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STATE MANUAL
COURSES OF STUDY
HIGH SCHOOLS OF OREGON
Issued by the
STATE EDUCATIONAL DEPARTMENT
J. A. CHURCHILL
Superintendent of Public Instruction
1919–1921
SALEM, OREGON :
STATE PRINTING DEPARTMENT
1919

i Pº
DEPARTMENT OF EDUCATION
STATE OF OREGON
J. A. CHURCHILL
Superintendent of Public Instruction
E. F. CARLETON
Assistant State Superintendent
ACKNOWLEDGMENT
In the preparation of this manual, we wish to acknowledge indebtedness
to the following: Edwin T. Reed, Oregon Agricultural College; Dr. A. P.
McKinlay, Lincoln High School, Portland; Miss Edna Sterling, Salem
High School, for the preparation of the course in English; Henry M.
DuBois, La Grande High School, for the courses in science; Miss Irene
Mate Campbell, Jefferson High School, Portland, for the course in Latin;
Miss Jessie Cox, Salem High School, for the course in history; Frank H.
Shepherd, Oregon Agricultural College, for the course in manual
training; Miss Bertha Davis, Oregon Agricultural College, for the
courses in home economics, and Dr. Timothy Cloran, University of
Oregon, for courses in Spanish and French.
4 COURSE OF STUDY FOR HIGH SCHOOLS
To the Teachers
a. In the preparation of the high school courses, consideration has
been given for the different aptitudes of pupils and for the different
preparations which a high school must give to fit all of its pupils for
larger spheres of usefulness.
b. Much freedom in the choice of electives should be given with the
hope that a pupil will not be forced to take a subject in which he is not
interested and for which he has no aptitude; but he should not be
permitted to select subjects here and there, purely for the purpose of
securing credits for graduation. Competent high school teachers will
wisely direct his work, and through the cooperation of the parents, the
pupil and his teachers, he will pursue a course that will give him not
only a symmetrical mental development, but will prepare him for some
particular work, when he has completed his high school course. A pupil
may change his course whenever the high school principal grants the
permission, upon the written request of the pupil’s parent or guardian.
c. A pupil who elects the English and mathematics course will take
English and algebra the first year and elect two more studies from all
of the others in the first year of the various courses. Should he elect
the course in English and languages, he will take English and Latin,
and any two of the studies of the other courses given in the first year.
d. Fifteen full credits are required for the completion of a course.
Pupils should, however, if possible, complete the full course of four
subjects each year, thereby earning sixteen credits.
e. While the courses are planned for four years’ work, a pupil with
good preparation for the work, and strong, both mentally and physically,
may complete a course in three years by taking five subjects, the maximum
number each year. No standard high School will permit a pupil to carry
more than five subjects, and the teacher should permit none to undertake
five, unless the pupil be one of more than average ability. In the best
high schools of the state, not more than five per cent of the pupils complete
a standard four-year course in three years.
f. A pupil may earn but three credits in the English and industrial
course, when majoring in any other than that course.
g. A pupil may earn from one to three credits for graduation, in
either vocal or instrumental music, where the instruction is given by a
teacher not connected with the school; provided, that the teacher holds
a certificate granted by the superintendent of public instruction upon the
recommendation of a committee of music teachers appointed by him,
authorizing a high school principal to give credit to her pupils for music
outside of school; provided, that the teacher must certify in writing that
the pupil has spent at least eighty minutes in practice or instruction
each day and has made the progress in music required under the course
of study for this work as prepared by the committee on recommendation
for music teachers.
h. All subjects requiring no preparation on the part of the pupil,
before coming to the class, such as stenography, typewriting, etc., shall
be given two of the regular recitation periods.
COURSE OF STUDY FOR HIGH SCHOOLS 5
i. A high school should offer such subjects only as its facilities and
teaching force will admit. For a high school of less than sixteen pupils
in attendance, when but one teacher is employed, no electives should be
offered. In a high school having less than thirty pupils in attendance,
where but two teachers are employed, very few electives should be offered.
For all such schools, see the suggested course for small high schools on
page 8.
j. On entering high school, pupils should be given full information
as to the entrance requirements of colleges and universities, that those
who desire to enter college after their high school graduation may shape
their high school course accordingly,
k. During the past year this department continued the standardization
of the high schools of the state. The response with which our require-
ments for standardization have been met by school boards, has been
most gratifying. Thousands of dollars worth of apparatus have been
purchased, and thousands of reference books have been placed in the
libraries of the rural and village high schools. It becomes the duty of
every high School teacher to show her appreciation, by so using the added
equipment, that every pupil will receive the fullest benefit from it.
1. Each pupil is required to study English throughout his high school
course. Should he remain in the high school four years he will be
required to study English each year, and should he pass each year in
English, he will have four units of the required fifteen in English. No
pupil will be graduated who has less than three units of the required
fifteen in English, nor will any pupil be graduated who has not earned
one unit in American history and civics.
6 COURSE OF STUDY FOR HIGH SCHOOLS
OUTLINE OF COURSES OF STUDY FOR
MAJORS FIRST YEAR SECOND YEAR
Pºlish English English English English
3LIl
Mathematics Algebra, Algebra. Algebra, Geometry
English English English English
PCnglish
and Latin Latin Latin Latin
Languages Spanish or Spanish or Spanish or Spanish Or
French French French French
English English English English English
Hºry Ancient Ancient Medieval Medieval
History History IHistory History
English English English English English
sº General General Physiology Botany or
Science Science or Biology Biology
English English English English
and one of and one of and One Of and One of
the following : the following : the following : the following :
Sewing, Sewing, Sewing, Sewing,
Cooking, Cooking, Cooking, Cooking,
Agriculture, Agriculture, Agriculture, Agriculture,
En ºn Shop Work, Shop Work, Shop Work, Shop Work,
3.11
Industry Mechanical Mechanical Mechanical Mechanical
Drawing, Drawing, Drawing, Drawing,
Freehand Freehand . |Freehand Freehand
Drawing, Drawing, Drawing, Drawing,
Typewriting, Typewriting, Typewriting, Typewriting,
Shorthand, Shorthand, Shorthand, Shorthand,
Music Music Music Music
COURSE OF STUDY FOR HIGH SCHOOLS
THE HIGH SCHOOLS OF OREGON
FOURTH YEAR
THIRD YEAR
English Finglish Higher Algebra, Higher Algebra,
American History | American History
Geometry Geometry and Civics and Civics
English English
English English American History American History
Latin Latin and Civics and Civics
Spanish or Spanish or Lati *
atin Latin
French French Spanish or Spanish or
French French
English English English English
e e * & * American History American History
English History English History and Civics and Civics
English English
English English American. History American History
Physics Thysics and Civics and Civics
Chemistry Chemistry
English English
English English and one of and One Of
and One of and one of the following : the following :
the following : the following : Sewing, Sewing,
Sewing, Sewing, Cooking, Cooking,
Cooking, , Cooking, Agriculture, Agriculture,
Agriculture, griculture, Shop Work, Shop Work,
h k, • -
Shop Wor Shop Work, Mechanical Mechanical
Mechanical Mechanical Drawing, T)rawing,
Drawing, Drawing, Freehand Freehand
Freehand Freehand Drawing, Drawing,
Drawing, Drawing, Elementary Elementary
Elementary Elementary Teachers Teachers'
Teachers’ Teachers’ Training Training
Training Training Course, Course,
Course, Course, --- Typewriting, - Typewriting,
Typewriting, Typewriting, Shorthand, Shorthand,
Shorthand, ShOrthand, Bookkeeping, Bookkeeping,
Bookkeeping, Bookkeeping, Teachers’ Teachers’
Music Music Training, Training,
Music Music
8 COURSE OF STUDY FOR HIGH SCHOOLS
SUGGESTED COURSE FOR SMALL HIGH SCHOOLS
FIRST YEAR SECOND Y EAR THIRD YEAR FOURTH YEAR
English English English English
Algebra, Algebra, and | Geometry Elementary
Geometry | Teachers’
General Science | Physics Training
Physiology i Course
Ancient History and Botany ; English History
Bookkeeping
Medieval History
American History
and Civics
The suggested course for small high schools is such a one as may be
offered by a standard high school having an average daily attendance
of less than sixteen pupils. In such a school, one teacher may do all
the work, being permitted, however, to teach not more than ten classes
each day. The following plan for grouping and alternating is suggested:
The four years of English may be offered through three classes, by
combining and alternating the third and fourth years.
Three years of mathematics may be taught through two classes in
algebra and one in geometry the first half of the year, and through one
class in algebra and two in geometry the second half of the year.
The elementary teachers’ training course as outlined in a separate
bulletin on the course of study for teachers’ training, may be offered
through one class.
Three years of science and one of bookkeeping may be offered through
two classes, the first year alternating with the second, and the third
with the fourth. Under such a grouping, two courses only in science
and bookeeping are offered each year; but on the completion of his
course, a pupil has had three years of science and one of bookkeeping.
The four years of history may be offered through one class in history
each year. The first year, all pupils may take American history and
civics, the second year, English history, the third year, Medieval history,
and the fourth year, Ancient history. There is little articulation in the
subject of history, and the chief objection to the plan is, that the minds
of first-year pupils are not so mature as those of the fourth year, and
that they can not, therefore, make the same kind of preparation for the
recitation. A large gain, however, comes to such a school by offering
a maximum number of subjects through a minimum number of classes.
For small high schools, with two teachers, a modification of this plan
is recommended, wherever it is necessary to reduce the number of
classes to the teacher, to the maximum of eight.
COURSE OF STUDY FOR HIGH SCHOOLS 9
Course of Study in English
INTRODUCTION
GENERAL DIRECTIONS AND SUGGESTIONS TO TEACHERS
I. Organization of Courses. There are eight terms of one-half year
each. When necessary, small classes may be combined so that English 5
and 6 and English 7 and 8 may be given in the same grade.
II. Organization of Work. The English course is essentially one in
composition. If the teacher can not do both composition and literature
he must omit the latter. The classics for reading are to be utilized
according to the interests of the teacher and the exigencies of the class
work. The relative proportion of composition and classics varies with
the term.
A. English 1 and 2. Composition, paragraph, grammar sentences,
spelling, punctuation, four days a week; classics, one day. There should
be a weekly theme, paragraph or narrative.
B. English 3 and 4. Composition, three days a week; classics, two.
About half the writing should be single paragraphs. The rest should be
compositions of several paragraphs. There should be two longer themes,
averaging one thousand words. -
C. English 5 and 6. Composition three days, classics two days a
week. More than one-half of the writing should be in connected para-
graphs, chiefly exposition, showing organization. At least three of the
regular themes should average 1,000 words.
D. English 7 and 8. Composition, two days; classics, three days a
week. The long compositions should average fifteen hundred words.
III. Supplementary Reading. From the “suggestions for further
reading” lists there should be chosen each term enough material roughly
to be equivalent to one long and one short novel each term. Works not
on the list are not excluded. In many cases the teacher will need to
prelude the assignment by a little class work to start interest. The
supplementary reading should be under way early in the term. A good
way to conduct it is to require a portion of the book to be read over
week ends with a ten minutes’ test on Mondays covering the reading.
. Definite instructions should be given as to preparation for these tests.
IV. Teactbooks. See to it that students never appear in class without
the books needed for the day’s lesson. Nothing can demoralize a class
so quickly as to have students present without books.
V. Method of Writing. Many of the imperfections in students’ form
is due not to ignorance but to mere carelessness. In view of this fact,
strict care should be given to the way students prepare their written
matter. Careless pencil drafts, full of misspelled words and abbreviations
and absolutely devoid of punctuation, are, to a large measure, responsible
for the mistakes that persist in the finished form. There is continually
the excuse, “But I mean (or meant) to copy!” Such a plea should never
be accepted. Students should be forced, insofar as their knowledge
10 COURSE OF STUDY FOR HIGH SCHOOLS
warrants, to do their writing accurately and correctly the first time.
Insistence on the use of ink will do much to eliminate careless work.
If pencil drafts are allowed, margin, paragraphing, punctuation and
correct usage should be required. Supervision of writing will greatly
increase its effectiveness.
VI. Assignment. Teachers are urged to keep accurate record of their
daily assignments, not only as a guide for them but as an example to
the pupils and as a source of help for students who may need to make
up work. The teacher should keep for this purpose an assignment book,
which in form should be a model for the students’ assignment record.
Students also should be required to keep an assignment book, a small
notebook being preferable for the purpose. All assignments should be
very carefully and definitely made, either placed on the board or given
as a drill in oral dictation. If the latter method is used, great care
should be taken to see that words are spelled correctly. Sentence form,
punctuation, and spelling should be rigidly insisted upon and students’
assignments should from time to time be inspected. Such a system will
serve not only as a most practical drill in composing, but will serve to
show the students the purpose and plan of the work.
LITERATURE
The purpose of the course in literature is to show students how to
study the various master types of literature; to teach them those methods
of interpretation that, when understood and applied, make intelligent
reading pleasurable reading. The aim is not to teach mechanical prin-
ciples and devices but to give drill and build up habit in those phases of
technique which will serve as enlightening guide posts. The teacher
should continually inspire the pupil to read intelligently, pleasurably,
widely. *
The choice of classics for study and reading is designed: First, to
provide material that will make a direct and live appeal to the students’
interests; second, to present those literary monuments which are a per-
manent and therefore necessary, background to any cultural development.
The syllabus is based on certain general principles. Among these
are the following: A course in literature for high school students should
aim at quality rather than quantity; both as to subject matter read and
the manner of reading it; and should consider the student’s actual and
potential power of appreciation, his present interests, and his future
development. There is grave danger of expecting high school students to
read as rapidly, as understandingly, and as appreciatively as men and
women in middle life. There is also grave danger of making the course
injudiciously balanced, giving equal attention to classic and the modern
type of literature, to poetry and prose. As a matter of fact, a certain
lack of balance is judicious; for example, more poetry than prose,
particularly fiction, in a course; because there is no need to stress that
which the students are likely to read without a teacher. Fiction almost
every child is bound to read, yet he needs to read even some fiction with
the teacher in order to arrive at an appreciation of good fiction. Poetry,
good or bad, he is not so likely to read. It is important, therefore, that
the teacher present poetry in the most alluring manner possible, and
COURSE OF STUDY FOR HIGH SCHOOLS 11
present it often. It is equally important to present the more difficult
and permanent pieces of literature, the classics, in preference to the easy
and modern selections, which the pupil is more likely to read anyway.
A course of study, then, should contain both prose and poetry, with
as many types of each as examples suitable for high school pupils will
permit. The selections, for the most part, should be those having a high
degree of literary merit so that they may set a standard of taste. They
should carry the right ethical and social message so as to contribute to
the building of character. They should give sufficient latitude of
choice, in any term, to make it unnecessary for a teacher to attempt to
interest pupils in a classic in which he himself has no interest. They
might well include something in periodical literature. They should be
arranged for the four years according to some central idea; that is,
there should be such a constructive plan back of the assignments that
the students, at the conclusion of the course, shall have appropriated a
certain portion of the field of literature. Finally, a course for the state
should be so flexible that teachers, in conference with the state super-
intendent of public instruction, may modify that course to suit local
conditions. -
Both in American and English literature, students should be assigned
special readings from the writers whose chief works are not read in
class. Such work may be reported to the class orally from an outline,
thus serving the double purpose of training in literature and composition.
Memorizing, both in poetry and prose, should be emphasized through-
out the four years of English training. The emotional and spiritual
message of a noble selection of verse or prose can never be so vividly
appreciated as in the process of memorizing that selection for oral
presentation to others, especially if the process itself is oral. Such
memorizing not only adds new and dynamic words to the student’s
vocabulary and gives him fresh cadences for phrase—and sentence-
making—but it also gives him standards of judgment with which to
measure the merits of other poetry and prose.
ASSIGNIMENT
Great care should be given to the initial presentation of any piece
of literature. The pupil’s final judgment is apt to be determined by the
teacher's introduction of the subject. The teacher can take the pupil
with him as in an aeroplane and give a bird’s-eye view of the whole, or
he can suggest points of vital interest that will arouse curiosity or
stimulate feeling. He must not tell all; but he must tell enough to
awaken a desire for more. Definite connections should be made between
the piece and such elements of life as are known to the student. “Ques-
tions pointing the attention to character, truthfulness to life (prob-
ability), ethical significance, artistic preparations and contracts,
esthetic and emotional reactions, are very desirable and make for
pleasure in the reading because they reveal sources of power.”
INTERPRETATION
To enjoy a piece of literature a student must understand it. Hence
interpretation by the teacher is often necessary. Paraphrasing may
12 COURSE OF STUDY FOR HIGH SCHOOLS
even be resorted to, so long as the attention is definitely fixed on the
object of understanding the composition. Following are some of the
devices the teacher may suggest to the student as help in interpretation—
some needed for one piece of work, some for another: .
Transpose words, phrases, or clauses; determine grammatical construc-
tion; fix antecedents of pronouns; supply ellipses; watch quotation
marks; substitute a synonym for a word that is not clear; use prose
diction for poetic diction; substitute concrete expressions for abstract or
vice versa; explain figures, comparisons, and suggestiveness. (See Long
for suggestiveness. Consult Clippinger on figures.)
STUDYING A CLASSIC
More definite outlines for the study of specific types are given, but
there are certain fixed principles discernible in any literature. The
pupil should be trained to know these constant elements and to look for
them. The inductive method of developing such principles is most
desirable. Let the pupil discover them. The following list is merely
suggestive of what may be a beginning for the teacher:
I. The theme, the problem, the underlying truth.
II. The method of developing or presenting the theme.
III. The ethical content, both personal and world ethics.
IV. The character element, real or ideal, true to life or improbable.
V. Wholesomeness:
A. In thought that it prompts through its philosophy and
sentiment.
B. In ideals that it presents.
C. In emotions that it arouses.
VI. The artistic presentation:
A. The inherent beauty.
B. The exterior beauty—style.
VII. The fundamental purpose of the author.
TECHNICAL ELEMENTS OF STYLE
Beauty of form is an inalienable attribute of all great art. Organ-
ization, form—in architecture, in sculpture, painting, music, and liter-
ature—is an essential element of permanence. It is a charactertistic
of all the classics. The Parthenon, the Venus de Milo, the Sistene
Madonna, Beethoven's Fifth Symphony, and Milton’s Lycidas are but
single instances, in different arts, of the power of form to defy the
ravages of time. Shakespeare, by the use of superior form, excellence of
technique, redeemed from oblivion a dozen worn-out plays. Practically
the only songs of Browning and Whitman that make a universal appeal
today are the ones that are conspicuous for regularity of form—essen-
tially a contradiction of their own theory of free verse.
In calling attention to the beauty of form or technique in a composi-
tion, the significant thing is first to give an appreciation of the effect
secured, and to show how dependent is the bevuty or elevation of the
COURSE OF STUDY FOR HIGH SCHOOLS 13
passage upon the workmanship. If this principle is followed there is
little danger of teaching technique for its own sake—a fatal error, since
excellence of workmanship is but a means to an end, fuller and finer
presentation of the thought.
The inductive, rather than the deductive, method of teaching the
value of technique is the one that most surely leads the student to asso-
ciate technical qualities, such as figures of speech, with the thought and
feeling of literature. Hence the teacher will not, in studying figures of
speech, simply turn to a convenient list of the names and definitions of
figures and then proceed to multiply instances of these by referring
to the selection in hand. Rather, in studying a piece of elevated prose
or effective poetry, take the following steps:
I. Refer to certain passages of particular beauty, or nobility, and
awaken a genuine feeling for the force of that beauty and nobility by
giving a literal paraphase of the subject matter, devoid of the connota-
tion carried in the text.
II. Discover and explain the means of that effectiveness, e. g.:
A. That it is an instance of eacpressed resemblance between two
objects essentially unlike, called a simile, or
B. That it is an instance of implied resemblance between two objects
essentially unlike, called a metaphor. (Thus with other figures of
technical qualities of style.) (See Stevenson’s Essay “On Some
Technical Elements of Style.”)
POETRY
STEPS IN INTERPRETATION
I. The most effective form of presentation is oral reading. If the
poem be short the teacher should read it in entirety; if long, a general
discussion should be given with oral reading of certain Salient units.
II. The teacher should then organize the assignments for the poem
so that each day’s work is a part of an organized plan which the pupil
can see. Purpose should be given to each task assigned. The order of
work should be:
A. Interpretation of content, which should include careful and
thoughtful pondering of the idea. Analysis should be used,
not as an end, but as a means to understanding.
B. Appreciation of form, which should compass beauty of expres-
sion through movement, and imagery with an understanding
of rhythm and figures of speech.
C. Memorization of best units, which in lyrics and shorter poems
should mean entire poem; in longer poems those units that
are most worthy. As soon as pupils can be taught dis-
crimination they should be allowed to determine what
passages they commit.
OUTLINE FOR STUDYING
It is better to give a general outline to which the pupil can make
frequent reference than to give a detailed and too suggestive outline for
each poem. Even in the use of a general outline, however, great care
14 COURSE OF STUDY FOR HIGH SCHOOLS
should be taken to see that the work does not become stereotyped. It is
desirable that interpretative work should vary with the material in hand,
but it is also highly necessary that the plan of work be fixed. Train
pupils in method so that when once an assignment is made, they know
exactly how to proceed.
Content—
I. What is the central idea? Are there sub-thoughts of importance?
II. Is the central idea of universal appeal, or merely of temporary
interest?
III. What is the characteristic mood of the poem?
A. Is it intellectual or emotional in its appeal?
B. Is it a transitory mood or a deep-seated emotion?
IV. What is the nature of the philosophy of life expressed?
A. Is it optimistic or pessimistic?
B. Is it constructive or destructive?
1. Does it apply to world progress?
2. Does it apply to personal development; i. e., is the doctrine one
of philanthropy or individualism?
V. Is the thought didactic or artistic in content?
Form—
I. What striking characteristics do you find in style?
A. In choice of words?
B. In choice of figures?
1. Kind of figures?
2. Use of figures?
a. For beauty?
b. For strength?
c. For clearness?
d. For mere interest in figure?
II. Is the style appropriate to the idea?
A. In figures that are fitting?
B. In meter (or movement) that is suggestive?
III. Is the style a reflection of the author’s personality?
A. In source and kind of figure?
B. In reflection of other poets?
C. In the subjective or objective attitude?
D. In sincerity or artificiality?
IV. Is the style a product of the times?
TYPES OF POETRY
I. Narrative.
A. Kinds.
1. Epic.
2. Metrical tale.
3. Metrical romance.
4. Ballad.
B. Characteristics.
1. General.
a. Objective as opposed to the subjective quality of lyric poetry.
b. Verse and phraseology.
COURSE OF STUDY FOR HIGH SCHOOLS 15
2. Special.
a. Plot.
1. Kind of action—real, legendary, possible, probable,
supernatural?
2. How presented—climax, especially scenes of dramatic
intensity?
b. Setting.
1. Kind—Real, imaginary, historic?
2. How presented—Action, conversation, descriptions?
c. Characters.
1. Kind—real, ideal, individual, type, supernatural (in
epic.)?
- 2. How presented—Action, conversation, descriptions?
II. Lyric.
A. Kinds.
1. Song—simple emotion.
2. Sonnet—A single condensed unified thought or emotion. Only
main thought is presented, with general idea, in first quatrain,
particular in second quatrain, and application in sestet. Always
fourteen lines.
3. Ode—“Any strain of enthusiastic and exalted lyrical verse,
directed to a fixed purpose and dealing progressively with one
dignified theme.”
B. Characteristics.
Subjective.
Emotional.
Universally human.
Strong in imagery and suggestion.
Harmony in content and form.
i
THE DRAMA
The aim in studying the drama, as in the other types, should be
pleasurable but intelligent reading. The teacher should make the play
inviting and attractive by presenting strongly the dramatic interest, by
first acquainting the students with the characters, by pronounciation and
frequent repetition of the dramatis personae, by discussing with them
before they begin reading certain points of interest, by telling the story
if the class is too inexperienced to read through rapidly for the story.
We see a play at a sitting. Ideally the first reading should be accom-
plished at a sitting. But this is impossible for the lower grades; hence
it is necessary for the teacher to build for the pupil the composite
picture that is to serve as a background for his more intensive study.
The teacher should not present points of fine criticism to the high school
student. The interest should center in life as it is reflected in characters
and situations of dramatic intensity.
The drama in the fifth term should be developed chronologically from
the miracle and mystery plays to the morality, through Shakespeare,
giving attention to the comedy and tragedy, to the masque, Comus, and
finally to the more modern forms, modern comedy, fantasy, problem play.
The emphasis, of course, should be placed on Shakespeare.
The drama presents individuals at war with self or with external
conditions. In the comedy, harmony is restored; in the tragedy, the
16 COURSE OF STUDY FOR HIGH SCHOOLS
characters are overcome by the opposing force. The comedy as a rule
presents characters of lesser rank in greater number than the tragedy,
and the fortunes are of lesser concern, that is, matters of individual
rather than national consequence; whereas the tragedy presents people
of power facing mighty catastrophes by which they are overwhelmed.
Tragedy lies not in death, but in a losing struggle, which is usually
symbolized by death.
OUTLINE FOR STUDYING DRAMA
I. Content.
A. The theme or problem.
B. Development in—
1. Character.
a. Kinds—human, worthwhile types, or real. (Study motives,
gage character by their dominant impulses and motives.)
b. Presented—through his own actions and conversation or
through the medium of other characters. (We see the
heroine in Lear almost entirely through the eyes of the
other characters.)
2. Setting—scenes and stage devices; peculiarities of time and
people; peculiarities of dialogue.
3. Action.
a. Introduction—characters are presented and situations
develop; foundation of plot is given in the exciting force or
“moment of first impulse.”
b. The Rising Action—the complications of plot increase,
motives and forces are revealed and the real struggle begins.
c. The Climax—the action is at its height just preceding the
turn or reversal. The climax is often the point of highest
interest and greatest dramatic intensity, the pivot from
which comes either the happy solution, comedy, or destruc-
tion, tragedy.
d. The Falling Action—the action unravels the plot and reaps
the results of previous motives and deeds.
e. The Solution or Denouement—equilibrium is restored “by
the adjustment of the individuals to laws (comedy) or by
the destruction of the individual (tragedy).” The char-
acters, the situations, the action should prepare for the
denouement. “We hold those plays to be the finest and most
enduring in which we are made to feel that nothing has
happened by accident or because the author himself inter-
vened at the critical moment, and in which every action of
every character is what it is because it could not be other-
wise; if the conditions are what they have been presented.”
(Matthews.)
II. Form.
Indirect attention should be given to the form, prologue, epilogue,
five-act type, three-act type interlude, and such dramatic devices as,
motivation or foreshadowing, contrasts and foils in character, scene,
mood, surprise, suspense, tragic, irony, and Nemesis.
(Note: Drama pronounced drāma or drama.)
COURSE OF STUDY FOR HIGH SCHOOLS 17
THE NOVEL
OUTLINE FOR STUDYING NOVEL
I. Theme—The “problem.”—or statement of abstract truth.
A. Is the story told to enforce some truth?
B. Does the idea grow naturally out of the narrative?
C. Is the moral made too evident?
D. Do you agree with the author’s views?
II. Development through.
A. Plot—“The word plot means, as its etymology implies, a weaving
together. Or, still more simply, we understand by plot that which
happens to the characters—the various ways in which the forces
represented by the different personages of the story are made to
harmonize or clash through external action.” (Bliss Perry, “A
Study of Prose Fiction.”)
1. Is there but one line of action, or a main plot with one or
more sub-plots?
2. Is the order natural, chronological sequence, or is it inverted for
dramatic effect?
3. Are the incidents from real life, invented but probable, barely
possible, or impossible?
4. What incident forms the climax? Is it strong? How is the
solution made? Is it accident or a natural result of action?
B. Characters.
1. Are they types or individuals? -
2. Are there few or many? Do they represent different strata
of society?
3. Are they presented as natural, idealized, caricatured, or
conventional?
4. Are you made acquainted with them by what they do and say,
by what others say about them, or by what the author says
about them?
5. Are the characters more interesting than the plot? Are they
puppets for the plot or is the plot an outgrowth of the
characters?
C. Setting.
1. Is the setting definite or vague, real or imagined?
2. Is the setting used definitely to further the plot and develop
the characters or merely as incidental and supplementary
material? Does the book contain purposeless description?
3. Are the descriptions real or imagined? Natural or idealized?
Are they vivid or vague?
(See Hitchcock, Composition and Rhetoric, p. 513.)
The essay, like lyric poetry, is an expression of the author’s personal
attitude. Its chief characteristics are simplicity, directness and infor-
mality. Reading for pleasure should be especially stressed in the study
of the essay. As in the drama, the first reading should be rapid for the
gaining of the author’s mood, purpose, and general idea. The second
reading should be more careful for mastering the idea. The next step
in the study should include a study from the art standpoint to determine
the author or method and his revelation of himself.
(For method of studying the essay see chapter XLV, Hitchcock's
Composition and Rhetoric.)
18 COURSE OF STUDY FOR HIGH SCHOOLS
A LIST OF BOOKS FOR THE TEACHER OF LITERATURE
What Literature Can DO for Me * Alphonso C. Smith
The Enjoyment. of Poetry Max Eastman
Greatness in Literature Trent
Counsel. Upon Reading Books Van Dyke
Books, Culture and Character - Larned
Typical Forms of English Literature Upham .
Introduction to Poetry * Alden
A Study of Prose Fiction . Bliss Perry
A Study of the Drama Brander Mathews
Stories of Authors Chubb
Yesterdays with Authors Field
Fifty English Poems Hox
Great Poems Interpreted Barbe
Shakespeare— e
Shakespearian Tragedy Bradley
Ten Shakespeare PlayS Brooks
Introduction to Shakespeare Carson
Tennyson—
The Meaning of the Idylls Pallen
Tennyson, His Art and Relation to Modern Life Stafford Brooks
Thru England with Tennyson TH 110 kel
The Reading of Tennyson ---. Phelps
COMPOSITION
Scope. The composition phase of English training in this course con-
sists of (1) The writing of themes, (2) Paragraph work, (3) Sentence
work.
Time Allotment. Composition is assigned three-fifths of the time
devoted to English, the study of literature occupying two-fifths of the
time. The proportion of time devoted to sentence study, paragraph study,
and theme writing will depend upon the technical proficiency of the
students. Reasonable command of the sentence and paragraph is indis-
pensable to theme writing. Get this first. Because part of the class lags
in mastering the sentence and the paragraph, do not penalize the com-
petent student by insisting that he repeat the drill that others need while
he does not. Give him the opportunity to make the most of his technical
resources by frequent writing.
Aim. The aim of composition training in high school is to give the
student an adequate command of English in expressing individual thought
and emotion, either through speech or writing.
Good composition training ought to stimulate the student to think—
to manifest some positive personal reaction to the events going on around
him; it ought to increase his power of organization—his ability to collect,
arrange, and adapt material to some definite human purpose; and it
ought to develop his regard for excellence of workmanship—obedience to
the principles of style, discrimination in sentence structure, choice of
words, and the mechanics of punctuation and spelling. The great achieve-
ment is to get the student to do these things habitually. When his
language habits keep pace with his mental and emotional development,
he is well trained in composition. The primary purpose of the composi-
tion work, then, should be to get the student so thoroughly alert that he
can write and speak freely. The next, to correct his immediate faults,
and to do it in such a way as to put into his grasp the means of
self-help that will prove permanent tools in building sentences, para-
graphs, and whole compositions.
COURSE OF STUDY FOR HIGH SCHOOLS 19
Aimless composition should never be tolerated in English training.
Hence the importance of the assignment. It should be clear and adequate,
presented long enough in advance to permit the student to meet it fully,
and capable of concrete review or evaluation. Oral themes especially
should be assigned with a demand for an outline of subject matter as
well as plan. This course of study calls for oral composition as a stage
in the development of written themes; it does not provide for a separate
treatment of oral composition or of public speaking. Experience indicates
too many perils in the way of loose and superficial habits in English
where oral composition is not supervised by experts, to recommend it for
general use in high school.
This course has been organized with a view to relating the life of
the student in school to the interests and responsibilities of the com-
munity. To this end, project the inquiry of students to local institutions
and industries for theme subjects, and make much of the organized
community interests of the school. Example, Clippinger, 62-64.
In the outlines covering the first three terms suggestions are given
for using selections from literature as theme models or as material for
stimulating thought on parallel topics in the experience of the student.
The teacher may continue these suggestions through the later terms, if
the work succeeds in arousing more vigorous and creative work on the
part of the student. Avoid themes based directly on the literature. While
such themes may be valuable as a study of that literature, they do not
meet the requirements of the weekly theme. These themes are designed
to enlist individual thought and experience. They are transcripts from
the life of the student, and as such are a just example of his language
habits and resources.
THE ASSIGNMENT
Make assignments early enough to insure adequate preparation, but
immediate enough to be a present obligation.
All assignments should be clear and definite.
In making the theme assignment it is generally best to assign a class
topic under which students may make individual choices. Occasional
assignments, however, should require the students to select their own
topics; otherwise, they become too dependent upon the teacher. Every
theme should have at least one very definite purpose, which may consist
of a requirement in thought, or type, or paragraph or sentence structure,
or mechanics. The teacher may present or suggest models; or by well-
planned, leading questions, he may arouse class discussion which will
illuminate the assignment and prevent difficulties in the written work.
The wise teacher anticipates errors, and warns and guards against them.
Theme Cycle. The following order is suggested as a general guide in
handling composition: (1) Clear presentation of the problem to be
worked out; (2) any needed directions for gathering and arranging
material; (3) oral discussion of the topic before the class writes; (4) the
writing of the composition; (5) reading aloud before the class; (6)
teacher’s and classmates’ criticism in class; teacher's further criticism in
personal conference and on margin of theme; (7) student's revision.
Topics for Composition. Topics for themes abound within the scope
of the students’ dominant interests. All students are interested in their
20 COURSE OF STUDY FOR HIGH SCHOOLS
individual life careers and in the community life about them, especially
their school activities in athletics, clubs, classes, and society, and even
their studies. On such topics assignments may be made to the whole class.
As an example of detailed correlation between the classics studied and
the students’ experience, the following may be suggestive: In reading
Evangeline the class comes upon the description of the tranquil evening
scene in the Arcadian farmyard. Taking the topic A. Farmyard Scene
as the general assignment, the teacher may read to the class, or have
students read, parallel descriptions in literature. For instance, from
The Legend of Sleepy Hollow, the Van Tassel barnyard, typical of Dutch
abundance; from The Stout Gentleman, the English barnyard on a rainy
day; from The House of Seven Gables, the description of the Pyncheon
hens; and from George Eliot’s novels realistic descriptions of English
farmyards. Each student, catching his cue from some of the readings,
recalls the scene most vividly held in mind, and giving it a distinctive
motive recounts an original experience or fancy. Students should be
encouraged in expressing their personal reactions. At the same time
they should be trained to distinguish between the merely trivial or
sensational and the really interesting personal experience.
SUBDIVISIONS OF COMPOSITION
Work in grammar, sentence construction, punctuation, spelling, vocab-
ulary, pronunciation, and enunciation is all to be made subordinate and
strictly contributory to the pupil’s written or oral composition. The
teacher is warned not to do drill work in grammar, or sentence construc-
tion, or any phase of “mechanics” unless she faces about and throughout
the term makes the springs discovered in those tributaries feed the com-
position flow of the pupil. This is possible only with persistent attention
to the application, many times, of the matters studied in theory and drill
exercises. It is from the needs of the pupils, as found through their
compositions, that the teacher has cause and justification in the eyes
of the pupils to do such drilling; and she should make the return in
application to subsequent themes, by way of reading of themes in class,
of comments pointing out good and bad points, of laboratory work, and
of marginal directions on written themes. Furthermore, merely making
such suggestions once or twice will not suffice; repeated suggestions
accompanied by practice are necessary to establish habits and to effect
style. For these reasons, foundation work in such divisions as sentence
structure, paragraphing, usage, and, indeed, all the principal mechanics
should come as early as possible in the term 'so as to allow plenty of time
for application. Anything that can not be applied should not be given
in theory or isolated drill exercises.
RELATION BETWEEN COMPOSITION AND GRAMMAR
No isolated grammar is advised, but persistent recurrence to usable
grammar is held necessary. The teacher is warned against teaching
grammar by the page and in lump lots. Repeated analyses (1) to
determine the primary units of the sentence, and (2) to lead from those
units to the modifying units, is essential to a conscious cultivation of
COURSE OF STUDY FOR HIGH SCHOOLS 21
the sentence-sense which, in turn, is necessary before the pupil, who has
not the innate sense, can consciously form the habit (1) of writing
unified sentences (avoiding fragment and run-on errors); (2) of avoiding
monotonous predication; (3) of gaining variety through easy choice of
clause, phrase, or word for subordination; (4) of gaining flexibility and
grace through the use of parallel and periodic structure. He who has
not the language sense, natively, and has to gain its mastery consciously
must feel and recognize quickly grammatical units. The teacher is
charged to find, in the compositions, her excuse for work in grammar
and so to inform the members of the class by reference to their own
work. This study may mean a going to the grammar text for review
of some certain unit. Only a minimum of “picking out” certain construc-
tions from the sentence of the text is allowable. Supplying blanks,
choosing the correct form from a list of several, correction of sentences
taken direct from the themes, and original sentences to illustrate such
or such construction are recommended, as drills for the clarifying of the
principle instead of much picking out from stock sentences. The circuit
should be from the themes or oral speech to the grammar and back to
the themes.
HOW TO GATHER AND ARRANGE MATERIAL
Teach the pupils, from the first term through the course, the use of
the card (or loose slip of paper) system in getting material and
arranging it. It is much better than the one-sheet-of-paper method of
listing points and rearranging them. Teach the pupils to write on one
card or slip only one point—abstract or detailed, general or illustrative—
in whatsoever order that point comes to hand, whether through thinking
and meditation, or conversation, or reading, or observing, or experiment-
ing. When this gathering period comes to an end, show how these cards
are easily arranged, often admitting of more than one arrangement for
the sake of comparison of relative merits and subsequent choice. A
certain few main divisions almost invariably suggest themselves from
the nature of the details on the cards. These main points, which form
the backbone of the outline, are the very things that are most difficult
for the child to get when he tries to make his outline according to the
other method. By this card system, also, are more easily discovered
points that are overlapping or irrelevant or not desirable for the imme-
diate purpose. With the card method, these points are easily discarded
without disturbing the other arrangements. Teach the pupil to ask
himself these questions as he arranges his facts in groups according to
their thought relations: (1) What few are of supreme importance?
(2) What ones are subordinate? (3) What ones are irrelevant, insig-
nificant, repetitive? By this process, he arranges first in large groups;
then he rearranges the parts of each group in sequence—and an outline
results with only one writing of its various points and without scratchings-
out and scratchings-in.
READING THEMES IN CLASS
Make a practice of giving one class hour to each set of average length
themes in order to have pupils read their compositions to their classmates.
22 Course of STUDY FOR HIGH SCHOOLS
This gives them more direct urge to do their best than merely the
teacher’s reading does. The class reading may come on the day the
themes are first brought in. This time has the advantage: (1) of
catching the pupil at the point of his greatest enthusiasm; (2) of giving
the opportunity for voluntary revision to the pupils who are not called
on to read theirs aloud and who see weaknesses of their own through
the criticisms made on others’ work; (3) of saving the teacher the time
of writing all comments on the theme. But the more logical time to
have themes read is after the teacher has at least read the set all
through and chosen those of most concern, positively and negatively,
to the class. This time is taken with as great advantage by the good
teacher as the first. If she makes suggestions for revision on the theme,
the pupil should follow out these directions as far as possible before
he reads. This time for reading has the advantage of giving the child
the opportunity to perfect his work as does the author, in the light of
a friend’s criticism, before he gives it out publicly. The wise teacher
will vary the time of reading accordingly to other conditions of work,
time, and the nature of the given set of themes.
TEACHER'S CRITICISM
The teacher should not make the corrections herself, unless on a
point which the pupil can not be held to know and which the teacher
hopes he will absorb. Her criticism should be constructive, first; adverse,
second. The amount of criticism on any given paper should depend upon
the nature of the errors found thereon, but in any event it should be
well balanced between the thought and expression. The work of the
four years must needs be cumulative. Habit forming is too slow, eight
semesters are too few, and the teacher’s time for reading is too precious
to justify any teacher in administering criticism on only one type of
mechanical corrections. This does not mean that the paper is to be
overloaded with criticism; but it does mean that something more than
punctuation can be handled in a term and that criticism can be and
should be well balanced between thought and form.
CORRECTION OF WEITTEN COMPOSITION
(a) Compositions should be returned to the pupils for inspection and,
if deemed advisable, for rewriting as soon as possible after the writing.
The teacher who has a sense of good management can plan composition
work and her personal engagements so as to bring the compositions in
at a time when she can look them over while they are fresh. All this
depends on looking ahead and planning accordingly.
(b) The return of compositions should almost always be accompanied
with comments of the teacher relating to the merits and defects of the
themes and illustrated from them. The teacher is advised to keep at
hand a slip of paper or a set of cards, when she is reading themes, and
to make a note of the several points that need class comment rather
than to trust to her memory to recall them when she meets the class.
In the majority of cases, it is wise to have a class laboratory period,
on the days when compositions are returned, for the purpose of supervising
corrections. Personal conference is better.
COURSE OF STUDY FOR HIGH SCHOOLS 23
(c) In the first four terms at least, sentence exercises are recom-
mended: Exercises in synthesis, imitation, original construction according
to prescription, and revision. For further details, see outlines for the
several terms.
SYMBOLS FOR CORRECTION OF THEMES
In composition criticism, the best results come from personal con-
ferences; and from fully written, personally-touched questions, notes,
and comments on the themes. Certainly the return of compositions should
be accompanied by comments from the teacher regarding the successes
and failures in “solving problems.” But, since the exigencies of time
and strength make it impossible to use the fully written form of
criticism always, the following symbols have been agreed upon:
sp.–Spelling W.—WOrdy
p.—punctuation k.—a.WKWard
cap.–capitalization rep.—repetition
l. c.—lower case (no capital) V.—Vague
S. u. —Sentence unity m.—margin
S. C.—Sentence coherence O.—Omit
S. e.—sentence emphasis d.—diction
p. u.—paragraph unity ll Sage
p. c.—paragraph coherence sub.—subordinate
p. e.—paragraph emphasis syn.—synthesize
c. u.—Composition unity ?—disputed or questioned Statement
C. c.—composition coherence T]—indent
C. e.—composition emphasis ----—Omissions of necessary Word
X. X. —all Wrong X—incorrect Word division
g.—grammar T–form new paragraph
PREPARATION OF MANUSCRIPTS
Use the regulation letterhead size of sheet (8% x 11) for composition
paper. &
Place the title on the first line.
Leave one space below the title.
Leave one inch margin on the left, and indent each paragraph one-half
inch from the margin line. Avoid ragged edges on the right.
Number each sheet in the upper right-hand corner.
Arrange each sheet according to number and fold with the edges to
the left.
At the top of the folded manuscript write: (1) name; (2) class and
period; (3) title; and (4) date.
PRINCIPLES OF GOOD OUTLINES
I. Good beginnings in outlining can be made in the first term by
the teacher’s designating certain groups of paragraphs in the literature
studied and requiring the pupils to make a “title” for each of those
groups. A series of these titles makes the primary headings. Then one
of the groups can be taken for subdivision and fitted under the larger
title. A simple outline results—on the analytical side. On the con-
structive side, the teacher is referred to “How to Gather and Arrange
Material,” in this introduction.
24 COURSE OF STUDY FOR HIGH SCHOOLS
II. There are three general classes of outlines:
A. The Noncommittal outline, which merely indicates the headings
or classifications of the material but gives little or no clue
to the specific nature of the material. (This is desirable for
the teacher’s use when she wishes merely to indicate the line
of study which the pupil is to pursue. This is the type usually
used in the analytical outline.)
B. The Thought outline, which tells what is said. (This is the
kind of outline which the teacher should require of the pupil
in his constructive composition work.)
C. The Brief, which is concerned especially with argumentation and
which is phrased in complete sentences, with subheads reading
as reasons for primary heads.
III. An outline should present a logical grouping and subgrouping -
of points from the thought standpoint.
A. Unless the outline is definite, it is likely to degenerate into a
confusing and puzzling exercise in indention.
B. An outline should present its material so clearly and show the
application of a subpoint to a superior one so unmistakably
that a person unfamiliar with the subject can follow the line
of thought.
C. An outline should move, generally, from the general to the
particular.
D. Main lines of thought should be discriminated carefully from
subsidiary lines. (The chief difficulty with pupils lies in their
tendency to have too many main headings, which indicate a
lack of classification and grouping. This difficulty is at
least partly obviated by the use of the card system for gather-
ing and arranging material. See introduction under “How to
Gather and Arrange Material.”)
E. In order to test points that are coordinate in form and position
for coordination of thought, and points that are subordinate
in form and position for subordination of thought, try to
phrase transitional expressions to indicate relations.
F. Each main heading should be so phrased as to be properly
exclusive of other main heads and properly inclusive of sub-
heads. Special care should be given to the proper wording of
headings. All points, main or subsidiary, fail to serve their
purpose if they are not specific enough to fit snugly about the
details which they comprehend. The predicate of a heading
(if one is used), no less than the subject, must be properly
inclusive and exclusive in its relation to the subheads.
G. Note these cautions which are to be kept in mind in the proper
arrangement of main and subsidiary points:
1. Do not write as a subtitle what is logically part of the
governing title. Do not subdivide unnecessarily.
2. Do not write as a subtitle what is logically coordinate with
the preceding title.
3. Do not place a subtitle coordinate with the governing title.
4. Avoid “double header” titles.
COURSE OF STUDY FOR HIGH SCHOOLS 25
5. Be sure that the “Introduction” (if there is one), includes
truly introductory material and that it is not merely
another name for the first division of the subject proper.
IV. An outline should present its material according to certain recog-
nized principles of good phrasing and emphasis:
A. The terms, “Introduction,” “Discussion,” and “Conclusion” are
not at all necessary ones for the largest headings of an outline;
but if one is used, consistency requires that all three be used.
They are indications of an external classification.
B. When full sentences are not used for headings, preference
should be given to nouns, modified or unmodified, rather than
to verbs.
C. Coordinate points should have parallel phrasing wherever
possible.
D. A clear distinction must be made between prominence and
importance of points so far as the completely written form is
‘concerned. A matter of great intrinsic importance must
Sometimes be given comparatively little prominence in the
outline. Even coordinate points are not always equal in
importance for the purpose of development, although they are
logically on the same plane and bear the same relation to the
superior heading.
V. An outline should present its material according to certain prin-
ciples of mechanics and form :
A. A margin should be left in outlining as in written composition.
B. Notations for headings of the first degree should be placed
immediately to the right of the margin line.
C. Coordinate titles should be placed at the same distance from
the left-hand margin. Indention indicates degree of relation.
D. Different classes or orders of symbols should be used for
different degrees of subordination. One good sequence in
symbols, though not at all the only good one, is this: I, A, 1, a.
(1), (a), (17), (a"). No notations need be reserved for the
Introduction, Discussion, and Conclusion.
E. If any given heading is too long to be written on one line, the
first word of succeeding lines should not be placed farther
toward the left margin than the last symbol of notation.
Double notation should never be used.
The first word of each heading, minor or superior, should be
capitalized. -
Good punctuation should be used in the outline; i. e.,
1. The period should be used after all symbols of notation.
2. The period should be used after all sentence headings that
are not followed by subdivision.
3. The colon should be used to follow headings that are sub-
divided. **
§
VI. The pupil should be cautioned against thinking that each of the
principal divisions of the outline calls for a paragraph in the written
composition. This may or may not be the case.
26 COURSE OF STUDY FOR HIGH SCHOOLS
VOCABULARY
Cultivation of a good vocabulary is one of the most intangible and
also most important parts of English work. More attention needs to be
given to enlarging the working vocabulary. A vocabulary notebook is
recommended for all terms. Then the teacher, with these notebook
entries in mind especially, needs to be on the alert to notice places and
to create places for the use of these words. Nowhere does the wisdom
and the ingenuity of the teacher enter in so largely as in this matter
of vocabulary building. Considerable vocabulary work should be woven
into each term. The vocabulary lists given under the several terms are
not to be considered restrictive nor definitive but, rather, suggestive. It
will certainly be of no good to have one or two perfunctory drills on a
particular list of words unless those words are used in sentences and in
later speech or writing enough times to fix them as part of the working
vocabulary. Nor will any one method avail; nor can certain methods
be boxed into special terms; but a combination of methods must be
employed, depending upon the attending circumstances. The teacher
may wish to make choice and combinations of the following suggestions
in methods:
I. Connect the word with its derivation; also with its composition.
II. Urge the pupil to seek the meaning of an unfamiliar word in
the context of his literature, first, and in the dictionary, second.
III. In every case possible, call for original sentences which use the
new word, and take care to review it at intervals.
IV. Make constant demand in class for a better word for a given
place in the pupil’s recitation. More stress should be laid on the topical
recitation rather than the single phrase or sentence answer. As the
pupil tries to talk connectedly, he discovers need of words, which the
class or the teacher can supply if the reciting pupil can not get them.
V. Make constant marginal call for a better word in the written
composition.
VI. Make a study of and call for the use of variety in the relater’s
comments in conversation (rejoined, replied, retorted, cried, declared,
shrieked, etc.). Lead the pupils to make lists of such variants. Have
conversational compositions in which the problem set is to vary these
“said-words” in keeping with the meaning.
VII. Ask for the picturesque word, the color word, the action word,
the comparison in a given poem or a piece of prose, and also in original
descriptions.
VIII. In the assignment of character study or of criticism, for
instance, the teacher may profitably give a list of adjectives and verbs
that will be stimulating and applicable, and from which the pupil is
advised to choose. Antonyms of the applicable words may be included
for the purpose of developing choice and judgment.
IX. Interpretation and paraphrasing both offer splendid opportunity
for search for the best word for the place. (Chaucer is good for this.)
X. In order to reveal the value of certain well chosen words, a good
exercise is to substitute socalled synonyms, taking care to note the
difference in connotation.
COURSE OF STUDY FOR HIGH SCHOOLS 27
XI. Study lists of synonyms and frequently confused words. Require
their use in original sentences and enter them in a notebook. See Buehler;
and Scott.
VII. Asks for the picturesque word, the color word, the action work,
and have pupils substitute well discriminated expressions for the new
words.
XIII. Dictate a list of probably unfamiliar words (only a few at a
time), which pupils are required to use in original sentences after their
meanings have been determined. Enter these also in notebook.
XIV. Give exercises in condensing a phrase or a clause to a word.
XV. Call for definitions after the material therefor has been gathered
inductively. Note the truth of this quotation from Dewey: “In the
reaction against ready-made verbal definitions and rules, the pendulum
should never swing to the opposite extreme—that of neglecting to sum-
marize the net meaning that emerges from dealing with particular facts.”
XVI. A method very effectively used by some teachers is this: The
teacher deliberately uses a word probably unfamiliar to the pupils, writes
it on the board, pronounces it again very clearly. comments on its meaning
and asks the pupils to enter it in their vocabulary notebooks. Later she
has them use the word in sentences of their own.
XVII. The teacher's conscious variation of her own vocabulary plays
considerable part in helping the pupils, especially if, in so doing, she is
skillful enough to elicit a question from them as to the meaning of an
important word.
28
COURSE OF STUDY FOR HIGH SCHOOLS
Detailed Outline of Literature and Composition
I. Pa
A
B.
C.
D
E
by Terms
ENGLISH 1
LITERATURE
yne's Literary Readings.
Rip Van Winkle, p. 7.
The Great Carbuncle, p. 158.
The Ransom of Red Chief, p. 448.
The Last Leaf, p. 460.
Tennessee's Partner, p. 486.
1. Read first for story.
2. Be able to state the theme definitely.
3. Show how the theme is developed by presenting setting,
incidents (plot or action), and characters.
4. Notice human quality, truthfulness to life, and dramatic
quality in characters.
II. The Vision of Sir Launfal.
i
Teacher present legend of the Grail.
Theme definitely stated or given in quotation.
Development of theme by story.
Ethical significance with application to modern life. Compare
development of the same theme in The Blue Bird.
Form of poem.
1. Purpose and effectiveness of prelude—introductions and
parts.
2. Use and effectiveness of contrasts, imagery, figures,
especially simile.
III. Lady of the Lake.
Theme—political problem.
Development of background, especially from legends and
descriptions, of romantic, political and social customs.
Attention to descriptions and figures, especially simile and
metaphor.
References.
The Canterbury Classic contains pictures and colored plates
of the plaids worn by the different clans.
The Eclectic Classic contains a note, p. 11, on relation
between James and Douglas.
Peeps at Great Men—Scott—Elizabeth Grierson—is a well
illustrated book.
The Fiery Cross—James Oxenheim—is a book of modern
war poems. The theme and title is based on the Scottish
legend of fiery cross. The frontispiece illustration is sug-
gestive.
Other books on Scotland are:
Scotland's Story—M. E. Marshall.
Bonnie Scotland—Griffis.
COURSE OF STUDY FOR HIGH SCHOOLS 29
IV. Suggestion for further reading.
Rugg’s “R. O. T. C.” (May be obtained from the Atlantic
Co., 15c.) (See outline under I above.)
The Holy Grail. (Should be read with The Vision of Sir
Launfal.) g
Lays—Macaulay.
Treasure Island—Stevenson.
The Making of An American—Riis.
(The books listed for further reading are merely suggestive
of that which the teacher may use as correlative materials.
They should in no way exclude similar matter in which the
teacher is interested, nor do they take the place of the larger
lists of supplementary reading.)
COMPOSITION
Strive for a few definite results; in this term especially, command
of the topic sentence. Supervise much of the writing in class, or hold
conference hours with students. Keep the English work in contact with
the life of the student. While enlisting present interests, lead to higher
interests.
Text, Ward, Sentence and Theme, 1-176.
THE WHOLE COMPOSITION
I. Choosing subject and title.
A. Subjects—Insist that students choose subjects:
1. Within the range of their experiences.
2. Interesting and worth while.
3. Specific enough to be treated in a given space.
4. Adapted to present purpose of the course.
B. Titles—Train students to select titles that will aid in unifying
their themes because they are:
1. Clear.
2. Brief.
3. Specific (as a rule).
4. Entertaining, but not sensational.
II. Gathering and arranging material.
A. Sources of material:
1. The students’ own experience, thought, and emotion.
2. Conversation and consultation with others.
3. Reading—in the library, the periodicals, etc.
4. Observation—visiting people and places.
B. Assembling of material:
1. Use brief topic outline for plan.
2. Use cards with individual statements, to help fit material
to plan. (See Introduction under Gathering and Arranging
Material.)
III. Keep in mind from the beginning the fundamental principles and
qualities of style that are back of all the detailed training in technical
English. Correlate the special detailed instruction from time to time
with those fundamental principles and qualities.
30 COURSE OF STUDY FOR HIGH SCHOOLS
A. Principles of Style: Unity, coherence, and emphasis. They
control sentences, paragraphs, and whole compositions.
1. Unity, demands that a composition shall group itself about
one central idea.
2. Coherence, demands that a composition shall be so organized
that the relation of its parts are clear and logical.
3. Emphasis, demands that the important parts of a com-
position shall have important treatment.
An outline assists in securing unity, coherence, and
emphasis.
B. Qualities of Style: Observance of these principles will help to
secure the qualities of clearness, force and fitness (or
effectiveness). -
1. Clearness, demands that a composition shall be understood.
This quality appeals to the intellect.
2. Force, demands that a composition shall be interesting.
This quality appeals to the emotions.
3. Fitness (elegance), demands that a composition shall have
harmony of subject matter and expression. This quality
appeals to the taste.
IV. Themes: Easy Narratives. In the first term, composition centers
about narration, though all forms of discourse are informally used.
Make free use of the blackboard in criticising themes before the class.
Cultivate habits of neatness, accuracy, and promptness in theme work.
A. Let the assignment, in some instances, at least, involve a
“problem for solution;” e. g., the humor of past discomfort.
B. The three W’s: Where, when, who?
C. The fourth W: What happened? This is the key to narration.
1. The events.
2. The climax.
3. Both handled according to: -
(a) Unity—Exclusion of nonessentials.
(b) Coherence—Arrangement, construction, connectives.
(c) Emphasis—Use of devices like dialogue, suspense.
D. The result.
V. Suggested theme subjects combined with the literature studied are
given below. The requirement of the course in composition is at least
one theme a week. The subjects are optional with the teacher.
Rip Van Winkle. Imagine yourself awaking from a twenty-year sleep
(or if you wish to be more realistic, returning from a corresponding
absence in a remote country), and on this basis write a “class prophecy”
for your high school class. (Payme, 7.)
The Great Carbuncle. Tell of your ascent of some Oregon mountain
peak, and in treating some view that unfolded before your eyes, note if
you cannot make it more beautiful or impressive by studying Payne,
pages 168-170.
The Ransom of Red Chief. Relate an episode concerning a “good” boy
who was not altogether good; or concerning a “bad” boy who was not
altogether bad. Note the humor in the restraint of O. Henry's story.
COURSE OF STUDY FOR HIGH SCHOOLS 31
The Last Leaf. Tell (a) an incident showing how one's faith or hope-
lessness determined the issue of a struggle, or, (b) an episode showing
serice or devotion from an unexpected source. (Payne, 460.)
The Vision of Sir Lawnfal. Tell of your stroll through one of two
types of scenes; either a joyous, mellow landscape (Payne, 350) or a
stark, bleak winter landscape (page 356, beginning of Part II.)
THE PARAGRAPH
I. Paragraphing of conversation: To be taught largely through dicta-
tion exercises with correlation in capitalization and punctuation.
II. The single paragraph: In taking up the paragraph the teacher
should begin with the topic sentence. The topic sentence is the central
thought around which the paragraph is built. It normally appears early
in the paragraph. It consists of two parts: A subject for discussion and
a statement about the subject. A good example is found on page ten of
Payme’s American Literary Readings: “In fact, he declared it was no
use to work on his farm.” In this sentence “to work on his farm” is the
subject for discussion; “of no use” is the statement about the subject. To
make clear the nature of the topic sentence, of which a thorough under-
standing is necessary, other topic sentences should be studied. The stu-
dent should hunt for them and defend his choice of each by showing that
it contains a subject for discussion, and a statement about a swbject. Good
examples are found in Payne, page 5, 7, 9 and 11.
Next, the class should form many topic sentences. Indoing so students
should follow Carlyle's injunction to begin at home. The home and the
school will furnish subjects without end. These original sentences are
subject to the same tests as those found in literature.
When a feeling for the topic sentence has been acquired, then its
development into a paragraph should be studied. With relation to the
developed paragraph, the topic sentence should be viewed as the state-
ment of a problem for solution; the resulting paragraph as the Solution.
Hence come the terms, problem and solution; thus, in the paragraph
previously cited from Payme, page 10, the author states his problem in
the topic sentence, “it was of no use to work on his farm;” he solves his
problem in the rest of the paragraph. The solution is brought about by
certain definite proof through which the author substantiates his state-
ment about the subject in the topic sentence. In the proof the author
rejects all mere words of general statement about the subject and piles
up concrete evidence till he has made good. The example on page ten
of Payme is a good one. The proof that it was of no use lies in the fact
that the fences would fall down, that the cow would get lost or get into
the garden, that weeds were particularly prolific in Rip's fields, and that
rain would always set in when he started to work. This concrete and
specific nature of the proof is all important. That the student may get
a sure understanding let him examine many paragraphs for the proof.
Good examples appear in Payme, pages 7, 9, and 14 (beginning “On
entering the amphitheater”).
Next let the student attempt to develop one of the topic sentences he
has brought in. It should be on some subject with which he is thoroughly
familiar; e. g., some recent assembly. Let him collect on slips of paper,
32 COURSE OF STUDY FOR HIGH SCHOOLS
one item to each slip, all he can remember about the assembly that proves
his topic sentence. It may have been : Everything seemed to go wrong
at Tuesday’s Assembly. The items may have been : The principal in
introducing the speaker forget his name; the chorus leader gave out the
wrong number; the yell leader in his acrobatic contortions slipped and
fell; and the captain of the football team, getting mixed on his grammar,
said, “I seen my duty and done it,” when the Student Body cheered him
for having won the championship game. With the problem set and the
proof well in hand, it is now but a simple matter to write out the
paragraph. It may be assigned first for oral composition and later, after
criticism as to fulfillment of paragraph principles, for written
composition.
Incidentally, while mastering paragraph development, make a begin-
ning of studying summary” sentences by seeing how Irving closes his
paragraphs. Good examples are found in Payne, pages 10, lines 111, 113;
and 15, lines 304-308. -
THE SENTENCE
Aims: To develop a feeling for grammatical relationships particularly
as seen in verbals and to make a good start in the mastering of words
most commonly misspelled.
I. Text: Sentence and Theme, Ward, pages 1-176.
II. Grammar of the Sentence:
A. Distinction between a phrase and a clause, between a subordinate
clause and a sentence.
B. Verbs:
1. Distinction between active and passive, transitive and
intransitive.
2. Agreement of verb with subject in number.
3. Participles: Not to be confused with such verb phrases as is
walking.
4. Gerunds:
a. Difference between gerunds and participles. (Do not teach
the distinction made in Ward, section 151.)
b. Difference between gerunds and nouns.
c. Use as adverbial nouns.
5. Infinitives: Note that infinitives parallel most of the noun
constructions. Put particular stress on infinitive with an
indirect object, as object of to, as object with an expletive, and
as a retained object.
Nouns: Master various uses.
Pronouns: Personal, demonstrative, indefinite. Stress distinction
between its and it’s, there and their.
Adjectives: Stress predicate and appositive uses.
Adverbs.
Prepositions: Distinguished from adverbs. Stress phrases and
their position. Distinguish from clauses.
:
* See the explanation of summary sentences under the treatment of the
paragraph, English 2.
COURSE OF STUDY FOR HIGH SCHOOLS 33
III. Punctuation: Paragraphing conversation. Use quotation marks:
To inclose the words of direct discourse. Through class exercises
in dictation cover the four cases of quoted words. (See
Clippinger, 527.)
One sentence, unbroken by comment.
One sentence, broken by comment.
Two sentences, unseparated by comment.
Two or more sentences separated by comment.
IV. Spelling:
Master Ward’s lessons in spelling, pages 1-176. Use dictation
exercises. Follow Ward (see page 21) in the marking of persistent
offenders. Show that, with the exception of a few “spelling
demons,” correct spelling is simply a matter of proper enunciation,
pronunciation, and syllabication. Stress the changes in “y” words,
formation of possessives, and the mathematical process of addition
involved in the use of prefixes, suffixes, and contractions. Do not
attempt Ward's elaborate treatment of the ie and ei words. The follow-
ing rule is suggested as simpler and covering most cases; use the jingle:
“I before E except after C,
Or when sounded as A, as in neighbor and weigh.”
The sentence, “Neither foreigner leisurely seized the weird height,”
contains most of the exceptions.
:
ENGLISH 2
LITERATURE
I. Payne's Literary Readings.
A. Snowbound, page 272.
Theme: problem.
Method of development.
Background—descriptions, customs.
Characters—worthwhileness, naturalness, emotional quality.
Choose lines that are typically descriptive.
. Notice lyric passage and its effect. (Time and change, etc.)
B. The Ambitious Guest, page 149. (See notes under I, English 1).
C. The Cask of Amontillado, page 390.
D. The Purloined Letter, page 398.
C. The Celebrated Jumping Frog of Calaveras County, page 477.
II. Iliad—Bryant’s Translation—Stress Book I—Hector-Andromache
incident Book VI, Climax Book XXII—Priam-Achilles incident
Book XXIV.
Build up background of Trojan War.
Theme and action used to develop it.
Study of the story in the light of national situations.
Study individual characters as representative of universal human
traits.
Study for beauty.
1. Dramatic passages and incidents.
2. Use of simile and metaphor.
3. Contrasts in character and scenes.
4. Epic characteristic— (Teacher should make clear the objective
quality of the epic, use of epithets and figures).
i
i
Sig. 2.
34 COURSE OF STUDY FOR HIGH SCHOOLS
III. Suggestions for further reading. (See note under IV, English 1.)
. Odyssey*.
Aeneid”.
The Nibelungenlied”.
Hiawatha.
Sohrab and Rustum—Arnold.
The Bridge of the Gods.
The Other Wise Man—Van. Dyke.
The Promised Land—Antin.
COMPOSITION
In English 2 continue narration, giving more attention to details of
sentence structure, use of words, punctuation, etc. Use letter writing
frequently. Insist on the correction of themes criticised by the teacher,
requiring the original theme to be returned with the revised or rewritten
copy. Make all criticisms constructive, encouraging a regard for Organ-
ization and form. Keep up the habit of review, by recurring again and
again to principles already studied.
Strive in English 2 for command of paragraph development, as in
English 1 for command of the topic sentence.
Text: Ward, Sentence and Theme, 177-end.
THE WHOLE COMPOSITION
I. Continue to impress the habit of organization by the use of the
card system in gathering and arranging material. (See Introduction.)
II. Keep the fundamental principles—Unity, Coherence, and Em-
phasis—at work by testing material as to whether it really groups itself
about one central idea; is in its natural order, properly related; and
really adds to the interest or suspense.
III. Begin the variation of narrative to test arrangement and articu-
lation of paragraphs. For instance, use a brief form of the Retrospective
Narrative, showing the parts and transitions.
Retrospective Narrative (The Jumping Frog is an example. Payne,
477. See also The Ancient Mariner, English 3).
A. Situation (or occasion).
B. Transition.
C. Retrospective narrative, with climax.
D. Conclusion (return to original situation).
IV. Letters:
A. Teach the form of letters; e. g., Business Letter. Ward, 231;
Clippinger, 113. --
Heading.
Address.
Salutation.
Body.
Complimentary close.
Signature.
* These may be read in translation or stories may be read from Gayley's
Classical Myths, or Guerber's The Book of the Epic.
COURSE OF STUDY FOR HIGH SCHOOLS 35
B. Qualities of Business Letters, Clippinger, 120, 121.
Clear (6 ponits for securing clearness).
Courteous.
Brief (but not Brusk).
Tactful (Clippinger, 127).
V. Write a business letter subscribing for a newspaper or magazine.
(Ward, 235.)
Write a familiar note to a friend explaining why you can not keep
an appointment. (Ibid.)
Write a letter announcing the sending of a package.
Write a letter to a relative or friend expressing thanks for a gift.
Write a business letter asking for information.
Write an excuse for tardiness.
VI. Themes: Simple or retrospective narratives. Should have
paragraphs enough to permit evidence of organization, but should not
be long.
In studying Mark Twain's The Celebrated Jumping Frog, take
occasion to teach the form of the retrospective narrative. (See Kavana
& Beatty.)
V. Suggested theme subjects combined with the literature studied :
A. Snow-Bound:
1. Relate experiences of your own somewhat similar to those
of being snow-bound; for instance, “Rained in for the night
at a deserted cabin;” “Quarantined;” “Laid up with a
broken leg.” Or, relate an imaginary experience such as,
“A night in the cabin of a ship during a storm at sea.”
Write a theme on the general topic, “Our Fireside on
Christmas Eve,” as follows:
a. In a paragraph describe your home living room as it
looked on Christmas Eve.
b. In a paragraph developed by details tell of the people
gathered at the fireside, describing each one in a care-
fully worded sentence or two.
c, d, e. Write a one-paragraph character sketch of each of
three principal or most interesting persons gathered at
the fireside.
f. Write a concluding paragraph in which you select some
detail for emphasis, such as a brief story related by one
of the characters, or the distribution of presents, or the
baby’s Christmas present, or the reading of a letter
from a boy of the family who was overseas.
Carefully fit these six paragraphs together, using such connecting
words, phrases, or sentences as may be necessary for theme coherence,
and modifying your paragraphs in any way desirable to make an effective
theme.
Your completed theme will be from 800 to 1,000 words.
B. The Ambitious Guest:
1.
2.
3.
Narrate the succession of your remembered life ambitions.
To show the simplicity of remote rural life introduce an auto-
mobile party to a mountaineer’s cabin.
Narrate your visit to a hastily deserted home, still exactly as
it was left when the occupants abandoned it. (May be an
imaginary picture of the war zone.)
36 COURSE OF STUDY FOR HIGH SCHOOLS
C. The Cask of A montillado:
Give a conversation, couched in the restrained, bland phrases of
Poe's story, representing a forced meeting, among strangers,
of two old-time enemies.
D. The Purloined Letter:
Write a brief narrative of school life based on the loss of a report,
a list of examination questions, a trophy, or a letter.
THE PARAGRAPH
(See paragraph under English 1 for the nature of the topic sentence
and the proof.)
I. Review of paragraphing conversation.
II. Stress on definite plan in the paragraph. To secure definiteness,
follow this outline. (The teacher will guard against the notion
that all paragraphs are organized according to outline. He will
use the outline, however, that the student may be led to demand
thorough organization in his writing.)
Paragraph Outline. (To be memorized.)
A. Topic Sentence:
1. Subject for discussion.
2. Statement about the subject.
B. Transitional Sentence.
C. Substantiation of statement about the subject:
1. Subpoints. -
2. Minor points.
D. Summary Sentence.
III. Treatment:
The principal work in composition in English 1 consisted in the
mastering of the topic sentence and in the substantiation of its statement.
In English 2, after a review of English 1, the teacher will proceed to
the new composition principle of the term; i. e., careful organization of
thought in the development of the paragraph. It is not enough to have
a good topic sentence and to follow it with a string of details that sub-
stantiate the topic statement. With all topic statements that admit
of such treatment the substantiating material should be grouped under
two headings, or subpoints. The number two is arbitrary. More would
produce an outline too cumbersome; whereas, fewer would make too
little demand on the mind for organization. Remember that organiza-
tion is a synonym for composition. &
A careful study of the subpoint should be made. An examination of
good models will reveal the fact that it is one of two or more ideas around
which the details of a paragraph group themselves. It makes for unity,
it is general (inclusive); it should not overlap with any other subpoint;
and it usually is not put into words. An inspection of Irving's para-
graphs in Rip Van Winkle will make clear these four characteristics. The
paragraph on page 9, lines 97-113, is a good example. Examination
reveals two subpoints: ready for sport, though unprofitable; ready for
giving aid to others, though unprofitable. These two ideas make for
unity in substantiating the topic statement, that Rip had an aversion to
COURSE OF STUDY FOR HIGH SCHOOLS 37
profitable labor; they are mutually exclusive, for they do not overlap;
they are general, for they embrace the specific notions of hunting and
fishing; running errands and officiating at husking bees; and in the
present case they are not stated in so many words. This last attribute
is a particularly desirable one; for the student will persistently look
for subpoints in set words rather than think out the natural grouping
of the ideas. Many paragraphs should be analyzed for their possession,
or nonpossession of subpoints. Other examples are, Payne, page 9,
lines 83-96. (Note here that the topic sentence takes up only a part of
the first sentence, page 24, lines 618–639.)
Like the subpoints the minor points have four characteristics; they
substantiate the topic statement; they are specific; they must be worth
while; and they should be interesting. The first of these was treated
under the paragraph in English 1. The discussion there should be
thoroughly reviewed. Too much stress can not be put upon the necessity
of being concrete, of being specific. All minor points must be subjected
to this test. On this score the average student is a frequent offender. He
usually needs much help in his efforts to replace nebulosity with details
really concrete. In this respect Irving will repay study. The same care
is needful in treating the two remaining attributes of the minor point,
worthwhileness and interest. Let the student continually check his
work by asking himself the following question : “If I were reading this
paragraph as the work of some one else, should I find the details worth
while and should I find them interesting?” “Keep the audience in mind,”
is a good slogan in all writing.
In addition to the big three of paragraph writing, the topic sentence,
the subpoints, and the minor points, two other devices, often used, help
toward easy and effective writing. One is a transitional, or expanding
sentence, leading from the topic sentence to the main body of the
paragraph. It sometimes restates the topic sentence in effective words;
it sometimes defines a particular term; it may state the subpoints. The
paragraph beginning in Payne, page 19, line 466, is a good example of an
expanding sentence.
The other device is the summary sentence. Its purpose is to bring
the paragraph to a well-rounded and effective close. There are many
ways of handling this final sentence. It may be a real summary of the
paragraph; it may be a climax; some figure of Speech; an epigram; a
quotation; an allusion, literary, biblical, or classical; or it may be a
repetition of the topic sentence in different words. Though no attempt
should be made to have the students write sentences illustrating all these
devices, yet a careful study of Irving will help in finishing off the
paragraph. *
IV. Paragraph types. After the paragraph ontline is well in hand,
the class should take up paragraph types. The two stressed in English 2
2.Te .
A. Particulars and Details.
B. Comparison and Contrast.
These types embody two of the most evident ways of thought grouping.
The former consists in developing the general statement of the topic
sentence by a number of particulars. These are the minor points. The
student will guard against the inclusion of them in the topic sentence.
38 COURSE OF STUDY FOR HIGH SCHOOLS
Comparison and contrast is another natural method of grouping.
Very often the subpoints of the paragraph will coincide with the two
sides of the comparison or contrast. The teacher should use Irving to
make clear the two types, and then should follow up with laboratory work
On original material till the class is at ease with them. For a paragraph
developed by particulars see Payne, page 10, lines 114 ff.; for contrast,
page 19, lines 452 ff.; for maintaining the topic statement by contraries
page 39, lines 97 ff.
THE SENTENCE
1. Aim : To acquire a sure feeling for grammatical relationships—
through sentence analysis and diagraming, through an understanding of
the relative, of subordinate clauses, and through the mastering of
punctuation, to lay a firm foundation for the sentence work of the second
year; to master the words most commonly misspelled; and to make a
start in correct usage.
II. Text: Semtemce and Theme, Ward, pages 177 to end.
III. Grammar of the Sentence:
A. Verbs:
Make a thorough review of distinctions between active and
passive, transitive and intransitive, and of verbals and of
agreement in number between subject and verb.
B. Nouns:
Review of noun uses, particularly in correlation with verbals.
C. Pronouns:
1. Review of personal, demonstrative, and indefinite pronouns.
2. Relative clauses: Restrictive and nonrestrictive clauses.
(Text, Ward, section 189); their punctuation; onission of
relative, omission of antecedent.
Interrogative:
a. Constructive.
b. Punctuation of quoted questions.
4. “It’’ and its uses.
D. Clauses:
1. Adjective: Correlate with the relative.
Stress restrictive and nonrestrictive.
2. Noun: Construction to be taught on basis of noun uses.
a. Conjunction onitted, Ward, section 193.
Ellipses.
Analysis and diagraming of sentences. . (Removal of sub-
ardinate clauses to be stressed as first step in anaylsis.)
3
;
1. Simple.
2. Complex.
3. Compound.
IV. Punctuation of Sentences. Master the twenty rules in Ward:
Don’t teach one rule and then drop the work. Reinforce by dictation and
by assignment from Ward’s practice sheets. Daily have errors from
students’ themes corrected by rule. Don’t let persistent offenders think
that they can “just get by’’ with only a passing grade. (See Ward, page
21 at end.)
COURSE O FSTUDY FOR HIGH SCHOOLS 39
V. Spelling. Finish Ward's spelling lessons. See note under Spelling
in English 1. Review lists of English 1. Become so familiar with Ward’s
lists that you can easily recognize any of their words wherever found.
Grade persistent offenders severely. (See above and IV.)
VI. Correct usage: Master Ward, Lesson 72.
ENGLISH 3
LITERATURE
I. The Ancient Mariner: *
A. Theme and its significance; quote to illustrate. Apply theme
to life.
B. Study form: poetic introduction, dramatic method introduced,
imagery, diction, metrical form and melody, contrasts figures
(review simile, metaphor; add, metonymy, alliteration, and
Onomatopoeia).
(Dore's illustrations of “The Ancient Mariner” are good.)
II. As You Like It. (See Drama in Introduction.)
A. Theme and its treatment in comedy form.
B. Character studies: Naturalness, human appeal, humorous
attitude.
C. Dramatization and oral reading of many scenes.
D. Memorization and application to life of many terse speeches.
(Students will show great interest in this application of
Shakespeare—as when no one present has a watch, “There is
no clock in the forest;” or when one is tired, “I care not for
my spirits if my legs be not aweary;” or if one is discouraged,
“How full of briars is this working day world.”
III. Silas Marner. (See Introduction under Novel.)
A. The teacher should introduce the novel carefully before the
students have books. A list of suggestive points or an outline
may be given the pupils.
B. The pupils should then be allowed sufficient time for reading.
If necessary, other work may occupy the class time while the
reading is being done.
C. Then study and discussion along the lines suggested may be
taken up in class.
In Silas Marner stress character.
IV. Suggestions for further reading. (See note under IV, English 1.)
A. Twice Told Tales—Hawthorne.
B. The Sketch Book—Irving.
C. Lorna Doone—Blackmore.
D. The Little Minister—Barrie.
E. Up From Slavery—Washington.
V. History of English Literature—Long. Chapter II. (See Introduc-
tion on Teaching of History of Literature.) Stress Anglo-Saxon ele-
ments in our literature. Strive to awaken pride in our literary heritage.
Analyze several fine paragraphs such as those on pages 24, 25 and 29.
Most of the time should be put on Beowulf. Treat the Northumbrian
period merely with reference to its influence. In using Long the teacher
should seek to interest the class in the subject: e. g., Beowulf, and
should make no assignment till this reaction has been secured.
40 COURSE OF STUDY FOR HIGH SCHOOLS
COMPOSITION
In third term English continue narration and letter writing and
introduce the study of description. In the longer themes in narration
insist on organization and articulation, applying the principle of coher-
ence, which is emphasized in this term in the study of the paragraph.
Confine the descriptive themes chiefly to a single paragraph, using the
devices for paragraph development that are stressed in this term. In
the letter writing assign actual letters to actual people. These may be
of a vocational nature, students selecting a certain industry or profession
for special study and writing to local or national leaders for information.
Require some of the work, at least, in the usual form for posting—
envelope and all. Encourage good taste in the selection of stationery,
addressing of envelope, etc. Discourage affectation.
Text: Clippinger, Written and Spoken English, Chapters I, II. (Parts
parallelling Ward, already taught, may be omitted.)
THE WHOLE COMPOSITION
I. Keep tab on the continued use of the card system for gathering
and organizing material.
II. The principle of coherence is chiefly stressed in this term by
teaching transition between parts, by use of proper construction, con-
nectives, etc. It accompanies the detailed treatment of coherence within
the paragraph in the study of the paragraph. As the principles of unity
and coherence are applied to sentences in this term keep in mind their
application to the whole composition.
III. Description :
A. Definition, Clippinger, 23.
B. Kinds, Clippinger, 24.
Scientific.
Artistic.
C. Point of View, Clippinger, 24.
The point of view is the chief consideration in securing unity
in description.
D. The framework and details, Clippinger, 25.
E. Devices for developing descriptive paragraph. &
Particulars and details, Clippinger, 26. (See The Paragraph,
this term, following.)
Comparison and contrast, Clippinger, 28. (See The Paragraph,
this term, following.)
F. The Outline, an aid to descriptive writing, Clippinger, 22, 23.
IV. Plot in narrative. In continuing the study of narrative, and in
correlation with the study of Silas Marner, teach the essentials of plot,
the element of suspense, in stories:
A. Definition :
Plot is the element of suspense in a story comprising a com-
plication of incidents that are graphically unfolded, often by
unexpected means.
COURSE OF STUDY FOR HIGH SCHOOLS 41
Characteristics:
1. (a) Plot must be natural.
(b) Plot must be such as springs from the subject.
2. (a) Conclusion must be probable.
(b) Conclusion must be a consequence of all that went
before.
. Elements of Plot:
1. Chiefly mechanical or physical:
a. Mistaken (or unknown) identity; e. g., Rosalind in As
You Like It; Viola in Twelfth Night; Eppie in Silas
Marner.
b. Striking resemblance; e. g., Carton and Darney in Tale
of Two Cities; Prince and the Pauper.
c. Lost document, letter, treasure, or person. The Pur-
loined Letter; Treasure Island, etc.
2. Chiefly Psychological.
a. Effort to reach a goal (may be largely or partly mechan-
ical); e. g., Treasure Island; The Other Wise Man.
b. Growth in character; e. g., Romola; Scarlet Letter.
c. Spirit of Revenge; e. g., Cask of Amontillado; Othello.
d. Power of one mind or person over another; or power of
man over environment; e. g., Robinson Crusoe.
e. Combination of mechanical and psychological elements
common.
V. Letters. Study the characteristics of the social letter. Clip-
pinger, 42.
Formal invitations and replies in the third person.
Informal notes of invitation, with replies.
Letter of Congratulation, Clippinger, 48, 297.
Letter expressing sympathy to some friend who is bereaved or ill.
Letter expressing appreciation of hospitality recently received.
Letter requesting to be relieved from some committee appointment
or assignment.
VI. Suggested Theme Subjects Combined With the Literature Studied:
A. Ancient Mariner. (1) Part I. Write a brief retrospective
B.
C.
narrative as told by a returned sailor, of how his destroyer
came through a struggle with storm and ice during the war.
(2) Parts II, III. Based on a souvenir from a ship torpedoed
during the war, let a returned sailor tell of his experiences
adrift in an open boat. Keep in mind the keynote of the poem
“He prayeth best who loveth best all things both great and
small.”
As You Like It. Using the plot device mistaken identity, write
a brief narrative dialogue between a girl in a khaki uniform
at a mountain postoffice near the summer camp, and a timid
young man from the city who has just alighted from a stage
on his way to visit this girl at the camp.
Silas Marner. Taking some one of the several episodes of the
book exemplifying plot elements—missing treasure, mistaken
(or unknown) identity, effort to reach a goal, development in
character—write a parallel episode from your own experience.
42 COURSE OF STUDY FOR HIGH SCHOOLS
THE PARAGRAPH
I. A thorough review (including the writing of paragraphs) of the
paragraph principles laid down in English 1 and 2.
II. Analysis of paragraphs from the second chapter of Long's History
of English Literature. This analysis should be written in outline form.
Especial pains should be taken to get the student to use the analysis
method of study not only in English but in all topical subjects such as
history and science. The student should identify the paragraph types of
particulars and details, comparison and contrast, whenever they appear.
The student will note that sometimes there is no topic sentence, that
Sometimes the topic statement is only a part of a sentence, that sometimes
it appears in the middle or at the end of a paragraph, and that some-
times there are no subpoints. He will note all transitional devices in
words, phrases, clauses, and sentences that link the paragraph with the
preceding one.
III. Coherence Among the Parts of the Paragraph. This is the chief
work on the paragraph in English 3. A good beginning should have
been made in English 2 with the mastering of the subpoint.
Coherence in the paragraph is produced by:
A. Proper subordination and coordination, resulting in a real
knitting together and logical arrangement of thought.
B. Skillful use of transitional expressions:
1. Carrying-forward words and phrases.
2. Looking-backward words:
Pronouns, adjectives, phrases, picking-up words.
Conjunctions.
Repetition.
Parallel structure.
Summary sentence.
Irving is a storehouse of examples illustrating how to secure coherence
in the paragraph. On page 9, lines 97 ff. of Payne we find careful
coordination of thought into two headings with various details properly
subordinated. We observe, too, logical arrangement in passing from
willingness to work for oneself provided the work was unprofitable, to
willingness to work for others provided no profit accrued. Looking-
forward words, such as furthermore, moreover, are rarely seen in such
writings as Rip Van Winkle, for they are more suitable to exposition.
But looking-backward words are very common. There are the pronouns
such as he, this, her, their, that appear everywhere; there are adverbs
such as here and there, too and also; there are phrases such as of the kind,
page 10, line 145; but most felicitous of all are the picking-wp words.
These are synonyms, or cognates in meaning or derivation, to some word
or expression that precedes. Thus in line 145 “lectures” picks up “torrent
of eloquence” in the preceding sentence; in line 180 “contents” refers to
“newspaper” in line 178. Repetitions and parallel structure also help to
secure coherence in the paragraph. Thus in the paragraph on page 9,
the repetition in he would sit, he would carry, and he would never refuse,
makes for coherence. Of great help in making a paragraph stick together
is the summary sentence. It performs the function of the bottom of a
bottle; it keeps the contents from dropping out. Examples from Rip Van
Winkle are found in Payme, page 10, lines 111-113; and page 15, lines
304-308.
:
COURSE OF STUDY FOR HIGH SCHOOLS 43
THE SENTENCE
I. Aim :
A. To make the student sentence sure through mastery of the
idea of completeness in the sentence (unity).
B. To break down improper, weak coordination and to bring
about good coordination and subordination in the form of the
sentence according to the relationship of the ideas to be
expressed (coherence).
II. Points of attack:
A. Use of Ward, especially in regard to the verbal, the relative,
and punctuation.
B. Analysis of sentences: In attacking any sentence, before
analyzing, or correcting, or construing, always begin as follows:
Remove subordinate clauses (or clause).
Find main verb.
Find subject of main verb.
Find complement of main verb.
The point in question : namely, the construction of a word
or the correction of an error.
Whenever the teacher perceives that the class does not
understand the meaning of a sentence in English, history
or any other subject, he should approach the sentence as
above.
C. The study of the principles of unity and coherence and the
correction of sentences from Clippinger.
D. The construction of original sentences involving the principles
of unity and coherence. In assignments, the teacher should
usually require the illustration of two or more principles in
One Sentence so as to avoid such useless type of sentence as
“I see a dog.”
E. The correction of sentences from students’ compositions: This
step is most important. Almost daily some sentence should be
revised with a student working before the class at the board.
The following process is recommended:
1. Sentence for correction: Everybody looks out for their
pocketbooks.
2. The error is one of coherence. It is due to faulty agreement.
3. Remedy: Change “their” to agree with its antecedent
“everybody” in number.
4. Revised sentence: Everybody looks out for his pocketbook.
F. Correlation with punctuation.
See Clippinger, chapter VI. Punctuation.
:
III. Texts:
Sentence and Theme, Ward.
Written and Spoken English, Clippinger, chapter V.
Sentence structure: Chapter VI, punctuation; chapter VII, the
use of sentence parts; chapter XIV, capitalization and punc-
tuation; chapter XV, connectives in sentence structure.
COURSE OF STUDY FOR HIGH SCHOOLS
IV. Unity Owtline. Stress the elimination of these three violations
of unity:
A. The run-on sentence: i. e., the running of two sentences into
one, or the socalled “comma blunder,” Clippinger, pages
177, 178.
1. Methods of revision:
a. By punctuating as two sentences.
b. By the proper placing of a semicolon.
c. By subordinating some part.
B. The fragment sentence: i. e., the punctuation of a dependent
clause, a phrase, or a nondescript group of words as a com-
plete sentence. Here apply the outline in II B above. See
Clippinger, pages 157–160; 455, 456. r
C. Rambling sentence: i. e., the and—and—and sentence.
See Clippinger, pages 160-162.
V. Coherence Outline:
A. Through proper arrangement.
Parts closely related in thought should be placed near together.
Special care should be given to the position of “only.” The
parts of the correlative conjunction should precede like con-
structions. See Clippinger, pages 172, 173 and 461–463; 474-
479.
B. Through proper agreement:
1. In pronouns. See Clippinger, 204-212; 479, 480.
a. A pronoun should stand as close as possible to its
antecedent.
b. A pronoun should agree with its antecedent in gender,
number, and person. Its case depends upon its use
in its clause.
c. The antecedent of a pronoun should be unmistakable.
d. A relative pronoun acts as a connective; hence no other
conjunction should beused with it for junction with
the antecedent clause. See Clippinger, pages 450, 451.
e. A relative clause within another relative clause should
be avoided.
f. The best usage demands a one-word antecedent for a
relative pronoun.
2. In participles: See Clippinger, pages 163–171, 474-477.
a. Participles should not be used without a base word.
b. A loose participial phrase at the end of a sentence
should be avoided.
3. In verbs: See Clippinger, pages 195-204; 463-465.
a. The verb must agree with the subject in number.
b. Unnecessary shift in voice or tense should be avoided.
C. Through proper connection:
1. The part of the thought which is subordinate should be
put in subordinate form. This is very important. Too
much can scarcely be done if the thought relations are
made the basis for construction or reconstruction. See
Clippinger, pages 155-163; 440-447; 450-454.
COURSE OF STUDY FOR HIGH SCHOOLS 45
ENGLISH 4
LITERATURE
I. Gareth and Lynette:
A. Teacher should introduce the work with a presentation of the
Idylls as a cycle. Read to the class “The Dedication,” “The
Coming of Arthur,” and “The Passing of Arthur,” and tell
the story of Guinevere, if it is not read outside.
Library work and reports on chivalry, with other stories retold.
Theme and its development with special reference to the
allegory.
Ethical import with definite applications to modern life.
Character studies, especially contrasts, i. e., Arthur and
Lancelot, Guinevere and Elaine, Gareth and Lynette.
Beauty; imagery; specific phrases; melody; figures (review
simile, metaphor, metonymy, alliteration, and onomatopoeia;
introduce personification and apostrophe).
G. Memorization: The Vow (from Guinevere), “I made them lay
their hands in mine—until they won her.”
II. A Tale of Two Cities. (See introduction under Novel.)
A. Preliminary reading or discussion of first few chapters, before
assignment is made, to forestall indifference, eliminate diffi-
culties, and arouse curiosity. Then allow students to read
the book. *
Theme and broad lines of development.
Ethical element with comparisons of modern situations.
Character studies; motives, struggles, triumphs, types or
individuals, victims.
Visualization of vivid descriptions, actions, and dramatic
incidents.
Structure; plot as determined by characters or setting: sub-
plot and its purpose; foreshadowing; mystery; suspense,
climax, solution.
:
III. Suggestions for further reading:
A. Lancelot and Elaine.
B. Guinevere (to be read with the study of the Idylls).
C. David Copperfield—Dickens.
D. Oliver Twist—Dickens.
IV. History of Literature—Long, chapter III (see notes under Eng-
lish 3). Stress historical introduction, the Arthurian romances, the
ballad, and the lyric. Correlate with the term classics, make assignments
only after interest has been aroused. Analyze and condense paragraphs.
COMPOSITION
In English 4, narration and description are continued for sustained
practice and drill. Exposition is introduced for special study followed
by argumentation. Letter writing takes up new forms and involves
additional practice and some new principles. Strive for correlation in
applying the principles of unity, coherence, and emphasis, to the sentence,
46 COURSE OF STUDY FOR HIGH SCHOOLS
the paragraph, and the whole composition, showing how the use of each
of these principles in building the smaller unit is paralleled, in general,
in the building of the larger unit. By relating all detailed instruction
to the fundamental principles, and by occasional summaries, outlines,
and diagrams, try to clinch each step in advance, making it, both in
practice and in theory, an actual possession of the student.
THE WHOLE COMPOSITION
Text: Clippinger, Written and Spoken English, chapters III, IV.
(Omit debate.)
I. Test for prevision and organization by use of the card system.
(See Gathering and Arranging Material.)
II. The principle of emphasis as applied to the sentence in this term,
completing the initial study of the three principles of style in the sentence,
is illuminating when applied to the whole composition. So, too, are the
devices for coherence as summarized in review on the Sentence. Especially
helpful is the treatment, under the paragraph, of the introductory and
transitional paragraphs. The study of cause and effect as a type of
paragraph development, emphasized in this term, is especially applicable
to exposition and argument.
III. Eacposition.
Forms of discourse. (Review.)
A. Narration:
t 1. Aim, to tell a story.
2. Key word, action.
3. Subject matter, the action of a particular person or group
of persons during a particular period of time.
4. Definition. Narration is that kind of discourse that relates
what particular persons or things did during a particular
time.
B. Description:
1. Aim, to give a picture.
2. Key word, appearance.
3. Subject matter, a particular person or thing.
4. Definition. Description is that kind of discourse that
suggests how a particular thing appealed to the senses of
the writer or speaker. -
C. Exposition:
1. Aim, to make clear an idea.
2. Key word, explanation.
3. Subject matter, general or abstract ideas.
4. Definition. Exposition is that form of discourse that
explains general or abstract subject matter.
D. Argumentation:
Aim, to prove a proposition.
Key word, conviction.
Subject matter, a declarative statement called a proposition.
Definition. Argumentation is that kind of discourse the
chief purpose of which is to change the opinions of others
so as to cause them to believe or to act as the speaker or
writer wishes them to believe or to act. (Clippinger, 132.)
:
COURSE OF STUDY FOR HIGH SCHOOLS 47
IV. Types of Ea:position:
A. Exposition by definition (Clippinger, 79).
Definition by synonyms.
Definition by logic.
Examples.
Enumeration of details.
Comparison.
Contrast.
. Cause and effect.
B. Exposition by division:
The outline. See introduction, “The Outline,” also Clippinger,
90, 246, 247.
i
V
L
€
t
t
€
7"
S
Notifying of change of address, Clippinger, 121.
Requesting a recommendation, Clippinger, 123.
Expressing appreciation of letter of recommendation.
Inviting another school or a society of another school to hold
a joint contest, Clippinger, 135.
Making application for a position, Clippinger, 281.
Requesting a statement of your account.
Calling attention to an error in your account.
An order, in tabular form, for books, Clippinger, 125.
Request to a higher institution of learning for a copy of its
catalogue.
Of introduction, Clippinger, 353.
J.
THE PARAGRAPH
I. Review of principles from English 1, 2, and 3, with writing of
paragraphs.
II. Analysis of paragraphs from the third chapter of Long, Tale of
Two Cities, and other term classics. Especial attention should be given
here to the condensation of the paragraph into one sentence. The con-
densed sentence is no mere rehash, but a carefully composed resume of
the main thought of the paragraph.
III. The introductory paragraph:
A. Usually short; often only one sentence.
B. Sets plan of whole composition.
C. Easy bridge to subject: An example of an introductory para-
graph appears in Payne, page 382.
IV. Transitional paragraph:
The transitional paragraph performs the same function in the
composition as a whole that the transitional device does in the
single paragraph. It harks back and looks forward. It is of par-
ticular use in exposition and argumentation. An example of this
kind of paragraph appears in Payne, page 40.
V. Types.
A. Old. (Review.)
1. Particulars and detail.
2. Comparison and contrast.
48 COURSE OF STUDY FOR HIGH SCHOOLS
B. New : Cause and effect.
(See Payne, page 11, lines 152-164, for an example.)
VI. Stress on summary sentence.
See under English 2 and English 3.
THE SENTENCE
I. Aim : To complete the mastery of sentence unity and coherence;
to make a good start in sentence effectiveness through variety and
emphasis.
II. Texts: Written and Spoken English, Clippinger; The Century
Handbook of Writing, Greever and Jones.
III. Review of unity and coherence:
A. Points of attack. See English 3, The Sentence II.
1. Through use of exercises from The Century Handbook.
2. Through analysis of such sentences from term classics as
need analyzing to be understood.
3. Through writing of original sentences.
4. Through correction and revision of sentences from students’
themes.
IV. Unity (to be memorized) :
A. The run-on sentence (comma splice), The Century Handbook,
18 and 19 A.
B. The fragment sentence, ibid., 1, 2, 9 and 16.
C. The rambling sentence, ibid., 12.
V. Coherence (to be memorized):
A. Through proper arrangement:
The Century Handbook, 24, 27, 28, 29 C.
B. Through proper agreement:
1. In pronouns:
a. A pronoun should stand as close as possible to its
antecedent; ibid., 20.
b. A pronoun should agree with its antecedent; ibid., 33.
c. The antecedent of a pronoun should be unmistakable
(not ambiguous), ibid., 21, 29 A.
d. A relative acts as a connective; ibid., 17.
e. A relative clause within a relative clause should be
avoided.
The best usage demands a one-word antecedent for a
pronoun; ibid., 22.
2. In participles:
The dangling participle; ibid., 23, 29 B.
3. In verbs:
a. The verb must agree with its subject in number; ibid.,
33, 39 C, 52 C.
b. Unnecessary shift in voice and tense should be avoided;
32, 33, 39 B and C, 55 C.
f.
COURSE OF STUDY FOR HIGH SCHOOLS 49
C. Through proper connection:
2.
3.
The part of the thought which is subordinate should be
put in subordinate form; ibid., 12, 13, 19 D and 42.
The compound sentence should be used with the greatest
care; ibid., 14, 19 C. -
An accurate conjunction should be sought to express the
relation; ibid., 36 and 39 D.
VI. Emphasis in the sentence:
A. Points of attack:
1.
2.
3.
Through original sentences imitating models to be found in
A Tale of Two Cities.
Through original sentences satisfying certain definite
assignments.
Through reconstruction and substitution: The material for
this work is to be taken from the students’ compositions
and from The Century Handbook.
Involving especially:
a. Synthesis. For the purpose of reducing monotonous
predication, select sentences from students’ themes.
Have these combined in various ways; for example, of
two sentences one may be reduced to a relative clause,
or a participial or a prepositional phrase; it may be
made into a noun clause.
b. Mutation. For the sake of securing sentence variety,
have changes made from word to phrase or clause; from
phrase to clause or word; from clause to phrase or word.
B. Devices for securing emphasis: The Century Handbook, 49.
1.
:
7.
Placing important idea in important position: The Century
Handbook, 40, 41, 42.
Periodic form; ibid., 43.
Climax; ibid., 44.
Balanced sentence; ibid., 46.
Use of the active voice; ibid., 46.
Repetition; ibid., 47 and B, 48 A. (Very important.) Drill
long and often on series in word, phrase, clause, sentence.
Variety; ibid., 48 B.
VII. Punctuation: Review.
Especially punctuation of restrictive and nonrestrictive phrases
and clauses. (See Ward.) Also punctuation of the possessive of
the compound sentence; of series.
VIII. Spelling: Review lists from Ward.
ENGT,ISH 5
LITERATURE
I. Antigone—Plumptre’s Translation (at discretion of teacher).
A. Religious origin and Greek stage (by teacher).
B. Mythological background.
C. Simplicity.
D. No technical analysis.
50 COURSE OF STUDY FOR HIGH SCHOOLS
II. The English drama.
A. The Mystery Play.
1. Its nature and origin.
2. The Deluge (Everyman’s edition). (At discretion of
teacher.) (Not for detailed study.)
B. The Morality Play.
1. Its place in the development of the drama.
2. Everyman. (At discretion of teacher.) (Not for detailed
study.)
C. Shakespeare (three plays). (See introduction under Drama,
also II, in English 3.)
1. Julius Caesar.
a. Theme and its development in tragedy.
b. Character studies; contrasts and foils, Brutus and
Cassius; Caesar and Antony; motives, especially in
Brutus and Cassius.
c. Political situations in comparison with modern affairs.
2. The Merchant of Venice.
a. Theme and its development through a combination of
four stories, or
A Midsummer Night's Dream.
a. Theme and its light treatment in fairy element.
3. Twelfth Night.
a. Especial attention to character, or
The Tempest.
a. Theme.
b. Character: Nobleness, naturalness.
c. Lyric quality showing Shakespeare's farewell.
D. Comus (if time permits).
1. Preliminary interpretation by teacher.
2. Characteristics of the masque.
3. Ethical teaching with applications.
E. The Rivals (if time permits, for rapid reading only).
III. Suggestions for further reading:
. The Piper—Peabody.
The Blue Bird—Maeterlinck.
The Servant in the House—Kennedy.
Sherwood—Noyes.
Chanticler—Rostand.
Milestones—Bennet and Knoblauch.
The King's Threshold.
The Old Lady Shows Her Medals—Barrie (in Echoes of the
War and Current Opinion, July, 1917).
IV. History of Literature—Long, chapters IV and VI (see notes.
under I and III, English 3). Study the history of the several periods.
Make outlines (see Outlining under Introduction). In chapter IV, interest
the class in Chaucer by reading to them from his prologue. Make brief
reference to Langland and Wyclif. In chapter V touch on the Utopia
and on the Morte d' Arthur. In chapter VI analyze the paragraphs on
the comparison between Chaucer and Spenser. Omit the minor writers.
Study the origin of the drama in connection with the term classics and
A
i
COURSE OF STUDY FOR HIGH SCHOOLS 51
readings. Stress Shakespeare. Do little with his successors, or with
the prose writers. Take time to read one or two of Bacon’s short essays
to the class. Analyze and condense many paragraphs and note how
Long makes transitions between them.
COMPOSITION
The course in composition does not attempt to dispose of any one form
of discourse or any one principle of composition or quality of style at a
single stroke. Rather, the subject is attacked again and again, until the
habit of right usage is established. The treatment of any topic does not
involve mere repetition, however; it is cumulative, leading from simple to
complex, and from elementary to advanced forms. In the four terms of
the first two years, practically the whole field of composition has been
covered in an elementary and constructive fashion giving the student
who progresses thus far a working acquaintance with the elements of
good usage and the principles of style.
In English 5 the newspaper and periodical are studied in class, both
for the purpose of recognizing and practicing the various forms of
expression, such as the editorial, the news report, the book review, and
the short story, and for the purpose of establishing standards of judging
the value of a periodical. An elementary scheme of news writing is out-
lined for those schools which have a school paper or a contributing staff to
the local paper. The editorial is treated as a form of journalistic
exposition.
THE WHOLE COMPOSITION
Text: Clippinger, Written and Spoken English, chapter IX.
I. Themes that show organization and articulation—careful prevision
and nice joining together.
II. Keep stressing the three fundamental principles, unity, coherence,
and emphasis, as applied to each new type of discourse taken up—in this
term exposition in the form of the news article and the editorial.
III. Letters. Letters of inquiry (various specified, types), Clip-
pinger, 279, 280, 352, 353; letters of application, Ibid. 281, 282; letters of
request, Ibid. 283; letters of gratitude, Ibid. 283, 284; letters of informa-
tion, Ibid. 354; letters of introduction, Ibid. 355.
IV. News Writing. Where the teacher finds that facilities or
resources for effectively handling news writing are not favorable, and
prefers to teach dramatic writing (conversation, dialogue, and drama),
she may substitute from chapter XI in Clippinger the study of drama
for the study of news writing as set forth here and in chapter IX, Clip-
pinger. In this case study carefully the drama in the Introduction and
Plot in English 3.
Unless some periodical is available for publishing the best school
news written by students in news writing, it is not worth while to take
up this work. The local newspaper and a school paper are the periodicals
most frequently employed.
Success in publishing news written by students depends upon their
honest efforts to learn what news is and how to gather and write it in
exact and simple form for the press. The flippant, insincere, shallow,
52
COURSE OF STUDY FOR HIGH SCHOOLS
opinionated and half-developed news story, too often written for amuse-
ment, will soon cause rejection of school news in the local paper and kill
the school periodical that publishes it.
News interests many persons by telling them something they wish or
ought to know, or by arousing some emotion. By putting self in the place
of the prospective reader one may select news from the myriad school
happenings with at least some degree of real success.
A. News Materials. Students may be trained to look for mews
naterials in:
1.
:
Student Affairs: (a) enrollment, (b) offices, (c) activ-
ities, athletic, social, etc., (d) promotion, (e) unusual dis-
tinctions—special assignments, position in club, committee
assignment, etc., (f) unusual accomplishment.
Faculty: (a) personnel, (b) staff positions, (c) Special
fitness for position when first employed, (d) public
addresses and other activities.
School Board: (a) meetings, (b) policy for betterment of
school work, etc.
School building and ground.
Parent–teacher meetings, officers and activities.
Distinguished speakers and other visitors.
Anything unusual, if creditable to School.
Anything else of value to school and interest to readers.
B. Collecting the News:
1. Seeing the events or conditions, (observation). (a) Per-
sonal observation is much the best method of reporting.
(b) Train the student to see completely and note accurately
all essential phases of the events or conditions. (c) Get
names, initials, and spelling just right—very hard to do.
(d) Get facts straight and entirely free of opinions and
rumors—editors will attend to the opinions and the village
gossips to the rumors. (e) Identify all important persons
mentioned by exact residence, position, title, if any, and
be sure to get these straight. (f) In quoting oral or writ-
ten material get the quoted matter right. If the exact
words can not be recalled, make the quotation indirect.
Usually one or two choice sayings should be quoted.
2. Interviewing others who saw them.
3. Reading reports, records, and other documents.
C. Organizing the News Story:
1. The lead. (a) Study carefully all news materials collected
to find the most important fact noted. It will be the first
thing written and is called the lead. (b) The lead will tell
who or what did, received, or was something; what was
done, etc.; when; where; and possibly why, how, with
what effect, etc. (c) The most important one of these lead
elements will make the “feature.” Finding it, called “pick-
ing the feature,” is essential to the success of the story.
The news writer should be thinking over the lead and the
feature while going from where he gathered to where he
will write his news.
COURSE OF STUDY FOR HIGH SCHOOLS 53
2. The body. (a) The body explains the lead by giving minor
facts in the order of their importance. (b) After having
selected the lead the news writer should think out the
relative order of importance of the remaining facts. A
note of these in order will form the outline for the story.
D. Writing the News Story:
1. Literary requirement. (a) Simple style. (Style is largely
the materials—words—used to convey the meaning.) Ac-
curate, short, Snappy words conduce to simple style; high-
sounding words to florid style; technical words to technical
style; slangy words to slangy style, etc. Avoid “bromides”
—such as “took his departure” for “left.” (b) Clear and
forcible structure. (Structure is largely how the materials
are put together). Peculiarity. Precedence of the import-
ant is the only difference between good English and good
newspaper English. Put the most important paragraph
first, the most important sentence—the lead—first in the
paragraph and the most important word—the feature—as
near the front as possible; it must appear in the first six
words. Principles. Together the style and structure must
Secure unity, coherence, and emphasis. The story must not
only be exactly true, but it must be clear and forcible. Short
words—if word is spelled two ways use the shorter—short
sentences, short paragraphs, short stories, will help.
(c) Capitalization and punctuation—Never use either
capital letter or punctuation mark without knowing where
it is required. If in doubt, don’t.
E. Mechanical Preferences:
Use of typewriter. Copy paper, 8% inches wide, written on
one side. First paragraph of story, 3 inches from top of
page. Unmistakable paragraphing.
F. Illustration of Narrative Composition Treated as News Story.
Narrative composition—The Lyceum Syndicate has offered
the School Board of this district a contract calling for the
payment by the board of three hundred dollars for a series of
six entertainments to be supplied by the syndicate within the
year. The contract provides that the dates are to be selected
by the manager of the syndicate, and that every pupil must
buy at least two tickets for each entertainment, one of which
must be presented at the door by the pupil purchasing it. The
other ticket or tickets purchased must be sold and their price
turned in at the door. The board was unable to persuade the
agent of the syndicate to modify these provisions, and voted
to reject the contract.
(Note that the thing most important to the readers—rejection
of contract—is not learned till the end of the composition. In the
news story this becomes the lead.)
News story—The Lyceum Syndicate contract calling for
the payment of $300 by the School Board, for a series of six
entertainments has been turned down with a bang. It pro-
vided that the dates of entertainment be selected by the
*
54
COURSE OF STUDY FOR HIGH SCHOOLS
manager of the syndicate, and that every pupil buy at least
two tickets for each entertainment. One must be used by the
pupil and one or more sold. The school board was unable to
get these provisions changed.
(Note that the lead gives all the vital information. The sentences
following it merely explain the lead, and may be cut out without
destroying unity. If crowded for room the publisher would cut off
the last sentence first, then the next to the last, etc., till he reached
the lead. Isn't it interesting to have a unit, then slash it in this
way and still have a unit?)
High School Text—Journalism for High Schools, Charles
Dillon, news editor, Topeka Capital Journal, published by
Lloyd Adams & Noble, N. Y. -
V. Editorial Writing:
A. Differentiation from news item:
B.
;
1. News item—an announcement of a happening.
2. Editorial—a comment on the significance of that happening.
Purpose:
1. To mold public thought by persuading readers to think as
editor does.
2. Often definitely aimed to direct public action.
Style: Serious, humorous, satirical.
Spirit: Fair and sincere; or prejudiced.
Treatment: º
1. Constructive:
a. News item (a bridge).
b. Theme—statement of “problem.”
c. Clearing away of objections. (Connect with principles
- of argumentation and persuasion.)
d. Solution.
e. Conclusion.
2. Destructive:
a. News item (a bridge).
b. Statement of positions (problem for solution):
(1) Of opponent.
(2) Of writer.
c. Exposition of writer’s position.
d. Refutation. (Connect with principles of argumenta-
tion and persuasion.)
e. Conclusion.
3. Illustrative. (Either constructive or destructive; pre-
ponderatingly illustrative):
a. Statement of problem.
b. Proof by example or incidents. (Connect with prin-
ciples of argumentation and persuasion.)
c. Conclusion.
Value:
1. Cultivation of judgment.
2. Seeing significance of events.
3. Selection of pertinent point.
COURSE OF STUDY FOR HIGH SCHOOLS 55
THE PARAGRAPH
I. Review of paragraph principles with stress on relevancy of
material, avoidance of wordiness (see Clippinger, page 84 on “iteration”),
and sufficiency of development. -
II. Paragraph analysis; e. g., from Long with stress on how to study
topically.
III. The transitional paragraph and how Long manages it.
IV. Subpoints. The class should pay particular attention to finding
subpoints in paragraphs from Long; also frequently the teacher should
present a topic sentence to the class for division into subpoints. The
process should be kept up throughout English 5 to 8.
V. The expository paragraph: Most of the paragraphs written this
term should be of the expository type. The teacher should master
thoroughly the characteristics of exposition as laid down in Clippinger
and see to it that the class understands them. It is important for the
students to realize thoroughly that exposition deals with general traits.
A good way to make clear the nature of this form of discourse is by
comparing it with description. Description is emotionalized exposition.
To illustrate: Let us choose the subject of mince pies. I might recount
how mince pie is made, any mince pie, by any cook, in any kitchen—that
would be exposition; or I might choose an emotional point of view that
would aim to recall to you the mince pies your mother used to make. In
that case all the cold facts of the process become vitalized with feeling:
The apples are no longer any apples but Rhode Island Greenings from
the old farm; the spices are concocted by no rule of domestic science but
by the infallible intuition of mother; the liquor comes from no counter
but from the family cellar; and finally when the pie comes to the table
smoking hot from the warming oven, marked with T. M. for “”Tis mince,”
then—that would be description.
THE SENTENCE
I. Aim : To assure force in the sentence through inversion, trans-
position, elimination of redundancy, enlargement and refinement of
vocabulary.
II. Sentence Structure: e
A. Review of unity, coherence, and emphasis from English 3 and 4.
Note particularly the instructions under “points of attack.”
Keep up exercises in sentence synthesis and mutation.
B. Sentence analysis. To be used for arriving at meaning of
difficult passages in term classics.
C. Condensed sentences. Condensation of paragraphs from Long
and passages from term classics.
Not a hazy giving of substance of passage in student’s own
words but a carefully wrought-out sentence.
III. Grammar of the Sentence:
A. The Verb:
1. Review of Ward’s test for transitive and intransitive.
2. Review of tense signs and of formation of tenses.
56 COURSE OF STUDY FOR HIGH SCHOOLS
3. Review of verbals from Ward.
4. Stress on principal parts of verbs and misused forms.
Clippinger, pages 199-204.
Nouns:
Review of formation of possessives and plurals.
Pronouns: Clippinger, pages 204, 212.
Adjectives and adverbs. Clippinger, pages 212, 217.
. Conjunctions: Review of classification.
IV. Punctuation. To be handled on basis of student errors. Do
much board work.
V. Spelling. Hit hard at any misspelling of words found in Ward's
lists.
VI. Correct usage. Clippinger, pages 230, 239; The Century Hand-
book, sections 60–64, 69 A and B.
ENGLISH 6
LITERATURE
I. Essay on Burns and poems in the Ginn & Company edition.
A. See Introduction under Essay.
B. Ethical quality and human appeal.
C. Estimates of a man’s worth.
D. Treatment of poetry as an expression of sincerity of author.
(Established standards for judging poetry and use in read-
ing of modern poetry.) Compare modern poets, Brooks,
Seeger, with Burns.
E. Model for more formal essay.
II. Macbeth.
A. See Introduction under Drama and outlines in III under
English 5.
B. Develop the quality of tragedy as it results from motives and
action; stress Nemesis.
C. Character studies and contrasts, especially Macbeth and Lady
Macbeth, Macbeth and Macduff, or
Hamlet.
A. Theme and the justification of its treatment.
B. Stress on subjective development in character.
C. Development of Nemesis.
III. Sir Roger de Coverly Papers. (Suggested selections: The
Spectator, No. 1; The Spectator Club, No. 2; Sir Roger's Servants, No.
107; Sir Roger and Will Wimble, No. 108; Sir Roger's Ancestors, No.
109; Sunday with Sir Roger, No. 1.12; Sir Roger in Love, No. 113; Moll
White, the Witch, No. 117; Country Manners, No. 119.)
A. See Introduction under Essay.
B. Study characters, especially method of treatment.
C. Humor and satire.
D. Manners and customs.
E. Characteristic of informal essay.
IV. Suggestions for further reading. (This should be done out of
class, but with direction from and help of teacher. The list is merely
COURSE OF STUDY FOR HIGH SCHOOLS 57
suggestive and should not be considered as a part of the required work.
In no case should it be given if the time is needed for composition and
form work.) r
A. The Vicar of Wakefield. (See Introduction under Novel.)
B.
1. Preliminary work in class.
2. Time for reading.
3. Discussion.
Dr. Jekyll and Mr. Hyde. (See above and Introduction under
Novel.)
1. Dual personality.
C. Essay and Essay Writing. (The Atlantic Company, publisher.)
D.
E.
(These are modern informal essays that may serve as good
supplementary work with the Sir Roger de Coverly Papers
and as models for composition. They are good material for
the teacher to read to the class.)
Poems illustrating works in Long :
1. L’Allegro and Il Penseroso:
a. Teacher present them as wholes showing contrasting
nature, form, pictures, and significance in period.
b. Works on mythological references.
c. See Maxfield Parrish illustrations in Century Magazine,
December, 1901.
2. Elegy—Gray:
a. Teacher present as an expression of romanticism.
b. Brief reference to figures.
Poems of the Great War. (These may well be used after the
study of the Burns Essay and poems. If the poems are acces-
sible pupils may read or give reports on them; if not accessible
to the class the teacher can read them.
Smith of the Third Oregon—Mary Carolyn Davis.
(Also known as “Autumn in Oregon.” May be found in
the volume “Drums in Our Streets” and in McClure’s,
October, 1918.)
The Spires of Oxford—Winifred M. Letts.
(In a Treasury of War Poetry—Houghton-Mifflin, p. 87.)
Vive La France 1–Charlotte Holmes Crawford.
(In a Treasury of War Poetry, p. 31.)
Fleurette—Robert W. Service.
In Rhymes of a Red Cross Man, and also in
A Treasury of War Poetry, p. 215.)
The Soldier—Rupert Brooke.
(In A Treasury of War Poetry, p. 152.)
Champagne—1914-1915—Alan Seeger.
(In A Treasury of War Poetry, p. 160.)
I Have a Rendezvous With Death—Alan Seeger.
(In A Treasury of War Poetry, p. 151.)
In Flanders Fields—Col. John McCrae.
(In The Ladies’ Home Journal, November, 1918.)
In the Midst of Them—Margaret Bell Merril.
(In School Service.)
Old Glory—Riley.
America for Me—Van Dyke.
*
58 COURSE OF STUDY FOR HIGH SCHOOLS
V. History of English Literature—Long, chapters VII to IX. (See
Introduction; also under English 1-5.) Keep up paragraph analysis and
condensation, outlining, and study of transitions. Stress history of
periods and literary characteristics. In chapter VII omit the minor
authors. Stress Milton and Bunyan. Have reports on Comus, L’Allegro
and Il Penseroso, on Paradise Lost, and Pilgrim’s Progress. In chapter
VIII touch on Dryden and Pepys. In chapter IX touch on Pope, Swift,
Johnson, Burke, Gray, and Goldsmith. Stress Addison and Burns and
Defoe. Without much attention to minuteness bring out the salient
features on the rise of the novel. Have the Vicar of Wakefield completed
as supplementary reading after two or three days’ preliminary work in
class.
COMPOSITION
THE WHOLE COMPOSITION
Text: Clippinger, Written and Spoken English, chapter X.
I. Themes calling for several paragraphs, involving organization
through an outline, with main topics and subtopics.
II. Continued attention to the observation of the fundamental prin-
ciples of style—unity, coherence, emphasis.
III. Note the detailed parallel drawn between the paragraph and the
essay as set forth under the Paragraph in this term.
IV. The Essay. Definition: “The essay is a short piece of discourse
not intended to be a complete and exhaustive treatment of a subject but
an expression of personal opinion. Its chief value lies in the original and
interesting point of view of the author.”
A. Characteristics of the Essay:
1. Chiefly expository.
2. May employ narration and description.
3. Style is important—individual, artistic.
4. Structure not important, as in story, drama, etc.
B. Treatment of Essay:
1. Formal; e. g., Carlyle’s Essay on Burns; Macaulay, Bos-
well’s Life of Johnson.
a. Subject matter: Serious, involving problem or truth
calling for reflection.
b. Purpose: To inform and interest as well as to entertain.
c. Plan: Has organization and definite plan of its own;
but is not bound by structural limitations like the
drama, novel, or story.
d. Style: Analytical, formal, more or less elevated.
2. Informal; e. g., Lamb’s Roast Pig, Poor Relations; Addi-
son's Sir Roger De Coverly.
a. Subject Matter: Current issues and customs; personal
reflections or recollections; whims, vagaries, etc.
b. Purpose: To entertain and stimulate; to state opinion
by gentle irony or playful argument; to exhibit follies
and thereby suggest reform.
c. Style: Informal, individual, graceful and easy.
COURSE OF STUDY FOR HIGH SCHOOLS 59
C. Typ
i
es of the Essay:
The speech, on occasions, e. g., the toast.
The lecture, address, or oration (formal essay).
The literary criticism, Clippinger, 307-324.
The editorial, Clippinger, 264-266.
The book review.
The biography, Clippinger, 300–305.
The character sketch.
D. Types to be specifically treated this term :
The biography or character sketch and the book review or
literary criticism. Both to be treated in the manner of
informal essay. The formal essay not to be attempted as
original composition.
Biography or Character Sketch, Clippinger, 300-305:
a. Problem for solution:
To avoid the purposeless enumeration of mere facts,
and to insure a clear and definite object for the selec-
tion of significant details, choose some one central idea
as the “problem” of the biography; e. g.;
The effect of the man’s life on his age or enxironment.
His philosophy of life.
His ideals, or life purpose.
His handicaps or hardships.
His services or accomplishments.
His character or personality.
His position in life.
b. Solution of the problem:
By rejection of all irrelevant facts.
By inclusion of all relevant and significant facts.
By obedience to the principles of unity, coherence, and
emphasis.
By an attitude of truthful, appreciative but not merely
eulogistic interest in your subject.
c. Conclusion: The clinching of the purpose for which the
sketch is written; to show some distinguishing char-
acteristic of the person written about.
The Literary Criticism or Book Review.
Types:
a. The appreciation.
b. Interpretative criticism.
c. Judicial criticism.
d. Impressionistic criticism.
e. Biographical criticism.
f. Philosophical criticism.
Treatment. Like the biography, the book review should
involve a definite problem, and a thorough plan of
developing it:
a. Know the book.
b. Analyze it.
c. State your problem.
60 COURSE OF STUDY FOR HIGH SCHOOLS
d. Develop this problem honestly, fairly, but enthus-
iastically by rigidly using the principle of selec-
tion; using situations, characters, or quotations from
the book to substantiate your statements.
e. Give your personal reaction on the book.
f. Keep your audience and your purpose in mind.
THE PARAGRAPH
I. Review of previous principles. See English 5 under the paragraph
with stress on subpoints and the expository paragraph.
II. Study of the paragraph as the seed out of which grows the essay.
Whoever understands the paragraph will be ready for the essay. The
topic sentence corresponds to the theme. Both state a problem for solu-
tion. The topic sentence divides into subpoints; the theme into larger
divisions. An expanding sentence makes for ease in the development of
the paragraph; a bridge is needed to make an easy opening for the
essay. The paragraph fails if the details are not specific; the essay, too,
must be packed with concreteness. That it may not fall flat the
paragraph must be made up of significant details; the essay, no less,
demands the inclusion of what is worth while. Both must have their
several parts linked by all the devices of coherence. Above all, the writer
must keep the audience in mind; hence come purpose, mood, point of view,
interest, and variety. Let the student sow his seed in his mastery of
paragraph technique; he shall see it flower forth its consummation in
the essay.
THE SENTENCE
I. Aims: *
A. To eliminate faulty diction. (See The Centwry Handbook,
65, 66, 69 C and D.) -
B. To become more specific. Correlate with paragraph work.
(See The Century Handbook, 63.)
II. Continuation of work in synthesis and mutations.
III. Analysis or paraphrasing of difficult sentences from term
classics for the purpose of arriving at the meaning.
IV. Derivations: Clippinger, pp. 481-487.
V. Punctuation: Based on students’ themes.
VI. Pronunciation. Clippinger, pp. 487, 488.
VII. Spelling: Keep on with Ward's Lists. Interest the other
teachers of the school in maintaining uniform spelling requirement.
ENGLISH 7
LITERATU H.E.
1. Payne's Literary Readings:
A. Irving, p. 26.
B. Bryant, pp. 56-67.
C. Whitman, pp. 87-97.
COURSE OF STUDY FOR HIGH SCHOOLS 61
Emerson, pp. 101-142.
Longfellow, pp. 256 and 265 (at least).
Whittier, pp. 294, 296, 299.
Holmes, pp. 301-319.
Thoreau, pp. 325–331.
Lowell, pp. 344-372.
Poe, pp. 419, 420, 422.
Timrod, pp. 426-432.
Hayne, pp. 434–437.
Lanier, pp. 438-443.
Miller, p. 505.
Field, p. 510.
Riley, pp. 512-516.
Moody, pp. 519–522.
II. Memorize:
A. Stanza VI of Lowell’s Commemoration Ode.
B. Lincoln's Gettysburg Speech.
III. Suggestions for further reading:
Mosses from an Old Manse—Hawthorne, or
The House of Seven Gables—Hawthorne.
Evangeline—Longfellow.
The Raven, Annabel Lee, The Bells—Poe.
Each and All–Emerson.
The Stirrup Cup—Lanier.
(In a Little Book of American Poets—p. 192—Rittenhouse
—Houghton-Mifflin Co.)
The Old Man and Jim—Riley.
(In the Little Book of American Poets.)
H. Democracy Today or Forum of Democracy.
I. The Rise of Silas Lapham, Howells.
IV. History of American Literature—Payne.
i
G.
COMPOSITION
In English 7 the cumulative process of dealing with composition is
exemplified in the study of argumentation. This form of discourse, the
fourth to be studied, is now quite fully treated, with exercises in the
drawing of briefs, and in the presentation of proof by inductive and
deductive reasoning, and the effective characteristics of persuasion.
Parliamentary law is discussed and practiced. Debate is an important
feature of the work. The organization and composition of the long
debate, involving library research and wide gathering of material, is the
consummation of the study of argumentation.
THE WHOLE COMPOSITION
Text: Clippinger, Written and Spoken English, chapter XII.
I. Argumentation, the chief study of the term, calls especially for
organization and for obedience to the principles of unity, coherence, and
emphasis. It lends itself also to the fullest use of the card system in
gathering and arranging material.
62
COURSE OF STUDY FOR HIGH SCHOOLS
II. Strive for ease and grace as well as correctness and accuracy.
III. Relationship between argumentation and the other forms of
discourse. (See English 4, this outline.)
IV. Reasoning, an essential of argumentation and persuasion. De-
fined, Clippinger, 389:
A. Kinds:
1.
Inductive, Clippinger, 360. Reasoning from particular
facts to a law.
a. Do not draw conclusions from insufficient evidence.
b. Test all evidence to see that it is true. Do not accept
as true evidence that is not true.
Deductive, Clippinger, 362. Reasoning from a law to a
particular proposition.
Judgment, Clippinger, 363.
Judgment is the power of seeing relations between laws
and particular facts and thereby (a) formulate a law from
particular facts (inductive) or (b) arrive at a particular
conclusion by comparing a fact with a general law
(deductive).
B. Process in Act of Deductive Reasoning, Clippinger, 363:
1.
2.
3.
A law or general reason, stated or implied.
A particular reason.
The conclusion. (Example, Clippinger, 365).
C. Errors in Deductive Reasoning, Clippinger, 365:
1.
2.
Errors in the major premise, assuming that a law is true
when it is not necessarily true.
Errors in the reason: (a) giving a reason that is not true;
(b) giving a reason that does not help prove the
proposition. 4 &
Errors in the conclusion, assuming that the conclusion is
governed by the law when it is not necessarily governed
by it.
D. Forms of Deductive Reasoning, Clippinger, 369:
1.
2.
3.
From cause to effect. (See The Paragraph, English 3, 4.)
From effect to cause.
By analogy, based on the principle that when one law
is applied to two similar cases the conclusions should be
the same, or similar.
Reduction to the absurd; sometimes a form of analogy.
Example, Clippinger, 371.
V. Argumentation. Clippinger, 132-150.
A. Definition, Clippinger, 132.
B. Subject, general idea or term.
C. The Proposition (corresponds to topic sentence):
1.
2.
3.
4.
Must be definitely and accurately stated. Clippinger, 143.
Should comprehend the issues.
Should limit the question. Clippinger, 144.
Terms in proposition should be defined by agreement.
Clippinger, 145.
COURSE OF STUDY FOR HIGH SCHOOLS 63
D. Methods of Argumentation:
1. By reasoning (see above IV).
2. By appealing to the emotions.
E. Evidence—Proof of the Proposition:
1. Assertion is not evidence; it must be supported by logic,
facts, or authority.
F. The Issues:
1. Points of controversy.
2. The “special issue,” the one reason upon which the argu-
ment depends.
VI. The Brief. Clippinger, 388.
A. Definition. The brief is an outline or summary of the explana-
tion and the evidence used in the argument.
B. Principal Parts:
1. Introduction: -
a. Tells how question arises, and gives all necessary infor-
mation for intelligent reading of the brief.
b. Defines all terms.
c. Notes points admitted by both sides.
d. States the issues.
2. Discussion (brief proper):
a. Main proposition.
b. Supported by subordinate propositions.
c. Which in turn may be supported by propositions of
minor grade.
d. Main divisions correspond to main issues.
e. All divisions framed as complete statements.
f. Transitions from main to subordinate and minor state-
ments should be clearly expressed, usually by “for” or
“because.”
g. Obeys the principles of unity, coherence, and emphasis.
Coherence especially important.
3. Conclusion:
Analyzes and summarizes the argument, with clinching
statement of the conclusion. (Example of Brief, Clip-
pinger, 390, 391.)
THE PARAGRAPH
I. Analysis and condensation of paragraphs in Long.
II. Transitional paragraphs (see Long).
III. Stress on argumentative paragraphs in connection with Clippin-
ger, chapter XII. Write a number of inductive and deductive paragraphs.
THE SENTENCE
I. Aims: To increase flexibility in sentence form and more effective
use of words.
II. Sentence structure. Stress on :
A. Mutation in sentence forms. Base work on students' themes.
Stress on parallel structure of series in word, phrase, clause
and sentence. -
64
COURSE OF STUDY FOR HIGH SCHOOLS
III. Review of unity and coherence.
IV. Sentence analysis: As in English 5 and English 6.
V. Punctuation: As in previous terms.
VI. Spelling: As in previous terms.
VII. Diction. Clippinger, pages 488-509.
ENGLISH 8
LITERATURE
I. Wordsworth, Tintern Abbey. (In treatment of this and following
groups see introduction under Poetry.) Compare Thanatopsis—Ode on
Immortality (Palgrave, 370), To a Skylark (Palgrave, 295), Daffodils
(commit), (Palgrave, 314).
II. Keats, Ode to a Grecian Urn (Palgrave, 360).
To a Nightingale (Palgrave, 302).
III. Shelley, To a Skylark (Palgrave, 296).
To a Cloud.
IV. Tennyson, Bugle Song.
Sweet and Low.
Oenone.
Flower in the Crannied Wall. (Commit.)
Crossing the Bar (commit and compare with The Stirrup Cup,
Lanier).
V. Browning (Ginn & Co.). The Year’s at the Spring (commit).
My Last Dutchess, or Andrea del Sarto.
Rabbi Ben Ezra, or Saul.
Home Thoughts from Abroad.
Home Thoughts from the Sea.
(Compare with Rupert Brooke's sonnet, If I Should Die, Think
Only This of Me.)
VI. Suggestions for further reading:
J.
Coleridge, Ancient Mariner (to be reread).
Byron, The Prisoner of Chillon.
Kipling, If–Recessional—Mother o’ Mine.
Arnold, Dover Beach—Forsaken Merman.
Thackeray, The Newcomes.
Lamb, Dissertation on Roast Pig.
Shakespeare, Hark, Hark, the Lark (Act 2, scene 3—Cymbe-
line).
Johnson, To Celia.
Moore, Believe Me, If All Those Endearing Young Charms.
Sonnets.
Shakespeare, When in Disgrace With Fortune and Men's Eyes
(Palgrave, 11).
Milton, When I Consider How My Light is Spent (Palgrave,
81).
Wordsworth, The World Is Too Much With Us (Palgrave, 359).
COURSE OF STUDY FOR HIGH SCHOOLS & 65
M. Wordsworth, Milton, Thou Shouldst Be Living at This Hour
(Palgrave, 262).
N. Wordsworth, Earth Hath Not Anything to Show More Fair
(Palgrave, 304).
O. Sill, (Opportunity) This I Beheld or Dreamed It in a Dream
(Little Book of American Poets, page 186—Rittenhouse—-
Houghton-Mifflin Co.).
P. Browning, E. B., If Thou Must Love Me—How Do I Love Thee?
Q. Thackeray, Henry Esmond or Vanity Fair.
VII. History of English Literature—Long, chapters X, XI. Stress
historical and literary characteristics of periods. Keep on with outlining,
with analysis, and condensation of paragraphs. In chapter X stress
Wordsworth, Coleridge, Byron, Shelley, Keats, Scott, and Lamb with
particular references to the classics of the times. In chapter XI stress
Tennyson, Browning, Thackeray, Eliot, Dickens, and Carlyle. (Hark
back to Silas Marner, Tale of Two Cities, and Essay on Burns of English
3, 4, and 6, respectively.) Close with a rapid review of the whole book
with stress on the periods, their characteristics and chief writers.
COMPOSITION
Attention in this closing term of the English course should be directed
first to a review of the whole field in such a way as to disclose any
essential gaps or weaknesses in the training of the class. As these appear
vigorous effort should be made to round out and complete the training.
This being accomplished, attention may be devoted to furthering the
special tasks in composition that the members of the class may have
under way, either for commencement events, student publications, or
community activities. Book reviews, or reports in the form of literary
criticism, covering books read in connection with the study of literature
and the “suggestions for further reading,” should be a feature of the
work., Verse writing, in connection with the study of the poems assigned
for English 8, may become a feature of the composition work where
conditions are opportune. In any case, let the training of the term demand
of students the fullest response in the essentials of organization, definite
literary purpose, and conscientious workmanship.
THE WHOLE COMPOSITION
Text, Clippinger, Written and Spoken English, chapter XIII.
I. Review the principles of discourse (unity, coherence, emphasis),
and the qualities of style (clearness, force, fitness).
II. Review the writing of the specific types of letters assigned in
English 2, 3, 4, 5, especially letters of application and of business.
III. Review the forms of discourse, narration, description, exposition,
and argumentation, including debate.
IV. Take up the types of community addresses, newswriting, and
other papers and speeches, that students are concerned with in their
school and community life. Make this work individual and thoroughly
practical.
Sig. 3.
66 * > COURSE OF STUDY FOR HIGH SCHOOLS
V. Study Clippinger, chapter XIII, on Poetry, Figures of Speech, and
Properties of Style, for use in composition inspired by the study of the
poems assigned for English 8. Verse writing may accompany this study.
THE PARAGRAPH
I. Review of paragraph principles as in English 7.
II. Writing of many short themes consisting of one or more
paragraphs. These should illustrate the composition principles of the
term; namely, book reviews. The subjects may include the term classics,
but preferably should be restricted to current poems and books. In these
themes the writer should take some problem for solution; namely, the
thing about the book or author he wishes to put over to the reader.
He should have his purpose clearly in mind; i. e., either to interest the
reader to want to know more about the book or to save him the trouble
of reading it. He must decide upon his point of view, whether to be
serious, witty, sarcastic, playful. He must decide upon his audience,
whether a women’s club, a public gathering, the high school student body,
or what not. Above all he must eliminate trivial details. For helpful
models go to the Atlantic’s Bookshelf in any number of the Atlantic
Monthly.
THE SENTENCE
I. Sentence structure, analysis, condensation, punctuation, spelling,
as in English 7.
II. Diction: The Century Handbook, 68.
III. General review; ibid., 100 A to G.
MATHEMATICS
ALGEBRA
GENERAL SUGGESTIONS
I. All definitions should be explained by the teacher, formally
memorized by the pupil and frequently applied.
II. In all of the abstract work, drill is the essential feature. Much
blackboard and seat work during the recitation period will secure accuracy
and rapidity. The exercises in the adopted text should be supplemented
by a large number from other texts. “Skill comes by doing,” is nowhere
more applicable than in acquiring facility in the abstract operations in
the fundamentals of algebra.
III. Before assigning work, introduced for the first time, the teacher
should give sufficient insight into the operations to permit the pupil to
approach the preparation of the lesson with some degree of confidence.
IV. The progress of many pupils in the solution of thought-problems
is slow and difficult. Yet progress is always possible if the pupil is
first taught to express himself in the language of algebra, and the
problems are based on familiar ideas. Getting into the Swing of the
reasoning process may come slowly, but it will come Surely if the teacher
patiently illustrates, where the ideas are obscure.
COURSE OF STUDY FOR HIGH SCHOOLS 67
The following apportionment of the text by weeks, is suggestive only,
as the previous preparation of the pupils, and their aptitude for the
subject, must modify the distribution of the time:
NEW HIGH SCHOOL ALGEBRA
1. Pages 1 to 34.
2-3. Pages 34 to 54.
4-9. Pages 54 to 96.
10–11. Pages 96 to 111.
12–18. Pages 111 to 154.
At the end of the eighteenth week, a pupil should be able to recognize
at sight, the different types of factoring, and have a secure grasp of their
forms and methods. Without such technical skill, progress in the subject
must be difficult.
19. Pages 154 to 160.
20–24. Pages 160 to 185.
25–29. Pages 185 to 206.
30–31. Pages 206 to 221.
32–36. Pages 221 to 244.
37–44. Pages 244 to 280.
45-47. Pages 280 to 297. .
48–54. Pages 297 to 350 and pages 381 to 386.
(Omit pages 297 to 303, inclusive.)
With the average class, the remaining portions of the text should not
be attempted unless another half year be devoted to it.
GEOMETRY
GENERAL SUGGESTIONS
I. Definitions should be explained by the teacher, memorized by the
pupil, and applied as they are needed.
II. Require from the pupil, always, a complete proof, to prevent the
serious error of permitting him to feel contented with loose and slipshod
reasoning, which prevents the main purpose of the instruction in
geometry.
III. Ample opportunity for cultivating the originality, and exercising
the ingenuity of the pupil, are found throughout the text. Time may
not permit the working out of all the exercises; but from one-third to
one-half of the whole number should be solved. The teacher should
change the selections from year to year.
IV. To prevent the pupils memorizing the proofs, require all figures
to be numbered differently from those on the text.
V. For the first month, not more than one or two propositions should
be assigned in advance, with several always in review. As a pupil finds
himself in the subject, he will work understandingly and confidently.
First half-year, Books I and II.
Second half-year, Books III, IV and V.
Third half-year, Durell and Arnold, complete.
HIGHER ARITHMETIC
Wells Academic Arithmetic, complete.
68 COURSE OF STUDY FOR HIGH SCHOOLS
SCIENCE
The aim of the study of the natural sciences in the high school is to
acquaint the student with the earth on which he lives and with the laws
which govern the agencies and forces which act upon it; to give him a
knowledge of the life of the earth and its inter-relationships; in fact,
to lead the student to seek the natural explanation of the physical and
biological phenomena which he sees.
The teacher should endeavor to show the students the connection
between the various sciences. Special emphasis should be given the
laboratory work. It should be the central feature of a science course,
the textbook being considered as an accessory which verifies, extends
and ties together what the student has gained from observation and
experiment. It brings the student in touch with the actual things, and,
if properly conducted, will aid in developing his power of independent
judgment. Laboratory work, however, should not be overestimated. Do
not expect the student to rediscover all the laws of science or to prove
them. The untrained student can not build up an entire science from the
more or less isolated data gained in the laboratory. This is the chief
justification for the use of a textbook.
The student should have a definite aim and know the means by
which he expects to accomplish that aim before he starts his experiment.
His apparatus should be clean and in order and his notebook at hand.
He should be required to follow a definite order in recording the results
of his experiment. The notes should be written neatly in ink in a
permanent notebook. The field and laboratory notes should be kept
in the same book.
Occasional field trips should be taken in each of the sciences. There
is no way in which a teacher can more thoroughly impart his own
enthusiasm than by means of field trips. The field trips should be made
with definite purpose. The teacher should investigate the ground before-
hand and should know just what is to be accomplished. The student
should know in advance the purpose of the excursion. He should be
required to make a clear, concise, written report of the observations he
has made and the conclusions he has drawn. The successful teacher is
the one who induces his students to explore the world of science for
themselves. -
In the following courses three of the five weekly class periods should
be given to recitations and quizzes and two to laboratory and field work.
The laboratory periods should be of double length.
GENERAL SCIENCE
Text—First Year of Science, Snyder.
Laboratory—Manual of Eacperiments in Elementary Science, Curtis.
The aim of general science is to give the student a brief survey of
the earth in its relation to man, of the common phenomena which have
contributed to its history, and how these phenomena have been employed
by man for his own benefit. Through this study the student should
become somewhat acquainted with nature and its processes, and with the
fact that the various sciences are based on the knowledge which man
has gained through his observation of nature.
COURSE OF STUDY FOR HIGH SCHOOLS 69
Numerous field excursions should be made in connection with this
course. Knowledge is gained much more rapidly and thoroughly through
observation under direction and suggestion than through textbook study.
Many interesting experiments can be made in the laboratory. The
laboratory work should be made a vital part of the course. Much use
should be made of the laboratory manual, always anticipating the class-
room work.
Attention should be given to the geographical factor in history. Some
discussion of this character will be found in the text and supplementary
reading may be assigned by the teacher. Topographic maps will prove
of great interest and assistance in the study of the various land forms.
They may be obtained from the U. S. Geological Survey, Washington,
D. C., at a nominal cost.
References:
Chamberlin and Salisbury: College Geology.
Pirson and Schuchert: Teactbook of Geology.
Moulton: Astronomy.
Harrington: About the Weather.
See reference lists in other sciences.
A few of the more important topics are mentioned in the following
outline, with a suggested division of time.
FIRST SEMESTER
Chapter I. The Earth and Its Neighbors. One week.
Observation of the evening sky should be made, the teacher pointing
out the planets and the brighter constellations. Explain why the same
constellations are not visible at all times during the year. Consult Some
late text in geology or astronomy for a discussion of the planetesimal
hypothesis of the origin of the earth.
Chapter II. The Plamet Earth. Two weeks.
Careful study of the cause of day and night and of the seasons should
be made. Experiments from the manual illustrating the methods of
determining these points may be assigned the students in the laboratory.
Chapter III. Gifts of the Swn to the Earth. Two weeks.
Study should be directed to the changes in the earth which are
brought about by heat and light and how man has utilized these energies.
Chapter IV. The Earth’s Crust. Four weeks.
Field trips should be made to study the land surfaces and land forms
in the vicinity. Collections of rocks and minerals and of different kinds
of soils may be made for laboratory study. Attention should be directed
to the weathering agents and to the process of soil formation.
Chapter V. The Atmosphere of the Earth. Four weeks.
See the planetesimal hypothesis for the latest explanation of the
origin of the atmosphere. Have each student make daily observation and
record of the weather. Daily weather maps can be obtained free of
charge from the nearest government station. Study the relation of
barometric pressure to cyclone areas and trace the direction and rate of
70 COURSE OF STUDY FOR HIGH SCHOOLS
movement of Storm centers on the government maps. Discuss in detail
the relation of the amount and time of regional rainfall to the life of the
earth. Methods of weather prediction.
Chapter VI. The Live Part of the Earth. Two weeks.
Show the relationships existing between plants and animals. Study
the main divisions of plants and animals. Methods and control of
distribution.
SECOND SEMESTER
Chapter VII. The Life of the Earth as Related to Physical Conditions.
Two weeks.
Call particular attention to the history of life. If fossils are available,
specimens should be shown and discussed. The life of the present is the
result of long ages of development. The present distribution of life
(disregarding what has been done by man), is due largely to the physical
conditions of the past geologic ages. Discuss the barriers to distribution;
sea, ocean currents, land forms, climatic, etc. Do the animals and plants
adapt themselves to the conditions of the region, or are they able to live
there because they are already adapted? Influence of man on the life of
the earth.
Chapter VIII. The Sea. Two weeks. ,
Discuss the conditions of life in the sea; control of distribution; com-
pare control of distribution on the land and in the sea. Do the same
factors operate? Value to man. The commercial activities of man are
vitally affected by currents, etc. More time can be profitably given to
this chapter by schools near enough to the ocean to make occasional trips
along the shore.
Chapter IX. Coast Lines. Two weeks.
Field trips to a pond or lake will prove interesting in connection with
the study of this chapter. Note the various agencies that work to change
coast lines and those that work to protect them, viz: waves, currents,
plant and animal growths, etc. Man is greatly influenced by coast lines;
the harbor facilities of a country largely determine the amount of its
foreign commerce. Compare the eastern and western coast lines of the
United States with respect to length, harbors, relation to the hinterland,
etc. Note the effect of coast lines in history.
Chapter X. Water Sculpture. Four weeks.
Take field trips to study the work of running water. These phenom-
ena are usually better illustrated along small streams and on hillsides.
Particular attention should be called to the rapid denudation of cleared
slopes. The effects of deforestation on erosion and on climate is of great
importance in Oregon. Discuss the life history of lakes and rivers. Note
the effect of lakes and rivers in history, particularly in the settlement
of new regions and in the development of new industries.
Chapter XI. Ice and Wind Sculpture. Two weeks.
Glacial erosion and deposition have been important factors in the
carving of the surface of North America. While Oregon was not covered
to any great extent by the great continental glaciers, alpine glaciation has
COURSE OF STUDY FOR HIGH SCHOOLS 71
played its part in some of the more mountainous areas. The phenomena
of snow and ice erosion may be observed around ponds and on hillsides
in the colder portions of the state.
Chapter XII. The Low Areas of the Earth. One week.
Study formation and kinds of plains and discuss their economic im-
portance. Note the importance of plains in history; in the development of
industry; in times of peace and of war.
Chapter XIII. The High Areas of the Earth. Two weeks.
In the study of this chapter particular attention should be given to
the life history of mountains and plateaus, to their importance in history.
Mountains act as effective barriers to many forms of life. Call attention
to instances in history where they have been important barriers to man’s
activities.
Chapter XIV. Volcanoes. One week.
Consult a textbook in geology for causes of vulcanism. Study the
volcanic rocks in the vicinity. Note the distribution of volcanoes.
PHYSIOLOGY
Text—Advanced Physiology and Hygiene, Conn and Budington.
Supplementary—Elementary Hygiene and Care of the Sick, Delano.
First Aid, Lincoln.
The aim of the high school physiology course is to aid the student to
an understanding of the normal activities of the human body and of the
hygienic conditions which must be maintained in order to preserve good
health.
Physiological facts can not be intelligently understood without Some
knowledge of anatomy. For this reason it is suggested that laboratory
work be made an important part of the course. Dissection of a dog or a
cat should be made under the careful supervision of the teacher. The
structure of the various organs should be noted and the nervous, circula-
tory, and digestive systems traced. The laboratory work should be made
independent of the text and should be kept in advance of the class room
study.
References:
Martin: Human Body.
Sadler: Science of Living.
Bryce: Laws of Life and Health.
The following topical outline is suggested:
First six weeks. Chapters 1-8.
1. Chemical composition of living material; reaction of
irritable substances to stimulation; metabolism.
2. Digestive system.
Composition of foods; dietetics; digestion of food; processes
of digestion; absorption of food.
3. The laboratory work of this period should consist of ex-
periments in the reaction of irritable substances to natural
and artificial stimulation and to dissection of digestive
Organs.
72 COURSE OF STUDY FOR HIGH SCHOOLS
Second six weeks. Chapters 9-16.
1. The circulatory system; the respiratory system; the ex-
cretory system; the skeleton. -
2. Laboratory work on the circulatory, respiratory, and ex-
cretory systems. Structure of the skeleton.
Third six weeks. Chapters 17–23.
1. The muscles; the nervous system; special sense organs.
2. Public health.
3. Tracing of the nervous system in the laboratory. Dissec-
tion of eye and ear. Field study of public health from
results to cause.
BOTANY
Text—Practical Botany, Bergen and Caldwell.
On account of the lack of time only the fundamental principles can
be given. When only a half-year is devoted to the subject, many parts of
the text must necessarily be omitted. It should be the aim in this course
that the student gain a general knowledge of the life processes and
adaptations of plants, the interdependence of plants and animals, and
an appreciation of the local flora.
Since the student in his everyday life deals more with the flowering
plants, most of the time should be devoted to this group. As time permits
some study should be made of the evolution of the nonflowering forms.
Attention should be given to their life history and to their relation to the
flowering plants.
Plant ecology is one of the most important divisions of Botany. On
the field trips the teacher should take particular care that plant com-
munities are observed and that the students note the conditions of the
habitat of each plant, list the plants that grow in a given area, and
determine whether particular conditions of the area and characteristics
of the plants account for the group.
References: -
Bergen and Davis: Principles of Botany.
Gager: Fundamentals of Botany.
Sweetser and Kent: Key and Flora.
Jepson: School Flora of the Pacific Coast.
Frye and Riggs: Elementary Flora of the Northwest.
Conn : Bacteria, Yeasts, and Molds in the Home.
Coulter-Nelson: New Manual of Rocky Mountain Botany.
First Six Weeks—During this period, take up the structure and work
of plants. The student should gain a sufficient knowledge of the parts
and descriptive terms to enable him to use a key.
Second Six Weeks—Economic phases and ecology.
Attention should be given to geographic distribution, particularly of
the economic forms.
Third Six Weeks—This period should be devoted to a study of the
flowering plants. The student should complete a herbarium of at least
thirty plants, completely identified and labeled. Sweetser's Key and
COURSE OF STUDY FOR HIGH SCHOOLS 73
Flora may be used for the identification of the plants. The following
form is suggested as a herbarium label:
Herberium of.....................................
Order .
Genus
Species
Common name ............................................
Habitat
Locality * * * *
Date ............. mºs s as sº as as m ºr as * * * * * * * * * * * * * * * * * * * * * *
BIOLOGY
Text—A Civic Biology, Hunter.
The course in Biology should be governed by the environment and
interest of the class. The work should be largely in the field and the
laboratory, supplemented and verified by the textbook. The course
should be carefully planned by the teacher, keeping in mind the use of
seasonal material that can be obtained. Collection of material should be
made on the field trips for later laboratory study. Studies based on the
material collected and observed on these trips are of much greater value
than those made on material secured or produced in artificial environ-
ment. The laboratory work should be kept in advance of the text work.
A guide has been prepared by the author of the text which contains many
interesting experiments.
There are a number of problems that a biology class may take up as
field work that will prove both interesting and profitable. For example,
a survey of the noxious weeds of the vicinity may be made, the areas
where they grow mapped and means of eradicating them discussed. In
a similar manner surveys of areas that might be breeding grounds for
disease may be made. A survey of the birds of the region may be made
and their habits studied. In cooperation with the manual training depart-
ment bird houses could be put up and interesting colonies developed.
An excellent outline for the course is given in the appendix of the
textbook. It is suggested that this outline be followed as closely as
conditions will permit. A list of laboratory equipment and supplies is
given on page 418 of the text. In the smaller schools where all of this
equipment is not available, many substitutions can be made by the
teacher. Each pupil should provide himself with a scalpel, a small pair
of scissors, forceps, two or three teasing needles, a towel, soap, and with
boxes and bottles for collecting specimens.
References:
Sedgewick and Wilson: General Biology.
Needham : General Biology.
Calkins: General Biology.
Bigelow: Applied Biology.
Holmes: Elements of Animal Biology.
Shelford: Animal Communities.
Coulter and Patterson: Practical Nature Study.
Hodge: Nature Study and Life.
Herrick: Insects Injurious to the Household.
Smith: Our Insect Friends and Ememies.
74 COURSE OF STUDY FOR HIGH SCHOOLS
PHYSICS
Text—First Cowrge in Physics, Millikan and Gale.
Laboratory—New Laboratory Manwal of Physics, Coleman.
The purpose of the course in physics is to lead the student into an
understanding of the physical phenomena continually taking place about
him. The daily observation of the student is the base on which the
course should be constructed. He already knows that most of the simple
phenomena do occur, and it remains for him to learn why. The laboratory
work should form an integral part of the course. Avoid spending too
much time on measurements. Skill in manipulation will be acquired as
the student progresses in his work on experiments that really have a
physical value.
No attempt is made to divide the course as to time for the various
subjects. A few of the more important topics are indicated for each
semester. The student should be led to observe the principles of physics
that have been used in the everyday life about him. Trips should be
taken to power plants, machine shops and other places that are of
interest from a physical standpoint.
References: º
Tower, Smith and Turton: Principles of Physics.
Carhart and Chute: Physics with Applications.
Jackson: Elementary Electricity and Magnetism.
Barton : Teactbook on Sound.
FIRST SEMESTER
Emphasize the molecular theory; its application is of great use in
explaining many of the common phenomena. Study the mechanical
forces and their applications in the simple machines. Pressure in liquids
and gases and utilization in pumps and barometers, the laws of heat as
used in the steam engine, and in the heating of buildings.
SECOND SEMESTER
Study the development of electricity and its applications in the
telephone, lighting, and motors. Sound waves, nature and transmission,
reinforcement, interference, laws of vibration, laws governing reflection,
refraction and dispersion of light. Principles used in the construction
of optical instruments, telescope, microsèope, camera and X-ray.
CHEMISTRY
The study of Chemistry in the high school should not be undertaken,
in general, except in the stronger four-year Schools where adequate
funds are available for competent instruction and for adequate equipment.
It is better to concentrate the resources of the institution upon science
work in physical geography, biology and physics until the time may come
when the work in chemistry can be put in and handled well.
Exceptionally it may happen that it is desirable to introduce a course
in chemistry with limited laboratory facilities. Such cases might exist
in communities where the local interest in chemistry is unusual or where
a teacher well trained in this subject is available. For such cases the
following suggestions regarding equipment will be of Some help:
COURSE OF STUDY FOR HIGH SCHOOLS 75
The laboratory should be light and well-ventilated, and provided with
an abundant supply of running water distributed to several sinks. Wall
cases or lockers should be available both for the general stocks of
chemicals and apparatus and for the individual outfits of the students.
The cases devoted to the purpose of shelving the general stocks should
be under lock and key, the key to be retained by the instructor in charge.
The individual lockers should also be provided with separate padlocks
so that responsibility for all materials can be fixed.
A common kitchen table for each student in addition to the wall
lockers will very well serve instead of the elaborate desks and lockers
provided in general equipments of chemical laboratories. These tables
may have ordinary native wood tops and will last a long time if protected
by a finish composed of the following ingredients and applied as
indicated:
A milim Wood Stain
1. Copper sulphate as m ms º as º ºr * * * * * * * * * * * * * * * * * = 1 part.
Potassium chlorate - 1 part.
Water ~~~~~~~~~~~~~~…~~~~ 8 parts.
Boil to dissolve, and apply two coats hot.
2. Anilin … 180 grams.
Hydrochloric acid—sp. gr. 1.2.................... 270 grams.
Water 1,500 cc.
Apply two coats following No. 1, letting each coat dry alone.
Finish with a cloth carrying raw linseed oil.
Near each table a five-gallon stone jar, obtained from the grocery
store, will serve as a receptacle for all solid waste materials which can
not be washed down the sinks.
In most chemical manuals there is prescribed the doing of certain
experiments with chlorine, gas, etc., which make the use of a fume
closet or hood absolutely necessary. It is true that experiments of equal
instructional value may be substituted for these which will not give off
objectionable gases, and this is recommended for those laboratories in
which hoods are not available. Hoods can be rather easily constructed,
however, from Portland cement, some brick and a window sash, the
whole when done by local labor being inexpensive and quite effective,
especially if connected with a flue already existing which may be warmed
up by a stove or furnace. The connection between the hood and the flue
can be made with ordinary six-inch stovepipe made of galvanized iron.
Such a pipe, if well painted previous to installation, will have a life of
as much as ten years. In cases where it is not possible to install a hood,
by a proper choice of time, experiments frequently may be performed
near an open window, the time being chosen so that there is a free
circulation of air out of the window and away from the operators.
A necessary part of every chemistry laboratory is a means for
applying heat to the apparatus during the course of an experiment, and
for this purpose where town gas is available nothing has been found
better than the ordinary Bunsen burner. A very good substitute for
Bunsen burners can be made in which denatured alcohol serves as fuel,
lamps such as are used in chafing dishes serving admirably for most
purposes. These can be constructed in very serviceable form from flat,
76 COURSE OF STUDY FOR HIGH SCHOOLS
tin boxes such as are used for ointments, shoe blacking, etc., by filling
such boxes with sand and cutting a circular hole in the cover. Regular
alcohol lamps using wicks are still 'more convenient, while for high
temperature work some form of alcohol blast lamp, such as is indicated in
the subjoined list, must be used. For general heating purposes, in addi-
tion to Bunsen burners or alcohol lamps, an ordinary gasoline stove or
a few electric hot plates are desirable.
For chemistry work in general it is desirable to use distilled water,
and this must be done where the local supply is hard, mineralized, or
loaded with organic matter. In most Oregon localities, however, the
water is naturally pure and soft, and for almost every purpose in first
year work can be used without further purification. A test for the
sufficient purity of water for laboratory work would be the evaporation
of a gallon or so in a clean enameled pan. Perceptible residue indicates
that the water may be too heavily mineralized for the purpose in question.
In such cases, an inexpensive form of still can be obtained which will
supply all the water needed. - -
The lists of chemicals and apparatus representing the minimum
requirements for doing the experiments which are indicated in the
state texts, may be secured from the superintendent of public instruction.
Text—First Cowrge in Chemistry, McPhearson and Henderson.
The purpose of this course is to give the student a knowledge of the
fundamental principles and theories of chemistry and to enable him to
take a rational view of the phenomena which he sees.
Practical applications of chemistry in the industries and in the
household should be emphasized. Interesting trips may be made to any
factories within reach where chemical processes are used.
It is suggested that the work in the laboratory be independent and
slightly in advance of the classroom work. It is here that the student
will gain most of his knowledge of chemistry. The work should be
carefully planned and carefully supervised by the teacher. Many of
the practical applications should be called to the students’ attention.
Equations can be worked out and applied while the student is watching
the reaction. Better results can be obtained by working the problems in
the laboratory. In computing volumes and masses the conception can
be gained more clearly if the problem is being actually demonstrated.
References: -
Smith: Introduction to General Inorganic Chemistry.
McFarland: A Practical Elementary Chemistry.
Brownlee and others: First Principles of Chemistry.
Weed: Chemistry in the Home.
Bailey: Sanitary and Applied Chemistry.
Allyn: Elementary Applied Chemistry.
Blanchard: Household Chemistry (Laboratory Guide).
FIRST SEMESTER
Chapters 1-20. Points to be emphasized:
System of nomenclature; significance of symbols and formulae;
equations; computation of reacting masses; the atomic theory; solutions;
ionization; valence; the properties of acids, bases and Salts; chemical
equilibrium; and the periodic law.
COURSE OF STUDY For HIGH SCHOOLS 77
SECOND SEMESTER
Chapters 21-42. Points to be emphasized:
Study of the common elements and their compounds; practice in
computation; application of chemistry to the industries; household
chemistry. Particular attention should be given to the study of carbon
and its compounds.
LATIN
FIRST YEAR
First Semester—Latin Lessons—Smith:
I. Lessons I-XXXI inclusive. The first eighteen lessons should be
covered by the middle of the semester.
II. The teacher should be thorough. No gaps should be left. To
attain this end the following suggestions are made:
A. Master the rules for pronunciation with their application.
B. Master the table of case relations on page 2.
C. Insist that the vocabularies be mastered. Writing the day’s
vocabulary on the board from memory as soon as a pupil
enters the room is a good way.
III. There should be constant drill on the five regular declensions
and three regular conjugations, emphasizing irregular nouns (as “filia,”
“filius,” “vis,” “domus,” “locus”), and the irregular verbs “sum” and
“possum.”
IV.
A. The formulas given for tenses of verbs should be learned per-
fectly and reviewed often.
B. Verb signs should be mastered—mode, tense, participial, e. g.,
“era”—past perfect indicative—means “had ;” “ns”—present
participle—means “ing.”
C. The formulas for parsing nouns found in section 94, and for
parsing verbs found in 188, are important. Emphasize rule
and application. +
D. Teach constructions by making the pupil see what form he has
and why.
If he translated “amauerate” by “he loved” have him go
to the board and write all the things he needs to know before
he can render a verb correctly; e. g.:
Conjugation—first.
Prin. parts—amo, are, avi, atus.
Voice—active.
Mood—indicative.
Tense—past perfect.
Person—third.
Number—singular.
Rendering—“he had loved.”
E. Insist on analysis sometimes before translation either with
Latin into English or English into Latin. Be sure pupils see
verb, subject, complement, and the modifiers of each.
78 COURSE OF STUDY FOR HIGH SCHOOLS
V. Syllabize, accent and “box” all Latin words during the first term.
Example:
a—ma—ve—rab.
a—man—tis.
mo—nu—is—ti.
Second Semester—Latin Lessons—Smith:
Complete the book. Lessons LX, LXV, LXVI, LXVII may be omitted.
Everything through ablative absolute must be mastered.
I. All review lessons are important. Keep reviewing declensions and
conjugations throughout the year laying stress on the irregular verbs,
“fero,” “valo,” “nolo,” “malo” and “eo.”
II. Emphasize by application to sentences the following:
A. Formation; rule for tenses; uses by infinitives.
B. Formation; rule for tenses; uses by subjunctives.
C. Formation; rule for tenses; uses by participles.
D. Combinations and ideas expressed by the ablative absolute.
Be sure to have all ablatives absolute and indirect discourse
translated as clauses.
E. Important rules such as “Dative with Adjectives,” “Dative
with Compounds,” “Dative with Special Verbs,” “Ablative with
Five Deponents,” “Indirect Discourse,” “Place Ideas.”
III. The pronouns should be learned so well that they are recognized
at once in Caesar.
First year Latin must be learned thoroughly in order to give an
accurate and fluent translation of Caesar. This is brought about by
constant drill on (a) inflection and derivation; (2) syntax; (3) interpre-
tation and translation. Valuable aid comes through sight translation.
SECOND YEAR LATIN
First Semester—Caesar’s Commentaries—Kelsey. Bk. I, first 29
chapters, and Bk. II. Prose once each week. Intensive work should be
done on Bk. I, with sight reading on Bk. II.
I. Study by application to sentences; (a) conditional sentences,
(b) gerund and gerundive, (e) impersonal verbs, (d) periphrastic con-
jugations which were omitted in Smith’s “Latin Lessons.”
II. There should be daily drill on constructions emphasizing “qui,”
“cum” and “quod” clauses.
III. An ablative absolute and indirect discourse should be translated
as clauses.
IV. A relative at the beginning of a sentence should be translated by
a demonstrative or personal pronoun in English.
Second Semester—Caesar’s Commentaries—Kelsey. Books. III, IV,
and chapters 30-54 of Bk. I. Translate most of Bk. III at sight. Prose
once each week. Keep up daily drill on constructions. Compare sections
of Caesar with events of recent war.
COURSE OF STUDY FOR HIGH SCHOOLS 79
THIRD YEAR LATIN
First Semester—Cicero's Orations—Gunnison & Harley. In Catilinam
I, II, III. Prose once each week, based on orations studied. There should
be sight translation throughout the semester. (Avoid too difficult pas-
sages.) Study historical setting, life of the times, places and people
referred to by Cicero.
There should be a careful and thorough review of constructions prev-
iously studied and a completion of all important parts of the Grammar.
Accuracy and fluency in translating should be attained.
Second Semester—Cicero's Orations—Gunnison & Harley. In Catil-
inam IV, De Legh Manilia, Pro Archaia Poeta. Prose once each week,
based on orations studied.
Part of the regular examination should be at sight. Continue daily
drill on constructions, study of historical setting, etc., as in the First
Semester of the Third Year.
FOURTH YEAR LATIN
First Semester—Virgil’s Aeneid—Farrclough & Brown. Bks. I, II,
III. Ten lines daily through the first hundred lines. Increase gradually.
At the end of the fifth week a normal class should read twenty-five lines
daily. At the end of the tenth week from thirty-five to forty lines should
be read.
Study the life of Virgil, his style and versification. (Scan about 500
lines, noting caesural pauses), and memorize at least twenty-five well
known lines. Mythology, geography of the Aeneid, figures of rhetoric,
historical and humanistic aspects of the poem are important.
Second Semester—Virgil's Aeneid—Farrclough & Brown. Bks. IV, V,
VI, with 1,000 lines by Ovid. Drill on constructions and sight reading are
to be continued during the Fourth Year of Lain. Pupils should be able
to translate at sight any selection of the author not involving unusual
constructions or obscure references. At least two weeks of each term
are to be used for prose, based on prose texts previously studied.
FRENCEH AND SPANISH
FRENCH
Great care should be taken with the pronunciation of French. Pro-
nouncing in concert is an excellent drill. The student should be taught
to pronounce t, d, l and n with the tongue touching the base of the upper
front teeth. Let the student pronounce repeatedly the words sel, tres,
drap, date and reine. The lips round and protrude in the pronunciation
of the sounds of ou, eu and u. The lips also round and protrude in the
pronunciation of the sounds of ch and j.
Every teacher should have Knowles and Favard's Perfect French
Possible and Martin’s Essentials of French Pronunciation.
The phonograph should not be used until the student has mastered
the elements of the language. Three Victor records entitled “First Aid
French” may be had for about three dollars. The Cortina and Rosenthal
80 COURSE OF STUDY FOR HIGH SCHOOLS
phonograph records are both very good and useful. The phonograph is a
very valuable aid in the study of any modern language.
According to a committee on Romance Language instruction appointed
in 1918 by the Modern Language Association of America “a knowledge
of words and phrases without the study of grammar limits a man’s
resources to the exact material he has learned. A knowledge of the
elements of grammar enables him, as nothing else can, to recombine his
word and phrase material as varying occasions may require. This would
seem obvious, but it is recorded here in view of the fact that certain
misguided persons are maintaining that students of French need no
grammar. Particular care should be given to the study of the pronoun
and the verb. Mastery of these can be acquired only through systematic
study, whereas nouns and the other uninflected words can be acquired
easily through hearing or reading.”
French should be spoken in the classroom as much as possible. Every
teacher should have House's Classroom French and Knowles and Favard’s
Grammaire de la Conversation. The American-born teacher may feel
uneasy at first, but it must be remembered that the native French teacher
is usually at a far greater disadvantage through lack of fluency in the
use of English.
The text often furnishes material for conversation. The teacher may
prepare the questions in French with the aid of the text. Many con-
versation and composition books are available from which suggestions
and material may be drawn. Spontaneous conversation of a personal
nature arouses the interest and attention more than any other device.
Telling stories in French is good practice for the student. The students
should read aloud and correct their own exercises under the direction of
the teacher. The material may be used the following day for oral work.
Blackboard work and writing French from dictation are very helpful.
The student should also be trained to make careful and accurate trans-
lations from French into English. Idiomatic translation is an art. Texts
containing information about French life are valuable. French period-
icals are very useful in the latter part of the course. The “Illustration”
should be in every high school library. Short poems may be profitably
committed to memory. Among cultured people all over the world it is
considered a great accomplishment to be able to read, speak and write
French. The success of the student will depend largely on aptitude and
industry. The acquisition of a foreign language requires a great amount
of study, no matter what method is used. A knowledge of Latin is a
great help in the study of the Romance languages. Constant review and
incessant practice are essential to success.
There ought not to be more than fifteen students (twenty-five at the
most) in any French or Spanish class. This is mandatory.
Since the amount of work that can be covered in a year varies with
classes and schools, no definite number of books has been prescribed.
New books are constantly appearing. Any substitute that seems neces-
sary should be permitted.
Students should be encouraged to read as many books as possible in
addition to the required work of the classroom. Material for this outside
reading may be found in the catalogs of any of the large publishing
houses.
COURSE OF STUDY FOR HIGH SCHOOLS 81
FIRST YEAR
The New Chardenal French Course (Allyn & Bacon). This grammar
contains abundant material for conversation and composition.
A. de Montvert's La Belle France (Allyn & Bacon), or Talbot's Le
Francais et sa Patrie. (Benj. H. Sanborn & Company.)
If any time is left, one or more of the following books may be read :
Lavisse's Histoire de France (Heath).
Contes du Pays de Merlin (Macmillan), edited by Helen W. Van
Buren. •
Guerber's Contes et Legendes (American Book Company) .
Malot's Sans Famille.
Merimee's Quatre Contes (Holt) . -
Labiche and Martin's Le Voyage de M. Perrichon.
Daudet's Short Stories.
Maupassant's Short Stories.
Halevy's L'Abbe Constantin.
La France Heroique (Heath) .
Carnet de campagne d'un officier Francais (Benj. H. Sanborn).
SECOND YEAR
Rapid Review of the Essentials of Grammar. If a new grammar is
desired for conversational drill, De Sauze's Cours Pratique pour Com-
mencants (The John C. Winston Co.) and Cerf and Giese's Beginning
French are good.
Reading material may be selected from the following list :
Merimee's Colomba.
Erckmann-Chatrian's Madame Therese (Holt).
Chateaubriand's Atala (Brentano) .
Merimee's Carmen and other Stories (Ginn).
A. de Montvert's Aux Etats-Unis (Allyn & Bacon).
Dumas's Monte Cristo.
Verne's La Tour du monde en quatre-vingts jours.
Poemes et Chants de France (Heath).
Dumas's Vingt Ans Apres.
Buffum : , French Short Stories (Holt).
About's Le Roi des montagnes.
Sand's La Petite Fadette.
Sand's Francois Le Champi (The Oxford University Press).
Pailleron's Le Monde ou l'on s'ennuie.
Hugo's Les Miserables (Holt).
THIRD YEAR
Pattou's Causeries en France contains material for conversation.
Corneille's Le Cid (American Book Co.)
Hugo's Quatre-vingt-treize (Heath)
Hugo's Hernani (American Book Co.)
Moliere's L'Avare.
Loti's Pecheur d'Islande.
Lamartine's Graziella.
The teacher may read other good texts not in the above list.
82. COURSE OF STUDY FOR HIGH SCHOOLS
FOURTH YEAR
Gautier's Jettatura (Heath).
Hugo’s Ruy Blas.
Balzac's Eugenie Grandet (Holt). Edited by Jenkins.
Racine’s Athalie.
Buffum: Stories from Balzac (Holt).
Racine’s Phedre.
Hugo’s Les Travailleurs de la Mer (Heath).
The teacher may use other good texts not in the above list.
The following books should be in every high school library:
Wright's History of French Literature.
Konta’s History of French Literature.
Strachey's Landmarks in French Literature.
Poole & Becker’s Commercial French.
French Scientific Reader, edited by Daniels.
Le Monde Francais (Arthur G. Merrill, Chicago).
Rousselot et Maclotte's Precis de Prononciation Francaise (Welter,
Paris).
Histoire de France Illustree (Larousse).
La France: Geographie Illustree (Larousse).
Le Petit Larousse: Dictionnaire Encyclopedique.
La France (French Life and Ways), by G. Guibillon (E. P. Dutton).
Faguet's Petite Histoire de la Litterature Francaise (Nelson).
Martin’s The French Verb (American Book Co.).
Gasc’s French-English & English-French Dictionary (Holt).
The Globe English-French Dictionary (Lippincott).
Nutt's English-French Conversation Dictionary.
Rosenthal & Chankin’s Grammaire de Conversation et de Lecture:
Cours Complet (Holt).
G. Lanson’s Histoire de la Litterature Francaise.
SPANISH
The general suggestions of methods of teaching French may be
followed in teaching Spanish in most cases. Hence they are not repeated
here. Every teacher should have Lawrence A. Wilkin’s “Spanish in the
High Schools: A Handbook of Methods” (Benj. H. Sanborn & Co.).
This book contains many valuable suggestions which may be used in
the French classes. A very good but technical description of Spanish
pronunciation is found in the introduction to Moreno-Lacalle's Elementos
de Espanol (Benj. H. Sanborn & Co.).
For the pronunciation of b and v see grammar. In making the
sounds of t, d, l and n the tongue touches the roots of the upper front
teeth. The Spanish j has the sound given to ch in the Scotch-English
“loch” or in the German “noch.” G before e and i has the sound of j,
which many Spanish speakers pronounce like a strong form of the h
in the English word hat. Spanish should be spoken as much as possible
in the classroom. Questions should be asked in Spanish and the student
should be required to answer in Spanish.
COURSE OF STUDY FOR HIGH SCHOOLS 83
FIRST YEAR
Spanish Grammar, by De Vitis (Allyn & Bacon).
Hall's Poco a Poco (World Book Co.).
Fuentes and Francois's A Trip to Latin America (Holt).
Bransby's Spanish Reader (Heath).
If any time remains, any of the following books may be read in
class or outside of class: -
Valera's El Pajaro Verde (Allyn & Bacon).
Carcilaso de la Vega's El Reino de los Incas (Allyn & Bacon).
Harry’s Anecdotas Espanolas (Allyn & Bacon).
Spanish Reader by De Vitis (Allyn & Bacon).
Por Tierras Mejicanas (World Book Co.).
SECOND READER
Review of the essentials of Spanish Grammar.
Bloomhall’s Spoken Spanish (Allyn & Bacon).
Carrion and Aza’s Zaragueta (Silver, Burdett & Co.).
Asensi’s Victoria y otros quentos (Heath).
Altamirano's la navidad en las Montanas (Heath).
Isaac's Maria (Ginn).
Bardin’s Leyendas Historicas Mexicanas (Macmillan).
The teacher may select any suitable book not included in the above
list, if it is thought best, as reading material for first, second, third or
fourth year work. The Spanish novel is very difficult reading.
Luria’s Correspondencia Commercial (Silver, Burdett & Co.) may be
used whenever there is any demand for commercial Spanish.
THIRD YEAR
Espinosa's Advanced Spanish Composition and Conversation (Benj.
H. Sanborn & Co.), or any other book of this kind may be used for
third or fourth year work.
Marmol’s Amalia (Macmillan).
Becquer’s Legends, Tales and Poems (Ginn).
Calderon's La Vida es Sueno (American Book Co.).
Alarcon's El Nino de la Bola (American Book Co.).
FOURTH YEAR
Blasco Ibanez’s La Barraca (Holt).
Gil y Zarate’s Guzman El Bueno (Ginn).
Valera's Pepita Jimenez.
Caballero's La Familia de Alvareda (Holt).
Galdos's Dona Perfecta (American Book Co.).
Conversation, composition and commercial Spanish books are rapidly
appearing. This material may be substituted for any part of the third
and fourth year work. The exact amount of work that can be covered
carefully will vary with classes and schools. Therefore no definite
amount has been prescribed.
The following reference books should be in every high school library:
84 COURSE OF STUDY FOR HIGH SCHOOLS
Appleton’s New Spanish-English and English-Spanish Dictionary, by
Arturo Cuyas. -
El Pequeno Larcusse Illustrado.
Blanco y Negro (Madrid).
La Illustracion Espanola y Americana (Madrid).
Wilcox’s Scientific and Technical Spanish (Sturgis and Walton).
Altamira's Historia de Espana.
Whitten and Andrade's Spanish Commercial Correspondence (Heath).
Harrison’s Spanish Commercial Reader (Ginn).
Nelson’s The Spanish American Reader (Heath).
Manual de Correspondencia by Ventura Fuentes and Alfredo Elias
(Macmillan).
Luquiens's Elementary Spanish-American Reader (Macmillan).
Supple's Spanish Reader of South American History (Macmillan).
HISTORY
Constant emphasis should be placed upon geography in all courses in
history. Map work of some kind should be given. A simple outline of
the chief events is recommended.
The teacher and pupils should endeavor to collect pictures and
clippings to be kept on file for future reference. At least one good
magazine should be accessible. Even in ancient history a constant effort
should be made to link the past with the present. This is very easy
and profitable at this time on account of the campaign carried on in
these ancient lands during the great war.
ANCIENT HISTORY
First Semester:
First six weeks, Breasted, pages 1-140.
Second six weeks, Breasted, pages 140-251.
The author has written these opening chapters in so easy and
interesting a style that even a beginner will have no difficulty in getting
an interesting view of these ancient peoples. Emphasize the effects of
the natural surroundings and the religion had upon the life of the people
and the nation. Bring out clearly what these nations contributed to
modern civilization.
Chapter VIII is based upon the knowledge obtained in the last
ten years.
Third six weeks, Breasted, pages 252-351.
If the myths of Greece and Rome are taught in the English depart-
ment, but little time should be given to them. If this is not the case,
the best known myths should be studied as an aid to the appreciation
of classical allusion, and both Greek and Roman names should be learned.
The influence of Greek religion upon Greek art should be kept in
mind all through the study. Greek architecture should be studied until
the names and purpose of each part are familiar. As many pictures
illustrating the different orders of architecture as possible should be used.
The great significance of the battle of Marathon can not be over-
emphasized.
COURSE OF STUDY FOR HIGH SCHOOLS 85
Second Semester:
First six weeks, Breasted, pages 351-484.
Bring out the good and the evil in Athenian civilization. The Greek’s
greatest gift to the world and his chief fault was his love of independence.
This is illustrated in the various wars which finally meant their over-
throw, first, by Macedon, and later by Rome. -
The chapter on the “Civilization of the Hellenestic Age” is excellent.
Second six weeks, Breasted, pages 484-600.
The author in giving a modern archeological account of the rise of
early Rome leaves out all reference to the legendary history which is
referred to so often in literature. It is recommended that after studying
to page 499, a few days be taken for reading the myths and stories of
the early kings. The growth of the one-man idea from the Gracchi to
Caesar and leading to the empire should be emphasized as a dangerous
tendency in a republic.
Third six weeks, Breasted, pages 600 to 715.
The many causes for the downfall of the empire, and the rise of the
Christian church are the two most important subjects. The effects of
the barbarian invasion upon both the church and state, the rise of new
kingdoms and a powerful religion are also very important.
Books, Ancient and Greek: Arnold’s “Stories of Ancient Peoples,”
Shaw’s “Stories of the Ancient Greeks,” Gayley’s “Classic Myths,” Web-
ster’s “Early European History” and Ashley’s “Early European
Civilization.”
Roman: Harper’s “Classical Dictionary of Antiquities,” Guerber’s
“Story of the Roman,” Seignobos’ “History of the Roman People”
(especially for early legendary story of Roman), Webster’s “Early
European History,” Ashley’s “Early European Civilization.”
MEDIEVAL HISTORY
First Semester:
First six weeks, Robinson, pages 1-166.
As the first 75 pages are a review of the preceding semester’s work,
they should be passed over as rapidly as possible. The most important
topics are the work of Charlemagne and the division of his empire, the
development of feudalism, the effects of the conquest upon England, the
power and organization of the church. It is difficult to make pupils
understand the medieval conception of church and state. All terms used
in these struggles should be carefully explained.
Second six weeks, Robinson, pages 166-284.
The causes and effects of the crusades should be carefully developed.
A careful study of Gothic architecture will be well repaid, and in view
of the destruction of many cathedrals recently, it is a topic of timely
interest. In this study and that of the renaissance, as many pictures
should be used as possible. The pupils should be familiar with fifteen
to twenty masterpieces of that period. Extra time is allowed for that
purpose in this outline.
86 COURSE OF STUDY FOR HIGH SCHOOLs
Third six weeks, Robinson, pages 284–386.
The chief topic of interest here is the rise of the different Protestant
churches. All terms must be understood, and points of likeness and
unlikeness in the different creeds brought out. Also the work of the
council of Trent and the counter reformation.
The reformation was followed by a century of religious wars, but the
political (especially in England) and the economic causes of these same
wars should not be overlooked. The attitude of the Tudors and Stuarts
on political and financial questions should be compared. Notice the ten-
dency in both the English revolution and the French revolution to grow
more radical. The accession of William and Mary marks an epoch in
English parliamentary history.
MODERN HISTORY
Second Semester:
First six weeks.
The reign of Louis XIV is important, especially because of its effects
upon the French revolution. The causes of the revolution should be
emphasized. The character of Frederic the Great, the reasons for his
wars, and the partitions of Poland have especial interest today. The
navigation laws should be emphasized in order that the pupil may see
them as a part of a world policy rather than as an incident in American
history.
Second six weeks.
The rise to power of various factions in French politics makes an
interesting comparison with the recent Russian revolution. Some com-
parisons could be made at this time and others at the end of the course
when studying the Great War. The attitude toward foreign interference
is an interesting topic. Napoleon’s work as a statesman needs more
emphasis than his brilliant military exploits, especially the Concordal.
The blockade also should be emphasized in order that the pupil may
get a larger conception of the causes of the war of 1812 and its resem-
blance to the causes for our entrance into the Great War. The new
Prussia and the new map in 1815 should be carefully studied. *
The industrial revolution is second to none in importance on account
of its effects upon modern life.
Third six weeks, Robinson, pages 608-746, with supplement.
The contrast in the methods of unification of Italy and Germany
should be brought out, and the reasons why each method succeeded.
It is impossible to choose all topics worthy of emphasis. A few only
will be noted: The social reforms of England and Germany especially,
the reform in the English government, the spread of the imperialistic idea,
Home Rule, the Boer war, and the Union of South Africa, the Eastern
Question, and the effects the Italian war upon Tripoli, and the Balkan
wars, had upon German colonial aspirations, and finally, the alliances
and aspirations that led to the Great War.
Books: Emerton, “Introduction to the Middle Ages;” Gardiner, “The
French Revolution;” Seebohn, “Era of the Protestant Revolution;”
Guerber, “Stories of Old France,” “Stories of Modern France;” Robinson
COURSE OF STUDY FOR HIGH SCHOOLS 87
and Beard, “Development of Modern Europe,” vols. I and II; Hazen,
“Modern European History.” This last book is extremely good and
brought down to the signing of the armistice.
ENGLISH HISTORY
It is suggested that American colonial history be taught as a part
of English history, in order to allow time for a brief course in Oregon
history.
First Semester:
First six weeks, Cheyney, pages 1-156.
Emphasize the importance of the coming of missionaries of the Roman
Catholic church and of the settlements made by new tribes. In the
second three weeks the effects of the Normon conquest, the rise of feudal-
ism, the conflict between church and state, and the development of the
royal judicial powers are important.
Second six weeks, Cheyney, pages 156-276.
Topics—Religious: Emphasize the various phases taken by the
struggle between church and state. -
Political: The abuses that led to the great charter and the struggles,
first of the nobles, later of the commons, to keep these privileges.
Industrial: Rise of gilds, causes of unrest among laborers, and
methods of settlement.
Military: Conquest of Scotland, causes and results of Hundred Years’
War and War of the Roses.
Third six weeks, Cheyney, pages 276-382; Fite, pages 1-37.
Topics—Political character and personal rule of Tudors.
Trade and Commerce: Development of sea power, leading to explora-
tions. Foreign policy of aiding Dutch against Spain, leading to war.
Importance of defeat of Spanish Armada. Trading companies started.
Labor Troubles: Elizabethan poor laws, and labor regulations.
Religious: Influence of reformation, separation of English church
from Rome, Anglican creed, influence of religious questions upon reign
of Elizabeth.
Literary: Introduction of printing and its influence upon the develop-
ment of literature.
Second Semester: - .
First six weeks, Cheyney, pages 382–506; Fite, pages 37-82.
Political: Compare and contrast attitude of Tudors and Stuarts
toward church and state. Emphasize new demands of people.
Religious: Growth of factions and influence upon colonies.
Commercial: Influence and power of trading companies. Effects
upon king and people of the rising prices caused by influx of precious
metals from the new world.
Civil War: Causes, reforms and divisions in Long parliament, the
growth of radical sentiment as the revolution progressed. Cromwell’s
policy at home and abroad and reasons for his failure. Purposes and
results of navigation acts, rise of political parties.
Colonial: Mayflower compact, beginnings of union and growth of
popular government.
88 COURSE OF STUDY FOR HIGH SCHOOLS
Second six weeks, Cheyney, pages 506-593; Fite, pages 82-164.
Political: Constitutional government under William and Mary, rise
of cabinet government under Queen Anne, political degeneracy under
Walpole, rise of Methodism and agitation for reform.
Foreign Policy: Interference in European wars causing wars in
America and India. Gains made in 1713 and 1763.
Colonial: Differences between English and French colonial policy
and results.
Causes for American revolution resting upon differences in theory,
reasons for England's colonial policy. -
Political: Agitation for better representation; divided sentiment in
regard to colonies.
Third six weeks, Cheyney, pages 593-732. -
Causes for interference in Napoleonic wars and results. Reforms
in church and state. “Home Rule” question. Acquisition of Egypt and
India. Growth of imperialism. The recent social and political changes
and the changed foreign policy as illustrated by the formation of the
triple entente and Japanese alliance are very important.
Books—Green, “Short History;” Stubbs, “The Early Plantagenets;
Cheyney, “Introduction to Industrial and Social History;” Creighton,
“The Age of Elizabeth;” Gardiner, “First Two Stuarts and the Puritan
Revolution;” Hazen, “Modern European History.”
CIVICS
First Semester:
As Fite’s American History has a good many pages dealing with
civic questions, it is suggested that civics precede American History, and
that will enable the pupil to do the second semester's work more easily.
First six weeks, Magruder, pages 1-126.
Important Topics: The relation of the states to the union, and to
each other; the growth in importance of the interstate commerce clause;
the important work of committees, the difference between the popular
and the electoral vote for president, and the powers and influence of
the president.
Second six weeks, Magruder, pages 126-140.
Topics—Diplomatic and consular service, the new federal reserve and
farm loan banks, civil rights, the platforms of the various parties and
methods used in nominating the candidates for presidency.
Third six weeks, Magruder, pages 240-425.
In studying the chapters on state governments, consult and compare
the Oregon constitution as found in the Blue Book. The organization
of state courts, and the method of trying a case are important. The
township system need not be emphasized, but the manner of numbering
townships and sections should be understood. The new types of city
government are very important, as are all city problems. Chapters XXVI
and XXVII are extremely good.
The questions for discussion at the end of each chapter are invaluable.
Books—“Our America: The Elements of Civics,” Lapp. Has a sup-
plement on Oregon government.
COURSE OF STUDY FOR HIGH SCHOOLS '89
AMERICAN HISTORY
Second Semester:
First six weeks, Fite, pages 166-296.
Emphasize the great danger during the “Critical Period,” forcing
the states to adopt a stronger form of government; Hamilton’s financial
measures, and the diplomacy of the periods 1793–97, 1806–12. The
European background should be constantly kept in the pupil’s mind.
Other important topics—the disloyalty of the west and threats of
disunion, rise of parties, purchase of Louisiana, rise of the tariff question,
the Missouri compromise, the Monroe Doctrine, the growing importance
of the supreme court, the partially successful attitude of defiance on the
part of several states, the new “Jacksonian” theory of government, and
the panic of 1837.
Second six weeks, Fite, pages 296-410.
The growth of imperialistic sentiments, especially in the Democratic
party, causes of the Mexican war, the growing sentiment against slavery,
causing the formation of the Republican party, and various attempts to
settle the slavery question, both before and after secession. Questions
concerning contraband and the blockade are important inasmuch as our
attitude and decisions were quoted in the Great War. Large-scale
production and graft begin in the period after the Civil War.
Third six weeks, Fite, pages 410-530.
The mistakes of congress in trying to formulate a plan of reconstruc-
tion were both a cause and a result of much bitterness in the South.
Bring out clearly how our shifting financial policy helped to bring on
the panic of 1893. Emphasize the causes for the unrest illustrated by
the rise of the Greenback, Populist, Socialist, and Labor parties. The
great differences in recent elections (1876, 1884, 1888, 1896), are interest-
ing. The attempts to control great corporations, and the growing strength
of the labor unions are important. The Republican party now becomes
imperialistic. The attitude of Germany during the Samoan affair and
the Spanish-American War have great interest now. A comparison of
the instances in which we used war and those in which we tried arbitra-
tion is recommended.
Books—Elson, “History of the United States;” Fiske, “Critical
Period;” Sparks, “Expansion of the American People;” Bassett, “A Short
History of the United States;” Paxson, “The New Nation” (1865-1917).
The last two are up to date, as are also Hart’s “New American History”
and “West's History of the American People.”
(For the Great War, see Modern History.)
THREE-YEAR COURSE
Schools having junior high schools may use Robinson and Breasted's
“Outlines of European History,” vol. I for the 10th grade; Robinson and
Beard’s “Outlines of European History,” vol. 11, for the 11th grade,
leaving the 12th grade for a semester of civics and one of history, or a
full year of American history with civics offered as an additional
semester's course. The topics to be emphasized would be the same as
those in the regular course, with the emphasis upon the latest topics.
90 COURSE OF STUDY FOR HIGH SCHOOLS
In American history as a full year’s course, it would be well to bring
the study down to or including Jackson's administration.
Ancient History, Robinson and Breasted. .
First Semester:
First six weeks, chapters I-V.
Second six weeks, chapters V-X.
Third six weeks, chapters X-XII, page 357.
Second Semester:
First six weeks, chapters XII-XVIII.
Second six weeks, chapters XVIII-XXIII.
Third six weeks, chapters XXIII-XXVII. -
Chapters XXVII and XXVIII are repeated in vol. II.
Roman history is very weak and must be supplemented.
Modern History. -
First Semester:
First six weeks, Robinson and Beard, chapters I-V or VI.
Second six weeks, chapters V or VI-X.
Third six weeks, chapters X-XIV.
Second Semester:
First six weeks, chapters XIV-XX.
Second six weeks, chapters XX-XXIV.
Third six weeks, chapters XXIV-end.
BOOKKEEPING
The outline given here assumes the taking of two periods daily for the
work, and provides for the use of business practice and the handling of
the required business papers. * *
In the work in bookkeeping it is essential that pupils appreciate the
paramount importance of neatness and accuracy. Each transaction
should be thoroughly understood before any record of it is made, in
order that, when it is made, it may be made correctly.
It will be found advisable to use the recitation frequently. It will
help to bring out difficulties and save much time in explanation.
It does not follow from this that it will be necessary to keep the
entire class together throughout the work. In fact, no attempt should
be made to hold them together. Pupils should be allowed to do their
work as rapidly as is consistent with thorough understanding, and it is
inevitable that some will work ahead of the others. This will not
materially affect the value of the recitation to all.
FIRST YEAR
First Semester: Principles of bookkeeping, introductory course, Miner
and Elwell.
First six weeks, to page 58.
Second six weeks, to page 117.
Third six weeks, to page 149.
Second Semester:
First six weeks, to page 184.
Second six weeks, to page 223.
Third six weeks, to page 256.
COURSE OF STUDY FOR HIGH SCHOOLS 91
MANUAL TRAINING PREVOCATIONAL WORK
SEVENTH, EIGHTH AND NINTH GRADES
In harmony with the great developments of industrial education in
all parts of the United States as well as in other countries, the schools
of Oregon should keep time with this progressive movement. As an
incentive in this work and for the purpose of having a common basis
or source for information, the state textbook commission has seen fit
to name two most excellent texts for manual training work. In the
past the matter of textbooks (or reference books, as no text was officially
adopted) has been a source of confusion in the different schools and
classes. The introduction and use of the adopted books will do much
to standardize the industrial work in our schools.
The following outline or suggestive course of study is written for
the Oregon schools and is therefore based on the textbooks adopted in
June, 1919, by the state textbook commission. These books are “Trade
Foundations Based on Producing Industries” and “Prevocational and
Industrial Arts.”
The second book named, “Prevocational and Industrial Arts,” is
clearly a book of projects and technical details of a number of crafts
or industries.
The first book named, “Trade Foundations Based on Producing Indus-
tries,” is exactly what the title implies, a book for laying a foundation
for an intelligent selection of an occupation. These books should be in
the hands of each pupil of the seventh, eighth, or ninth grade who is
doing any form of industrial arts or manual training work.
GENERAL STATEMENTS
So many of our schools are following the plan of the junior high
school or the six-three-three plan that this suggestive outline has been
made to meet the conditions found in these schools.
The work is outlined on a time basis of double periods, five days
each week. In schools where less time is given or where other grades
are taking the work, the teacher will be able to arrange the work to
suit the organization in his school.
All manual training is or should be prevocational work. No industrial
work should be undertaken unless the predominating aim is to equip the
pupil to make an intelligent choice of a vocation. For this purpose he
must have an opportunity to undergo as many typical practical experi-
ences as possible. In addition to the experiences gained in practical
shop work, each individual must have an opportunity to know the
possibilities and remuneration in the different occupations; the require-
ments for entrance; the opportunities for advancement; the physical,
hygienic, social, moral, and civic features of each occupation studied.
With this thought in mind there must be close cooperation and
coordination with and between all different departments and classes in
the school. The teacher of English should assign topics for composition
or descriptive writing in cooperation with the teachers of agriculture,
home economics, manual training and commercial subjects. The teachers
of arithmetic will gladly accept a series of problems bearing on any
92 COURSE OF STUDY FOR HIGH SCHOOLS
phase of these industrial subjects if furnished by these teachers. Such
problems should be given to the class or interested members as supple-
mentary problems. The teacher of reading will find an awakened
interest on the part of most of her class in reading if she will call on
the pupils of her class who are interested in prevocational work to bring
in and read a selection pertaining to their industrial work.
The shop teacher will get many valuable suggestions and also practical
shop projects or jobs for his prevocational classes by taking an active
interest in the school as a whole and listening to the suggestions offered
by his fellow teachers.
PLAN
The school year should be divided into four periods of nine weeks each.
In schools equipped to do so there should be offered four different typical
trades or occupations each term. This will provide experience and
instruction in twelve selected occupations in the three years in which
prevocational work is commonly offered. The selection of these typical
occupations should be governed largely by the industrial occupations of
the community. For instance it would be common sense to arrange the
prevocational work for the school in La Grande, Oregon, after consulta-
tion with the superintendent and foremen of the railroad machine shops
located in that city. The result of such consultation will show that
drawing, designing, machine drafting, machine shop work, forge work,
sheet metal work, pipe fitting, bridge building, car building, painting,
upholstery, pattern making, foundry work, oxy-acetylene welding and
cutting, concrete work, and electric wiring should be emphasized.
In most of the schools of Oregon the following outline will in general
more nearly meet the requirement for prevocational work in the 7th,
8th and 9th grades:
Woodwork (joinery and cabinet making);
Drawing (shop and mechanical);
Printing;
Machine shop;
Carpentry;
Blacksmithing ;
Woodturning and pattern making;
Bricklaying;
Electric wiring (wireman);
Plumbing and pipe fitting;
Sheet metal work; -
Concrete construction.
SEVENTH GRADE
Time, thirty-six weeks of school; double period, five days each week
or ninety minutes daily; seven and one-half hours each week; two hundred
seventy hours in the year. -
The school year divided into four terms of nine weeks each.
FIRST TERM-NINE WEEKS
Drawing. Elements of mechanical drawing and shop drawing.
Suggested projects: Working drawings of projects to be made in
the shop.
COURSE OF STUDY FOR HIGH SCHOOLS 93
SECOND TERM-NINE WEEKS
Wood work (joinery and cabinet making).
Suggested projects: Nail box, birdhouse, footstool, plant stand,
medicine cabinet, serving tray, porch swing.
THIRD TERM-NINE WEEKS
Printing.
Suggested projects: List of words missed in spelling, tickets, visiting
cards, letter heads, return address on envelopes, exercises taken from
work in English.
FOURTH TERM-NINE WEEKS
Machine shop.
Suggested projects: Foot scraper, calipers, machinist's clamp, bicycle
bundle carrier, steel frame shop bench. (See Industrial Arts Magazine,
March, 1917.)
EIGHTH GRADE
FIRST TERM-NINE WEEKS
Carpentry. .
Suggested projects: Hog house, implement shed, poultry houses,
garage.
SECOND TERM-NINE WEEKS
Blacksmithing.
Suggested projects: Angle irons, brackets, braces, wagon stake braces,
corner irons, toy wagon axle, lap link, ring hook with bolt, gate hinge,
hook, staple. -
THIRD TERM-NINE WEEKS
Wood turning and pattern making. -
Suggested projects in pattern making: Patterns for planer block,
angle iron; brass bushing, core box; pipe T, arm for eccentric arm.
FOURTH TERM-NINE WEEKS
Brick laying.
Suggested projects: Brick wall, brick chimneys, brick arches.
NINTH GRADE
FIRST TERM-NINE WEEKS
Electric work (wireman).
Suggested projects: Bell wiring circuits, telegraph circuits, light
wiring circuit, wiring for an electric iron, electric motor.
SECOND TERM-NINE WEEKS
Plumbing and Pipe fittings.
Suggested projects: Wiping a joint, repair service pipe, build a bench
or stand from pipe. :
THIRD TERM-NINE WEEKS
Sheet metal work.
Suggested projects: Stove pipe collar, pan with riveted corners, fun-
nel, conductor elbow, single pitch roof flange, roof ridge flange.
94 COURSE OF STUDY FOR HIGH SCHOOLS
FOURTH TERM-NINE WEEKS
Concrete construction.
Suggested projects: Fence posts, trough, concrete walks, concrete
steps, flower box, roller, garden seat.
As a suggestion of how to use the adopted textbooks in prevocational
work with your class an elementary project in wood work has been
selected and a study of the project, a bench hook, made.
The progressive teacher will work out with his class some such
scheme in all the different lines of work undertaken in the grades as
well as in the high school classes.
The working drawing should never be omitted. By having each pupil
supplied with a loose leaf lesson file and requiring each drawing to be
kept as well as suggestive notes and references the weekly and term test,
if such test be given, will be only a matter of reviewing the work.
Make drawing of project in this space.

BENCH HOOK
Drawing of Project—Never omit drawing of project.
BILL OF MATERIALS
Finished sizes.
1 pc. -------------------------- * * * - - - - - - - * * * *- - - - - - - - - as a - - - - - - - - - - - - - - - - - - * * * * - - - - - - - * * % "X51%"x9”
2 pes. - - - - * * * * * - - - - - - - - - as a “ - - - - * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * 34” x11%"x4"
6 wire finishing nails.
Glue.
Seventh Grade—Project No. 1
See pages 23, figure 61, p. 24; pages 72, 73, 74, 75, figures 8, 9, 10,
“Prevocational and Industrial Arts.”
The following study outline is taken from “Trade Foundations.” To
economize on space and time the first figure or number shows the page
and the second and following indicates the article. Illustrations: I. Man-
ufacturing and Mechanical, see page 79 and following; articles 80-82, 83–
95, 96, 97 will be written: Manufacturing and Mechanical, p. 79 f., Art.
80-82, 83-95, 96, 97.
I. Manufacturing and Mechanical, p. 79, ff., Art. 80-82, 83-95, 96, 97.
A. Trades or Occupations Represented:
1. Drawing, Working. p. 405 f., Art. 27.
COURSE OF STUDY FOR HIGH SCHOOLS 95
2.
3.
4.
Lumbering. p. 45 ff.:
a. Importance of, p. 45.
b. Division of, p. 45, Art. 41.
c. Workers in, p. 45 ff.
d. Operations, p. 285 ff.
Carpentry, p. 83, Art. 83:
a. The trade of (Building Contractor), p. 83.
b. Operations, pp. 289 to 311.
Cabinet Making, p. 99, Art. 97:
a. The trade of, p. 99, Art. 97.
b. Operations, pp. 311 to 320.
B. Materials, p. 167 f.;
1.
2.
3.
Wood, pp. 168 to 191:
a. Pine, p. 194 f.-Fir, p. 193.—Spruce, p. 196 f.
Nails, p. 307, Art. 70.
Glue, p. 243 f.
C. Tools (used in construction of), p. 247 ff.:
1.
2.
:
;
D. Operations:
:
i
Rule, p. 305, Art. 62; Square, p. 330, Art. 141, p. 364,
Art. 221. -
Try square, p. 289, Art. 16; Square, p. 330, Art. 141,
p. 364, Art. 221.
Bench knife (Sloyd), p. 306, Art. 65, p. 309, Art. 76, or
scratch awl, p. 306, Art. 66.
Saw—cross cut, p. 254, Art. 8, p. 293, Art. 24.
Back saw, p. 293, Art. 25.
Gage, p. 304, Art. 58, p. 310, Art. 79.
Planes, pp. 295 to 298:
a. Jack plane, p. 295, Art. 32.
b. Block plane, (?) p. 296, Art. 34.
Hammer, p. 252, Art. 6, 7, p. 306, Art. 67.
Nail set, p. 307, Art. 70.
Hand screws—clamps, p. 301, Art. 52, 53, p. 473, Art. 28.
Measuring (laying out), p. 305, Art. 62, 63, 64.
Marking (laying out), p. 289, Art. 16, p. 330, Art. 141,
p. 364, Art. 221, p. 306, Art. 65, 66, p. 309, Art. 76.
Sawing, p. 293, Art. 24-29, p. 254, Art. 8.
Planing (jack), p. 295, Art. 32.
Testing, p. 330, Art. 139-141, 142, p. 289, Art. 16.
Gaging, p. 304, Art. 58.
Assembling, p. 319, Art. 123, p. 421, p. 96, Art. 94, p. 114.
Gluing, p. 316, Art. 115.
Clamping, p. 300, Art. 50, 51, 52, 53.
Nailing, p. 306, Art. 67.
Setting nails, p. 307, Art. 70.
10.
11.
Note: This outline and suggestive course in prevocational work is neces-
sarily brief.
A detailed course of study has been written for teachers using
“Trade Foundations” as a text. This detailed course of study contains shop
drawings of numerous projects, suggestions to teachers, page and paragraph
references, and a working bibliography all in harmony with this suggestive
Outline. The above mentioned course may be obtained from Guy M. Jones Com-
pany, 519 Merchants Bank Building, Indianapolis, Indiana.
96 COURSE of STUDY FOR HIGH SCHOOLS
HOME ECONOMICS
“Home Economics is a subject that centers around the problems of
the home and other institutions, the problems of which are of a similar
nature. The subject includes a study of food, shelter and clothing viewed
from the standpoint of hygiene, economics and art, and a study of the
relations of the family to each other and to society.”
A modern course in Home Economics consists of something more than
lessons and demonstrations in sewing and cooking. While it is the
purpose of such a course to develop ability to cook and sew, the real aim
of the Home Economics work is much broader; it should increase in the
girl a feeling of responsibility as a member of her family group and
awaken in her a desire to participate in promoting the welfare of society
in general. - -
The courses in cooking offered in Household Science are designed
(a) to develop in the girls an appreciation of the power of a sound mind
and a healthy body; (b) to give a knowledge of the maintenance of the
body in health, and (c) to indicate the means by which health may be
restored if lost. This requires a knowledge of the composition and
function of foods; how to choose the right food and how to prepare and
serve it. The course should give to every girl knowledge and skill in
home making that is an essential part of the education of every young
woman, regardless of her future occupation.
Many mothers of the present day lack the scientific and economic
knowledge to adjust themselves to modern conditions in the training of
their daughters. The schools or some other agency must train the girls
in order that the modern home may be managed in the most efficient
way and thus bring about the fullest happiness of the family group.
The need for the right kind of homes, which will serve as factors in
developing the character of the members of the family group, is being
recognized as a national obligation. -
In preparing a high school course in Home Economics, three types of
students must be considered.
1. The girl who expects to remain at home or become a home maker
upon the completion of her high School education.
2. The girl who aims to enter industrial or commercial pursuits and
will require some home economics studies as a part of a liberal education.
3. The girl who aims to go to college.
This course has been prepared so that each semester's work represents
a complete half unit. In planning the course it is assumed that the
students have had some industrial training in the lower grades and
home economics in the seventh and eighth grades.
Because of the immaturity of students and their lack of sufficient
basis for choice, it seems advisable that the work of the Seventh and
eighth grades be required of all girls. Every girl, no matter what line
of work she may enter, should have an opportunity to become acquainted
with at least this amount of the subject.
The aim of the courses in Home Economics as presented to the
seventh and eighth grades is to teach good working habits together with
the fundamental facts of good cooking and good sewing. The lessons
are planned to develop deftness and accuracy in handling of materials;
COURSE OF STUDY FOR HIGH SCHOOLS 97
judgment as to the choice of material and as to the finished product;
correlation of hand and brain and, withal, self-reliance. When the girl
leaves the eighth grade, she should have a general working knowledge
of the simple foods, their selection and preparation and the correct
combination of these foods in the meal. She should be able to appreciate,
in a measure, the questions of economy, conservation, hygiene, and art
in the Solution of the clothing problem, and the practical work of the
sewing room.
The arrangement of the following courses is suggestive only. It
is optional to instructors as to the particular years in which the subjects
should be presented. The courses in household science and household art
may be given alternate semesters or sequentially.
In presenting the subjects of household science and household art,
there is great danger of becoming mechanical—giving mere cooking or
sewing lessons. This should be guarded against in every way possible,
by keeping in mind the main objective; namely, train the girl to main-
tain a home economically, to keep the family healthy and to make home
a comfortable and happy place.
The number of units to be offered in the field will vary with the
school, from one unit in household science or household art to a
maximum of four units in home economics divided along the lines sug-
gested. The work in any school may be of a type to fit the desires of
the community and the local board of education. -
The method of offering the course in home economics may also vary,
but it is recommended that one of the following plans be adopted.
a. A semester (18 weeks) in household science followed by a semester
in household art or vice versa, 90-minute periods five times a week, the
time to be utilized as seems most advisable to the supervisor in charge.
b. A full year of household science or household art, 90 minutes a
day, five times a week. When this plan is used, it seems best to offer
the work in clothing the first year. This arrangement will give the
students an opportunity to elect the elementary sciences, preparatory to
household science work.
Correlation. It is recommended that correlation of other subjects
with those of home economics have special consideration. Chemistry,
physics and physiology or some other biological science should precede
or parallel the work in elementary dietetics and sanitation; fine arts
should make a valuable contribution to household arts.
The home economics studies offer many opportunities for correlation
with other subjects in the school, thus lending themselves easily to the
development of a well-knit, unified curriculum. Based, as much of the
work is, on underlying principles of science, the interrelations of the
natural and physical sciences with the home economics subjects should
be carefully worked out and applied as frequently as possible to their
mutual strengthening. The fact that girls are often not interested in
science and do not grasp its principles has given rise to the statement
that they have not scientific minds and hence can not learn the subject.
This condition is really due not to the fact that the girl has any
less ability for comprehending scientific truth, but rather to the fact
that in the past the principles of science have been taught through
phenomena that do not come into the life and knowledge of the girl and
Sig. 4.
98 COURSE OF STUDY FOR HIGH SCHOOLS
that consequently have little meaning or interest for her. If her
chemistry, physics, and biology are taught in connection with the
materials and processes she is accustomed to use every day in her home
and school life—the chemistry of foods and textiles, the physics of the
kitchen range and the heating system of her home, the biology of the
cleaning and preserving lessons of her home economics course, the
hygiene of her own personal life and surroundings—it will be observed
that her interest is quite as keen and her mental processes quite as alert
as are those of the boy when he studies his steam engine or automobile.
“It has not been the custom in the past to introduce science work,
other than the nature study and geography of the early elementary
grades, before the first year of high school or the ninth year. There
seems no valid reason why these subjects in the form of general science
should not form a part of instruction under the general title of
Introduction to Science, with special subdivisions of hygienic and
chemico-physical study”; and that the studies “should be scientific,
although not science in the strict sense. That is, they should follow
methods of science, but not its characteristic generalizations.
If the home economics teacher has the proper preparation, general
science may well form an integral part of the home economics course,
and its applications and illustrations may be taken from that field, thus
making for economy of time as well as for a surer understanding of the
principles.”
The state adopted text books in home economics should be supple-
mented by the standard reference books and bulletins, reports, charts
and other material supplied by federal and state governments. The
instructor should see that the school library is supplied and the pupils
make use of the library. The current magazines also provide much of
value but the teacher must exercise judgment in their use. (See State
Library lists for bibliography.) -
Note Books. The general tendency today seems to be away from
note books as much as possible. All students, however, should keep a
note book of some kind or a card system. In it they should enter the
assignments, notes on special reports, outlines, Summaries and like
materials. They should be encouraged to work out some system in the
keeping of notes. Students will learn that a good set of notes is a
splendid companion for their text book, as well as a means of giving the
subject definite organization.
A strong advisory system is to be recommended in home economics in
order that the girl may choose those studies which help her to attain her
goal, whatever that may be. The fundamental course may be the same
for all groups. The differentiation may be established through subse-
quent courses or through a series of unit courses. The aims of the
individual members of the class should determine subject matter to be
chosen.
The following combinations are suggested:
COURSE OF STUDY FOR HIGH SCHOOLS 99
I
English
General Science
Home Economics III
Electives
Algebra,
History
II
English
General Science
Home Economics IV
III
English
History
Home Economics I
Electives
Botany or Biology
Algebra,
Geometry
Modern Language
IV
English
History
Home Economics II
English
Home Economics V
Electives
Civics
Physics
Modern Language
Typewriting
Geometry
Algebra,
VI
English
Home Economics VI
Following order in Course of Study:
Household Science (Home Economics I, II, VI, VII).
House Management (Home Economics V).
VII
English
Home Economics VII
Electives
Chemistry
ECOnomics
Modern Language
Stenography
American History
VIII
English
Home Economics VIII
Household Art (Home Economics III, IV, VIII).
100
COURSE OF STUDY FOR HIGH SCHOOLS
*
FOUR YEAR COURSE IN HOME ECONOMICS
HOME ECONOMICS I
Household Science—First Semester
Periods—90 Minutes Daily
Technical Work *
Organization of Work
Cleaning
Moasuring
THE KITCHEN
Subject Matter Correlation
Turnishing General Science
Care English
Housekeeper's duties Physiology
Measures
HEAT COMBUSTION AND FUELS
Experiments illustrating
burning
Laying, starting and reg-
ulating fire.
Regulating gas and elec-
tric equipment.
Essentials Of combustion General Science
Rinds and classes
Value of different fuels
Rindling temperature
Products Of combustion
PRESERVATION OF FRUITS AND VEGETABLES
Canning, preserving and
jelly making under var-
iOus methods
Sterilization and sealing
Labeling and storage
Experiment to show freez-
ing, simmering and boil-
ing points and how
these are affected by
addition Of Salt
Removing temporary and
permanent hardness
Technical Work
Classify common foods
Compile food list accord-
ing to food values
Why fruit spoils Bacteriology
Gums as friends and foes Botany
Methods of preservation Physiology
PHarmful preservatives
Prevention. Of Waste
Changes due to preserva-
tion
Selection of fruit and
vegetables
Proper storage
WATER
Composition
Source
TJses in body
Uses in cooking
PCinds
Daily requirement
Temperatures
A cleansing agent
Subject Matter
Chemistry
Physics
Physiography
Bacteriology
Correlation
FOOD
Classification
* Chemistry
Composition
Physiology
CARBOHYDRATE SERIES-SUGAR
Experiment for
point of Sugar
Make peanut brittle and
Other candies
Pack and wrap box candy
Make sugar syrup and
lennonade
melting
SOurse of sugar Geography
Manufacture Physics
Value of sugar and candy Chemistry
in the diet
Daily requirement
Danger from excess
Importance of pure candy
Principles of candy mak-
1ng
Methods of avoiding crys-
talization
º It is not expected that the students study Chemistry, Physics and Bacteriology
in the first and Second years, but the scientific phenomena may be explained by
the teacher by the use of simple terms.
COURSE OF STUDY FOR HIGH SCHOOLS
101
Technical Work
Cooking fresh and dried
fruits
Experiments to deter-
mine solution of Starch
in hot and COld Water
Use of iodine test to ident-
ify starch
List of Starchy foods
Preparation of cereal
dishes
Boiling, Steaming
fireless COOker
Teport upon home cook-
ery Of Sago, tapioca, and
macaroni
and
Baking, boiling and
Steaming
Addition Of Seasonings
Making of vegetable soup
and White Sauces
SOup accompaniments
Leavening by means of
Chemicals
Incorporation Of air
Expansion due to steam
Experiments to show a C-
tion Of various leaven-
ing agents
Make biscuits,
etc.
muffins,
3.
FRUITS
Subject Matter Correlation
Composition Botany
Classification Chemistry
Nutritive value Physics
Selection and Care Geography
Principles involved in
COOking
CoSt
CEREALS AND STARCHES
Source and composition Geography
FOOd value Botany
Principles of cooking Physics g
Need for thorough cooking Physiology
Manufacture of starch
Manufacture of cereal
products
Comparison Of uncooked
and ready-to-eat cereal
products
Storage and cost
VEGETABLES
Composition Geography
Classification according Botany
to parts used Physics
Principles of cooking -
Methods Of COOking
Changes due to cooking
Digestibility
Selection and Care
Serving
QUICK BREADS
Meaning Of term Chemistry
Essentials for bread mak- Physics
ing Physiology
Flour (manufacture)
Leavening agents
Fules for making
NutritiVe Value
Digestibility
When to Serve
Cost
BEVERAGES-b. BREAKFASTS
Water Chemistry
Beverages Physiology
Tea, coffee, cocoa, and Geography
Chocolate History
Planning breakfasts English
Table service
Table etiquette
PROTEIN COOKERY
a. Steeping,
Stearning
b. Marketing
Cooking
Table setting
Serving
Correct eating
Care Of leftovers
Cleaning
boiling,
(Comparative food values of milk, meat and eggs)
Separation of parts of
milk
Effects of heat and acids
Coagulation by rennet
Preparing milk dishes
Pasteurize and sterilize
Clean milk utensils
Sig. 5.
Milk
Composition
Nutrative value
Principles involved in
COOking
How to buy
Care and cost
Value in the diet Of chil-
dren
Certified, condensed and
malted milk
Cheese (kinds and manu-
ture)
Bacteriology
102
COURSE OF STUDY FOR HIGH SCHOOLS
Technical Work
Testing for freshness
Effects Of heat
|Use of eggs as thickening
agents
To incorporate air
Making Omelet
Custards and souffles
Packing eggs
Planning menus
Compile lists of suitable
luncheon dishes
Cooking
Buying
Serving
Make yeast breads of va-
rious kinds
Baking
Care of bread
Sandwich making
Field trip to bakery
EGGS
Subject Matter *
Structure and composition Physics
Nutritive value Physiology
Digestibility g
Value of eggs in childrens'
and invalids’ diets
Cause of spoiling of eggs
COst and storage
Correlation
LUNCHEONS
Good food combinations
Buying in season
Economy in foods
Table service
Physics
Art
Mathematics
TYEAST BREADS
P&inds
Yeasts—varieties
Methods of reproduction,
factors essential to
growth
Methods of making breads
Materials used
Manipulation
Baking -
Nutritive value
Digestibility
Comparison of cost of
home-made and baker’s
bread
Causes of defects in bread
Qualities of good bread
Score cards
Comparison of home-made
and baker’s bread
|Use of leftovers
HOME ECONOMICS II
Household Science—Second Semester
Periods—90 minutes daily, four times per week, parallel with Housewifery
Technical Work
Examine Structure
Effects of heat, acid and
Salt
Cooking meat in various
ways
Soup making
Use Of leftovers
Field trip to meat market
List cuts of meat accord-
ing to price
Examine Structure
Clean
Cooking and seasoning
Serving
MEATS
Subject Matter
Rinds, structure
Composition
Selection
Nutritive Value
Reasons for cooking
Methods Of COOking
Methods of preserving
Food laws governing Sup-
Correlation
Physics
Physiology
ply
Meat Substitutes
FISH AND OTHER SEA FOODS
Structure
Composition
Selection
Characteristics of good
fish
Seasons of various kinds
Nutritive value
Methods of COOking
Reasons for COOking
Fresh and canned prod-
licts
Serving
Cost
Geography
Physiology
COURSE OF STUDY FOR HIGH SCHOOLS
103
Technical Work
Test for adulterants
Render fat
Experiments to determine
temperatures for frying
COOked and unco Oked
food
Clarify fats
Deep fat frying
Rastry
Make and bake various
kinds of Cakes and
COOkies
Make steamed, baked and
boiled puddings
Sauces
Serving
Cooking and serving din-
In eTS
Field trip to markets
Note—These meals to be planned without calorific value ;
knowledge of food principles.
Make various kinds Of
Salads
Make Cooked, French and
Mayonnaise dressing
Select and prepare mate-
rials for Salads
Test for purity
Experiments to show solu-
bility in hot and cold
Water
Prepare gelatin—
With fruit juice
With fruit pulp
With fruit and nuts
With Cream Or Whites
Of eggs
Use in making candy
Make puddings, salads,
SOup, CrOQuettes
Souffles, Sandwiches, scal-
loped dishes
Serve attractively
FATS
Subject Matter
Composition
Kinds, Sources
Value as a food
Effects Of healt
IXconomy in the use Of
fats
COSt Of Various kinds
Substitutes
CAKES AND COOKIES
Classification
Ingredients and propor-
tions
Methods of mixing
Baking
Characteristics Of good
Cakes
Score cards
Nutritive value
Digestibility
When to Serve
Cost
PUDDINGS
Classification
Ingredients
Nutritive value
Digestibility
When to Serve
Attractiveness
COSt
DINNERS
Menu making
Menus for meals of dif–
ferent SeaSOnS
Menus for special occa-
SiOnS
Menus for meals of Small
COSt
Selecting of food materi-
ials for menus
COSt Of food
Methods of purchase—
marketing
SALADS
Classification
Tngredients
Preparation
Suitable combinations
Value in diet
Comparison of food
Values of different kinds
GELATIN
SOurce
Commercial preparation
Properties
Composition
Value as food
Characteristics
Uses in cookery
Nutritive value
Cost
LEFTOVERS
Suitable food combinations
Condition of material
Seasoning
Economy
Digestibility
Cost
Correlation
Chemistry
Physiology
Chemistry
Physics
Physiology
Chemistry
I’hysics
Physiology
IBookkeeping
Art
planned from
Botany
Physiology
Art
Chemistry
Physics
Physiology
Art
Physiology
104 COURSE OF STUDY FOR HIGH SCHOOLS
FROZEN DESSERTS
Technical Work Subject Matter Correlation
Make ices and ice cream Kinds and examples Physics
Serve Ingredients and propor-
Care Of freezer tions
How to freeze
The ripening process
Substitutes for freezer
Nutritive value
Digestibility
When and how to serve
Cost .
PREPARATION OF MEALS
Preparation and serving of meals is to be assigned the class from time to
time throughout the Semester.
Household Science—Second Semester
Housewifery
(This course is to parallel Household Science, Home Economics II)
- Periods, 90 minutes one day per week
CARE OF THE HOUSE
Sources of dirt ; way of removing dirt ; materials for cleaning ; necessity for
definite plan ; Order of work for day or week ; short cuts ; use of labor Saving
devices ; time studies for standard practice.
EQUIPMENT
Tools—inexpensive labor saving ; materials—common cleansing agents :
choice, care and cost of tools and materials; relation of dress to efficiency ; dis-
cussion of proper house dress, Shoes, etc.
SPECIAL PROBLEMS TO BE CONSIDERED
F3edroom—bed making ; daily plans of work ; weekly cleaning.
Care of furniture—polished, wicker and reed ; upholstered ; painted.
Care of floors and woodwork—painted ; oiled ; varnished ; waxed ; enameled ;
linoleum.
Care of glass—windows ; mirrors ; pictures.
Pathroom—special study of plumbing ; care of enamel, etc.
Eitchen—modern time saving methods ; relation of posture to efficiency ; Spe-
Cial study of sink and its care ; range or stove ; refrigerator, cooler Or Window
box ; cupboards, closet or shelves.
Cleaning of kitchen utensils—iron, aluminum, silver, granite, nickel, enamel,
brass, tin, Wood. -
Laundering—sorting of clothes ; removal of stains, including rust, fruit, coffee,
Cocoa, blóOd, Oil, grass.
Soaking, washing, boiling, rinsing, bluing, Starching, drying, Sprinkling,
IrOn Ing.
Special work on washing—flannels ; silk hosiery and gloves ; delicate fabrics.
HOME ECONOMICS VI
Household Science—Third Semester
(May be taken either Junior or Senior Year)
Periods, 90 minutes daily
ELEMENTARY DIETETICs, 12 WEEKs
Technical Work Subject Matter Correlation
Weigh and measure 100 calorie Selection of food materials for Chemistry
portions of different foods IYléIn Uls Physiology
Compute 100 calorie portions of Food combinations Bacteriology
several foods Rules for combining various food Art
Calculate from dietary tables the principles English
number of calories each mem- Method of measurement of fuel Bookkeeping
ber of a given family requires value Of foods Economics
for daily diet
COURSE OF STUDY FOR HIGH SCHOOLS
105
Subject Matter
Food requirements as influenced
by age, etc., with special em-
phasis on correct feeding of
infants and young children
Dietary standards
Cost of food, conditions which
affect cost, methods of pur-
chase ; marketing
Means of reducing cost
Planning meals
Study principles underlying the
making of menus
Suitable combinations
Variety, etc.
Esthetic consideration
Meals for different seasons and
OCC3 S10. InS
Preparation and serving of meals
Styles Of Service
Accepted rules for Service
Table etiquette
Plan of work as to economy of
time, labor and fuel
Correlation
Theory of disease
List of diseases carried by air, Water,
insects
Infection and disinfection
Contagion
Care of the sick—patient and nurse
Care of sick room
Influence of air
Influence of Water
Influence of sunlight
Study of causes of common diseases
and methods of feeding
Diet for Obesity
Diet for underweight
Diet for hard working man
Diet of aged
Emergencies
Types of emergency remedies
List of emergencies
Camp menus
Camp equipment
Technical Work
List foods rich in protein, fat,
carbohydrate and mineral Con-
tent
Make trip to market ; reports on
market prices
Compare cost of foods purchased
in Small and large amounts
Study labeling
Plan meals
breakfast,
and Supper
Plan meals for a definnite sum
Serve lucheon—allowance 10 to
12 cents per individual
Plan dinner—allowance 12 to 15
cents per individual ; complete
the day’s ration
Pay guests
Serve dinner—12 to 15 cents per
individual
(Note.—Marketing to be done
in each case by girls.)
Plan meals with special refer-
ence to economy of time, labor
and fuel
Plan, prepare and pack lunch-
eons for School child, laboring
man ; also picnic lunch
Preparing of meals for public
OCCalS1OIlS
Sandwich making
Plan for reception
Reception to townspeople
Reports On meals prepared at
home
the
dinner
suitable for
luncheon,
HoNE NURSING, 4 WEEKs
This COurse gives the practical treatment of simple ailments of the human
body and methods of handling emergencies that may occur in the home, the School
Or elsewhere.
Plan and prepare day’s ration for tu-
bercular patient
Plan and prepare day’s ration for rheu-
matic patient in March
Prepare dishes for convalescent
Prepare and apply antiseptics, ban-
dages
Emergencies
Prepare and apply splints and poultices
First aid remedies
CAMP COOKERY, 2 WEEKs
Camp breads
Camp vegetables, prepared in class
Camp meats (mulligans and stews)
Camp desserts, prepared in class
Preparation of camp supper out in the Open
Picnic Salads
Prepare picnic lunch, paid for by girls
Prepare class picnic lunch, expense paid by class
In groups of two, plan and prepare lunch for two from materials
furnished for practical examination
Cleaning laboratories—lessons to be distributed throughout the
COUITSé
106 Course OF STUDY FOR HIGH SCHOOLS
HOME ECONOMICS VII
Household Science—Fourth Semester
Cafeteria Cookery
(Junior or Senior Year)
Periods, 90 minutes daily
This course is offered solely for the purpose of giving the girl train-
ing in quantity cookery; in planning for varying numbers of people to be
served, and in the daily planning of meals so as to give variety, to furnish
correct combinations of foods and to utilize foods in season and leftovers.
At no time should the course be so given as to exploit student labor, or to
serve merely as a means of supporting the cafeteria.
QUANTITY COOKERY
Technical Work Subject Matter Correlation
Planning simple menus for FOOd requirements Of the Schooi
School cafeteria, child that should be met by
Recipes enlarged to meet re- the Cafeteria,
Quirements of number served, Types of food suitable for School
detailed cost of recipe Worked cafeteria, Service
out, and cost per individual USe Of Seasonable economic
Service foods
Making Of market Order Utilization of leftovers
E’lanning of laboratory work to
secure best result with expen-
diture of least time and en-
er gy
Preparation and serving Of Cafe-
teria, lunches
TJSE OF SEASONABLE FOODS
Visit markets Perishable foods found on mar- Art
Note vegetables as they appear ket at different seasons Instruction
and disappear on the market Use of new food produ :ts
Observe new food products as New uses Of every day products
they are put upon the market Menu making with special elm-
Preparation of dishes using these phasis upon plannung meals
products for time of year when variety
Planning of meals using prod- iS hard to Secure
ucts prepared
Display of foods so prepared,
with suggested menus for their
llSe
Individual members Of class note
recipes appearing in print and
bring to class for preparatiott
those deemed worthy of trial,
judged according to developed
flavors, combination, attract-
iveness, etc.
It is suggested that the class be divided into two sections, thus alter-
nating laboratory and recitation work. After the first two or three weeks,
of course two days each week will probabley suffice for the planning of
the succeeding weeks’ cafeteria work, after which remaining days of the
week should be spent as suggested in experimental cookery.
COURSE OF STUDY FOR HIGH SCHOOLS
107
HOME ECONOMICS V
House Management
(Junior or Senior Year)
Periods, 90 minutes daily
Technical Work
Investigate Salaries or wages re-
ceived by various classes Cºf
wage earners—clerks, teach-
ers, business men, doctors,
carpenters, etc.
(in-
this year's
Personal clothing budget
clilde last year’S,
and next year’s)
Personal budget work on basis
of family income
Subject Matter
The scope of Household Arts
The purpose of Household Arts
Analysis of the household ; func-
tions of the home
Responsibility of the home mak-
er : as housekeeper ; as home
maker
Needs of the family :
1. Shelter
. Food
. Clothing
Cost of operating
Adancement
Savings
family income :
. Consists of : Wages ; in-
vestment ; productive labor ;
use income ; good manage-
ment
2. Methods used for its divi-
SiOn :
a. Doling method
b. Allowance and its va-
riations
C. The budget
The efficient home :
1. Meaning—a house which
satisfies the family needs
2. The budget—the means of
providing for the family
needs
The budget varies with the
needs and ideals of the fam-
i
ily
Generalizations which help
in estimating individual
budgets
3. Responsibilities of the home
maker :
Care of house
Preparation of meals
Furchase, construct i O n
and care of clothing
Training of children
HC me management:
Family budget
Purchase of supplies
Household accounts
Training of family
Care of sick -
Typical divisions for all in-
COIrles :
Food — All food, including
meals taken away from
home
Shelter, rent, property taxes,
fire insurance, water taxes,
etc.
Clothing, including repairs,
mending supplies, dressmak-
er, etc.
Operating—Light, heat, tele-
phone, laundry, services of
all kinds, house furnishings,
labor saving devices
Correlation
Mathematics
Art
Physics
Physiology
Physiography
Hygiene
Sanitation
108 COURSE OF STUDY FOR HIGH SCHOOLS
Technical Work Subject Matter
Savings, including property,
life insurance, Saving ac-
accounts, bonds, etc.
Advancement—Education, mu-
Sic, books, church, etc.
Account keeping :
Practical methods :
a. Book system
b. Set of cards
Balancing accounts
Advantage Of paying by
check
Home life :
Family ideals and Standards
of living
Physical, moral and spiritual
welfare of family
Culture and education
Hospitality
Civic responsibility
PLANNING AND FURNISHING A HOME
Family problems— I. Selection of the Home :
Problem I : 1. Site :
Choose lot ; consider price Locality :
Write descriptions of lot and a. Neighborhood, class
give reasons for your Of people ; types
choice Of houses
IExterior view, showing type b. Nearness to church ;
Of house nearness to neigh-
IRough floor plans of house, bors
On Cross section paper C. Nearness to School
Visit a number of homes if Of choice
possible d. Proximity to facto-
ries, garbage dis-
posal, etc.
e. Convenience to car
line and WOrk
f. Sewer connections
g. Water supply
h. Local taxes
i Streets and pave-
ment impr O v e-
ments
LOt itself :
Itough room plans showing a. Drainage
arrangement of furniture b. View
Living room, kitchen, bed- C. Slope
rOOIYl d. Exposure
e. Soil
f. Shape
g. Clear title ; back
taxes
Illustrations of good or bad Interior considerations:
taste a. Number of rooms ;
Visits to shops for prices On size ; arra, n g e-
furnishings ; consult Catal- ImentS
logues, etc. b. Exposure, Sunshine
C. Window space, ven-
tilation
d. Lighting
e. Heating
Problem II: f. Plumbing
Annual income of $1,200.00 g. Shape of rooms—
possibility of dec-
Orating
Euy lot, build cottage or Interior decorating :
bungalow and furnish as Wall and floor COver-
completely as practicable ings, conside r in g
the first year sanitation, durabil-
ity, utility, beauty
and color harmony
Correlation
COURSE OF STUDY FOR HIGH SCHOOLS 109
ment or teddy bear
utility and health
Technical Work Subject Matter Correlation
Furnishings:
Typical budgets (mother, Living room
father and three children Dining room
under 14 years, for in- Ritchen
comes ranging from $600 Hall
to $2,400) Bath
Bedro Oms
Points to consider in
arrangements
1. Symmetry
2. Harmony—Of use ;
Of color
3. Balance
4. Practical or es-
thetic use
5. Simplicity
6. Unity
7. Atmosphere
Special consideration :
1. GOOd design in
furniture
2. Decorative treat-
ment Of windows
3. Domestic rugs and
Carpets
4. Pictures in the
home
5. Artificial lighting
6. Fireplace
7. Labor s a V in g
kitchen
8. Books in the home
FURNISHING GIRL’S BEDROOM
Selection of material for sheets Bedroom linens and decorations
and pillow cases Neatness and cleanliness in bed-
Submit an Original problem in FOOIſl
decoration
(Note.—This may be done in
art department)
Make dresser set of linen, dimity
Or Creton
HOME ECONOMICS III
Household Art—First Semester
Periods, 90 minutes daily
Technical Work Subject Matter Correlation
Review of stitches, seams and Study of equipment in sewing Geography
fastenings Location and furnishings of sew- Botany
Microscopic and physical exami- ing room Economics
nation of cotton and linen Selection of equipment to con- Art
fibers Serve health and time of work
Collection and comparison of Study of cotton
Samples Importance, where grown ; va-
Note width and cost rieties; importance in United
States ; cotton culture ; grow-
ing ; shipping ; cotton manu-
facture ; finishing ; common
cotton materials every girl
should know ; cotton by-prod-
ucts -
Cost Of Outfit
True economy in buying
TJNDERWEAR
Making a suit of underwear Points to be considered in selec- Art
Care of sewing machine, etc. tion Of materials Economics
Making a combination undergar- Discussion of styles as to beauty, Chemistry
110
COURSE OF STUDY FOR HIGH SCHOOLS
Technical Work
Commercial pattern
Seam finishes
Neck and armseye finish
Suitable hems or bias facing
Buttonholes ; Sewing On buttons
Sewing On lace
Sinnple decoration as feather-
Stitch
Problem of box plait closing in
COrset COVer, and placket in
drawers will be brought in
Mending underwear :
Patching, hemmed Or Overhand
patch ; mend lace ; mend
embroidery ; articles brought
from home ; Washing before
mending emphasized
Darning of stocking
PETTICOAT (Drafted Pattern)
Draft pattern and make Varia-
tions
Cutting, fitting
Suitable Seams, plackets, putting
On belt, hanging skirt and
hems
Making flounce
Use of machine attachments, as
tucker, ruffler, and setting in
lace ; methods of finishing
flounce at top
MAKING MIDDY BLOUSE
(Commercial Pattern)
Discussion of commercial pat- Art
Alteration of pattern
Trimming (individual problem)
HOME ECONOMICS IV
Household Art—Second Semester
Periods, 90 minutes daily
Correlation
History
Mathematics
Chemistry
Physics
Subject Matter
Relative value of trimmings
Selection of designs
Materials and trimming Suitable
for underwear ; appreciation
Of nice underWear and Sense
of refinement which its Wear-
ing tends to give ; ready-made
underWear V.S. home made ;
conditions under which much
ready-made underwear is man-
ufactured ; corsets and their
proper adjustment ; care of
Corsets ; kinds Of COrsets young
girls should wear ; care of un-
derwear ; amount and Cost Of
underwear for a School girl
for a year
Repairing of underwear
Proper mending
Selection of hosiery
Laundering
Design as related to line and
proportion
Design as related to
beauty and health
Selection of material
Economy of material
Straight line drafting
Method of finishing
Hygiene of skirts
utility,
tern S
Individuality in dress
Proper use of negligee garments
Technical Work
Continue comparison of cotton
and linen fiberS.
Selection and hemming of table
linen, etc.
Mending table linen
Materials : gingham ;
lawn ; dimity
Pattern ; commercial or drafted
Processes : Proper design for
simple cotton dress ; intelligent
interpretation Of pattern ; esti-
mation of material ; shrinkage
of material ; economical cut-
ting ; fitting ; finishing seams ;
simple decoration
percale,
Subject Matter
Study of linen
History ; where grown, varieties ;
flax Culture ; flax by-products ;
finishing Of linen ; uses Of
linen yarn ; common linen,
materials every girl should
know ; linen by-products ; sim-
ple tests for determining Cot-
ton and linen
Value of knowledge of fibers to
purchaser
Methods of adulteration
Need of textile legislation
Laundering household linens
COTTON DRESS
Purpose, durability, relative cost,
good taste
Design as related to line and
proportion º
Design as related to beauty,
utility and health
Principle of color,
proportion
Application of principle to design
of dress
line and
Correlation
Geography
Chemistry
rt
COURSE OF STUDY FOR HIGH SCHOOLS
111
Technical Work
Collect samples of embroidery
Collect and COmbine fabrics Suit-
able for simple wash dresses
Make an original design or the
adaptation of a selected de-
Sign
Drafting pattern Or
COnan hercial
adapting
Microscopic, chemical and physi-
cal examination of wool and
Silk fabrics
N Ote width and COSt
Subject Matter
Suitability of design as related
to utility, comfort, and time
spent in laundering
Selection of material
Economy, material
Study of commercial patterns
Commercial vs. drafted patterns
Discussions of principles of art
in color and design as applied
to needlework ; how to alter
patterns for individual fig-
ures ; materials and designs
suitable for wash dresses ; also
trimmings ; Suitable clothing
for young children
Comparison Of costumes Of other
periods of history.
WOOL DRESS
Study of wool
Importance ;
grown ; varieties; wool cul-
ture ; marketing ; manufac-
ture ; dyeing ; finishing woolen
fabrics ; Common Woolen and
WOrsted materials; care of
woolen materials; storage;
Simple tests to determine
adulterations
Fteview of principles of color in
relation to human coloring
and form
Suitability of clothing to differ-
ent Occasions
Selection of materials
Dress accessories
Ornamentation vs. decoration
Influence of Color upon individ-
uals
Discussion of textile legislation
Manufacture of yarns
Woolen and worsted clothing
history ; Where
PHYGIENE OF WOOL CLOTHING
Draft or commercial pattern
Processes : T a k in g measure-
ments; cutting pattern ; mal-
terials suitable for wool skirt;
estimation of material ; Shrink-
age of material ; economical
Cutting
Adaption of commercial pattern
Make Cambric pattern of skirt
and Waist
Fitting and alteration of pat-
terns
Selection of material : Basting ;
fitting ; pressing ; bind seams ;
placket facing ; fastenings ;
hang skirt ; finish at Waist
line ; finish at bottom
Pressing and finishing of skirt
Fitting ; Stitching seams; press-
ing ; binding seams ; front fin-
ishes ; make sleeves ; put in
sleeves ; finish neck ; finish
Waist line ; put On fastenings
—may be joined to skirt
Woolen materials suitable for
School dress ; styles suitable
for School dress; renovating
materials to be made over ;
estimation of material ; effici-
ency in work; necessity for
careful pressing in making
WOOlen garments ; seam fin-
ishes suitable for Woolen gar-
ments ; necessity for shrink-
ing WOOlen material ; simple
tests to detect adulterations in
WOOlen material ; Care Of
Woolens ; storage of woolens
How to fit a waist; importance
in basting sleeves correctly ;
finish of sleeves ; finish of
arm’s eye ; finish of neck and
Waist line ; design suitable for
School dresses; care of Woolen
clothes ; appropriateness of a C-
cessories to dress ; appropri-
ateness Of dress to Occasion
RENOVATING WOOL DRESS
Clean, renovate and press wool
garment as an Old Skirt
Sponging, laundering and press-
ing Wool materials
Correlation
Mathematics
Art
Chemistry
History
112
COURSE OF STUDY FOR HIGH SCHOOLS
HOME ECONOMICS VIII
Household Art—Third Semester
(Either Semester of Senior Year)
Periods, 90 minutes daily
MILLINERY, SIx WEEKs
Technical Work
Spring Work:
1. Practice hat (wire), learn
methods of making and
covering, stitches, etc.
2. Cover buckram commercial
frame with braid and
fabric
3. Freshening old flowers and
trimmings—teacher must
do most Of this to get
results
. Hat linings can be taken up
On first problem
. Making flowers—rib b O n,
piece material
. Some work with Wire, One-
half size halt
. Trimming a hat—teacher
must do most Of Work to
get results
(Girls of high school age Can-
not trim but they can
gain much by Seeing it
dOne SO that teacher can
trim up SOme models)
Fall Work :
1. Practice hat—buckram, etc.
.
2. Cover buckram frame—
Velvet
3. Freshening Old flowers and
trimmings
4. FlowerS
5. Some work with wire
(These practice hats can be
One-half size and expense
will be saved. The girl
would have one hat that
She COuld wear and a
knowledge Of Several
that she could make
afterwards)
Subject Matter
Studying hat designs
Adaptation of hat to wearer
Color and textile combination
Various hat foundations and
their treatment
Halt trimmings
Economy in hats :
Economy and utilization of Old
materials ; development of
resourcefulness ; study Of
line in relation to face and
figure ; good taste in hats ;
Color best for different
types : comparison With
ready-trimmed hats ; suit-
ability of style to age ;
production of millinery ma–
terials — responsibility of
WOmen in production
Where desirable and practical,
millinery may be included to
give further development of
skill and judgment in selec-
tion of clothing
Criticism of prevailing styles
SILK BLOUSE OR LINGERIE DRESS, TEN WEEKs
Microscopic, chemical and physi-
cal examination of silk fibers
Test for adulteration .
Collection and test Of silk Sam-
ples
Selection of material
Selection of design
Cutting and fitting Cambric pat-
tern
Fitting, making and finishing
SILK BLOUSE
Study of Silk:
Importance ; history ; where
grown ; varieties ; silk cul-
ture ; manufacture ; Silk
d y e i ng and finishing ;
Weighting ; common silk ;
materials ; artificial Silk
fibers
Blouse designs
Color COmbinations
Decorations
Economy in cutting
Correlation
Art
History
Mathematics
Economics
Art
History
Mathematics
Chemistry
Physics
COURSE OF STUDY FOR HIGH SCHOOLS 113
LINGERIE DRESS
Technical Work Subject Matter Correlation
Processes: Same as for cotton Lingerie materials Art
dress of first year except that Designs for lingerie Mathematics
the design should be more Lace industry
Original and there should be Study real and machine made
hand work in trimming lace
List of clothing for school girl Ribbons and girdles
for a year : Hibbon bow making
1. Articles Graduating dress—cost limited
2. Materials —white material—lawn, dim-
3. Price ity, organdy
4. Where to reduce extrava - Thought emphasized : Good
gance taste in dress ; suitable mal-
5. Chart showing articles terials; design carefully chos-
with samples of mater- en ; costume design a COm-
ials and prices mendable VOcation ; COmpar-
ison of home-made with ready-
made dresses ; Study Of Swealt-
shop labor ; cultivation of
right Spirit in graduation
dress ; simple accessories to
dress ; care of white dresses
PERSONAL ToILET ARTICLES, Two WEEKs
Cleaning and care of toilet arti- Personal hygiene Hygiene
cles, e. g., brushes, combs, etc. Care of nails, hair, teeth, face Sanitation
Manicuring nails and body Chemistry
Testing toilet soap
Make set of towels and cloth
Study beneficial and harmful
toilet preparations
Types of toweling
ADOPTED TEXTS FOR HIGH SCHOOLS
Date of IPrice Introduc- Retail e
SUBJECT, AUTHOR AND TITLE Copyright Exchange tion Price Price Publisher
AGRICULTURE-
Waters : Essentials of Agriculture 1915 1.12 1.40 1.40 Ginn & CO.
CIVICS-
Reed : Form and Functions Of American Government -------------. 1916 1.28 1.60 1.60 || World BOOk CO.
BOORCECEEPING— -
Miner & Elwell : Principles of Bookkeeping, introductory
COUTSé 1918 1.04 1.30 1.30 Ginn & Co.
Miner & Elwell : Principles of Bookkeeping, intermediate
COll I’Sé 1918 .48 .60 .60 Ginn & Co.
Miner & Elwell : Principles of Bookkeeping, advanced course..| 1918 . 64 .80 .80 Ginn & Co.
STENOGRAPHY_
Gregg : Shorthand Manual 1916 .75 1.50 1.50 The Gregg Pub. Co.
Gregg Speed Studies 1917 .50 1.00 1.00 The Gregg Pub. Co.
TYPEW RITING— -
Rational Typewriting (rev. edition) 1916 .50 1.00 1.00 | The Gregg Pub. Co.
ENGLISH COMFOSITION.— -
Clippinger : Written and Spoken English 1917 .89 1.28 1.28 || Silver, Burdett & Co.
Ward : Sentence and Theme 1917 .66 .86 .86 Scott, Foresman & Co.
Greever & Jones : Century Handbook Of Writing -------------------. 1918 .48 .80 .80 | The Century Co.
Recommended for teachers :
Ward : What is English • * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *s = as s “ . . sº as ºs º ºr ºr ºn s | * * * * * * * * r * * * * * * * * : * = = = * * * * Scott, Foresman & Co.
Sheridan : Speaking and Writing English -------------------------------.] -------- || -------- || -------- || -------- Benj. H. Sanborn & Co.
Mahoney : Standards in English (conditioned that publisher -
Will contract to furnish at list price, not being on
proposal) ---------------------------------------------------------------------------------| -------- -------- || -------- || -------- World Book Co. .
ENGLISH LITERATURE–
Long : English Literature ........ 1909 1.18 1.48 1.48 Ginn & Co.
AMERICAN LITERATURE– -
Payne : American Literary Readings with Introduction His-
tory Of American Literature 1917–18 1.50 2.00 2.00 | Rand, McNally & Co.
FRIENCH- -
The New Chardenal French Course 1916 1.00 1.25 1.25 || Allyn & Bacon
De MOnvert : La, Belle France 1916 .80 1.00 1.00 Allyn & Bacon
Talbot : Le Francais et Sa Patrie .... | 1912 .90 1.12 1.12
Benj. H. Sanborn & Co.
º

MEDIEVAL AND MODERN HISTORY__
R.Obinson :
plement
Medieval and Modern Times (rev. ed.) and Sup-
Cheyney : Short History of England (rev. ed) ...........
Wellman : Food Study
HOUSEHOLD AIDMINISTRATION.—
Taber : Business of the Household
DOMIESTIC ART-
Baldt : Clothing for Women
LATIN–
Smith : Latin Lessons
Relsey : Caesar's Cornmentaries
Gunnison & Harley : Cicero's Orations
Farrclough & Brown :
Eennett : New Latin Grammar
Virgil, books I to VI .................
MANUAL TRAINING—
Prevocational and Industrial Art ...
Trade Foundations Based on Producing Industries .......
ALGEERA-
Wellls & Hart :
HIGHER ARITHMETIC
New High School Algebra ...................
Wells : Academic Arithmetic
GEOMETRY- *
Durell & Arnold : Plane and Solid Geometry
BIOLOGY-
Hunter : Civic Biology
BOTANY —
Bergen & Caldwell : Practical Botany
CHEMISTRY-
McPherson & Henderson : First Course in Chemistry
1918
1918
1918
1916
1913
1918
1912
1908
1918
1912
1893
1917
1914
1911
1915
1.31
Ginn & Co.
Ginn & Co.
ANCIENT HISTORY__
Breasted : Ancient Times
ENGLISH HISTORY-
AMERICAN HISTORY-
Fite :
printed with wider margins than samples)
DOMIESTIC SCIENCE—
Bailey : Domestic Science
History of the United States (conditioned that it be
1916
1916
1918
1917
1919
1919
1.31
1.64
1.00
1.10
.*
Ginn & Co.
Henry Holt & Co.
Webb Publishing Co.
Little, Brown & Co., Inc.
J. B. Lippincott Co.
J. B. Lippincott Co.
Allyn & Bacon
Allyn & Bacon
Silver, Burdett & Co.
Benj. H. Sanborn & Co.
Allyn & Bacon
Atkinson, Mentzer & Co.
Guy M. Jones Co.
D. C. Health & Co.
D. C. Health & Co.
Chas. E. Merrill Co.
American Book Co.
Ginn & Co. *g
Ginn & Co.
;
ADOPTED TEXTS FOR HIGH SCHOOLS Continued
|
Introduc- | Retail
y Date of Price X ºwl
SUBJECT, AUTHOR AND TITLE Copyright | Exchange tion Price Price Publisher
GENERAL SCIENCE— -
Snyder : First Year Science 1914 1.00 1.25 1.25 || Allyn & Bacon
Curtis : Manual of Experiments in Elementary Science ....... 1918 .38 .64 . 64 || Chas. E. Merrill Co.
PHYSICS.– - |
Millikan & Gale : First Course in Physics (rev. ed.) ----...------. 1913 1.12 1.40 1.40 Ginn & CO.
Coleman : Laboratory Manual ( Conditioned that publisher !
will contract to furnish at list price, not being on ſ
proposal) --------------------------------------------------------------------------------| -------- -------- -------- -------- American BOOk CO.
PHYSIOILOGY –
Conn-Budington : Advanced Physiology and Hygiene (rev. ed.) | 1919 .89 1.28 1.28 Silver, Burdett & Co.
For Supplemental work :
TXelano : Elementary Hygiene and Home Care Of the Sick------| -------- || -------. -------- || ---...-- American Red Cross
Lynch : First Aid * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * : * * * = * * * * | * * = a - - - - ºr ºs s a s- a - e. | -------- American Red Cross
SPANISH – |
De Vitis: Spanish Grammar 1915 1.00 1.25 1.25 || Allyn & Bacon
Hall : POCO a POCO .... 1917 .80 1.00 1.00 || World BOOk Co.
Bloomhall : Spoken Spanish (conditioned that publisher will
COntract to furnish at list price, not being On proposal) ...-----. ........ -------- -------- Allyn & Bacon
Fuentes & Francois : A Trip to Latin America ........................ 1917 .66 .84 .84 | Henry Holt & Co.
Carrion & Aza : Zaragueta ............ 1915 || -------- .56 .56 Silver, Burdett & Co.
Luria. : Correspondencia, Commercial 1917 .87 1.25 1.25 || Silver, Burdett & Co.
Bransby : Spanish Reader 1907 .64 .80 .80 | D. C. Heath & Co.
COMMERCIAL GFXOGRAPHY- |
Robinson : Commercial Geography .............................................. 1910–18 .94 1.25 1.25 | Rand, McNally & Co.
JUNIOR HIGH SCHOOLS
COMMERCIAL ARITHMETIC–
Moore & Miner : Concise Business Arithmetic ........................ 1915 .63 .90 .90 Ginn & Co.
HOUSEHOLD ECONOMY-
Bexell : First Lessons in Business ...----- 1919 || -------- .68 .68 J. B. Lippincott Co.
Bexell & Nichols : Principles of Booking and Farm Accounts. 1913 | ........ .65 .65 | American BOOk Co.
GENERAL SCIENCE—
Fall : Science for Beginners ---..... 1918 1. U2 1.28 1, 28 || World Book Co.
;
i