Course of Study of the Oakland High School
Part 1
COURSE OF STUDY OF THE OAKLAND HIGH SCHOOL
OAKLAND, CALIFORNIA
JULY, 1912
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 Arts 51
Drawing, Mechanical 51
Economics 33
English 7
English Literature 7
French 47
Geometry, Plane 34
Geometry, Solid 35
German 44
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. │ COURSE II. │ │ │Preparatory to the University │ │of California in the Colleges │ │of Letters, Social Sciences, │Preparatory to the University │Natural Sciences, Commerce, │of California in the four-year │Agriculture, and the five-year │courses in the Colleges of │courses in the Colleges of │Mechanics, Mining, Civil │Mechanics, Mining, Civil │Engineering, and Chemistry. │Engineering and Chemistry, and │ │the course of Architecture. │ ───────┼───────────────────────────────┼─────────────────────────────── =FIRST │English │English YEAR= │ │ „ │Algebra │Algebra „ │Foreign Lang. Ancient or Modern│Foreign Language │(see Note 1) │ „ │Elective │Freehand Drawing ───────┼───────────────────────────────┼─────────────────────────────── =SECOND│English │English YEAR= │ │ „ │Geometry │Geometry „ │Foreign Lang. Ancient or Modern│Foreign Language │(see Note 1) │ „ │Elective │Geometrical Drawing ───────┼───────────────────────────────┼─────────────────────────────── =THIRD │Foreign Lang. Ancient or Modern│English or Foreign Language YEAR= │(see Note 1) │ „ │Elective │Chemistry „ │Elective │Mathematics „ │Science │Elective │(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) │ ───────┼───────────────────────────────┼─────────────────────────────── =FOURTH│U. S. History and Civics │English or Foreign Language YEAR= │ │ „ │Elective │U. S. History and Civics „ │Elective │Physics │(Science must be taken in this │ „ │year, if not already taken in │Mathematics │the third year.) │ ───────┴───────────────────────────────┴───────────────────────────────
═══════╤═══════════════════════════════╤═══════════════════════════════ │ COURSE III. │ ELECTIVES │ │ │General Course, not preparatory│ │to the University. 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 │course: English, History, │California. │Mathematics, Foreign Languages,│ │Science, Music and Drawing. │ ───────┼───────────────────────────────┼─────────────────────────────── =FIRST │English │*Choral I YEAR= │ │ „ │Elective (See Note 3) │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 │Med. and Mod. History „ │ │Geometrical Drawing or │ │*Designing „ │ │German II „ │ │French II „ │ │Latin II „ │ │Greek I August ───────┼───────────────────────────────┼─────────────────────────────── =THIRD │English (see Note 2) │Elements of Harmony YEAR= │ │ „ │Elective │*Economics „ │Elective │*Dramatics „ │Elective │Chemistry „ │ │English History „ │ │*Applied Designing „ │ │*Advanced Freehand Drawing „ │ │Solid Geometry ½ „ │ │Trigonometry ½ „ │ │English III „ │ │German I or III „ │ │French I „ │ │Latin I or III „ │ │Greek I or II August „ │ │*History of Art „ │ │Zoology „ │ │*Argumentation „ │ │Advanced Algebra ½ „ │ │*Public Speaking ───────┼───────────────────────────────┼─────────────────────────────── =FOURTH│U. S. History and Government │History of Music YEAR= │ │ „ │Elective │*Economics „ │Elective │Physiology and Hygiene „ │Elective │Physics „ │ │Advanced Algebra ½ „ │ │*Argumentation „ │ │English IV „ │ │German II or IV „ │ │French II or IV „ │ │Latin II or IV „ │ │Greek II or III August „ │ │*Astronomy ½ „ │ │Solid Geometry ½ „ │ │Trigonometry ½ ───────┴───────────────────────────────┴───────────────────────────────
In addition to the subjects on preceding pages, a certain amount of Physical Culture will be required of all students. Hygiene is prescribed 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 University 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 required 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 between the principal and the student’s parents.
Note 6. Except as provided in Note 7, sixteen credits, each requiring 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 literary, athletic or other student activities (including debating, and choral and orchestral music) in student societies operating under the supervision of the principal or some faculty 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 students 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, provided that no class shall be suspended unless the same subject is being 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 judgment 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 necessarily of masterpieces, but of wholesome books interesting to young people, the purpose being to encourage reading and to furnish suggestions 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. Greek Heroes. Kingsley. Earthly Paradise. Morris. The Æneid. Virgil. Masque of Pandora. Longfellow. Iphigenia in Aulis. Euripides. Iphigenia in Tauris. Euripides. Alcestis. Euripides. 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 insure 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 play, 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.
=Collateral Reading.=
(Selected)
Lady of the Lake. Scott. Lay of the Last Minstrel. Scott. Marmion. Scott. Lays of Ancient Rome. Macaulay. The Boys’ King Arthur. Lanier. Tales of a Grandfather. Scott. Kenilworth. Scott. Woodstock. Scott. Rob Roy. Scott. David Copperfield. Dickens. Old Curiosity Shop. Dickens.
=Method.=
First Group.
1. Read 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 element.
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 subordinate to interest in the story and characters.
TENTH YEAR.
Second Term.
=Special Aim of the Term.=
To teach to read poetry with enjoyment, and to show that poetical expression is an addition to beautiful thought.
=Literature Studied.=
First Half Term.
The Vision of Sir Launfal. Lowell. The Forsaken Merman. Arnold, or King Robert of Sicily. Longfellow. The Ancient Mariner. Coleridge.
Second Half Term.
The Merchant of Venice. Shakespeare. Sesame and Lilies (King’s Treasuries). Ruskin.
=Collateral Reading.=
Any narrative and descriptive verse rich in ethical and poetical beauty; such as,
Enoch Arden. Tennyson. Snow Bound. Whittier. The Eve of St. Agnes. Keats. The Golden Legend. Longfellow. Tales of a Wayside Inn. Longfellow. Drifting. Buchanan Read. The Closing Scene. Buchanan Read. 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,
(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 experience of the class. Work to bring out the gain from the figure.
3. Present the music side of poetry—rhythm, meter, rhyme (including alliteration), and give a drill on various selections to train the ear.
4. “Vision of Sir Launfal.” Study for beauty of thought, ethical content and its application to modern life, and beauty of pictures and figures. Give much attention to the visualizing power. Try to show that the poetic language and form are a gain.
5. Study of other narratives on same general plan. If time permit, 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 knowledge 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 appropriateness; (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.
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.=
Richard II. and III. Shakespeare. Henry V. Shakespeare. Coriolanus. Shakespeare. Henry IV. Shakespeare. The Jew of Malta. Marlowe. Richelieu. 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 “Merchant of Venice,” with more emphasis on study of plot—the conflicting interests, the threads of action, character groups, character contrast, the division in the plot, the important moments—but never emphasize 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 sentence) 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, summarizing 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. 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. Ross. 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. Reveries 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 imagination 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.
3. The Essay. Continue paragraph work of the tenth year, second half, with new emphasis on kinds of paragraph development. 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 YEAR.
Second Term.
=Literature Studied.=
American Literature.
1. Poetry. Class work on selected poems of Bryant, Poe, Longfellow, Emerson, Whittier, Holmes, Lowell, Walt Whitman.
2. The Novel.
House of Seven Gables. Hawthorne, or Marble Faun. Hawthorne, or Rise of Silas Lapham. Howells.
3. The Short Story. Hawthorne and Poe.
4. The Essay. One of the following:
Fortune of the Republic. Emerson. The American Scholar. Emerson. Compensation. Emerson. Democracy. Lowell.
=Collateral Reading.=