UNIVERSITY OF CALIFORNIA 
 
 THE JUNIOR COLLEGE IN 
 CALIFORNIA 
 
 A CIRCULAR PREPARED BY THE COMMITTEE ON COURSES OF 
 INSTRUCTION OF THE UNIVERSITY OF CALIFORNIA 
 
 JULY, 1915 
 
 UNIVERSITY OF CALIFORNIA PRESS 
 
 BERKELEY 
 
 1915 
 
CONTENTS 
 
 Part I — The Junior College 
 
 PAGE 
 
 Introductory 7 
 
 Faculty 10 
 
 Equipment 13 
 
 Curriculum 13 
 
 The Junior College and the High School 14 
 
 The Junior College and the University 17 
 
 Part II — Department Recommendations 
 
 Agriculture 24 
 
 Astronomy 27 
 
 Botany 28 
 
 Chemistry 29 
 
 Civil Engineering 30 
 
 Drawing 31 
 
 Economics - 33 
 
 English ....: : 33 
 
 Geography _ 34 
 
 German 35 
 
 Greek 36 
 
 History 36 
 
 Home Economics 39 
 
 Latin 43 
 
 Mathematics 43 
 
 Minerajogy 44 
 
 Philosophy 45 
 
 Physics 45 
 
 Physiology 49 
 
 Political Science 51 
 
 Romanic Languages 51 
 
 Zoology 53 
 
Digitized by the Internet Archive 
 
 in 2012 with funding from 
 
 University of Illinois Urbana-Champaign 
 
 http://archive.org/details/juniorcollegeincOOuniv 
 
PREFATORY NOTE 
 
 In April, 1914, the Committee on Courses of Instruction was requested 
 to take up the matter of junior colleges and their relation to the University. 
 Accordingly, statements were collected from the University departments 
 concerned. On the basis of these statements a preliminary report was 
 prepared. This report and the department statements were then submitted 
 to the junior-college faculties by the Dean of the Graduate School. Com- 
 ments and suggestions were requested, together with complete statements 
 concerning curricula, equipment, and faculties. The material thus col- 
 lected was then submitted to University departments with a request for 
 criticism and for suggestions. These suggestions are now published in 
 Part II of this Circular and form the basis of the general discussion in 
 Part I. 
 
 In preparing Part I use has been made also of the following articles: 
 The Extension of the High School Course, by Frederick Liddeke, Sierra 
 Educational News, June, 1914; The Junior College, by C. L. McLane, 
 School Review, vol. 21, p. 161; Report of the Commissioner of Secondary 
 Schools to the State Board of Education, by Will C. Wood, June, 1914; 
 The Upward Extension of the High School, by C. C. Starr, in C. H. 
 Johnson's Modem High School, p. 829. Occasional reference has been 
 made to the regulations adopted in March, 1914, by a committee of the 
 College Section of the State Teachers' Association of Texas, defining 
 the minimum conditions that should exist before a school can be classi- 
 fied as a junior college or a college; to the regulations published October, 
 1912, governing the accrediting of junior colleges by the University of 
 Missouri; and to the regulations adopted in June, 1914, governing the 
 accrediting of junior colleges by the University of Illinois. It is believed 
 that the standards suggested by the present Circular will not seem 
 unreasonably high as compared with those of Texas, Missouri, and 
 Illinois. 
 
 In addition to the documents named above the editor has had the 
 privilege of consulting reports to the Committee on Courses of Instruc- 
 tion by the Dean of the Graduate School and the Director of the School of 
 Education, together with an imprinted paper by the latter on Junior 
 College Problems, and an admirable discussion of specific questions in a 
 report by Mr. Wilfred Eldred to the San Diego Board of Education. 
 From all these documents he has borrowed freely. He is indebted 
 furthermore, to a Master 's thesis on The Junior College, by A. A. Gray, 
 now in the University of California Library. 
 
The present Circular is thus not the work of any one individual; 
 and it is not a product of the University alone; it is rather the result 
 of a co-operation of the junior-college faculties with the faculty of the 
 University. It aims to consider junior-college problems from both points 
 of view. And if, now and then, it attempts solutions of these problems 
 or ventures to decide questions one way or the other, its solutions and 
 decisions are to be regarded as suggestive rather than as final. For the 
 whole matter, in every aspect, is in a state of transition. The junior 
 college stands at the very beginning of its career; and the lower division 
 of the University is undergoing important changes and facing many 
 unsolved problems of its own. It has been with the utmost reluctance 
 that many departments have committed themselves to definite statements 
 of policy or advice. 
 
PART I. THE JUNIOR COLLEGE 
 
 INTRODUCTORY 
 
 In an unpublished address on Junior College Problems, Professor A. 
 F. Lange sketches the history and outlines the aims of the junior 
 college as follows: 
 
 "In ]907 the California Legislature passed an act enabling the high- 
 school board of any high-school district to add two years to the tradi- 
 tional four-year high-school course. 1 In 1910 the Fresno High School was 
 so extended. By the end of 1914 there were ten such extensions, commonly 
 known as junior colleges, with an enrollment of about 700 students. 
 Meanwhile, this so-called California Idea has been institutionalized 
 several times over elsewhere. 
 
 "The rise and progress of the junior college must be regarded as 
 an integral phase of a country- wide movement toward a more adequate 
 state system of education, a system that shall function progressively 
 so as to secure for the nation the greatest efficiency of the greatest 
 numbers. The evolution of the junior college is causally connected with 
 the other constituent phases of the whole process of reorganization and 
 adaptive changes. It is inseparable from three of these: (1) the adjust- 
 ment of the university, in the Germanized sense, to secondary educa- 
 tion; (2) the reorganization of secondary education, to make it more 
 effective, for all alike, during the whole period of adolescence; (3) the 
 movement to equalize educational opportunities by the creation of lower 
 and middle systems of vocational training. In the light of this situa- 
 tion the junior college appears as a normal development within a state 
 school system in the making, and this in turn is itself being shaped 
 largely by factors and forces that are national and even world-wide 
 in scope. 
 
 "Since 1892 the University has been gradually reshaping itself 
 around two organizing ideas. One was and is that for theoretical and 
 practical considerations alike, the university proper should begin in the 
 middle of the inherited four-year college scheme; the second was and is 
 that the work of the first two years is as a matter of history and fact 
 
 ia The high-school board of any high-school district, or trustees of 
 any county high school, may prescribe postgraduate courses of study 
 for the graduates of such high school, or other high schools, which courses 
 of study shall approximate the studies prescribed in the first two years 
 of university courses. The high-school board of any high-school district, 
 or trustees of any high school wherein such postgraduate courses of study 
 are taught, may charge tuition for pupils living without the boundaries 
 of the district or county wherein such courses are taught. ' ' 
 
8 The Junior College in California 
 
 all of a piece with secondary education. This trend of thought and 
 preaching and practice resulted gradatim in the Junior Certificate, to 
 mark the distinction between university and secondary education, in the 
 policy of placing all professional schools on a basis of not less than two 
 years of non-professional training, in making the studies of the last 
 two years of the high school and the first two of the college largely 
 interchangable, and, last not least, in publicly exhibiting the require- 
 ments for the Junior Certificate in terms of unified six-year curricula. 
 
 ' ' With this university movement two others coalesced. One had 
 its source in the now dominant conviction on the part of leaders in 
 educational thought that for the great majority of boys and girls under- 
 going secondary school training the American four-year high-school 
 course begins too late and ends too early. A remedial readjustment, it 
 has been seen for some time, must consist in the lengthening for all 
 concerned of the courses for adolescents. In California the upward 
 extension of the high school was urged in the educational interest of the 
 great mass of high-school graduates who cannot, will not, should not 
 become university students. Such an extension, it was argued, might 
 and should make it possible for the small minority to enter a university, 
 in the narrower sense, at the end of two years; but the controlling 
 educational purposes should be to provide for a reasonably complete 
 education, whether general or vocational. The other movement had its 
 source in the increasingly imperative need of vocational training, first 
 of all for those whose education for general social efficiency is not 
 prolonged beyond the elementary school, and, secondly, for those whose 
 general education ends with the four-year high school period and who 
 are not headed for one of the professions, in the restricted sense. With 
 reference to this need too, as far as the latter class is concerned, an 
 additional two years came to appear desirable and necessary, for 'finishing 
 courses' in applied science of one sort or another, according to local 
 means or demand. Moreover, it seemed clear from the university point 
 of view, that such departments might render a great service to the 
 universities and to thousands of young people, by diverting them from 
 the university and thus preventing their becoming "misfits" for life. 
 
 "It is of course an inevitable phase of development that as yet not 
 one of the junior colleges has fully found itself. But even now the 
 uncertainty that exists relates rather to matters of organization and 
 method than to fundamental conception and aim. It is coming to be 
 generally understood that the junior college cannot serve its complete 
 purpose if it make preparation for the university its primary object. 
 For the great majority of junior-college students, courses of instruction 
 and training are to be of a piece with what has preceded; they are to 
 be culminal rather than basal. The junior college will function adequately 
 
The Junior College in California 9 
 
 only if its first concern is with those who will go no farther, if it 
 meets local needs efficiently, if it turns many away from the university 
 into vocations for which training has not hitherto been afforded by our 
 school system. Hence it will of necessity be as nearly autonomous as its 
 place in the public school system of the State permits; and its structure 
 will normally exhibit two types of departments, — (a) departments de- 
 signed to promote general social efficiency, (b) departments designed to 
 furnish complete training for specific — or vocational — efficiency." 
 
 In regard to the further development of the junior college Mr. 
 Wilfred Eldred asks pertinently: 
 
 ' ' Shall every high school in the State look forward to the time when 
 it shall be a six-year high school, or should we have colleges only in 
 those cities which have already developed their primary and secondary 
 school systems to a point of reasonable efficiency, and which can under- 
 take to give the more advanced work with reasonable prospect of success, 
 having in mind not merely the demand for such work, but also the 
 resources available to do it? For it must never be lost sight of that 
 the junior college is going to mean a greatly augmented expense, added 
 to a system of education already expensive. How many of our cities 
 are yet in a position to face these extra costs'? Probably not more than 
 a dozen in the entire state." 
 
 Mr. Will C. Wood sees a double danger in attempts of ambitious 
 communities to establish junior-college classes without the means neces- 
 sary properly to maintain them. 
 
 ' ' The high school may be weakened to strengthen the ' college ' courses, 
 or the college courses may be given under such unfavorable circumstances 
 that they will not be worth while. It may be that legislation limiting 
 'junior-college' courses to districts having a fixed minimum of assessed 
 valuation, or to high schools having a fixed minimum of enrollment, 
 will be necessary." 
 
 Four or five of the institutions that have tried junior-college work 
 are already finding it impractical to continue, first for financial reasons, 
 secondly because it is impracticable to combine in the same institution 
 junior-college and high-school instruction. The chief difficulties lie 
 in the arrangement of the periods, the assignment of credit in mixed 
 classes, the segregation of high school and junior college faculties. 
 
 Financial difficulties aside, the main problems of the. junior college 
 seem at the present writing to lie in Faculty, in Equipment, in Curriculum, 
 in Relation to High School and to University. In the following pages 
 these problems are discussed, first, in general, and, secondly, from the 
 points of view of the separate University departments. 
 
10 The Junior College in Calif orn 
 
 i a 
 
 THE FACULTY 
 
 As in any institution of learning the chief problem will always be 
 the problem of the teaching force. It is generally recognized that the 
 work of junior-college grades is beyond the qualifications of the rank 
 and file of high-school teachers. Certainly it is desirable that the junior- 
 college teacher should have had some experience in university instruc- 
 tion — just as it is desirable that the university teacher should have had some 
 experience in secondary work. And certainly the junior-college teacher 
 should not be inferior to the university instructor with respect to 
 advanced scholarship. 2 This means that he should have devoted two or 
 three years to graduate study in his chosen field, that he should be a 
 specially trained expert, should have done work equivalent to that 
 usually required for the doctor's degree. The degree itself is not a 
 sine qua non — many great scholars have contrived to achieve eminence 
 without it; but the habit of mind, the general attitude toward know- 
 ledge which results from training like that which leads up to the 
 degree — this is indispensable. The "young doctor of philosophy" as a 
 teacher of undergraduates is so often maligned that a word in his defence 
 may not be out of place. Not uncommonly he has taught for some years, 
 either while carrying on his graduate work or before entering upon it. 
 Frequently he has had the advantage of study in more than one institu- 
 tion and contact with a variety of minds and environments; he has 
 observed with intelligent appreciation the methods of great teachers. 
 He is, it. is true, a specialist; but he is not necessarily a narrow one. 
 He was a bachelor before he was a doctor, and if he lacks breadth of 
 training, if he has not had a liberal education, the fault lies with his 
 course as an undergraduate rather than as a graduate student. More- 
 over, though his thesis may have dealt with a minute sub-division of his 
 field, yet he has been obliged, for his final examination, to review, as 
 a whole, the field of major and minor subjects alike, to study the rela- 
 tion of part to part, to mobilize a whole body of knowledge. This is 
 a most stimulating experience; and at no time does a man have a livelier 
 enthusiasm for his subject or a more effective or more contagious sense 
 of its possibilities. His devotion to it and his proficiency in it are 
 attested by his degree. Certainly an inhuman specialist is not fitted to 
 teach undergraduates of any grade, least of all Freshmen and Sophomores, 
 whether in a junior college or a university. For such work the instructor 
 should be specially equipped for intimacy with students; he should be 
 the kind of man a small college would select. But, provided that he 
 
 - In Texas, ' ' the equipment of the teachers should be approximately 
 equal to that of college teachers." In Missouri, "it is desirable that 
 they should have completed one year of graduate work." 
 
The Junior College in California 11 
 
 has these qualities of character, he is the better and not the worse for 
 the doctor's degree. The employment of specially trained men, more- 
 oxer, is desirable not only from the junior.- college but from the uni- 
 versity point of view. A steady demand for them will inevitably increase 
 the supply; and while the encouragement of higher learning can never 
 be one of the main functions of the junior college, it may well become an 
 important by-product of its activity. 
 
 Trained and experienced teachers will always be more difficult to 
 secure than untrained and inexperienced ones. They will, of course, 
 command higher salaries. It is not, however, wholly a matter of salary. 
 Opportunity to carry on research not only in the narrow field of some 
 special interest, but also in the art of teaching the chosen subject in 
 its broader outlines and more elementary aspect will have great weight. 
 To this end it is essential that the hours of instruction should not be 
 more than twelve or, at most, fifteen, per week-^ — not because it is the 
 business of the junior college to foster research, but because it is the 
 business of the junior college to get the most out of its teachers, to 
 give them opportunity for life and progress, in order that their teaching 
 may be effective and that they may preserve the scientific attitude 
 toward their work. With the same end in view liberal provision for 
 laboratories and libraries is essential. In many fields of work it 
 should be possible for an instructor to add to the sum of human know- 
 ledge with no more equipment than that which might properly be ex- 
 pected of a junior college. In all fields it should be possible for him to 
 keep abreast of the best thought on the methods of imparting his sub- 
 ject, to devise and to elaborate new methods of his own, making of 
 his class-room a laboratory for well-considered experiments in the art 
 of teaching. It should be possible for him to follow the example of 
 his colleagues in the French lycees and the German gymnasien, and to 
 publish his results, whether in the field of pure knowledge or of pro- 
 fessional applications, with obvious benefits to himself and to his college. 
 Exchange of instructors between junior college and university has been 
 suggested by members of both institutions. A beginning has been 
 made in the summer-session faculties, which already include teachers 
 from secondary schools. The practice would have obvious advantages 
 for all concerned, provided always that the instructor in each case be 
 fitted to carry on precisely the sort of work required, whether by the 
 university or by the junior college. Occasional identification with a 
 university, contact with university atmosphere, access to laboratories 
 
 3 In Missouri, "there must be a sufficient number of teachers to con- 
 duct the work without crowding the classes, or without assigning to 
 individual teachers an excessive amount or variety of work. ' ' In Texas, 
 "no teacher should be required to do more than twenty hours per week 
 of class-room work.'' In Illinois, there is a similar limitation. 
 
12 The Junior College in California 
 
 and libraries — this, combined with adequate salary, leisure and equip- 
 ment for research, would go far toward making the junior college 
 attractive to scholars. 
 
 So far as tne duties of the instructor are concerned, it is generally 
 agreed that these should not be restricted to the junior college, but 
 that part of his time should be given to high-school courses. Under 
 present conditions, and, generally, in the beginning, there can hardly 
 be enough work in one subject, in the junior college alone, to require an 
 instructor's full time. Usually additional high-school courses in his 
 own subject will be more desirable for him than additional junior- 
 college courses in other subjects. However, it will mainfestly make 
 for continued breadth, without scattering, of interest, if, as in Germany, 
 the instructor teach his major subject in the highest classes and his 
 minor subjects in the lower classes. At present the head of the high- 
 school department undertakes courses in the junior college. This practice 
 seems to work well. Certainly the head of the department should be the 
 same for high school and junior college. 
 
 Experience thus far seems to show, also, that there should be one 
 and the same head or principal for high school and junior college. It 
 has seemed wise, however, to entrust to a specially appointed dean the 
 supervision of matters concerning the junior college alone. The duties 
 of such an officer will be similar to those already performed, in part, by 
 the vice-principal in certain California high schools. They will be more 
 or less analogous to the functions of a university dean of the lower 
 division. The dean of a junior college will act as guide, philosopher, 
 and friend to the students; enter, as far as possible, into their athletic 
 or social as well as their academic activities; advise with them in regard 
 to choice of courses and conduct of life; concern himself with such 
 questions as the housing problem (which the junior college will have 
 sooner or later to face as it attracts students from other districts) and 
 with the general policy and special needs of the junior college. Mr. 
 Wilfred Eldred observes that the dean should not have the autocratic 
 powers of the American college president. But certainly he should 
 have a voice in the appointment of teachers, and, indeed, their selection 
 might well be largely in his hands, since he will be in the best position 
 to know what type of instructor is most likely to succeed in his institution. 
 It is desirable, again, that he should be familiar with the institution 
 as a whole; he should conduct classes in the high school as well as in 
 the junior college; he cannot form too early the acquaintance of the 
 students whom he is to advise. Upon him will depend in large measure 
 the success of the junior college. 
 
The Junior- College in California 13 
 
 EQUIPMENT 
 
 Detailed estimates of the cost of laboratory and library equipment 
 arc included in the department suggestions in Part II of this Circular.* 
 
 Where it is desired to emphasize the distinction between the junior 
 college and the high school, the special junior-college equipment should 
 include separate class-rooms, or better, a separate building. ' ' Removing 
 the mere physical contact with the old and familiar high-school corridors 
 and their inmates," thinks Mr. Eldred, " would go a long way toward 
 stimulating a different habit of mind. ' ' Mr. Eldred declares also for the 
 separate reading-room for junior-college students, an arrangement already 
 established in several institutions. 
 
 CURRICULUM 
 
 What departments of instruction are to be represented in the junior 
 college will depend in large measure upon local conditions — upon local 
 demand, upon the presence of properly trained and experienced teachers, 
 upon adequacy of equipment, and upon funds to increase faculty and 
 equipment whenever such increase ma}' be necessary. Manifestly, modest 
 beginnings are advisable. It is the part of wisdom to undertake at 
 first to cover only the ground of the Freshman year, and this only 
 in departments that require little or no equipment beyond that of the 
 average high school, such as English, foreign languages, ancient and 
 modern, history, 5 mathematics, 5 chemistry, and economics. A second 
 tentative step might be to offer, in alternation, additional courses in 
 some of these same departments, such as English and history, where 
 the order of courses is not rigidly fixed as it is in mathematics. This 
 could be done without further addition to the teaching staff. Provided 
 that properly qualified instructors are obtainable, or already at hand, it 
 will not be difficult for the high school to offer a single additional year 
 of general education. Its other important function, to provide " finishing" 
 
 4 The University of Missouri requires that "there must be a laboratory 
 for physical science and a laboratory for biological science, each ade- 
 quately equipped and sufficiently large to permit easily of individual work 
 upon the part of the students." Texas has a similar requirement and 
 states that sufficiency is "to be measured by the value of the apparatus, 
 which shall be, in chemistry not less than $1000, in physics not less than 
 $2000, in biology not less than $1500." Missouri insists on "adequate 
 library equipment; " Texas, on "a library of not fewer than 2000 volumes 
 bearing specifically upon the subjects taught." 
 
 5 See, however, the recommendations of these departments below, pp. 36 
 and 43. 
 
14 The Junior College in California 
 
 vocational courses in agriculture, in the industries, in applied civics, 
 in commerce, in domestic science, etc., which cannot be adequately 
 provided either by the high school or by the university — this other 
 function may well be cautiously undertaken at the same time, but only 
 where proper instruction and library or laboratory facilities can be 
 provided. 
 
 Detailed suggestions in regard to courses in these and other depart- 
 ments will be found in Part II of this Circular. 
 
 THE JUNIOR COLLEGE AND THE HIGH SCHOOL 
 
 If one reason for the existence of the junior college is the fact that 
 the natural break in education comes after the end of the Sophomore 
 year and not before the beginning of the Freshman year, it is obviously 
 illogical to place much emphasis upon the distinction between the high 
 school and the junior college. Junior college and high school are one 
 single institution. But it is a highly developed institution; it has 
 come a long way on the road from the homogeneous to the heterogeneous; 
 and if the junior college is a part of it, it is an organic part, with 
 distinct and special functions to perform. Ideally, both identity and 
 dissimilarity should be emphasized; the principle of unity in variety 
 should be applied. It is applied in the single head for the whole institu- 
 tion and the separate dean for the junior college; in the control of 
 each department by a single head for junior college and high school alike; 
 in the special faculty for the junior college, giving instruction, however, 
 in the high school; in the resulting program, unified, yet with new 
 attitudes and methods for the junior college. For it is clearly desirable 
 that, as required in Illinois, "the junior-college courses should be 
 organized and conducted on a collegiate as distinguished from a high- 
 school basis. College texts should be used and should be supplemented 
 with reference or other outside work of collegiate character, and the 
 amount of ground covered in a semester should approximate that covered 
 in corresponding college courses." The same conception of the junior- 
 college course is contemplated in the California law, which states that 
 "the courses of study shall approximate the studies prescribed in the 
 first two years of university courses. ' ' 
 
 It does not seem necessary that junior-college students should be 
 excluded from all high-school courses. The University of California 
 regards the last two years of the high school and the first two of the 
 college as largely interchangable, and has found it necessary to offer a 
 number of courses equivalent to matriculation subjects, designated, in 
 the Announcement, by letters instead of numbers, such as German AB, 
 
The Junior (College in (California 15 
 
 French AB, Mathematics A, etc. Such courses are appropriate in the 
 
 junior college, in the lower division of the university, or in the high 
 school. Certainly the student should be permitted to take them at any 
 time before his junior year, or even later, should the need arise. 
 
 Admission of high-school students to junior-college courses is another 
 matter. In general, it is clearly desirable that such courses should be 
 regarded as more advanced, should employ methods implying greater 
 maturity, should be, in a word, beyond the powers of high-school students, 
 ir these are freely admitted, standards and methods will inevitably suffer. 
 Yet it is conceivable that occasional exceptions can be made with per- 
 fect safety. In the universities exceptional students in the lower division 
 are admitted to upper-division courses, and exceptional undergraduates 
 to graduate courses. Such exceptions will depend on the individual 
 student, on the nature of the course and its methods, and on the in- 
 structor, The regulation of the University of Illinois suggests a definite 
 solution of the problem: "The admission of high-school students to 
 junior-college classes should be limited to students of senior standing 
 and of superior scholarship, 'superior scholarship' being interpreted to 
 mean a rank within the first third of the class. The number of even 
 these picked high-school seniors in any junior-college class should not 
 in any case exceed one-half of the total membership or that class and 
 should ordinarily be limited to one-third the total membership of the 
 class." In the University of California an extremely useful rule is the 
 Faculty regulation to the effect that ' ' no student will be permitted to 
 enter upon the study of any subject if the officer of instruction in 
 charge of that subject is satisfied that by reason of lack of preparation 
 he is not competent to undertake it. This rule takes precedence of all 
 others." Such a rule would be an admirable safeguard in junior colleges 
 where exceptional high-school students are permitted to enter certain 
 junior-college classes. 
 
 In the interest of high standards it is well that only such junior- 
 college students as can, on entering, satisfy university requirements, should 
 earn university credit. 6 Yet here again exceptions can be made with 
 safety. It is quite possible that an occasional student may finish the 
 high-school course with scholarship records which would not warrant 
 admission to the Freshman class of the University, yet may, in the 
 junior college, by faithful and consistant study, prove himself ready for 
 advanced work. There is no reason why such a student should not be 
 recommended for admission to the upper division of the university. 
 
 6 The University of Missouri accredits only those junior colleges whose 
 requirements for admission are "the equivalent of those of the College 
 of Arts and Science of the University of Missouri." In Texas, the junior 
 college must "require not less than fourteen standard units for entrance." 
 
16 The Junior College in California 
 
 In making a recommendation of this sort the junior college may render 
 an important service to the type of mind that wakes relatively late to 
 the importance of study, pursuing it then with all the greater seriousness 
 and vigor. Yet the junior college will manifestly have to proceed with 
 caution; it cannot afford to lower its standards. 
 
 One way to emphasize the real distinction between junior-college and 
 high-school work is to make the change from the five recitation periods 
 of forty minutes each (or from four of fifty) to three periods of 
 one hour each. University experience everywhere shows that the full 
 hour — or what is left of it after the necessary intermission — is none 
 too long for the proper development of the theme of lecture or recita- 
 tion. The change, moreover, involves an increase in the time available 
 for preparation and a decrease in the time spent in recitation. Only 
 a few minutes are involved, yet the effect of the change is important, 
 in that it shifts, to a certain degree, the responsibility from teacher to 
 student; it begins the transition from the school attitude to the college 
 attitude. However, the whole question is in part a matter of departments 
 and courses. In the University of California, for example, while three 
 periods per week is the rule, the modern language departments very 
 decidedly prefer five periods per week for their beginners' courses; and 
 in certain courses in English and history three hours of lecture and one 
 of quiz seem to give the best results. In Part II will be found the special 
 recommendations of a number of University departments. It will be 
 found that one hour is in most cases tacitly assumed as the proper 
 length for recitation or lecture. 
 
 The normal University schedule is sixteen units (or sixteen hours per 
 week) per half year. Students in the lower division are not permitted 
 to register for more than nineteen units each term. 7 
 
 A University rule requires that an examination be given at the end 
 of all courses, except seminar and laboratory courses. From these 
 examinations no students are excused. A similar rule is desirable in the 
 junior college, where the examination may not be necessary to discover 
 what the students know, yet may well perform its more important 
 function of compelling a review and grasp of the subject as a whole. 
 
 7 The University of Missouri requires that for graduation from the 
 junior college "the student must complete satisfactorily sixty hours of 
 work, which must be the equivalent of that required in the first two 
 years in the College of Arts and Sciences in the University of Missouri 
 By an hour is meant a 60-minute period of class work, or a 120-minute 
 period of laboratory work (exclusive of preparatory instruction and 
 study, work upon note books that can be done outside of laboratories, 
 etc.), each week for one semester. 
 
 1 1 Students shall not be allowed to carry for credit work amounting to 
 more than sixteen hours a week. ' ' 
 
 The Texas rule is "fifteen 60-minute hours per week of recitation 
 each year. ' ' 
 
The Junior (J allege in California 17 
 
 THE JUNIOR COLLEGE AND THE UNIVERSITY 
 
 The main concern of the junior college will always be with students 
 who complete in it their education. Doubtless the number of those 
 who go on to a university will always be relatively small, as will, similarly, 
 the number of junior-college graduates in the upper division of the uni- 
 versity. Neither institution should lay too much stress on their mutual 
 relation as a factor in determining educational policy; each should be 
 willing to make such necessary adjustments as may be possible. So far 
 as general preparation is concerned, junior-college students have already 
 given evidence of being well equipped to continue their studies in the 
 upper division of the University of California. The average of their 
 grades has been slightly higher than the general University average. 
 They have not, howev*er, been always prepared for precisely the work 
 which they have desired to undertake; in such cases a certain loss of 
 time is inevitable. Instructors in the University have the right, and 
 are indeed under obligation, to refuse to allow any student to enter 
 upon work for which he is not competent, to attempt to erect a 
 superstructure on a foundation incapable of supporting it. It should 
 not be necessary to explain that this principle exists for the protection 
 not so much of the University, or of any University department, as for 
 the protection of the student himself. 
 
 The policy of the University of California with reference to students 
 entering from junior colleges is formulated by the Recorder of the 
 Faculties as follows: 
 
 It is the University's policy to give a year's credit for a year's 
 work on the basis of credentials from other colleges, including 
 junior colleges. Wherever there is evidence that the institution 
 is doing a full year of work beyond the high school, the University 
 will endeavor to give 32 units (slightly more in the engineering 
 colleges) and to distribute these 32 units in a way that will 
 equitably meet requirements for the junior certificate and the 
 bachelor's degree. 
 
 The normal university schedule of 16 units per half-year implies 
 about 48 hours per week of studious effort for 18 weeks. We have 
 estimated that the junior colleges as they are at present organized 
 (and, in general, they seem to be mainly projections of high- 
 school schedules and standards rather than distinctively collegiate 
 institutions according to the prevailing conception of a college) 
 may complete 32 units per year by requiring five courses con- 
 currently, each class meeting five periods per week in 40-minute 
 periods throughout a 20-week semester. The same result may be 
 obtained by having the classes or some of them meet four periods 
 per week, the periods to be* 45 or 50 minutes and the amount of 
 outside preparation for the class work to be proportionately greater 
 than would be required if the meetings were five times weekly. 
 
18 The Junior College in California 
 
 There is, of course, some danger in the situation so long as the 
 University's test of the applicant's proficiency is primarily a time 
 test, rather than a knowledge test. But the real unit for the 
 application of the time test should be the unit of studious endeavor 
 in or out of class, rather than the aggregate of hours or minutes 
 spent in the class room. 
 
 For a five-study schedule, such as is indicated above, continued 
 for two years, we should expect in the ordinary case to give 64 units 
 of credit. The units of credit assigned to a single subject con- 
 tinued for one year would be six. To make the two-year schedule 
 yield 64 units we may either assign 8 units for certain subjects or 
 we may arbitrarily add 4 units of elective undistributed. 
 
 The successful articulation of junior-college work with uni- 
 versity work will naturally depend very largely upon the extent 
 to which the junior college is able to meet the varied departmental 
 requirements of a large university. In some highly specialized 
 departments it may be difficult for the junior college (as for any 
 small institution) to afford adequate preparation. An example 
 would be the field of engineering. Similarly, the work that is now 
 required of pre-medical students (college laboratory courses in 
 physics, chemistry, zoology, bacteriology, etc.) is not easily obtain- 
 able outside of the universities. Architecture and agriculture are 
 in a similar position. 
 
 Definite statements of department requirements will be found in 
 Part II of this Circular. 
 
 Attention is called to the fact that the content of lower-division 
 university courses is by no means determined by the whim of the 
 instructor, or by the mere fact that they are prerequisite to advanced 
 courses in the same departments. It is determined in a large measure 
 by the fact that they are prerequisite to advanced work in other depart- 
 ments as well. Many lower-division courses have thus complex functions 
 to perform and must be carefully planned with these in view. A list 
 of such courses follows, based upon the Announcement for 1914-15. 
 The requirements vary somewhat from year to year, and junior colleges 
 which desire to offer courses which shall prepare students for the 
 University are urged to obtain the latest information in every case. 
 The present list, however, should serve to illustrate the complexity of 
 the interrelations of University departments, as well as to emphasize the 
 importance of certain courses as prerequisites. 
 
 (For Matriculation Courses, see Circular of Information, Admission 
 Requirements: Recommendations for the various curricula. In general, 
 Lower-Division Courses are prerequisite for Upper-Division Courses in 
 the same department.) 
 
 Astronomy 1 and 2a are required for the Major in Geography 
 
 and for Geography 114. 
 3 is required for Civil Engineering 103b and 105. 
 
The Junior College in California 
 
 19 
 
 Botany 
 
 Botany is advised for Landscape Gardening. 1 (or 2 
 
 and 3) required for Forestry 102. 
 2 and 3 required for Agronomy 107, 122; for Forest 
 
 Botany; for Genetics 1,1a, and 100; for Landscape 
 
 Gardening 104a-104b, 102a-102b; and for Pomology 
 
 120. 
 
 Chemistry Fundamental Courses in Chemistry should precede 
 
 Botany. 
 
 1a-1b is required for Agricultural Chemistry 1 and 2; 
 for Agronomy 122; for Nutrition 117; for Botany 
 116; for Mechanical Engineering 118; for Mining 
 105, 107a; for Pathology 1; for the Major in Physi- 
 ology, for Physiology 5; and for the Medical School. 
 
 3a-3b is required for Soils 122. 
 
 5a-5b is required for Agricultural Chemistry 101a-101b, 
 122; Soils 122; Civil Engineering 122." 
 
 6a-6b is required for Civil Engineering 123; Mining 
 105, 107a. 
 
 8a is required for Civil Engineering 109b; 111b, 126, and 
 for the Medical School. 
 
 9 is required for the Medical School. 
 
 Civil Engineering Courses in Civil Engineering are advised for Landscape 
 
 Gardening. 
 1a-1b (Surveying) is required for Mining 18a and 
 
 18b. 
 Ia-Ic or 1e is required for Experimental Irrigation 1 ; 
 
 for Astronomy 3; and for Irrigation 105. 
 1c-1d is required for Mining 18a and 18b. 
 
 Drawing Courses in Drawing are advised for Landscape Gardening. 
 
 2a is required for Mechanical Engineering 106a; and 
 
 for Architecture 101a-101b. 
 2b is required for Architecture 101a-101b. 
 
 Economics 1a-1b is required for Jurisprudence. 
 
 English Training in English Composition is required for the 
 
 Subject A Examination (See Circular of Infor- 
 mation, Subject A). 
 Certain courses in English are advised by the Depart- 
 ment of Jurisprudence. 
 
 French French may be used to satisfy the Subject B require- 
 
 ment (Circular of Information, Subject B). A read- 
 ing knowledge is assumed in many advanced courses 
 in History, and is eminently desirable for German, 
 Latin, English, Botany, Landscape Gardening, and 
 Zoology. 
 
 Geography 1a (or Geology 1a) is required for Soil Technology 1; 
 
 for Economics 3a; and is advised for the Major 
 in Economics. 
 
20 
 
 Geology 
 
 German 
 
 Greek 
 
 History 
 
 Latin 
 
 Mathematics 
 
 Mineralogy 
 
 Palaeontology. 
 Pathology 
 
 Philosophy 
 
 The Junior College in California 
 
 1a (or Geography 1a) is required for Soil Technology 
 1; for Geography 115; Mining 101, and recommended 
 for Astronomy. 
 
 German may be used to satisfy the Subject B require- 
 ment (Circular of Information, Subject B). A read- 
 ing knowledge of German is eminently desirable for 
 Landscape Gardening, Botany, Economics, English, 
 Latin and Physics. It (or a reading knowledge of 
 Spanish) is assumed in advanced courses in History. 
 
 Greek may be used to satisfy the Subject B require- 
 ment (Circular of Information, Subject B). A 
 knowledge of Greek is desirable for the advanced 
 study of Latin, English, French, and German. 
 
 1a-1b is required for Jurisprudence. 
 Ancient History is desirable for Latin; Modern Europ- 
 ean History, for the Romanic Languages. 
 
 Latin may be used to satisfy the Subject B require- 
 ment (Circular of Information, Subject B). Latin 
 is necessary for the study of the Eomanic Languages, 
 and very desirable for advanced study of Botany. 
 Six units are required for Jurisprudence. Twelve 
 units may be offered in place of certain linguistic 
 courses to fulfill the requirements for the Major 
 in English. 
 
 Higher Mathematics is desirable for Botany. 
 
 1, 2, 3, 4, are required for the Engineering Colleges; 
 
 3 and 4 (or 5, 8 and 9) for the Major in Astronomy. 
 2a-2b is advised for Economics. 
 3a-3b is required for Electrical Engineering 1b; for 
 
 Physics 107a, 109a, 213. 
 3b for Mining 103a. 
 
 4 (or 109) is required for Astronomy 108; for Mech- 
 
 anical Engineering 102; for Physics 107a, 109a, 213. 
 4a-4b, for Civil Engineering 108a-108b, 110; Mechanical 
 Engineering 102, 110a-110b. 
 
 5 is required for Astronomy 103a. 104a, 114. 
 9 is required for Physics 107a, 108, 109a, 213. 
 
 1a-1b is required for Geology 102a-102b, 102c-102d, 
 103a-103b, 107, and for Mining 105, 107a. 
 
 1 is required for Geology 1b. 
 
 1 (Bacteriology) is required for Soils 122; for Veterin- 
 ary Science 119; and for Civil Engineering 111b, 126. 
 
 Courses in Philosophy are advised for Jurisprudence. 
 1 and 2a are advised for Economics. 
 2a and 2b are required for the Major in Education and 
 for Education 103a, 106, 110, 111. 
 
The Junior- College in California 
 
 21 
 
 Physics Fundamental courses in Physics should precede the 
 
 advanced study of Botany. 
 1a-1b and 2c-2d are prescribed in the Colleges of 
 
 Engineering. 
 1a-1b is required for the Major in Astronomy and for 
 
 Astronomy 103a, 104a, 114; Chemistry 111a, 113a; 
 
 for Civil Engineering 108a-108b; for Irrigation 105; 
 
 for Mining 103a, 105. 
 2a-2b (or 1) is required for Irrigation 105 and by the 
 
 Medical School. 
 2c-2d is required for Chemistry 111a, 113a; for Mech- 
 anical Engineering 1b; 110a-110b, 118; for Mining 
 
 105. 
 3a-3b, 4a-4b are required by the Medical School. 
 
 Physiology Physiology is advised for students of Botany. 
 
 1 is required for Poultry Husbandry 101, Physical Edu- 
 cation 104; and is an alternative requirement for the 
 Major in Education. 
 
 Political Science 1a-1b is required for the study of Economics and of 
 Jurisprudence. 
 
 Spanish Spanish may be used to satisfy the Subect B require- 
 
 ment (Circular of Information, Subject B). A read- 
 ing knowledge of Spanish or German is convenient 
 in certain advanced courses in History. 
 
 Zoology Zoology is advised for students of Botany. 
 
 1a or 1b is required for Genetics 1a, Genetics 1, Poultry 
 Husbandry 101; for Palaeontology 1, 104; for Physi- 
 ology 110, and is an alternative requirement for the 
 Major in Education. 
 
 1a and 5 are required for the Medical School. 
 
 The foregoing list shows very clearly that the lower division is 
 at present an organic and necessary part of the University of California. 
 It is desirable that it should remain so for many years to come, that 
 lower-division courses should continue to be conducted as part of the 
 University curriculum, with standards automatically upheld by their 
 relation as prerequisites to courses in the upper division. Prophets who 
 look forward to the time when the junior colleges will take over the 
 whole of the work of the University Freshmen and Sophomore years 
 look far into the future. At the end of his high-school course the 
 student will long continue to have the privilege of choosing between the 
 junior college and the University. 
 
 The choice will not be an easy one; there will be many advantages 
 on both sides. On the one hand, the junior college makes possible a 
 completed vocational or general education for students who cannot afford 
 to travel or to live far from home, or who do not wish to sever family 
 ties. It enables the young or immature student to postpone the moment 
 
22 The Junior College in California 
 
 of facing the problems incident upon life in a great university. It 
 offers to the student who has failed to get his recommendation for college 
 another opportunity to prove himself, by faithful and consistent study, 
 capable of advanced work. It has the great advantage of small classes; 
 and, so long as it excludes high-school students from them, of homogeneous 
 classes of a high level of preparation. It has, at its best, the advantage 
 of employing experienced specialists in the art of teaching. And, finally, 
 the junior college may hope to escape in a large measure the evils of 
 the so-called ' ' student activities. ' ' 
 
 For many students, clearly, the junior college will be preferable to 
 the lower division of the universities. But not for all. Mr. C. L. 
 McLane very wisely remarks that 8 "in many instances it is desirable 
 that a student have a new environment — a new setting, so to speak — to 
 give new zest and an added stimulus to his efforts. Even though a local 
 institution offers equal advantages, it is often desirable to throw the 
 young high-school graduate on his own responsibility for a time by sever- 
 ing home relationships." And President Lowell states 9 that statistics 
 compiled at Harvard College show that at that institution "the men 
 entering college young are on the average better, both in their studies 
 and in their conduct. . . . The advantages, indeed would seem to be 
 almost wholly in favor of entering college young. . . . The real pleasures 
 are more fully and innocently enjoyed. Under a proper environment 
 the moral dangers are in fact less. ' ' 
 
 So far as instruction is concerned, the University attempts to obviate 
 the evil of large classes by the division into sections, sometimes for all 
 the work of the course, sometimes for recitations only. It is true that 
 some of these sections are, necessarily, in charge of the less experienced 
 instructors. Yet the number of inexperienced instructors and their lack 
 of experience are sometimes exaggerated. As a matter of fact the average 
 of years of teaching of instructors in the lower division of the University 
 of California is considerably higher than that of instructors in the oldest 
 of the junior colleges. Moreover, in the University, a lower-division 
 course is always conducted in part at least, by the older members of 
 the department. In every case it is planned by them and remains under 
 their control, the subject of frequent criticism and discussion in depart- 
 ment meetings. Thus the accumulated experience of the department is 
 continually at the service of all its members, and, not infrequently, the 
 tradition of a great teacher is felt in all its work. 
 
 The University gives special attention not only to the instruction 
 of lower-division students but to their welfare outside the class-room 
 as well. It maintains a corps of advisers, who come into close contact 
 
 8 School Review, 21: 165. 
 
 9 Report of the President of Harvard College 1913-14, pp. 8f. 
 
The Junior College in California 23 
 
 with all Freshmen. It requires of all intrants a physical and a medical 
 examination, and extends to all the privileges of the University Infirmary. 
 It visits and officially approves boarding houses for University students. 
 It holds fortnightly University meetings which are addressed by men 
 of prominence, sometimes within but more often from without the 
 academic world. Under its guidance the fraternities are coming more 
 and more to be influences for good, in conduct and in scholarship. Even 
 "student activities" are not an unmixed evil; they teach co-operation, 
 prepare for citizenship, and lead to valuable friendships. 
 
 The high-school principal will naturally keep such matters as these 
 in mind in advising his students. The choice of junior college or uni- 
 versity will be determined by these considerations, by the character of the 
 student, and in large measure also by the department of study which he 
 desires to enter. It is hoped that the following pages will be of use in 
 the last-named connection. 
 
24 The Junior College in California 
 
 PART II. DEPARTMENT RECOMMENDATIONS 
 
 AGRICULTURE 
 
 Agricultural courses given in junior colleges should be planned 
 primarily as vocational or culminative courses for students who cannot 
 go to a college or university. They should be of a grade comparable 
 with the agricultural courses in the University and worthy of recognition 
 and crediting by the University as electives in agriculture. They should 
 be at the same time sufficiently practical and applicable to local conditions 
 to fit the needs of a prospective farmer. They might well be arranged 
 in various groups suiting the needs of different classes of students and 
 preparing for different farm enterprises, as for example: (1) A course 
 in animal husbandry, including study of types and breeds of farm animals, 
 their care and management, conformation and soundness, feeds and feed- 
 ing, etc.; (2) a course in horticulture, including study of pomology, 
 olericulture, etc. Other similar courses will suggest themselves. 
 
 The agricultural course of the junior colleges should include also 
 courses in the natural sciences and humanities acceptable in place of 
 similar work given in the University, and required or advised for agricul- 
 tural students. Such courses are those in botany (2 and 3), chemistry, 
 foreign languages (preferably French and German), English, mathe- 
 matics, history, economics, zoology, physics, geology, physiography, 
 mineralogy, drawing (freehand and instrumental), bacteriology. 
 
 On the other hand, it is highly undesirable that the junior colleges 
 should undertake such courses as Agricultural Chemistry 1 and 2, 
 Genetics 1, Landscape Gardening 1, and Soil Technology 1. These courses 
 are technical courses, given as a necessary preliminary in the training of 
 agricultural experts. If given by the junior colleges, the College of 
 Agriculture could not accept them as substitutes for the University 
 courses. In response, however, to numerous inquiries, estimates of cost 
 of equipment on a university basis are given below. 
 
 The student from the Junior College would have to spend three years 
 in the University in order to cover the work required for a degree in 
 agriculture. 
 
 Equipment 
 
 Agricultural Chemistry 
 
 The amount of equipment of certain classes will of course depend on 
 whether or not the institution already has a chemical laboratory which 
 is free for use at certain hours. The ordinary undergraduate chemical 
 laboratory may be used for teaching agricultural chemistry, so that with 
 
The Junior College in California 25 
 
 well-equipped laboratories no special expense for benches, hoods, etc., 
 need be incurred. If, however, the institution merely possesses bare 
 rooms with floor-space, the cost of equipment and maintenance will be 
 somewhat as follows, for a teaching unit of thirty students: 
 
 Benches, hoods, plumbing, etc $1,000.00 
 
 Analytical balances (6) 180.00 
 
 Steam baths, ovens, and special equipment 150.00 
 
 Glassware, chemicals, etc. (estimated cost per 
 
 student, $20) 600.00 
 
 Making a total in the neighborhood of $1900.00 or $2000.00 for installation 
 and special equipment. The cost of maintenance for glassware, chemicals, 
 etc., will probably be in the neighborhood of $8.00 per student per term, 
 or $240.00. This of course does not include the cost of heating buildings, 
 water, gas, electricity, etc. 
 
 Soils 
 The following figures are based on the assumption that four students 
 would represent a unit in the laboratory work. Each student would 
 require about $16.75 worth of laboratory apparatus for the equipment 
 of his own desk. The four students who would work in a group 
 would require general equipment totaling about $106.50. This general 
 equipment covers the relatively cheap balances that we are using, drying 
 ovens, etc., and apparatus that can be assigned to one student for a 
 period and then assigned to another at a different period. In addition 
 to this, there would undoubtedly be needed one accurate balance costing 
 about $50.00 and one heavy scale or balance, costing about $25.00, the 
 latter to be used in weighing bulk soils. A further cost would be 
 necessitated for such things as soil sieves, soil containers, waste cans, etc. 
 Including the balance mentioned above, the general equipment would total 
 about $200.00. About $100.00 worth of this general equipment would be 
 available for only four students at each laboratory period but could be 
 used by students in other sections. The proper equipment of such a 
 laboratory, for twenty students, would cost about $1000.00. 
 
 Plant Propagation 
 
 To accommodate a unit of twenty students the following equipment 
 would be necessary: 
 
 One lath-house, approximately 16 by 24 feet, having raised 
 benches at the sides and ends, with solid bed in the center, 
 and with head-house attached, approximately 6 by 16 feet, 
 which should provide working benches, bins for soil, sand, 
 fertilizer, etc., and closets for tools and seeds respectively — 
 such structures on good concrete foundations to cost, painted 
 outside and inside, approximately $600.00 
 
26 The Junior College in California 
 
 A greenhouse of about the same size as the lath-house, above 
 mentioned, together with the same kind of head-house, both 
 heated with hot water, would be more serviceable than the 
 lath-house in many sections of California, and would cost 
 approximately $1,200.00 
 
 If a glass house were not necessary, because of climatic condi- 
 tions, some glass-covered cold frames should be provided, in 
 addition to the lath-house; these would cost approximately.... $100.00 
 
 Other equipment necessary would be as follows : Garden and green- 
 house tools, such as hoes, rakes, spades, trowels, etc $150.00 to $200.00 
 
 Seeds, bulbs and nursery stock $200.00 
 
 Miscellaneous supplies $150.00 
 
 All of the above data is submitted on the assumption that land is 
 available upon which these structures may be erected, and sufficient 
 ground available for nursery and garden work. No estimate is given for 
 labor, which might refer to the cost of plowing and preparing nursery 
 and garden areas. 
 
 In conclusion, therefore, it may be stated that equipment for the 
 teaching of plant propagation may be very satisfactorily provided for 
 twenty students for the sum of $1250.00 or $2450.00, according to whether 
 a greenhouse or lath-house is built. It is quite possible, of course, that 
 the lath-house, head-house, greenhouse and cold frames might accom- 
 modate more than twenty students providing they are handled in sections. 
 
 Genetics 
 
 For twenty students a well-lighted laboratory of 2400 square feet 
 should be provided. There should be about iy.> square feet of table space 
 for each student, together with lockers, blackboard, a small refrigerator, 
 electrically heated incubator case, wooden trays, homeopathic vials, small 
 weighing scales, herbarium shelves, presses, driers, mounting paper, etc. 
 Also a good compound microscope with oil immersion lens, costing about 
 $75.00. Probably the laboratory to accommodate twenty students could be 
 furnished for about $500.00 and equipment would cost about $300.00. 
 There should be an enclosed garden for experimental breeding, with a 
 tool-house, and a small greenhouse exclusively for breeding experiments; 
 also, if possible, a small animal-house or breeding-pens for guinea pigs, 
 rabbits, poultry, etc. Assuming that the school is in possession of the 
 land, the cost of construction, fencing and equipping need not exceed 
 $1000.00. 
 
 Allowing $200.00 for books, charts, lantern slides and miscellaneous 
 materials, the total outlay would be something like $2000.00. 
 
The Junior College in California 27 
 
 ASTRONOMY 
 
 (A) Vocational or other purposes not directly related to university prepara- 
 
 tion. 
 For vocational purposes astronomical courses are not usually under- 
 taken, except in connection with surveying work. For this purpose 
 junior colleges might well undertake course 3 as listed in the Univer- 
 sity's Announcement of Courses. This course contains elements of 
 trigonometry, elements of astronomy, computing with especial reference 
 to surveying, Math emphasis on the solar attachment transit. Institutions 
 which desire to undertake this course should confer directly with the 
 department as to its proper organization. The necessary equipment, 
 including books and instruments, would cost about $500.00. Other lower- 
 division courses in the University, particularly course 1, are in general 
 for cultural purposes only. Such courses might properly be undertaken 
 by junior colleges on the basis of any of the more modern books on 
 elementary and general astronomy. If practical work be offered, it would 
 be well for the junior college to confer with the department. Courses 
 corresponding to University courses 1 and 2a-2f might be undertaken. 
 
 (B) The satisfaction of prerequisites for specific university courses. 
 Lower-division astronomy courses in the University of California are 
 
 prerequisite only for engineering and geography. For geography, courses 
 1 and 2a are prescribed, and for civil engineering course 3. All of these 
 have been referred to above. 
 
 (C) Provision for general or substantial equivalents for university courses 
 
 or subjects commonly taken in fulfillment of Junior Certificate or 
 degree requirements. 
 Courses 1, 2a-2p and 3 are here to be mentioned again. 
 
 Equipment 
 
 Satisfactory library equipment for junior-college work could be 
 secured for about $250.00, and might be maintained at a cost of from 
 • $25.00 to $50.00 per annum. 
 
 The laboratory apparatus necessary for courses 2a-2f, elementary 
 practical work, should include a small equatorial, a small transit instru- 
 ment, sextants, alt-azimuth instruments, chronometer, chronograph, and 
 some minor accessories. All of these can be had at a cost of about 
 $5000.00. The catalogues of Gaertner of Chicago, and Brashear of Pitts- 
 burgh are suggested for a description of instruments. Satisfactory 
 instruments may be obtained from these firms at moderate cost. About 
 $250.00 per annum should be available for maintenance and expenses. 
 
 The following text-books are suggested: Moulton, Elements of Astron- 
 omy; Young, Elements of Astronomy. 
 
28 The Junior College in California 
 
 BOTANY 
 
 The training in botany for vocational and other purposes is practically 
 the same as that required for admission to the more advanced University 
 courses. Such training is outlined in the University's Announcement 
 of Courses, Botany 2 and 3. If such courses are undertaken by junior 
 colleges they should be given from the college rather than from the high- 
 school point of view. If so given they would fulfill the requirement in 
 botany for the Junior Certificate. 
 
 Proper library facilities should include a series of recently issued 
 text-books for college classes in botany, and also a series of botanical 
 encyclopedias, floras, treatises on special phases of botany, etc. An 
 initial outlay of $1000.00 would provide a fairly satisfactory library 
 equipment, but one-half of this amount would suffice in case additional 
 expenditures of $100.00 per year could be provided for. Even though 
 the botanical library were well equipped at the beginning, it would be 
 necessary to allow $50.00 to $100.00 for its annual maintenance in order 
 to keep it abreast of the subject. 
 
 The initial cost of equipment necessary for a class in botany of twenty- 
 five students should be approximately as follows: 
 
 25 dissecting microscopes $225.00 
 
 25 dissecting sets 40 00 
 
 25 compound microscopes 750.00 
 
 1 set demonstration charts 150.00 
 
 Lantern slides 150.00 
 
 Preparations in liquid and microscopic preparations 100.00 
 
 Reagents, glassware, hardware, etc 500.00 
 
 Apparatus for plant physiology 500.00 
 
 Propagating house for student's use 750.00 
 
 Total $3,165.00 
 
 In preparing the above figures an almost ideal equipment for a class 
 of twenty-five students has been kept in mind. In case rigid economy 
 is necessary a reduction could be effected in the item for apparatus for 
 plant physiology. By the use of inexpensive apparatus and by some 
 modifications in the course, a resourceful instructor might reduce this 
 allotment to $200.00. By economy the estimate for reagents, etc., also 
 might be somewhat reduced. Further reduction could be made by the 
 omission of a house for plant-propagation but this is undesirable since 
 students would then be obliged to do a certain amount of this work in the 
 laboratory. The expense for a class of fifty students in two sections 
 would obviously be but little more than the expense as above indicated 
 for one-half the number. 
 
The r/unior College in California 29 
 
 In preparing the above estimate it is assumed that an allowance will 
 be made each year for the purchase and collection of living material 
 from the nurserymen or gardeners. This would amount to anything from 
 $100.00 up, which expense would be obviated in case the school is pro- 
 vided with a propagating house and garden under the control of a trained 
 gardener. 
 
 CHEMISTRY 
 
 Aside from the first course in matriculation chemistry, the courses in 
 chemistry which may be undertaken by the junior colleges may be 
 divided into two classes: First, those which may be accepted for univer- 
 sity credit, but which do not prepare the student for advanced university 
 courses in chemistry. A thorough course in any of the various branches 
 of chemistry may be included in this group. Second, courses which not 
 only can be accepted for university credit, but also prepare the student 
 directly for advanced university courses. The University course, Chem- 
 istry 1a-1b, includes lectures twice a week, quiz section once a week, 
 and laboratory work, two two-hour periods a week throughout the year. 
 The lectures and quiz work deal with systematic inorganic chemistry and 
 cover the same ground as such text-books as those of Alexander Smith 
 and of Cady, with special reference to the fundamental laws and prin- 
 ciples underlying this subject. The laboratory work includes experiments 
 in the use of balances and burettes, illustrating the laws of stochiometry 
 and the meaning of such terms as molecular weight, equivalent weight, 
 concentration, molal solutions and normal solutions. The chemistry of 
 aqueous solutions is given special consideration, and ionization, strong 
 and weak electrolytes, the qualitative laws of equilibrium, hydrolysis 
 and solubility are treated in detail. These fundamental ideas are then 
 applied to the problems of qualitative analysis, and the student devotes 
 the remainder of the year to the systematic study of the qualitative 
 separation of elements and radicals. 
 
 While the Department of Chemistry does not necessarily expect any 
 institution to follow the same method or the same order as is adopted 
 in this course, no student who has not received thorough instruction in 
 the work here outlined can be admitted to more advanced courses in 
 chemistry. In case of doubt as to a student's fitness to enter advanced 
 courses he may be given an oral or written examination by the department. 
 
 The courses in chemistry which follow Chemistry 1a-1b are courses in 
 quantitative analysis and inorganic chemistry. If such courses should 
 be given in the junior colleges their suitability for university credit or 
 as preparation for the further advanced courses in chemistry may be deter- 
 mined as in the cases already discussed. 
 
30 The Junior College in California 
 
 CIVIL ENGINEERING 
 
 Surveying 
 
 Junior colleges are advised to undertake Civil Engineering instruc- 
 tion only in course Civil Engineering Iabcd, the Principles of Plane 
 Surveying. Even with respect to this course a reservation is stated in 
 the closing paragraphs of this announcement. 
 
 Preparation for surveying course Civil Engineering Iabcd should 
 comprise thorough knowledge of plane trigonometry, matriculation 12a"; 
 the use of logarithms; and mechanical drafting, matriculation 17. 
 
 A surveying course should include both field and office practice; it 
 should provide class-room drill in the principles of the subject. Many 
 problems should be assigned. The subject matter is that included, for 
 example, in Volume I of Breed & Hosmer 's Principles and Practices of Sur- 
 veying, and in chapters 4, 5 and 8 of the same text, Volume II. This 
 text is here mentioned because at present it is the one prescribed at the 
 University. A junior college might prefer to treat the similar subjects 
 in another text included among those mentioned below. 
 
 Surveying instructors in junior colleges should be engineering graduates 
 from technical schools of recognized standing, or otherwise should be 
 teachers who have acquired a similar training. 
 
 The time allotted to the course Civil Engineering Iabcd should be 
 not less than two hours per week of lectures and recitations, plus a 
 three-hour period per week comprising field work and office practice. 
 The total length of the course should be, throughout one year, normally 
 two semesters of sixteen weeks each. 
 
 The instrumental equipment available for student use must be generous, 
 comprising transits, levels, alidades, and minor apparatus, representing 
 different instrument makers. The minimum cost of a useful equipment 
 cannot be less than $2500. 
 
 The junior college library should include the following books on 
 surveying: Breed & Hosmer, Principles and Practice of Surveying; Pence 
 & Ketchum, Surveying Manual; Baymond, Plane Surveying; Tracy, Plane 
 Surveying; Johnson, Theory and Practice of Surveying; together with 
 logarithmic, latitude and departure, and other mensuration tables. There 
 should be available for student use and instruction at least some forms 
 of computing instruments, particularly slide rules. Special blank forms 
 should be prepared for the taking of field notes and their reduction. 
 The student should be required to use regulation transit and level 
 books, etc. There should also be provided standard texts on algebra, 
 geometry and plane trigonometry. The yearly cost of maintaining and 
 adding to such a library is small. 
 
The Junior College in California 31 
 
 The surveying courses offered by junior colleges should be primarily 
 for students who do not propose later to enter the colleges of engineering 
 in the University of California, or other similar engineering schools. 
 Engineering students should be advised to defer work in surveying and 
 other technical subjects. They will profit more by using their time in 
 the junior college for wider preparation in languages, history, economics, 
 natural science and mathematics. Some of these subjects would be those 
 prescribed in the engineering colleges in Ihe freshman and sophomore 
 years. Others not prescribed could be offered as electives to be honored 
 in any year of the four- or five-year University courses. . Thus a junior 
 college graduate who enters the University with advanced standing or 
 electives in subjects like language and mathematics may be graduated 
 sooner or may have the advantage of using his residence for additional 
 engineering subjects. 
 
 Ordinarily a junior college student must spend at least three years 
 in the University to complete the work required for the B.S. degree in 
 the colleges of engineering. 
 
 DRAWING 
 
 Mechanical and Engineering Drawing 
 
 (A) Subjects for which Matriculation Credit is given. 
 
 Geometrical Drawing, equivalent to University course C-D, for which 
 matriculation credit in subject 17 is given; and which subject is fully 
 described in a circular issued by the Department. 
 
 (B) Subjects for which University Credit may be given. 
 
 Descriptive Geometry, equivalent to University courses 2a and 2b. 
 A drawing course covering in 2a the fundamental problems on point, 
 line and plane; sections; developments; construction of solids; and 
 intersections; and in 2b applications to contours and warped surfaces; 
 axonometry; shadows, shades and perspective. The object of the course 
 is two-fold: to give the pupil a working knowledge of the principles of 
 geometrical construction; and to enable him to do neat and accurate 
 work. The complete course constitutes about 50 drawings. These should 
 be made on durable paper about 12 by 17 inches, with half -inch margin. 
 The drawings should be inked, using colors; the given elements in 
 black; the construction lines in red or other suitable colors; the results 
 in blue. Many drawings should be tinted to show more clearly areas and 
 solids; this tinting is also a great help to the pupil in aiding him to 
 visualize the objects represented. The time required by such a course 
 is nine hours of actual work per week for one year, or four and one- 
 
32 The Junior College in California 
 
 half hours (or five periods) per week for two years, which latter arrange- 
 ment offers many advantages. This subject is required at the University 
 as a prerequisite for many Junior courses in engineering and architecture 
 and is give 6 units of credit. 
 
 Lettering, equivalent to University course 9. 
 
 A course covering the construction, shapes, proportions of spacings 
 of the standard styles such as straight and slanting Gothic, Eoman, Italic, 
 Old English and unconventional; the completion and construction of 
 titles. The course should consist of about seven drawings and require 
 four actual hours per week for one term: 1 unit credit. 
 
 (C) Vocational Courses. 
 
 For these no University credit can be given unless it be under free 
 electives, as the courses given at the University are approached from a 
 mathematical and scientific standpoint in upper division work. 
 
 1. Shop drawing. 
 
 2. Machine drawing. 
 
 3. Structural drawing. 
 
 4. Architectural drawing. 
 
 5. Topographical drawing. 
 
 6. Sign painting. 
 
 The various subjects should be taken in connection with shop or 
 field work. Sketches should be made from actual objects or the object 
 constructed from the drawings. Scale drawings of objects, machine parts, 
 and assembled parts should be carefully made, detailed and dimensioned. 
 These should be accompanied by a full explanation of the problems of 
 theory, mechanics, physics, and practical considerations governing each 
 problem. The outlines of these courses can better be obtained from 
 the trade and technical schools than from the University. 
 
 All the above classes might be given in a room 20 by 35 feet. This 
 would accommodate a class of 30 at about twenty-two and one-half square 
 feet per student, including aisles. Its equipment of tables, stools, black- 
 boards, lockers, models, etc., would cost about $1000. The necessary 
 library of about 75 volumes will cost about $1 50, and the annual allowance 
 for same, including magazines, should be about $30. 
 
 Freehand Drawing and Graphic Art 
 
 It seems highly desirable that efficiency in freehand drawing should 
 be acquired before students are allowed to devote themselves to any 
 so-called ' ' art studies. ' ' It will be found very frequently that owing 
 to many causes a fundamental knowledge in freehand drawing is lacking, 
 and therefore a thorough course in that subject should constitute the chief 
 
The Junior College in California 33 
 
 instruction in the field of freehand drawing. This training is essential 
 to all applied sciences leading to the development of clear observation, 
 clear deduction and the ability for expression through sketch, freehand 
 diagram or scientific drawing. As a means of expression it should be 
 cultivated as carefully as a language is cultivated. The freehand 
 drawing required for Matriculation Subject 16, and which is equivalent 
 to Drawing A-B given in the University, is more fully described in a 
 circular issued by the Department. 
 
 Closely following elementary freehand drawing, a course for the study 
 of light and shades from casts in charcoal, wash, and pen and ink should 
 be given. After a proficiency in freehand drawing has been acquired 
 instruction should be started in the principles of decorative design, 
 considerable time being given to the study of the many principles that 
 have a controlling influence in the making and understanding of any 
 work of art. Practical problems in black and white of a simple nature 
 should accompany these lessons. Along with design, color theory should 
 be studied in its many scientific and artistic aspects, together with 
 practical problems in the making of charts and simple paintings. 
 
 Picture making, painting in oils, should be entirely omitted from the 
 curriculum of a junior college. The work done should be fundamental 
 and no attempt at professionalism of any sort should be made. The 
 attention of the junior colleges is called to the pamphlet on freehand 
 drawing issued by the University of California, which will serve as a 
 guide in this most important subject. 
 
 The physical requirements should include a large room, say thirty- 
 five by sixty feet, with good side light, preferably from the north, 
 equipped with drawing tables. 
 
 ECONOMICS 
 
 Junior colleges may properly give courses in Elementary Economics, 
 Commercial Geography, Accounting, Economic, Commercial, or Industrial 
 History. If satisfactorily given, and if covering a fair equivalent of the 
 work at the University, this instruction will probably be accepted as 
 equivalent to Lower-Division work in the University of California. 
 Attention is called to the fact that the course in Elementary Economics 
 is a full year's course. 
 
 \ 
 
 ENGLISH 
 
 The English course in the junior college is different from similar 
 courses in certain other subjects in that its aim is attainment in expression 
 and liberal acquaintance with standard literature, rather than a specific 
 amount of knowledge. Intended primarily for those who will not go 
 further with their scholastic training, it must yet provide for those who 
 
34 The Junior College in California 
 
 would enter advanced classes at a university. The English studies should 
 therefore be equivalents of corresponding studies in the lower division 
 of the University, rather than their exact duplicates. 
 
 The aim of such a course would be: (a) to equip the student with 
 ability to express himself appropriately in speech or writing, together 
 with a fundamental understanding of the forms of discourse as to 
 organization of thought and as to style; (&) to give a broad acquaintance 
 with the greater masterpieces in English, as well as an historical view 
 of English literature. 
 
 A complete junior-college course in English may be made up from 
 the alternatives under matriculation subjects 14a and 14&, according to 
 the new plan. These alternative courses may be distributed at enn- 
 A'enience over the four years comprising the advanced high-school years 
 and the two college years. Any program of studies, however, should 
 include: (a) one full-year course in composition, oral and written, taken 
 in the college period (e.g., 14a 2 , or 14& 2 , or 14l> 4 -e if given as a full-year 
 course); (6) and one full-year course in the history of English literature 
 (e.g., 14b 3 ) taken not earlier than the senior high-school year. 
 
 GEOGRAPHY 
 
 Courses 
 
 The only course recommended is the equivalent of Geography 1a offered 
 at Berkeley. This is primarily a course on the evolution of topography 
 and the relations of land forms to man's work. The course should 
 include some discussion of the aims and methods of modern geography 
 and the past and present problems of the science. 
 
 Tarr and Martin's College Physiography (Macmillan, 1914) is recom- 
 mended as a text. Part III, the Atmosphere, should be treated very 
 briefly or omitted entirely in a half-year course. 
 
 Teacher 
 
 Such a course should not be given in junior colleges unless the teacher 
 has a thorough training which includes field worlc. No recommendation is 
 made for the teaching of meteorology in junior colleges largely because 
 of the great difficulty of obtaining a teacher thoroughly trained in obser- 
 vational methods with modern apparatus. 
 
 Laboratory Equipment 
 
 Aside from a room properly equipped with tables suitable for map 
 work, the special equipment need not be large. The work should be 
 given with a constant emphasis on the idea that the field is the only real 
 
The Junior College in California 35 
 
 laboratory. In accordance with this idea lantern slides should be used 
 freely as a substitute for the kinds of field work not found in the im- 
 mediate vicinity. A set of four or five hundred slides should be obtained, 
 and many of them should represent the physiography of the various 
 provinces of California. A set of good physical maps of the continents 
 and some relief models showing evolution of topography (such as the 
 Harvard Geographical models, published by Ginn & Company) are also 
 needed. A well-chosen set of topographic maps is, of course, essential. 
 
 Library 
 
 As large a set as possible of those publications of the U. S. Geo- 
 logical Survey which are largely physiographic should be obtained and 
 kept up to date. Aside from these, fifty to one hundred of the best 
 reference books in physiography and physiographic geology should be 
 obtained as the nucleus of a library. Three or four of the leading 
 geographical journals should be kept on file, and to these might well be 
 added the University of California Publications in Geography. 
 
 Not including fitting up a room with tables for map work, the lab- 
 oratory equipment for starting might be kept down to $200 to $250, and 
 tne library, aside from the government publications, many of which are 
 free, ought not to exceed $200; that is, a satisfactory equipment will 
 initially cost from $400 to $500. 
 
 GERMAN 
 
 The work in German to be done in junior colleges may be divided 
 into two classes: 
 
 I. German for students who have had no previous training in this 
 subject. For such students courses should be provided parallel in scope 
 to those given in the Lower Division in the University. When, however, 
 the junior college adheres to the shorter period of recitation, a somewhat 
 different distribution of work from that in the University would seem 
 advisable, viz.: 
 
 (1) For fifth year students: Elementary German (corresponding to 
 courses AB and to the first half of course CD in the University), five hours 
 a week, approximately equivalent to two years' work in German in high 
 schools; 
 
 (2) For sixth year students: Intermediate German (corresponding to 
 the second half of course CD and to course EF in the University), five 
 hours a week, approximately equivalent to two years' work in German 
 in high schools. 
 
36 The Junior College in California 
 
 German should be used as much as possible in the classroom from 
 the beginning. 
 
 II. German for students who have had three or four years of German 
 in high schools: 
 
 Following the practice in the University the Department of German 
 would recommend that no courses be given in the History of German 
 Literature, but that reading courses only be provided, viz.: 
 
 (1) For fifth year students: A reading course in Nineteenth Century 
 Literature: selected works of such writers as Grillparzer, Heine, Freytag, 
 Keller, C. F. Meyer, Wildenbruch, Hauptmann, Sudermann; 
 
 (2) For sixth year students: A reading course in Eighteenth Century 
 Literature: the dramatic works of Lessing, Goethe, Schiller; exclusive, 
 however, of such works as may be profitably studied only at a more 
 advanced stage, such as Torquato Tasso and Faust. Selections from the 
 prose writings of Goethe and Schiller are also recommended. 
 
 All works in this group should receive due interpretation from the 
 literary point of view. In both years a systematic study of more advanced 
 grammar should be pursued, and considerable attention be given to written 
 work. 
 
 A list of the most important books for a working library may be 
 had on application to the Department of German. Proper attention 
 should be given to periodicals, and annual appropriations be allowed for 
 a systematic growth of the library. 
 
 GREEK 
 
 In localities where Greek is not taught in the high school it is desirable 
 that the junior college should offer matriculation subjects 8 and 9, or the 
 University courses Greek A-B, C-D. In localities where Greek is taught 
 in the high school it is desirable that the junior college should undertake 
 Greek 1 and 2 as outlined in the University Announcement. 
 
 HISTORY 
 
 The objective to hold in mind in planning junior-college courses in 
 history is the giving of instruction upon a college basis. The text-book 
 method, which prevails in high-school teaching, must be abandoned by 
 the junior college if it is to fit its students to undertake advanced under- 
 graduate work in the college or the university. The junior college, like 
 the first two years of the college course, should bring the history student 
 to substitute for the text-book and the recitation upon a set lesson the 
 reading and comparison of many works. Not only is the student to be 
 
The Junior College in California 37 
 
 made familiar with standard works, but he is to note differences of 
 opinion and to become familiar with controversies in regard to the 
 interpretation of the past. This change in the treatment of history, 
 which ordinarily comes as the student passes from the school to the 
 college, belongs to the transition from the fourth to the fifth year of 
 the high school and is of vital importance. Without it the work of the 
 junior college fails to fulfill its function from the college point of view 
 and becomes so much more high-school work. 
 
 The ability of a given school to provide instruction in history of a 
 grade equivalent to that of the freshman and sophomore years in the 
 university will depend upon three factors, namely, the adaptability to 
 college methods of instruction of the subjects in its course of study, the 
 adequacy of its equipment for its work, and the preparation of its teachers 
 for the more advanced type of instruction. 
 
 The subjects which are recommended by the History Department of 
 the University of California as especially suited to the course of study 
 in the junior college are Western American History, History of the 
 Nineteenth Century and advanced English History. General History 
 in the fifth year of the high school tends to become a mere repetition 
 in briefer form of the work in Ancient, Medieval, and Modern History 
 usually offered in the first and second years. Little is to be gained by 
 the repetition of these courses, even from a different point of view, by 
 the same teachers. Furthermore, the field is too extensive to permit 
 a high school or city library to provide proper equipment in books for 
 the whole field of general history. Commercial history is not recom- 
 mended as a junior-college subject. Text-books are inadequate, and 
 suitable equipment for such a course at the present time can hardly be 
 provided. Moreover, the giving of a separate course in commercial 
 history in the absence of a previous course in elementary economics is 
 inadvisable. The teaching of the recommended fields of history offers a 
 considerable place for economic history, and the so-called commercial 
 history is better handled as a part of these courses than by itself. Cali- 
 fornia history is unsuitable for junior colleges on account of the lack 
 of available material of sufficiently advanced grade. On the other hand, 
 there does exist a body of material for use in grade schools where a 
 large part of the children of California may be reached. 
 
 The three courses named above are especially recommended to junior 
 colleges for the following reasons: 
 
 Western American History should be studied by graduates of Western 
 high schools both from the point of view of the Trans-Mississippi West 
 as a geographical region with a history of its own and from that of 
 the Westward Movement as an historical process. National history has 
 been so largely written from the Eastern point of view that the essential 
 
38 The Junior College in California 
 
 character of Western History has been neglected. In California there 
 is special need that Western History should be studied on account of 
 the importance of the Spanish occupation and settlement, a movement 
 which has been altogether neglected, but which forms the background of 
 all subsequent developments. Western History combines the history of 
 the northward movement from Mexico, and the southward movements 
 from Canada and Kussia with the westward movement across the American 
 Continent. Thus it calls for acquaintance with literature not used in 
 ordinary courses of instruction. 
 
 The history of the Nineteenth Century is likely to be slurred over in 
 the work of the second year in high school because it comes at the end 
 of the school year and because of the intrinsic difference in its character 
 from former periods. There is a certain degree of surety with regard 
 to the perspective in which they are observed, but there is no such surety 
 with regard to Nineteenth-Century History, of which the issues change 
 and the perspective is altered with the passing of events. It is very 
 difficult, therefore, to handle Nineteenth-Century History, especially in 
 its later decades, from a text-book. In teaching it dependence must be 
 placed on the large literature of current events which is easily accessible 
 in high-school and city libraries. Another point of difference is the 
 necessity that much more time should be given to social and economic 
 movements than is possible in the second-year course. 
 
 English history is not universally given in high schools and is usu- 
 ally a third-year elective. It is an admirable study for the fifth year. 
 In this year more attention can be given to those phases of the subject 
 which have especial importance to the American student. The history 
 of English institutions, as a background for the study of American insti- 
 tutions, should constitute the actual basis of the course. The equipment 
 for work in this field is comparatively easy to provide, as English history 
 is usually well represented in high-chool and city libraries. A course in 
 institutional history affords opportunity for a kind of work different 
 from any other likely to be pursued in the junior college. 
 
 A fair amount of library equipment is essential to success of junior 
 college work in history. Unless a good number of books are made 
 available, students will be unable to do the grade of work necessary to 
 maintain the junior college standard. The number of books required 
 will of necessity vary with each course and with the judgment of each 
 instructor. The History Department of the University of California 
 has provided a limited list of books suitable for each of the three junior- 
 college subjects which it recommends. These lists may be had upon 
 application. The purchase of all the works represented upon them would 
 call for an expenditure, in Western American History, of about $75 ($50 
 additional if original narratives and publications of societies are in- 
 
The Junior College in California 39 
 
 eluded); in the History of the Nineteenth Century of about $105; in 
 Advanced English History of about $65. When the class is a good-sized 
 One and the instructor wishes it to make regular use of certain books, 
 allowance should be made for providing duplicate copies. One junior 
 college reports that for a class of about thirty in Nineteenth-Century 
 History there are ten or more copies of three of the books used and 
 from two to a half-dozen copies of some fifteen others. In some places 
 teachers have had considerable assistance from town librarians who 
 have been ready to procure and to make accessible to junior-college 
 classes a good part of the material required. 
 
 Suitable preparation to equip teachers for work in junior colleges 
 may be secured by fulfillment of the requirements for the master 's 
 degree in addition to those already met by students who are recommended 
 in the University of California for high-school teacher's certificates. 
 Experience has shown that it is almost impossible for a student to 
 obtain a teacher's certificate in history and a master's degree in one 
 year of graduate work. Two years of graduate work and the taking of 
 a master's degree provides adequate training. The longer preparation 
 and the fact of having accomplished a real piece of historical investiga- 
 tion fittingly mark the distinction in preparation between the junior- 
 college teacher and the high-school teacher. 
 
 HOME ECONOMICS 
 
 The University of California offers at present two distinct courses of 
 study under the general head of home economics; one in domestic art and 
 the other in domestic science. 
 
 Students who wish to make domestic art their major subject must 
 have completed the high-school courses in advanced sewing and dress- 
 making or their equivalents. These courses are not offered in the fall or 
 spring sessions of the University; they may, however, be taken during 
 the summer session. Lower division work at the University should 
 include Drawing 1, 6 and 7, Economics 1a-1b, Botany 1a-1b. Courses 
 strongly recommended for election are History 1a-1b, Architecture 5, 
 Political Science 1a-1b. Students who intend to specialize in house fur- 
 nishing should take in addition Drawing CD. Such a course of study 
 precedes training in the upper division for specialization in costume 
 design or house furnishing. 
 
 Students who wish to make nutrition (domestic science) their major 
 subject must have completed high-school cooking as indicated in matricu- 
 lation subject 18d. Courses in elementary and advanced cooking are not 
 offered in the fall or spring sessions of the University; they may, how- 
 
40 The Junior College in California 
 
 ever, be taken during the summer session. The lower division require- 
 ments are Chemistry 1a-1b, Chemistry 8a-8b, Economics 1a-1b. Political 
 Science 1a-1b is strongly recommended for election. For students who 
 intend to become candidates for the High School Teachers' Certificate 
 with nutrition (domestic science) as a major subject, Chemistry 5 is also 
 required. Such a course of study precedes training in the upper division 
 for specialization in food preparation or dietetics. 
 
 In consultation with a member of the Study-lists Committee on Home 
 Economics, students may combine the lower-division work for the two 
 courses. Such a combination is rarely practical, however, on account of 
 the strong emphasis on lower-division drawing on the one hand and lower- 
 division chemistry on the other. 
 
 Suggested outlines for lower division work including prerequisites for 
 advanced work in domestic art, arranged according to Plan A or Plan B 
 of requirements for the junior certificate in the College of Letters and 
 Science are as follows. (The designations of subjects here given, e.g., 
 English 1b, refer to the annual Announcement of Courses.) 
 
 DOMESTIC ART 
 
 Lower Division Work 
 
 plan A 
 
 First Year 
 
 1st Half -year 2nd Half-year 
 
 Botany 1a 3 Botany 1b 3 
 
 Logic or Mathematics 3 Logic or Mathematics 3 
 
 Foreign Language 5 Foreign Language 5 
 
 Physical Education * Physical Education \ 
 
 Hygiene 2 History or Political Science.. 3 
 
 Graphic Art 6 2 Drawing CD 2 
 
 Graphic Art 7 2 
 
 17* 
 
 16* 
 
 Second Year 
 
 1st Half-year 2nd Half-year 
 
 Economics 1a 3 Economics 1b 3 
 
 Chemistry 1a 5 Chemistry 1b 5 
 
 Uraphic Art 1 1 Graphic Art 1 1 
 
 History or Political Science.. 3 *Latin 3 
 
 ^Latin 3 Physical Education \ 
 
 Physical Education : \ Electives 4 
 
 15* 16* 
 Subjects A and B, required without unit credit. 
 
 Probably completed in high school. 
 
The Junior College in California 
 
 41 
 
 PLAN B 
 
 First Year 
 
 1st Half-year 
 
 English 1a 3 
 
 Mathematics C 2 
 
 Physical Education £ 
 
 Hygiene 2 
 
 Graphic Art 6 2 
 
 Graphic Art 7 2 
 
 Botany 1a 3 
 
 Elective 1 
 
 15* 
 
 2nd Half-year 
 
 English 1b 3 
 
 Mathematics B 2 
 
 Physical Education \ 
 
 History or Political Science.. 3 
 
 Foreign Language 5 
 
 Botany 1b 3 
 
 16* 
 
 Second Year 
 
 1st Half-year 
 
 Mathematics A 2 
 
 Economics 1a 3 
 
 Graphic Art 1 1 
 
 Chemistry 1a 5 
 
 Physical Education | 
 
 Electives 5 
 
 2nd Half-year 
 
 Economics 1b 3 
 
 Graphic Art 1 1 
 
 Chemistry 1b 5 
 
 Physical Education \ 
 
 Electives 7 
 
 16* 
 
 16* 
 
 Subjects A and B, required without unit credit. 
 
 Suggested outlines for lower division work including prerequisites for 
 major work in nutrition (domestic science), arranged according to Plan 
 A or Plan B of requirements for the junior certificate in the College of 
 Letters and Science are as follows. (The designations of subjects here 
 given, e.g., English 1b, refer to the annual Announcement of Courses.) 
 
 DOMESTIC SCIENCE 
 Lower Division Work 
 
 plan a 
 First Year 
 
 1st Half-year 
 
 Mathematics or Logic 3 
 
 Latin 3 
 
 Chemistry 1a 5 
 
 Political Science or History.. 3 
 
 Hygiene 2 
 
 Physical Education \ 
 
 2nd Half-year 
 
 Mathematics or Logic 3 
 
 Latin 3 
 
 Chemistry 1b 5 
 
 Political Science or History.. 3 
 
 Physical Education \ 
 
 Electives 2 
 
 16* 
 
 16* 
 
42 
 
 The Junior College in California 
 Second Year 
 
 1st Half-year 
 
 Chemistry 8a 2 
 
 *Chemistry 5 3 
 
 Economics 1a 3 
 
 Foreign Language 5 
 
 Physical Education I 
 
 Electives 3 
 
 Subjects A and B, required without unit credit. 
 
 2nd Half-year 
 
 Chemistry 8b 2 
 
 Economics 1a 3 
 
 Foreign Language 5 
 
 Physical Education i 
 
 Electives 6 
 
 PLAN B 
 
 First Year 
 
 1st Half-year 
 
 English 1A 3 
 
 Mathematics C 2 
 
 Chemistry 1a 5 
 
 Political Science 1a 3 
 
 Physical Education \ 
 
 Hygiene l 2 
 
 15* 
 
 2nd Half-year 
 
 English 1b 3 
 
 Mathematics A 2 
 
 Chemistry 1b 5 
 
 Political Science 1b 3 
 
 Physical Education i 
 
 Electives 3 
 
 16i 
 
 1st Half -yea) 
 
 Mathematics B 
 
 Economics 1a 
 
 Foreign Language 
 
 Second Year 
 
 Chemistry 8a 2 
 
 'Chemistry 5 3 
 
 Physical Education \ 
 
 Elective 1 
 
 16| 
 
 2nd Half-year 
 
 Economics 1b 3 
 
 Chemistry 8b 2 
 
 Foreign Language 5 
 
 Physical Education \ 
 
 Electives 6 
 
 16* 
 
 Subjects A and B, required without unit credit. 
 
 The foregoing statements and suggestions affect those students who 
 expect to complete the work for the bachelor's degree at the University. 
 
 For those students who will not continue academic work after gradua- 
 tion from the junior colleges, the Study-lists Committee on Home 
 Economics makes the following suggestions: 
 
 That there be introduced in the junior colleges certain technical 
 courses in food, clothing, shelter and management, which, closely con- 
 
 If High School Teacher's Certificate is desired. 
 
The Junior College in California 43 
 
 nected with the courses in chemistry, drawing and economics, may serve 
 to make clear the practical application of these fundamental subjects. 
 
 Since such courses are not offered in lower-division work at the 
 University, the University reserves the right to give or to withhold credit 
 for them, to those students who present themselves as candidates for 
 the degree. 
 
 LATIN 
 
 Junior colleges may wisely parallel Latin 1, 2, 3, 5, and 10 as described 
 in the University Announcement. 
 
 The approximate cost of maps and books of reference would be $100. 
 
 The department is ready to give any specific advice that may be 
 asked for. 
 
 MATHEMATICS 
 
 The department recommends the following courses, each for one 
 half-year — the prerequisite being in general four years of high-school 
 mathematics, viz. matriculation subjects 2, 3, 4a, 4&, 12a 2 . 
 
 1. Plane Analytical Geometry. 
 
 2. College Algebra. 
 
 3. Differential Calculus. 
 
 4. Integral Calculus. (or) 
 
 5. Introduction to Projective Geometry. 
 
 Courses 1, 2, 3, and 4 are equivalent to the mathematics of the first 
 two years in the engineering colleges at Berkeley. 
 
 The normal prerequisite for upper division courses in mathematics 
 at Berkeley includes Courses 1, 2, 3, and 5, but Course 4 would be 
 an entirely satisfactory alternative for Course 5. 
 
 The department is of the opinion that the mathematical requirements 
 for the Junior Certificate w T ould be best satisfied by the completion of 
 the matriculation subjects referred to in the first paragraph, viz., two 
 years of Algebra (3, 4a 1 , 4a 2 ), Plane Geometry (2), Solid Geometry (4&), 
 Plane Trigonometry (12a 2 ). With regard to these subjects, unless the 
 school is so large as to require a division of the classes into sections, 
 it is not desirable that the subjects should be duplicated in the junior 
 college. 
 
 Note. — The department is willing to endorse the courses in General 
 Analysis and in Elements of Analysis now offered for students who 
 have had but two years of high-school mathematics, and will accept those 
 courses as equivalent to University courses 1a-1b, but is unwilling to 
 recommend the introduction of those courses into junior colleges in general. 
 
44 The Junior College in California 
 
 With regard to equipment, an initial expenditure of two hundred 
 dollars and an annual budget of twenty-five dollars should provide the 
 absolutely necessary books. The department will gladly advise with 
 junior-college teachers with regard to the purchase of books. A small 
 collection of geometrical models would be of great value. These models 
 are very expensive, however, and a very small number would cost 
 several hundred dollars. 
 
 MINERALOGY 
 
 Instruction 
 
 Teaching should be done only by one who has made a special study 
 of mineralogy in a college or university where good collections exist. 
 The graduate student who has only taken an elementary course in the 
 subject in his college cannot teach mineralogy properly. It should be 
 required of a teacher that he has the endorsement of a professor of 
 mineralogy. 
 
 Equipment 
 
 (a) A collection of good specimens, well labeled and arranged sys- 
 tematically for inspection and reference. It should include at least three 
 hundred different mineral species with all of the more common minerals 
 represented. Such a collection may cost approximately $500. 
 
 (&) Material for the practical determination of minerals. This may 
 be purchased by the pound and would cost from $100.00 to $200.00 to 
 supply a class of twenty. 
 
 (c) A collection of models to illustrate crystal forms can be purchased 
 for $75.00. 
 
 (d) Laboratory. — A well-lighted and ventilated room equipped with 
 tables, gas, apparatus and chemical reagents for the determination of 
 minerals. The cost of equipping such a laboratory depends upon the size 
 of the class and can hardly be estimated. . The annual cost of maintaining 
 it would approximate $5.00 per student. This may be met by a laboratory 
 fee. It would require such apparatus and reagents as listed in Brush & 
 Penfield 's Determinative Mineralogy. 
 
 (e) A small library of mineralogical and crystallographic books is 
 desirable for reference. Such books as Dana, System of Mineralogy with 
 Appendices; Dana, Textbook of Mineralogy ; Phillip, Mineralogy ; Brush 
 & Penfield, Determinative Mineralogy and Blowpipe Analysis ; Eakle, Tables 
 for the Determination of Minerals, and a few books on gem minerals, 
 would be sufficient. Cost, $50.00. 
 
The Junior College in California 45 
 
 Courses 
 
 At least six hours per week for a year should be devoted to laboratory 
 work in the practical determination of minerals, with and without the 
 blowpipe. This amount of work will be accepted as the equivalent of 
 the lower-division courses in mineralogy in this University. The labora- 
 tory course may be supplemented by lectures and conferences on minerals. 
 
 No course will be accepted as the equivalent of any upper-division 
 course in mineralogy in this University. 
 
 PHILOSOPHY 
 
 Junior colleges may desirably undertake to give instruction in deduc- 
 tive logic and in elementary psychology, parallel with University courses 
 in Philosophy 1a and 2a. It is not desirable for them to undertake at 
 the present time any more advanced work. 
 
 PHYSICS 
 
 An advanced course in general physics (and not specialized treatment 
 of limited subjects) constitutes the proper field for junior-college work 
 in this subject. 
 
 Such a course should consist of three well-defined parts: the exper- 
 imental lecture, the recitation, and the laboratory w r ork, with about equal 
 emphasis on the three parts. This course should stand squarely on the 
 foundation furnished by a first course in the subject, proceeding either 
 by extension of old topics or the addition of new ones. The first year's 
 work in such a course should make free use of trigonometry; and the 
 second year's work will demand familiarity with the calculus for the 
 mathematical formulation of the subject. The scope of the lecture and 
 recitation material is satisfactorily outlined in any one of the following 
 text-books of physics: 
 
 Duff, A Textbook of Physics. 3d Edition, Blakiston. 
 
 Kimball, College Physics. Henry Holt. 
 
 Ganot, Physics. Atkinson, 18th Edition, Wm. Wood & Co. 
 
 Eeed and Guthe, College Physics. Macmillan. 
 
 Spinney, Textbook of Physics. Macmillan. 
 The first year's work should treat the subjects of properties of matter, 
 mechanics, and heat, with one lecture, one recitation, and one two-hour 
 laboratory period per week throughout the year. The second year's 
 course should take up the subjects of sound, light, electricity, and mag- 
 netism, devoting thereto one lecture, one recitation, and one three-hour 
 laboratory period. 
 
46 The Junior College in California 
 
 The cost of equipment, in addition to rooms already provided with 
 suitable furniture and supplied with gas, water, and electricity, should be 
 considered under three heads: (1) equipment of the shop or preparation 
 room, (2) apparatus and reference books for students' use in the labora- 
 tory, and (3) demonstration apparatus for the instructor's use. 
 
 The shop equipment should consist of bench tools for both wood and 
 metal, a lathe with accessories, a soldering outfit, and conveniences for 
 glass-blowing. Its cost is estimated at from $300.00 to $500.00. 
 
 The lecture room and laboratory equipment for the first year's course 
 is estimated at from $1000.00 to $1200.00 for a class of less than ten 
 students. 
 
 A minimum equipment for the second year's course is estimated at 
 from $1500.00 to $2000.00. 
 
 A reasonable allowance for maintenance of the shop and first course 
 would be $150.00 annually, and for both courses $300.00. 
 
 In case only a partial course is offered, the laboratory work should be 
 organized before an attempt is made to offer the experimental lecture, 
 inasmuch as the satisfactory completion of the laboratory work would 
 be of much greater assistance to a student transferring to another 
 institution. 
 
 An instructor's specific preparation in the subject should be at least 
 equivalent to that required for a major teacher's recommendation. 
 
 Copies of the laboratory manual, lecture outlines, and problem sets 
 will be sent on application to the Secretary of the Department of Physics, 
 Berkeley. A detailed list of apparatus required for the laboratory course 
 is also available. 
 
 An outline of the topics which should be experimentally treated in 
 the lectures of the first year's course follows. A similar outline for the 
 second year's work will be prepared if called for. 
 
 Topics for the Experimental Lectures on Properties of Matter, 
 Mechanics, and Heat 
 
 It will be noted that the number of phenomena listed which are not 
 usually shown in a first course is small. The treatment here should be 
 essentially quantitative. As the concepts involved in many cases are 
 rather difficult, the phenomena may be shown in a variety of ways, the 
 more familiar experiments being introductory. 
 
 Inertia: a general property of matter independent of the body's 
 material, form, state, motion, or temperature. The uses of inertia as 
 distinguished from the uses of weight. The measurement of inertia. 
 
 Three ways of measuring force. Weight a force. The proportionality 
 
The Junior College in California 47 
 
 between mass and weight. Effect of a force, Independent of the body's 
 state of rest or motion, or the concurrent action of other forces. Com- 
 position and resolution of forces. Components of a force. Stress. Ten- 
 sion. Pressure. 
 
 Equality of action and reaction, in the case of mechanical, magnetic, 
 electrical forces: between bodies in motion as well as bodies at rest. 
 
 Equilibrium of a particle. The tight-rope, wall-bracket, crane, inclined 
 plane, and simple truss. 
 
 Equilibrium of a rigid body, forces in a plane. In addition to the* 
 above, the ladder problem; the weight of the various parts in all cases 
 being taken into account. 
 
 Weight. Center of weight. Equilibrium. 
 
 Work: Machines, as contrivances securing convenience in location, 
 direction, magnitude, or rate of motion. Principle of work applied to 
 machines. 
 
 Laws of friction. Angle of repose. 
 
 Uniformly accelerated motion. The acceleration proportional to the 
 force. With a constant force the acceleration is inversely proportional 
 to the mass. Path of a projectile. 
 
 Conservation of momentum or impact, elastic and inelastic. 
 
 Centripetal and centrifugal forces. Surface of a rotating liquid. 
 Simple harmonic motion. The pendulum, simple and compound. Center 
 of oscillation, center of percussion. 
 
 The motion of the earth about its axis. 
 
 Precessional motion. 
 
 Pascal's law. The pressure exerted by a fluid at rest is perpendicular 
 to any surface, at any point in the fluid it is the same in every direction, 
 it is the same at all points on the same level. Pressure is proportional 
 to the depth and to the density of the fluid, independent of the shape of 
 the vessel. 
 
 Archimedes ' principle. 
 
 Torricelli 's experiment. Weight of air, pressure of air. Pumps. The 
 siphon. The cistern barometer. The aneroid barometer. 
 
 Boyle's law, for pressures greater and less than one atmosphere. 
 
 Momentum of a fluid stream. 
 
 Torricelli 's theorum. Vena contracta. Pressure gradient in pipes. 
 
 Efflux of gases. 
 
 Stream lines in fluids. Explaining the rotation of symmetrically 
 pivoted bodies in either direction. 
 
 Cohesion of solids, properties depending on. Cohesion of liquids. The 
 vacuum siphon. 
 
 Elasticity. Hooke's law. The elastic limit. The fatigue of elasticity. 
 The elastic after-effect. 
 
48 The Junior College in California 
 
 Viscosity of fluids, its change with temperature. Diffusion of liquids 
 and gases. Change of volume on solution. Occlusion. Absorption of 
 gases in liquids. Surface condensation. Osmotic pressure. 
 
 Surface tension, its change with substance and temperature, to be dis- 
 tinguished from superficial viscosity. Angle of contact. Formation of 
 drops. 
 
 Expansion by heating of solids, of crystals, of rubber, of water, of 
 gases. Force of contraction or expansion. Absolute method of deter- 
 mining the expansion of liquids. 
 
 Heat from chemical action, electric current, mechanical work on solids, 
 liquids, gases. 
 
 Convection, liquids, gases. 
 
 Conduction of heat by metals, wood, water, crystals. 
 
 Specific heat of solids and liquids, depends on substance. 
 
 Fusion accompanied by change in volume. Heat of fusion. Effect of 
 pressure on melting. Regelation. Retardation of freezing point. Freez- 
 ing mixtures. 
 
 Supersaturated solutions. 
 
 Saturated vapor. Dew point. Vapor pressure, a function of the sub- 
 stance and the temperature. 
 
 Variation of boiling point with pressure, for high and low pressures. 
 Geyser action. 
 
 The spheroidal state. 
 
 Sublimation. 
 
 The critical point. 
 
 Visible and invisible radiation. Reflection, refraction of radiation 
 visible and invisible. 
 
 Radiating and absorbing power of various substances. Equality of 
 radiating and absorbing powers. The law of cooling. Wien 's displace- 
 ment law. 
 
 Reference Books 
 
 Lodge, Elementary Mechanics. (Van Nostrand Co.) 
 
 Merrill, Elementary Mechanics. (American Book Co.) 
 
 Loney, Elements of Statics and Dynamics. (Cambridge University Press.) 
 
 Thompson, Elementary Lessons in Electricity and Magnetism. (Macmillan.) 
 
 Hadley, Magnetism and Electricity. (Macmillan.) 
 
 Poynting and Thomson, Text-book of Physics in five numbers: Properties 
 
 of Matter, Heat, Light, Sound, and Electricity and Magnetism. (C. 
 
 Griffin, London.) 
 Edser, Light for Students. (Macmillan.) 
 
The Junior College in California 49 
 
 Edser, Heat for Advanced Students. (Macmillan.) 
 
 Maxwell, Matter and Motion. (Van Nostrand.) 
 
 Boys, Soap Bubbles. (E. S. Gorham, New York.) 
 
 Barus, Laws of Gases. (Scientific Memoirs, Harper.) 
 
 Lodge, Pioneers of Science. (Macmillan.) 
 
 Garnett, Heroes of Science. (E. and J. B. Young, New York.) 
 
 Cajori, A History of Physics. (Macmillan.) 
 
 Watson, Text-boolc of Practical Physics. (Longman, Green and Co.) 
 
 Miller, Laboratory Physics. (Ginn and Company.) 
 
 Kaye and Laby, Tables. (Longmans, Green and Co.) 
 
 Smithsonian Physical Tables. 
 
 Goodwin, Precision of Measurements and Graphical Methods. (McGraw 
 Hill Book Co.) 
 
 Fleming, Waves and Ripples. (Society for Promoting Christian Knowledge.) 
 
 W. C. D. Whetham, Recent Developments of Physical Science. (P. Blackis- 
 ton's Son and Co.) 
 
 Lucien Poincare, The New Physics. (D. Appleton and Co.) 
 
 A. J. Berry, The Atmosphere. (Cambridge Manuals of Science and Litera- 
 ture.) 
 
 A. Wood, The Physical Basis of Music. 
 
 Cox, Beyond the Atom. 
 
 PHYSIOLOGY 
 
 Equipment 
 
 In the study of life phenomena the processes accessible to investigation 
 are in the main physical and chemical. Only those schools which have 
 well-equipped laboratories of physics and chemistry should attempt to give 
 instruction in physiology in the fifth or sixth year, and no student should 
 be encouraged to undertake the study of physiology in those years unless 
 he is already grounded in elementary physics and chemistry. 
 
 A special university training in physiology is a necessary preparation 
 on the part of the instructor who would give the courses indicated below. 
 Normally such an instructor would have the equivalent of the Ph.D. 
 degree with physiology as a major subject. 
 
 The courses suggested could be given effectively only by schools pos- 
 sessing a fairly adequate equipment in the way of laboratory and library. 
 Much of the apparatus and material provided for physics and chemistry 
 could be used in the experimental work in physiology, but in addition the 
 physiological laboratory should possess a number of pieces of special 
 apparatus. Among these would be included microscopes, kymographs, 
 inductoriums, muscle levers, etc. The extent of such equipment, however, 
 
50 The Junior College in California 
 
 should not be judged by the more complex and expensive outfit provided 
 for instruction of medical students. Members of the Department of 
 Physiology will gladly advise with schools desiring assistance in planning 
 an equipment for this work. 
 
 Suggested Courses 
 
 1. Experimental Biology. — In view of the enormous variety of detail of 
 structure in living organisms it is manifestly impossible for the junior- 
 college student to make more than a beginning acquaintance with them, 
 and it is much better to confine attention to those things that can have 
 direct significance for him. Structures which have an evident meaning 
 in function will be most advantageously studied in connection with their 
 functions. A course of study suited to the needs of the beginner in 
 biological science will be one which will unite the study of structure and 
 function and so far as possible correlate the two. Not only is this the 
 logically correct method but it is also pedagogically preferable, because 
 it is the one which most surely awakens the interest of the student. 
 
 Such a course cannot be taught from a text-book. Use must be made 
 in each locality of the material available in that particular region. Such 
 use is well illustrated in the employment of the giant slug, Ariolimax, 
 by Dr. AVulzen in the corresponding course in Introductory Biology in 
 the Department of Physiology of the University of California. The 
 attempt of Huxley and Martin a generation ago to outline a course of 
 this kind has hardly been improved upon; but the emphasis was then 
 laid too strongly on morphological detail and the physico-chemical side 
 was practically ignored. The course herein recommended would take up 
 a few type forms somewhat after the manner introduced by Huxley, but 
 would also include much observation and experiment to illustrate the 
 phenomena of life as interpreted by Loeb in his Dynamics of Living 
 Matter. There should be well-planned experiments illustrating the re- 
 actions of organisms to light, temperature, gravitation and other forces. 
 While there would be necessarily some attention given to the detailed 
 functions of particular organs, the main stress would be laid upon the 
 reactions of organisms rather than upon the functions of organs. 
 
 2. Physiology, Human and Comparative. — This, if properly taught, 
 seems an appropriate subject for the fifth or sixth year of high school. 
 The course outlined above under the heading Experimental Biology would 
 deal somewhat more with the external aspect of physiology and with the 
 wider effects of environment; this course would deal more particularly 
 with the individual, with especial reference to the human. There is great 
 need on the part of each individual for an understanding of himself, 
 
The Junior College in California 51 
 
 Including the forces and changes within his own body. The importance 
 of such knowledge as a rational basis for hygenic and efficient living is 
 obvious; but its claim to a prominent place in the curriculum goes much 
 deeper. Some hint of this is seen in the number of names which have 
 made their way into literature through medicine. 
 
 For the purpose of general culture a certain minimum training in 
 comparative anatomy obtained through the somewhat careful dissection 
 of one or more vertebrate types should be accompanied by good laboratory 
 practice in the performance of a series of fundamental physiological 
 experiments. It is at once apparent that this cannot be a text-book 
 course, but something of its extent can be measured by Martin 's Human 
 Body, Advanced Course (Holt & Co.), and Laboratory Directions in Intro- 
 ductory Physiology (Syllabus 25, University of California Press). The 
 work should be so planned as to re-enforce strongly the student 's efforts 
 in other lines. The chemical tests should demonstrate the usefulness of 
 more chemistry, while the experiments on the special senses should form 
 a rational basis for a later course in psychology. Emphasis must be 
 laid upon the general character of the course; especially must it be 
 understood that it is in no sense pre-medical. 
 
 POLITICAL SCIENCE 
 
 The most desirable course for a student in the junior college desiring 
 to emphasize the subject of Government and Politics would be in the 
 fourth year of the secondary course to take a full year 's work in 
 American Government, including State, Local and Municipal Government; 
 in the fifth year the history of the last century of Europe and America, 
 with emphasis on political and economic development; in the sixth 
 year a comparative study of modern governments, corresponding as 
 nearly as possible to Political Science 1a-1b, and including the Govern- 
 ment and Politics of England, France, Germany, Switzerland, Austria- 
 Hungary, and if possible Italy and Belgium. This course, if taken under 
 advice from the Department of Political Science, may be accepted by the 
 Department as the prerequisite to its own Upper Division work. Mem- 
 bers of the Department will be glad to correspond and make suggestions 
 relative to an outline of the work and text to be used. 
 
 ROMANIC LANGUAGES 
 
 The method used in the class-room need not essentially differ from 
 that employed in advanced work in the University. 
 
 (1) French or Spanish should be used exclusively only by teachers 
 who by birth, or thorough training and opportunity of study abroad, 
 
52 The Junior College in California 
 
 speak those languages with fluency and correctness of idiom and pro- 
 nunciation. 
 
 (2) Students should become imbued with the value of much reading in 
 Franch or Spanish, outside of the class-room; books should be suggested, 
 and not in connection with set tasks, but for the profitable results to be 
 attained only through an acquaintance with the best writers of French 
 and Spanish. 
 
 (3) Courses for fifth and sixth years should presuppose only students 
 of unusual fitness for advanced study of the Romanic languages. To 
 stimulate their interest, prizes could be offered for translations into 
 faultless English of specific masterpieces of prose or verse. In Spanish 
 especially, there is much to be accomplished in this regard. 
 
 (A) For purposes not directly related to University preparation (practical 
 
 courses) : 
 
 1. Study of the language, with ample practice in conversation; read- 
 ing of scientific or commercial texts; study of grammar, syntax, idioms; 
 learning selections of prose or verse by heart; much writing on the black- 
 board; a maximum of work on the part of the student and a minimum ou 
 the part of the teacher, that is, during the hour, the students should do 
 almost all of the speaking or writing. This work may also be modified 
 by assigning reading to be done outside of the class. 
 
 (B) As a preparation for further work in the University. 
 
 1. The language and literature of France and Spain should be studied 
 in connection with the political history of those countries, whenever that 
 is possible. Teachers will find it profitable to suggest to their students 
 short histories in French or Spanish which present in brief form the 
 salient features of successive epochs. 
 
 Cf. (In French) Lavisse: La deuxieme annee d'histoire de France. 
 (Armand Colin) 1914. 
 (In Spanish) Moreno Espinosa: Compendio de Eistoria de Espana. 
 11th edit. Barcelona, 1909. 
 
 2. A careful study of individual authors or of a single period or 
 literary movement (especially the nineteenth century), with lectures by 
 the teacher supplementing assigned reading. 
 
 Among French authors to be studied, mention may be made of a few: 
 Victor Hugo, Daudet, Erckman-Chatrian, Merimee, Coppee, Augier, Dumas 
 fils, Richepin, Heredia, etc. Novelists, poets, dramatists offer a wide 
 range of choice. 
 
 Spanish: Larra, Mesonero Romanos, Ayala, Zorrilla Campoamor, Nunez 
 de Arce, Duque de Rivas, Alarcon, Valdes, Galdos, Valera, Benavente and 
 others. 
 
The Junior College in California 53 
 
 3. Any course devoted especially to the study of the language will 
 derive great benefit from memorizing on an extensive scale; the students 
 should learn by heart whole pages of prose, or complete poems, and the 
 teacher should then lay the greatest possible stress on accuracy and 
 fluency of pronunciation. Resumes in Spanish or French of assigned 
 reading should be given by the student. Biographies or books of travel 
 offer excellent material. 
 
 4. Teachers may be able to grade the work of the fifth and sixth years 
 after consulting the Four Years' Course in French and Spanish for Second- 
 ary Schools issued in April, 1914, and thus prepare students for further 
 study in upper-division courses of the University. 
 
 Equipment 
 
 The most important books for a working library may be found in the 
 bibliographies of the following works: 
 
 French: Gustav Lanson, Histoire de la litterature francaise, or 
 
 F. Brunetiere, Manual de la litterature frangaise. 
 Spanish: Fitzmaurice-Kelly, Histora de la literatura espanola. 
 (1914). 
 The annual cost of the maintenance of a working library depends on the 
 condition of the library at the start. One hundred dollars per year would 
 be necessary for the purchase of French books and seventy-five dollars for 
 Spanish books to maintain a library on a satisfactory scale. 
 
 ZOOLOGY 
 
 Courses Suitable for Junior Colleges 
 
 1a. General Zoology. 
 
 An introduction to the facts and principles of animal biology, with 
 special reference to the evolution of animal life. 
 
 Lectures 2 hrs:, laboratory 4 hrs., first half-year; 4 units. The labora- 
 tory exercises are essentially illustrative of lectures and are based 
 on the examination of living and prepared specimens, supplemented 
 by models and charts. 
 
 1b. General Zoology. 
 
 A continuation of course 1a. A study of the behavior, structure, and 
 
 development of animal types, with special reference to the lower 
 
 vertebrates. 
 Lectures and recitations 2 hours, laboratory 4 hours, second half-year; 
 
 4 units. 
 The first year's work might well cover the following main subjects: 
 
54 The Junior College in California 
 
 I. Cytology. 
 
 1. The living substance, its physical, chemical, and biological properties. 
 
 2. Cell division, and functions of cell organs. 
 
 3. Eeproduction, sex and somatic cells. 
 
 4. Maturation and fertilization, their significance in heredity. 
 
 II. Development. 
 
 1. General embryology, origin, derivatives, and differentiation of the 
 
 germ layers. 
 
 2. Elementary organology. 
 
 III. Histology — Main types of tissues and their functions. 
 
 IV. Organology. 
 
 1. Organ systems in the animal kingdom treated from the genetic point 
 
 of view. 
 
 2. Structure and function of typical organs in each organ system. 
 
 V. Brief systematic description, and morphological treatment of the phyla 
 
 of the animal kingdom, with emphasis upon types illustrative of 
 fundamental principles. 
 
 VI. Economic Zoology. Eelations of animals to health of man and animals, 
 
 to agriculture and to industry and commerce. 
 
 VII. Special consideration of the vertebrate type as a basis for higher 
 
 study and in relation to man. 
 
 1. Anatomy of the shark and amphibian, including a detailed study of 
 
 all organ systems. 
 
 2. Embryology of the amphibian to metamorphosis. 
 
 VIII. Evolution and Heredity. 
 
 1. Mendel's laws. 
 
 2. Direct action of the environment. 
 
 3. Selection. 
 
 4. Geographical distribution. 
 
 5. Principles of plant and animal breeding. 
 
 6. Eugenics. 
 
 Equivalents to the course outlined above in scope, extent, purpose, and 
 quality are acceptable. Departures from this outline are possible and may 
 be desirable locally. The department at Berkeley stands ready to 
 co-operate by way of advice as to materials and modifications desirable 
 from the standpoint of local conditions. The laboratory guide (Syllabus 
 50, General Zoology, University of California Press, 1914) in use at 
 Berkeley indicates more fully the scope and method of the work and the 
 types employed. It may be obtained from the University of California 
 Press, Berkeley; price 50 cents. 
 
The Junior College in California 55 
 
 The department of Zoology will be glad to co-operate with the junior 
 colleges in any other ways that will be helpful in the development of 
 their zoological instruction. It would be of especial advantage to those 
 students who continue the study of the biological sciences in the Univer- 
 sity to have had the equivalent of Zoology 1a and Zoology 1b. These 
 form the prerequisite for most of the other courses in the Department of 
 Zoology. 
 
 During vacations the services of trained assistants from the Univer- 
 sity may often be secured, who will be prepared to install a complete 
 equipment for such a course, both in respect to apparatus and materials 
 for study. 
 
 Equipment 
 
 Suggestions in regard to particular features of laboratory equipment 
 will be freely given. Eeference may be made to chaj)ters on the out- 
 fitting of a laboratory in Lloyd and Bigelow, The Teaching of Biology 
 and Ganong, The Teaching Botanist. 
 
 The following list of furniture and apparatus will afford a substantial 
 equipment for the year's work, and even more, as above outlined, for a 
 class of twelve, or more if the class is divided into sections. Some of 
 the equipment, such as microscopes, microtome, laboratory furniture, some 
 of the glassware and chemicals, may be used jointly in classes of botany* 
 and zoology if teaching staff, schedule and rooms permit. A competent 
 and experienced teacher can do much with a smaller equipment than that 
 here indicated, but for the best work of university grade the equipment 
 here outlined, or its equivalent, should be provided or built up as rapidly 
 as means permit. 
 
 Equipment of Laboratory 
 
 Class of twelve or more if sections are established 
 
 3 laboratory tables to seat four students each $66.00 
 
 12 laboratory stools, adjustable 18.00 
 
 12 laboratory lockers for microscopes 40.00 
 
 Models (lists on application) $50.00 to 100.00 
 
 Charts, Pfurtscheller and Chun and Leuckart (selected list on 
 
 application) 100.00 
 
 Entomological supplies (list on application) 50.00 
 
 Glassware and aquaria (list on application) $100.00 to 200.00 
 
 Chemicals (list on application) 50.00 
 
 * See estimate of Department of Botany above, p. 28. 
 
3 0112 105581919 
 
 56 The Junior College in California 
 
 Alcohol, 1 barrel 30.00 
 
 Accessory apparatus (list on application) 100.00 
 
 Formalin, 1 barrel 44.00 
 
 Work trays and storage containers 30.00 
 
 Microscopes, 10 at $45.00, 2 at $65.00 580.00 
 
 Microtome 36.00 
 
 Double eyepiece 18.00 
 
 3 binocular microscopes at $55.00 165.00 
 
 Paraffine bath $10.00 to 40.00 
 
 Slides and preparations 125.00 
 
 Teaching collection (list on application) 100.00 
 
 Reference library, 100-175 volumes (list on application) $250.00 to 500.00 
 
 Total $1982.00 to $2392.00 
 
 Berkeley, July, 1915. 
 
 lm-7'15