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 SAN FRANCISCO STATE FORMAL SCHOOL 
 
 
 MONOGRAPH SERIES B 
 
 SECTION 1 
 
 AMERICAN HISTORY 
 AND CIVICS 
 
 Bv P. F. VALENTINE 
 
 REVISED AND BROUGHT DOWN TO DATE, 
 
 OCTOBER, 1915 
 
 oi iilH 
 UNIVERSITY 
 
 o OF 
 
 S 
 
 CALIFORNIA 
 
 STATE PRINTING OFFICE 
 191") 
 
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AMERICAN HISTORY. 
 
 In presenting the following outlines as an index to the American 
 history standards for admission to the San Francisco Normal School, we 
 wish, at the outset, to warn the student against a possible misconception: 
 no devious knowledge of multiplied details, no scholastic comprehension 
 of facts and theories, is required. The straightforward account of 
 American history, as sketched under the head, General Outline, indicates 
 the extent to which the student should be able to give a connected narra 
 tive. Delvings into the subterranean regions that lie below the outline 
 will not be expected. 
 
 An accurate knowledge of the chronology of important facts and 
 events will be considered essential; but by chronology we do not mean 
 dates, except in a few specified cases: we mean sequence the order of 
 events, so to speak and the historic period to which the events belong. 
 To facilitate this chronology the General Outline has been divided into 
 periods, each representing some definite era in the development of the 
 nation. 
 
 In addition to the General Outline, a number of specific items, under 
 the head, Items of General Intelligence, are presented. These represent a 
 minimum summary of miscellaneous facts of common knowledge in 
 American history. They are the every-day used facts, and are conse 
 quently of prime importance. The student should possess a knowledge 
 of all these facts to the extent indicated. 
 
 The story of territorial growth and the expansion of settlement is a 
 narrative of inspiring and patriotic interest that every teacher and every 
 citizen should know. The mere elements of this story are included in the 
 General Outline; but to facilitate its study as a distinct phase of our 
 history, a separate outline is given. For entrance to the Normal School, 
 no minute and judicial knowledge of the subject will be required. "What 
 we want is a possession of the simple facts of territorial acquisition and 
 growth, coupled with the ability to tell the dramatic, soul-stirring, 
 supremely human epic of the people in their surging westward march. 
 
 The broad knowledge of American history which we consider desirable 
 not only in the preparation of a teacher, but in the preparation of any one 
 for the common walks of life, can not be secured in any superficial way. 
 It can not be "crammed." Serious study must be given to it. AYhere 
 students are directing their own study, they may find considerable assist 
 ance by the use of Bulletins SO. 81, and 82, listed upon the cover pages of 
 this monograph. 
 
 After the publication of the first edition of these outlines, some 
 criticism was offered because of the fact that they deal almost exclusively 
 with the hard substance of history. There is little in them touching the 
 spiritual and intellectual values appertaining to the teaching of the sub 
 ject. Let it be understood that we do not for an instant deny the impor 
 tance of these values. Every history teacher should have them in mind, 
 
 L >__U!4s4 (1) 
 
and work for tliem. \ Every good history teacher should have a vision of 
 service to*nih^i<^.rhA^aci(< : \an(j citizenship. But that all rests in the 
 subject of method and in the inspiration of the teacher. It is outside the 
 purpose of this monograph. 
 
 GENERAL OUTLINE. 
 
 1. PRE-COLUMBIAN PERIOD. 
 (About 1000 to 1492.) 
 
 I. The Norsemen. 
 
 1. Native land. 
 
 2. Character of sea-rovings and depredations. 
 
 . J. CJreat voyage and discovery with which they are credited. 
 
 II. Geographical Ideas Prevalent Before Columbus, 
 
 1. Popular conception of the shape of the earth. 
 
 2. Fanciful ideas: () The "Sea of Darkness"; (6) The "edge 
 
 of the world"; (c) Fabulous monsters of the deep, islands, 
 dangers, phenomena. 
 
 III. Relations With the East. 
 
 1. Popular conception of the Orient: (a) Palaces, cities, gran 
 deur; (b) Products and resources. 
 
 !. Commerce: (a) Kinds of goods brought from Orient to 
 Europe; (b) Means of carrying goods; (c) Intrusion of 
 Turks and result. 
 
 I V. The New Conception of the Earth. 
 
 1. Nature of the new conception. 
 
 U. Its effect upon activities in navigation. 
 
 3. Suggested new route to India. 
 
 V. The Voyage of Columbus. 
 
 1. What it proved about the new conception. 
 
 2. PERIOD OF DISCOVERY AND EXPLORATION. 
 (1492 to 1607.) 
 
 I. Characteristics of the Period. 
 
 1. Nations engaged in New- World exploration. 
 Incentives to exploration: (a) Economic; (6) Religious- 
 
 (r) Romantic; (tl) Predatory. 
 -{. The sea-rovers and buccaneering 
 
 II. Some Typical Voyagers and Explorers 
 
 <> ^ 1 t- in obtaining iinancial assistance; 
 n.al sonrcc ot subsidy :>,) Ad vent ures on the voyage 
 
 ir^ 
 
 - rpi over} on sea enterprises- 
 
 Ihe return in chains and final i-nominv. 
 
2. Balboa: () Discovery made by him; (6) Ceremony of taking 
 
 possession; (c) Significance of discovery. 
 
 3. Ponce de Leon: (a) Fantastic object of adventures; (6) Land 
 
 wandered over by him. 
 
 4. Cortes: (a) Religious and predatory objects of adventures; 
 
 (6) The people conquered by him, their life and culture. 
 
 5. Magellan: (a) Voyage made by him; (6) Significance of 
 
 voyage. 
 
 6. Drake: (a) Nationality; (6) Piratical acts; (c) Cruise along 
 
 western coast; (d) Character and habits of natives met 
 with at Drake s bay; (e) Voyage made by him. 
 
 3. COLONIAL PERIOD. 
 (1607 to 1775.) 
 
 I. Virginia. 
 
 1. Objects and character of first settlers. 
 
 2. Early difficulties. 
 
 3. Services of John Smith. 
 
 4. Establishment: (a) Making of dispersed settlements; 
 
 (6) Leading agricultural pursuit ; (c) Medium of exchange; 
 (d) Introduction of slavery. 
 
 II. Massachusetts. 
 
 1. Sects of settlers. 
 
 2. Reasons for settlement. 
 
 3. Early difficulties. 
 
 4. Life and customs: (a) Character of agriculture; (6) Perse 
 
 cutions and austere practices; (c) Dress; (d) Church man 
 ners; (e) The democratic form of town government. 
 
 III. New York. 
 
 1. Nationality of first settlers. 
 
 2. Social manners of first settlers. 
 
 IV. Pennsylvania, 
 
 1. Sect of founders. 
 
 2. Leader. 
 
 3. Belief of founders concerning warfare, equality, justice, 
 
 display. 
 
 4. Mannerisms in speech. 
 
 V. Rhode Island. 
 
 1. Founder. 
 
 2. Events leading to founding. 
 
 3. Principles of government and religion instituted. 
 
 VI. Other Colonies. 
 
 1. Names of other New England colonies. 
 
 2. Names of other Middle and Southern colonies. 
 
 (3) 
 
(fc) Commerce. 
 
 s resulting; (ft) Westward ambitions of the Lng hsh. 
 2. Events: (</) Indian depredations; (6) Capture of Qu, 
 
 (r) Participation of Washington. 
 :{. Territorial results. 
 
 Life in Later Colonial Times. 
 
 , Conditions in the cities: (a) Streets and street lighting 
 
 (b) Buildings and dwellings; (c) Water supply and sanita 
 
 tion: (>/) Fire iigliting and night-watch. 
 liural conditions: (r/) Koads and bridges; (/>) Means of 
 
 travel ; (r) Inns and taverns. 
 :i. Kdu.-ation: (a) New Hngland attitude; (b) Southern atti 
 
 tude; (r) Extent of public education; (</) Elementary sub 
 
 jects taught ; (r) Colleges founded. 
 4. Social classes in the South: (a) Planter class; (It) Poor 
 
 whites; (r) Black labor; (</) Indentured servants. 
 ."). Plantation life: (</) States containing plantations; (?>) Or 
 
 ganization of the plantation; (r) Social distinctions; 
 
 (r/) Pastimes and social pleasures. 
 (>. New England life: (<i) Whether rural or urban, chiefly; 
 
 (b) Social diversions; (r) Democracy. 
 
 The Quarrel With the Mother Country. 
 
 1. Kim-land s attempted regulation of colonial trade and com 
 merce: (r/) Nature of colonial trade laws passed by Par 
 liament : (b) Smuggling; (r) The tea tax and "tea party." 
 
 "2. The stamp act: ((/) Nature and purpose; (b) Kiots; (r) Sig 
 nificance of "Taxation without representation is tyranny." 
 
 I. Keeling in the colonies: (</) Public opinion and attitude in 
 Massachusetts; (/>) Influence of Samuel Adams and Patrick 
 Henry; (r) Meetings of patriots, demonstrations, and 
 declarations of sympathy. 
 
4. THE PERIOD OF THE REVOLUTION. 
 
 (1775 to 1783.) 
 
 1. The Outbreak. 
 
 1. Organization of tin- minutemen. 
 
 2. Lexington and Concord: (a) Paul Rrvere s ride; (b) The 
 
 shot heard round the world"; (<) State in which the towns 
 are located. 
 
 3. Battle of Bunker Hill : (a) State in which located ; (b) Result ; 
 
 (c) Significance. 
 
 II. Better Known Events of the War. 
 
 1. Choice of commander-in-chief. 
 
 2. Declaration of Independence : (a) Resolutions of Continental 
 
 Congress; (b) Reception of the Declaration by the people. 
 
 3. Capture of the Hessians : (a) American leader ; (b) Difficulties 
 
 in crossing the Delaware. 
 
 4. Making of the first American flag. 
 
 5. Valley Forge: (a) Difficulties of the winter. 
 
 6. Deeds of John Paul Jones: (a) Activities among British sea 
 
 ports; (6) Battle between Bonhomme Richard and Scrapix. 
 
 7. The crime of Benedict Arnold. 
 
 8. Surrender of Cornwallis : (a) Place of surrender; (b) Assist 
 
 ance of the French; (c) Importance of the surrender. 
 
 5. THE PERIOD OF ESTABLISHMENT. 
 
 (1783 to 1821.) 
 
 I. Government Under the Articles of Confederation. 
 
 1. Difficulties of government: (a) Lack of sources of revenue; 
 
 (b) Interstate rivalries; (r) Helplessness in regulating 
 trade; (d) Confused coinage; (c) Decentralization. 
 
 IT. The Making of the Constitution. 
 
 1. Primary constructive provisions: ((/) Establishing legislative, 
 
 executive, and judicial branches; (6) Providing for postal 
 system and regulation of interstate and foreign commerce ; 
 
 (c) Enabling the securing of revenues; (d) Centralization. 
 
 2. Ratification. 
 
 I IF. The First Years of the New Government. 
 
 1. Washington s administration: ((/) Beginnings of a Cabinet; 
 (b) Financial embarrassments and Hamilton s efforts 
 therein; (r) Origin of political differences; (d) The Fare 
 well Address. 
 
 IV. The Jeffersonian Democracy. 
 
 1. Election of Jefferson: ((/) Democratic basis .of his political 
 
 platform. 
 
 2. The Jefferson simplicity: (</) Habits and manners in public 
 
 and private life. 
 
 (5) 
 
3 Purchase of Louisiana: (a) Nation from which purchase was 
 
 made- (6) Territorial extent of purchase. 
 
 4 The Lewis and Clark expedition: (a) Purpose of expedition; 
 
 (6) Territory traversed; (c) River explored, 
 f, The invention"of the steamboat: (a) Popular prejudice, trial 
 and success; (6) Economic importance of mvei 
 
 V The War of 1812. 
 
 1. Causes: (a) Interference with American commerce; (6) 
 
 pressment. 
 
 -> Events: (a) General result of land fighting; (b) Character 
 and general result of sea battles; (c) Capture and burning 
 of Washington; (d) Jackson at New Orleans. 
 
 :{. Result : (a) Commercial independence. 
 
 VJ. Growth. 
 
 1. Purchase of Florida. 
 
 2. The rush to the new West: (a) .Means of westward travel; 
 
 (b) Lands entered. 
 !*. New states to 1821. 
 
 VII. Emergence of the Slavery Question. 
 
 1. Quarrels over admission of states: (a) Nature of disagree 
 ments; (b) The compromise policy. 
 
 6. PERIOD OF EXPANSION AND DISSENSION. 
 (1821 to 1861.) 
 
 I. The Monroe Doctrine. 
 
 1. Revolutions in southern countries: (a) Result of revolts; 
 
 (b) Kind of governments set up. 
 
 2. Purposes of the doctrine: (a) Idea of protection of repub 
 
 lican institutions; (b) Policy concerning foreign coloniza 
 tion or interference; (c) Policy as regards our meddling in 
 foreign affairs. 
 
 1 1 . Internal Improvements by the National Government. 
 
 1. The Krie canal: (<i) Benefits. 
 
 2. Kinds of improvements carried on. 
 
 III. The Jacksonian Democracy. 
 
 1. Jackson s polities and characteristics: (a) His party and his 
 
 relation to it; (b) His interesting Tennessee constituency; 
 (<) Ilis general political and social principles; ((/) Personal 
 cha ract erist ics. 
 
 2. Institution of the spoils system: (a) Nature of the system; 
 
 l> i Kvil.s involved. 
 
 . Prominent names of the period: ((/) Webster and why 
 ivim-mlit ivd ; (M ( lav; (<} Calhoun and states rights. 
 
IV. Development of the Slavery Quarrel. 
 
 1. Life of the slaves: (a) Usual kind treatment; (It) The over 
 
 seer system and its cruel effects. 
 
 2. The abolitionist movement: (a) Conception of the negro as a 
 
 human justly free; (6) Influence of William Lloyd Garrison 
 and prominent men of letters; (c) Breaking up of abo 
 litionist meetings, destruction of publications, and personal 
 violence. 
 
 V. Texas and the Mexican War. 
 
 1. The annexation of Texas: (a) Mexican ownership; (&) The 
 
 "Lone Star Republic"; (c) Annexation. 
 
 2. The struggle with Mexico: (a) Nature of the dispute; 
 
 (&) American leaders; (c) Capture of Mexico City; 
 (d) The "Bear flag revolt." 
 
 3. Result: (a) States wholly or partly made up of territory 
 
 acquired. 
 
 VI. The Title to Oregon. 
 
 1. The dispute and its settlement : (a) Extent of the Oregon 
 county; (ft) Nation contesting ownership ; (c) Threatened 
 trouble; (d) Manner and nature of settlement. 
 
 VII. The Discovery of Gold in California. 
 
 1. The find: (a) Discoverer; (ft) Manner of discovery; (c) Loca 
 
 tion. 
 
 2. The rush : (a) Effect of the discovery in the East and abroad; 
 
 (6) Crossing the plains, its dangers and hardships; 
 (c) Other routes to the West ; (d) Growth of San Francisco. 
 
 3. Life at the mines: (a) Original political unsettlement, rough 
 
 fellowship and excesses; (6) Prices and medium of ex 
 change; (c) Outfits and manner of prospecting. 
 
 4. Resulting effects: (a) The effect on population and number 
 
 of towns; (6) Establishment of government ; (c) Statehood. 
 
 VIII. Crisis in the Slavery Quarrel. 
 
 1. The question of extension: (a) Lincoln s position regarding 
 
 restrictive powers of Congress; (6) Douglas and "squatter 
 sovereignty"; (c) Manner of conducting Lincoln-Douglas 
 debates; (d) Nature of struggle over Kansas. 
 
 2. John Brown s raid: (a) John Brown s attitude toward 
 
 slavery; (ft) What he purposed to do; (c) The outcome of 
 the raid; (d) Death of John Brown. 
 
 3. The election of Lincoln: (a) Party which nominated him; 
 
 (6) Principle upon which the party was organized; 
 (c) What the election indicated to the South. 
 
 4. Secession: (a) South Carolina s action 011 the news of Lin 
 
 coln s election. 
 
7. THE PERIOD OF THE CIVIL WAR. 
 
 (1861 to 1865.) 
 
 . slavery, as expressed in 11),- first inaugural; (6) 
 as regards the preservation of the Union. 
 
 ., ,,,;,:; ,f the Confederacy: () Extent of secession; 
 
 (,,) ivsident of the Confederacy; (c) Capital. 
 :!. The <-all I 1 " volunteers. 
 
 TTU, blockade ..f Hi." S.,.Hh,.rii coast: (a) Its purpose aud 
 
 L .. Th *"i/"!r ,u.,l II... .IM-ronac: () Novel construction; 
 (//) What hnppeiird between them? 
 
 I!. The Kmaneipatidn Proclamation: () Its provision ; ( 
 edlii s responsibility for it. 
 
 4 Gettysburg: (a) State in which located; (ft) What happened 
 there; (<) Occasion of Lincoln s address there ; (rf) Present- 
 day estimate of Lincoln s speech. 
 
 5. Sliennan s march to the sea: (a) Country crossed; (?>) Deso 
 lation wrought. 
 
 li. Surrender of Lee. 
 
 7. General knowledge: (</) Section in which most of the battles 
 were fought; (1>) Kxtensiveness of operations; (c) Dura 
 tion. 
 
 III. The Cost of the War. 
 
 1. .Material cost: (<i) General statement concerning the imme 
 
 diate cost in money; ( h) Statement concerning the cost in 
 pensions. 
 
 2. The cost that can not he measured: (a) Mortality; (It) The 
 
 direct and indirect suffering caused. 
 
 :\. The desolation of the South: (a) Economic effects of the Avar 
 in the Sou 1 h. 
 
 IV. Results of the War. 
 
 1. As alVectiim the nation: ((/) Preservation of the 1 nion ; 
 
 i h i Determining the indivisibility of the Tnion. 
 _ . As alVeding the negro: ( (/ ) Settlement of slavery question; 
 l> Knfranchiseinent. 
 
 8. THE PERIOD OF RE- ESTABLISH M ENT. 
 
 (1865 to 1881.) 
 
 I. Reconstruction. 
 
 irro rule in the South: ( a ) Civic unfitness of enfranchised 
 l> i 1 opular d iscontent . 
 
 u o\ eriinient : ( a } Self-interested ])urpose of 
 Nature and iniliienee of their 
 
3. The Ku Klux Klan : (a) Purpose and methods. 
 
 4. Readmission of states. 
 
 5. Nature of Constitutional amendments. 
 
 II. Progress. 
 
 1. Acquirement of Alaska: (a) Means of acquirement; (b) Re 
 
 cent proofs of profitableness of investment. 
 
 2. Completion of transcontinental railway: (a) Need for such a 
 
 railway; (b) Nature of government subsidy; (c) Names of 
 lines built and joined; (d) Route. 
 
 3. Inventions: (ft) Telegraph, dynamo, reaper, hard rubber, 
 
 sewing machine, anaesthesia, telephone, electric light, 
 dynamite, typewriter, airbrake; (6) Significance of each. 
 
 4. The New South: (a) Nature of new prosperity; (b) Some 
 
 reasons. 
 
 5. Indian troubles: (a) Press of settlement into Indian lands; 
 
 (b) Character of resistance offered by Indians; (c) Estab 
 lishment of reservations. 
 
 9. THE PERIOD OF INDUSTRIALISM AND POLITICAL REFORM. 
 
 (1881 to 1915.) 
 
 I. Features of the Cleveland and Harrison Administrations. 
 
 1. Civil service reform: ((/) Agitation for reform growing from 
 
 Garfield s assassination; (b) Evils of old methods of 
 appointment; (c) Objects and methods of the Civil Service 
 act. 
 
 2. The Interstate Commerce act: (a) Consolidations of smaller 
 
 railroads; (b) Evils inherent in non-regulation; (c) Prin 
 cipal objects of the act; ((/) Method established. 
 
 3. The Australian ballot: (a) Opportunities for fraud in non- 
 
 secret voting; (b) Chief virtue of Australian system; 
 
 (c) General adoption by states. 
 
 4. The Anti-trust act: (a) Prevalent industrial consolidation; 
 
 (b) The Standard Oil as an illustration; (c) Evils inherent 
 in non-restriction; (d) Purpose of the Sherman Anti-trust 
 act. 
 
 II. The Spanish-American War. 
 
 1. Causes: (a) Conditions in Cuba; (b) American sympathies 
 
 and war talk ; (/*) Jeopardy of American investments in 
 Cuba; (d) Blowing up of the Maine. 
 
 2. Events: (a) Victory at Manila bay: (b) Invasion of Cuba; 
 
 (r) Destruction of the Spanish fleet. 
 
 3. Results: ((/) Islands acquired; (b) Disposition of Cuba; 
 
 (c) Trouble in pacifying the Philippines. 
 
III. Other Important Facts. 
 
 1. Acquirement of the Hawaiian Islands: (a) Means of acquire 
 ment ; (ft) Commercial and strategic importance. 
 
 Important inventions: (a) Railroad block system, reinforced 
 concrete, electric railway, long distance electric transmis 
 sion, gasoline engine, wireless telegraphy and telephony, 
 aeroplane; (ft) Significance of each. 
 
 :\. Assassination of McKinley. 
 
 IV. Features of the Roosevelt and Taft Administrations. 
 
 1. Pure food and meat inspection laws: (a) Reasons for such 
 
 laws; (ft) General provisions. 
 
 2. The conservation movement : (a) Conditions demanding con 
 
 servation; (b) Chief natural resources concerned ; (c) Some 
 
 great works of irrigation and reclamation. 
 J. The census of .1010: (a) Approximate population of the 
 
 United States and dependencies. 
 4. Construction of the Panama canal: () General facts about 
 
 time, cost, and difficulties overcome; (b) Sanitation; 
 
 O) Means of operation; (<7) Commercial importance; 
 
 (c) Goethals. 
 T>. Upgrowth of progressive ideals: (a) Demands for direct 
 
 legislation and other forms of popular government; 
 
 (ft) Demands with regard to improvement and regulation 
 
 of working conditions; (r) Woman suffrage; (d) Trust 
 
 regulation ; (c) Roosevelt and the Progressive party. 
 
 V. Features of the Wilson Administration. 
 
 1. \Yoodrow Wilson: (a) His previous educative position; 
 
 (ft) His democratic ideals; (c) His official unconvention- 
 
 ilil . as illustrated in the policy O f reading his own 
 
 messages, etc. 
 
 onstitiiti.mal amendments: ( tt ) Final adoption of sixteenth 
 
 and seventeenth amendments; (ft-) Their purport. 
 Tin- new tariff: (a) policy of the legislation enacting the bill 
 rrency legislation: (a) Reasons demanding reform hi 
 the nation;.] banking system; ( !>} Advantages claimed for 
 the new banking laws. 
 
 The Alaskan railway: (a) Need for such a railway; (ft) Jn- 
 I policy of government ownership and operation- 
 (<) Political significance. 
 
 F " ;^: !">li-y: (r,) Stand taken as regards the revolution in 
 Hie position taken in the matter of neutrality 
 in the Kiiropean war. 
 
 (1 o ) 
 
PERIODS IN UNITED STATES HISTORY. 
 
 The student should be able to discuss each of the following periods 
 with the idea of explaining the characteristic feature, or features, of the 
 period. In addition, it is expected that the student be able to place eaeli 
 of the Items of General Intelligence in their respective period, where it is 
 required to do so. Where this is required, the student may indicate the 
 proper period by using the corresponding Roman numeral. 
 
 I. Pre-Columbian Period. (Up to 1492.) 
 II. Period of Discovery and Exploration. (1402 to 1007.) 
 
 III. Colonial Period. (1607 to 1775.) 
 
 IV. Period of the Revolution. (1775 to 1783.) 
 V. Period of Establishment. (1783 to 1821.) 
 
 VI. Period of Expansion and Dissension. (1821 to 1861.) 
 
 VII. Period of the Civil War. (1861 to 1865.) 
 
 VIII. Period of Re-establishment. (1865 to 1881.) 
 
 IX. Period of Industrialism and Political Progress. (1881 to 1915.) 
 
 ITEMS OF GENERAL INTELLIGENCE. 
 
 Under this head is presented a series of isolated items arranged in 
 convenient groups. These items are the facts of American history that 
 most commonly enter into discourse of one kind or another. They are 
 the historical tools, so to speak, that are most frequently used in the 
 intellectual workshop. They should be looked upon, then, as a specific 
 requirement ; but no preparation in this part of the subject need exceed 
 the limits indicated in the context. Where it is required that the student 
 indicate the period, same can be done by writing in the Roman numeral 
 corresponding with the proper historic period. (See Periods in American 
 History, preceding.) 
 
 Far East. Countries composing it ; nature of commerce carried on 
 with it in Columbus time; means by which early navigators hoped to 
 reach it. 
 
 Vikings. Native land; manner of life; marauding characteristics; 
 discovery with which credited ; period. 
 
 Voyage of Columbus. Columbus great idea: his early discourage 
 ments; part played by Ferdinand and Isabella; object of voyage; tests 
 of Columbus courage on voyage; result; date. 
 
 Aztecs. Location ; degree of civilization and illustrations of same ; 
 period. 
 
 Sir Francis Drake. Buccaneering; great feat accomplished by him; 
 reason for naming Drake s Bay. on the California coast, after him; period. 
 
 Jamestown. Location ; native land of founders; purpose; early diffi 
 culties; historic importance; year. 
 
 Virginia Plantation. Products; character of labor used; social life; 
 definition of "planter," mansion." 
 
 (11) 
 
The Pilgrims.-Xa1ive land; reasons for leaving; location of final 
 settlement : early diffieulties: year of landing. 
 
 The Puritans.-Na.iv, land; reasons for leaving; location of set 
 , . some characteristic Puritan ideas and customs; period. 
 
 The Quakers.-rmted on ideas concerning what subject? 
 by thnii : period. 
 
 William Perm. Sect ; historical importance. 
 
 The City of Brotherly Love.-Xame of city ; reason for title her. 
 
 Cliff Dwellers. Peculiarity of homes; present evidences 
 
 Harvard College. Location; period. 
 
 Spinning Wheel.-1 se. Where generally found in colonial times 
 
 The Fur Trade. -When- carried on; races and character of traders. 
 
 Trading Posts. Purpose; country in which located. 
 
 Benjamin Franklin. Most famous scientific achievement; ways in 
 whirl, he helped his country; ways in which he helped mankind in gen- 
 eral ; period. 
 
 The Stamp Act. By what body was it passed? Purpose of the act. 
 How received. Historic importance. 
 
 "Give Me Liberty or Give Me Death." Speaker ; occasion; period. 
 
 The Tea Tax. By what body enacted? Purpose ; nature of objections 
 to it : historic importance; period. 
 
 The Boston Tea Party. Description ; reason; period. 
 
 Taxation Without Representation. AVho did the taxing? AYho were 
 not represented, and where were they not represented? AVhy was the 
 arrangement wrong? Historic importance. 
 
 Lexington and Concord. Historic importance; period. 
 
 Minutemen. Reason for organization; reason for name; period. 
 
 Bunker Hill. Location: historic importance; period. 
 
 Hessians. Native land; purpose for which employed; explanation of 
 modern use of term as one of derision; period. 
 
 "Washington Crossing the Delaware." Historical importance; diffi 
 culties of getting across; period. 
 
 "We hold these truths to be self-evident: that all men are created 
 equal ; that they are endowed by their creator with certain unalienable 
 rights; that among these are life, liberty, and the pursuit of happiness." 
 Krom what is the quotation taken. Period. 
 
 "When, in the course of human events :: Krom what is the 
 
 1 1 ii<>l a t ion taken ? Period. 
 
 Declaration of Independence. Purpose and significance; holiday now 
 < ! brati-d In commemorate it : date. 
 
 French Aid in the Revolution. Nature of the assistance; name of 
 
Surrender of Cornwallis. Who was Cornwallis. To whom did In- 
 surrender? Importance of the surrender; period. 
 
 The Thirteen Original Colonies. Name several or all of them. What 
 important part, as a group, did they play in our history/ 
 
 "We, the People of the United States, in order to form a more perlVet 
 union, establish justiee, insure domestic tranquillity, provide for tin- com 
 mon defense, promote the general welfare, and secure the blessings of 
 liberty to ourselves and our posterity * * * ." What document bc-ins 
 with the above words? Period when written. 
 
 Alexander Hamilton. Member of whose cabinet. Nature of public 
 service ; manner of death ; period. 
 
 The ConstitutionalConvention. Purpose; period. 
 
 "First in War, First in Peace, First in the Hearts of His Countrymen." 
 
 To whom does the phrase refer? 
 
 Gerrymander. Gerrymandering is sometimes done to what kind of 
 districts? How accomplished; purpose. 
 
 The Cotton Gin. Purpose; effect on cotton industry; influence on 
 institution of slavery. 
 
 Thomas Jefferson. Author of what famous document? Beliefs con 
 cerning; political rights of common people, and concerning the nature of 
 government. Important political position held by him; period. 
 
 Louisiana Purchase. From whom made? General boundaries; period. 
 
 Lewis and Clark. Purpose in sending them out; country traversed; 
 great river explored; period. 
 
 Frontiersmen. Definition; manner of life in forest; manner of life on 
 prairie; obstacles overcome; historic significance. 
 
 Protection of Home Industry. Definition of "home industry"; method 
 by which it has been protected; name of political party favoring protec 
 tion. "What was the old "infant industry" argument? Explain relation 
 claimed by proponents to exist between protection and industrial pros 
 perity. Between protection and employment of labor. Explain relation 
 claimed by opponents to exist between protection and the trusts. Between 
 protection and cost of living. 
 
 Andrew Jackson. Political position; party affiliation; relation to 
 spoils system; meaning and character of "Jaeksonian democracy"; period. 
 
 The Spoils System. Meaning of term; origin of system; civic and 
 moral vice and power of it ; corrective system introduced. 
 
 "To the Victor Belong the Spoils." Origin of term; explanation as 
 used politically. 
 
 The Monroe Doctrine. Origin and purpose. 
 
 John C. Calhoun. Nature of public service; section represented by 
 him ; period. 
 
 Daniel Webster. Nature of public service ; section represented by 
 him; famous debate; period. 
 
 (13) 
 
States Rights. Conception of the Constitution on which the early 
 doctrine was based ; explanation of doctrine; section of the country advo 
 cating it; opinion of extreme states rights people on subject of secession; 
 period of most violent discussion. How does the doctrine apply to con 
 servation today? 
 
 Annexation of Texas. Country originally owning Texas; nature of 
 <|tiarrcl following annexation; result of quarrel; period. 
 
 The Mexican War. Cause; location and success of campaigns; great 
 city raptured; American commanders; territorial results of war; period. 
 
 The Bear Flag Republic. State in which formed; political condition 
 of the statr at the time; object in forming the republic; flag adopted; 
 war in which nation was engaged at the time; period. 
 
 The Pioneers. Why called the "pathfinders of civilization"? At 
 what period were then; pioneers in Kentucky and Tennessee? In the 
 Middle West? In the Far West? Characteristics of pioneer life. 
 
 Discovery of Gold in California. Year and location of discovery; 
 name of discoverer; effect of discovery on immigration to California; 
 routes of emigration to California from the East, and dangers and hard 
 ships of each; location of early gold regions; character and type of 
 California pioneer; meaning of "prairie schooner," "Golden West." 
 
 The Days of the Don in California. Meaning of "Don"; relation of 
 Dons to California history; definition of rancJio; period. 
 
 The Donner Party. Object of the party and its fate. Period. 
 
 John Brown. Cause to which devoted; episode at Harper s Ferry; 
 fate; period. 
 
 Mormons. Origin; chief feature of belief; custom that has dishonored 
 the sect; present status of the custom; chief city; name of one or two 
 chief leaders. 
 
 The Election of Lincoln. Parly affiliation; leading policy of the 
 party ; effect of election in the South ; year of Lincoln s inauguration. 
 
 The Confederate States.-Action with regard to the Union; reason for 
 form ing the Confederacy. 
 
 Secession. Meaniu- of secession as word is used in American history 
 
 that seceded; reason for secession; result ; period. 
 ^This Nation Can Not Exist Half Slave and Half Free. "-Who said 
 
 I HIS . 
 
 Fort Sumter. What stru.ir-le IM^II here. 
 
 The War of the Rebellion. What war was this? Causes. Date of 
 beginning. How Ion- did it last . 
 
 Lo.atin,,; historic importance; present use of field; 
 
 ^ 
 
 .-id.li 
 
 The Gettysburg Address.- 
 
 I SS 
 
 Oi-iitor: occasion; present estimate of 
 
 "From Atlanta to the 8ea."-llistorie significance- lei 
 
 ider; period. 
 
 (1-4) 
 
Assassination of Lincoln. Place of crime; year; name of assassin; 
 fate of conspirators. 
 
 Whigs. To what was this name given? Period. 
 
 Richmond, Virginia. Importance in the Rebellion; events associated 
 with it ; generals concerned. 
 
 "We Here Highly Resolve, that these dead shall not have died in vain, 
 that this nation, under God, shall have a new birth of freedom, and that 
 government of the people, by the people, for the people, shall not perish 
 from the earth." Who said this? Occasion. 
 
 The Monitor and the Merrimac. Historic event associated with them; 
 period. 
 
 Thirteenth, Fourteenth, and Fifteenth Amendments. Amendments to 
 w r hat? Time and purpose of adoption ; privileges granted; period. 
 
 Carpetbaggers. Origin ; place and period of activities ; purposes ; use 
 of negro vote; general influence. How regarded by better classes? 
 
 Overland Trails. Section in which used ; uses to which put ; period. 
 
 Pack Trains. Definition ; association with western history. 
 
 Pony Express. Description ; purpose ; romantic associations ; period. 
 
 First Transcontinental Railway. Story of building; names of prin 
 cipal promoters; importance in California history; land grants; period. 
 
 The Homestead Law. Object ; section of country most benefited. 
 
 Extinction of the Buffalo. How exterminated? Period. 
 
 Ouster s Last Fight. Location; occasion; outcome; period. 
 
 The Bell Telephone. AVhy called "Bell" telephone? Period of 
 invention. 
 
 Exclusion of the Chinese. Meaning of term "coolies"; reasons for 
 objection to them; means of exclusion. 
 
 Prohibition Party. Principal purpose of the party; means by which it- 
 seeks to accomplish its end. 
 
 James A. Garfield. Political distinction; death; period. 
 
 Civil Service Reform. Evil sought to be remedied; method intro 
 duced ; general extent of reform. 
 
 The Anti-Trust Act. Tendency, in the organization of industries, 
 which made the act necessary ; danger manifested in this tendency. Give 
 the purpose of the act; tell what is meant by "combination in restraint 
 of trade." Tell what is meant by "trust busting. : 
 
 The Interstate Commerce Commission. Define interstate commerce. 
 AYhat has the Commission to say about rates for interstate commerce? 
 AYhat are some of the things it seeks to prevent the railroads from doing? 
 
 William McKinley. Political distinction ; party ; death ; period. 
 
 William J. Bryan. Party affiliation and influence in the party. Fre 
 quent candidate for what position? Relation to progressive policies and 
 peace movement; position in the AVilson administration: period. 
 
 (15) 
 
imperialisni _M,.,,ni..K f Hi- term, as used in our country; policy of 
 the anti-imperialists, with regard to the Philippines. 
 
 Theodore Roosevelt-Prominence in Spanish-American War; pol 
 position: relation to conservation policy. What new pohtical party did 
 lie help to form . Advocacy of war preparedness. 
 
 William Howard Taft.-l olitical position; party; attitude 
 policies of the Progressives; period. 
 
 The Hague.-Location; purpose of the llajrue Tribunal ; objec 
 Hague Conference. 
 
 The New South. Condition of the South for twenty years following 
 the Civil War, and reasons for the condition ; economic changes during the 
 last thirty years; changes along the lines of education and democracy. . 
 Disarmament. Nature of plan, and result hoped for. 
 Reclamation. Meaning of reclamation; method of reclaiming arid 
 lands; method of reclaiming swamp and overflow lands.; general state 
 ment of results of reclamation in the United States; example of Imperial 
 valley; other examples. 
 
 Conservation of Natural Resources. Meaning of conservation; natural 
 resources most seriously concerned; general policy in years past; general 
 statement of present policy. What would a conservationist say to such a 
 statement as this: "Conservation means denying ourselves today, that 
 coming generations may have more" 
 
 Panama Canal. What is the Canal Zone, and what nation owns it? 
 What is the purpose of the locks? Name some of the most famous 
 engineering achievements of the construction. AVhy was it impossible for 
 laborer s to work on the canal before the United States government took 
 hold? I low did our engineers make it possible for laborers to work there? 
 Pure Food and Meat Inspection Laws. -What is the nature of these 
 laws, and why was it necessary to pass them. 
 
 Government Ownership. What things do some people claim should be 
 owned in this way? 
 
 Tariff for Revenue Only. Define. What is the essential difference 
 between this and the protective tariiV. What political party has stood 
 for this sort of tariff. 
 
 The Income Tax. Purpose of the income lax law. What had to be 
 done with the Constitution, before the law could be made. 
 
 Election of United States Senators. Former method; present method. 
 What constitutional barrier stood in the way of the change in policy, and 
 how was it overcome. What change in the political ideas of the people 
 has brought about the change. 
 
o\v has it been j^n-jitlv 
 
 
 
 
 The Franchise. .Meaning. II 
 several of the states? 
 
 The Census.-Frequenc.v; important things taken a,,,, 
 population of the United States (approximately) 
 
 Filibuster-Meaning when used will, reference , th, 
 citizens of a neutral nation, in time of war in some Ion 
 Meaning when used with referenee to legislation. 
 
 The "Progressives. "-Diseuss progressive polieies as the, apply , 
 
 the following subjects: Popular gover nt in genera ; n, , ,a 
 
 candidates; accountability of elected officers to "he people ,, 
 
 them; nght of the people to make laws for themselves. In ,, , 
 
 with the above suh.jeets, name the more important of the particular 
 reforms advocated. Objects of the Progressive party. What s I o 
 velt s relation to it ? Period. 
 
 t-inff eC1PrOClty ~ iIea " i "" Ot tllC *" " Wl " " " S W " lvrrlvl "- - " Hi- 
 
 The National Debt.-Wl,at oceasions eause nations inevitably to 
 into debt? Jn times of crisis, how ,!o nations secure monev \Vlrn , 
 government bonds? 
 
 In a single sentence give the essential meaning of each of the Inll 
 terms. In the case of those marked with an asterisk (), indi.-j.tr by th~- 
 appropriate number the historical period to which the item belongs : 
 
 Sioux. 
 
 Abolitionists. 
 
 Plymouth Rock. 
 
 Mount Vernon. 
 
 The Argonauts (in California 
 
 history).* 
 
 The Lone Star State.* 
 The Free States. 
 The Federal Army.* 
 The Father of His Country.* 
 Cheyennes. 
 
 The Father of Waters. 
 Apaches. 
 
 The Great Emancipator.* 
 The Slave States. 
 "Old Ironsides."* 
 The Confederates.* 
 The Canal Zone. 
 The Rough Riders.* 
 The Forty-niners.* 
 Admission Day. 
 Iroquois. 
 
 Liberty Hell. 
 
 The Continental Army.* 
 
 The English Parliament. 
 
 Xew England Colonies.* 
 
 The Xew World. 
 
 The Mayflower.* 
 
 First President of the United 
 
 States.* 
 
 The Cotton States. 
 The Emancipation Proclamation.* 
 The Old World. 
 Dutch Xew York (the Xew Xether- 
 
 lands).* 
 Valley Forge.* 
 Hudson s Hay Company. 
 Sheridan "s Ride.* 
 The Public Domain. 
 Arbitration. 
 The Santa Fe Trail.* 
 Indian Reservations. 
 Free Trade. 
 
In a single sentence, define each of the following terms. In the case 
 of those marked with an asterisk indicate the historical period in which 
 the thing was commonly used in this country: 
 
 Pillory.* 
 
 Pueblo. 
 
 Tepee. 
 
 Pipe of peace. 
 
 Totem. 
 
 Hour glass.* 
 
 Flint and steel. 
 
 Sachem. 
 
 Sundial.* 
 
 Papoose. 
 
 AVar paint. 
 
 Privateers. 
 
 Stocks.* 
 
 Moccasins. 
 
 Quill pens.* 
 
 Greenbacks. 
 
 Wampum. 
 
 Flintlocks. 
 
 Tomahawk. 
 
 Homespun.* 
 
 "NVigwam. 
 
 
 
 
 George III. 
 Grover Cleveland 
 James Monroe. 
 Admiral Dewev. 
 
 Balboa. 
 
 Miles Standish. 
 Ponce de Leon. 
 Millard Fillmore. 
 
 Rutherford B. Haves. General Sherman. 
 
 In a single sentence explain how each of the following persons has 
 attained a place in history, by telling what notable thing each one did, or 
 what high or responsible position he or she held. Also indicate by the 
 appropriate number the historical period in which each belongs: 
 
 Benjamin Harrison. 
 Queen Isabella. 
 General Phil Sheridan. 
 Andrew Johnson. 
 John Paul Jones. 
 Henry Hudson. 
 Patrick Henry. 
 John Adams. 
 Chester A. Arthur. 
 Robert Fulton. 
 James Madison. 
 Zaehary Taylor. 
 Father Junipero Serra. 
 James K. Polk. 
 John Tyler. 
 
 Harriet Beecher Stowe. 
 Benedict Arnold. 
 Nathan Hale. 
 
 Martin Van Buren. 
 
 Jefferson Davis. 
 
 Francis Scott Key. 
 
 Admiral Farragut. 
 
 AYilliam Henry Harrison. 
 
 Lafayette. 
 
 Daniel Boone. 
 
 Robert E. Lee. 
 
 "Stonewall " Jackson. 
 
 John Quincy Adams. Booker T. AYashi^gton. 
 Magellan. Roger AYilliams. 
 
 Martha Washington. Jane Addams. 
 Henry (May. (\>1. Goethals. 
 
 Brigham Young. 
 James Buchanan. 
 Pocahontas. 
 Helen Keller. 
 Portola. 
 
 Franklin Pierce. 
 Paul Revere. 
 Captain John Smith. 
 Montezuma. 
 
 DATES. 
 
 It is essential to know what each of the following dates, or groups of 
 dates, represents: October 12. 14!):>; 1(107; 1(>20 ; .July 4. 177(i : 1776 to 
 178. }; 184(> to 1848; September !>, 1S."JO : l,S(il to 1S()."> ; 1S!)S. 
 
 BIOGRAPHIES. 
 
 The student should possess at least a brief knowledge of the lives of 
 the following men. Any test that may be given will b, along the follow 
 ing lines: ( </) boyhood conditions and environment; (b} characteristic 
 anecdotes of boyhood; (c) education and conditions under which it was 
 gained: (d) rise to fame; (r) achievements; (f) manhood characteristics 
 and anecdotes; ((/) present popular estimate. 
 
 Columbus. Lincoln. Washington. Andrew Jackson 
 
 Franklin. Grant. Edison. Thomas Jefferson 
 
 (is. 
 
TERRITORIAL EXPANSION. 
 
 The student will be expected to know, in their proper order, tin- 
 successive steps by which the territory of the nation expanded to i s 
 present compass. In addition to this, it would be advisable to acquire an 
 accurate impression of the customs, characteristics, and modes of living 
 of the people in the various stages of the westward march across tin- 
 continent. For preparation in this latter phase of the subject, a selective 
 use of parts of Roosevelt s Winning of the West is recommended. As a 
 guide in the preparation, the following outline is given: 
 
 I. The Back-Country Settlements of Colonial Time. 
 
 1. Life in the settlements of the Appalachian 1 
 
 2. The Scotch-Irish: (a) Places of settlement 
 
 istics. 
 
 II. The Rush Across the Appalachians. 
 
 1. AYork of Boone and the "long hunters" : (a) Kinds of adven 
 
 tures met with; (6) Land opened up; (c) Stimulus to sub 
 sequent migration. 
 
 2. Life of the wandering fin- traders. 
 
 3. First great migration: (a) Routes and means of travel; 
 
 (6) Character and amount of migration; (r) Settlements 
 and manner of living; (</) Relations with the Indians: 
 (e) First western states organized. 
 
 III. Acquisition of New Territory. 
 
 1. The Louisiana Purchase: (</) Date; (b) From whom made: 
 
 (e) Extent; ((/) Story of Lewis and Clark. 
 
 2. Acquirement of Florida: (a) How acquired and from what 
 
 nation; (I) Date. 
 
 IV. Expansion Westward. 
 
 1. Extent of western settlement, as measured by the Missouri 
 
 River, in 1820. 
 
 2. The Great American Desert: (a) Trip taken by Pil 
 
 180(5-7; (b) Early conception of the great rniddh 
 (e) Inhabitants and animals; (d) Opening of the- Santa Fe 
 trail; (e) "Work of trappers and hunters. 
 
 3 Filling up of the great middle AVest : (</) River and overlain 
 travel; (&) Life and customs of the settlers: (c) Indian 
 troubles; (</) Final disposition of the Indians: 
 states formed. 
 
 V. Texas, California, and the Southwest. 
 
 1 Texas ((/) Immigration of American ranchers: 
 
 Texan revolution and formation of the Lone Star Ki>piibl 
 
 (c) Annexation. 
 
 2 Explorations of Fremont and Kit Carson: (ci) Land t 
 3 Territorial results of the Mexican war: (a) Lai 
 
 (b) Date. 
 
VI. Acquisitions by Treaty. 
 
 1. Acquirement of Oregon, in 1846: (</) Joint claims of England 
 
 and the United States; (1)) "Fifty-four-forty or fight"; 
 (c) Settlement of the dispute. 
 
 2. The Gadsden Purchase, in 1853: (</) Location; (6) HOY/ and 
 
 from whom obtained. 
 
 VII. The Gold Rush. 
 
 1. Discovery of Gold in California: (</) Date; (6) Effect of the 
 
 news; (c) Routes of immigration from the East; (d) Ex 
 periences in crossing the plains; (c) Admission of Cali 
 fornia and date. 
 
 2. Discovery of gold and silver in Colorado: (a) Immigration 
 
 following the news; (6) Establishment of camps and towns. 
 
 3. Western life: (a) Methods used in gold mining; (b) Mining 
 
 camp life; (c) The pony express; (d) Means of travel and 
 transportation; (c) Desperadoes and summary means of 
 justice. 
 
 VIII. Alaska. 
 
 1. Means of acquirement: (a) From whom and how obtained. 
 
 2. Natural resources: (a) The natural resources found there; 
 
 (1)) Economic value of Alaska. 
 
 3. The rush to the mines: (a) Effect of the news of gold: 
 
 (&) First means of travel to the mines; (c) Experiences, 
 dangers and adventures of the prospectors. 
 
 IX. The Hawaiian Islands. 
 
 1. Means of acquirement. 
 
 2. Commercial and strategic importance. 
 
 3. Present form of government. 
 
 X. Results of the Spanish-American War. 
 
 1. Insular acquisitions: (a) Islands obtained; (7>) Difficulties in 
 
 the pacification of the Philippines; (c) Forms of govern 
 ment established in the principal acquisitions; (d) Amer 
 icanization. 
 
 2. The problem of imperialism: (a) Nature of the problem; 
 
 (?>) Present status. 
 
 3. The question of independence for the Philippines: (V) Rea 
 
 sons for and against. 
 
 (20) 
 
CIVICS. 
 
 The preparation in civics is not expected to ramify through the 
 devious labyrinths of technical government. No effort will he made 10 
 test the student s knowledge of the old school hrand of civics, except so 
 far as it possesses a value in every-day use. What we want is a knowl 
 edge of civil government arid civic problems such as is current among 
 well-informed people. We fully appreciate the special need for develop 
 ing high civic ideals in the pupils of our high and grammar school classes, 
 and we urge every teacher to exert all his efforts toward that end. Hut 
 \VG assert that such ideals can best be developed by giving the civics a 
 present-day, practical application. Knowledge of the vital facts musl 
 precede, or at any rate coincide with, the development of the higher 
 motives. The following questions and outlines have to do with little 
 more than the actual facts of the subject. "We can here but recommend 
 to the teacher the consideration of the other aim. 
 
 For preparation we recommend to the student Dunn s Community mid 
 the Citizen. For the technical questions, see Button s Civil Government 
 in California. Considerable assistance will be obtained by the use of Bul 
 letin 17 (especially the Supplement} , listed upon the cover pages of this 
 monograph. 
 
 QUESTIONS. 
 
 The ability not only to answer each of the following questions in 
 general civics and government, but to discuss the more general ones 
 intelligently, will be considered necessary to a working knowledge of the 
 subject. By an intelligent discussion we do not mean an academic 
 exploration into technical or historic lore; we mean discussion solely with 
 reference to the life-serving elements involved. 
 
 1. Define each of the following terms: alien, public service corpora 
 tion, a franchise, the franchise, habeas corpus, injunction, "political 
 machine," "political boss." impeachment, budget, legislative, executive, 
 judicial, equity, felony, indictment, great register, misdemeanor, petty 
 larceny, grand larceny, plaintiff, warrant, public utility, inquest, appeal, 
 personal property, real property, boycott, lockout, libel, subpoena, perjury, 
 reprieve, parole, appellate, attachment, bail, Bertillon system, ex post 
 facto, fiscal, venire. 
 
 2. AVhat dangers lie in overcrowding in large cities, as regards 
 health and morals? 
 
 3. Tell some of the things that are being done in tenement districts 
 in large cities, with the object of relieving the congestion and bettering 
 the health conditions. 
 
 4. State, approximately, the amount of annual immigration into the 
 
 United States. 
 
 5. Approximately, what is the total population of the United States 
 including dependencies, according to the 1910 census. 
 
 6. AVhat has our government done with regard to the immigration 
 
 of Chinese coolies? 
 
 (21) 
 
7. Explain the means by which the immigration of Japanese laborers 
 is regulated. 
 
 8. What is the constitutional definition of a citizen? 
 
 9. What are the provisions and purpose of the homestead act? 
 
 10. Explain townships, sections, and quarter-sections. 
 
 11. What is the purpose and what are the methods of reclamation? 
 
 12. Give some examples of large government reclamation works. 
 
 13. Explain the right of eminent domain. 
 
 14. Name the important natural resources. 
 
 15. Define "conservation of natural resources." 
 
 16. What are the principal duties of the Conservation Commission of 
 California ? 
 
 17. Explain the principal duties of a city board of health. 
 
 18. What importance attaches to the problem of the disposal of 
 garbage and sew r age? 
 
 19. Discuss the park and playground movement in its relation to the 
 public health and welfare of children. 
 
 20. Discuss some of the principal activities and duties of the State 
 Board of Health. 
 
 21. Briefly discuss the duties of United States consuls in foreign 
 lands. 
 
 22. Very briefly tell what an ambassador is. 
 
 23. What are the principal duties of the Interstate Commerce Com 
 mission ? 
 
 24. In what branch of government do w T e find the board of school 
 trustees? What are their principal duties? 
 
 25. What is the chief governing body in a city school system? The 
 chief executive officer? 
 
 26. Explain the relation between public education and good citizen 
 ship. 
 
 27. Explain the general character of compulsory education laws, and 
 tell why the states are justified in passing them. 
 
 28. Give the main provisions of California s compulsory education 
 law. 
 
 29. AVhat is the constitutional status of religions in our country? 
 
 30. AVhat are the purpose and ideals of organized charity, and by 
 what method does it seek to accomplish its ends? 
 
 31. By what process may the federal Constitution be amended? 
 
 32. AVhat has amendment seventeen of the Constitution to say con 
 cerning the election of United States senators? 
 
 33. AVhat is the duty of the Electoral College, and how is it chosen? 
 
 34. Explain how it is that the Electoral College has no function what 
 ever, excepting the mere legal formality of registering the popular will. 
 
 35. AVhat is done at national conventions of political parties? 
 
 36. Under the California law. what is the purpose of the direct pri 
 mary system in the choice of candidates for state offices? Explain its 
 process. 
 
37. For what national offices arc candidates chosen by direct primary 
 in California? 
 
 38. Delegates to what conventions are chosen by direct primary in 
 California? 
 
 39. Briefly explain that form of city government known as tin; com 
 mission form. What are the principal advantages claimed for it? 
 
 40. Tell why we have assembly districts, senatorial districts, and 
 congressional districts. 
 
 41. Why are irrigation districts formed ? 
 
 42. What is the object in having school districts? 
 
 43. What are boards of equalization for? 
 
 44. Briefly discuss the objects and methods of laws regulating elec 
 tion expenses. 
 
 45. How often does the state legislature meet? 
 
 46. Distinguish between plurality and majority. 
 
 47. What is a grand jury and why do we have it ? 
 
 48. To what extent, and by what means, do the people of California 
 enter into the choice of candidates for President? 
 
 49. Discuss the evils and abuses of the spoils system. 
 
 50. Tell what is meant by civil service reform, and explain the merit 
 system. 
 
 51. What are the common features of the Australian ballot system? 
 What fraud does it tend to prevent, and how? 
 
 52. Tn what branch of government do we find the board of super 
 visors? In a general way, state its duties. 
 
 53. What is a city charter? 
 
 54. "What is a board of freeholders, and for what purpose is it occa 
 sionally chosen ? 
 
 55. How may a city charter be amended? 
 
 56. Tell what is meant by the short ballot," and discuss the theory 
 of it. 
 
 57. What title is given the presiding officer of the lower house of the 
 legislature ? 
 
 58. What officer presides over the upper house? 
 
 59. What is the highest court in the state judiciary system? 
 
 60. What kinds or classes of cases have their first trial in the superior 
 courts of the state ? 
 
 61. In the state system, what do we call the courts intermediate 
 between the superior courts and the highest court? 
 
 What kinds or classes of cases have their trial in the police courts? 
 Distinguish between civil and criminal cases. 
 
 64. Discuss the purpose of the juvenile court and the system of pro 
 bation. 
 
 65. In what divisions of government do we find an attorney general? 
 In a general way state the duties of that official. 
 
 66. Discuss the duties of the State Board of Control. 
 
 67. Discuss the duties of the State Railroad Commission. 
 
 (23) 
 
68. Tn a general way, what are the duties of the State Board of Edu 
 cation ? 
 
 69. Explain the objects of California s law establishing compulsory 
 industrial accident insurance. 
 
 70. Explain the purpose and process of the initiative. 
 
 71. Explain Hie purpose and process of the referendum. 
 
 72. Explain the purpose and process of the recall. 
 
 78. What is the highest of the federal system of courts? 
 
 74. What are the two lower orders of courts in the federal system 
 
 How are the judges of the federal courts chosen? 
 What determines the number of members of the House of Repre 
 sentatives to be chosen from each state? 
 
 77. How many United States senators are chosen from each state, and 
 how are they chosen? 
 
 78. Describe the ordinary course of a bill, if uninterrupted, from the 
 time of its introduction into Congress to the time of its final passage 
 into law. 
 
 79. How may a bill become a law in spite of the President s veto? 
 
 80. What title is given the presiding officer of the House of Repre 
 sentatives? 
 
 81. What officer presides over the United States Senate? 
 
 82. What title is given the highest judicial officer in the land? What 
 are his associates called? 
 
 83. In cases where the constitutionality of a federal law is protested 
 by legal act, what final authority has the United States Supreme Court? 
 
 84. What name is given to the lowest courts in the federal system ? 
 
 85. What name is given to the intermediate courts in the federal 
 system ? 
 
 86. On what kinds of property do cities levy taxes, in order to get the 
 bulk of their revenue? 
 
 87. On what kinds of property do counties levy taxes, in order to get 
 the bulk of their revenue? 
 
 88. What, does the State of California tax, in order to get the bulk of 
 its revenue? 
 
 89. What are some of the principal items of expenditure in a city 
 government? 
 
 90. Some of the principal items of expenditure in a county govern 
 ment ? 
 
 91. In a state government? 
 
 92. AVhat division of government levies an income tax? 
 
 93. Tell what import duties are. and what branch of government 
 levies them. 
 
 94. AVhat are customs houses? 
 
 95. On what articles, made where, is the internal revenue levied . 
 
 96. AVhat are government bonds, and under what circumstances does 
 the government issue them? 
 
 (24) 
 
97. In a general way state the duties of a city council. 
 
 98. What are some typical boards or departments found in tbe govrn- 
 nient of a large city ? 
 
 99. Of what houses is the state legislature composed . 
 
 100. What does it mean to say that a company is incorporated . Tell 
 some of the advantages of incorporation. 
 
 CONTEMPORARY ISSUES, POLITICAL, SOCIAL, AND ECONOMIC. 
 
 The following outlines present a brief summary of the problems of tin- 
 da} 7 that press upon us the unavoidable problems that issue from the 
 upward-seeking spirit of civilized government. No one who aspires to the 
 possession of a true social intelligence can afford to ignore these matters. 
 In a state such as California there is an extraordinary need for an intelli 
 gence of this kind, for real self-government and liberal suffrage have 
 imposed it upon us. 
 
 It is unfortunate but true that we can not look to the high schools 
 generally to teach these subjects. In only the most progressive can we 
 hope that some of the sacrosanct precincts of the traditional course may 
 be gerrymandered to admit this life-helping material. To the student we 
 can but urge the importance of the following subjects, if the stressing 
 impulse of social action is to be comprehended. They are the vital sub 
 stance of our civic being. 
 
 To help those teachers whose enthusiasm demands that they reach into 
 these subjects, and for the benefit of ambitious students, we have 1 appended 
 references to the outlines. These 1 are the best references that come to the 
 mind of the writer, but they are by no means exhaustive. In many cases 
 mazagine literature affords the best material. Articles in the magazines 
 can readily be located by a judicious use of the Readers Guide. 
 
 None of the matter included in these outlines will be required of enter 
 ing students; but a student may indicate a readiness to be tested in any 
 or all of the subjects. Satisfactory preparation in the same will give the 
 student preferment in the assignment to classes, the preferment depending 
 upon the extent of the preparation. No test that any student may elect 
 to take in these subjects will exceed the substance here indicated. 
 
 1. The Peace Movement: (</) Objects of the Hague Conference; 
 (fo) Function of the Hague Tribunal; (c) The theory of disarmament; 
 (d) The economic waste of war-preparedness; (r) The needlessness of 
 commercial war; (f) Preparedness as protection against war; (</) Plan for 
 an international police for enforcement of peace; (//) The American policy 
 of peace treaties. ( Angell : The Great llluxwn. Von Bernhardi : G< rmanij 
 and tlic Next War. Chittenden : War or Peace. See Readers Guide.} 
 
 2. Movement for Government Ownership: (a) Utilities urged for 
 national ownership; (fc) Arguments for and against; (c) Present status 
 of the movement; (<1) The policy for a national railroad in Alaska: 
 (c) Utilities urged for municipal ownership: (f) Some examples of exten- 
 
sion of the municipal ownership idea; (g) Common arguments for and 
 against municipal ownership. (Seligman; Principles of Economics. Mar 
 riott: How Americans Are Governed. Garner: Government in the United 
 States. See Readers Guide.) 
 
 3. The Immigration Problem: (a) Approximate annual immigration; 
 (6) Parts of Europe from which most immigrants come; (c) Concentration 
 in cities and resulting problems; (d) Immigration and the standard of 
 living; (e) The problem of immigrant competition with native labor; 
 (f) Immigration and the sweating system ; (g) The question of immigra 
 tion and the need of labor supply; (h) Means advocated for limitation 
 and regulation of immigration; (i) Existing immigration laws; (/) How 
 Chinese immigration is regulated; (k) The problem of Japanese immigra 
 tion; (I) The ideal of the United States as an asylum for all oppressed 
 peoples ; (m) Why the United States is called the "melting pot. (Adams 
 and Simmer : Labor Problems. Mayo-Smith : Emigration and Immigra 
 tion. Seligman: Principles of Economics.) 
 
 4. Poverty: (a) The many causes, i. e., seasonal employment, immo 
 bility of labor, inadequate education, evil associations and surroundings, 
 bad habits, poor health, uncared-for old age, Malthusianism ; (6) Tenement 
 house and slum conditions; (c) Kinds of dependent classes; (d) Institu 
 tional relief; (e) Outdoor relief; (f) Dangers of indiscriminate and unor 
 ganized charity; (g) Ideals and methods of organized charity. (Hunter: 
 Poverty. Warner: American Charities. Nearing: Social Adjustment. 
 Seligman: Principles of Economics.) 
 
 5. The Cost of Living: (a) Reasons for recent attention to the prob 
 lem; (6) Relation claimed to exist between the cost of living and the 
 tariff; (c) The cost of living as a phase of the trust problem; ((/) Over 
 capitalization and prices; (e) Other possible explanations. (Seligman: 
 Principles of Economics. See Readers Guide.) 
 
 6. Child and Woman Labor: (a) General statement of extent and 
 abuses; (b) Nature of child labor laws adopted by most of the states; 
 (c) Arguments for justification of such laws; (d) Factors militating 
 against effective enforcement of the laws; (c) Character of laws passed to 
 regulate hours of labor for women; (f) The movement for women s mini 
 mum wage; (g) Arguments to justify special laws for women in industry; 
 (h) The question of such laws in their relation to the right of free con 
 tract; (i) Women s labor legislation in California. (Adams and Simmer: 
 Labor Problems. Spargo: The Bitter Cry of the Children. Marriott: 
 How Americans Are Governed. Nearing: The Child Labor Problem. 
 Nearing: Social Adjustment. Markham, Lindsey and Creel: Children in 
 Bondage. See Readers Guide, especially for articles in the Purvey.) 
 
 1. Tendency Toward State Regulation of Conditions of Employment: 
 (a) As affecting sanitary and safety conditions in factories; (b) As 
 regards compulsory compensation for injuries and deaths; (e-) As regards 
 minimum wages; (f/) As instanced by efforts looking to conciliation and 
 
 (2G) 
 
arbitration by the government; O) Conception of industry as quasi-public 
 in character; (f) The California Workmen s Compensation, Insurance and 
 Safety Act. (Adams and Sumner: Labor Problem*. Seager: Social 
 Insurance. See Readers Guide, especially for articles in the Survey.} 
 
 8. The Movement for Election Reform: (a) Nature and purpose of 
 corrupt practices acts; (6) The Australian ballot; O) Spread of direct 
 primary idea; (d) The direct primary as a cure for certain evils of the 
 caucus and convention systems; (c) Explanation of the direct primary as 
 applied to local, state, and certain national offices in California; (f) Non- 
 partisan elections; (g) Theory of the short ballot. (Reinsch: Reading in 
 American State Government. Garner: Government in the United States. 
 Supplement to Normal School Bulletin 17. Childs: Short Ballot 1 rin- 
 ciples. See Readers Guide.) 
 
 9. The Movement for Direct Legislation: (a) Significance as affecting 
 democracy; (6) General extent of movement ; (c) Explanation of initiative 
 
 and referendum; (d) The recall; (c) The movement in relation to "special 
 interests" and "special privileges"; (f) The question of the recall of 
 judges and judicial decisions; (g) Direct legislation in California. (Mar 
 riott: How Americans Are Governed. Garner: Government in the United 
 States. Supplement to Normal School Bulletin 17. See Readers Guide.) 
 
 10. Labor and Capital: (a) Increasing power of labor through organi 
 zation ; (6) The American Federation of Labor ; (c) Collective bargaining; 
 (d) Growing strength of radical labor programs, as instanced by indus 
 trial unionism ; (c) Strikes and boycotts ; (f) Injunctions; (g) Arbitration 
 and conciliation; (h) Growth and significance of employers organiza 
 tions; (/) The "open shop" and the "closed shop"; (_/ ) Profit sharing and 
 co-operation; (A*) The great problem of unemployment; (I) Seasonal 
 labor; (m) Foreign examples of old age pensions and insurance against 
 unemployment, (Adams and Sumner: Labor Problems. Seligrnan : Prin 
 ciples of Economics. Seager: Principles of Economics. Seager: Social 
 Insurance. Wallace: The Revolt of Democracy. Nearing: Social Adjust 
 ment. Reports of the Industrial Relations Commission. See Readers 
 Guide.} 
 
 11. Regulation of Trusts and Public Utilities: (a) Provision of the 
 
 Anti-trust Act with regard to combinations in restraint of trade; (6) Diffi 
 culty of interpretation ; (c) The problem of stock watering and over 
 capitalization ; (d) Physical valuation, and the question of fixing prices 
 according to such; (c) Comparison of the policy of regulation with the 
 policy of dissolution ; (f) Objects and methods of the Interstate Commerce 
 Commission; (g) Rights and interests of the people inherent in public 
 utilities; (//) Problems relative to the granting- and use of franchises; 
 (0 Objects and methods of the Railroad Commission of California. 
 (Reports of the American Academy of Political and Social Science. 
 Seager: Principles of Economics. See Readers Guide.) 
 
12. Socialism: (r/) Increase of voting strength; (I) Policy of socialists 
 with regard to means of production, distribution and exchange ; (c) Social 
 ism and the wage system; (d) Doctrine of the class struggle; (c) Means 
 by which political socialists would secure their ends; (f) Meaning of the 
 term "co-operative commonwealth." (Seligman: Principles of Economics. 
 Seager : Principles of Economics. Cross: Essentials of Socialism.) 
 
 LS. The Industrial Workers of the World: (a) Socialist doctrine; 
 
 (b) Idea of the one big union and the general strike; (c) Direct action 
 and sabotage; (d) Attitude toward government; (c) General extent of 
 the movement. (Brooks: American Syndicalism. Spargo : Syndicalism, 
 Industrial Unionism and Socialism.) 
 
 14. The Single Tax and Land Problems: (a) The unearned increment 
 in land values ; (b) AVhat the single taxers would tax and what they would 
 not tax; (c) The promised benefits; (d) Some examples of a limited single 
 tax; (c) Henry George; (/) The problem of land tenantry; (</) Rural 
 credits; (//) Educative activities of the Department of Agriculture; 
 (i) Corn clubs, etc. (Fillebrown: The A-B-C of Taxation. Seager: Prin 
 ciples of Economics. Reports of the Industrial Relations Commission. 
 See Readers Guide.) 
 
 15. Conservation: (a) Results of investigations into the supply of 
 natural resources; (?>) Natural resources most vitally concerned; (c) Con 
 servation and the "vested interests"; (d) Conservation laws and regula 
 tions advocated; (c) Methods of forest and other conservation; (f) Nature; 
 of conflict between state and national authority; (</) Conservation legisla 
 tion in California; (//) The government railroad in Alaska as a conserva 
 tion measure; (i) Reclamation and irrigation. (Pinchot: The Fight for 
 Conservation. Marriott: How Americans Are Governed. Supplement to 
 Normal School Bulletin 17. See Readers Guide.) 
 
 16. The Prison Reform Movement: (a) The old idea of imprisonment 
 as punitive solely; (1)) The newer idea of treating criminality as a disease ; 
 
 (c) The theory of the indeterminate sentence; (d) The agitation against 
 capital punishment; (c) The problem of juvenile and first offenders; 
 (/ ) Probation. (See articles in Henderson: Correction and Prevention, 
 4 vols. See Readers Guide.) 
 
 17. Movement to Make Education More Serviceable to the Mass of 
 the People: (a) Comparative smallness of numbers seeking higher educa 
 tion; (It) Commercial and industrial life as the destiny of the vast major 
 ity ; (c) Nature and extent of vocational education; (d) Vocational 
 guidance; (c) Evening schools; (f) Continuation and half-time schools; 
 (//) rniversity extension; (//) Education in its relation to democracy. 
 (Nearing: Social Adjustment. Smith: All fin ( hildrui of All fit, Pioplc. 
 Perry: Wi(/< r T.sv of UK School Plant. Puffer: Vocational (fnidancc-.) 
 
18. Panama Canal Problems: (a) The nationalistic conception of tin- 
 canal; (1)) The conception of the canal as a quasi-international property: 
 (c) The question of fortification in its relation to the peace movement: 
 ((/) Problems arising from prospective immigration at Pacific ports. ( See 
 Readers Guide.) 
 
 19. The Women s Rights Movement: (a) Present extent of woman 
 suffrage in the United States; (It) Political and social significance of the. 
 suffrage movement; (v) Arguments for it; (</) The question of woman s 
 " sphere"; (c) Women in the industries; (f) Women in the professions. 
 (Marriott: How Americans Are Governed. See R(a(l<,rs 
 
SAN FRANCISCO STATE NORMAL SCHOOL PUBLICATIONS. 
 
 The Teachers Manuals. 
 
 Some years ago the San Francisco State Normal School undertook the publication 
 of courses of study for teaching the various subjects of the curriculum of the elementary 
 school. These courses were prepared by members of the faculty and were the outgrowths 
 of daily experience in directing and supervising the teaching by student teachers in the 
 Normal Elementary School. The original purpose of these publications was to furnish 
 to these student teachers directions for teaching each of the subjects. An essential 
 necessity in their construction was that they should be very explicit, specific and 
 practicable in use. Gradually there grew a demand for them by teachers in the public 
 schools, and the Normal School began to print larger editions in order to fill this new 
 need. The demand from the public school sources has now grown to such proportions 
 that one chief service of the institution is that of its publications. 
 
 Pupils Exercise Books. 
 
 Up to 1912 the publications had been confined to courses of study for the assistance 
 of teachers. During 1912 the publication of pupils exercise books, accompanying the 
 teachers bulletins, was commenced. In one type of these exercise books the pupils 
 write directly in printed lessons. This device saves a large amount of labor and time 
 of the teacher in copying upon the board and in oral instructions. Further, it saves the 
 pupils time in copying from the board. But pupils can make progress two or three times 
 faster than by the usual method, and the work is done much more effectively and without 
 the sense of drudgery either to pupil or teacher. The exercise books are printed upon 
 paper that will take ink. They cost little or no more than the common blank books 
 of the same quality of paper. 
 Monographs. 
 
 There is now commenced a series of monographs of a practical nature, aimed to 
 assist or suggest further development of a greater efficiency of school instruction. 
 Three Series. 
 
 There have been three series of publications in time one issued prior to the great 
 fire of 1906, of which no numbers now remain; a series begun in 1907 and continued 
 to 1914, and, finally, the Pupil s Self-Instruction Series, begun in 1914. The latter two 
 will be found listed below. 
 System of Publication. 
 
 The expense of these publications is borne chiefly by a revolving fund obtained by 
 their sale. They are printed in the State Printing Office and sold practically at manu 
 facturing cost. They are issued merely upon the authority of the individual authors and 
 the editor of the series, and do not represent a general or necessarily permanent policy 
 of the school, nor a consensus of its faculty or trustees. 
 How to Order. 
 
 All orders must be accompanied by school district warrant check, money order or 
 stamps. We cannot fill orders which require keeping of accounts. As most of the 
 purchases of bulletins and pupils exercise books are now made by the school districts, 
 teachers who send orders should be careful to secure the signature of trustees to warrants 
 in payment for orders, so that delays may be avoided. Be careful, also, in filling out 
 orders that the bulletins are listed and are not out of print. We cannot exchange 
 publications once purchased unless error has been made and the request is made within 
 three days. Kindly avoid, so far as possible, conditions which require special corre 
 spondence in the business department. 
 
 MONOGRAPHS. 
 
 Monograph A. A remedy for Lock-Step Schooling; a preliminary report upon the 
 weakness and impossibilities of the class system of instruction, and progress to date in 
 substituting therefor an individual system of teaching. By Frederic Burk. Price, post 
 paid, 15 cents. 
 
 Monograph B. Outline courses in general information and general intelligence. This 
 monograph undertakes to map out the beginning of a reorganization of the high school 
 course of study, not only for the better preparation of those intending to become teachers, 
 but also in the general cause of wider preparation of all students in industrial, civic and 
 social intelligence. To students intending to enter the San Francisco State Normal School 
 the monograph will be sent free. The subjects are printed as separate pamphlets: Ameri 
 can History and Civics; pamphlet for General History, Science, and Literature, Arithmetic, 
 Geography, and Music; Spelling, Language, and Grammar. Price the set will be sent for 
 25 cents, postpaid; separately, 5 cents each. 
 
 Monograph C. Everychild versus Lockstep Schooling; Data of Two Years Experience 
 in the operation of a system of Individual Instruction showing accelerated rates of pupils, 
 elimination of wastes, actual saving in cost of schooling, etc. Compiled by Frederic Burk. 
 Price, postpaid, 15 cents. 
 
 Monograph D. Critical Difficulties in the Teaching of Arithmetic. For teachers, 
 and for students of Normal School. By Mary A. Ward. Price, 15 cents, 3 cents added for 
 postage. (30) 
 
PUPIL S SELF-INSTRUCTION SERIES. 
 
 (Adapted to an Individual Method of Teaching.) 
 
 The occasion and general plan for this series is set forth in Monograph A. To con 
 form to this plan we are undertaking the publication of a series of pupils exercise 
 books and teachers manuals adapted to use under the individual system of instruction. 
 They, of course, may also be used under the class system and will assist in teaching 
 by the state series texts. Their plan of construction embodies the features outlined in 
 Monograph A the "elastic" lesson, by which the number of exercises to secure compre 
 hension or accuracy varies according to individual need; the adaptation to simplicity of 
 language; the lesson directions whereby the pupil can make his own rate of progress and, 
 to a large extent, independently of prescribed lessons or help from the teacher; the 
 cumulative reviews by which all principles once learned are carried forward automatically. 
 
 This series will be found invaluable, especially for the rural school where pupils must 
 depend largely upon their own resources. The teachers manuals will give full directions 
 for operation of the system. 
 Prices. 
 
 Except where specially stated, the price of the numbers of the Self-Instruction Series 
 will be as follows: 
 
 At the Normal School, 10 cents each; 
 
 By mail, 12 cents each, postpaid; 
 
 By express or freight, 10 cents each, transportation charges paid by buyer. 
 Arithmetic. By Frederic Burk and Mary A. Ward. 
 
 No. 20 Teachers Manual to accompany pupils books, Nos. 21, 22, and 23, giving 
 directions, answers to examples and supplementary examples. Price 25 cents each, post 
 paid. 
 
 No. 21 Pupils Exercise Tablet in addition and subtraction. 
 
 No. 22 Pupils Exercise Tablet in multiplication and short division. 
 
 No. 23 Pupils Exercise Tablet in compound multiplication and long division. 
 
 No. 29 Problems in Percentage. Double number. Price 20 cents each at Normal 
 School; 24 cents by mail; $20.00 per hundred by express. 
 
 No. 30 Applications of Percentage. 
 
 No. 31 Problems in Mensuration, Part I. 
 
 No. 32 Problems in Mensuration, Part II. 
 Language. By A. S. Boulware and Ethel G. Smith. 
 
 No. 42 Pupils Exercise Tablet in Language, Part I (for fifth grades). 
 
 No. 43 Pupils Exercise Tablet in Language, Part II. 
 
 No. 44 Pupils Exercise Tablet in Language, Part III. 
 Grammar. By Ethel G. Smith and Frederic Burk. 
 
 No. 51 Part I. Analysis, nouns, pronouns, adjectives, adverbs. 
 
 No. 52 Part II. Prepositions, number, and review. 
 
 No. 53 Part III. Verbs, principal parts, predicate forms. 
 
 No. 54 Part IV. The verb, be; attribute complements, helpers. 
 No. 55 Part V. Participles. 
 
 No. 56 Part IV. Infinitives imperative, possessive comparison, connectives, com 
 pound parts, clauses, review. 
 
 No. 57 Part VII. (By A. S. Boulware). Corrective exercises for current errors. 
 
 No. 58 Part VIII. (By A. S. Boulware.) A series of pads, supplementary to No. 57, 
 with exercises to correct specific errors of grammar, as follows: 1. Recognition of Predi 
 cates; 2. Time of Predicates; 3. Nouns and Pronouns; 4. Recognition of Phrases; 5. Infin 
 itives and Participles: 6. Relative Pronouns; 7. Comparison; 8. Clauses; 9. Connectives; 
 10. Parts of Speech. Price 10 cents each, postage 5 cents. 
 History. By P. F. Valentine. 
 
 No. 80 Pupils Exercise Book, Part I, to accompany advanced state text. (Columbus 
 through Jefferson.) 
 
 No. 81 Pupils Exercise Book, Part II, to accompany advanced state text. (Madi 
 son through Civil War.) 
 
 No. 82 Pupils Exercise Book, Part III, to accompany advanced state text. (Civil 
 War to present.) 
 
 No. 83 Difficulties of history texts simply explained. (Democracy, the Constitution. 
 Centralized Government, Religious Toleration, Monroe Doctrine, Spoils System, Civil 
 Service Reform, the Tariff, etc.) 
 Geography. By F. W. Hoffman. 
 
 Bulletin No. 18, Teachers Manual, with two pupils exercise books in Map Geography, 
 is partly constructed upon the individual plan. It is already published and may be 
 obtained upon application. (See next list.) 
 
 IN PREPARATION. 
 
 There are in preparation, for publication during the year, the following: 
 
 Phonics. A series of exercise books. 
 
 Writing. A series of exercise books. 
 
 Drawing. A series of exercise books. 
 
 Music. A series of exercise books in formal note work. 
 
 (31) 
 
TEACHERS MANUALS AND PUPILS EXERCISE BOOKS. 
 
 (Series Published 1907 to 1914.) 
 
 (Out of print; Nos. 1, 2, 3, 5, 6,- 7, 8, 9, 13 and 14. The materials of these have largely 
 been absorbed in revised editions represented by the later numbers of the Self Instruction 
 Series.) 
 
 No. 4 A Course of Study in Map Geography; paper bound, 52 pages. By Allison 
 Ware. Price by mail, postpaid, 30 cents. 
 
 Outline Maps In connection with Bulletin No. 4, the school publishes a series of nine 
 outline maps from which pupils may trace outlines for use in location. These maps are 
 9 by 12 inches in size. They represent the following areas: North America, South 
 America, Europe, Asia, Africa, Australia, United States, California, and the hemispheres. 
 Price by mail, postpaid, for set of nine, 15 cents. (See also Bulletin No. 18.) 
 
 No. 9 A Course of Study in Language; 174 pages. (Out of print; order Nos. 42, 43, 
 44.) By Erne Belle McFadden. 
 
 No. 10 A Course of Study and Teachers Handbook In the Common Literature of 
 Life; 207 pages, paper bound. By Allison Ware. Price postpaid, 40 cents. 
 
 No. 11 A Course of Study in Formal Arithmetic and Teachers Handbook. By David 
 Rhys Jones. This bulletin is published in various parts as follows: 
 
 Part I. Teachers Handbook and exercises for integers; 109 pages, paper bound. 
 Price by mail, postpaid, 30 cents. 
 
 Part II. Teachers Handbook and exercises for common fractions, decimals, per 
 centage, denominate numbers and mensuration; 84 pages, paper bound. Price by mail, 
 postpaid. 30 rents. 
 
 The Pupils Exercise Books, Nos. 1, 2, and 4, accompanying the Handbooks, are out 
 of print; a limited stock of No. 3 (fractions and decimals) is still on hand. Price 10 cents 
 by mail; the pupils work, however, is included in the Teachers Handbook. Individual 
 Series No. 21 takes the place of No. 1; No. 22 and No. 23 take the place of No. 2. 
 
 No. 12 Review Courses of American History by means of Composition Topics, and 
 Teachers Handbook to the use of the California State Series Texts. By P. F. Valentine. 
 Part I. Teachers edition containing introduction and directions for use of the com 
 position method, the pupils topics of the primary text, the pupils topics of the advanced 
 text, a paragraph directory to the text, and a cumulative fact review of the advanced 
 text; 73 pages. Price postpaid, 25 cents. 
 
 Part II. Pupils edition containing the composition outlines which follow the state 
 primary text in history; 10 pages. Price postpaid, 5 cents; in lots of 25 or more, freight 
 or expressage paid by purchaser, 4 cents per copy. 
 
 Part III. Pupils edition containing the composition outlines which follow the state 
 series advanced text in history, the paragraph directory to the text, and the cumulative 
 fact review for the same; 48 pages. Price postpaid, 10 cents; in lots of 25 or more, 
 freight or expressage paid by purchaser, 8 cents per copy. 
 Out of print order No. 29, Self-Instruction Series. 
 
 No. 14 A Course of Study In the Teaching of Composition, Language and Spelling; 
 paper bound. By Effie B. McFadden, assisted by Ethel G. Smith. Teachers edition for 
 first three years. Price postpaid, 25 cents. Nos. 1 and 2 of the pupils exercise books 
 heretofore accompanying this handbook are out of print; they are replaced by Nos. 40 
 and 41, Self-Instruction Series. A small stock of Nos. 3 and 4 still remains. Price 10 
 cents, postpaid. 
 
 No. 16 A Course of Study in Phonics. By Corrine H. Johnstone and Frederic Burk. 
 Teachers Edition, Part I, 90 pages. Price postpaid, 20 cents. 
 
 Pupils Phonic Exercise Book No. 1 (containing exercises reprinted from teachers 
 edition). Price postpaid, 10 cents; in lots of 25 or more, freight or expressage paid by 
 purchaser, 7% cents. 
 
 No. 17 A Composition Course in American Government and Pupils Handbook to the 
 State Series Text (Dunn s Community and Citizen) with Supplement containing revised 
 or additional paragraphs upon conservation, some California laws, Interstate Commerce 
 Commission, California s compulsory education, direct election of United States senators, 
 direct primary, township and county, the commission form of city government, the 
 initiative, referendum and recall, the cabinet; paper bound, about 40 pages. By P. F. 
 Valentine. Price postpaid, 15 cents; in lots of 25 or more, expressage or freight paid 
 by purchaser, 10 cents per copy. 
 
 No. 18 A Course of Study in Map Geography; can be used in grades as low as fourth. 
 By F. W. Hoffman. 
 
 Teachers Manual containing directions for use of exercise books. Price 10 cents, 
 postpaid. 
 
 Pupils Exercise Book No. 1 With maps and blanks in which pupils write directly. 
 Price 12 cents, postpaid. 
 
 Pupils Exercise Book No. 2 Constructed upon plan of individual instruction, with 
 maps and blanks in which pupils write directly. Price 10 cents, postpaid; in lots of 25 or 
 more, freight or expressage paid by purchaser, iy 2 cents per copy, for both exercise books. 
 Outline Wall Maps, 24 by 32 inches, unmounted (directions given for mounting) ; 
 No. 1, world hemispheres; No. 2, Mercator s projection of world. Price 10 cents each, 
 postpaid. 
 
 Pupils Atlas (9 maps of the continents, United States, Mercator and California). 
 Price 10 cents, postpaid. (32) 
 
GENERAL LIBRARY 
 UNIVERSITY OF CALIFORNIA BERKELEY 
 
 RETURN TO DESK FROM WHICH BORROWED 
 
 This book is due on the last date stamped below, or on the 
 
 date to which renewed. 
 Renewed books are subject to immediate recall. 
 
 
 
 LD 21-100m-V54(1887sl6)476 
 
Photomount 
 Pamphlet 
 
 Binder 
 Gaylord Bros. 
 
 Makers 
 Stockton, Calif. 
 
 PAT. JAN. 2!, 1908 
 
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 UNIVERSITY OF CALIFORNIA LIBRARY