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Bºſſ?”
tº COURSE uſ.
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PLAN OF WORK.
_* ADOPTERD, MARCH, 1894. 2.--
IRONWOOD o o o
e e HIGH SCHOOL.
BOARD OF EDUCATION.
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L. L. WRIGHT, Superintendent.
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L. L. WRIGHT, Superintendent.
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COURSE OF STUDY
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Adopted, March, 1894.
`-º-
First Year or Ninth Grade.
FIRST TERM.
C. L. A C C J C A L. LAT Nº , so I ºf NT IP 10. tº N Gº. L. D. C. §4.
Arithmetic Arithmetic Arithmetic Arithmetic
Iºatin Lessons a till LeSSOllS Iatill LeSSO118 English,
U. S. History U. S. History U. S. History U. S. History
& ºr £& SECON D &
º 4 º
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| Phys. Geography º | Phys. Geography 9% | Phys. Geography '4 | Phys. Geography 4
l,a tin lessons Latin Lessoils §§§
Latin Lessons
U. S. History U. S. History U. S. History History
THIRD TERM,
Algebra Algebra Algebra Algebra, , ,
Physical Geography Physical Geography Physical Geography Physical Geography
latin Lessons Latin Lessons Latin lessOlns English
English English English
Second Year or Tenth Grade.
FIRST TER M.
Algebra Algebra Algebra Algebra
(leology Geology Geology ( jeology -
Caesargº Arº ('aesar-º- Z-0 (':ues:ul' ºr Z2 look Keeping
English English English English
SEC O N D TERM.
Algebra Algebra Algebra A}..., , ,
V tº eology 4 | Geology 1 & \ Geology 3 Geology 14
| Botany 4% º Botany % º Botany "g º º, %
Caesal' 217 (':les:ur º' *7 ("aesar -4- 4-0 }. sl eeping
English English English English
TH | R D TER M.
Algebra Algebra Algebra Algebra
Botany 2 Botauy 7 Botany 7 §,
Caesar / Caesar ., f ("aesar ..Ingll:
English Ellglish English º
.




Geometry
General History
('i(•el’()
(; reek lessons
( ; eolnet '?
General 1 listory
('icer()
Gl'eek Lessons
Geometry
English History
Cicero
Anabasis
Third Year or Eleventh Grade.
F I RST TER M.
Geometry. (;e () met º o
Generai History General listory
('i(•el'() German'
(; ("l'Imall ("i Vic's
SEC C N D TERM.
(; COllhet l'V' Geometry.
General History General History
('icer() German
(; ("I'llmall ('iVic's
TH 1 R D TERM.
§.' G |...} •
English History English History
('i(•er() Trigonometry
Germall Germall
Fourth Year or Twelfth Grade.
( ..";
General History
lºnglish
('ivic’s
( ś,
General History
English
Civic’s
Geometry
English History
English
Physics
English
Vergil .
Anabasis
Physics
English
Vergil
Anabasis
Physics
Geometry & Algebra
Vergil
HOnl (ºr
FIRST TER M.
Physics Physics
English English
Vergil Chemistry
(jel’mall (jel'nan
SEC O N D TER M .
Physics l’hysics
English English
Vergil ("hemistry
(jel'ln: ll (; el'inal)
TH | R D TERM.
Playsics l’hysics
Geometry & Algebra Geometry & Algebra
Vergil Review
(, el’mall Gel’mall
l’hysics
English
Chemistry
Physics
English
Chemistry
Review
Physics
Geometry & Algebra
Review
English

TEXT BOOKS.
~-sº- ſ
- ENGLISHe
English Lessons, cº tº tºº tº de Lockwood
Essentials of English, tº tº tº gº tº e Whitney
English Composition, tºp º tº tº AWe?/7C07me?’
Shakespeare, º * - ſº º tº Hudson
English Literature, - gº º º tº . tº- Brooke
- Nº ATHERMATICS.
Book Keeping, tº tº - ( e. Rogers and Williams
Arithmetic, * * tº tº tº tºº gº Appleton
Algebra, gº tº º # * tº tº gº gº Wells
Geometry, tº tº º •. tº - sº Wentworth
Trigonometry tºº ſº tº º ... • gº Wheele?"
SCIENCE.e.
Physiology, º º º * . - - Martºw,
Physical Geography, tº gº tº tº e Guyot
Geology, tº tº º tº e is ( > Włºchell
Botany, - = . tº gº * > gº * * Spalding
Physics, - tº tº e tº e º Carhart and Chute
Chemistry, gº º * * > º sº tº º Remsen
- HISTORY.
U. S. History, - $º es * * jº Johnston
General History, * : tº dº a º i º gº Myers
English History, tº º & gº tº - Mcntgomery
Civics, - - ( * ſº gº * † me Fiske
Joymes-Meissner
* * Joymes
- LeATIN r
First Lessons, * >†< *s ºr Collar and Daniel.
#.Rome. " . * \ ~ * > x2". X. • #.
Grammar, SQ + gº's Sº ſººk’ 'arkness
- S- - | i. .º
3. : SS - le. and *:::::::
CerO, r r ,-- 62
Vergil, f ^ Allen and Greenoug
e’
First Lessons, ~~ Szºs. * –4–r Boise
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Anabasis, S. S 1
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*-** Boise





PLAN OF WORK.
ENGLisH. - -
English Composition, Grammar, Rhetoric and English Literature
form a group of closely related studies. The aims of all, are to secure
a ready and fluent use of both the spoken and written language, and
at the same time to open the mind to the powerful influences exerted:
by books. To accomplish these ends, the following Course in English -
is outlined for students in all courses. More collateral reading is
expected from students who pursue the English Course than from
those students who pursue the other courses.
The Literary Society of the High School holds a session each
alternate Friday afternoon. Each pupil is required to take a part
in the debates and other literary exercises of the society. The so-
ciety is officered and managed by the students. *
- . NINTH GRADE.-Ilockwood's Lessons, three recitations per
week. Newcomer's Composition, two recitations per week with com-
position exercises; especial attention is paid to the correct use of
words, and to properly constructed sentences. Three essays are re-
quired from each pupil during the year, and an oral report on one
book each month. These books are to be taken from a selected list
and are read out of school. To be committed: -
Thamatopsis.
Snow Bound.
The Chambered Nautilus.
Shorter Poems of Longfellow.
Lincoln's Gettysburg Speech.
TENTH GRADE.-Lockwood's Lessons and Newcomer's Com-
position for one term. Whitney's Essentials for two terms. Special
attention to paragraphing. At this point in the course an organized
effort is made to create or train sensibility and to foster a taste for
poetry. Three essays and oral reports on ten books, required as in
the ninth grade. . To be committed: * ~ * *
- J. Gray's ###
Deserted Village. *x
Evangeline—abridged. . .
Webster's Reply to Hayne—eactracts.

ELEVENTH GRADE.-A critical study of—
Merchant of Venice. t
Macaulay's Second Essay on Chatham.
Webster's First Bunker Hill Oration.
Emerson's Essay on Books.
Tennyson's Princess.
Byron's Prisoner of Chillon.
Twelfth GRADE.—Stopford Brooke's Primer of English Lit-
erature is to be used for one term, and a critical study is required of—
Hamlet, or Othello, or Lear.
Sartor Resartus.
Emerson’s American Scholar.
Paradise Lost—Two Books.
Macbeth.
Lowell's Essay on Dryden.
During the eleventh and twelfth years each pupil is required to
keep a written record of his thoughts on and impressions from his
reading and other literary studies. This is to train in self eacpression.
This diary is to be submitted to the teacher once in each month.
During these years essays and reports on books read are required
as in the other grades.
science.
The design in teaching science, is not so much the accumulation
of facts, (although that is valuable), as to train pupils to SEE, to de-
scribe WHAT they see As they see it, and then to reflect on what they
have seen. Pupils may observe and experiment for themselves, and
so gain a compilation of facts which is of value, but the end desired is
not attained unless they draw conclusions and deduce laws for them-
selves. In the sciences of Physics, Chemistry, and Botany, the text
is made an aid TO, but not the source of kuowledge. Pupils are re-
quired to draw what they see and not the diagraºns of the text-book.
In Physiology and Physical Geography, the text book is a proper
source of information. -
In BOTANY, pupils study the plant themselves. Following in a
general way the work as outlined in Spalding's Botany, to secure a
knowledge of Vegetable Morphology, Physiology, and Relationship.
In PHYSICS, the text is designed to supplement the laboratory
work. The experimental work must have constant and attentive
supervision to prevent “puttering” and the acquirement of loose
habits of thought and action. The yalue of a good clear, concise, text-
book is often underestimated. The keeping of note books is required,
recording in detail, a description of experiments, results obtained, in-
ferences drawn, and laws established. A knowledge of the principles.
of work and energy is important. •
In CHEMISTRY, the laboratory work is deemed most important.
The design being to secure a knowledge of the most important facts
and principles, and to acquire skill in manipulation. -
In PHYSIOLOGY. Such dissections and demonstrations, as are use-
ful in-illustrating the functions of the principal’ body organs, are per-
formed by the instructor and pupils. -
In PHYSICAL GEOGRAPHY, the text is supplemented by collateral
reading. Required: r - *
HEAT—Abbott.
STORY OF EARTH AND MAN–Dawsom.
VOLCANOES-Judd.
MATHEMATics.
In ALGEBRA, the pupil should be constantly referred, in all opera-
tions, to principles rather than to rules. It is a thinking study as
much or more than it is a doing one. Skill in factoring is eminently
desirable, facility in it must be gained by practice. Exponents, num-
erical, literal, positive, negative. zero fractional, and integral must be
understood. Radicals and the theories of indices must be mastered.
Often, problems have an undue prominence.
In GEOMETRY, so much independence as is consistent with exact-
ness in mathematical language and reasoning should be encouraged.
That pupil who simply reads the author's demonstration and assents
to it. acquires less than he who makes a demonstration for h’mself.
Neatness and exactness in drawing should be insisted on.
GERMAN.
(Joynes-Meissner Grammar.
FIRST YEAR.—- Joynes's Reader.
l Storm’s Immensee.
Zensen’s Branne Erica.
SECOND year- Hoffman's Historische Erzählungen.
Schiller's Willhelm Tell.
Throughout the two years the memorizing of short poems and
songs is required. Practice in translation from the English into
German occupies much of the time of the first year as well as some of
the time of the second. The impromptu expression of ideas in Ger-
man is made a matter of practice which is supplemented by the use,
in the class room, of the phrase-book, “Französische Sprechübungen”
—Storm.
GENERAL HISTORY.
TExT Book—Myers.
REFERENCE BOOKS-Barnes, Sheldon. Fisher.
REQUIRED IREADING—Hypatia, One Volume Ancient Classics
for English Readers, Antony and Cleopatra or Julius Caesar, Scotts’
Talisman and Ivanhoe, Henry Esmond. Committing of two historical
speeches. $
PLAN.
The Greek, Roman and English Constitutions are studied in com-
parison with the American. The development of Modern Political
and Religious institutions is carefully traced and each student re-
quired to prepare at least one special topic each week. One histor-
ical essay is required each term.
ENGLISH HISTORY.
TExT Book—Montgomery.
REFERENCE BOOKS-Green, Macaulay and McCarthy.
REQUIRED READING—King John, Richard III, Thackeray's
Four Georges.
AMERICAN HISTORY.
TEXT BOOK–Johnston.
REFERENCE BOOKS-Barnes, Montgomery.
REQUIRED BEADING—Old Town Folks, Fiske’s American
Revolution or Boys of '76 and Old Times in the Colonies, Dole's Amer-
ican Citizen, or Johnston's Politics for Young Americans, Uncle Tom's
Cabin, Hale's Man Without a Country.
- PLAN. -
Outlines on different colonies are prepared and different colonial
forms of government studied. The history of the leading Political
Parties is traced, and reports from the daily papers form part of daily
recitations. Special attention is given to biographies of famous
Americans. Map drawing forms an important part of the work in
the study of the territorial development of the country and of the
Civil War.
CIVIL GOVERNMENT.
TEXT HOOK–Fiske.
COLLATERAL READING—Cooley's Michigan, Civil Govern-
ment of Michigan. Fiske's Beginnings of New England.
23EG|N N ING LAT! N.
TExT Books—Collar and Daniell, Rolfe's Viri Romae 50 pp.
REQUIRED READING—Macaulay's Lays of Ancient Home.
CAESAR.
TExT Books—Harper and Tolman's, Harkness's Grammar,
Jones's Latin Prose.
REQUIREO READING—Julius Caesar, Bekker's Gallus, Last
Days of Pompeii.
CICERO’S ORATION S. OVID.
- TEXT BOOKS-Kelsey or Greenough, Jones's Latin Prose,
Greenough's Ovid.
REQUIRED READING—Cicero's Letters—selections, Studies in
I life of Cicero. -
VIRGIL.
TEXT HOOKS-Greenough Edition. $º
REQUIRED READING—Two of Virgil's Eclogues, Horace's
Odes referring to Virgil.
BEGINNING GREEK.
TEXT BOOKS-Boise's Lessons, Hadley's Grammar, Jones's
Prose, Boise's Anabasis.
REQUIRED READING—Greek History.
UNIVERSITY OF MICHIGAN
§§§§§§
90 483 8