■ ;P -SIR. Cbc Hibratp Of tt)f fUntoersitp of J0ottb Carolina V> '**L.’ ~ . r • -i\ ■&- - * •V i -> ■ p V 'X t? -*- * O i 4r V?;5, *%t 7 * •"•’. •«••• V *1 > A -«S' •»• , . > W ••)<*. W r Collection of iJ2ort6 Catolintana P»$g| ;->5stJSS- Jfrom tfjc Eibratp of XW.\Tfd^X*,r- (137^. S' ' AX^ol 3 FOR USE ONLY IN THE NORTH CAROLINA COLLECTION UNIVERSITY OF N.C. AT CHAPEL HILL 00049658075 ( ■ ' . . • . COURSES OF STUDY FOR THE PUBLIC HIGH SCHOOL OF ASHEVILLE, N. C. PREPARED BY R. V. KENNEDY, Principal Printed by the Hackney & Moalf, Co., Asheville, N. C. Digitized by the Internet Archive in 2019 with funding from University of North Carolina at Chapel Hill https://archive.org/details/coursesofstudyfoOOkenn PREFACE The demands made on the high school for greater thorough¬ ness of work along all the lines of instruction are becoming more and more imperative. This is caused partly by the higher standard of college entrance requirements, making it necessary for the high school to do a higher grade of work; and partly, because there is a greater demand to-day than ever before that the high school shall equip girls and boys for entering at once into the practical walks of life. This condition of affairs, thus briefly stated, serves to empha¬ size the seriousness of the high school course, and the efficacy of the high school teacher. The purpose of this pamphlet is to assist in correlating, directing and systematizing our varied efforts, to the end that we may secure a well-rounded, symmetrically-devel¬ oped product—the fairly well educated girl or boy. Let no teacher regard this as an attempt to limit her efficiency. A working plan serves merely to bring out the individuality of the best teacher, while it should be a valuable boon to that teacher who has no well-regulated method of procedure. Due acknowledgement is hereby made of valuable assistance received from the course of study prescribed for the high schools of North Carolina; from the proposed course of study for the state of Virginia; from the course of study of the city of New Bedford, Massachusetts, and from teachers in our own school. Asheville, N. C., July 8, 1908. R. V. Kennedy, Principal. NOTES A language once elected must be studied at least two years. Students should have regular hours for study at home. Recreation periods and study periods should not interfere with one another. The new requirements for graduation have a minimum of 17 units of class work. Five recitations a week of forty minutes each throughout the school year constitute one unit. No student will be allowed to change his course of study with¬ out the permission of the principal. Changes will not be allowed when they would interfere with the satisfactory completion of a particular work. Reports on parallel reading are due at the end of the second, fourth, sixth and eighth school months, respectively. TABLE I. High School Credits. SUBJECT First Year. Second Year. Third Year. Fourth Year. Total Units. English Grammar .4 Literature .4 Composition .2 Rhetoric .4 Literature .4 Composition .2 Rhetoric .4 Literature .4 Composition .2 Rhetoric .4 Literature .4 Composition .2 4 Mathematics Algebra 1 Arithmetic Algebra 1 Algebra .6 Geometry .4 Algebra .2 Geometry .8 4 History Ancient .6 Mediaeval .6 Modern English .6 American .6 Civics .4 2.8 Latin First Latin 1 First Latin 1 Caesar Caesar 1 Cicero Cicero 1 Virgil 4 French • Grammar 1 Forms Syntax 1 Translation Literature 1 Composition 3 German Grammar 1 Forms Syntax 1 Translation Literature 1 Composition 3 Science Physiology .4 Phys. Geog. .6 Botany .5 Physics 1 Chemistry 1 3.5 TABLE II. Graphic Outline of the Courses. A.—CLASSICAL. Year Eng. Hist. Math. Lat. Physiol. First L Fr. or Ger. Second Third Fourth ( U. S. anld iivjics B.—SCIENTIFIC WITH LATIN. Year Eng. Hist. Math. Lat. Physiol. Ph. Geog. First Second Botany P taysic s Third C hem. Fourth — — ' ( U. an )iv S. 1 ics C._SCIENTIFIC WITH FRENCH OR GERMAN. ' **. •* » ENGLISH The study of the English language and literature is certainly not second to any other branch of the high school curriculum. Its disciplinary, cultural and practical values at once make it the foun¬ dation for the most efficient work in all other subjects. Therefore, English is, or should be, broader in scope than any other high school study. It is safe to say that the most efficient teacher in English is the one who adds to scholarship a most definite purpose and a clear aim. Each day’s recitation should have its special niche in the structure planned to consume four years in building. What¬ ever other purpose may be assigned to the study of English in the high school, all teachers must agree on these two fundamental aims: (i) To develop in the pupil the power to speak and write his own language with clearness, correctness and force, and (2) to cultivate such an appreciation for good literature as will enable him to understand and enjoy it. A .—GRAMMAR. 1. 2. 3 - 4 - 5 - 6 . 7 - 8 . Exercise daily care in punctuation, capitalization and spell¬ ing. Have pupils write from dictation taken from their study in literature, then compare with the original. Give the class a brief dialogue with all capitals and punct¬ uation omitted; have them restore all omissions and compare with original. Give impromptu drills in spelling practical words; also rules for determining whether “ei” or “ible” is to be used, etc. “ie,” “able” or See that the pupil has a clear conception of the office of each part of speech. Drill on classifying phrases according (a) to form and (b) use. Practice changing phrases from one “use to another. Learn clearly the office of different classes of pronouns. Drill thoroughly on parsing phrases and clauses as single parts of speech. Do not waste time on grammatical puzzles. 8 COURSE OF STUDY. B .—RHETORIC AND COMPOSITION. 1. The study of rhetoric should go hand in hand with com¬ position. 2. Rules and principles should always be applied to written work. 3. Make applications both oral and written. 4. Emphasize the paragraph as the unit of composition. 5. Show that the principles < 5 f Unity, Coherence and Empha¬ sis are the same for sentence, paragraph and whole composition. 6. Confine the second and third years mainly to Narration and Description. 7. Exposition and Argumentation should receive most atten¬ tion during the fourth year. 8. Composition work— ( a ) Make a strong effort to secure ease and spontan¬ eity of expression, oral and written. ( b ) Let the first themes be short-intensive rather than extensive. (c) Give references to text in rhetoric for pupils to look up. ( d) In correcting themes indicate errors by marks in margin opposite the line, and have student make correction. ( e) Read aloud corrected themes for approval, as well as adverse criticism, by teacher and class. (/) Never fail to give the encouragement of judicious praise. C.— LITERATURE. 1. Correlation with Rhetoric— (a) Apply simple principles of rhetoric to the selection ; e. g., climax, order of details, paragraph struc¬ ture, etc. (b) Read aloud some striking passage, pointing out the topic sentence or other characteristic features, then have pupils imitate the author in the re¬ production (Class drill). 2. Encourage free discussion of selections read. ASHEVILLE HIGH SCHOOL. 9 3. Outlines of different kinds of literature are very helpful to the student in making preparation. 4. Study questions are stimulating. 5. Shakespeare—(a) rapid reading for story (outside class) ; (b) reading aloud (in class) for explanation and ap¬ preciation. 6. Much memory work, both prose and poetry. Content is more important than any technical analysis. COURSE IN ENGLISH. First Year. Grammar —Buehlers English Grammar (twice a week). Composition (once a week). Literature (twice a week). (A) Scott—The Lady of the Lake. (B) Goldsmith—The Deserted Village. Coleridge—The Ancient Mariner. Burns—Selections. Lanier—Song of the Chattahoochee, Marshes of Glynn. Poe—The Raven, Israfel and others. * Second Year. Rhetoric— Stebbins’ Progressive Course in English, first year (twice a week). Pages 1-147 first term; 148-292 second term. Composition (once a week). Literature (twice a week). (A) Matthews—Introduction to American Literature. (B) Irving—The Sketch Book. Franklin’s Autobiography. Lowell—The Vision of Sir Launfal. Third Year. Rhetoric —Stebbins’ Progressive Course, first year (twice a week). Pages 293-450, first term; second year book, 1-125 second term. Composition (once a week). Literature (twice a week). 10 COURSE OF STUDY. (A) Tennyson—Gareth and Lynette, Lancelot and Elaine, The Passing of Arthur. Oenone, Miller’s Daughter. (B) Shakespeare—As You Like It, Henry V. Mabie—Shakespeare the Poet, Dramatist and Man. Fourth Year. Rhetoric —Stebbins’ Progressive Course, second year book (twice a week). Pages 126-232 first term; 233-357 second term. Composition (once a week). Literature (twice a week). (A) Lamb—Essays of Elia. Byron—Selections. Keats—Eve of Saint Agnes, Ode to the Nightingale. Wordsworth—Tintern Abbey, Ode to Duty. ( B) Shakespeare—Macbeth. Milton—L'Allegro, II Penseroso, Comus and Lycidas. Washington—Far well Address. Webster—First Bunker Hill Oration. Tappan—English and American Literature. Home Reading —Each pupil is required to read four books during the year, to be assigned from the following list: Irving—Life of Goldsmith. Scott—Ivanhoe. Eliot—Silas Marner. Bunyan—The Pilgrim’s Progress. Scott—Quentin Durward. Hawthorne—The House of Seven Gables. Thackeray—Henry Esmond. Gaskell’s Cranford. Dickens—A Tale of Two Cities. Blackmore—Lorna Doone. Cooper—Last of the Mohicans. Longfellow—Tales of a Wayside Inn, Evangeline. Stevenson—Treasure Island. Goldsmith—Vicar of Wakefield. Eliot—Adam Bede. Wallace—Ben Hur. Pope’s Homer’s Iliad. Plutarch’s Lives (selected). Reports on these books are due at the end of the second, fourth, sixth and eighth school months, respectively. ASHEVILLE HIGH SCHOOL. 11 HISTORY It is in history that the young first learn to regard the present as the last attained stage of a mighty evolution, and thereby ac¬ quire reverence for the vicarious sacrifices of the past, regard for the civil liberties of the present, and a sense of responsibility for the civil welfare of coming generations.— De Garmo. History is a subject unequalled for its opportunities of com¬ parison, for it is preeminently a study of the relation between cause and effect.— Report of Committee of Ten. The theory of history as contained in these two quotations should be the working theory of all high school work in this branch. History is, therefore, a study of the development of the race, and the knowledge gained is composed ( a ) of facts and ( b ) of relations. The ends to be secured in teaching the subject may be summarized as follows: 1. A knowledge of historical facts and relations. 2. Discipline of the mind, especially the judgment, brought about by a consideration of men’s actions. 3. The early formation of character through the observation of historic men and women. 4. The training of the ethical judgment for the supreme end which shall issue in the highest development of self as a member of society. A .—ANCIENT. 1. Emphasize the heroic, the picturesque and the dramatic as¬ pect of the work. 2. Require some parallel reading from Plutarch s Lives. 3. Charts, diagrams and maps are indispensible. 4. Point out contributions of ancient peoples to civilization ; e Greek culture, Hebrew religion, Roman law. 5. Require only epoch-making dates. Written tests every two weeks. B. —MEDIAEVAL AND MODERN. 1 The entire period deals with the formation and overthrowal of a three-fold monopoly: (a) the church (represented by the Pope) ; (b) the state (represented by the Em¬ peror), and (c) learning (represented by the clergy). 12 COURSE OF STUDY. 2. The topics, fuedalism, crusades, the Reformation, the French and American revolutions, etc., are the unfold¬ ing of this monopoly. 3. Maps, charts and outlines an important part of the work. Written tests every two weeks. C.— ENGLISH. 1. Consider it as a branch of former study more fully treated. 2. Notice that the study is less biographical and more national. 3. Cause and effect can be easily traced. 4. Note the rise and growth of customs and practices common to the entire English race. 5. Note the advance made by each line of rulers. 6. Learn all rulers after 1066, also leading dates. Written tests every two weeks. D. —AMERICAN-CIVICS. 1. Consider it first as a scion of English history. 2. By this time, the student should know that society is highly dynamic. 3. Pare the time devoted to military affairs, elections, etc. 4. Make it largely a study of constitutional, social and indus¬ trial advance. 5. The study of civics should give a knowledge of the prin¬ ciples and practices of government with a view to the development of intelligent citizenship. Written tests every two weeks. COURSE IN HISTORY. First Year. Wolf son—Essentials in Ancient History (three times a week). (A) Eastern countries and Greece. (B) Rome. ASHEVILLE HIGH SCHOOL. 13 Second Year. Harding—Essentials in Mediaeval and Modern History (three times a week). (A) Pages 11-300. (B) “ 301-612. Third Year. Montgomery—Leading Facts of English History (three times a week). (A) Pages 1-200. (B) “ 201-403, and general summary. Fourth Year. Hart—Essentials in American History (three times a week). (A) Pages 13-288. (B) “ 289-583. Civics —Schwinn and Stevenson—Civil Government (twice a week). 14 COURSE OF STUDY. MATHEMATICS This subject offers the teacher a greater opportunity for train¬ ing the pupil to logical methods of thought and precision of state¬ ment than any other of the high school curriculum. Mathematics is one of the exact sciences; traditions and opinions are of no value where truth can be demonstrated beyond a shadow of a doubt. Here the famous saying, “Truth for authority; not am thority for truth," has full sway. It is an axiomatic statement, therefore, to say that such a logical subject should have a logical consideration from teacher and pupil. The following may be taken as a general working principle: (a) The true aim of math¬ ematical teaching is the attainment of power. A few essentials should be mastered to secure accuracy, readiness and precision. (b) The teacher should endeavor to secure a vivid, cooperative interest in the recitation from the entire class, (c) A concrete presentation of a new principle by means of simple problems should precede the statement of the principle itself. A. —ALGEBRA. - , :■V t • f, . - • • ; .• * ^ . t . 4 / * • i • *• \ • • • * Some of the specific aims are: To develop the power of attention and concentration of thought. To develop the reasoning faculties. To cultivate habits of accuracy. To broaden the mathematical horizon, and cultivate math¬ ematical ingenuity. To lay a foundation for further study. B. —GEOMETRY. Some of the specific aims are: To train the hand and eye. To train and emphasize the concentration of the mind. To develop the imagination and conceptive power To develop the logical powers. COURSE IN ALGEBRA AND GEOMETRY. First Year. (A) Fisher and Schwatt—Rudiments of Algebra, through factoring (five times a week). Arithmetic reviewed. ASHEVILLE HIGH SCHOOL. 15 (B) Fisher and Schwatt—Secondary Algebra, to page 127 (five times a week). Arithmetic reviewed. Second Year. (A) Fisher and Schwatt—pages 127-204 (five times a week). Review factoring. (B) Fisher and Schwatt—pages 204-264 (five times a week). Review. Third Year. (A) Fisher and Schwatt—pages 265-324 (three times a week). Wentworth—Plane Geometry, revised, Book I (twice a week). (B) Fisher and Schwatt, pages 324-372 (twice a week). Wentworth—Geometry, Books II, III (three times a week). Fourth Year. (A) General review of algebraic principles (once a week). Wentworth—Geometry, Books IV, V (four times a week). (B) Wentworth—Solid Geometry, Books VI, VII, VIII (five times a week). 16 COURSE OF STUDY. LATIN The necessity for a knowledge of the Latin language to a sat¬ isfactory study of the English and other modern languages can hardly be disputed. A knowledge of Latin for its own sake well repays the effort required to obtain it. The high school pupil can make no mistake in forming a careful aquaintance with the lan¬ guage of a people who have contributed so largely to the civiliza¬ tion of the world. It should be stated, however, that there is no easy method of learning Latin, and there never will be; but the faithful student soon realizes results which amply repay for all efforts put forth. Instruction in the language follows the lines of ( a ) inflection, ( b ) syntax, (c) translation and ( d ) composition. A. —INFLECTION. 1. Accuracy and ease in pronunciation should be secured. 2. Always use the Roman method. 3. Secure accuracy in determining vowel length and accent. 4. The five declensions and their derivatives, and the conjuga¬ tions should be mastered during the first year. 5. As soon as the word is before the eye, the mind should know the case, mood or tense without hesitation. B. —SYNTAX. 1. Treat the subject not as mere rules, but as the means of expressing the thought in Latin. 2. So far as possible, confine the study of grammatical con¬ struction to the usages of the three authors studied in high school—Caesar, Cicero and Virgil. 3. Try to apply each principle to some specific text. C.— TRANSLATION. 1. Acquire the ability to get the thought in the Latin order without an attempt at translation. 2. No translation should be accepted until it is expressed in the best form of English. ASHEVILLE HIGH SCHOOL. 17 3. Sight translation gives facility in recognizing forms and applying principles of syntax. 4. Require the story as obtained in translation. 5. Use the history, geography, manners and customs of the Romans as collateral reports from members of the class. D. —COMPOSITION. 1. Work should be based on the author being studied. 2. This should be an excellent drill in the forms and in syntax. 3. Composition is a great aid in acquiring a reading vocabu¬ lary. 4. Note books should be required in which all corrected ex¬ ercises are written. 5. Give occasional tests on exercises that have been studied. COURSE IN LATIN. First Year. Bennett—Foundations of Latin (five times a week). (A) Pages 1-65. (B) “ 66-131. Second Year. (A) Bennett—Foundations completed in about six weeks. Gunnison and Harley—Caesars Galliac War (five times a week). Book I, Chapters 1-29, at least, with composition. (B) Book I, Chapter 30 to Book IV, with composition. Third Year. (A) Gunnison and Harley—Caesar, Book I\ (five time> a week). Bennett—Cicero’s Orations; first Catiline oration; composition. (B) Second, third and fourth Catiline orations; compo¬ sition. Oration for Archias. Fourth Year. (A) Cicero’s Oration, Manilian Law; composition (five times a week). Bennett—Virgil’s Aeneid, Book I. (B) Bennett—Virgil’s Aeneid, Books II, III, I\ . 18 COURSE OF STUDY. MODERN LANGUAGES The study of French or German has become to be regarded as an almost indispensible part of the high school course. No work seems to be so well adapted for drill in precision of statement, in accuracy of thought, as the study of a foreign language; and the attempt to translate the thought of another tongue into the lan¬ guage we speak is known to be one of the best exercises to the full understanding of our own language. It is not well, however, to begin the study of two foreign languages at the same time, hence the study of French or German best comes after a year's work in Latin which is itself a great help. The courses outlined below provide for a three years' study of each language. A—GRAMMAR. 1. At first the lessons should be short to allow abundant prac¬ tice on inflection. 2. Secure correct pronunciation from the very beginning; patience here will secure good habits which lead to good results all along the course. 3. The declensions and conjugations should be mastered. 4. The grammar should not be studied independently, but in connection with some text. TRANSLATION. 1. Read the foreign language aloud, then translate into good, idiomatic English. 2. Accurate translation depends upon the ability to obtain at a glance the relations of the words or phrases, and not merely the vocabulary. This is particularly true of German. 3. In the second and third years a gradually increasing atten¬ tion should be given to sight translation, which tests the pupil’s knowledge of the language, but is especially val¬ uable in that it gives him confidence in his ability. ASHEVILLE HIGH SCHOOL. 19 C. —COMPOSITION. 1. The grammar will contain sufficient material for transla¬ tion into the foreign language. 2. Insist on the pupil's recognizing that the composition exer¬ cise has been preceded by a model exercise in the for¬ eign language, which he should follow closely. 3. A knowledge of German script is not essential, though is worth acquiring, if time admits. COURSE IN FRENCH. First Year. Fraser and Squair—Abridged French Grammar (five times a week). Part I finished during the year. About 100 pages of easy reading during the year from the selections below. Second Year. Fraser and Squair—Syntax and Composition (five times a week). Reading, about 175 pages from selections. Third Year. Fraser and Squair—Reference; composition (five times a week). Reading, about 300 pages from selections. FITERATURE. Guerber—Contes et Fegendes, Book I. Verne—Les Enfants du Capitaine Grant. LaBiche—Fa Grammaire. Bedolliere—La Mere Michel et Son Chat. Halevy—L’Abbe Constantin. Merimee—Colomba. Feuillet—Le Roman d’un Jeune Homme Pauvre. COURSE IN GERMAN. First Year. 1 0 y nes —Meissner, German Grammar (five times a week). Reading, about 75 pages from the selections below. 20 COURSE OF STUDY. Second Year. Joynes—Meissner, Syntax and Composition (five times a week). Reading, about 150 pages from selections. Third Year. Joynes—Meissner, Reference (five times a week). Reading about 250 pages from selections. LITERATURE. Guerber—Marchen und Erzahlungen. Gerstiicker—Germelshansen. Zschokke—Der Zerbrokene Krug. Storm—Immensee. Von Hiller—Hoher als die Kirche. H ey se —U Ar rabbiata. ASHEVILLE PIIGH SCHOOL. 21 SCIENCE Since there are many students who do not pursue their studies beyond the high school course, there has developed the practice among these schools of giving instruction in the different scientific branches, with the view to preparing such students for practical life. The same work also prepares other students for entrance to college. The courses outlined below are intended to meet both of these conditions, and the aims of instruction may be briefly summarized as follows: (a) To increase the pupil’s knowledge of his physical environment, and to arouse a greater interest therein; (b) to teach the proper care of the human body so that it may have full use of all its faculties; (c) to train the pupil in observation and thought that he may use the knowledge gained for the preservation and right use of all natural resources, and (d) to bring him to a partial comprehension of the relation between scientific progress and invention and human well-being. A. —PHYSICS. 1. Matter. ( a ) Structure, divisions and changes of matter; force. (b) Properties—extension, weight, mass, inertia, por¬ osity, elasticity, hardness and cohesion. (c) Three conditions of matter; viscosity, capillarity; diffusion. 2. Mechanics. (a) Motion, velocity, acceleration and reflected motion. (b) Work, its units; kinetic and potential energy; con¬ servation of energy. (c) Gravitation, center of mass; laws of falling bodies. (d) Laws of the pendulum. (e) Three classes of levers; mechanical advantage of the pulley. (/) Laws of liquid pressure; Archimedes’ principle. (g) Atmospheric pressure; siphon; lift and force pumps. 3. Acoustics. (a) Sound vibrations, media, waves. (b) Velocity; reflection and refraction. (c) Pitch; timbre. (d) Sympathetic vibration; resonance. (e) Vibration of strings, of air columns. 22 COURSE OF STUDY. 4. Heat. (a) Heat and temperature. ( b ) Conductivity; diffusion; expansion; vaporiza¬ tion ; condensation. (c) Thermal unit-calory. ( d ) Heat and mechanical energy. 5. Radiant Energy. ( a ) Nature of light. ( b ) Velocity, intensity, photometry. (c) Reflection of mirrors; prism; lenses; foci. ( d ) Spectrum analysis; polarization. (e) The human eye. 6. Electricity and Magnetism. (a) Static electricity; conductors, insulators, potential. (b) Current electricity; cell structure, poles, laws of resistance; Volt, Ampere, Ohm, Watt, Cou¬ lomb ; shunt. (c) Laws of magnets; magnetic needle; Ampere’s the¬ ory of magnetism. (d) Cells in parallel, in series; induced currents; dy¬ namo, armature, commutator, transformer; Geissler tube; theory of lightning. ( e ) Galvanometer, resistance coils. (/) Electric lighting, bell, telephone, telegraph. (g) X-rays ; wireless telegraphy. Text Book : Avery—Elementary Physics (five times a week). (A) Pages 1-156. (B) Pages 157-304. B.— CHEMISTRY. t. Relation of chemistry to modern civilization. 2. The field of chemistry—law, hypothesis, theory. 3. Phenomena of oxidation ; results of heating metals; com¬ pare with physical change; something taken from the air by contact with hot metal; oxidation. 4. Oxygen, its properties, reactions, history and uses. 5. Elements and compounds; both represented by smmbols, e. g. O, H, K, etc. ASHEVILLE HIGH SCHOOL. 23 6. Composition of sulphuric acid; preparation of sulphurous oxide and its properties; oxidation by O and hot plat¬ inum. 7. Sulphuric acid equals sulphuric oxide plus water; its com¬ mercial uses. 8. Reaction of a metal and its oxide with sulphuric acid; properties of the liquid; definition of a salt, a base, an acid. 9. Preparation and properties of H. Comes from water, its uses. 10. Evidence that water is HO; proof. 11. Action of sodium on water releases H. Composition of residue ? 12. Action of sulphuric acid on a salt forms sodic sulphate and a new gas (chlorine). With metals it yields H. 13. Preparation, properties and uses of chlorine. Identical with common salt. 14. Nitrogen prepared from the air; its properties. 15. Preparation and uses of ammonia; artificial refrigeration; high explosives. 16. Carbon as reducing agent; commercial uses (water gas, illuminating gas) ; some compounds (petroleum, sugar, dyes) ; fermentation. 17. Chemical difference between iron and steel; Siemens and Bessemer processes; ferrous and ferric compounds. 18. Copper; its occurance, reduction, important compounds, commercial importance. 19. Aluminum; reduction, importance, uses, compounds. 20. The alkaline metals; occurance, important compounds, commercial uses. Text Book: Avery—School Chemistry (five times a week. C.—PHYSICAL GEOGRAPHY. 1. The earth; movements, day and night, seasons, relation to other heavenly bodies; general features; changes in crust. 2. Rivers and valleys; classification, types, age, history, special features. 3. Plains, plateaus and deserts; classification, types, develop¬ ment, features. 24 COURSE OF STUDY. 4. Mountains; formation, age, influence on climate and agri¬ culture. 5. Volcanoes, earthquakes and geysers; causes, localities and work done. 6. Glaciers; controlled by climate, formation, work done. 7. Lakes and swamps; origin, advantages and disadvantages. 8. The ocean; general description, waves, tides, currents, erosions. 9. Shore forms; classification, types, changes in coast line, effect of rise and fall of land. 10. The atmosphere; composition, height, changes; effects of light and magnetism. 11. Winds and storms; causes and effects, classification, study of types, cyclone and anticyclone. 12. Weather and climate; radiation, absorption, convection; day and night; seasonal effects; zones; isotherms; rel¬ ative and absolute humidity; distribution of precipita¬ tion. 13. Physiography; the “Belt" divisions; erosion. 14. Distribution of plants and animals; effect of climate, the influence of natural resources, adaptation to environ¬ ment. 15. Alan and Nature; distribution of the races; influence of coast line, of desert, of mountains. Text Book: Tarr—New Physical Geography (three times a week). (A) Chapters 1-11. (B) Chapters 11 -19; Appendixes A, B, E, H. D .—PHY SIOLOGY. 1. The skin; cells, glands, teeth, the bath, health. 2. Cell; protoplasm, fibers, kinds of tissues. 3. Supporting tissues; connective, fatty, osseous; effect of stimulants. 4. Master tissues; muscular, nervous ; oxidation. 5. Substances in the human body; water, fats, sugar, starch. 6. The skeleton; three functions, and three shapes of bones, correct positions. ASHEVILLE HIGH SCHOOL. 25 7 - The blood; composition, circulation, regulation of flow. 8. Circulation; the heart, method of nourishment, effect of exercise, effect of stimulants, clothing. 9. The muscles; voluntary, involuntary, nine effects of mus¬ cular exercise. 10. Respiration; the lungs, diaphragm, expiration and inspi¬ ration, impure air, narcotics. 11. Hygiene; proper dress, tuberculosis, bacteria, good drain¬ age. 1 2. Foods; compositions, digestion, waste. 13. Digestion; the organs, saliva, juices. 14. Hygiene; environment, food values, cooking, effect of stimulants, eating. 15. Stimulants and narcotics; arouse energy, relaxation, con¬ traction of habit. 16. Nervous system; functions, arrangement, method of action, sensations, connection with the brain, brain functions, effects of alcohol . 17. Temperature; regulation, distribution, fever, treatment of colds. 18. The sense organs; structure, care. Text Book: Coleman—Elements of Physiology (twice a week). (A) Pages 1-192. (B) Pages 193-357. E.— BOTANY. 1. The plant as a whole; root, stem, kinds, habits. 2. Propagation; by roots, by stems, by grafts. 3. Process of making the cuttings for propagation. 4. Food reservoirs; tubers, bulbs. 5. Buds; their form and function. 6. Effect of sunlight. 7. Struggle for existence; in buds, in branches. 8. Plant forms and shapes. 9. Plant food ; through the roots, food material; osmosis. 10. Manufacture of food material; carbon, starch, assimila¬ tion, respiration. 26 COURSE OF STUDY. 11. Dependent and independent plants. 12. Foliage; function, form, shape, distinctive qualities. 13. Morphology'; the five tests. 14. How plants climb. 15. Flower clusters; three ideas. 16. Flower structure; composite flowers. 17. Fertilization and pollenation; how plants are scattered. 18. Fruits; kinds, forms, qualities. 19. Germination; principles and processes. 20. Phenogams and Cryptogams. 22. Physical environment; effect of climate, winds, exposure, struggle with other plants. 23. Plant societies; tropical, temperate, boreal. 24. Evolution; variation, heredity, natural selection. 25. Minute plant structure; cell, tissue, stem, root, leaf. Text Book: Baily—Botany, An Elementary Text for Schools (five time a week during second term). YEAR COURSES OF STUDY IN THE ASHEVILLE HIGH SCHOOL s t£ GENERAL COURSE REQUIRED English. Algebra. Physical Geography Music. Drawing. ELECTIVE Latin. Manual Training ... Domestic Science ... .5 .5 .5 .1 .2 .5 .2 .2 ii 111 IV REQUIRED English . Algebra. General Science .... Music. Drawing. ELECTIVE Latin. Manual Training ... Domestic Science ... .5 .5 .5 .1 .2 .5 .2 .2 REQUIRED English. Algebra . European History... Music. ELECTIVE Latin. Biology. Manual Training . .. Drawing . Domestic Science .. . .5 .5 .5 .1 .5 .5 .2 .2 .2 REQUIRED English. Plane Geometry .... European History... Music. ELECTIVE Latin. Biology. Manual Training .. . Drawing. Domestic Science ... .5 .5 .5 .1 5 .5 .2 .2 .2 REQUIRED English.5 Plane Geometry.5 European History. 5 Music.1 ELECTIVE Latin.5 Chemistry. 5 Bookkeeping.5 French or German.5 Manual Training.2 Drawing.2 Domestic Science.2 REQUIRED English. 5 European History.5 Music.1 ELECTIVE Latin.5 Chemistry.5 French or German.5 Solid Geometry.5 Bookkeeping.5 Manual Training.2 Drawing.2 Domestic Science.2 REQUIRED English. 5 Am. History and Civics... .5 Music.1 ELECTIVE Latin.5 Physics. 5 Bookkeeping.5 French or German.5 Advanced Algebra.5 Manual Training.2 Drawing..1 Domestic Science.2 COLLEGE PREPARATORY CLASSICAL COURSE REQUIRED English. ...5 Algebra . ...5 Latin. .. .5 Music . ...1 ELECTIVE Physical Geography... ...5 Manual Training. .. .2 Domestic Science. ...2 Drawing. .. .2 REQUIRED English.,. ....5 Algebra. ....5 Latin. .. .5 Music. ....1 ELECTIVE General Science. ....5 Manual Training. ....2 Domestic Science. ... .2 Drawing. ....2 REQUIRED English. ....5 Algebra. ... .5 Latin. ... .5 Music . ... ,i ELECTIVE Biology. ....5 European History. Domestic Science. ... .2 Drawing. ...2 REQUIRED English. .. ..5 Plane Geometry. ... .5 Latin. ... .5 Music. ... .1 ELECTIVE Biology. ....5 European History.... Domestic Science .... ... .2 Drawing. ... .2 REQUIRED English. ... .5 Plane Geometry. ... .5 Latin. ... 5 Music . ... .1 ELECTIVE Chemistry.. ... .5 European History.... ... .5 German or French ... ... .5 Domestic Science.... ... .2 Drawing. ... .2 REQUIRED English. ... .5 Latin. ... .5 Music . ... .1 ELECTIVE Solid Geometry. ... .5 Chemistry. ... .5 European History.... German or French ... Domestic Science .... .2 Drawing. .2 REQUIRED English.. .. ..5 Latin. .5 Am. Historv and Civic s .. .5 Music . 1 ELECTIVE Physics. .5 Advanced Algebra ... .5 German or French... ...5 Domestic Science .... .2 Drawing. .2 REQUIRED English. 5 Am. History and Civics... .5 Music.1 ELECTIVE Latin.5 Physics.5 French or German.5 Community Civics.5 Bookkeeping.5 Manual Training.2 Drawing.2 Domestic Science.2 REQUIRED English.5 Latin.5 Am. History and Civics... -5 Music .1 ELECTIVE Physics.5 Community Civics.5 German or French. ? Domestic Scienee.2 Drawing.2 COLLEGE PREPARATORY SCIENTIFIC COURSE REQUIRED English. Algebra. Physical Geography Music. ELECTIVE Latin. Manual Training . Drawing . Domestic Science . .5 .5 .5 1 .5 .2 .2 .2 REQUIRED English. Algebra. General Science .... Music. ELECTIVE Latin. Manual Training ... Drawing. Domestic Science .. . 5 5 .5 .1 .5 .2 .2 .2 REQUIRED English. Algebra. Biology. Music. ELECTIVE Latin. European History... Manual Training ... Drawing. Domestic Science ... .5 .5 .5 .1 .5 .5 .2 .2 .2 REQUIRED English. Biology. Plane Geometry .... Music . ELECTIVE Latin. European History... Manual Training ... Drawing. Domestic Science ... .5 5 .5 .1 .5 .5 .2 .2 .2 REQUIRED English.5 Plane Geometry.5 Chemistry.5 Music.1 ELECTIVE Latin.5 European History.5 French or German.5 Manual Training.2 Drawing.2 Domestic Science.2 Figures at right of subjects indicate number In selection of subjects and courses, Parents, REQUIRED English.....5 Chemistry.5 Music.1 ELECTIVE Latin.5 European History.5 French or German.5 Solid Geometry.5 Manual Training.2 Drawing..2 Domestic Science.2 REQUIRED English.5 Physics. 5 Am. History and Civics-5 Music.1 ELECTIVE Latin. French or German.5 Advanced Algebra.5 Manual Training.2 Drawing.2 Domestic Science.2 required 1 English. * Physics. “ Am. History and Civics-•> Music . elective Latin.§ French or German.» Community Civics..5 Manual Training.2 Domestic Science.2 Drawing. 1 COMMERCIAL COURSE English.5 Commercial Arithmetic \ g Mental Arithmetic .... f Bookkeeping.10 Penmanship . 5 English. 5 Commercial Arithmetic \ g Mental Arithmetic .... I ‘ Bookkeeping.10 Penmanship. 5 Stenography. 5 Typewriting. j c Spelling. i ' ’ English. 5 Commercial Arithmetic \ g Mental Arithmetic .... / '' Bookkeeping .10 Commercial Geography .... 5 Stenography. 5 Typewriting. { c Spelling .j English. 5 Commercial Arithmetic \ g Mental Arithmetic .... j Advanced Bookkeeping.10 Commercial Law. Stenography. Typewriting .j g Stenography.( NOTES 10 credits required for grad¬ uation. Penmanship must be ap¬ proved by the Palmer Com¬ pany or the Zaner Company before credit is given. Stenography and Typewrit¬ ing must be approved by the Superintendent or the Princi¬ pal. of recitations the week. in in