respectfully submitted,
R. P. HALLECK, Principal.
153.: 8
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Report
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December, 1916

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MARCHIQBO
REPORT OF THE GIRLS HIGH SCHOOL.
THE FACULTY.
H. B. Moore-..---_._-.-
Jessie Stewart--.---.-
Jessie A. Alberson-..-

Principal.
Assistant Principal.
History.

Caroline S. Allen
Eva Allen
Emily F. Bass ............................................ --

Gymnastics.
English.
English.

Myra V. Bedinger.---
Nina Benedict-
Physics.
Drawing.

Marian Boswell---
Alice Cane.---__.-
Olive B. Catlin .......... ._
Kate Chamberlin--------_-
Julia Cochran_-.-____--
Ruby M. Conkling-
Ruth W. Crawford-
Edna T. Cremin ........................................ -.
Lorena Dumeyer-
Lily M. Ferry----_-.---
Elsie L. Flexner.--
Mary Ormsby Gray .................................. --
Grace B. Green..-
Cottell Gregory
Fannie S. Gross-
Anna E. Heick
Adeline Heinz ............................................ --
Ruby A. Henry
Lucy J. Higgins-_
Mary Brown Humphrey .......................... --
Leonora J ohnston__.-
Jessie E. Jones.----
Anna E. L. Kompfe----
Katherine Kornfeld .................................. --






Louise M. Kornfeld .................................. --
Mathematics.
Drawing.
Latin.
History.
Gymnastics.
English-
Chemistry.
Latin.
Bookkeeping and Penmanship.
Botany.
Domestic Science—Cooking.‘
Stenography and Typewriting.
English.
Mathematics.
English.
General Science.
Bookkeeping.
Commercial Geography.
Latin.
Librarian.
English.
General Science.
German.
Bookkeeping.
Latin and Commercial Geography.


Selma Kranz--.- Music.
Bertha E. Lang Mathematics.
Viola Lewis--.----..- English.
Marguerite Lorenz .................................... --Mathematics.
Margie H. Mason.--
Marian C. Mason
Stenography and Typewriting.

Sally S. Maury .......................................... ..
Elizabeth McConathy .............................. _-
Ethel Allen Murphy
Patty Thum Newbold .............................. ..
Stenography and Typewriting.
English.
History.
English.
General Science and Botany.
Alice Bennett Parker-----. French.


Sophie A. Pfuhl German.
Annie E. Polk . ....... ._English.
Octavia C. Queen--- French.
Elizabeth G. Robertson. English.
Anna C. Roth .... --
Commercial Arithmetic.
Rosella Rucker--....-- Bookkeeping and Penmanship.
Mattie B. Scott .......................................... -.Commercial Arithmetic.
Louise Shelley .......... --
Mathematics.
Margaret Shelley ..... -- English.
Ida E. Simon ____ __ Domestic Science—Cooking.
Jennie M. Staadeker .................................. --History.
Pauline K. Stein.------ -- German.
Olla Stuber ............... -. Bookkeeping and Penmanship.
Dora Swoboda .... _- German.
Bertha H. Tarrant ......................... ......... .-Domestic Art—Sewing and Milli-
nery.
Josephine N. Taylor History.
Addie M. Troll--.-.--. .... -- Bookkeeping and Penmanship.
Mary Lee VanHook .................................. --English.
Anna Voegtle Mathematics.
Marie Von Borries .... .- Chemistry.
Jane Wanless Latin.
Nancy Ray Wilson Mathematics.
Florence P. Witherspoon Director of Welfare Work.
Alexina D. Allen ............. -.Assistant in Gymnasium.
Dorothea Kurk-- Drawing Assistant.
George Louise Sehon.----.__.- Laboratory Assistant.
Lillian R. Baumgarten Secretary.
Helen A. Heuser Clerk.
Marjorie Waller Clerk and Laboratory Assistant.
The Louisville Girls High School first opened its doors
for the admission of students on the seventh day of April, 1856.
'That day sixty-nine girls entered the new school. There were
two teachers. In the sixty years that have followed, steady
and healthful growth has been a constant characteristic.
The first principal, Mr. E. A. Holyoke, served from 1856 to
1864. The first class of nine girls was graduated in 1858, and
a total of fifty-three were graduated during his principalship.
Mr. G. A. Chase was principal from 1865 to 1880, inclusive.
Under him 680 were graduated. From 1881 to 1911 Mr. W. H.
Bartholomew was principal, and 2,216 girls were graduated.
During the principalship of Mr. O. L. Reid, 1911, to January
1, 1916, the graduates numbered 725. There were 241 gradu-
2 .
ates in 1916. This gives a grand total of 3,915 girls sent out
from the school having completed the course.
Meantime, while the school has thus grown in numbers,
it has kept abreast of the times, always ready to adopt new
ideas in education and to hold fast to what has proved best
in the old. In 1857, upon recommendation of the principal,
instruction in the theory and practice of teaching was insti-
tuted for the members of the senior class, and such instruction
continued to be a part of the course until 1871 when the Nor-
mal School was established. In 1887 a business class was
organized. It was conducted as a department of the High
School until the crowded condition of the school made it
necessary to transfer it to the Normal School Building. In
1899 a School of Domestic Science was established by the Alum-
nae Club and was conducted by the Club until 1903, when it
was put into the High School as one of its regular departments,
where it has since remained. Under the same auspices and
in much the same way, classes in pen, pencil, charcoal, and
water-color have grown into a strong course in elementary
art.
Such are a few of many evidences of the progressive char-
acter of a school which has, from the very beginning, been
eager to adapt itself to the growing needs and the ever chang-
ing conditions of a rapidly growing community. Its recent
history deserves a more detailed consideration.
Present Organization.
In 1911 the school was reorganized, and the flexible unit
system substituted for the comparatively rigid course system,
At the same time also the girls from the Commercial High
School were transferred to the Girls High School, and the Com-
mercial Course became one of its departments to the very
great advantage of both groups. The present organization
is as follows:
The unit upon which the organization is based is one term
(half year) of any subject in which recitations are daily. A
minimum of thirty-two units is required for graduation, but
those who are able to carry more than four subjects a term
are permitted to do so, and many girls graduate with more than
the minimum requirements. There are two distinct courses,
3
the Academic Course and the Commercial Course. The
minimum requirements for each are shown in the following
table:



ACADEMIC COURSE. COMMERCIAL COURSE.
English ................................ --8 units English ................................ --8 units
Algebra ____ -.3 units Bookkeeping 5 units
Geometry-
2 units Commercial Arithmetic .... -_2 units
One foreign language, One foreign language,
Latin or. German or Latin or German or
French .............................. -.4 units French .............................. --4 units
History ................................ --2 units History--- 2 units
Science_-----
3 units Commercial Law ................ --1 unit
Elective ............................ _.10 units Commercial Geography-...--l unit
Science 3 units
Total ...................... .32 units Stenography and
Typewriting .................... -.4 units
Elective 2 units
Total ...................... -.32 units
An examination of the above courses will show that, in
‘spite of the restrictions which absolutely insure a systematic
course for every graduate, the commercial course has consid-
erable, and the academic course great flexibility. For ex-
ample, the girl who looks toward college may satisfy the most
exacting requirements. This will be her course:

English ............................................................... ._8 units
Algebra ........................................... .................. -.4 units
Plane Geometry ................................................ --2 units
Solid Geometry--.-------..--..... unit
Latin _ ...................................... --8 units
German or French ........................................... .-4 units
History ............................................................... --2 units
Science--. ............................................................ --3 units
Total ................................. ................. --32 units
In like manner a modern language course may be elected
with four full years of German and three of French. Or, if a
girl has a special taste for- science, she may choose one year
each of botany, chemistry, and physics, and one term each
of physiology and commercial geography. It is also easy to
elect all the most significant of the commercial subjects in
the academic course. In short, it is impossible to graduate
without having completed a well-considered and well-balanced
course of study.
In addition to the foregoing courses which lead to grad-
4
uation, there is a two-year commercial course the completion
of which is recognized by a certificate. It is as follows:


English. ______________________ --4 units
Bookkeeping -.4 units
Commercial Arithmetic ____________________________________ .-2 units
Stenography and Typewriting ________________________ --4 units
Commercial Geography-
unit
Commercial Law ________________________________________________ ..1 unit
Total - _________________________ --16 units

Experience has proved th's course to be a particularly
difficult one, Stenography and commercial law being clearly
beyond the capacity of the average girl in the first and second
years of high school. For these studies they need more ma-
turity and more general education than they can have achieved
up to this time. Parents are always urged to choose for their
daughters the four-year, rather than the two-year commercial
course.
Subjects Oflered.
There are offered in the school the following full unit
subjects: English four years, elementary algebra one and
one-half years, college algebra one term, plane geometry one
year, solid geometry one term, Latin four years, German four
years, French three years, history three years, general science
one term, botany one year, chemistry one year, physics one
year, physiology one term, commercial geography one term,
bookkeeping two and one-half years, commercial arithmetic
one year, stenography and typewriting two years, commercial
law one term. Of these subjects botany, chemistry, physics,
bookkeeping, and stenography and typewriting require two
periods or ninety minutes daily. The other subjects require
forty-five minutes in recitation and class instruction daily.
Partial unit subjects, requiring class instruction one, two,
or four periods of forty-five minutes each in every six days
are offered. For these, credit of one-tenth unit a term for
one period, two-tenths for two periods, four-tenths for four
periods is given. Enough of these partial unit subjects may
be elected to make up one full unit in any term except the first.
Such credit may be earned in gymnasium, sewing and mil-
linery, cooking, music, freehand drawing and water-color, and
in certain classes which meet after the close of the school
5
day. Of these last a full account may be found in the reports
of the English and music departments.
The A-B-C Calendar.
For convenience in administering the partial unit subjects
a special six-day calendar is in use. The one for the first term
1916-1917 is printed herewith as a sample.
GIRLS HIGH SCHOOL—First Term, 1916—1917.





“A” DAYS. “B” DAYS. “C” DAYS.
X Y X Y X .Y
Sept. Sept. Sept. Sept. Sept. Sept.
T W Th F M T
5 6 7 8 ll 12
W Th F M T W
13 14 15 18 19 20
Th F M T W Th
21 22 25 26 27 28
Oct. Oct. Oct. Oct. Oct.
F M T W Th F
29 2 3 4 5 6
Oct. Oct.
M T W F M T
9 10 11 13 16 17
W Th F M T W
l8 19 20 23 24 25
Nov. Nov.
Th F M T W Th
26 27 30 31 1 2
Nov. Nov. Nov. Nov
F M T W Th F
3 6 7 8 9 10
M T W Th F M
13 14 15 ‘ 16 17 20
T W Th F M T
21 22 23 24 27 28
Dec. Dec. Dec. Dec. Dec.
W M T W Th F
29 4 5 6 7 8
Dec.
vM T W Th F M
11 12 13 ‘ 14 15 18
Jan. Jan.
T W Th F T W
19 20 21 22 2 3
Jan. Jan. Jan. Jan.
Th M W Th
4 5 8 9 10 11
F M T W Th F
12 15 16 17 18 19
M T W Th F
22 23 24 25 26

Letters “X” and “Y” indicate date column.
6
This simple device is helpful in a variety of ways. For
example, it is desirable that cooking classes have two ‘con-
secutive days for their use. Suppose then a girl’s schedule
might be arranged giving her cooking on “A” days, say for
example, in the third period. She would therefore have cook-
ing on September 5 and 6, Tuesday and Wednesday, Septem-
ber 13 and 14, Wednesday and Thursday; September 21 and
22, Thursday and Friday; September 29 and October 2, Friday
and Monday, and so on. This would leave the third period
on all other days free either to be used as study periods or to
be filled, in whole or in part, by other partial unit subjects.
She might, let us say, take gymnasium on “BX” days, har-
mony on “BY” days, and drawing on “C” days, thus filling
up the third period for every day in the term. For this she
would receive a total of six-tenths of a unit. Since no prepa-
ration is required for any of these subjects, this varying sched-
ule becomes practically a recreation period, and at the same
time provides highly educational activity. Several years ex-
perience has proved this to be a wholly practical device.
Students follow the “A-B-C” calendar with just as much ease
as they do the days of the week.
Number of Rooms.
The Girls High School is housed in a building containing
fifty recitation rooms and laboratories. This includes the
lunch room, which i or five periods daily is used by the classes
in music, and the gymnasium. In these rooms must be accom-
modated the classes taught by sixty-five teachers. This is ac-
complished by making the school day seven periods in length, ‘
beginning at eight-thirty and closing at two-fifteen. All
girls are required to be present all day with the exception
of three groups. First, girls who file a physician’s certificate
showing them to be physically incapable of enduring the
strain of a full school day are allowed to arrange a schedule
of work according to their powers. Second, girls who live
outside of the city are excused early. Third, girls studying
music under a teacher approved by the Music Committee,
according to the plan outlined in the report of the director
of music, are excused at the end of the sixth period.
Two recess periods of twenty-three minutes each are
7
provided for lunch. During the first recess half of the school
goes to lunch while the other half goes on with its work. Dur-
ing the second recess the conditions are reversed. At the
close of the second recess the sixth period begins for all.
_ Having fifty rooms available for use during seven periods
it becomes possible to conduct classes during three hundred
and fifty periods daily. In the present term there are actually
two hundred and ninety-one classes including forty-four which
require two periods each. The enrollment is sixteen hundred
and seventy-four and the average size of classes is 25.2. With
the exception of classes in chorus work and gymnasium where
no limit on numbers is set, there is no class with more than
thirty-five members, and of these there are only three. In all
there are only thirty-one classes with as many as thirty mem-
bers. All study periods are provided for in the auditorium.
The library, under a trained librarian, is an important
adjunct of school work. Our library has, however, no better
place of abode than the stage in the auditorium. We look
forward to the time when it may have a well-planned room
devoted solely to its use.
School Atmosphere.
A visitor at the school recently remarked: “What im-
presses me most is that everyone seems to be having a good
time.” He had but noticed but one of the most prominent
characteristics of the school. Willingness to do whatever
may be asked of them, and joy in the task is the unvarying
rule with both students and teachers. Discipline takes care
of itself, because the spirit of the school decrees the only proper
thing is to do what is right.
In such a community democracy is an absolutely fore-
gone conclusion. _ There are no distinctions marked by dress
or manner. There are no cliques. Leadership belongs to
her alone, who possesses it because of her inherent qualities.
It is hers who can prove her right to lead.
Departmental reports follow and set forth the work of
the school in detail.
H. B. MOORE,
Principal.
ENGLISH.
Aim.
The aim of the English department is to help the student
use the materials of English study in such a way as to acquire
the right contact with life. The right contact involves:
1. Correct and forceful use of the mother tongue in both
speech and writing;
2. Appreciation of the beauty of form in literature, but
more particularly of the power of ideas; and
3. Sympathetic understanding of the social and ethical:
relationships of which human existence is interwoven, both
as these are mirrored in literature and as they appear in a
direct view of life.
It is believed that a course of study administered with
these ends in view will promote the student’s economic effi-
ciency, increase her powers of enjoyment, and stimulate her
to socially desirable thought and action.
Required Course of Study.
All four-year students are required to take eight terms of
English, five recitations a week, as follows:
English I—Kimball’s English Grammar, about half; Hal-
leck and Barbour’s‘ Readings from Literature, about half.
English II-Kimball’s English Grammar completed; Hal-
leck and Barbour’s Readings from Literature completed; The
Merchant of Venice. In both terms stress is laid on spell-
ing, the practical aspects of grammar, and simple enjoyment
of selections from both prose and poetry.
English III—Brook’s English Composition, Book I, en-
larged; Mosses from an Old Manse. This is a theme course,
devoted to punctuation, the rhetorical structure of the sen-
tence, isolated and related paragraphs, narration, and de-
scription. The Mosses is used as illustrative material.
English IV—ldylls of the King; Julius Caesar; A Tale
of Two Cities; Brook’s English Composition, Book 1, en-
larged. The principles of narration in the form of epic, drama,
and novel are discussed, and both the plot and character ele-
ments are studied. Particular attention is given to the ap-
preciation of poetry, figures of speech and versification being
taught in this connection.
9
English V—Wooley’s Handbook of Composition. This
again is a theme course, in which previously taught principles
of composition are reviewed and subjected to constant drill.
Exposition is taught, but all types of writing are encouraged.
Themes are carefully organized by means of outlines, and rig-
idly criticized for unity, coherence, and emphasis.
English VI ——Halleck’s New English Literature, Chaps.
I—VI; the Golden Treasury, Books I and II, stressing the
sonnets of Shakespeare and Milton; L’Allegro, ll Penseroso,
and Comus; the DeCoverley Papers.
The student is introduced to the relation existing between
the age, the author, and his work, and is thus not only made
more intelligently appreciative of literature, but is trained to
a valuable kind of social reflection. This treatment of liter-
ature is continued through English VII and VIII.
English VI I —Wooley’s Handbook on Composition; Hal-
leck’s New English Literature, Chap. VII; Macaulay’s Life
of Johnson; The Rape of the Lock; The Deserted Village;
Gray’s Elegy; Collins’ Ode to Evening. . As much of this term
as seems necessary is given to theme-writing. The need for
such work here, however, is constantly decreasing as the
effect of the previous two terms of written composition makes
itself felt.
English VI I I—Halleck’s New English Literature, com-
pleted; the Golden Treasury, Book IV, stressing Burns, Words-
worth, Keats, and Shelley; Newcomer and Andrews’ Twelve
Centuries of English Poetry and Prose, selected readings from
the four poets named above and from Victorian poets and
essayists; Macbeth; selected readings from contemporary
authors.
Special Adaptations to Special Needs.
In an attempt to meet the individual needs and save the
time of special groups of students, certain special English
classes have been formed, each a variation of one of the reg-
ular classes.
Commercial English IV is organized for two-year commer-
cial students who have an opportunity to take only four terms
of English. This class omits the reading of Julius Caesar,
pays special attention to business correspondence, using as a
text Cody’s How to Do Business by Letter.
10
A special English I is formed for entering students who
have some considerable knowledge of grammar and who there-
fore do not need the detailed grammar work of the regular
English I classes.
Another special English I consists of students who profit
by special treatment because they are repeating the work.
A special English II class also is made up of students
who are repeating.
General Plan.
It will be seen that grammar and literature are the chief
objects of study in English I and II, written composition in
English III, V, and part of VII, and literature in English IV,
VI, part of VII, and VIII. No term, however, whatever its
major stress loses sight of any one of these essentials. In
some measure the importance and the inter-relation of every
branch of English study are developed in each term.
Oral Composition.
This deserves separate mention, since it is a prime con‘
sideration in all courses. Informal oral discussion is always
encouraged. Formal oral composition, beginning in English I
with grammar drill and story telling, develops in later terms
into description, accounts of travel, reviews of books, reports
on the social background of great literary periods, and com-
ments on events and persons of importance at the present
day. The aim of the work is to develop the power of speaking
well before an audience.
Supplementary Reading.
The course of study in literature includes the College
Entrance Requirements, but does not confine itself within
the limits of so Procrustean a bed. Especially is it free to
make use of material of more general interest as supplementary
reading, of which three or four books are required of the stu»
dent each term. These are sometimes assigned by the teacher
as being in line with class study, but are more often chosen.
at will by the student from a large reading list which includes
many modern titles, and which was designed by the English
department and the school librarian to please a variety of
tastes.
11
Pictures.
The department possesses a carefully indexed assortment
of mounted pictures illustrating the study of literature, and
has just received from the Board of Education a splendid new
Baloptican on which they can be shown.
Elective Courses.
Although the four elective courses in English are held after
the close of the school day, a large enrollment attests the en-
thusiasm with which they have been received. The first three
classes named below meet twice in the school-calendar week of
six days, receiving four-tenths credit, their exact value esti-
mated from the value of the required courses. Because oral
English demands less home study, it receives two-tenths credit
for two recitations, and four-tenths credit for four recitations.
These classes are restricted to juniors and seniors, and are quite
as voluntary on the part of the teachers as of the students.
The Vocational English class makes practical application
of written composition to the uses of journalism. The stu-
dents write every sort of newspaper article, from editorials
to advertisements, seeking material both from the school
community and from the outside world. It is proved that
this work, because of the strong motive of communication
underlying it, adds zest to the written composition of many,
and that it opens up to some a field of economic usefulness.
The Modern Literature class deals with the works of con-
temporary writers in the form of fiction, poetry, and essay.
The material is drawn from current magazines as well as from
books. The purpose of the course is to develop sound taste with
regard to literature of the day.
The Drama class studies plays of various periods, be-
ginning with Greek tragedy and ending with the many types
of contemporary drama. The study is distinctly dramatic,
not merely literary; the plays are presented by the class, not
merely read and discussed. The personality of the actor, the
history of the theatre, and the nature of the audience are
emphasized as determining the character of the play.
The Oral English class has as its aim correct pronuncia-
tion and enunciation and the development of a pleasing voice
quality in both speaking and reading.
12
UNIFORM STANDARDS OF ENGLISH COMPOSITION.
Eng. 1. A. Course of study.
1. Grammar.
2. Spelling.
3. Spelling rules.
4. Diacritical marks.
5. Use of dictionary in all useful aspects—
not merely as a spelling book.
B. Standard for promotion.
70 in grammar. No other ability can com-
pensate for deficiency in grammar.
Eng. 2. Same in all respects as English 1.
Eng. 3. A. Course of study.
' 1. Grammatical structure of sentence.
Rhetorical structure of sentence.
Narration.
Description.
The isolated paragraph.
Related paragraphs.
B. Requirement for all themes.
1. Topic sentence of each paragraph should be
indicated by parenthesis.
2. If there is no topic sentence, the topic
itself should be Written in the margin.
3. Transitions, especially those between para-
graphs, should be underscored.
4. Transitions should ordinarily take the form
of a word, phrase, clause, or sentence. The
use of a transitional paragraph should not
he insisted upon.
C. Standard for promotion.
70 in grammar and sentence work. No
student who habitually makes serious gram-
matical errors or writes either run-on or
incomplete sentences should be promoted,
whatever her other qualifications may be.
Eng. 5. A. Course of study.
1. Punctuation.
2. A more detailed study of sentence-structure.
earns
13
3. Exposition.
4. Outline of theme.
5. Principles governing theme as a whole.
B. Requirement for all themes.
1. Themes in this course should ordinarily con-
sist of at least two paragraphs.
2. Themes should ordinarily be at least one
and one-half or two pages long.
3. The custom of indicating topic sentences
and transitions should be consistently fol-
lowed.
4. Introductory and concluding paragraphs
should be discouraged, unless positively
indispensable to the individual theme.
Generally a short theme needs neither in-
troduction nor conclusion. When these
do seem necessary, a good sentence will
usually suffice.
5. A single sentence should not be set off as a
separate paragraph. This applies in full
force to introductory, transitional, and
concluding sentences.
6. Every theme should be accompanied by an
outline, preferably brief and undetailed.
C. Standard for promotion.
70 in grammar and sentence-structure, as
in English 3. Ability to organize a theme
by means of an outline and to write the
theme coherently.
Eng. 7. A. Course of study.
Such a review and emphasis of the prin-
ciples of composition as may seem neces-
sary. Students in English 7 should already
possess the ability to write passably well.
In this course they are expected to practice
the art of writing, not to learn it; to develop
their power, not to acquire it.
B. Requirement for all themes.
Same as English 5.
l4
C. Standard for promotion.
70 in composition, including special tests
in grammar, punctuation, and sentence-
structure. It should be necessary to fail
in composition only very few, if any,
English 7 students. The failure should be
recognized in English 5.
Note—It is understood that every composition unit will
review, directly or incidentally, the work of the preceding com-
position unit. Notable deficiency in the work of the preceding
unit will of course cause failure more quickly than deficiency
in the work of the present unit.
Associated Activities.
Clubs.
Since the English department is the only one which
comes in contact with all the students at one time, it feels a
peculiar interest and responsibility in regard to their social
activities. This interest and responsibility, together with
an appreciation of the wider social opportunities of English
study, have resulted in the organization of several clubs,
each conducted by student officers under the guidance of a
member of the department. The fact that, in the same
branch of English, required class work, elective class work,
and club work are offered, speaks eloquently for the enthusi-
asm of both students and teachers.
The purpose of the clubs cannot be set forth better than
by quoting briefly from the statements published by the stu-
dent presidents in the school paper.
The Drama League.
The Drama League (a branch of the Drama League of
America) “was formed so that the girls might have the op-
portunity to become familiar with the best dramatists of all
ages and countries. Besides reading plays, we have very
entertaining talks on famous dramatists, on the new ideas of
production and stage setting, and on the theatre in general.
We usually give at least one play each term. All juniors and
seniors are cordially invited to join.“
15
The Agassiz Association.
“The Girls High School Chapter of the Agassiz Associa-
tion is open to all who want to study and enjoy out-of-door
life. For this purpose, the members go on field trips to in-
teresting places. This year they hope to make some contri-
butions to the school in the form of a permanent collection
of seeds or winter buds.”
The Lyric Club.
“The Lyric Club aims to cultivate a greater appreciation
and understanding of poetry in those who already are inter-
ested, and to awaken a love for poetry among those to whom
it has no appeal. An effort will be made to discover and de-
velop latent poetic talent among the members, and to glean
for the Record the best expressions of versifiers.” The club
is open to juniors and seniors.
Reading Club.
A Reading Club has recently been formed for first and
second year girls. Its purpose is to cultivate powers of in-
telligible and intelligent oral reading.
The School Paper.
The Record is conducted by a staff chosen by the head
of the English department from among the student body.
The principal acts as treasurer, and advisor to the business
and circulation departments; the head of the English de-
partment, as censor, supervises the literary work; and the
head of the Art department has charge of the drawings. The
value of this paper to the academic and social life of the school
is practically incalculable.
The School Play.
Every spring the school gives one big play at-a local
theatre. The cast is made up of seniors, but the activity is
heartily supported by the entire student body and faculty.
The play is chosen by the principal and the head of the Eng-
lish department, and formally accepted by the senior class.
The principal and the head of the English department select
the coach; and these three, assisted by a committee of faculty
and seniors, take charge of the various details of production.
~ 16
Two evening performances and a matinee are given. Part
of the proceeds is used by the senior class to defray expenses
incident to their graduation, and part is presented by them to
the Scholarship Fund of the school. This annual play, the
largest social activity of the school, has been the source of
countless benefits.
Use of the School Library.
Since training in the use of a library is one of the most
important phases of English work, the department has always
arranged frequent opportunities for library work among the
students. Recently it has co-operated with the school li-
brarian to give the students some definite instruction in this
respect. An exchange of work is effected, the librarian lec-
turing to the English class and the English teacher thus freed
taking charge of the library during the period. A series of
four lectures is given, and will be counted as part of the reg-
ular English work.
MARGARET SHELLEY.
English Department Head.
MATHEMATICS.
In this department every effort is made to stimulate the
reasoning powers, to cultivate carefully clearness of percep-
tion, accuracy and good judgment; to develop in the student
a certain degree of mathematical maturity, to familiarize her
with the subject matter and methods of mathematical work
and to give her an accurate knowledge of those parts which
are indispensable in a further prosecution of the study.
Geometry is particularly fortunate in that the feeling of
accomplishment comes with every proposition proved, and it
probably stands forth as the subject that brings the most
pleasure and the most profit of all that are studied in the high
school. _ _
That the subject appears both attractive and valuable
to the students is evidenced by the fact that we have numbers
offering each term for solid geometry although it is neither a
graduation nor a college-entrance requirement.
17
Course of Study.
One and one-half years are devoted to Hawkes-Luby-
Touton’s First Course in Algebra.
One year is given to Plane Geometry; Text Book, Went-
worth-Smith.
For those who desire it one-half year is given to the study
of Hawkes-Luby-Touton’s Second Course in Algebra, and the
same time to Wentworth-Smith’s Solid Geometry.
Recitation periods, five per week, forty-five minutes each.
JESSIE STEWART.
Mathematics Department Head.
LATIN DEPARTMENT.
The aim of the Latin department is two fold—to give
the pupil both a classical and a practical training. By the
former we mean a literary appreciation of the classics read in
Latin and an intimate knowledge of the history, myths, and
customs of the Roman world. The second is equally impor-
tant, in that it touches every phase of life. The pupils are
shown conclusively that other subjects taught in high school,
as well as all departments of modern life, draw heavily on the
Latin language.
A feature of the work in Latin lies in collecting the back-
ward pupils of the lower units into separate classes. These
classes are conducted more slowly over the course, stopping
oftener to review. Thus a firm foundation is laid and fewer
failures are the result.
We have a flourishing club of fifty members. The aim
of the Latin Club can best be understood from an article taken
from the school paper. '
“The Latin Club.”
“The study of passive periphrastics and reduplicate verbs
is not the Latin Club’s chief aim. We are to hear and learn
more about the ancient Romans in the roles of citizens, fathers,
and friends and in the various other phases of normal, human
life. We are to hear of the homes they lived in, of their
customs, of their sumptuous feasts, and of their workaday
habits. This will bring us to think of them as decidedly
18
human beings and give us an understanding of ancient days,
which will form a sympathetic background for the incidents
of Roman life depicted in our Latin school work.”
The First Year.
In the first year the students acquire a vocabulary of
about five hundred words and a working knowledge of gram-
matical constructions that enables them to begin reading Caesar.
Particular attention is paid to Latin derivatives, syntax, and
translation. Visualization of the written Latin in trans-
lation is supplemented by oral translation, in the belief that
a subject becomes interesting and valuable in proportion to
the number of appeals it makes to the mind. In this way
accuracy and rapidity of thought are promoted.
The text book is Pearson’s Essentials of Latin, and the
first seventy lessons are completed.
The Second Year.
Text books: Caesar’s Gallic War (Walker’s); Bennett’s
Latin Grammar; Baker and Inglis Prose Composition; Nut- ‘
ting’s First Latin Reader.
The pupils begin the second year with Nutting’s First
Latin Reader. Then the first four books of the Gallic War
are read, and a careful study made of certain constructions
assigned in connection with each day’s vocabulary. There
is a constant review in forms and an equally constant drill in
sight reading. A topic is selected by the pupil for study dur-
ing the year, the report of the work done on this topic being
in the form of a paper handed in at the close of the year. “The
Character of Caesar, As Disclosed in the Gallic War,” “The
Manners and Customs of the Gauls,” “The Roman Army,”
are among the topics chosen in recent years.
Junior and Senior Classes.
Junior Class: Text book: Orations of Cicero in Catilinam,
I, II, III, IV; De Imperio Pompeii; Pro Archias.
Senior Class: Vergil, six books.
Great stress is laid upon translation into good, idiomatic
English, in Vergil preserving as nearly as possible the poetic
order of the text. Pupils with a gift of rhyme are encouraged
l9
to make metrical translations of Vergil and “rhythmic prose”
is especially commended. Two examples of such work are
subjoined:
Vergil, Book VI, lines 847-858:
I. Metrical Version:
“Others, indeed, with finer touch
The painting bronze shall mold,
From marble draw forth living forms
And causes plead more bold;
Or with the rod describe the course
That clouds and stars do hold.
To rule the world with your dread sway,
O, Romans, these shall be your arts;
Give terms of peace and mercy show
To all save proud, relentless hearts.”
II. Rhythmic Prose:
(Much of this prose will scan.)
“Others I grant with finer touch shall mold the breathing
brass, shape from the marble, features, true to life; plead causes
somewhat better; mark with a rod the courses of the heavens,
explain the rising stars. Your care, C, Romans, to rule the
nations wide—remember these your arts—to impose the laws
of peace, to spare the humble, and to crush the proud.”
One week of each month is given to prose during the
second, third, and fourth years. Not only is stress laid upon
translation, but every recitation comprises drill in vocabulary,
construction, sight-reading and “forms.” Eternal vigilance
is the price of success.
OLIVE B. CATLIN.
Latin Department Head.
GERMAN.
The aim of this department is to give the pupil a good
practical knowledge of the German language, and a thorough
drill in its fundamental principles.
Special stress is laid upon the need of acquiring a good
pronunciation as well as an accurate knowledge of the gram-
matical forms. To gain this end thorough drills are given
in declension, conjugation, formation of simple sentences,
20
and in order that the ear as well as the eye may be trained,
a German atmosphere is created in the class room through
persistent use of the German language in conducting the
recitation.
German I -Bacon’s Grammar. Lessons 1-15.
German I I —-Bacon’s Grammar, continued. Lessons 15-30.
Reading: Gruss aus Deutschland.
German I I I —Bacon’s Grammar, continued. Le . sons 30-40.
Reading: Immensee.
German IV—Bacon’s Grammar, finished. Bernhardt’s
German Composition, 22 pages. Reading: Der Neffe als
Onkel.
German V—-German Composition, 30 pages. Reading:
Willkommen in Deutschland.
German VI—Gerrnan Composition, 30 pages. Reading:
Minna von Barnhelm.
German VII—Bernhardt’s Composition, finished. Read-
ing: Die J ournalisten; Aus Nah und Fern.
German VI I I —Original Compositions. Reading: Soll und
Haben; Aus Nah und Fern.
The books, Aus Nah und Fern, used as supplementary
reading by German VII and VIII are acquired through the
enthusiasm of the lasses who contribute the purchase money.
The department also supports two clubs, one for girls who
have had at least two years, and another for girls who have
had at least five months of German.
The object of both organizations is to foster a love for
the German language through a knowledge of the customs,
literature, and songs of Germany.
The Senior Club is conducted entirely in German, but
the Junior Club, because of the limited vocabulary of its mem-
bers must necessarily be conducted in English.
An added activity of the German department is the read-
ing done during the summer vacation of simple literature.
ANNA E. L. KOMPFE,
German Department Head.
21
FRENCH.
The French courses are planned to meet the requirements
of all classes of students including those preparing for college.
Three years, or six units, are offered. French may be begun
in the second year.
The texts vary from year to year, those given below being
the ones read in 1916-1917. -
A small library has been started from which books are
loaned to pupils for supplementary reading during the school
year and summer vacation.
Effort is made throughout the courses to stimulate nat-
ural conversation in French. To this end the Holgel wall
pictures, and maps of Paris and France have been found
helpful.
A French Club composed of members of the three upper
classes meets once a week for conversation, rehearsal of plays
to be given from time to time in chapel, practice of French
songs and discussion of topics pertaining to French life and
literature.
Briefly the course is as follows:
French I ——Aldrich and Foster’s Elementary French;
Bruce’s Lectures Faciles. Emphasis on pronunciation and
oral drill. '
French I I ——Aldrich and Foster’s Elementary French, con-
tinued. ' Bruce’s Lectures Faciles; Talbot’s Le Francais et sa
Patrie, begun. Regular verbs and much oral work, with wall
pictures to increase vocabulary.
French I I I —Aldrich and Foster’s Elementary French,
continued. Talbot’s Le Francais et sa Patrie, continued.
Emphasis on use of pronouns with idioms, dictation, and mem-
orizing of a few poems. ‘
French I V——Aldrich and Foster’s Elementary French;
Talbot’s Le Francais et sa Patrie, completed; Labiche’s Le
Voyage de M. Perrichon. Emphasis on irregular verbs, dic-
tation, idioms and conversation.
French V—Aldrich and Foster, completed; Francois’ In-
troductory French Prose Composition; Le Voyage de M. Per-
richon, completed; Daudet’s Le Belle Nivernaise; Pailleron’s
Le Monde ou l’on s’ennuie. Class conducted largely in French.
22
Reading with and without translation with questions on text,
memorizing, dictation, conversation and idioms, reproduction.
French VI —Introductory French Prose Composition, com-
pleted. Some original composition. Discussion in French of
such texts as Lamartine’s Scenes de la Revolution Francaise;
one. novel, Lotis Pecheur (1’ Islands or Merimee’s Colomba.
One new play, Le Monde ou l’on s’ennuie finished, and Molieres
Le Bourgeois Gentilhomme. General grammar review. Re-
production and conversation.
ALICE B. PARKER.
French Department Head
HISTORY.
Aim.
To discipline the memory, the imagination, the judg-
ment. To give training in the use of materials—books, maps,
globes, charts, note-books, old letters, diaries, documents,
museum articles, tomb inscriptions, etc.; to relate, not only
one part of history to‘ another, but the subject to its'kindred
subjects—geography,‘ political economy, sociology, ethics.
To furnish entertainment by cultivating a taste for historical
reading. To make clearer much of- poetry and fiction by pre-
senting their historic background. To create ideals of personal
conduct, of social service, of a patriotism so intimately loving
that a child sees its hearthstone must be used in building the
nation. To teach a love for truth, for charity, for tolerance,
thus enlarging the humanity of the pupil, enriching her, not
only in learning, but in life. To multiply individual life by
the lives of the past until one’s twenty, forty, or sixty years
become a thousand or‘more, and one is made a better citizen
of the present because one is a citizen of the ages that are gone.
History of all subjects, cannot
“Draw a circle premature,
Heedless of far gain, ,
Greedy for quick returns of profit.”
Method. _
Method should take advantage of the child’s natural
interest in heroes, stirring deeds, anecdotes, dramas, pictures,
23
new sights, strange facts. Instruction, therefore, is by topic,
the text-book becoming a reference book held in common
by the class for comparison with other authorities.
Little journeys are planned as part of the course—as, for
example, a visit to the old French Settlement in the knobs;
to President Taylor’s home and grave; to the monument
marking the first settlement of Louisville; to the School of
Reform; to the Blind Asylum; to the City “Dumps,” etc.
Dramatized reports are made by the students—for in-
stance, one of a traveler returning from the Olympic Games;
one of Caesar describing his rout of Pompey; one of Columbus,
telling of his Western voyages.
Committees of from three to five students have matters
of especial difficulty or importance referred to them—as, the
Charitable Institutions of the city, and of the State of Ken-
tucky, our Prison System as compared with, that of Indiana
and California.
Current events are discussed and debates are held on
vital questions—as, Woman’s Suffrage, the Eight-Hour Law,
Election of the President by Popular Vote, etc.
Subjects are assigned for intensive reading, on which the
student herself becomes the lecturer—as, Building of the Pan-
ama Canal, implying research work on canals, comparing the
work of the United States in this line with the canal systems
of Europe, of Modern China, of Ancient Egypt.
Many a dull fact in history is lightened by anecdote or
glorified by poetry—as, the need of our present Child-Labor
Law is fully impressed upon a class by Elizabeth Barrett
Browning’s “Cry of the Children.”
Historical novels are used to give life to dead nations—as
the Rome of Nero’s day is restored to the child in Davis’
“Friend to Caesar.” .
Text Booksz—Webster’s Ancient History; Cheyney’s
History of England; Forman’s Advanced American History;
Forman’s American Republic.
Course.
History I ———(Greek), twenty weeks. Emphasis is placed
on the Periclean Age and the contribution of Greece to liter-
ature and art.
24.
History I I—(Roman), twenty weeks. Attention centers
on Rome’s governmental institutions.‘
History III and IV—(English), forty weeks. Special
stress is laid upon constitutional development and economic
conditions.
History V—(American), twenty weeks. Regard is given
to economical and social changes.
History VI —(Civics), twenty weeks. Study concen-
trates upon the practical needs of the city—as, in Louisville,
better disposition of the garbage, abatement of the smoke
nuisance, scientific destruction of rats and other vermin, etc.
Added Activities of the History Department.
Excursions.
Besides the little journeys already mentioned which are
planned to average two each term, the history department
gives one large excursion during the year: to the Capitol of
the State, to Lincoln’s Farm, to Clay’s home, or to some other
place of interest. Some of these trips are limited to pupils
in the department; others are open to the entire student body.
Clubs.
A “Current Events” Club meets once a week from 2:15
to 3:15. Membership is open to the school at large. This
club is under the direction of one of the teachers of the de-
partment. A leader, chosen by the Club and advised by them
plans what phases of history in the making interest its mem-
bers most, and those subjects are discussed. Occasionally,
an outside speaker throws additional light upon some question
of the day. ‘ I
A Club for the study of Greek literature is also an adjunct
of the department, while the civics class is itself a club for
social betterment in the school.
Plays.
A Greek Play, a Roman Pageant, Pictures from English
History, Episodes in American History furnish a basis for
added activity each year.
Moving Pictures.
This term, moving pictures of conditions at the “Garbage
25
’
Dumps,’ and what may develop from these conditions, will
be shown the civics class. This class has invited the entire
school to see the screen with them.
KATE CHAMBERLIN.
History Department Head.
CHEMISTRY.
The course in chemistry covers a year’s work of two
periods daily. This liberal allowance of time makes it possible-
not only to meet the college entrance requirements, but also
to include some of the more practical topics. As the ma-
jority of students do no further work in chemistry, an attempt
is made to emphasize these practical topics and apply them
as far as possible to the needs at home.
Among the practical topics discussed are such as the
chemistry of food and nutrition, of stains, textiles, and fuels.
The chemistry of fuels is studied from the standpoint of their
composition and the methods best adapted to obtain results
from each. In this connection simple models of gas and
oil burners and enlarged diagrams of stoves, flues, etc., are
shown and the student is taught how to operate and adjust
them to greatest advantage. Under textiles the student
learns to distinguish, both microscopically and by simple tests,
between cotton, silk, artificial silk, wool, and linen or mix-
tures of any of these. She also studies the best methods for
laundering, bleaching, and dyeing these fabrics. In the chem-
istry of foods their composition, food value, and the simple
changes taking place during nutrition are studied and each
girl is required to make two menus, one of the food actually
eaten for one day with the calorific value of each constituent
and the other a perfect menu, which will give her the number
of required calories for her age and size.
The laboratory is well equipped with individual desks,
each with water, gas, and hood connections, and is kept free
from the more disagreeable odors by an exhaust fan. Here
simple analyses are made of water, butter, milk, ice creams,
baking powder, Washing powders, tooth powders, and soaps,
and tests are taught for. the detection of adulterations and im-
purities. .
26
The experiments are obtained from a number of sources
and are mimeographed on paper which fits a loose-leaf note-
book. This requires the student to keep a record of obser-
vations, results, and conclusions, only, which are recorded
immediately, thus obtaining the students’ original Work in
a minimum of time. These note books are kept in files in the
laboratory and never leave the room.
A number of trips are made during the year to such
places as the Filter Plant, a foundry, an electrotyping and
electroplating concern, a pottery, a flour mill, a bakery, a gas
works, and an ice plant, where the application of the subject
is studied.
The text used is Newell’s General Chemistry and is sup-
plemented by work from the following books: “Chemistry of
Common Things,” by Brownlee and. others; “Food Inspection
and Analysis,” by Leach; “Food Analysis,” by Woodman;
“Food and Dietetics,” by Norton, and other standard reference
works.
MARIE VON BORRIES.
Chemistry Department Head.
BIOLOGY.
1. General Science.
Perhaps the chief concern of this department recently
has been the establishment of a suitable introductory science
course for first year students—our so-called “General Science
Course.” Since its introduction into the school in 1912,
the course has undergone many changes. It has been neces-
sary from time to time to reconstruct our subject matter,
and also to vary our methods of presentation so as to adapt
the Work better to the needs of the beginning students as well
as to our local conditions. As a result we feel that We have
evolved a course that is distinctly Worth while.
The aim of this introductory course is to explain some of
“the interesting facts in the student’s daily environment; such
as air (its physical and chemical properties), gravity, solution,
oxidation, heat, decay, expansion and contraction due to tem-
perature changes, freezing and boiling of water, the causes
of our seasons, etc. By means of simple illustrative experi-
ments and demonstrations the pupils gain a very fair con-
27
ception of these phenomena. Other topics included in the
course are, plants and animals, their life processes, etc,; foods
and the principles of nutrition, sanitation in the home, school
and community; heating and ventilating systems, labor-
saving devices, etc.
Since many students do not remain until the end of the
high school course, nor can all students who do remain take
all the various sciences offered for their election, the General
Science Course gives at least a valuable background, and we
believe that it meets the peculiar and diflicult needs of first
year students. The course is one term, and is required of all
first year students.
2. Botany.
Our botany course is elective in the junior and senior
years. It is a laboratory course given one full year, with
double periods daily. We have two splendidly equipped bi-
ological laboratories, containing an excellent type of students’
tables, chairs, and demonstration desks with gas and water
attachments. We have two large glass aquaria, and a small
conservatory. '
The course includes the principles of plant nutrition,
reproduction, and structure. Topics of general interest are
those dealing with forestry problems, plant breeding, and
economic botany. Topics bearing upon the students’ work
in domestic science are studied from a biological standpoint—
such as yeasts, molds, and bacteria—their relation to the
preservation of foods in the home. The hygienic aspects of
bacteria are emphasized. The relation of these micro-organ-
isms to decay and disease, sanitation,infection, and the laws
or principles of immunity are studied in a general, elementary
way.
Experiments in plant physiology form an important part
of the course, as do also the ecological aspects of botany.
Our field trips constitute a pleasant side issue.
Recently a Botany Club has been Organized.
The text books used in the department are: Clark’s In-
troduction to Science; Bergen and Caldwell’s Practical Botany.
LILY M. FERRY.
Biology Department Acting Head.
28
PHYSICS DEPARTMENT.
The physics department offers a one-year course of five
periods a week, the periods being ninety minutes each. The
time is given to lecture, recitation, and laboratory work. Two
days a week are given to laboratory work during the first term,
not quite so much time during the second term. Lynde’s
Physics of the Household is used as a text book; some supple-
mentary work is given, especially on Electrostatics and on
Light. Mechanics and Heat are studied in the first half year;
Electricity, Light and Sound in the second half year. The
forty experiments are taken for the most part from Milliken
and Gale—Laboratory Course in Physics. Each student is
required to do individual work and all experiment notes are
written up in the laboratory.
The physics course is eminently practical; its aim is:
first, to make as clear as possible the meaning of the funda-
mental laws of nature usually studied in physics; second, to
understand the applications of these laws to the machines and
household appliances of every day life. The mathematical
working out of these laws is given only when the mathematical
examples give clearness and definiteness to the conception of
these principles. The mathematics required is very elemen-
tary. A large number of household appliances are studied,
many of them in the laboratory and the pupils are encouraged
to see the reason for each part in their construction. The
work is correlated with the course in cooking. Many ques-
tions arising in the cooking class are discussed and settled in
the physics class.
This course in physics fulfills the college entrance require-
ments.
MYRA V. BEDINGER.
COMMERCIAL DEPARTMENT.
1. Stenography.
In the business world there is an increasing demand for
stenographers. To supply this demand, stenography has
come to be looked upon as an important branch of education
in the public schools of our country. Aside from its practical
value, the study of stenography has an educational value also.
29
It helps the pupil to become perfect in the details of English,
to correct faulty pronunciation, and affords a facility for ac-
quiring a knowledge of 'other subjects by the taking of stem-
graphic notes. Our aim is to fit the girls to be competent
amanuenses, to take dictation with ease and rapidity, and to
transcribe notes accurately.‘ Pupils begin the study of sten-
ography in the third year, The course is two years; the text
books are Graham’s Amanuensis, Eldridge’s Dictation Exer-
cises, and Graham’s Business Letters.
2. Typewriting.
The subject of typewriting, instead of being one of the
minor subjects, is now considered to be one of the most im-
portant. A business man desires his work turned out not only
accurately but speedily. Consequently, proficiency on the
typewriter is a necessary qualification of a well-trained aman-
uensis. The touch method is taught exclusively. The text
book used is Fritz-Eldridge’s Expert Typewriting. In this
department we teach the use of the Edison Business Phono-
' graph.
8. Bookkeeping.
Bookkeeping stresses the importance of system, accuracy,
and accountability in the affairs of life. Therefore, aside
from its value as a means of recording daily business trans-
actions, it must take a high rank in the scale of studies de-
signed to prepare the young for the active duties of life. Our
aim is to acquaint the student with the underlying principles
of the science and their application to the leading departments
of business. We use Lyons’ Bookkeeping, Complete Course,
and begin the subject in the first-year class, continuing through-
out the second year. Commercial Review or Bookkeeping
V is offered during the last term of the senior year. _
4. Penmanship.
Instruction in penmanship is given as a part of the book-
keeping course. Legibility, ease, and rapidity of execution
are the ends to be accomplished by relaxing the muscles of
the pupils; insisting upon correct sitting posture, and a free,
ea ys arm movement.
30
5. Commercial Arithmetic.
Commercial arithmetic is taught in the first year. The
aim is to apply the principles of arithmetic to the problems
of business and of life. The text used is Lyons’ New Business
Arithmetic. “Nearly right” is worth nothing in business.
The object is to make the pupil accurate and rapid in her use
of the processes, and to accomplish this the pupil must learn
to read figure Words the same as she does letter Words. The
processes must become automatic. To acquire this skill
Birch’s Rapid Calculation Pad is in the hands of each pupil.
6. Commercial Geography.
Commercial geography is presented as the science of en-
vironment in the belief that the relations between facts, or
groups of facts, is the most vital part of geography. Once a
year the geography and history pupils make an extended
Saturday field trip to some point of interest to all, such as
Mammoth Cave, the Lincoln Farm, Lexington, or Frankfort.
The subject is studied in the class-room graphically
through atlases, maps, diagrams, government reports and
publications, and the text book, Robinson’s Commercial Geog-
raphy, is used as a source book for interpreting and under-
standing them. Mimeographed lesson outlines and maps
have been prepared for the pupils guidance in study and reci-
tation. These are kept as laboratory note-books and form
the basis of class-room discussion and the summary for re-
views and examinations. By this method the essential facts
and principles of physical and economic geography are de-
veloped through the study of problems of vital interest,
centered about the home area—Louisville and Kentucky.
Later these principles are applied and amplified through the
study of the different sections of the United States, of its
possessions, and of its neighbors. The problems selected may
bring out the influence of physical conditions, such as the lo-
cation of Louisville; they may center about some industrial
area, as the present industrial problems of the South; or they
may be of world-wide significance, such as the reasons for the
development of Pacific trade.
In scope and method the course above outlined conforms
to the recommendations of the highest authorities on the
81
subject of secondary school geography, not alone because _
they are authorities, but because the experience of those in
charge of this subject in the Girls High School has demonstrated
the excellence and soundness of their recommendations.
. 7 . Commercial Law.
The course in Commercial Law in the Girls High School
is given in the second term of the second year of girls taking the
two-year Commercial course. It is open to the upper classes
as an elective. The topics discussed are those of the greatest
commercial interest and importance in all localities, the es-
sential elements of a bailman’s contract, the sale of personal
and real property, agency, insurance, corporation, and nego-
tiable instruments. Lyon’s Commercial Law is used as a
text. Special emphasis is placed upon the Kentucky Statutes
regarding the employment of women and children, the work-
ingmen’s compensation, and the property and business rights
of women.
In presenting the subject, technical language and non-
essentials are avoided as far as possible. Informal discus-
sions are the rule, though some of the simple rules of parlia-
mentary procedure are taught and applied in the organization
of class-room corporations. The pupils are led to realize
that they are surrounded by law, as by the atmosphere. With
the exception of the study of their mother tongue, there is
perhaps no other subject in the curriculum that can be so richly
illustrated and so instantly made use of by the pupils as Com-
mercial Law. No subject presents to the teacher greater
opportunity for the development of the moral sense and the
formation of sound opinion on vital problems of right and wrong.
Results Obtained.
The Commercial department does not boast of an em-
ployment or placement bureau though most of our students
are placed in good positions in response to calls from business
concerns. We keep in touch with our old students to be
sure that the kind of work we are giving them is valuable.
That it is, seems to be proved by the fact that our graduates
not only secure but are able to hold some of the best positions
in the city. ANNA C. ROTH.
Commercial Department Head.
32
DOMESTIC ART.
Sewing.
It is the aim of the department, so to instruct the girls
that they may develop good taste and apply it in a dainty,
as well as in an economical manner. The sewing room is
equipped with six sewing machines, six tables, which accom-
modate from four to six girls each, chairs, ironing board, an
electric iron, waist forms, yard sticks, scissors, facilities for
drafting patterns, and lockers, in which the work of the girls
is kept. Each girl is given instruction in sewing two ninety-
minute periods, or four forty-five-minute periods each week,
arranged according to her own convenience and for which
she receives four-tenths of a unit of credit.
Course of Study.
Whether a girl has had instruction in sewing, before she
comes to the High School or not, she is required to make a
sewing bag first, not only that she may review the stitches
which she may already know, but also, that she may have the
bag in which to take care of her work, which might be easily
scattered or become soiled. If a girl has had no instruction
in sewing before entering High School in making the bag,
she is taught to measure hems, baste, hem, whip, and stitch
on the machine, all of which are necessary before she is ready
for her first garment, in a set of four undergarments, which
follow the bag. In making a set of undergarments it is neces-
sary to measure, baste, hem, whip, gather, adjust a band,
make plackets, ruffles of both embroidery and lace, to make
both French and felled seams, bind neck and armholes and trim
both, tuck, adjust sleeves, make button-holes, and sew on but-
tons. After the set of undergarments is completed, a shirt-
waist is made, which is followed by a simple wash dress, a
top skirt, and a wool dress.
Both drafted and commercial patterns are used, so that
a girl may get an idea of how patterns are made, according
to her own measurements, and also how to adjust commercial
patterns if changes are necessary.
33
MILLINERY.
Course of Study.
The course in millinery requires one ninety-minute period
on two successive days on the “A-B-C Calendar,” for which
the student receives four-tenths of a unit of credit. The first
step is a study of hats in general and of the different parts of
which they are made. A number of hats are next designed
and made first in paper, to show the methods of constructing
various types of hats, for an idea of the style desired. Finally
each girl designs and makes a pattern, in paper, of the hat
which is most becoming to her. It is then cut from buckrum,
wired, covered with material, trimmed and lined.
A study of combinations of colors is made; cost of mate-
rials is estimated and discussed and compared with cost of
hats bought from stores; old velvet is steamed and renovated
so that it may be used again; ribbon bows tied and ribbon and
silk flowers are made.
Instruction is given in the handling of wire. A number
of wire frames are made, to show the methods of constructing
various types of hats or parts of hats. The wire frame is
covered with wet net and when dry, the wire frame is re-
moved, the net frame is braced with wire, covered with straw
braid, trimmed and lined.
' BERTHA H. TARRANT.
DOMESTIC SCIENCE.
This branch of home ecomonics is optional and is offered
for four terms, the student being allowed to take it when most
convenient. Two periods of ninety minutes each on the spe-
cial calendar are given to the work by the students, who are
encouraged to apply the science acquired in other classes in
their work in the home economics department. Two-tenths
of a credit are given for the course.
The course is planned in such a way as fully to prepare
a girl for household management. The following is the order
of work:
1. Foodstuffs and Their Functions.
2. Fruits and Vegetables and Their Preservation.
3. Cereal Products.
34
4. Beverages.
5. Eggs, Milk and Cheese.
6. Fats and Sugars.
7. Breads (Yeast, Quick Yeast).
8. Pastry.
9. Cakes.
10. Fish, Meat, Poultry.
11. Salads.
12. Invalid Cookery.
13. Infant Feeding.
14. Table Service.
15. Menus and Dietaries.
16. Household Budgets.
Vocational Cookery.
Since 1915 a class in vocational cookery has been con-
ducted. The girls in this class plan daily menus for the
lunch room, make estimates of the quantities needed in sup-
plying large numbers, figure costs, profits, etc. Weekly trips
are made to the markets. The class is divided into two sec-
tions. While one section is engaged in the practical work
of the lunch room, the other section is engaged in the study
of the chemistry of foods and other theoretical aspects of the
work. The course is designed to prepare girls for household
and lunch-room management, catering, etc. The course
covers a period of ten months; ninety minutes a day being given
to the work. Credit is given for a full time subject.
Lunch Room.
The addition to the Girls High School, which was com-
pleted in 1912, included a fully equipped lunch room with
tables and chairs to accommodate six hundred. In order to
facilitate the service during the lunch periods, checks in de-
nominations of two cents, three cents, and five cents were
provided and are sold by student cashiers in different sec-
tions of the building before school, at the recesses and during
study periods. The bookkeeping is done by one of the stu-
dents of the commercial department under the supervision
of a member of the faculty.
In 1915, the management of the lunch room was t med
35
over to the domestic science department. This was done on
the theory that a school lunch room serving eight hundred
to a thousand girls each day offers the best laboratory facil-
ities to domestic science classes. This change also made it
possible to establish a course in vocational cookery.
The lunch room of the Girls High School has been a
financial success from the beginning and has thereby been an
important co-laborer in the welfare work of the school. It
has furnished nourishing food at a low cost to the girls and
teachers of the school and has made it possible for a number
of girls to pursue their education on the scholarship employ-
ment basis. During the year 1915-1916 the lunch room turned
over to the scholarship fund more than twelve hundred dol-
lars. It paid in addition checks to the amount of two hun-
dred and ninety-two dollars and sixty-five cents to student
helpers. It also served lunches to the girls who helped behind
the counter.
The following is a typical menu:

Vegetable Soup with Crackers .......................... ..$0 04
Cream of Tomato Soup with Crackers ............ -_ 05
Roast Beef 05
Baked Beans 03
Greens with Corn Bread ........ -. 03
Mashed Potatoes . -. 03
Ham Sandwiches . . . . . . . . _ . _ . . . . . . _ _ . . . _. 05
Pickled Tongue Sandwiches .............................. -- 03
Olive Sandwiches ................................................ -. 03
Lettuce Sandwiches ............................................ -- O3
Tuna Fish Sandwiches ........................................ .- 03
Cabbage and Tomato Salad .............................. -. 03
Apple Turnovers .................................................. -_ 03
Small Cakes .......................................................... -- 01
Ice Cream ............................................................. -- 05
Milk ______________________________________________________________________ -_ 03
Chocolates ____________________________________________________ -_05 and 01
Rolls—Sweet, Plain ............................................ -- 01
Butter .................................................................... -- 01
IDA E. SIMON.
DRAWING.
The work offered in drawing has been planned with two
general aims in view; first the training of the eye and the hand
and second the development of capacity to receive and enjoy
what Art and Nature have to offer.
Four forty-five-minute periods a week are devoted to
drawing by those girls who elect the course, though many
as
spend more time in the drawing department where special
training in that subject is desired.
Beginning in September the classes work in water color,
pencil, and charcoal from flowers, fruits, grasses, etc. October
is devoted to landscape study from pictures and photographs—-
the student learning to simplify, to compose, and accent cer-
tain features of the landscape as a preparation for work out-
of-doors. November and December are devoted to craft
work and an exhibition of the work done in the two months
is held for three days previous to the Christmas holidays.
During January the classes learn the principles of perspective
and to design working drawings that could be readily un-
derstood by a carpenter or artisan. February and part of
March are given to pose drawing in outline, shading and in
color, the mediums used being pencil, charcoal, and pastel.
The pose drawings are later used in picture composition, in
Silhouette studies and other ways. The latter part of March
and April are spent in working from flowers in color and
decorative black and white studies. Poster designs for the
annual school play take up much of the time in the spring.
An exhibition of the work done during the year is held during
the Kentucky Educational Meeting.
That the public is conscious of the fact that there is a
drawing department in this school is shown by the many
requests received by this department to design posters, an-
nouncements, interior decorations, seals, and advertising de-
vices. These requests come from business houses, associa-
tions, charitable organizations, and individuals.
ALICE CANE.
Drawing Department Head.
MUSIC.
The aim of the music department is to create a love and
appreciation for the best in music and to give to the student
the necessary course, which will help her to a mastery of the
elementary subject matter, which constitutes the fundamental
training essential for advanced study.
The work taken up during the year (one period on the
“A-B-C Calendar”) includes sight-reading, ear-training, mel-
ody-writing, theory, harmony, chorus work, and musical ap-
37
preciation. In connection with chorus work, which includes
selections from well-known operas and oratorios, the biog-
raphy of famous composers and their compositions are studied.
The stories of various operas are also studied.
With the help of the Edison machine lessons in musical
appreciation are given, which give to the pupil an idea of
musical form. Musical art works are analyzed with a view
of forming a basis for intelligent criticism.
The school orchestra which rehearses one and one-half
hours weekly, studies concert numbers by the best composers,
and furnishes musical numbers for chapel exercises, commence-
ments, and senior plays. Several musical instruments are
owned by the school, and pupils are therebyencouraged to
take up the study of instruments which are not usually taken
up by girls.
A strong feature of the music department is the giving
of piano, violin, or orchestral instrument credit for outside
work under private teachers. This, in connection with har-
mony, taught in the school, entitles the pupil to one full credit
per term, giving her opportunity to make six of the thirty-two
credits required for graduation. Students taking up the
credit work are examined by a “Board of Control” made up of
some of the leading musicians of the city. At the conclusion
of each term they are again examined by the Board to deter-
mine their progress and are credited accordingly.
This term one hundred and sixty-seven girls are taking
the instrumental study for a full credit, while sixty-three are
taking up the study of harmony for two-tenths credit. The
enrollment in the chorus classes is four hundred and ninety;
in the orchestra twenty-five.
SELMA KRANZ.
PHYSICAL EDUCATION.
Every girl in the school, who is physically able, is due in
the gymnasium once in each school calendar week; two or
more periods a week may be taken. One-tenth of a credit
is given for one lesson a week each term. Classes spend
about twelve minutes in Swedish floor work, twe've or fifteen
minutes in folk-dancing, and the same length of time in a
as
ball game. Volley, captain, base, circle, dodge, curtain, med-
icine ball, and Newcomb are the games played.
We omit basket ball. We feel that the game is too stren-
uous and therefore not safe for girls of high school age, and
when classes are large, not enough girls can take an active
part. We believe that folk-dancing is better than apparatus
work. No danger is attached when large classes of girls of
varying degrees of strength work together. The genuine en-
joyment of this phase of the work is marked.
The social activities of the school naturally center about
the gymnasium. Class dances are often held in the after-
noon, the girls of the school orchestra furnishing the music.
The health of the girls is carefully supervised, the medical
inspector co-operating with the Health Committee of the
school. Mothers and attending physicians are consulted
when the student requires special attention.
CAROLINE S. ALLEN.
Physical Education Department Head.
THE WELFARE WORK.
The welfare work in the Girls High School has developed
along three main lines: (1) Giving employment to girls need-
ing to work their way through school. (2) Visiting the homes
of the pupils to establish a closer relation between the home
and the school. (3) Supplying clothes and shoes to girls need-
ing such assistance.
1. Employment System.
A scholarship fund by means of which employment can
be given to deserving girls is maintained from the following
sources: (1) The profits accruing from the lunch room of the
school (see page 177 of this report). (2) Gifts from outgoing
senior classes of money made by their annual play. (3) Gifts
from organizations and private individuals. From the be-
ginning of this work in November, 1911, to June, 1916, the
scholarship fund has received the following sums:
1. Profits from the lunch room--..--------..-- $3,262.30
2. Gifts from Senior classes .... ............. -- 901.78
3. (a) Alumnae Club ................................ -. 40.00
(b) Morris School ................................ -- 58.00
(c) Cochran P. T. A ........................... -- 21.00
(d) Thanksgiving offering .................. .- 40.00
(e) Drama League—Girls High
School .................................. -. 5.00
(f) Individuals ...................................... -. 124.16
Total $4,452.24

39
During these five years there have been employed one
hundred and six girls, using a scholarship from five months
to four years. At present there are fifty-four girls employed.
Of these, forty could not remain in schOol without this em-
ployment.
' The sum paid the individual girl varies from twenty-five
cents a week (the equivalent of her carfare) to $4.00 a week
(the largest amount that she could earn in a department
store). In addition to the money each girl employed receives
some lunch checks—five cents a day to most girls, ten cents
to several girls needing a more substantial lunch, twelve cents
to all girls serving in the lunch room. A reference to the re-
port on the lunch room will show that an ample and nourishing
lunch can be obtained for this sum. Besides these checks, in
special cases, a light breakfast is given. Payment for service
is entirely on a scholarship basis without reference to the min-
utes of employment. The work is done before school, at re-
cess, or in study hours, according to what is best for the in-
dividual girl. If a girl has many home duties or works in a
store after school hours, the employment in school is arranged
to occupy only a few minutes of her time. Sixteen girls serve
in the lunch room, one keeps the books of the lunch room,
thirteen sell lunch checks, three help in the library, four in the
principal’s office; the others do various kinds of clerical work,
sort and count the checks after recess, put up money in pack-
ages for the bank, etc.
2. Visiting the Home.
From the inception of the work, home visiting became a
necessary feature in order to know the needs of the girls seeking
employment. In September, 1914, the visitor was relieved
of all but two hours of teaching, and in February, 1916, of
all but one hour, that she might have more time to devote to
the work of visiting the homes, to interpret to them the aims
and methods of the school and to bring back to the teachers
such a knowledge of home conditions as would make them better
able to help their pupils. As it is impossible in a school where
the pupils come from all sections of the city and suburbs, for
one person to visit all the homes, the visitor’s work has been
confined mainly to these five classes: (1) Girls dropping out
40
of school for any other reason than sickness or removal from
the city. (2) Cases of suspected truancy. (3) Cases Where
the girl has plainly made a mistake in selecting a certain course
of study. (4) Cases where clothing or other assistance is
needed. (5) Eighth grade girls who do not expect to enter
the high school for financial or other reasons. By the co-
operation of many of the ward school principals and teachers
the names of such girls are furnished to the high school visitor
before the end of the term; and in this way many girls who
otherwise would not enter are saved to the high school. From
September, 1914, to October, 1916, forty-seven new girls have
been brought into the school; thirty-five have been re-entered
after withdrawal; fifteen have been saved from leaving school.
A number of girls have been persuaded to change from the
two-year to the four-year commercial course. Several girls
who were overburdened with household cares have had sched-
ules so arranged as to make their hours of coming to and going
from school more convenient. These girls might also be
counted as “saved from leaving school,” as their health would
doubtless have given way under the strain if the visitor had
not discovered the situation in time.
3. Relief ~Work.
During the last two years four hundred and two garments
and fifty-nine pairs of shoes have been distributed to deserving
girls. There is no conflict between this relief Work and that
of other organizations as the families helped through the high
school would never appeal to the Associated Charities or kin-
dred sources for assistance. The remedy for the situation
would be to withdraw the girl from school and put her to work.
If a small scholarship can be supplemented by suitable cloth-
ing and shoes, the girl may be able to keep her place in school
until she graduates. She will accept clothing given her pri-
vately by a teacher when she would not turn to an organized
“charity.”
FLORENCE P. WITHERSPOON.
Chairman of Welfare Committee.
41
LIBRARY.
In January, 1916, by agreement between the Board of
Education and the Board of the Public Library, a branch
library was opened at the Girls High School, to be managed
jointly by these two boards. As no room in the building was
available, the stage of the chapel is used for this purpose.
Book-cases were put along the walls screening the wings; tables
and chairs, light enough to be easily moved, were arranged on
the stage. Although the lack of a properly equipped library
room seemed at first a grave difficulty, this arrangement has
worked very well. It has the advantage of bringing the
library into immediate connection with the study hall and so
available to all students during study periods.
At the time of opening, none of the books belonging to
the school were catalogued though an accessioned book had
been kept. Cataloguing was at once started under the di-
rection and with the aid of the Cataloguing Department of
the Public Library. By July 1st of 1916, this work was com-
pleted; the books classified according to the system used by
the Public Library, and a card index made of everything then
in the collection. All books added after this will be cata-
logued at the Main Library building. At present there are
over thirty-three hundred volumes in the collection. The
History and English departments have also turned over their
clippings. This large and valuable mass of material is now
being sorted and classified. The library receives a limited
number of magazines. An effort is being made to complete
the files of these for five years back.
In addition to the material owned by the school, the library
may call on the Public Library for such material as may be
especially needed. This form of assistance has been most
generously given. In’ the eight months of its existence, the
High School Branch has borrowed ’over four hundred volumes;
some for a few days, some for several months.
The largest opportunity for the library is in supplying
such reference material and books for supplementary reading
as are used by the English and History departments. It is
along these lines that the collection is strongest. It has been
possible, however, to do some reference work for other classes,
42
in science, music, cooking, etc. On buying additional books,
an effort will be made to fill in with material for these studies.
The work of the library has been made possible and effective
by the interest and co-operation of the teachers. Notice is
given the library of the subjects needed by the students
several days before the work is assigned the classes. Thus all
material on these subjects can be collected in advance. The
following statistics may be of interest :—

Smallest daily circulation 2
Largest daily circulation ...... _. 147
Smallest monthly circulation 615
Largest monthly circulation 1899
Smallest monthly reference topics .................... .. 65
Largest monthly reference topics ..................... _- 151 1
MARY BROWN HUMPHREY.
Librarian.
43