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Course of Study
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akland liign School
Oakland, California
...July, 1912
COURSE OF STUDY
OF THE
OAKLAND HIGH SCHOOL
Oakland, California
July. 1912
V^'^'O'-
MAY 13 1914
INDEX
PAGE
Algebra, Elementary 34
Algebraic Theory 35
Botany 37
Chemistry 39
Choral, Advanced 49
Choral, Elementary 49
Civics 32
Composition 22
Composition, Oral 28
Course of Study in Outline. ...4, 5, 6
Designing 51
Drama 20
Drawing 51
Drawing, Freehand 51
Drawing. Freehand Advanced 51
Drawing, Geometric 51
Drawing, Industrial i^rts 51
Drawing, Mechanical 51
Economics 33
English 7
English Literature. 7
French : 47
Geometry, Plane 34
Geometry, Solid 35
German 44
PAGE
Greek 41
Gymnasium 52
Harmony 49
History 31
History, Ancient 31
History, English 32
History General 31
History Medieval and Modern.... 32
History, United States.. 32
Hygiene and Physical Education 52
Latin 42
Literature, English 7
Mathematics 34
Music 49
Music, Composition 49
Music, History of 49
Physical Education and Hygiene 52
Physical Geography... 37
Physics, Brief Course 39
Physics, Full Course 39
Physiology and Hygiene 38
Public Speaking 19
Science 37
Trigonometry ." 35
Zoology 38
Outline of Course of Study
COURSE I. Preparatory to the Univer- sity of California in the Col- leges of Letters, Social Sci- ences, Natural Sciences, Commerce, Agriculture, and the five-year courses in the Colleges of Mechanics, Mining, Civil Engineering and Chemis- try, and the course of Archi- tecture. |
COURSE II. Preparatory to the Uni- versity of California in the four-year courses in the Colleges of Mechan- ics, Mining, Civil Engineer- ing, and Chemistry. |
|
FIRST YEAR |
English Algebra Foreign Lang. Ancient or Modern (see Note 1) Elective |
English Algebra Foreign Language Freehand Drawing |
SECOND YEAR |
English Geometry Foreign Lang. Ancient or Modern (see Note 1) Elective |
English Geometry Foreign Language Geometrical Drawing |
THIRD YEAR |
Foreign Lang. Ancient or Modern (see Note 1) Elective Elective Science (Any 3rd or 4th year Science If preferred, Science may be taken in the 4th instead of the 3rd year.) Foreign Lang. Ancient or Modern (see Note 1) |
English or Foreign Lan- guage Chemistry Mathematics Elective |
FOURTH YEAR |
U. S. History and Ci'\ics Elective Elective (Science must be taken in this year, if not al- ready taken in the third year.) |
English or Foreign Lan- guage U. S. History and Civics Physics Mathematics |
Outline of Course of Study— Continued
riRST YEAR
SECOND YEAR
THIRD YEAR
TOURTH YEAR
COURSE III.
General Course, not prepar- atory to the University. At least three years' work in each of three of the following groups of subjects is required for graduation from the gen- eral course: English, History, Mathematics, Foreign Lan- guages, Science, Music and Drawing.
English
Elective (See Note 3)
Elective
Elective
English Elective Elective Elective
English (see Note 2)
Elective
Elective
Elective
ELECTIVES
Starred subjects are not in- cluded in the General List of Preparatory subjects for ad- mission to the University of California.
* Choral I Algebra
General History Ancient History Freehand Drawing German I French I Latin I General Science
Choral II
Botany
Plane Geometry
Med. and Mod. History
Geometrical Drawing or *De-
signing German II French II Latin II Greek I August
U. S. History and Govern- ment Elective Elective Elective
Elements of Harmony
*Economics
*Dramatics
Chemistry
English History
* Applied Designing
* Advanced Freehand Drawing Solid Geometry i/^ Trigonometry y2
English III
German I or III
French I
Latin I or III
Greek I or II August
*History of Art
Zoology
* Argumentation Advanced Algebra % *Public Speaking
History of Music
*Economics
Physiology and Hygiene
Physics
Advanced Algebra Vz
* Argumentation English IV German II or IV French II or IV Latin II or IV
Greek II or III August
* Astronomy % Solid Geometry V2 Trigonometry 1^
6 COURSE OF STUDY
In addition to the subjects on preceding pages, a certain amount of Physical Culture will be required of all students. Hygiene is pre- scribed for all girls in the second year.
Pupils preparing to enter one of the California State Normal Schools are advised to register for Course I or Course II.
Note 1. The University of California will accept either Ancient or Modern Languages or both for admission. But since the Univer- sity requires Latin for graduation from the Colleges of Letters and Social Sciences, and does not offer instruction in the first two years of high school Latin, students preparing to enter these Colleges must take at least two years of Latin. Latin is not required for admission to or graduation from other colleges.
Note 2. In the General Course, Third Year English will be re- quired of all students who do not take at least two years of Foreign Language.
Note 3. One year of Science is required for graduation from the General Course. It may be taken in any year of the course.
Note 4. In electing Sciences and Music, students may choose electives from the preceding or succeeding year as well as from electives for the year in which the student is registered. General Science, if taken, must precede any other science. One year science will be required for graduation from any four-year course.
Note 5. A student will not be allowed to take more than the equivalent of four recitations per day unless by special agreement be- tween the principal and the student's parents.
Note 6. Except as provided in Note 7, sixteen credits, each re- quiring at least two forty-five-minute periods per day for recitations and preparation for one year will be required for graduation.
Note 7. One of the sixteen credits required under Note 6 will be granted for work in literarj'-, athletic or other student activities (including debating, and choral and orchestral music) in student so- cieties operating under the supervision of the principal or some fac- ulty member designated by him. This credit shall be granted under rules established by the principal.
Note 8. 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 students, provided that in the second year a course, which is a continuance of a first-year course, may be maintained if not less than twenty stu- dents are enrolled therein.
Note 9. 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 students, pro- vided that no class shall be suspended unless the same subject is be- ing given in some other high school in this city.
Note 10. When any course is given in more than one high school, there shall be uniformity in text books, and in the content of the course of study pursued.
COURSE OF STUDY
ENGLISH.
LITERATURE COURSE.
Aims
1. To arouse an interest in the best that has been written by making students enjoy their English work.
2. By means of this interest in the best, to help develop right ideals of thought and action,
3. To train in intelligent, appreciative reading; viz., to be able to get the writer's thought and to acquire some standards of judg- ment as to what constitutes true literature.
Divisions.
1. Literature studied in class.
2. Collateral reading done in connection with the literature studied and under the general direction of the teacher.
3. Reading selected at will from a general list, composed not nec- essarily of masterpieces, but of wholesome books interesting to young people, the purpose being to encourage reading and to furnish sug- gestions as to what is worth while.
NINTH YEAR. First Term.
Literature Studied.
The Iliad, Books 1, 6, 22 and 24. Bryant's Translation. The Odyssey. Complete. Palmer's Translation. Antigone. Collateral Reading. Selections from the following: The Iliad (At least four more books.) Homer. Wonder Book. Hawthorne. Tanglewood Tales. Hawthorne. Gre^k Heroes. Kingsley. Earthly Paradise. Morris. The ^neid. Virgil. Masque of Pandora, Longfellow. Iphigenia in Aulis. Euripides. Iphigenia in Tauris. Euripides. Alcestis. Euripides.
8 COURSE OF STUDY
Ulysses. Stephen Phillips.
Balaustion 's Adventure. Browning.
Pheidippides. Browning.
Rhoecus. Lowell.
Out of the Northland. Child.
Old Testament Stories.
The Song of Roland.
The Niebelungenlied.
Beowulf. Child.
Method.
1. Introduction to Greek life and thought, especially of religion. (Talks by the teacher and reports by students on topics assigned.)
2. Reading of the most important stories of the gods and older heroes. (Teach in connection with 1. and 2, the use of reference books.)
3. Reading of literature assigned, (1) for interest in story; (2) in characters; (3) in customs of the times; (4) in heroic ideals; (5) for fine lines. Try to recreate the Homeric life and to bring out the elements of permanence.
4. Enough attention to allusions and meanings of words to in- sure intelligent reading, but no more.
5. Study the ''Antigone" broadly for story and characters, and to arouse an interest in the difference between the Greek and modern piay, but avoid technicalities here. Develop the ability to find fine lines.
6. Occasional reports, oral and written, on allied subjects; such as, Greek temples, sacrifices, the priesthood, famous festivals, or on collateral reading.
NINTH YEAR. Second Term.
Literature Studied.
1. Horatius, Macaulay's Lays. Old English Ballads. Sohrab and Rustum, Matthew Arnold, or Lady of the Lake, Scott.
2. Prose Literature for Secondary Schools. Ashmun.
3. One of the following novels: Treasure Island. Stevenson. Kidnapped. Stevenson. Ivanhoe. Scott.
Quentin Durward. Scott The Talisman. Scott.
OAKLAND HIGH SCHOOL 9
Collateral Beading.
(Selected)
Lady of the Lake. Scott.
Lay of the Last Minstrel, Scott.
Marmion. Scott.
Lays of Ancient Eome, Macaulay.
The Boys' King Arthur. Lanier.
Tales of a Grandfather. Scott.
Kenilworth. Scott.
Woodstock. Scott.
Eob Eoy. Scott.
David Copperfield. Dickens.
Old Curiosity Shop. Dickens.
Method.
First Group.
1. Eead for interest in story and character. Never lose sight of this.
2. Work to develop the pictorial imagination. The method of the drama will help; i. e., set the scene, describe accurately the actors, dress them appropriately, imagine facial expression, tone of voice, gesture and action.
3. Stimulate discussion on characters and motives actuating them,
4. Occasional close work on fine descriptive passages. Image them accurately. Bring out by this effort the obvious differences between poetic and prose diction, but no special study of this here.
5. Connect with the preceding term's work when possible, by comparison of the heroic ideals with those of the Greeks.
Second Group.
Follow the general trend of the suggestions given in the text. The aim is to arouse an interest in prose devoid of strong story ele- ment.
Third Group.
Follow the general directions for the study of the first group. Give simple training in the development of a plot, but keep this sub- ordinate to interest in the storv and characters.
10 COURSE OF STUDY
TENTH YEAR. Second Term.
Special Aim of the Term.
To teach to read poetry with enjoyment, and to show that po- etical expression is an addition to beautiful thought.
Literature Studied.
First Half Term.
The Vision of Sir Launfal. Lowell. The Forsaken Merman. Arnold, or King Eobert of Sicily. Longfellow. The Ancient Mariner. Coleridge.
Second Half Term.
The Merchant of Venice. Shakespeare.
Sesame and Lilies (King's Treasuries). Euskin.
Collateral Reading.
Any narrative and descriptive verse rich in ethical and poeticaJ beauty; such as,
Enoch Arden. Tennyson.
Snow Bound. Whittier.
The Eve of St. Agnes. Keats.
The Grolden Legend. Longfellow.
Tales of a Wayside Inn. Longfellow.
Drifting. Buchanan Eead.
The Closing Scene. Buchanan Eead.
Nature Lyrics. Lowell.
Twelfth Night. Shakespeare.
Midsummer Night 's Dream. Shakespeare.
The Tempest. Shakespeare.
As You Like It. Shakespeare.
The Alhambra. Irving.
Travels with a Donkey. Stevenson.
An Inland Voyage. Stevenson.
South Sea Idyls. Stoddard.
Lorna Doone. Blackmore,
Method.
1. Simple presentation of the differences between poetry and prose;
(1) in purpose,
OAKLAND HIGH SCHOOL ll
(2) in thought (subject),
(3) in choice and use of words,
(4) in sound.
2. Short drill on selected figures, principally of imagination. Choose only those rich in meaning and within the range of the ex- perience of the class. Work to bring out the gain from the figure.
3. Present the music side of poetry — rhythm, meter, rhyme (in- cluding alliteration), and give a drill on various selections to train the ear.
4. "Vision of Sir Laimfal. " Study for beauty of thought, eth' ical content and its application to modern life, and beauty of pic- tures and figures. Give much attention to the visualizing power. Tr}^ to show that the poetic language and form are a gain.
5. Study of other narratives on same general plan. If time per* mit, study a few lyrics rich in content and poetic beauty, such as Tennyson's ''Lotus Eaters," or Shelley's ''Skylark;" (1) for thought; (2) for beauty of word usage; (3) for melody.
6. "Merchant of Venice." Study (1) for what happens — the sequence of events and their relation to each other; (2) for a knowl- edge of the characters and the motives actuating them; (3) for fine lines; (4) for strongest and most beautiful scenes; (5) for beauty of language, noting scenes richest in poetic expression and its appro- priateness; (6) for structure; i. e., the major and minor stories and their relation to each other. Throughout the whole emphasize the fact that the play is a picture of human life; make the characters and the scenes real.
7. ' ' Sesame and Lilies. ' ' Study to stimulate thought and to arouse a further interest in fine literature. Train in the way to read prose; i. e., the finding of the main thought (topic sentence), and tracing its growth in the paragraph; also the necessity for knowing the real significance of the words used.
TENTH YEAR.
Second Term.
Literature Studied. First Half Term.
Continuation of the study of the drama Julius Caesar. Second Half Term,
Training in careful, intelligent reading' of prose, expository and argumentative.
12 COURSE OF STUDY
Public Duty of Educated Men. Curtis. International Arbitration, Schurz. Salt. Van Dyke.
(From Shurter's Masterpiece of Modern Oratory). First Bunker Hill Oration. Webster.
Collateral Reading.
Eichard II. and III. Shakespeare.
Henry V. Shakespeare.
Coriolanus. Shakespeare.
Henry IV. Shakespeare.
The Jew of Malta. Marlowe.
Eichelieu. Bulwer-Lytton.
The Plymouth Oration. Webster.
The Second Bunker Hill Oration. Webster.
The Eulogy on Adams and Jefferson. Webster.
(Other speeches from Shurter's Masterpieces).
Method.
1. '^ Julius Caesar." Same general treatment as with ''Mer- chant of Venice, ' ' with more emphasis on study of plot — the con- flicting interests, the threads of action, character groups, character contrast, the division in the plot, the important moments — but never emphasis technique at the expense of study of the play as a picture of life. Much memorizing of fine lines.
2. Prose. (1) Find main thought of each paragraph (topic sen- tence) and trace its growth, noting the method of development when clear; (2) group related paragraphs and note relation of different groups to each other; (3) note introductory, transitional, summariz- ing and concluding paragraphs; (4) show further the necessity for a clear, definite content for each word and a knowledge of references. Owing to the difficulty of this work, it is well at first for teachers to study with the class, in order to arouse interest in the thought and prevent discouragement. Power to work independently will soon grow.
ELEVENTH YEAR.
First Term.
Literature Studied.
1, Continuation of work of the tenth year with poetry. The Idylls of the King, Tennyson, The Coming of Arthur,
OAKLAND HIGH SCHOOL 13
Gareth and Lynette.
The Holy Grail.
The Passing of Arthur.
2, Study of a novel.
Silas Marner. George Eliot, or The Tale of Two Cities. Dickens.
3. Study of the Essay.
Autobiography and Lay Sermons. Huxley, or Warren Hastings. Macaulay.
Collateral Reading.
The Idylls of the King (Enid, Elaine, and Guinievere).
The Princess. Tennyson.
The Lady of Shalott. Tennyson.
Sir Galahad. Tennyson.
Merlin and the Gleam, Tennyson.
The Light of Asia. Edwin Arnold.
Balder Dead. Matthew Arnold.
Lord Clive. Macaulay.
Life of Johnson. Macaulay.
The Americanism of Washington. Van Dyke.
Latter Day Saints and Sinners. Eoss.
The Life of Lincoln. Schurz.
Fisherman's Luck, Van Dyke.
Adventures in Friendship, Grayson,
Adventures in Contentment. Grayson.
Out of the East. Lafcadio Hearn,
My Summer in a Garden. Warner.
Eeveries of a Bachelor. Mitchell.
Dream Children. Mitchell.
Method.
1. Idylls of the King. Study for (1) nobility of thought and ideals of life; (2) beauty of pictures; (3) imagery and word usage; (4) blank verse and noticeable sound effects. Make special effort as in the first half of the tenth year, to develop the imagina- tion and an appreciation of the gain from beautiful expression.
2, The novel, (1) Train in open-eyed reading; the story and the characters should be known thoroughly. (2) Aim to enlarge the experience by acquaintance with new motives and actions. (3) Seek for the underlying ideas in the story and for the working out of great laws, (4) Study of structure as in the drama.
14 COURSE OF STUDY
3. The Essay. Continue paragraph work of the tenth year, sec- ond half, with new emphasis on kinds of paragraph developmenl. Distinguish between narrative, descriptive, and expository paragraphs, and the methods of development in each. Begin the study of prose style; i. e., rhetorical sentences and their value: studiously long and short sentences, periodic sentences, antithesis and climax; also study vocabulary, especially, in Macaulay, the use of concrete terms and their value. Select striking paragraphs for close work on style, and study to discover method.
ELEVENTH YEAE.
Second Term.
Literature Studied.
American Literature.
1. Poetry. Class work on selected poems of Bryant, Poe, Long- fellow, Emerson, Whittier, Holmes, Lowell, Walt Whitman.
2. The Novel.
House of Seven Gables. Hawthorne, or Marble Eaun. Hawthorne, or Eise of Silas Lapham, Howells.
3. The Short Story. Hawthorne and Poe.
4. The Essay. One of the following: Fortune of the Eepublic. Emerson. The American Scholar. Emerson. Compensation, Emerson. Democracy. Lowell.
Collateral Reading.
Eranklin. Autobiography.
Sketch Book. Irving.
The Alhambra. Irving.
Knickerbocker History of New York. Irving.
Last of the Mohicans, or any other novel. Cooper.
Lesser poets of the Creative Period: Aldrich. Bayard Taylor. Buchanan Eead. Alice and Phoebe Cary. Holland.
OAKLAND HIGH SCHOOL 15
Later Poets: Lanier. Bret Harte.
Edward Eowland Sill.
Helen Hunt.
Eugene Fields.
James Whitcomb Kiley.
Eichard Watson Crilder.
Edwin Markham, The Man Without a Country. Edward Everett Hale. The Autocrat of the Breakfast Table. Holmes. Walden. Thoreau.
Method.
The course is to be taught historically, by means of lectures, class study of the most important authors, and much collateral reading. The purpose is to arouse an interest and pride in America's literary product, therefore the work is taught more broadly than in preceding terms. Preface the course with a brief consideration of what is meant by the term literature, and with a review of simple poetics as a basis for the future study of poetry.
1. Poetry. Select for study poems not usually read in the grammar school, unless the well known have a content of growing interest; examples: Longfellow's Keramos, Amalfi, Morituri Salu- tamis; Lowell's Commemoration Ode; Emerson's Each and All.
2. The novel. Same plan as in preceding term.
3. The short story. Develop (1) the characteristics of a suc- cessful short story; (2) the differences between this and a novel; (3) the various types of short story; (4) some definite standards of judgment for future use.
4. The essay. Bead mainly to stimulate thought on life.
5. Make the collateral reading an important part of this course. Have outside reading done on each author studied and on others for whom there is not time for class work. Help toward intelligent, ap- preciative reading by assigning special topics on the literature read, and give occasional recitation periods to oral reports.
6. Have occasional oral readings from authors not studied in class, especially the best of the later poets. This may be done fre- quently in five-minute exercises at the beginning of the recitations.
7. Put early into the hands of the students a classified list of the best American authors. Stimulate in every possible way the desire to read.
16 COURSE OF STUDY
TWELFTH YEAE. General Purpose for the Year.
(1) To unify the work of the preceding terms. (2) To give a rapid survey of the whole field of English Literature. (3) To study selected masterpieces characteristic of the various periods. (4) To learn the characteristics of the chief literary types. (5) To read as broadly as possible in each period. Collateral reading here runs parallel with class work.
First term.
Literature Studied.
History of English Literature to 18th Century.
Prologue to the Canterbury Tales. Chaucer.
Eeview of the Old English Ballads.
Macbeth. Shakespeare.
L 'Allegro and H Penseroso. Milton.
Comus. Milton, or
Paradise Lost, Books 1 and 2. Milton.
Lycidas. Milton.
Sonnet on His Blindness. Milton.
Alexander's Feast. Dryden.
Collateral Reading.
The epic — Beowulf (at least two-thirds).
The tale — One of Chaucer's, preferably the Knight's Tale.
The drama — King Lear. Shakespeare, or
Hamlet. Shakespeare, or
Othello. Shakespeare, or
The Jew of Malta. IVIarlowe, or
Doctor Faustus. Marlowe. The song — Palgrave's Golden Treasury. Books 1 and 2. The essay — Essays selected. Bacon. The allegory — Pilgrim's Progress (Part I). Bunyan. The elegy — Elegy in a Country Churchyard. Gray.
Adonais. Shelley.
Thrysis. Matthew Arnold.
In Memoriam. Tennyson.
Thanatopsis. Bryant.
Method.
In general study broadly to stimulate a desire for further ac-
OAKLAND HIGH SCHOOL 17
quaintance with literature, but whenever made possible by the work in hand, review and sum up principles emphasized throughout pre- ceding terms.
Chaucer. Eead (1) for a picture of the times; (2) to discover his broad humanity; (3) for his humor and satire; (4) for his lit- erary method. Do not attempt to teach pronunciation or grammar, but insist on smooth, intelligent translation.
The Ballads. Eead to find the characteristics of ballad literature. Compare with the literary ballad; such as, The Ancient Mariner, Scott 's Rosabelle, or Eossetti 's White Ship.
Macbeth. Eead principally for great ethical lessons. Emphasize character development. Have only so much close study as is neces- sary for the understanding of the action and characters. Teach as dramatically as possible; imagine stage setting, tone of voice, facial and bodily expression, action — in order to enter into the play. Se- lect passages noticeable for beauty or power of expression and test appropriateness.
Paradise Lost. Study as dramatically as possible. Do no line- by-line study. Get the story, the character of Satan with its mix- ture of good and evil, the fine pictures and imagery. Mark fine thoughts, also examples of loftiness and sublimity, of color and splen- dor, and of varying melody.
Comus. Study as an example of the masque, keeping the dra- matic element prominent. Set the scenes, imagine stage accessories suggested by the lines; such as, costumes, lights, tableaux, music, Show differences between this and the fully developed drama. Do the same kind of work as in ' ' Paradise Lost ' ' with fine thoughts and beautiful expressions. Show the lyric element here and its appro- priateness.
Lycidas. Preface with the reading of examples of the classic pas- toral elegy, in order to familiarize students with the pastoral style and so remove some of the difS.culties. (See Baldwin's ''Famous Elegies" for translations of Theocritus, Bion, and Moschus). This poem has real difficulties for young students, therefore the teacher must give wise assistance in mastering it, or it will fail to make an appeal. Note the beautiful variation of melody. Show the effect of alliterative and assonantal rhyme and the grouping and alternation of consonant and vowel sounds, with resulting changes in music. At the close of the study of the poem, make a comparative study of it and Gray's Elegy to show the difference between the personal and the general elegy.
18 COURSE OF STUDY
Alexander's Feast. Study (1) as an imitation of the heroic ode; (2) as an example of effective wedding of sound- and sense.
Second Terra.
Literature Studied.
History of English Literature from 18th century to present.
Sir Eoger de Coverley Papers. Addison & Steel.
The Deserted Village. Goldsmith.
The Vicar of Wakefield. Goldsmith.
Elegy in a Country Churchyard. Gray.
Lyrics. Burns, Wordsworth, Shelley, Keats, and Byron.
Essays of Elia. Lamb.
Joan of Arc. De Quincey, or
Essay on Burns. Carlyle.
Selected Poems. Tennyson, Arnold, Browning.
Collateral Reading.
She Stoops to Conquer. Goldsmith.
The Eape of the Lock. Pope.
Essay on Man (Selections). Pope.
Essay on Johnson. Macaulay, or
Essay on Addison. Macaulay.
The Newcomes. Thackeray.
Henry Esmond. Thackeray.
One novel. Dickens.
One novel other than ' 'â– Silas Marner. ' ' Geo. Eliot.
Essay on Burns. Carlyle, or
Heroes and Hero Worship (Selections). Carlyle, or
Essay on Wordsworth. Matthew Arnold.
Method.
In general, treat the literature studied broadly, to leave in the mind by the end of the term a liking for it and a desire for more. Do only enough minute study to insure intelligent, appreciative read- ing and to prevent carelessness.
Sir Roger de Coverly Papers. Preface with topical work on the character of the 18th century. (See ''Social Life in the Eeign of Queen Anne" by Ashton). Eead to the class the "Eape of the Lock" as a picture of the times. Study the De Coverley Papers (1) as a picture of the times; (2) for the character of Sir Eoger and rea- sons for its life; (3) for method of character delineation; (4) for method of teaching; (5) for examples of humor and satire; (6) for observations of human nature. Select some expository paper for close
OAKLAND HIGH SCHOOL 19
study of structure: introduction and conclusion, paragraph develop- ment, coherence.
Gray, Goldsmith, Bums. Study to discover characteristic features of the ''Komantic Revival," and survivals of 18th century style. Try to show by Burns' lyrics and by a return to 16th century lyrics the essential characteristics of the song.
The Vicar of Wakefield. Rapid study of humorous situations, lov- ableness of the characters, kindliness and gentleness of the author^ elements of permanence. Comparison with some later novel.
Shelley, Keats, Byron. Closer attention to the beauties of poetic expression and its relation to the thought: pictures, figures, color and sound words, meter, rhyme effects.
Review by the end of the term the main periods of English Lit- erature, their distinguishing characteristics, and the great names of each, also the main literary types.
PUBLIC SPEAKING. Prerequisite.
Two years of English. May be substituted for either term of the 11th year or taken in addition to the regular course.
Texts.
Extempore Speaking. Shurter.
Manual of Argumentation. Laycock and Spofford.
Manual of Parliamentary Law. Gregg.
Method.
First Half Term.
1. Training in simple parliamentary law.
2. Practice in reading and reciting speeches of others.
3. Original speeches, prepared and extempore, such as, speeches of introduction, nomination, presentation, acceptance, eulogy, fare- well, toasts.
4. Reading of oratorical masterpieces, especially modern ones, and class discussion as to strength and weakness, elements of success and failure.
5. An original oration. Method.
Second Half Term.
1. Study of the theory of argument.
20 COURSE OF STUDY
2. Conciliation with the Colonies, Burke. Speech on Keform Bill. Macaulay. Eeply to Hayne. Webster.
Study Burke for structure, logical arrangement, force of rea- soning, different kinds of arguments. Study Maeaulay and Webster as different types of oratory.
3. Making of briefs.
4. Practice in argument and debate.
STUDY OF THE DRAMA.
Time.
One-half year. Credit.
One-half unit. Prerequisite.
Two years of English.
May be substituted for either of 11th year English courses, or taken with either term of the regular 11th or 12th year work.
Aim.
1. To awaken in the student a taste for that which is essentially good in the drama, both as to content and form.
2. To acquaint the student with so much of the history and tech- nique of the drama as is necessary for intelligent study.
Contents of Course.
Plays studied.
1. Antigone. Sophocles, or Alcestis. Euripides.
2. Everyman.
3. Hamlet. Shakespeare. Twelfth Night. Shakespeare, or
some other Shakespearean tragedy or comedy.
4. She Stoops to Conquer, Goldsmith, or The School for Scandal. Sheridan.
5. The Doll 's House. Ibsen.
6. Trelawney of the Wells. Pinero, or Sweet Lavender. Pinero, or
The Cabinet Minister, Pinero.
7. The Land of the Heart 's Desire. Yeats.
OAKLAND HIGH SCHOOL 21
8, The Only Wa}-. (Dramatization of Dickens' Tale of Two Cities), or Oliver Twist.
Collateral Reading.
Selected plays from the following: Agamemnon, ^sehylus. Alcestis. Euripides. The Frogs. Aristophanes. The Captives. Plautus. Early English Plays:
Sacrifice of Isaac.
Noah 's Flood.
Secunda Pastorum. The Jew of Malta. Marlowe,
Knights of the Burning Pestle. Beaumont & Fletcher. Alexander and Campaspe. Lyly. Shoemaker's Holiday. Dekker. As You Like It. Shakespeare. Midsummer Night's Dream. Shakespeare. The Tempest. Shakespeare. Henry V. Shakespeare. School for Scandal. Sheridan. The Eivals. Sheridan. The Good Natured Man. Goldsmith. Lady of Lyons. Lytton. Becket. Tennyson. Blot in the Scutcheon. Browning. Caste. Eobertson, or
School. Eobertson (for type of new realistic school). London Assurance. Boucicault (for reversion to 18th century comedy of manners).
His House in Order. Pinero.
The Magistrate. Pinero.
Judah. Jones.
Doll's House. Ibsen.
Pillars of Society. Ibsen.
An Enemy to the People. Ibsen.
Ulysses. Stephen Phillips.
The Blue Bird. Maeterlinck.
The Piper. Peabody.
The Servant in the House. Kennedy.
Strife. Galsworthy.
Eiders to the Sea. Synge.
22 # COURSE OF STUDY
Outline of Class Work.
1. Origin and development of drama among the Greeks; study of a play from the period of their highest literary achievement.
2. Brief consideration of the forerunners of the modern English drama; (1) miracle plays, (2) moralities, (3) early English farces, (4) pre-Shakespearean drama. Examples of types (2) and (4) studied.
3. Shakespearean Drama: study of one each of the comedy and tragedy (those not studied in the regular English courses).
4. Brief review of the history of the drama from the beginning of the 17th to the end of the 18th century. Study of one of the best types of 18th century comedy.
5. Important phases of 19th century drama considered. Study of a transition type.
6. The contemporary drama; its broad range as to both matter and manner opening great possibilities — of achievement for the dra- matist, of education for the audience.
Method.
In accordance with the aims as stated, the technical side of the work will, for the most part, be presented by the teacher in the form of concise notes, in order to leave as much time as possible for direct, appreciative study of plays.
The collateral reading is to be used as illustrative material and for comparison.
Scenes will be studied and presented by students in the classroom, with occasional public (school) presentations. Students realize dra- matic values by this means.
Toward the end of the term, students will be encouraged to at- tempt the construction of original plays or dramatization of parts of novels and stories.
WRITTEN COMPOSITION.
The work in composition is so planned as to draw help from the literature course, but is not based upon it. One period a week in all classes except Public Speaking and Dramatics is devoted to the work.
General Suggestions.
1. Work from the whole to the parts; that is, begin with the whole composition, and work to the paragraph and sentence.
2, While emphasizing in different terms some one particular kind of composition, do not limit the work wholly to that form.
OAKLAND HIGH SCHOOL 23
3. Make the course cumulative; that is, refer to and emphasize, wherever possible, principles learned in former terms.
4. In all work, oral and written, whether formal compositions, examinations or recitations, develop a feeling for organization and arrangement of thoughts.
5. Encourage expression of the student's interest, but try to guide and broaden it. Seek to develop the power to observe accu- rately; also to awaken the imagination.
6. Try constantly to enlarge the student's vocabulary.
7. Insist on correct form, neatness and promptitude. Part of the work of High School English is to form correct habits.
8. Make all criticisms constructive. Have as much personal con- ference as possible.
NINTH YEAE. First Term. Special Work.
1. Composition, chiefly narrative, but no special emphasis on narrative as a form of discourse.
2. Punctuation.
3. Letter-writing.
4. Eeview of grammar. Material.
Keproductions of parts of literature read, reports on outside read- ing, imaginative treatment of subjects suggested by the literature lesson, personal experiences. The following will suggest possible subjects: New nature myths, new hero stories, additional adventures for Ulysses, stories illustrating his various traits of character, new endings to old stories, possible settings for Homeric stories, dialogues between Homeric characters, descriptions of scenes from the Iliad from the point of view of an eye-witness, etc.
Method.
1. 'Teach from the beginning correct form and habits of neatness and care. While emphasizing these, have most of the work repro- ductive, in order not to kill spontaneity.
2. Emphasize letter-writing toward the end of the term when the interest has been aroused in other forms of writing. Select for practice only such letters as young people would be apt to write.
3. Begin systematic training in punctuation early, and continue
24 COURSE OF STUDY
with the composition work throughout the term. Teach the use of the comma, quotation marks, especially in dialogue, and the terminal marks. Teach by the logical rather than by the formal method; that is, lead to the examination of the thought in sentences and to punctuation in accordance with it.
4. In review of grammar, use Hitchcock's ''Enlarged Practice Book. ' ' Select chapters treating of the general structure of a sen- tence, the nature, kinds, and uses of phrases and clauses; also the exercise on common errors of speech. Adapt this work to the special needs of each class. One day a week will be taken for drill if neces- sary, or it may be omitted, if classes are well prepared.
Second Term.
Begin the study of separate forms of discourse. Teach what rhetoric is, and the reasons for studying it.
Special Work.
1. Narration, with its involved problem of structure.
2. Continued drill on punctuation.
3. Continued drill in grammar if needed. Method.
1. Begin with narration. Teach during the term the essentials of a successful narrative.
a. Action (something happening).
b. Point (an idea, a climax).
e. Unity (it must hang together).
d. Style (it must be interesting and entertaining). Emphasize this kind of work while teaching narrative poetry and prose (the novel), but do not draw subjects from the literature les- son. From this term on, composition work should be original. (See Sampson & Holland's Composition and Ehetoric for excellent sug- gestions on teaching narration).
2. While studying Ashmun 's ''Prose Literature for Secondary Schools, ' ' follow the general line of composition work there suggested.
3. Punctuation. Teach the use of the semicolon, colon, dash, and exclamation point, and continue drill of preceding term.
4. Simple teaching of paragraph structure; that is, the grouping of similar thoughts together by their relation to a central idea or topic.
5. Toward the end of the term a brief review of letter-writing.
OAKLAND HIGH SCHOOL 25
TENTH YEAR.
First Term.
Special Work.
1. Description, with involved problem of diction.
2. Review of letter-writing.
Method.
1. Begiii with comparative work in two kinds of description: scientific and literary; that for information and that for enjoyment. Develop this by the primary essentials of descriptive writing:
a. Point of view.
b. Selection of details.
c. Order and grouping.
d. Objective and subjective character.
e. Appropriate diction,
2. Notice of differences will involve a study of diction: sy- nonyms, especially adjectives; figures of speech (simile, metaphor, and personification); words of color, sound, motion, shape, concrete terms.
3. Use as illustrative material examples from scientific writing, text-books, books of travel, novels, verse. Whenever possible, make the literature lessons serve as models, but do not draw from them for subjects. Have all composition original.
4. Later in the term return to narration, and combine with it description of scenery and character.
5. Throw occasional compositions into the form of the friendly letter, us!ng som? of the best modern letter writers, such as Steven- son, as models.
TENTH YEAR.
Second Term.
Special Work.
1. Exposition, with invoh'ed problem of clearness and order.
2. Word-work, with the purpose of enlarging the vocabulary and developing accuracy in the use of words.
3. Review of letter-writing.
Method.
1. Connect with the preceding term's work by showing that ex- position is description which explains; which shows the general and
26 COURSE OF STUDY
the common rather than the particular and the individual; which omits the personal.
2. Develop the following special points: Arrangement of material.
A. Gathering of ideas, either one's own or those from standard authorities. If the latter, give directions on note-taking.
A. Selection of material, according to scale of treatment. C. Making of outline.
a. Key sentence or announcement of subject.
b. Grouping into leading and subordinate points.
c. Conclusion, with summary where advisable.
Development of material (Paragraph making).
Do no formal work with the paragraph except to teach the importance of the topic sentence as a means toward unity and therefore toward clearness. Insist on a clear topic sentence for each paragraph. Permit any means of development that naturally suggests itself. Encourage the attempt not only to begin paragraphs well, but to end them well.
3. Word-work. Give regular exercises once a week for the first half term on work tending to develop an interest in words and accu- racy in their use; such as, exercises in defining, in synonyms (select only such as are apt to be misused), on words with interesting his- tory. In defining insist on correct form and clear distinctions. Vary this work and select with care, so that it will be vital. It is value- less if formal and perfunctory.
4. Eeview briefly business letters, and such social forms (invita- tions, acceptances, regrets), as high school students will be apt to need.
ELEVENTH YEAB. First Term.
The work of the Eleventh year is cumulative, continuing prac- tice in narration, description, and exposition, with new emphasis on style.
Method.
1. While studying the ''Idylls of the King" .and ''Silas Mar- ner, " review narration and description. Insist on the observance of principles learned in earlier terms, but try to arouse an interest in style as a means of increasing effectiveness. Emphasize the differ-
OAKLAND HIGH SCHOOL 27
ence between poetic and prose style, and the limitations of each. Note the use of figurative language in modern