,,course ,,of ,,study ,,of ,,the ,,oakland ,,high ,,school ,,oakland1 ,,california ,illustration ,,july1 #aiab ---------------------------------------- -------------------------------- ,,index ,,page ,algebra1 ,elementary #cd ,algebraic ,theory #ce ,botany #cg ,chemistry #ci ,choral1 ,advanced #di ,choral1 ,elementary #di ,civics #cb ,composition #bb ,composition1 ,oral #bh ,course of ,study in ,outline #d1 #e1 #f ,designing #ea ,drama #bj ,drawing #ea ,drawing1 ,freehand #ea ,drawing1 ,freehand ,advanced #ea ,drawing1 ,geometric #ea ,drawing1 ,industrial ,arts #ea ,drawing1 ,mechanical #ea ,economics #cc ,english #g ,english ,literature #g ,french #dg ,geometry1 ,plane #cd ,geometry1 ,solid #ce ,german #dd ,greek #da ,gymnasium #eb ,harmony #di ,history #ca ,history1 ,ancient #ca ,history1 ,english #cb ,history1 ,general #ca ,history1 ,medieval and ,modern #cb ,history1 ,united ,states #cb ,hygiene and ,physical ,education #eb ,latin #db ,literature1 ,english #g ,mathematics #cd ,music #di ,music1 ,composition #di ,music1 ,history of #di ,physical ,education and ,hygiene #eb ,physical ,geography #cg ,physics1 ,brief ,course #ci ,physics1 ,full ,course #ci ,physiology and ,hygiene #ch ,public ,speaking #ai ,science #cg ,trigonometry #ce ,zoology #ch ,outline of ,course of ,study ,,course ,i4 ,,course ,,ii4 ,preparatory to the ,university of ,california in the ,colleges of ,letters1 ,social ,sciences1 ,preparatory to the ,university ,natural ,sciences1 ,commerce1 of ,california in the four-year ,agriculture1 and the five-year courses in the ,colleges of courses in the ,colleges of ,mechanics1 ,mining1 ,civil ,mechanics1 ,mining1 ,civil ,engineering1 and ,chemistry4 ,engineering and ,chemistry1 and the course of ,architecture4 ,,first ,english ,english ,,year ,algebra ,algebra ,foreign ,lang4 ,ancient or ,modern,foreign ,language 7see ,note #a7 ,elective ,freehand ,drawing ,,second,english ,english ,,year ,geometry ,geometry ,foreign ,lang4 ,ancient or ,modern,foreign ,language 7see ,note #a7 ,elective ,geometrical ,drawing ,,third ,foreign ,lang4 ,ancient or ,modern,english or ,foreign ,language ,,year 7see ,note #a7 ,elective ,chemistry ,elective ,mathematics ,science ,elective 7,any #crd or #dth year ,science if preferred1 ,science may be taken in the #dth instead of the #crd year47 ,foreign ,lang4 ,ancient or ,modern 7see ,note #a7 ,,fourth,u4 ,s4 ,history and ,civics ,english or ,foreign ,language ,,year ,elective ,u4 ,s4 ,history and ,civics ,elective ,physics 7,science must be taken in this year1 if not already taken in ,mathematics the third year47 ,,course ,,iii4 ,,electives ,general ,course1 not preparatory to the ,university4 ,at least three years' work in each of ,starred subjects are not three of the following groups included in the ,general ,list of of subjects is required for ,preparatory subjects for graduation from the general admission to the ,university of course3 ,english1 ,history1 ,california4 ,mathematics1 ,foreign ,languages1 ,science1 ,music and ,drawing4 ,,first ,english 99,choral ,i ,,year ,elective 7,see ,note #c7 ,algebra ,elective ,general ,history ,elective ,ancient ,history ,freehand ,drawing ,german ,i ,french ,i ,latin ,i ,general ,science ,,second,english ,choral ,,ii ,,year ,elective ,botany ,elective ,plane ,geometry ,elective ,med4 and ,mod4 ,history ,geometrical ,drawing or 99,designing ,german ,,ii ,french ,,ii ,latin ,,ii ,greek ,i ,august ,,third ,english 7see ,note #b7 ,elements of ,harmony ,,year ,elective 99,economics ,elective 99,dramatics ,elective ,chemistry ,english ,history 99,applied ,designing 99,advanced ,freehand ,drawing ,solid ,geometry ,trigonometry ,english ,,iii ,german ,i or ,,iii ,french ,i ,latin ,i or ,,iii ,greek ,i or ,,ii ,august 99,history of ,art ,zoology 99,argumentation ,advanced ,algebra 99,public ,speaking ,,fourth,u4 ,s4 ,history and ,government ,history of ,music ,,year ,elective 99,economics ,elective ,physiology and ,hygiene ,elective ,physics ,advanced ,algebra 99,argumentation ,english ,,iv ,german ,,ii or ,,iv ,french ,,ii or ,,iv ,latin ,,ii or ,,iv ,greek ,,ii or ,,iii ,august 99,astronomy ,solid ,geometry ,trigonometry ,in addition to the subjects on preceding pages1 a certain amount of ,physical ,culture will be required of all students4 ,hygiene is prescribed for all girls in the second year4 ,pupils preparing to enter one of the ,california ,state ,normal ,schools are advised to register for ,course ,i or ,course ,,ii4 ,note #a4 ,the ,university of ,california will accept either ,ancient or ,modern ,languages or both for admission4 ,but since the ,university requires ,latin for graduation from the ,colleges of ,letters and ,social ,sciences1 and does not offer instruction in the first two years of high school ,latin1 students preparing to enter these ,colleges must take at least two years of ,latin4 ,latin is not required for admission to or graduation from other colleges4 ,note #b4 ,in the ,general ,course1 ,third ,year ,english will be required of all students who do not take at least two years of ,foreign ,language4 ,note #c4 ,one year of ,science is required for graduation from the ,general ,course4 ,it may be taken in any year of the course4 ,note #d4 ,in electing ,sciences and ,music1 students may choose electives from the preceding or succeeding year as well as from electives for the year in which the student is registered4 ,general ,science1 if taken1 must precede any other science4 ,one year science will be required for graduation from any four-year course4 ,note #e4 ,a student will not be allowed to take more than the equivalent of four recitations per day unless by special agreement between the principal and the student's parents4 ,note #f4 ,except as provided in ,note #g1 sixteen credits1 each requiring at least two forty-five-minute periods per day for recitations and preparation for one year will be required for graduation4 ,note #g4 ,one of the sixteen credits required under ,note #f will be granted for work in literary1 athletic or other student activities 7including debating1 and choral and orchestral music7 in student societies operating under the supervision of the principal or some faculty member designated by him4 ,this credit shall be granted under rules established by the principal4 ,note #h4 ,no class shall be organized or maintained in the first or second year of any high school unless at the beginning of the year there shall be enrolled in the class not less than twenty-five students1 provided that in the second year a course1 which is a continuance of a first year course1 may be maintained if not less than twenty students are enrolled therein4 ,note #i4 ,no class shall be organized or maintained in the third or fourth year of any high school unless at the beginning of the year there shall be enrolled in the class not less than fifteen students1 provided that no class shall be suspended unless the same subject is being given in some other high school in this city4 ,note #aj4 ,when any course is given in more than one high school1 there shall be uniformity in text-books1 and in the content of the course of study pursued4 ,,course ,,of ,,study ,,english4 ,,literature ,,course4 ,aims #a4 ,to arouse an interest in the best that has been written by making students enjoy their ,english work4 #b4 ,by means of this interest in the best1 to help develop right ideals of thought and action4 #c4 ,to train in intelligent1 appreciative reading2 viz41 to be able to get the writer's thought and to acquire some standards of judgment as to what constitutes true literature4 ,divisions4 #a4 ,literature studied in class4 #b4 ,collateral reading done in connection with the literature studied and under the general direction of the teacher4 #c4 ,reading selected at will from a general list1 composed not necessarily of masterpieces1 but of wholesome books interesting to young people1 the purpose being to encourage reading and to furnish suggestions as to what is worth while4 ,,ninth ,,year4 ,first ,term4 ,literature ,studied4 ,the ,iliad1 ,books #a1 #f1 #bb and #bd4 ,bryant's ,translation4 ,the ,odyssey4 ,complete4 ,palmer's ,translation4 ,antigone4 ,collateral ,reading4 ,selections from the following3 ,the ,iliad 7,at least four more books47 ,homer4 ,wonder ,book4 ,hawthorne4 ,tanglewood ,tales4 ,hawthorne4 ,greek ,heroes4 ,kingsley4 ,earthly ,paradise4 ,morris4 ,the neid4 ,virgil4 ,masque of ,pandora4 ,longfellow4 ,iphigenia in ,aulis4 ,euripides4 ,iphigenia in ,tauris4 ,euripides4 ,alcestis4 ,euripides4 ,ulysses4 ,stephen ,phillips4 ,balaustion's ,adventure4 ,browning4 ,pheidippides4 ,browning4 ,rhoecus4 ,lowell4 ,out of the ,northland4 ,child4 ,old ,testament ,stories4 ,the ,song of ,roland4 ,the ,niebelungenlied4 ,beowulf4 ,child4 ,method4 #a4 ,introduction to ,greek life and thought1 especially of religion4 7,talks by the teacher and reports by students on topics assigned47 #b4 ,reading of the most important stories of the gods and older heroes4 7,teach in connection with #a and #b1 the use of reference books47 #c4 ,reading of literature assigned1 7#a7 for interest in story2 7#b7 in characters2 7#c7 in customs of the times2 7#d7 in heroic ideals2 7#e7 for fine lines4 ,try to recreate the ,homeric life and to bring out the elements of permanence4 #d4 ,enough attention to allusions and meanings of words to insure intelligent reading1 but no more4 #e4 ,study the 8,antigone0 broadly for story and characters1 and to arouse an interest in the difference between the ,greek and modern play1 but avoid technicalities here4 ,develop the ability to find fine lines4 #f4 ,occasional reports1 oral and written1 on allied subjects2 such as1 ,greek temples1 sacrifices1 the priesthood1 famous festivals1 or on collateral reading4 ,,ninth ,,year4 ,second ,term4 ,literature ,studied4 #a4 ,horatius1 ,macaulay's ,lays4 ,old ,english ,ballads4 ,sohrab and ,rustum1 ,matthew ,arnold1 or ,lady of the ,lake1 ,scott4 #b4 ,prose ,literature for ,secondary ,schools4 ,ashmun4 #c4 ,one of the following novels3 ,treasure ,island4 ,stevenson4 ,kidnapped4 ,stevenson4 ,ivanhoe4 ,scott4 ,quentin ,durward4 ,scott ,the ,talisman4 ,scott4 ,collateral ,reading4 7,selected7 ,lady of the ,lake4 ,scott4 ,lay of the ,last ,minstrel4 ,scott4 ,marmion4 ,scott4 ,lays of ,ancient ,rome4 ,macaulay4 ,the ,boys' ,king ,arthur4 ,lanier4 ,tales of a ,grandfather4 ,scott4 ,kenilworth4 ,scott4 ,woodstock4 ,scott4 ,rob ,roy4 ,scott4 ,david ,copperfield4 ,dickens4 ,old ,curiosity ,shop4 ,dickens4 ,method4 ,first ,group4 #a4 ,read for interest in story and character4 ,never lose sight of this4 #b4 ,work to develop the pictorial imagination4 ,the method of the drama will help2 i4 e41 set the scene1 describe accurately the actors1 dress them appropriately1 imagine facial expression1 tone of voice1 gesture and action4 #c4 ,stimulate discussion on characters and motives actuating them4 #d4 ,occasional close work on fine descriptive passages4 ,image them accurately4 ,bring out by this effort the obvious differences between poetic and prose diction1 but no special study of this here4 #e4 ,connect with the preceding term's work when possible1 by comparison of the heroic ideals with those of the ,greeks4 ,second ,group4 ,follow the general trend of the suggestions given in the text4 ,the aim is to arouse an interest in prose devoid of strong story element4 ,third ,group4 ,follow the general directions for the study of the first group4 ,give simple training in the development of a plot1 but keep this subordinate to interest in the story and characters4 ,,tenth ,,year4 ,second ,term4 ,special ,aim of the ,term4 ,to teach to read poetry with enjoyment1 and to show that poetical expression is an addition to beautiful thought4 ,literature ,studied4 ,first ,half ,term4 ,the ,vision of ,sir ,launfal4 ,lowell4 ,the ,forsaken ,merman4 ,arnold1 or ,king ,robert of ,sicily4 ,longfellow4 ,the ,ancient ,mariner4 ,coleridge4 ,second ,half ,term4 ,the ,merchant of ,venice4 ,shakespeare4 ,sesame and ,lilies 7,king's ,treasuries74 ,ruskin4 ,collateral ,reading4 ,any narrative and descriptive verse rich in ethical and poetical beauty2 such as1 ,enoch ,arden4 ,tennyson4 ,snow ,bound4 ,whittier4 ,the ,eve of ,st4 ,agnes4 ,keats4 ,the ,golden ,legend4 ,longfellow4 ,tales of a ,wayside ,inn4 ,longfellow4 ,drifting4 ,buchanan ,read4 ,the ,closing ,scene4 ,buchanan ,read4 ,nature ,lyrics4 ,lowell4 ,twelfth ,night4 ,shakespeare4 ,midsummer ,night's ,dream4 ,shakespeare4 ,the ,tempest4 ,shakespeare4 ,as ,you ,like ,it4 ,shakespeare4 ,the ,alhambra4 ,irving4 ,travels with a ,donkey4 ,stevenson4 ,an ,inland ,voyage4 ,stevenson4 ,south ,sea ,idyls4 ,stoddard4 ,lorna ,doone4 ,blackmore4 ,method4 #a4 ,simple presentation of the differences between poetry and prose2 7#a7 in purpose1 7#b7 in thought 7subject71 7#c7 in choice and use of words1 7#d7 in sound4 #b4 ,short drill on selected figures1 principally of imagination4 ,choose only those rich in meaning and within the range of the experience of the class4 ,work to bring out the gain from the figure4 #c4 ,present the music side of poetry--rhythm1 meter1 rhyme 7including alliteration71 and give a drill on various selections to train the ear4 #d4 8,vision of ,sir ,launfal40 ,study for beauty of thought1 ethical content and its application to modern life1 and beauty of pictures and figures4 ,give much attention to the visualizing power4 ,try to show that the poetic language and form are a gain4 #e4 ,study of other narratives on same general plan4 ,if time permit1 study a few lyrics rich in content and poetic beauty1 such as ,tennyson's 8,lotus ,eaters10 or ,shelley's 8,skylark20 7#a7 for thought2 7#b7 for beauty of word usage2 7#c7 for melody4 #f4 8,merchant of ,venice40 ,study 7#a7 for what happens--the sequence of events and their relation to each other2 7#b7 for a knowledge of the characters and the motives actuating them2 7#c7 for fine lines2 7#d7 for strongest and most beautiful scenes2 7#e7 for beauty of language1 noting scenes richest in poetic expression and its appropriateness2 7#f7 for structure2 i4e41 the major and minor stories and their relation to each other4 ,throughout the whole emphasize the fact that the play is a picture of human life2 make the characters and the scenes real4 #g4 8,sesame and ,lilies40 ,study to stimulate thought and to arouse a further interest in fine literature4 ,train in the way to read prose2 i4 e41 the finding of the main thought 7topic sentence71 and tracing its growth in the paragraph2 also the necessity for knowing the real significance of the words used4 ,,tenth ,,year4 ,second ,term4 ,literature ,studied4 ,first ,half ,term4 ,continuation of the study of the drama ,julius ,caesar4 ,second ,half ,term4 ,training in careful1 intelligent reading of prose1 expository and argumentative4 ,public ,duty of ,educated ,men4 ,curtis4 ,international ,arbitration4 ,schurz4 ,salt4 ,van ,dyke4 7,from ,shurter's ,masterpiece of ,modern ,oratory74 ,first ,bunker ,hill ,oration4 ,webster4 ,collateral ,reading4 ,richard ,,ii4 and ,,iii4 ,shakespeare4 ,henry ,v4 ,shakespeare4 ,coriolanus4 ,shakespeare4 ,henry ,,iv4 ,shakespeare4 ,the ,jew of ,malta4 ,marlowe4 ,richelieu4 ,bulwer-,lytton4 ,the ,plymouth ,oration4 ,webster4 ,the ,second ,bunker ,hill ,oration4 ,webster4 ,the ,eulogy on ,adams and ,jefferson4 ,webster4 7,other speeches from ,shurter's ,masterpieces74 ,method4 #a4 8,julius ,caesar40 ,same general treatment as with 8,merchant of ,venice10 with more emphasis on study of plot--the conflicting interests1 the threads of action1 character groups1 character contrast1 the division in the plot1 the important moments--but never emphasize technique at the expense of study of the play as a picture of life4 ,much memorizing of fine lines4 #b4 ,prose4 7#a7 ,find main thought of each paragraph 7topic sentence7 and trace its growth1 noting the method of development when clear2 7#b7 group related paragraphs and note relation of different groups to each other2 7#c7 note introductory1 transitional1 summarizing and concluding paragraphs2 7#d7 show further the necessity for a clear1 definite content for each word and a knowledge of references4 ,owing to the difficulty of this work1 it is well at first for teachers to study with the class1 in order to arouse interest in the thought and prevent discouragement4 ,power to work independently will soon grow4 ,,eleventh ,,year4 ,first ,term4 ,literature ,studied4 #a4 ,continuation of work of the tenth year with poetry4 ,the ,idylls of the ,king4 ,tennyson4 ,the ,coming of ,arthur4 ,gareth and ,lynette4 ,the ,holy ,grail4 ,the ,passing of ,arthur4 #b4 ,study of a novel4 ,silas ,marner4 ,george ,eliot1 or ,the ,tale of ,two ,cities4 ,dickens4 #c4 ,study of the ,essay4 ,autobiography and ,lay ,sermons4 ,huxley1 or ,warren ,hastings4 ,macaulay4 ,collateral ,reading4 ,the ,idylls of the ,king 7,enid1 ,elaine1 and ,guinievere74 ,the ,princess4 ,tennyson4 ,the ,lady of ,shalott4 ,tennyson4 ,sir ,galahad4 ,tennyson4 ,merlin and the ,gleam4 ,tennyson4 ,the ,light of ,asia4 ,edwin ,arnold4 ,balder ,dead4 ,matthew ,arnold4 ,lord ,clive4 ,macaulay4 ,life of ,johnson4 ,macaulay4 ,the ,americanism of ,washington4 ,van ,dyke4 ,latter ,day ,saints and ,sinners4 ,ross4 ,the ,life of ,lincoln4 ,schurz4 ,fisherman's ,luck4 ,van ,dyke4 ,adventures in ,friendship4 ,grayson4 ,adventures in ,contentment4 ,grayson4 ,out of the ,east4 ,lafcadio ,hearn4 ,my ,summer in a ,garden4 ,warner4 ,reveries of a ,bachelor4 ,mitchell4 ,dream ,children4 ,mitchell4 ,method4 #a4 ,idylls of the ,king4 ,study for 7#a7 nobility of thought and ideals of life2 7#b7 beauty of pictures2 7#c7 imagery and word usage2 7#d7 blank verse and noticeable sound effects4 ,make special effort as in the first half of the tenth year1 to develop the imagination and an appreciation of the gain from beautiful expression4 #b4 ,the novel4 7#a7 ,train in open-eyed reading2 the story and the characters should be known thoroughly4 7#b7 ,aim to enlarge the experience by acquaintance with new motives and actions4 7#c7 ,seek for the underlying ideas in the story and for the working out of great laws4 7#d7 ,study of structure as in the drama4 #c4 ,the ,essay4 ,continue paragraph work of the tenth year1 second half1 with new emphasis on kinds of paragraph development4 ,distinguish between narrative1 descriptive1 and expository paragraphs1 and the methods of development in each4 ,begin the study of prose style2 i4e41 rhetorical sentences and their value3 studiously long and short sentences1 periodic sentences1 antithesis and climax2 also study vocabulary1 especially1 in ,macaulay1 the use of concrete terms and their value4 ,select striking paragraphs for close work on style1 and study to discover method4 ,,eleventh ,,year4 ,second ,term4 ,literature ,studied4 ,american ,literature4 #a4 ,poetry4 ,class work on selected poems of ,bryant1 ,poe1 ,longfellow1 ,emerson1 ,whittier1 ,holmes1 ,lowell1 ,walt ,whitman4 #b4 ,the ,novel4 ,house of ,seven ,gables4 ,hawthorne1 or ,marble ,faun4 ,hawthorne1 or ,rise of ,silas ,lapham4 ,howells4 #c4 ,the ,short ,story4 ,hawthorne and ,poe4 #d4 ,the ,essay4 ,one of the following3 ,fortune of the ,republic4 ,emerson4 ,the ,american ,scholar4 ,emerson4 ,compensation4 ,emerson4 ,democracy4 ,lowell4 ,collateral ,reading4 ,franklin4 ,autobiography4 ,sketch ,book4 ,irving4 ,the ,alhambra4 ,irving4 ,knickerbocker ,history of ,new ,york4 ,irving4 ,last of the ,mohicans1 or any other novel4 ,cooper4 ,lesser poets of the ,creative ,period3 ,aldrich4 ,bayard ,taylor4 ,buchanan ,read4 ,alice and ,phoebe ,cary4 ,holland4 ,later ,poets3 ,lanier4 ,bret ,harte4 ,edward ,rowland ,sill4 ,helen ,hunt4 ,eugene ,fields4 ,james ,whitcomb ,riley4 ,richard ,watson ,gilder4 ,edwin ,markham4 ,the ,man ,without a ,country4 ,edward ,everett ,hale4 ,the ,autocrat of the ,breakfast ,table4 ,holmes4 ,walden4 ,thoreau4 ,method4 ,the course is to be taught historically1 by means of lectures1 class study of the most important authors1 and much collateral reading4 ,the purpose is to arouse an interest and pride in ,america's literary product1 therefore the work is taught more broadly than in preceding terms4 ,preface the course with a brief consideration of what is meant by the term literature1 and with a review of simple poetics as a basis for the future study of poetry4 #a4 ,poetry4 ,select for study poems not usually read in the grammar school1 unless the well known have a content of growing interest2 examples3 ,longfellow's ,keramos1 ,amalfi1 ,morituri ,salutamis2 ,lowell's ,commemoration ,ode2 ,emerson's ,each and ,all4 #b4 ,the novel4 ,same plan as in preceding term4 #c4 ,the short story4 ,develop 7#a7 the characteristics of a successful short story2 7#b7 the differences between this and a novel2 7#c7 the various types of short story2 7#d7 some definite standards of judgment for future use4 #d4 ,the essay4 ,read mainly to stimulate thought on life4 #e4 ,make the collateral reading an important part of this course4 ,have outside reading done on each author studied and on others for whom there is not time for class work4 ,help toward intelligent1 appreciative reading by assigning special topics on the literature read1 and give occasional recitation periods to oral reports4 #f4 ,have occasional oral readings from authors not studied in class1 especially the best of the later poets4 ,this may be done frequently in five-minute exercises at the beginning of the recitations4 #g4 ,put early into the hands of the students a classified list of the best ,american authors4 ,stimulate in every possible way the desire to read4 ,,twelfth ,,year4 ,general ,purpose for the ,year4 7#a7 ,to unify the work of the preceding terms4 7#b7 ,to give a rapid survey of the whole field of ,english ,literature4 7#c7 ,to study selected masterpieces characteristic of the various periods4 7#d7 ,to learn the characteristics of the chief literary types4 7#e7 ,to read as broadly as possible in each period4 ,collateral reading here runs parallel with class work4 ,first term4 ,literature ,studied4 ,history of ,english ,literature to #ahth ,century4 ,prologue to the ,canterbury ,tales4 ,chaucer4 ,review of the ,old ,english ,ballads4 ,macbeth4 ,shakespeare4 ,l',allegro and ,il ,penseroso4 ,milton4 ,comus4 ,milton1 or ,paradise ,lost1 ,books #a and #b4 ,milton4 ,lycidas4 ,milton4 ,sonnet on ,his ,blindness4 ,milton4 ,alexander's ,feast4 ,dryden4 ,collateral ,reading4 ,the epic--,beowulf 7at least two-thirds74 ,the tale--,one of ,chaucer's1 preferably the ,knight's ,tale4 ,the drama--,king ,lear4 ,shakespeare1 or ,hamlet4 ,shakespeare1 or ,othello4 ,shakespeare1 or ,the ,jew of ,malta4 ,marlowe1 or ,doctor ,faustus4 ,marlowe4 ,the song--,palgrave's ,golden ,treasury4 ,books #a and #b4 ,the essay--,essays selected4 ,bacon4 ,the allegory--,pilgrim's ,progress 7,part ,i74 ,bunyan4 ,the elegy--,elegy in a ,country ,churchyard4 ,gray4 ,adonais4 ,shelley4 ,thrysis4 ,matthew ,arnold4 ,in ,memoriam4 ,tennyson4 ,thanatopsis4 ,bryant4 ,method4 ,in general study broadly to stimulate a desire for further acquaintance with literature1 but whenever made possible by the work in hand1 review and sum up principles emphasized throughout preceding terms4 ,chaucer4 ,read 7#a7 for a picture of the times2 7#b7 to discover his broad humanity2 7#c7 for his humor and satire2 7#d7 for his literary method4 ,do not attempt to teach pronunciation or grammar1 but insist on smooth1 intelligent translation4 ,the ,ballads4 ,read to find the characteristics of ballad literature4 ,compare with the literary ballad2 such as1 ,the ,ancient ,mariner1 ,scott's ,rosabelle1 or ,rossetti's ,white ,ship4 ,macbeth4 ,read principally for great ethical lessons4 ,emphasize character development4 ,have only so much close study as is necessary for the understanding of the action and characters4 ,teach as dramatically as possible2 imagine stage setting1 tone of voice1 facial and bodily expression1 action--in order to enter into the play4 ,select passages noticeable for beauty or power of expression and test appropriateness4 ,paradise ,lost4 ,study as dramatically as possible4 ,do no line-by-line study4 ,get the story1 the character of ,satan with its mixture of good and evil1 the fine pictures and imagery4 ,mark fine thoughts1 also examples of loftiness and sublimity1 of color and splendor1 and of varying melody4 ,comus4 ,study as an example of the masque1 keeping the dramatic element prominent4 ,set the scenes1 imagine stage accessories suggested by the lines2 such as1 costumes1 lights1 tableaux1 music4 ,show differences between this and the fully developed drama4 ,do the same kind of work as in 8,paradise ,lost0 with fine thoughts and beautiful expressions4 ,show the lyric element here and its appropriateness4 ,lycidas4 ,preface with the reading of examples of the classic pastoral elegy1 in order to familiarize students with the pastoral style and so remove some of the difficulties4 7,see ,baldwin's 8,famous ,elegies0 for translations of ,theocritus1 ,bion1 and ,moschus74 ,this poem has real difficulties for young students1 therefore the teacher must give wise assistance in mastering it1 or it will fail to make an appeal4 ,note the beautiful variation of melody4 ,show the effect of alliterative and assonantal rhyme and the grouping and alternation of consonant and vowel sounds1 with resulting changes in music4 ,at the close of the study of the poem1 make a comparative study of it and ,gray's ,elegy to show the difference between the personal and the general elegy4 ,alexander's ,feast4 ,study 7#a7 as an imitation of the heroic ode2 7#b7 as an example of effective wedding of sound and sense4 ,second ,term4 ,literature ,studied4 ,history of ,english ,literature from #ahth century to present4 ,sir ,roger de ,coverley ,papers4 ,addison ,steel4 ,the ,deserted ,village4 ,goldsmith4 ,the ,vicar of ,wakefield4 ,goldsmith4 ,elegy in a ,country ,churchyard4 ,gray4 ,lyrics4 ,burns1 ,wordsworth1 ,shelley1 ,keats1 and ,byron4 ,essays of ,elia4 ,lamb4 ,joan of ,arc4 ,de ,quincey1 or ,essay on ,burns4 ,carlyle4 ,selected ,poems4 ,tennyson1 ,arnold1 ,browning4 ,collateral ,reading4 ,she ,stoops to ,conquer4 ,goldsmith4 ,the ,rape of the ,lock4 ,pope4 ,essay on ,man 7,selections74 ,pope4 ,essay on ,johnson4 ,macaulay1 or ,essay on ,addison4 ,macaulay4 ,the ,newcomes4 ,thackeray4 ,henry ,esmond4 ,thackeray4 ,one novel4 ,dickens4 ,one novel other than 8,silas ,marner40 ,geo4 ,eliot4 ,essay on ,burns4 ,carlyle1 or ,heroes and ,hero ,worship 7,selections74 ,carlyle1 or ,essay on ,wordsworth4 ,matthew ,arnold4 ,method4 ,in general1 treat the literature studied broadly1 to leave in the mind by the end of the term a liking for it and a desire for more4 ,do only enough minute study to insure intelligent1 appreciative reading and to prevent carelessness4 ,sir ,roger de ,coverley ,papers4 ,preface with topical work on the character of the #ahth century4 7,see 8,social ,life in the ,reign of ,queen ,anne0 by ,ashton74 ,read to the class the 8,rape of the ,lock0 as a picture of the times4 ,study the ,de ,coverley ,papers 7#a7 as a picture of the times2 7#b7 for the character of ,sir ,roger and reasons for its life2 7#c7 for method of character delineation2 7#d7 for method of teaching2 7#e7 for examples of humor and satire2 7#f7 for observations of human nature4 ,select some expository paper for close study of structure3 introduction and conclusion1 paragraph development1 coherence4 ,gray1 ,goldsmith1 ,burns4 ,study to discover characteristic features of the 8,romantic ,revival10 and survivals of #ahth century style4 ,try to show by ,burns' lyrics and by a return to #afth century lyrics the essential characteristics of the song4 ,the ,vicar of ,wakefield4 ,rapid study of humorous situations1 lovableness of the characters1 kindliness and gentleness of the author1 elements of permanence4 ,comparison with some later novel4 ,shelley1 ,keats1 ,byron4 ,closer attention to the beauties of poetic expression and its relation to the thought3 pictures1 figures1 color and sound words1 meter1 rhyme effects4 ,review by the end of the term the main periods of ,english ,literature1 their distinguishing characteristics1 and the great names of each1 also the main literary types4 ,,public ,,speaking4 ,prerequisite4 ,two years of ,english4 ,may be substituted for either term of the #aath year or taken in addition to the regular course4 ,texts4 ,extempore ,speaking4 ,shurter4 ,manual of ,argumentation4 ,laycock and ,spofford4 ,manual of ,parliamentary ,law4 ,gregg4 ,method4 ,first ,half ,term4 #a4 ,training in simple parliamentary law4 #b4 ,practice in reading and reciting speeches of others4 #c4 ,original speeches1 prepared and extempore1 such as1 speeches of introduction1 nomination1 presentation1 acceptance1 eulogy1 farewell1 toasts4 #d4 ,reading of oratorical masterpieces1 especially modern ones1 and class discussion as to strength and weakness1 elements of success and failure4 #e4 ,an original oration4 ,method4 ,second ,half ,term4 #a4 ,study of the theory of argument4 #b4 ,conciliation with the ,colonies4 ,burke4 ,speech on ,reform ,bill4 ,macaulay4 ,reply to ,hayne4 ,webster4 ,study ,burke for structure1 logical arrangement1 force of reasoning1 different kinds of arguments4 ,study ,macaulay and ,webster as different types of oratory4 #c4 ,making of briefs4 #d4 ,practice in argument and debate4 ,,study ,,of ,,the ,,drama4 ,time4 ,one-half year4 ,credit4 ,one-half unit4 ,prerequisite4 ,two years of ,english4 ,may be substituted for either of #aath year ,english courses1 or taken with either term of the regular #aath or #abth year work4 ,aim4 #a4 ,to awaken in the student a taste for that which is essentially good in the drama1 both as to content and form4 #b4 ,to acquaint the student with so much of the history and technique of the drama as is necessary for intelligent study4 ,contents of ,course4 ,plays studied4 #a4 ,antigone4 ,sophocles1 or ,alcestis4 ,euripides4 #b4 ,everyman4 #c4 ,hamlet4 ,shakespeare4 ,twelfth ,night4 ,shakespeare1 or some other ,shakespearean tragedy or comedy4 #d4 ,she ,stoops to ,conquer4 ,goldsmith1 or ,the ,school for ,scandal4 ,sheridan4 #e4 ,the ,doll's ,house4 ,ibsen4 #f4 ,trelawney of the ,wells4 ,pinero1 or ,sweet ,lavender4 ,pinero1 or ,the ,cabinet ,minister4 ,pinero4 #g4 ,the ,land of the ,heart's ,desire4 ,yeats4 #h4 ,the ,only ,way4 7,dramatization of ,dickens' ,tale of ,two ,cities71 or ,oliver ,twist4 ,collateral ,reading4 ,selected plays from the following3 ,agamemnon4 schylus4 ,alcestis4 ,euripides4 ,the ,frogs4 ,aristophanes4 ,the ,captives4 ,plautus4 ,early ,english ,plays3 ,sacrifice of ,isaac4 ,noah's ,flood4 ,secunda ,pastorum4 ,the ,jew of ,malta4 ,marlowe4 ,knights of the ,burning ,pestle4 ,beaumont ,fletcher4 ,alexander and ,campaspe4 ,lyly4 ,shoemaker's ,holiday4 ,dekker4 ,as ,you ,like ,it4 ,shakespeare4 ,midsummer ,night's ,dream4 ,shakespeare4 ,the ,tempest4 ,shakespeare4 ,henry ,v4 ,shakespeare4 ,school for ,scandal4 ,sheridan4 ,the ,rivals4 ,sheridan4 ,the ,good ,natured ,man4 ,goldsmith4 ,lady of ,lyons4 ,lytton4 ,becket4 ,tennyson4 ,blot in the ,scutcheon4 ,browning4 ,caste4 ,robertson1 or ,school4 ,robertson 7for type of new realistic school74 ,london ,assurance4 ,boucicault 7for reversion to #ahth century comedy of manners74 ,his ,house in ,order4 ,pinero4 ,the ,magistrate4 ,pinero4 ,judah4 ,jones4 ,doll's ,house4 ,ibsen4 ,pillars of ,society4 ,ibsen4 ,an ,enemy to the ,people4 ,ibsen4 ,ulysses4 ,stephen ,phillips4 ,the ,blue ,bird4 ,maeterlinck4 ,the ,piper4 ,peabody4 ,the ,servant in the ,house4 ,kennedy4 ,strife4 ,galsworthy4 ,riders to the ,sea4 ,synge4 ,outline of ,class ,work4 #a4 ,origin and development of drama among the ,greeks2 study of a play from the period of their highest literary achievement4 #b4 ,brief consideration of the forerunners of the modern ,english drama2 7#a7 miracle plays1 7#b7 moralities1 7#c7 early ,english farces1 7#d7 pre-,shakespearean drama4 ,examples of types 7#b7 and 7#d7 studied4 #c4 ,shakespearean ,drama3 study of one each of the comedy and tragedy 7those not studied in the regular ,english courses74 #d4 ,brief review of the history of the drama from the beginning of the #agth to the end of the #ahth century4 ,study of one of the best types of #ahth century comedy4 #e4 ,important phases of #aith century drama considered4 ,study of a transition type4 #f4 ,the contemporary drama2 its broad range as to both matter and manner opening great possibilities--of achievement for the dramatist1 of education for the audience4 ,method4 ,in accordance with the aims as stated1 the technical side of the work will1 for the most part1 be presented by the teacher in the form of concise notes1 in order to leave as much time as possible for direct1 appreciative study of plays4 ,the collateral reading is to be used as illustrative material and for comparison4 ,scenes will be studied and presented by students in the classroom1 with occasional public 7school7 presentations4 ,students realize dramatic values by this means4 ,toward the end of the term1 students will be encouraged to attempt the construction of original plays or dramatization of parts of novels and stories4 ,,written ,,composition4 ,the work in composition is so planned as to draw help from the literature course1 but is not based upon it4 ,one period a week in all classes except ,public ,speaking and ,dramatics is devoted to the work4 ,general ,suggestions4 #a4 ,work from the whole to the parts2 that is1 begin with the whole composition1 and work to the paragraph and sentence4 #b4 ,while emphasizing in different terms some one particular kind of composition1 do not limit the work wholly to that form4 #c4 ,make the course cumulative2 that is1 refer to and emphasize1 wherever possible1 principles learned in former terms4 #d4 ,in all work1 oral and written1 whether formal compositions1 examinations or recitations1 develop a feeling for organization and arrangement of thoughts4 #e4 ,encourage expression of the student's interest1 but try to guide and broaden it4 ,seek to develop the power to observe accurately2 also to awaken the imagination4 #f4 ,try constantly to enlarge the student's vocabulary4 #g4 ,insist on correct form1 neatness and promptitude4 ,part of the work of ,high ,school ,english is to form correct habits4 #h4 ,make all criticisms constructive4 ,have as much personal conference as possible4 ,,ninth ,,year4 ,first ,term4 ,special ,work4 #a4 ,composition1 chiefly narrative1 but no special emphasis on narrative as a form of discourse4 #b4 ,punctuation4 #c4 ,letter-writing4 #d4 ,review of grammar4 ,material4 ,reproductions of parts of literature read1 reports on outside reading1 imaginative treatment of subjects suggested by the literature lesson1 personal experiences4 ,the following will suggest possible subjects3 ,new nature myths1 new hero stories1 additional adventures for ,ulysses1 stories illustrating his various traits of character1 new endings to old stories1 possible settings for ,homeric stories1 dialogues between ,homeric characters1 descriptions of scenes from the ,iliad from the point of view of an eye-witness1 etc4 ,method4 #a4 ,teach from the beginning correct form and habits of neatness and care4 ,while emphasizing these1 have most of the work reproductive1 in order not to kill spontaneity4 #b4 ,emphasize letter-writing toward the end of the term when the interest has been aroused in other forms of writing4 ,select for practice only such letters as young people would be apt to write4 #c4 ,begin systematic training in punctuation early1 and continue with the composition work throughout the term4 ,teach the use of the comma1 quotation marks1 especially in dialogue1 and the terminal marks4 ,teach by the logical rather than by the formal method2 that is1 lead to the examination of the thought in sentences and to punctuation in accordance with it4 #d4 ,in review of grammar1 use ,hitchcock's 8,enlarged ,practice ,book40 ,select chapters treating of the general structure of a sentence1 the nature1 kinds1 and uses of phrases and clauses2 also the exercise on common errors of speech4 ,adapt this work to the special needs of each class4 ,one day a week will be taken for drill if necessary1 or it may be omitted1 if classes are well prepared4 ,second ,term4 ,begin the study of separate forms of discourse4 ,teach what rhetoric is1 and the reasons for studying it4 ,special ,work4 #a4 ,narration1 with its involved problem of structure4 #b4 ,continued drill on punctuation4 #c4 ,continued drill in grammar if needed4 ,method4 #a4 ,begin with narration4 ,teach during the term the essentials of a successful narrative4 a4 ,action 7something happening74 b4 ,point 7an idea1 a climax74 c4 ,unity 7it must hang together74 d4 ,style 7it must be interesting and entertaining74 ,emphasize this kind of work while teaching narrative poetry and prose 7the novel71 but do not draw subjects from the literature lesson4 ,from this term on1 composition work should be original4 7,see ,sampson ,holland's ,composition and ,rhetoric for excellent suggestions on teaching narration74 #b4 ,while studying ,ashmun's 8,prose ,literature for ,secondary ,schools10 follow the general line of composition work there suggested4 #c4 ,punctuation4 ,teach the use of the semicolon1 colon1 dash1 and exclamation point1 and continue drill of preceding term4 #d4 ,simple teaching of paragraph structure2 that is1 the grouping of similar thoughts together by their relation to a central idea or topic4 #e4 ,toward the end of the term a brief review of letter-writing4 ,,tenth ,,year4 ,first ,term4 ,special ,work4 #a4 ,description1 with involved problem of diction4 #b4 ,review of letter-writing4 ,method4 #a4 ,begin with comparative work in two kinds of description3 scientific and literary2 that for information and that for enjoyment4 ,develop this by the primary essentials of descriptive writing3 a4 ,point of view4 b4 ,selection of details4 c4 ,order and grouping4 d4 ,objective and subjective character4 e4 ,appropriate diction4 #b4 ,notice of differences will involve a study of diction3 synonyms1 especially adjectives2 figures of speech 7simile1 metaphor1 and personification72 words of color1 sound1 motion1 shape1 concrete terms4 #c4 ,use as illustrative material examples from scientific writing1 text-books1 books of travel1 novels1 verse4 ,whenever possible1 make the literature lessons serve as models1 but do not draw from them for subjects4 ,have all composition original4 #d4 ,later in the term return to narration1 and combine with it description of scenery and character4 #e4 ,throw occasional compositions into the form of the friendly letter1 using some of the best modern letter writers1 such as ,stevenson1 as models4 ,,tenth ,,year4 ,second ,term4 ,special ,work4 #a4 ,exposition1 with involved problem of clearness and order4 #b4 ,word-work1 with the purpose of enlarging the vocabulary and developing accuracy in the use of words4 #c4 ,review of letter-writing4 ,method4 #a4 ,connect with the preceding term's work by showing that exposition is description which explains2 which shows the general and the common rather than the particular and the individual2 which omits the personal4 #b4 ,develop the following special points3 ,arrangement of material4 ,a4 ,gathering of ideas1 either one's own or those from standard authorities4 ,if the latter1 give directions on note-taking4 ,b4 ,selection of material1 according to scale of treatment4 ,c4 ,making of outline4 a4 ,key sentence or announcement of subject4 b4 ,grouping into leading and subordinate points4 c4 ,conclusion1 with summary where advisable4 ,development of material 7,paragraph making74 ,do no formal work with the paragraph except to teach the importance of the topic sentence as a means toward unity and therefore toward clearness4 ,insist on a clear topic sentence for each paragraph4 ,permit any means of development that naturally suggests itself4 ,encourage the attempt not only to begin paragraphs well1 but to end them well4 #c4 ,word-work4 ,give regular exercises once a week for the first half term on work tending to develop an interest in words and accuracy in their use2 such as1 exercises in defining1 in synonyms 7select only such as are apt to be misused71 on words with interesting history4 ,in defining insist on correct form and clear distinctions4 ,vary this work and select with care1 so that it will be vital4 ,it is valueless if formal and perfunctory4 #d4 ,review briefly business letters1 and such social forms 7invitations1 acceptances1 regrets71 as high school students will be apt to need4 ,,eleventh ,,year4 ,first ,term4 ,the work of the ,eleventh year is cumulative1 continuing practice in narration1 description1 and exposition1 with new emphasis on style4 ,method4 #a4 ,while studying the 8,idylls of the ,king0 and 8,silas ,marner10 review narration and description4 ,insist on the observance of principles learned in earlier terms1 but try to arouse an interest in style as a means of increasing effectiveness4 ,emphasize the difference between poetic and prose style1 and the limitations of each4 ,note the use of figurative language in modern prose style4 ,try to develop the power of suggestiveness4 ,study the descriptions of place and character in 8,silas ,marner0 from this point of view1 and try to interest the class in attempts at imitation4 #b4 ,while studying the essay1 review exposition4 ,insist on attention to points learned in the ,tenth ,year4 ,carry on paragraph development1 with more emphasis on various kinds of paragraphs2 as1 transitional1 summarizing1 introductory1 and concluding4 #c4 ,give some attention to prose style1 especially if ,macaulay is being studied4 ,show the value of various rhetorical forms2 such as the balanced sentence1 loose and periodic sentences1 studiously short sentences1 climax1 rhetorical questions1 also the value of concrete terms4 ,try to interest students in imitating various styles4 ,frequent short papers1 in each of which some definite point is being worked for1 will bring better results both in interest and achievement than less frequent long ones4 ,second ,term4 ,special ,work4 ,continued review of narration1 description1 and exposition1 with emphasis on style4 ,method4 #a4 ,make the review of the first two forms lead up to the writing of a brief short story4 ,teach this at the same time the short story and novel are being studied4 ,begin with writing of various settings1 introductions1 descriptions of person and character1 incidents introduced for various purposes1 bits of dialogue1 and lead up to the complete story4 #b4 ,while reviewing exposition1 draw subjects from questions of present interest1 either local or general1 and occasionally from literature work4 ,reports on collateral reading may be used to teach the writing of a simple1 interesting book review1 that would lead others to read4 ,choose subjects here that will not lead to copying other peoples' ideas4 ,reject empty1 glittering generalities4 #c4 ,have at least one longer piece of exposition this term than has been previously written1 preferably on subject of public interest4 ,correct topical outline personally before the paper is written1 showing how it may be improved4 ,,twelfth ,,year4 ,first ,term4 ,special ,work4 ,argumentation with involved problem of force and tact4 ,method4 #a4 ,study the general nature of argument1 the use of exposition in argument1 the difference between inductive and deductive reasoning1 the difference between assertion and proof1 attack and refutation4 ,be practical and not technical in this work4 ,choose subjects calculated to stimulate thought on topics of the day2 draw as largely as possible from school life in order to demonstrate the value of the work4 #b4 ,emphasize the value of structure here as well as in pure exposition4 #c4 ,practice in writing of speeches1 in whole or in parts2 openings1 refutations1 conclusions1 appeals to the feelings4 #d4 ,show the value of appropriate style4 #e4 ,vary the special work of the term by occasional papers on topics suggested by the literature work1 provided they are of live interest and such as to provoke discussion4 ,second ,term4 ,special ,work4 #a4 ,review of the different forms of writing taught throughout the course1 to test power and to unify impressions4 #b4 ,four longer papers than heretofore1 one of each kind of discourse4 #c4 ,briefer exercises are needed4 ,,oral ,,composition4 ,definite practice in oral composition extends throughout the entire course4 ,at least once every five weeks each student talks to the class on some subject previously prepared4 ,increase these exercises whenever time will permit4 ,general ,directions4 #a4 ,have students stand before the class1 free from desks or other external support4 #b4 ,subject matter should be prepared1 but not memorized4 ,students may use a small card with headings1 but no other notes4 #c4 ,the length of the talk may vary from two to three minutes in the ,ninth ,year1 to five of six in succeeding terms1 as ideas and ease increase4 #d4 ,material should be drawn from subjects outside the literature lessons4 ,let the student's interest determine the subject4 ,talks may be reproductions of newspaper or magazine articles1 of parts of books1 or accounts of personal experience1 but the wording must be the student's own4 #e4 ,teachers should emphasize constantly the same principles or order and arrangement of ideas as in written work4 ,the aim is not mere talk1 but effective speech4 #f4 ,emphasize interest of the audience as a test of success4 ,try to arouse an ambition to win this4 ,teach the gain to a speaker from erect1 free posture of the body1 ease of manner1 command of the audience with the eye1 clear enunciation1 pleasant voice4 #g4 ,criticism must be sympathetic and kindly1 even when corrective4 ,above all try to arouse ambition to succeed and the will to persevere4 ,,ninth ,,year4 ,anecdotes1 stories read1 reports on topics connected with ,greek life may all be used4 ,the talks may be varied by readings2 for instance1 selections from ,stephen ,phillips' 8,ulysses10 read in parts2 an act of 8,antigone10 or some other ,greek play2 poems illustrative of the work being studied1 or similar work bearing no relation to the literature lessons4 ,the aim is to develop ease and self possession in standing before the class1 and interest in trying to hold an audience4 ,,tenth ,,year4 ,material4 ,accounts of interesting things seen or done2 descriptions of famous events1 places of men2 accounts of anything of current interest4 ,try by the search for live material to broaden the students' interests and to make them more generally intelligent4 ,this may be helped by having suitable subjects for talks submitted every week1 even although time will not permit practice in talking that often4 ,,eleventh ,,year4 ,material4 ,continue the work of the preceding year1 with greater emphasis on subjects of present interest4 ,seek to encourage intelligent reading of newspapers by reports on current events4 ,more frequent practice may be obtained by sometimes combining the oral composition work of the second term with the literature work4 ,reports on authors and works read outside of class1 literary pilgrimages to interesting places in ,america1 occasional readings may all be utilized4 ,,twelfth ,,year4 ,material4 ,every ,monday throughout the year have reports at the beginning of the period1 7#a7 on events of importance of the preceding week outside of the ,united ,states2 7#b7 in the ,united ,states outside of ,california2 7#c7 in ,california1 especially local events of importance4 ,insist on discriminating selection and judicious condensation4 ,have subjects of importance expanded into special talks4 ,use also throughout the year reports on topics suggested by the literature work4 ,,history4 ,the work in this department has a two fold purpose1 namely1 training and information4 ,in the first place1 the subject is taught with a view to developing breadth of vision1 judgment1 and an understanding of cause and effect in human affairs4 ,secondly1 the aim is to enable the student better to understand the conditions and problems of the present day by knowing their historical connections4 ,the work is conducted with the constant realization that the highest use of history is to prepare young people to discharge intelligently their many duties as citizens in a democracy4 ,the courses in the department are as follows3 ,general ,history4 ,for #ith and #ajth grade pupils4 ,ancient ,history4 ,for #ith grade pupils4 ,mediaeval and ,modern ,history4 ,for #ajth grade pupils4 ,english ,history4 ,for #aath grade pupils4 ,united ,states ,history and ,civics4 ,for #abth grade pupils4 ,economics4 ,for #aath and #abth grade pupils4 ,general ,history4 ,this course presents1 in the simplest way1 an outline of the history of our civilization1 from its origin to the present day4 ,it aims to help the pupil to understand the causes1 geographical1 racial1 etc41 that have led to the rise and decline of nations1 and to appreciate the services that these peoples have rendered to mankind4 ,much attention is given to the great characters of history4 ,an especial effort is made to know the origin and history of existing nations1 and to realize that the present is an outgrowth from the past4 ,the course is useful also in helping the pupil to grasp the time and place of the characters and events that he meets in literature and science1 and thus it supplies a background for his other studies4 ,ancient ,history4 ,the courses in ,ancient ,history and in ,medieval and ,modern ,history together cover the same ground as the course in ,general ,history1 but do so more thoroughly and with much greater detail4 ,they are recommended to those who expect to take at least three years of ,history in the high school4 ,the course in ,ancient ,history covers the period from the dawn of history to #hjj ,a4 ,d4 ,it is designed to give the pupil some knowledge of the origin of our civilization4 ,after a short discussion of prehistoric beginnings1 a brief study is made of the ancient oriental peoples4 ,the major part of the course is devoted to the history and civilization of ,greece and ,rome1 with especial reference to their influence on the life of the present day4 ,medieval and ,modern ,history4 ,the course in ,medieval and ,modern ,history covers the period from ,a4 ,d4 #hjj to the present1 and is a continuation of the course in ,ancient ,history4 ,its purpose is to trace the continued development of our modern civilization1 and to understand the origin and character of the nations of today4 ,attention is devoted to economic and social conditions1 as well as to political events4 ,especial emphasis is placed upon the period since ,napoleon ,bonaparte4 ,a study is made of the governments of the principal ,european nations1 and contemporary problems are discussed in the light of their history4 ,considerable use is made of current newspapers and periodicals4 ,english ,history4 ,the fundamental principles of our ,american government1 the idea of local independence1 of jury trial1 of representation1 are traced back to ,english institutions2 showing at the same time that these privileges are the result of the persistent contest waged for over six hundred years1 which struggle1 in fact1 is still going on4 ,the conditions in ,scotland1 ,ireland1 ,wales1 and on the ,continent of ,europe are discussed in connection with the constitutional development1 and the economic1 political1 social1 and religious conditions in ,england4 ,the ,british ,empire is studied in its relation to the other nations of the world1 and in the economic and political condition of its colonies and subjects4 ,united ,states ,history and ,civics4 ,the study of the earliest period is planned to show that the work of discovery and exploration has been going on for over four centuries and is still in progress4 ,economic1 political1 and religious conditions in ,europe are discussed1 and related to conditions in ,america4 ,during the colonial period the principles and the traits which characterized us now as a nation were developed4 ,the importance of the idea of local independence maintained by the colonists against the idea of imperialism held by ,england is discussed1 and followed by a consideration of the significant facts of the ,revolution and the process by which the loose confederation of states became the constitutional republic1 tending toward a vigorous national growth4 ,the problems of transportation1 the removal of the ,indians1 the disposal of the public lands1 the struggle of free and of slave labor for the control of the territories1 the ,civil ,war2 these subjects and others related to them are treated1 bearing in mind that today the ,united ,states is no longer in isolation1 but linked to other nations4 ,the study of the ,constitution of the ,united ,states1 and of the actual workings of the city1 state1 and national governments1 is designed to bring out clearly that the citizen today has new duties and new responsibilities2 that the intelligent citizen should be informed concerning the tariff1 the trusts1 the labor unions1 equal suffrage1 the peace movement1 and other current questions4 ,the ,constitution of the ,state of ,california1 and the ,charter of the ,city of ,oakland are given special attention1 and visits are made to the ,city ,council1 the ,board of ,supervisors1 the ,courts1 and the ,state ,legislature4 ,economics4 ,economics deals with the social activities and institutions that result from men's efforts to procure a livelihood4 ,it studies the means by which nations become rich1 and the effects of riches upon the public welfare4 ,the policies of modern government have so much to do with economics that an understanding of economic laws is essential to wise citizenship4 ,the aim of this course is to teach enough of accepted economic theory to enable the student to understand the laws that govern the larger economic questions of today4 ,mere abstract theories1 however1 are avoided4 ,a study is made of the evolution of industrial society and the application of economic laws4 ,emphasis is laid upon the study of consumption1 i4 e41 the best expenditure of the personal and public incomes1 and on such dominant questions as ,labor1 ,tariff1 ,monopolies1 ,socialism1 ,taxation4 ,the student is led to realize that as the industrial and economic life of today is the outgrowth of past tendencies1 so the wise solution of present vexed economic questions will determine the economic character of the decades to come4 ,moreover1 it is believed that the study of economics1 while dealing with matters of great practical importance1 tends also to quicken the love of justice and to encourage sanity and moderation of view concerning the value of material wealth4 ,,mathematics4 ,,ninth ,,year4 ,elementary ,algebra4 ,mechanical skill and accuracy of expression in the formal language of ,mathematics are the things emphasized in the first year of ,algebra4 ,the course is designed to cover sufficient ground so that the student who studies ,algebra for only one year will be able to handle the algebraic processes involved in problems of computation in ,geometry and to manipulate formulae1 in order that he may read intelligently the popular publications on mechanics4 ,to this end special attention is paid to graphical methods of representation1 to the solutions of simple equations in which the unknown may be represented by any letter1 and to the solution of the quadratic equation1 by the formula method as well as by factoring4 ,stress is laid upon accuracy of expression1 and upon the knowledge of processes1 that this elementary work may afford a proper foundation for all future work in ,mathematics4 ,factoring is taught by means of type forms and rules1 which the students are required to learn4 ,the following are the subjects considered3 four fundamental operations1 linear equations1 type product forms1 factors1 fractions1 fractional equations1 ratio and proportion1 quadratic equations1 functionality1 simultaneous linear equations 7graphical solution71 simplification of simple surds4 ,the quadratic equation is used to develop the idea of a variable and of a function of a variable1 and to teach graphical methods of solving equations4 ,stress is laid upon the practical application of the graph to the solution of every day problems4 ,,tenth ,,year4 ,plane ,geometry4 ,usual theorems and constructions1 original exercises1 problems of computation4 ,,eleventh ,,year4 ,algebraic ,theory4 ,first ,term4 ,the object of this course is to introduce the student to the ,theory of ,mathematics2 therefore the demonstration of principles is insisted upon4 ,a rigorous treatment of simple laws is required4 ,the course is designed to meet the needs of two classes of students3 those who are preparing for the ,engineering ,course at the ,university1 and those who1 while they are not preparing for college1 wish to do advanced work in ,mathematics and to acquire a broader knowledge of ,algebra than that obtained in the first year4 ,it also prepares the students for the ,courses in ,trigonometry and ,solid ,geometry that are to follow4 ,for the benefit of those students who are not preparing for the ,university and are not studying mathematics for its own sake1 a special effort is made to make the content of the course as rich as possible2 that is1 to select topics that afford material for mathematical thinking and at the same time have vocational value4 ,the following are the subjects considered3 factors1 remainder theorem1 factor theorem1 fractions1 fractional and negative indices1 surds1 and complex quantities 7graphic treatment71 theory of quadratic equations1 graphs1 simultaneous equations1 proportion and variation1 logarithms4 ,second ,term4 ,either ,solid ,geometry or ,trigonometry4 ,these subjects are begun but once a year4 ,all students finishing two and a half years' work in ,mathematics may take whichever course is offered in the second half of their third year4 ,original work and solution of practical problems required4 ,,twelfth ,,year4 ,first ,term4 ,either ,solid ,geometry or ,trigonometry4 ,second ,term4 ,this course is a continuation of the work in ,algebraic ,theory designed especially for engineering students and for others who wish to continue advanced work4 ,the student who is pursuing ,mathematics for its vocational value and who does not intend to go to the ,university need not elect it1 since the first term of ,algebraic ,theory1 with ,solid ,geometry and ,trigonometry1 will give him sufficient equipment4 ,the following topics are studied3 synthetic division1 simultaneous quadratic equations1 special methods for higher equations1 determinants1 mathematical induction1 binomial theorem1 summation of series4 ,,science4 ,physical ,geography4 ,regularly a ninth year subject4 ,time3 #g or #h periods per week4 ,first ,term4 ,a study of land forms based on field excursions to points easily accessible afoot or on the street cars4 ,soil formation and conservation4 ,a study of the physical features of ,california with their economic consequences1 particularly the determination of the routes of railroads1 the choice and construction of harbors1 quartz and placer gold mining1 the development of water power and long-distance electric transmission1 lumbering1 irrigation1 agriculture1 horticulture1 etc4 ,tarr's ,new ,physical ,geography1 pages #ac-agb1 liberally supplemented by the use of reference books1 lantern slides1 relief models and topographic maps4 ,wright's ,manual of ,physical ,geography4 ,second ,term4 ,a study of the simpler elements of weather and climate based on astronomic and other observations and on certain physical and chemical experiments4 ,a study of the great wind belts of the world and regions of excessive1 moderate1 or deficient rainfall1 locating each regionally in the continents4 ,the climatic regions of the ,united ,states with particular reference to temperatures1 prevailing winds1 and rainfall--each as modified by physiographic features and by large bodies of water4 ,a regional study of the ,united ,states with particular reference to milling1 stock feeding1 dairying1 slaughtering and packing1 iron1 coal1 lumber4 ,centers of manufacture with a consideration of methods and lines of transportation both by land and sea1 particularly of the transcontinental lines which reach the ,pacific ,coast4 ,possible changes on the ,pacific ,coast due to the opening of the ,panama ,canal4 ,tarr's ,new ,physical ,geography1 pages #a-ab and #agc-dcj1 supplemented by the use of reference books1 individual full-mounted globes1 wall maps1 weather maps1 and excursions to the ,chabot ,observatory and the ,united ,states ,weather ,bureau4 ,wright's ,manual of ,physical ,geography4 ,botany4 ,regularly a tenth year subject2 but may be taken in the ninth year4 ,time3 #h periods per week1 including double laboratory periods4 ,laboratory and recitation periods are arranged to suit the topic under consideration4 ,the text used in ,bergen's ,essentials of ,botany4 ,in the main1 the order of topics as there given is followed4 ,more experiments in plant physiology are taken than are outlined in the text1 and some time is devoted to the study of oxygen1 hydrogen1 nitrogen1 and carbon1 including the chemistry of combustion4 ,about #bd weeks are devoted to the study of seed plants1 and #ah weeks to spore plants4 ,enough time is devoted to the study of the classification of seed plants to enable a pupil to use a key readily4 ,an herbarium is not required2 but the necessary instruction is given1 and the pupil is encouraged in the preparation of one if he shows interest in this kind of work4 ,in the study of spore plants particular attention is given to bacteria1 yeasts and molds in their relation to household affairs4 ,zoology4 ,regularly an eleventh year subject4 ,time3 #g or #h periods per week1 including double laboratory periods4 ,it is expected that only one class will be organized in each year1 this class to begin with the fall term4 ,first ,term4 ,invertebrate zoology1 with comparative study of typical forms1 e4 g41 amoeba1 paramoecium1 sponge1 hydra1 sea-anaemone1 starfish1 earthworm1 shrimp1 crab1 etc4 ,special attention is given to beneficial and injurious insects4 ,second ,term4 ,vertebrate zoology1 with comparative study of human anatomy and physiology4 ,detailed laboratory study of the anatomy of the frog4 ,text-books3 ,jordan1 ,kellogg and ,heath's ,animal ,studies1 both terms2 ,conn and ,budington's ,advanced ,physiology1 second term4 ,physiology1 ,hygiene and ,sanitation4 ,regularly an eleventh year subject4 ,time3 #g or #h periods per week1 including double laboratory periods4 ,the course is intended to contribute as much as possible toward healthful living4 ,the study of structure and function is made the basis of an intelligent appreciation of the principles of hygiene4 ,the conception of the body as a mechanism which requires new materials of definite kinds to replace worn out parts1 and which also requires a constant supply of energy to enable it to do its work is made the basis of the study of food materials and the principles of dietetics4 ,the course concludes with a study of the nature of infectious and contagious diseases and the means by which they are communicated2 and domestic and public sanitation4 ,text-books3 ,conn and ,budington's ,advanced ,physiology and ,brown's ,physiology for the ,laboratory4 ,chemistry4 ,regularly an eleventh year subject4 ,previous preparation should include at least one-half year of algebra2 but the chemistry may be taken without it4 ,time3 #g or #h periods per week1 with double laboratory periods4 ,general ,chemistry4 ,the subject essentially as presented in ,mc,pherson and ,henderson's ,elementary ,study of ,chemistry and ,laboratory ,exercises in ,chemistry by the same authors4 ,household ,chemistry4 ,this is alternative with the general course in the second half year4 ,the work of the first half year is the same as in the general course4 ,the course in household chemistry is intended for girls1 and substitutes the chemical problems and processes of the home for those of the mine1 the smelter1 and the metallurgical and chemical industries in general4 ,large use is made of a reference library of works in the chemistry of cooking1 cleaning and sanitation4 ,blanchard's ,household ,chemistry is used as a laboratory guide4 ,the credit toward graduation and the college entrance credit is the same for the household chemistry as for the general course4 ,physics4 ,brief ,course4 ,regularly a twelfth year subject4 ,minimum preparation1 #h units1 including first year algebra and the first term of plane geometry4 ,time3 ,one period daily for one year4 ,credit3 ,one unit4 ,this course fulfils the requirements in science for admission to the ,college of ,general ,culture1 the ,college of ,commerce1 and the ,general ,course in ,agriculture of the ,university of ,california1 and for similar courses in other universities4 ,it emphasizes the qualitative aspects of phenomena1 omits the more difficult mathematics of the subject1 takes fewer quantitative laboratory experiments and devotes less time to practical applications than the full course does4 ,astronomical topics are introduced here and there as they fit into the regular order of the work4 ,full ,course4 ,regularly a twelfth year subject4 ,minimum preparation3 #aj units1 including first year algebra and plane geometry4 ,time3 #c single periods and #b double periods per week in the first half year2 #b single periods and #c double periods per week in the second half year4 ,credit3 ,one and one-half units4 ,the full course is prescribed in the fourth year for all pupils preparing for the ,colleges of ,mechanics1 ,mining1 ,civil ,engineering1 ,chemistry1 and the ,technical ,course in ,agriculture of the ,university of ,california1 and for similar courses in other universities4 ,it is elective for all other pupils who have the necessary preparation4 ,the full and the brief courses are given in separate classes1 in either or both terms1 when the number of students enrolled necessitates the organization of more than one class in the work of the term4 ,when the classes are not thus divided1 the pupils in the full course will take the work with the brief course class #e periods per week1 and will take additional work as a separate class #b periods per week in the first term1 and #c periods per week in the second term4 ,text-books3 ,coleman's ,text-book of ,physics1 and ,coleman's ,new ,laboratory ,manual of ,physics4 ,university ,admission ,requirements in ,science4 ,the ,university of ,california requires for admission at least one science given in the third or fourth year of the high school course4 ,physiology1 ,zoology1 ,chemistry1 or ,physics fulfils this requirement2 ,botany does not1 but it receives regular admission credit as an elective subject4 ,when ,botany is offered together with any one of the other sciences1 both receive admission credit1 the one as an elective1 the other as the prescribed third or fourth year science4 ,,greek4 ,,tenth ,,year4 ,first ,term4 ,first ,greek ,book4 ,white4 ,second ,term4 ,first ,greek ,book4 ,white4 ,,eleventh ,,year4 ,first ,term4 ,xenophon's ,anabasis4 ,bks4 ,i and ,,ii4 ,greek ,grammar4 ,goodwin4 ,beginner's ,greek ,composition4 ,collar ,daniell4 ,second ,term4 ,xenophon's ,anabasis4 ,bks4 ,,iii and ,,iv4 ,greek ,grammar4 ,goodwin4 ,beginner's ,greek ,composition4 ,collar ,daniell4 ,,twelfth ,,year4 ,first ,term4 ,homer's ,iliad4 ,bks4 ,i-,,iii4 ,goodwin's ,grammar4 ,composition4 ,collar ,daniell4 ,second ,term4 ,homer's ,iliad4 ,bks4 ,,iv-,,vi4 ,goodwin's ,grammar4 ,beginner's ,greek ,composition4 ,collar ,daniell4 ,,latin4 ,,ninth ,,year4 ,first ,term4 ,d',ooge's ,latin for ,beginners4 ,lessons ,i-,,xlv4 ,gradatim for sight reading4 ,second ,term4 ,d',ooge's ,latin for ,beginners4 ,lessons ,,xlvi-,,lxxviii4 ,book completed4 ,gradatim for sight reading4 ,,tenth ,,year4 ,first ,term4 ,second ,year ,latin4 ,greenough1 ,d',ooge and ,daniell4 ,part ,one4 #ge pages of stories1 fables1 mythology1 biography1 including ,life of ,caesar4 ,composition based on the above4 ,grammar4 ,allen ,greenough4 ,second ,term4 ,second ,year ,latin4 ,greenough1 ,d',ooge and ,daniell4 ,part ,two4 #ajj pages from 8,caesar's ,gallic ,wars40 ,bks4 ,i-,,vii4 ,d',ooge's ,composition to accompany 8,second ,year ,latin40 ,grammar4 ,allen ,greenough4 ,,eleventh ,,year4 ,first ,term4 ,cicero4 ,any ,standard ,edition4 ,the ,conspiracy of ,catiline4 ,four orations for translation and study4 ,d',ooge's ,composition4 ,based on above orations4 ,grammar4 ,allen ,greenough4 ,second ,term4 ,cicero 7continued74 ,pompey's ,military ,command1 ,the ,citizenship of ,archias 7for translation and study74 ,d',ooge's ,composition4 ,based on the above oration4 ,grammar4 ,allen ,greenough4 ,,twelfth ,,year4 ,first ,term4 ,virgil4 ,any ,standard ,edition4 ,bks4 #a-aaa4 ,for translation and scansion4 ,the ,principles of ,prosody--,a study of figures of speech1 grammatical and rhetorical4 ,d',ooge's ,latin ,composition1 8,senior ,review40 ,exercises #a-af4 ,grammar4 ,allen ,greenough4 ,second ,term4 ,virgil 7continued74 ,bks4 ,,iv-,,vi for translation and scansion4 ,method of preceding term continued4 ,d',ooge's ,latin ,composition4 8,senior ,review40 ,exercises #ag-cd4 ,grammar4 ,allen ,greenough4 ,,german4 ,,ninth ,,year4 ,first ,term4 ,spanhoofd--,lehrbuch der deutschen ,sprache4 ,lessons #a-ac4 ,spanhoofd--,erstes ,lesebuch4 ,copy ,book--,deutsches ,schnschreiben1 ,no4 #d4 ,second ,term4 ,spanhoofd--,lehrbuch4 ,lessons #ad-ai4 ,bacon--,im ,vaterland1 about fifty pages4 ,moni der ,geissub1 or ,rosenresli4 ,,tenth ,,year4 ,first ,term4 ,spanhoofd--,lehrbuch4 ,lessons #bj-bi4 ,bacon--,im ,vaterland1 pp4 #ej-aeg4 ,two or more of the following3 ,hher als die ,kirche4 ,germelshausen4 ,immensee4 ,der ,geissbub von ,engelberg4 ,irrfahrten4 ,second ,term4 ,spanhoofd--,lehrbuch4 ,lessons #cj-ce1 subjunctive4 ,wesselhoeft--,german ,composition1 pp4 #a-dj4 ,three or more of the following3 ,der ,schwiegersohn4 ,anfang und ,ende4 ,der ,bibliothekar4 ,der ,prozess4 ,das ,spielmannskind4 ,,eleventh ,,year4 ,der stumme ,ratsherr 7in same volume with ,das ,spielmannskind74 ,riehl4 ,auf der ,sonnenseite4 ,bernhardt4 ,bilderbuch ohne ,bilder4 ,anderson4 ,wilhelm ,tell4 ,schiller4 ,aus dem deutschen ,dichterwald4 ,dillard4 ,l',arrabbiata4 ,heyse4 ,burg ,neideck4 ,riehl4 ,lichenstein4 ,hauff4 ,der arme ,spielmann4 ,grillparzer4 ,peter ,schlemihl4 ,chamisso4 ,maria ,stuart4 ,schiller4 ,hermann und ,dorothea4 ,goethe4 ,elements of ,german4 ,bierwirth4 ,german ,composition4 ,pope4 ,trumereien4 ,leander4 ,,twelfth ,,year4 ,elements of ,german4 ,bierwirth4 ,german ,composition4 ,pope4 ,soll und ,haben4 ,freytag4 ,das ,nest der ,zaunknige4 ,freytag4 ,die ,schriften des ,waldschulmeisters4 ,rosegger4 ,er soll dein ,herr sein4 ,heyse4 ,die ,blinden4 ,heyse4 ,st4 ,jurgen4 ,storm4 ,brigetta4 ,auerbach4 ,heimatklang4 ,werner4 ,der ,neffe als ,onkel4 ,schiller4 ,die ,jungfrau von ,orleans4 ,schiller4 ,die ,journalisten4 ,freytag4 ,sesenheim4 ,goethe4 ,die verlorene ,handschrift4 ,freytag4 ,supplementary ,list4 ,not to be purchased by pupils4 ,easy ,german ,stories4 ,ries4 ,neue ,marchen4 ,mullar4 ,gluck ,auf4 ,muller ,wenckebach4 ,das ,murchen4 ,goethe4 ,der ,geissbub von ,engelberg4 ,lohmeyer4 ,geschichten von ,rhein4 ,stern4 ,geschichten von den deutschen ,stdten4 ,stern4 ,minna von ,barnhelm4 ,lessing4 ,nathan der ,weise4 ,lessing4 ,aus dem ,leben eines ,taugenichts4 ,eichendorff4 ,leberecht ,hhnchen4 ,seidel4 ,abenteuer der ,neujahrsnacht4 ,zschokke4 ,das ,wirtshaus zu ,kransac4 ,zschokke4 ,unter ,brudern4 ,heyse4 ,two ,german ,tales4 ,nichols4 ,teya4 ,sudermann4 ,sommermarchen4 ,baumbach4 ,gravelotte4 ,frenssen4 ,tales4 ,hauff4 ,four ,german ,comedies4 ,das ,amulett4 ,meyer4 ,aprilwetter4 ,arnold4 ,die ,harzreise4 ,heine4 ,das ,habichtsfraulein4 ,baumbach4 ,ultimo4 ,moser4 ,fritz auf ,ferien4 ,arnold4 ,der ,assistent4 ,schanz4 ,german ,conversation4 ,wesselhoeft4 ,der ,taucher4 ,schiller4 ,die beiden ,freunde4 ,moltke4 ,stille ,wasser4 ,bernhardt4 ,emilia ,galotti4 ,lessing4 ,pole ,poppenspaler4 ,storm4 ,kleider machen ,leute4 ,keller4 ,zwischen den ,schlachten4 ,elster4 ,aus dem ,leben eines ,unglcklichen4 ,hansjakob4 ,die ,ahnen1 ,part ,i4 ,freytag4 ,ein ,regentag auf dem ,lande4 ,arnold4 ,krambambuli4 ,elmer-,eschenbach4 ,legenden4 ,keller4 ,die ,steinklopfer4 ,saar4 ,ernstes und ,heiteres4 ,schrakamp4 ,,french4 ,,ninth ,,year4 ,first ,term4 ,french ,grammar4 ,fraser ,squair4 ,lessons ,i-,,xx4 ,french ,reader4 ,aldrich ,foster4 ,second ,term4 ,french ,grammar4 ,fraser ,squair4 ,lessons ,,xxi-,,xxx4 ,french ,reader4 ,aldrich ,foster4 ,,tenth ,,year4 ,first ,term4 ,french ,grammar4 ,fraser ,squair4 ,lessons ,,xxxi-,,xl1 and pp4 #ccg-cdg4 ,le ,voyage de ,monsieur ,perrichon1 or equivalent from list4 ,tartarin de ,tarascon4 ,second ,term4 ,french ,grammar4 ,fraser ,squair4 ,colomba4 ,two hundred pages of sight reading from supplementary list4 ,elementary ,french ,composition4 ,lazare4 ,,eleventh ,,year4 ,grammar4 ,fraser ,squair4 ,extracts for ,french ,composition4 ,mansion4 ,une ,semaine ,a ,paris4 ,bacon4 ,douze ,contes ,nouveaux4 ,le ,petit ,chose4 ,le ,malade ,imaginaire4 ,moliere4 ,le ,bourgeois ,gentilhomme4 ,les ,miserables4 ,hugo4 ,,twelfth ,,year4 ,grammar4 ,fraser ,squair4 ,extracts for ,french ,composition4 ,mansion4 ,une ,semaine ,a ,paris4 ,bacon4 ,contes des ,romanciers ,naturalistes4 ,le ,monde ou ,l'on s',ennuie4 ,pailleron4 ,les ,precieuses ,ridicules4 ,moliere4 ,souvenirs d',enfance et de ,jeunesse4 ,supplementary ,french ,books4 7,not to be purchased by pupils47 ,le ,conscrit de #ahac4 ,erckmann-,chatrian4 ,notre ,dame ,de ,paris4 ,hugo4 ,l',abbe ,daniel4 ,theuriet4 ,l',abbe ,constantin4 ,halevy4 ,l',avare4 ,moliere4 ,french ,short ,stories4 ,buffum4 ,bataille de ,dames4 ,scribe ,legouve4 ,le ,roi des ,montagnes4 ,about4 ,la ,tulipe ,noire4 ,dumas4 ,les ,trois ,mousquetaires4 ,dumas4 ,la ,mare au ,diable4 ,sand4 ,l',etre de la ,saint ,martin4 ,meilhac ,halevy4 ,labiche's ,la ,lettre ,chargee4 ,vent d',ouest4 d',hervilly4 ,les ,prisonniers du ,caucase4 ,de ,maistre4 ,les ,plus ,jolis ,contes de ,fees4 ,lazare4 ,morceaux ,choisis4 ,daudet4 ,selections from ,standard ,french ,authors4 ,guerlac4 ,l',etincelle4 ,pailleron4 ,eugenie ,grandet4 ,balzac4 ,cure de ,tours4 ,balzac4 ,ma ,soeur ,henriette4 ,renan4 ,dosia4 ,greville4 ,madame ,therese4 ,erckmann-,chatrian4 ,contes ,extraits de ,myrrhae4 ,lamaitre4 ,siege de ,paris4 ,sarcey4 ,gil ,blas4 ,le ,sage4 ,,music4 ,course ,i4 ,elementary ,choral4 ,sight-singing1 notation1 musical dictation1 voice training and part singing4 ,voices will be tested and classified at the beginning of each term4 ,one credit for graduation1 but no recommendation to the university4 ,course ,,ii4 ,advanced ,choral and ,musical ,appreciation4 ,open to all students who have completed course ,i or its equivalent4 ,university credit4 ,musical dictation1 study of standard choruses1 biography of great musicians4 ,this course will be illustrated by the ,victor and player-piano and frequent recitals by available musicians and music students4 ,course ,,iii4 ,harmony4 ,students electing the course must have completed ,course ,i or ,,ii1 or be reasonably proficient in performance upon some solo instrument4 ,university credit4 ,notation4 ,formation of diatonic and chromatic scales in major and minor modes2 consonant and dissonant intervals and their inversions2 triads and their inversions in major and minor modes2 a study of chord connection and voice leading over a given bass2 chords of the ,dominant ,seventh and their inversions and resolution2 harmonizing of simple melodies2 treatment and progressions of ,secondary ,sub-dominant chords2 modulation and transposition2 suspensions1 retardations and embellishments2 chords of the ,dominant ,ninth and secondary chords of the ,seventh from the ,dominant ,ninth4 ,course ,,iv4 ,history of ,music4 ,university credit4 ,an outline of the development of the art of music1 including ancient music2 ,greek scales2 church music from the time of ,gregory2 the ,netherland ,school of ,polyphony2 opera and oratorio2 the classical period2 the ,romantic ,movement2 music of the present day2 biographies of the leading musicians of each period4 ,text--,outline of ,music ,history--,hamilton4 ,course ,v4 ,composition4 ,open to students who have completed ,course ,,iii4 ,course ,,vi4 ,orchestra4 ,one credit for graduation but not for ,university4 ,open to students sufficiently proficient on piano1 violin1 viola1 'cello1 bass1 cornet1 clarinet1 flute1 or drum and traps1 in so far as balance of tone color will allow4 ,,drawing4 ,freehand ,drawing--,given in ,ninth ,year4 ,principles of perspective drawing from type solids1 casts1 still life and plant forms in pencil1 charcoal1 pen and ink and water colors4 ,designing--,given in ,tenth ,year4 ,its principles and application4 ,lettering4 ,study of ,historic ,ornament4 ,geometric ,drawing--,given in ,tenth or ,eleventh ,year4 ,practice with mechanical drawing instruments1 in the solution of ,geometric ,problems1 with the study of freehand and mechanical printing4 ,advanced ,freehand ,drawing--,given in the ,eleventh ,year4 ,advanced charcoal and water color from casts1 life1 fruit1 flowers1 and landscape1 and illustrative drawing4 ,applied ,mechanical ,drawing--,given in ,twelfth ,year4 ,selections made to suit the students' needs4 ,industrial ,arts--,given in ,twelfth ,year4 ,work selected to suit the students' needs4 ,,physical ,,education4 #a4 ,one year of gymnasium work taken twice a week is required of all high school students4 ,no unit credit is given for this alone4 ,athletic work1 however1 is taken throughout the four years1 the equivalent of two periods a week--part gymnasium and part outdoor work--for which one unit is given towards graduation4 ,for the first semester of the tenth year1 a compulsory course in ,hygiene is substituted for active work in the physical education department4 ,a yearly medical and physical examination is required4 #b4 ,after the first term1 if the work is deferred for a year or more1 the first term must be repeated2 for the required year's work is to be continuous4 #c4 ,girls' ,department--,gymnasium work consists of breathing exercises1 free work1 dumb bells1 wands1 ,indian clubs1 chest weights1 mat work1 folk dancing1 and marching1 with special emphasis laid on graceful carriage4 ,out door athletics--baseball1 basket ball1 volley ball1 tennis1 and playground games4 #d4 ,the regulation costume for girls' class work consists of3 ,middy ,blouse 4#ie to #b4ej and ,bloomers #b4ej and up ,gym4 ,shoes 4#fe to #a4ej ,the course in hygiene for girls covers personal hygiene1 including all the normal functions of the body--care of the infant and house2 care of the sick2 public sanitation1 such as prevention of infectious diseases1 garbage and sewage disposal2 care of food in the home and supervision of dairies and markets1 and federal activities in control of public health4 ,a medical examination is made of every freshman girl during her first term and is repeated as often after that as may seem necessary4 ,in addition the physician is ready for consultation with pupils or their parents or teachers whenever desired4 #e4 ,boys' ,work--,gymnasium work for boys consists of dumb bells and wand drill1 ,indian clubs1 chest weights1 breathing exercises1 free hand and floor work4 ,special attention is paid to proper carriage4 ,for advanced students1 horse1 parallel bars1 horizontal bar and mat work4 ,out door athletics may be taken but is not compulsory4 ,they consist of track1 football1 baseball1 tennis1 basketball1 and swimming4 #f4 ,the regulation costume for the boys' class work consists of3 ,gymn4 upper 4#ej ,running pants 4#ej ,supporter 4#ge ,tennis shoes 4#gj to #a4ej ,illustration3 ,,press of ,,carruth ,,carruth ,,oakland ---------------------------------------- -------------------------------- ,,transcriber',s ,,notes #a4 ,silently corrected typographical errors and variations in spelling4 #b4 ,archaic1 non-standard1 and uncertain spellings retained as printed4 #c4 ,enclosed bold font in equals4