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41898..

J
BOARD OF‘ EDUCATION.
DE. H. A. MIX, President. P. E. HASTINGS, Secretary.
W. J SUTHERLAND, Superintendent.
J. O. SEYSTER, W. A. WASHBURN.
O. D. ETNYRE, J OHN MATMILLER.
T. A. JEWETT.
__-_/I>xe~__
TEAQHERS FOR 16q7~-6.
W. J. SUTHERLAND, Superintendent.
ADALAIDE M. STEELE, Principal of High School.
ELIZABETH HALL, Assistant in High School and
Teacher in Eighth Grade.
EEEIE HILTs, Seventh Grade.
MARY O.’ HORMELL, Sixth Grade.
EMMA J. CAMPBELL, Fifth Grade.
MRS. J . F. OANODE, Fourth Grade.
MAMIE E. GANTZ, Third Grade.
RUBY NASH, Second Grade.
M. LoUIsE PERRY, First Grade.
GEo. E. KRINBILL, Supervisor of Music.
W
REGULAR MEETING OF BOARD.--—The ﬁrst Thursday Evening of
each month.
SUPEEINTENDENT’S OFFICE Hows—8:30 to 9:15 A. M. and 4
to 5 P. M.
GENERAL STATEMENT.
The sentiment of the people of the city of Oregon is favorable
to the maintenance of a good system of public schools. To
this end they have erected a modern building and provided
systems of heating, lighting, and ventilating, that not only
make the school-rooms cheerful and pleasant but also secure
the best hygienic conditions. The equipment of the school is
good. Encyclopaedias, dictionaries, maps, and physical appar-
atus have recently been purchased. New books are added to
the library when needed. The laboratory greatly facilitates the
work in science. The prospects are bright for good work in
the future. ‘
Tuition pupils will be received, so long as they can be ac-
commodated, on the following terms:
High School and eighth grade - - $6.00 per term.
All lower grades - - - - $5.00 per term.
For convenience in arranging the work, the year is divided
into three terms of 18,13, and 12 Weeks respectively.
Examinations are held, in the high school, at the end of
each term. Pupils who have made an average of 90 per cent
in their class recitations, are excused from the examination.
The term average is found by averaging the three monthly
marks with the examination.
Rhetorical work is required of all pupils.
The Fall Term will begin Monday, September 5th. Pupils
desiring to enter should arrange with the Superintendent
I‘l‘lOI‘ to this time. All tuitions are payable in advance.
#3
OREGON PU BLI 0 SCHOOLS. 5
CCURSE OF STUDY.
First Year.
Reading: Word and Sentence Method. Lessons from
chart, blackboard and ﬁrst reader. Script lessons to pre-
cede printed forms. So far as practicable base lessons on
science and standard literature. Give such training in
phonics as will soon enable pupils to pronounce new words at
sight. Train pupils to see entire short sentences and ;to speak
them naturally. Commit to memory choice maxims and quo-
tations. Read Normal First Reader, Baldwin’s First, and
the Finch Primer.
Supplementary: Selected lessons from Cyr’s Primer,
Barnes’ and Lippincotts’ First Reader.

Number Work: 1. Combinations and separations of numbers
from 1 to 10.
2. Train pupils to recognize groups of things.
3. Determine all results by means of objects.
4. \Vrite all combinations formed, using ﬁgures and signs.
5. Teach objectively such denominate numbers as can be
used to introduce fractions.
6. Fractional numbers to lOths.
7. Read and write numbers to 100.
8. Write numbers by TS, 3’s, 5’s and 10’s to 100.
Language: Conversational lessons and oral reproduction
of stories.
Make science and literature basis of work. Correct all
errors in speech. Give special attention to the proper use
of the forms of verbs as see, saw, seen, is, are, was, were, etc.
Literature: Scudder’s “Fables and Folk Stories,” Grimm’s
“Fairy Tales,” Mrs. McMurry’s “Classic Stories,” and Flora
6' OREGON PUBLIC SCHOOLS.
Gook’s “Nature Myths” furnish excellent material for story
work. Consult McMurry’s “Special Method in Literature” for
directions and suggestions.
Spelling: All words in reading lessons. Oral spelling by
letter and sound. Begin writing words as early as possible.
Analysis of letters. Vertical system.
Science: The nature study Work should be made, very
largely, a basis for reading and language. Its real object, how-
ever, is to cultivate early, good habits of observation and to
give children an interest in “real things.” Some topics are
suggested for each term. Considerable freedom will be al-
lowed the teacher, in selecting material, but it should be her
aim to select objects that will serve as types and to continue
their study suﬂiciently and carefully enough to make a last-
ing impression upon the children. For suggestions and sug-
gestive topics consult Mclvlurry’s Special Method in Science
and “Nature Study in Elementary Schools,” by Mrs. L. L. ‘Wil-
son. The following topics are selected largely from above
references.
AUTUMN STUDIES; Preparation of Buds for Winter, Apple
Tree and its fruit. The Dog--OoW--Squirrel and Sheep.
WINTER STUDIES: Evergreen trees, one selected as type.
English Sparrow, Horse—Gat—Rabbit. Health Lessons.
SPRING STUDIES: The Evergreens—Apple Tree in bloom,
The Cherry tree-blossom and fruit, Leaves of Apple and
Cherry compared to Evergreen. Domestic fowls—Ohicken,
Duck and Goose.
Writing: Copy sentences from blackboard.
Drawing: Prang’s Form Study for ﬁrst year.
llfnsz'cz Teach scale tune [1-8] Key 0 with La and S01.
Afterwards name each part 1, 2, 3, 4, 5, 6, 7, 8 and Do, Re,
Mi, Fa, Sol, La, Ti, Do, singing up and down. After the scale
has been taught as above indicated teach tone relations by
OREGON PUBLIC’ SCHOOLS. 7
dictation and also with exercises from the ladder and staff on
chart or blackboard. To develop the sense or rhythm is
next in order and the various forms of measure represented
by notes and rests on the staff [without the divided beat]
with swinging pendulum, marking time thus, with two quar-
ter or one half note, or corresponding rests in a measure, ONE,
two, ONE, two, one count or beat for a quarter note or rest and
two counts or beats for a half note or rest; this is 2-4 time.
% time three counts or beats etc. At the proper time, com-
bine time ani tune through simple progressive exercises.
second Year.
Reading: Review First Readers and read Second Readers.
Continue work in phonics. Separate words into elementary
sounds and make words from these sounds. Strive to secure
good expression. Give drill in rapid recognition of words.
Read Normal Second, Baldwin’s Second and Arnold’s Step-
ping Stones to Literature, Book II. Cyr’s Second Reader is
suggested for additional reading.
Number Work: 1. Combinations from 1 to 20.
2. Fractional parts through 10ths.
3. Tables of Dry, Liquid, and Long Measure, Time, and U.
S. Money in concrete problems involving one step.
4. Express in words and ﬁgures any problem involving
combinations learned.
5. Invent problems from given combinations.
6. Read and Write numbers to 1,000.
7. Count by 2’s, 3’s, 4’s, 5’s, 10’s to 100, beginning
with any number.
8. Multiplication tables of 2’s—3’s--4’s-—5’s and 10’s.
9. Add single columns not to exceed 100.
10. Four processes in simple form.
11. Hall’s Arithmetic Reader in Review.
Language: 1. Oral reproduction of stories giving special
attention to continuity of thought, correctness of speech and
8 OREGON PUBLIC’ SCHOOLS.
natural expression.
2. Written reproduction of stories from Literature and
Nature Study in the form of answers to written questions.
Also written exercises from dictation and pictures.
3. Punctuation, Capitalization and Abbreviations as
needed.
4. Begin Letter Writing.
Literature: A wise selections of Myths, Classic and History
Stories will do much to lead to a love for good literature.
These stories will suggest topics in science which can be
easily correlated. Much depends upon the presentation.
Stories of Lincoln, Washington, and Columbus; The Pil-
grims and Puritans, and Indian Stories are suggested.
The references mentioned in First Year will be very useful
and give exhaustive lists of suitable material. Use crayon
freely and teach the children to expresss their images in form
of pictures. Commit to memory short poems of literary
merit.
Spelling: Written and oral of all words used. Sound
words and use diacritical marks.
Science: References and Helps for the teacher:
Nature Study, by Mrs. L. L. Wilson.
Special Method in Science—C. A. McMurray.
From Seed to Leaf--Newell.
FALL STUDIES: Grasshopper, Bee, Tomato Worm, The Oak
Tree, Dissemination of Seeds, Action of Frost.
WINTER STUDIES: The Oak in Winter, Cedar and Pines,
The Rabbit, Owl, Polar Bear and Reindeer. Ice and Snow
Lessons.
SPRING STUDiEs: Germination of Bean and Corn. The
Oak in Spring, Buds of Chestnut and Willow, The Robin,
and Woodpecker. The Violet.
Writing: Vertical system. Review Analysis of Small and
OREGON PUBLIC SCHOOLS. 9
Capital letters. Copy Book No. I with Pen and Ink.
Drawing: Prang’s Second Year.
Music: Continue scale and time drills, dictation work by
twos and threes, making many combinations of the tones o f
the scale, speak of Key and time signatures and position of 1
or Do. Sight singing of exercises from Normal chart or 1st
music reader with tests and other work as outlined by Special
Teacher. Soft singing and proper position.
Third Year.
Reading: Review second readers; read Baldwin’s Third
and Normal Third.
Supplementary Reading: “Stepping Stones to Literature,
No. III, “Cyr’s Third Reader”, and “Short Stories of Our Shy
Neighbors.”
Select lessons suited to season of the year. So far as pos-
sible make the reading lessons bear upon the observation les-
sons which precede geography. Require frequent reproduc-
tion of the content of lessons. Aim to secure thought
reading, pleasant tones and distinct articulation. Drill in
sight reading. Teach new words phonetically, and by their
use in sentences.
Number Work: 1. Notation and Numeration to 1,000,000.
2. Multiplication tables through 12‘s.
3. Additon and subtraction of numbers of not more than
four figures.
4. Addition of mixed numbers whose reductions are simple,
as 12% plus 4-3;.
5. Multiply and divide any four place number by any
one place number.
6. Multiplication of easy mixed numbers, as 16% x 4.'
7. Give drill in rapid work in simple processes.
8. Complete Hall’s Arithmetic Reader. Fish’s No. I
10 OREGON PUBLIC’ SCHOOLS.
to page 51.
Language: De Garno’s “Language Lessons,” Book I. Com-
plete ﬁrst part. Read the preface of this book carefully. The
work is so well laid out in this text that further suggest-
ions are unnecessary. Correlate the language with reading, ge-
ography and nature work. ,
Geography: 1. Fall: Local geography from observation‘
hills, streams, valleys, watersheds and slopes.
2. Season teaching.
3. Fall occupations of locality.
4. Food Materials: kinds, uses, transportion.
5. Value of forests and uses of native trees.
6. Moulding and drawing.
WINTER: 1. Conditions of water by experiment.
2. Vapor, hail, rain, frost, snow, ice.
3. Uses of water in different forms. Ice harvest. Uses
of water in soil, air and rivers.
4. Season teaching
5. Local Industries. Manufacture of raw materials com-
mon to the locality.
SPRING: 1. Review forms of land and water.
2. Spring occupations of the locality.
8. Map of Oregon and vicinity, with railroads.
4. Signiﬁcance of County Seat.
5. Ogle County studied and sketched.
6. Brief study of Illinois.
Consult Frye’s “Child and Nature,” and “Brooks and Brook
Basins,” and “McMurry’s “Special Method” for excellent sug-
gestions. Read “Seven Little Sisters.”
Spelling: Oral and written. Words selected from all
studies. Syllabication of words.
Science: FALL: Sunﬂower, Golden-rod, Thistle. Chestnut
and Apple Trees and fruit. Corn Plant and Potato. Crow,
OREGON PUBLIC SCHOOLS 11
and Blackbird. Migration of Birds. ’
WINTER! Winter clothing of Animals (the Sheep.) Snow-
bird, its life history. Beaver and Seal. Health Lessons.
SPRING: Hard-Maple and sugar making. The Red Maple;
its bud, blossom, leaf, and seed. The Strawberry, blossom
and fruit. The Violet. Common trees.
Writing: Copy Book Nos. II and Ill. Vertical System.
Drawing: Prang’s work for third year. Book N o. 1.
Music: Advanced work in tone and time drills. More
advanced work in sight reading. Exercises from First
Normal Music Reader, Parts I and ll. Tests and other work
as outlined by Special Teacher.
Fourth Year.
Reading: Review Third Readers and read Lippincott’s
Third or an equivalent, and “Great Americans for Little
Americans.” Begin the use of dictionary. Pupils should
be taught to pronounce new words for themselves. Use
diacritical marks with a purpose. Remember that pupils learn
to read by reading. Pass rapidly around the class giving each
an opportunity. Secure good expression. Memorize choice
selections.
SUPPLEMENTARY: The World and Its People Book II, Fifty
Famous Stories, Robinson Crusoe, Black Beauty.
Number Work: Complete Fish’s No. I. Drill on Multi-
plication tables until perfectly known. Much rapid work in
addition.
Language: DeGarmo’s “Language Lessons” Book I, Part II.
Geography: Frye’s First Book. Sand modeling and Map
drawing. Consult Parker’s “How to Study Geography,” for
suggestions.
Spelling: Words from all studies. Written work. Oral
12 OREGON PUBLIC’ SCHOOLS.
spelling for review and drill. Syllabication.
Science: FALL STUDIES: Thistle and Golden Rod. Chest-
nut and Hickory Trees. The Turtle, Clam, and Frog.
WINTER STUDIES: Winter Life of above animals. Use of
Thermometer. Review Evaporation and forms of water. [See
Mrs. Wilson’s Nature Study pp 253-5.] Health Lessons
from easy text.
SPRING STUDIES: The Cotton-wood and Locust Trees. The
Hepatica, Blood-root, and Spring Beauty. The Crayfish.
Writing: Normal Vertical Series, Books III and IV.
Drawing: Prang’s Fourth Year Work.
Music: Soft singing, proper position. Teach more deﬁnite-
ly key and time signatures, position of 1, or Do in each Key.
If the class is advanced enough. take up the study of divided
beats, beat and half note, and a few chromatic tones. Sharp
four, sharp two, ﬂat seven, etc. as presented in Second Nor-
mal Music Reader, part I. Tests, etc. as outlined by Special
Teacher.
Fifth Year.
Reading: Fourth Reader and “Fifty Famous Stories,”
Baldwin. ,
SUPPLEMENTARY: “Paul Revere’s Ride and Other Poems,”
(Riverside) Kingley’s “Water Babies,” Pratt’s “American
History Stories,” and Miss Cook’s “Story of Ulysses.”
Continue use of dictionary. Aim to secure good expression,
proper pronunciation, and distinct articulation.
Arithmetic.’ Review First Book. Teach from SecondBook,
the fundamental processes, L. C. M., and fractions. Do not
confuse the pupils with long, complicated problems. Teach
the principles. Do much oral work. Lead the pupils to
image problems.
OREGON PUBLIC’ SCHOOLS. 13
Language: Hyde‘s Lessons in English, Book 1. Base compo-
sition Work largely upon history, geography, and science. Let-
ter writing. Analysis of simple sentences. Classiﬁcation of
parts of speech according to use.
Geography: Review Frye’s First Book. Continue work
on United States from carefully selected topics that touch
children practically and, at the same time, lead them into the
philosophy of Geography. Use pictures freely. Preparation
ofrnaps. .
Suggestive Topics:—
1. Coal Mines of Illinois and Pennsylvania.
2. Chicago as a trade center.
3. Lumbering in Michigan and Wisconsin.
4. Columbia River and Salmon Fisheries. (Read “Story
of Salmon,” Jordan.l
Syracuse and Salt \Vorks.
Orange Culture in Florida.
Commerce on the Great Lakes.
Minneapolis and Flour Industry.
Niagara River—Falls—and Welland Canal.
10. The Northern Paciﬁc Railroad.
11. Cod-ﬁshing on Grand Banks.
12. City of Washington, (Congress)
These topics are suggestive. Many others equally fruitful
will suggest themselves to the thoughtful teacher. The science
and geography can be nicely correlated. The teacher should
have a deﬁnite aim in the selection of every topic, and pre-
pare herself well before attempting to present the lesson to the
children. Consult “Methods in Recitation,” McMurry.
Science: FALL—The bee and the wasp. Salmon, cod-ﬁsh,
oyster by comparison with the lobster. The banana, orange,
lemon and cocoanut.
WINTER—Whale and Polar Bear. Coal and its formation.
Health lessons from an elementary text.
SPRINe--Artesian wells, springs, salt mines, springs and lakes.
Limestone, sandstone and slate. Butterﬂies and moths.
Writing: Normal Vertical Series, Book IV and V.
Drawing: Prang’s Fifth Year Work.
.Music: Tone and time tests. Continued study of Chro-
$9973???”
14 OREGON PUBLIC’ SCHOOLS.
matic tones, fractional divisions of the beat, triplets, quad-
ruplets, three and four sounds to the beat. Syncopation, etc.,
through one and two parts, exercises from second reader. Study
position of signatures, letter, names, etc., as outlined by
Special Teacher.
sixth Year.
Reading: As an introduction to American history read,
during the ﬁrst half of the year, Montgomery’s Beginners
American History. Carefully reproduce the stories. During
last half of year read Hiawatha and Grandfather‘s Chair. Se-
lect the best stories in the last collection. Use dictionaries
freely. Lead pupils to see “the beautiful” in literature.
Supplementary: WVorld and Its People Book III, Autobi-
ography of Franklin, Glimpses of Plant Life, Vincent.
Arithmetic: Review Fractions and Teach Decimals, Meas-
ures and Denominate Numbers. Assign much supplementary
work. Require neat, well arranged written work. Teach
pupils to be clear and concise in explanations. Drill in rapid
additions and multiplications. Secure correct ideas by actual
measurements, when possible.
Language: Hyde’s Lessons in English. Second book, part
third. Use topics in history and geography as a basis for com
position work. Continue simple analysis and use of parts of
speech. ,
Geography: Frye’s complete. During the ﬁrst term, study
carefully the surface of North America as treated on pp 27 to
61. Then by a system of easy tracing lessons, teach the ge-
ography of the continent. Make good use of pictures. Select
but few places but have them thoroughly learned. Use pp
123-160 of text as a help, but not as a guide for work. Teach
South America in like manner. Do much sketching. Ref-
erences for teacher: McCormick’s “Practical Work in Geog-
raphy; “Tracing Lessons,” Gillan; “How to Study Geography,”
OREGON PUBLIC SCHOOLS. 15
Parker; and “Methods in Geography,” King.
Spelling: Words from all studies. Written. Oral spell-
ing for review and drill.
Writing: Copy Books, Nos. VI and VII, Normal Vertical
Series.
Science: FALL: Insects—Grasshopper, Cricket, Beetle,
House Fly. The .Shepherd’s Purse and Common Mallow. In-
ﬂuence of frost on vegetation.
WINTER: Physiology and Hygiene, from Blaisdell’s “How
to Keep Well.” First seven chapters.
SPRING: Frog, Crayﬁsh, Earth-worm, Ant. Dandelion and
J ack-in-the-Pulpit. Robin and Bluebird. References: Morse,
Baskett, Wilson.
Drawing: Prang’s Sixth Year ‘vVork.
Music: I Continue study of problems in Chromatic tones,
time, etc., as presented in two and three part music, second
Normal Music reader, part II. Examine and assign voices.
Tests, etc., as outlined by Special Teacher. Special attention
to care of voices.
Seventh Year.
Reading: The reading for the year is as follows: Birds
and Bees, Miles Standish, Snow-bound and the Young Ameri-
can, Judson. Use dictionary freely. Through the beauty of
literature, catch the real spirit of the author.
Supplementary: Peasant and Prince, The World and Its
People, Vols. V and VI, and Scudder’s Life of Washington.
Arithmetic: Review work in Measures as needs of class
demand. The remainder of the year to be spent in a thorough
study of Percentage. Lead pupils to see that all problems in
this subject fall in three general classes. Accept no work
Without analysis.
Language: Hyde’s Second Book, part fourth. Secure
16 OREGON PUBLIC’ SCHOOLS.
good understanding of the sentence with word, phrase, and
clause modiﬁers.“ Give special attention to forms of irregular
verbs. All composition work should be done with great care.
Geography: Fall Term—Europe; Winter Term—Asia;
Spring Term.—Africa, Australia, and review. Study phy-
sical features and structure as outlined by Frye, ﬁrst;
then by a system of tracing lessons, teach the important
places of each division. Do much sketching. Use the text
as ahelp rather than a guide. The references named in
“Sixth Year” will be of great assistance.
Spelling: Select words in constant use. Use writing
spellers. Oral spelling for review and drill.
Science: FALL: .Bees, Moths and Butterflies. English
Sparrow (In connection with Literature.) Milk-weed and its
seed. Thistle.
WINTER: Physiology and Hygiene, through chapter eleven.
Blaisdell’s “How to Keep Well.” .
SPRING: Review common trees--Elm, Maple, Oak, Pine,
Spruce, Hickory and Chestnut. Forms of Leaves. Parts of
ﬂowers. Common birds. Useful and injurious insects.
Writing: Copy Books, Nos. VII and VIII.
Drawing: Prang‘s Seventh Year Work.
Music: Continued study of Chromatic tones and time
problems. Minor scales and keys with sight singing exercises
in. Introductory Third or Normal 8rd Reader for mixed voices.
Attention to shading, phrasing, breathing, etc.,‘ according to
Special Teacher’s directions.
Eighth Year.
Reading anal Literature: Lady of the Lake, Evangeline, Irv-
ing’s Sketch Book and Franklin’s Autobiography. Selections

OREGON PUBLIC’ SGHOOLS. 17
memorized.
Arithmetic: Thorough review of Percentage. Oral work
from Stoddard’s Intellectual. Mensuration, Involution and
Evolution. Ratio and Proportion.
Language: Maxwell’s English Grammar.
History: Montgomery’s Leading Facts in American His-
tory.
Spelling: Words selected from all studies.
Science: FALL: Properties of Matter. Simple Machines.
Conditions of Matter. Atmospheric pressure. Simple ex-
periments.
WINTER: Complete and review Blaisdell’s “How to Keep
Well.”
SPRING: Electricity and Magnetism and their useful ap-
plications. Simple experiments.
Writing: Books 7 and 8, Normal Vertical Series.
Drawing: Prang’s Eighth Year Work.
Music: Continued study of Chromatic time problems.
Minor Scales and Keys, tests of various kinds as outlined.
Introduction of Base Clef. Special attention to voices, quality
of tone, breathing, position, etc. 8rd Normal Music Reader.
%
18 OREGON PUBLIC’ SCHOOLS.
High School Courses of study.
The High School Course of Study has been extended to four
years,iwith a view (1) to better prepare for life and life-
duties, those young men and women who do not aspire or who
ﬁnd it impossible to continue their work in the higher insti-
tutions of learning; and (2) to give good preparation for Col-
lege to them who are desirous of more extended training. It
is hoped that the English Course will ' meet the demands of
the ﬁrst class and the Latin Course the second class. How-
ever, we believe that the development of MEN and WOMEN is
the great work of the school, eminently greater than either of the
above considerations. We have, therefore, given a promi-
nent place to Literature and History, believing that these
studies are ,especially adapted to the proper formation of
character.
of:
University of Illinois,
University of Wisconsin,
Lake Forest University,
Illinois State Normal University.
(Special Courses.)
Our Latin Course has also been accepted as fulﬁlling the re-
quirements for entrance to Ann Arbor.
In shaping the Courses of Study, in making many needed
improvements, and in conducting the regular work of the
school, ‘the Superintendent wishes to express his sincere
thanks to the Board of Education for their hearty co-operation,
sympathy, and support; and also to the Principal and Assist-
tants tor cheerful assistance rendered.
W. J. SUTI-IERLAND,
Sup’t Schools.
Our High School has been placed upon the accredited lists
Latin Course.


Geology ‘A, Arithmetic is.
FALL TERM. WINTER TERM. SPRING TERM.
5: Algebra. Algebra. Algebra.
H Physical Geography. jPhysical Geography 1/2. Physiology.
>- English, I Phrswlosy Vz- English.
P‘ Latin. Engllsh. Latin.
5 Latin.
F4? Algebra. ) Algebra 1/2. Ancient History.
E ’ 1%}. Q English Zoology 1A; and Botany Vs. Enghsh
*3 Latin. Engllsh- Latin.
0 Latin.
in
m ..
,5 General History. ' . Genera1 History. General Histoiy.
a‘ Geometry. Geometry. Geometry -
l>‘ Chemistry. Chemistry. Chemistry-
5 Latin. Latin. Latin-
E-1
R5 English History. 1 English History Vs. Civics-
2 Physics, I Clvics ié- Physics.
P‘ Political Economy. Physlcs. Political History-
E Latin j Political Economy 1/2. Latin’
in ' a Political History V2.
5 Latin.
in
English Course.
FALL TERM. WINTER TERM. SPRING TERM.
Algebra. Algebra. Algebra.
Phy~ical Geography. j Physical Geography %. Physiology.
English. IPhyswlogy English.
Book Keeping. Enghsh- _ Word Analysis.
} Book Keeping be.
1 Word Analysis 54;.
Algebra. j Algebra 1/2_, Ancient History.
I HlStOry $40,. English. ZoolQgy 5i. Botany 56- English.
Geology. Engllsh. Arithmetic .

General History.
General History.
General History.

FOURTH YEAR. THIRD YEAR. SECOND YEARR} FIRST YEAR.

Geometry. Geometry Geometry.
Chemistry. Chemistry . Chemistry.
English. English. English.
English History. { English History 1,4», Civics.
Physics. Clvlcs 34’- Physics.
English Literature. Physics. English Literature.
Political Economy. English Literature." Political History.

{ Political Economy %.
Political History 55.


20 OREGON PUBLIC’ SCHOOLS.
History.
The object of history should be
(a) To teach the development and progress of nations in
their relations to each other, emphasizing the distinctive char-
acteristics of each;
(b) To develops the power of seeing cause and effect, and
of drawing conclusions therefrom;
(c) To study events and characters in their relations to
world-progress; '
(d) To trace the inﬂuence and effect of geographical sit-
uation and physical features upon national development;
(e) To generalize, in order to show the part played, at
different times, by each nation in the world’s progress;
(f) To stimulate a desire and love for historical reading.
The last half of second year is given to the study of the
Oriental Nations and Greece. Text book, Myers. References:
Clare and Smith. Special topics suggested: “Ancient Religions,”
“Classic Mythology,’7 “Arts and Architecture,” “Government
and Laws,” “Philosophy and Science.” References: Beacon
Lights, Plutarch, and Ridpath.
Third Year, First Term: Roman History. Text, Myers.
References: Clare, Smith, Lord and Macaulay. Special topics:
“Introduction of Christianity," “Roman Laws,” “Military Art,”
“Augustan Age,” “Philosophy.” Second and third terms:
Mediaeval and Modern History. Text book, Myers. Refer-
ences: Clare and Lord. Topics of “Age of Charlemagne,”
“Mohammedanism,” “Feudalism,” “Crusades,” “Reformation
and Renaissance."
Fourth Year, ﬁrst half: English History, correlate with
English Literature. Text, Lancaster. References: Montgom-
ery and Green. Growth of the spirit of freedom of the peo-
ple to be traced, as preceding American History.
Last half of fourth year, Political History. Text, Johnston.
References: Cooper and Fisk.
OREGON PUBLIC’ SCHOOLS’. ‘ 21
Music.
The systematic study of Music is an aid toward mental,
moral and physical development. Childhood is the time for
musical training. It should begin in the home circle, ﬁnd
a. place in the school curriculum and form a part of the daily
Work. Singing, when well taught, is as important as many
other branches of study. It is needed to lighten discipline, to
promote cheerfulness, to revive the energies and to instill
patriotism and loyality into the hearts and minds of the
young through the singing of our National songs. It is better
to make good citizens than great ones. Character building is
as important as the training of the intellect. Every subject
has its bearing upon the development of the man or woman
and that which singing may accomplish for man, is in many
ways as important as that which is accomplished in other ways.
Satisfactory progress has been made in the two years
during which time we have been connected with the
work. The general atmosphere of the school and the hearty
co-operation and interest manifested by both Superintendent
and teachers in this branch of work have aided largely in se-
curing good results. GEo. E. KRINBILL,
Supervisor of Music.
10
lo
OREGON PUBLIC’ SCHOOLS.
Science in the High School.
Physical: It has been thought best to begin physical
science with the study of chemistry. One year is given to the
study of this work. Laboratory work is required throughout
the year. Remsen’s Laboratory Manual is used. Pupils are
required to prepare and preserve a careful record of their ex-
periments and observations. Frequent quizzes and reviews
are given. The text-book work is based upon Shepard’s and
Remsen’s Chemistries. The plan aims—-
1. To train pupils in a skillful manipulation of apparatus
thus enabling them to secure results for themselves.
2. To familiarize them with the fundamental laws and
theories upon which physical science is based.
3. To awaken a permanent interest in scientiﬁc investi-
gation.
A detailed outline of the work is omitted as the above texts
will suggest the character and amount of work. However,
pupils will be required to study thoroughly the laws of chem—
ical combinations, valence, the atomic and molecular theories,
and the philosophy of chemical reactions. Considerable time
will be spent on certain topics which seem to touch the prac-
tical side of life. Oxygen and Carbon Dioxide and their re-
lation to animal and plant life; Oxidation; Combustion and
its products; the Atmosphere and its impurities; the Allotrop-
ic forms of Carbon and their uses; Water and its vimpurities
with tests for same, will suggest some of the work that is em-
phasized. '
Physics is taught in the Senior year. Laboratory work will
alternate with class recitations. In the laboratory, pupils
will seek to verify laws rather than to discover them. Care-
fully prepared notes and drawings are required. The Work
is based upon “Gage s Introduction to Physical Science.” A
manual is used in the laboratory.


IN THE LABO RATORY.


IN TH E LABORATORY.
OREGON PUBLIC’ SCHOOLS. 24
Biological: The method is quite similar for zoology and
botany. The plan aims to teach pupils
1. To observe carefully.
2. To express clearly the results of their observations.
8. To make certain important generalizations concerning
living things. Types of the more important classes are studied.
Laboratory work is followed by frequent written tests and re-
views. In zoology, the work is based upon “Colton’s Practi-
cal Zoology.” Holder is used as a text, but the reading is not
conﬁned to any particular book. Packard and Young are
freely used. Collections of insects are required.
Bergen is followed in Botany. Considerable microscopic
Work is done. Every effort will be made to lead pupils to get
their knowledge directly from nature. \Vhile accurate and deﬁn-
ite results Wlll be sought, it is believed that less perfect re-
sults at ﬁrst hand are worth more to the pupil than more perfect
results at second hand. Herbariums are required together
with scholarly collections of notes and drawings bearing upon
the observations made.
In physiology and physical geography, efforts will be made
to so organize the work that the pupil will acquire a know-
ledge of the general laws and vital principles of the subjects as
related to mankind, rather than to burden his memory with a
multiplicity of facts. Blaisdell and Guyot are followed as
texts. One half year is given to each subject.
Nature study References.
Nature Study—Mrs. L. L. Wilson.
From Seed to Leaf—Newell.
From Flower to Fruit—Newell.
Special Method in Science—McMurry.
Chapters on Plant Life—Herrick.
Fairy Hand of Science—Buckley.
First Lessons with Plants—Bailey.
Story of the Birds-Baskett.
Child and N ature---Frye.
Starland—Ball.
First Book in Zoology—Morse.
Life History of American Insects—Weed.
25 OREGON PUBLIC SCHOOLS.
English.
FIRST YEAR.
Common Errors in English, Punctuation, Letter Writing
and Figures of Speech. Lockwood.
Class Worh: King Lear, Enoch Arden, Deserted Village,
Church’s Stories of the Old World.
Outside Reading Required: Last of the Mohicans, Vicar of
Wakeﬁeld, The Cricket on the Hearth.
SECOND YEAR.
Sentences, Diction, and Composition Work. Lockwood.
Class Worlr: Plutarch’s Lives, Merchant of Venice, Sir
Roger de Coverly Papers, Flight of a Tartar Tribe.
Outside Reading Required: House of Seven Gables,
Egyptian Princess, Ancient Mariner
THIRD YEAR.
Class Work: Vision of Sir Launfal, Chambered Nautilus,
Macbeth, American Scholar and Compensation, Pope’s Illiad,
Books I, VI, XXII.
Outside Reading Required: Present Crisis, Julius Caesar,
Ivanhoe.
FOURTH YEAR.
Study of the History and Development of the English
Language and Literature.
Class Wor/c: Prologue to the Canterbury Tales, Bacon’s
Essays, Spenser’s Fairy Queen (Books I and II.) Burke’s
Speech on Conciliation, Hamlet, Comus, The Princess.
Outside Reading Required: Life of N elson, Silas Marner,
Kenilworth.
OREGON PUBLIC SCHOOLS. 26‘
Text Books in Use.
Reading—Baldwin, Normal, Swinton, Arnold.
Arithmetic—Fish, Stoddard, Hall (Primary)
Language—Hyde, De Garno.
Grammar—Maxwell.
Geography—Frye.
U. S. History—Montgomery, Johnston.
Writing—Normal System.
Drawing—Prang’s Course.
Algebra—Wentworth.
Geometry—Wells
Physics—Gageggmr 54 ii
Chemistry—Sh
Latin—Collar and Daniell, Harkness.
Physiology—Blaisdell.
Zoology—Colton, Holder.
Botany—Bergen. _
English Literature—Kellogg.
General History—Myers.
English History—Lancaster.
Physical Geography—Guyot.
Music—Normal System.
English—Lockwood.
Civics—Macey.
. ‘Yea
ard, Remsen. [W “
27 OREGON PUBLIC SCHOOLS.
g
RULES AND REGULATIONS
-—OF THE——
OREGON PUBLIC ScHooLs.
GENERAL MANAGEMENT.
1. The school month shall consist of four weeks of ﬁve school ‘days each.
The school year shall consist of nine and one-half months, to be taught between
the ﬁrst day of September, and the ﬁrst day of July.
The school shall close on the annual Thanksgiving and the Friday following,
and on Memorial day. There shall be two vacations in the year, of at least
one week each; the ﬁrst vacation to be during the holiday season, and the sec-
ond between the Winter and the Spring terms.
2. The hours of tuition shall be from 9 o’cloelr in the forenoon to 12, noon
including a ten-minute recess, provided that the programme may close at 3:40
and that pupils may be dismissed at that time for good conduct and lessons.
The primary schools may be dismissed at an earlier hour, under the direction
of the Supt.
3. The houses and rooms shall be kept locked during the absence of the
teachers, and no person, except those who have charge of said rooms shall have
permission to remain in, or to enter them-during such absence; provided, that
for good reasons the Supt. may suspend the last clause of this rule.
4. N o text-books shall be required, except those authorized by the Board.
Other books and aids may be used to supplement regular class work by per-
mission ot the Supt.
5. New classes in the Fifth Grade shall be formed only at the commence-
ment of the Fall and Spring terms. Children becoming six years old during
the Fall term may he admitted at the beginning of the school year.
6. Non-resident pupils may be admitted to the school and shall pay in ad-
vance, the following rates of tuition; in the High School department, six dol-
lars per term; below the High School, ﬁve dollars per term.
7. No agent or other person shall be permitted to enter any school for the
purpose of announcing any public entertainment, or to exhibit to either teach-
or or pupils any new book or other articles of sale, except by permission of the
Superintendent or the Board.
8. All questions of a sectarian or partisan character should be carefully kept
out of the school.
9. Each pupil shall be provided with the required books, after due notice to
parents, or be denied the privilege of attendance; but, in cases of pecuniary in-
OREGON PUBLIC’ SCHOOLS. 28
ability on the part of parents to furnlsh such books, the teacher may send no-
tice of the fact, with a list of books needed, to the Supt... who, if satisﬁed of
such inability, may provide the same, under the direction of the Board; and the
Supt. shall keep a record of such books, by whom used, and the name of the
parents, or guardians. All books thus provided for indigent pupils shall be re-
turned to the Supt. at the close of each term.
'
SUPERINTE‘HD E‘HT.
10. rl‘he Superintendent shall, under the direction of the Board, have the
general supervision of the Public School, school houses, apparatus and premi-
ses; and shall be specially charged with the enforcement of the rules and regu-
lations of the Board.
11. He shall superintend the examination of all pupils in all departments
for promotion ' and no pupil shall pass from one class to another without his
approvaL
12. He shall, as often as practicable, visit each department. examine the
classes as to their progress in their studies, and carefully observe the methods
of instruction and discipline, and endeavor to remedy such defects as he ob-
serves.
14. He shall establish special rules for securing good order in the Stairways,
halls and school yard. He shall also be held responsible for any want of neat-
mess, or cleanliness about the school premises. In cold or stormy weather he
shall make suitable arrangements for the reception of those pupils who ﬁnd it
dilitlcult, or dangerous to health, to go home at the noon recess.
14. lie shall keep the pupils well classiﬁed and distributed in the several
departments. He shall devote himself exclusively to the duties of his office.
15. He shall give prompt attention to all cases of misconduct reported to him
by the teachers, and in aggarvated cases, or open disobedience. he may suspend
the pupil or pupils from school, but shall report the same to the President of
the Board, and to the parents or guardians.
16. He shall have authority to call teachers’ meetings as often as may be for
the interests of the schools.
17. He shall have power to ﬁll vacancies in case of temporary absence of
teachers.
18. He shall keep a list of all supplies belonging to the schools.
19. He shall see that all necessary blanks and school records are furnished
to the teachers, and shall prescribe rules for the keeping and the returning of
the same by the teachers.
TEACHERS.
20. All teachers are required to make themselves familiar with the rules
and regulations of the Board, and will be held responsible for their faithful ob-
servance.
21. Teachers who are not present at their respective school-rooms twenty
minutes before the time for opening school in the morning, and ﬁfteen minutes
2.9 OREGON PUBLIC SCHOOLS.
\
in the afternoon, shall consider themselves tardy, and shall report themselves
accordingly to the Superintendent.
22. No teacher shall dismiss school before the prescribed time or employ a
substitute when absent, without the consent of the Superintendent.
23. Teachers are required to give their personal attention to the preserva-
tion of order in the halls, on stairs, and in the school-room during recess.
24. It shall be the duty of every teacher having the charge of a room, to
make out a program of recitations of the several classes in that room and to
place it on the board where it can be seen by all.
25. It shall be the duty of every teacher having the charge of a room, at the
close of each school day, to notify the parent or guardian whose child has been
absent or tardy and not excused, unless the teacher has positive knowledge
that the pupil is absent on account of sickness or some other urgent cause.
26. The teacher shall require excuses from the parents or guardians of pu-
pils. either in person or by written note, in all cases of absence or tardiness, or
of dismissal before the close of school. The teachers are authorized to send
immediately for excuse for absence. If an excuse does not state that the ab-
sence or tardiness was necessary or unavoidable, the pupil may be received,
subject to rule (34) thirty-four. I
27. No pupil shall be detained at the noon recess. Pupils may be detained
until 4:15 for study, punishment or other purposes. Pupils detained at any
other recess shall be allowed to go out soon after.
28. All cases of corporal punishment shall be reported to tne Supt. Cor‘
poral punishment shall not in any case be administered in the presence of the
school.
29. Teachers are granted one day each year for the purpose of visiting
schools; but such visits shall be made under the direction of the Superintendent.
PUPILS.
30. No pupil affected with any contagious disease, or who has been exposed
to such disease, shall be allowed to remain in school, until all dangers there-
from be past. A certiﬁcate from the attending physician stating that all
danger ‘from the contagion is past, shall be required by the teacher.
31. Any child who shall come to school without having given reasonable
attention to cleanliness of person or dress, or whose dress needs repairing, shall
be sent home to be properly prepared for the school-room.
32_ Any pupﬂ who shall be guilty of scratching, marking, cutting, or other-
wise injuring the school property', or shall write any profane or obscene lan-
guage, make any obscene pictures on characters on the Public School premises,
shall be liable to suspension, or other punishment, according to the nature of
the oﬁense. All damage done to the school property by any of the pupils, shall
be repaired at the expense of the parties committing the trespass.
33. Running, scufﬂing and all boisterous conduct shall be prohibited in the
school building. The use of tobacco, playing games of chance, and the use of
profane or vulgar language in or about the school premises, shall be strictly
prohibited. I
OREGON PUBLIC SCHOOLS. 30
34. (a) Any pupil who is absent more than six half days, in any four con-
secutive weeks, unless detained by sickness or some urgent cause, rendering
punctuality or attendance impossible or extremely inconvenient, may be sus-
pended from the schools, such suspension to remain in force until reinstated by
the Supt. or the Pres. of the Board.
In the application of the foregoing rule, two tardinesses or leaving school
without per mission shall be regarded the same as one absence.
(b) Absences which occur when the attendance of the pupil would occasion
serious and imprudent exposure of health shall be regarded the same as ab-
sence occasioned by sickness.
(c) A pupil whose absence results from sickness or its equivalent, may be
restored by the teacher after receiving a verbal or written explanation from
the parent.
(d) Any pupil who shall absent himself from any regular examination of the
school without valid excuse, shall forfeit the standing for such examination.
35. Pupils shall strictly adhere to the course of study prescribed for the
grade to which they belong; but by written request of the parents, pupils
whose health, or circumstances at home will not permit them to take full
work, may select their studies under the direction of the Supt., provided that
such selection be from not more than one grade.
36. Pupils shall not collect about: the school grounds and buildings before
eight thirty o’clock; and pupils who desire to remain in the school-room at
noon shall ﬁrst get permission from the Supt; and shall be subject to such re-
strictions as he or the one having charge of the room, may impose.
37. Pupils must leave the school premises and go directly home after school
is closed, both at noon and at night, unless otherwise permitted by the teach-
er, and must not bring to the school books or papers foreign to the purpose of
study.
38. Any pupil that may be aggrieved or wronged by another pupil may re-
port the fact to his teacher or Supt. No pupil in any case shall attempt to
avenge his own wrong.
39. Pupils are forbidden to throw stones, snowballs, or missiles of any kind
upon the school grounds.
JANITO R.
40. It shall be the duty of pupils to heed the instructions of the Janitor
while upon the school premises.
41. The Janitor shall report any misconduct of pupils on the school premises
to the Superintendent.
42. The Janitor is expected to use every means to keep the school-room
Warm, clean, and comfortable.
43. It shall be the duty of the Janitor to gave a general supervision of the
school property, and he shall be responsible for its safe keeping in so far as its
preservation lies within his power.
44. The Janitor shall see that the rooms are properly dusted, and shall at-
tend to the ringing of the bell, and such other work as is deemed necessary by
the Supt.
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