Part 3

1. Study the general nature of argument, the use of exposition in argument, the difference between inductive and deductive reasoning, the difference between assertion and proof, attack and refutation. Be practical and not technical in this work. Choose subjects calculated to stimulate thought on topics of the day; draw as largely as possible from school life in order to demonstrate the value of the work.

2. Emphasize the value of structure here as well as in pure exposition.

3. Practice in writing of speeches, in whole or in parts; openings, refutations, conclusions, appeals to the feelings.

4. Show the value of appropriate style.

5. Vary the special work of the term by occasional papers on topics suggested by the literature work, provided they are of live interest and such as to provoke discussion.

Second Term.

=Special Work.=

1. Review of the different forms of writing taught throughout the course, to test power and to unify impressions.

2. Four longer papers than heretofore, one of each kind of discourse.

3. Briefer exercises are needed.

ORAL COMPOSITION.

Definite practice in oral composition extends throughout the entire course. At least once every five weeks each student talks to the class on some subject previously prepared. Increase these exercises whenever time will permit.

=General Directions.=

1. Have students stand before the class, free from desks or other external support.

2. Subject matter should be prepared, but not memorized. Students may use a small card with headings, but no other notes.

3. The length of the talk may vary from two to three minutes in the Ninth Year, to five of six in succeeding terms, as ideas and ease increase.

4. Material should be drawn from subjects outside the literature lessons. Let the student’s interest determine the subject. Talks may be reproductions of newspaper or magazine articles, of parts of books, or accounts of personal experience, but the wording must be the student’s own.

5. Teachers should emphasize constantly the same principles or order and arrangement of ideas as in written work. The aim is not mere talk, but effective speech.

6. Emphasize interest of the audience as a test of success. Try to arouse an ambition to win this. Teach the gain to a speaker from erect, free posture of the body, ease of manner, command of the audience with the eye, clear enunciation, pleasant voice.

7. Criticism must be sympathetic and kindly, even when corrective. Above all try to arouse ambition to succeed and the will to persevere.

NINTH YEAR.

Anecdotes, stories read, reports on topics connected with Greek life may all be used. The talks may be varied by readings; for instance, selections from Stephen Phillips’ “Ulysses,” read in parts; an act of “Antigone,” or some other Greek play; poems illustrative of the work being studied, or similar work bearing no relation to the literature lessons. The aim is to develop ease and self possession in standing before the class, and interest in trying to hold an audience.

TENTH YEAR.

=Material.=

Accounts of interesting things seen or done; descriptions of famous events, places of men; accounts of anything of current interest. Try by the search for live material to broaden the students’ interests and to make them more generally intelligent. This may be helped by having suitable subjects for talks submitted every week, even although time will not permit practice in talking that often.

ELEVENTH YEAR.

=Material.=

Continue the work of the preceding year, with greater emphasis on subjects of present interest. Seek to encourage intelligent reading of newspapers by reports on current events. More frequent practice may be obtained by sometimes combining the oral composition work of the second term with the literature work. Reports on authors and works read outside of class, literary pilgrimages to interesting places in America, occasional readings may all be utilized.

TWELFTH YEAR.

=Material.=

Every Monday throughout the year have reports at the beginning of the period, (1) on events of importance of the preceding week outside of the United States; (2) in the United States outside of California; (3) in California, especially local events of importance. Insist on discriminating selection and judicious condensation. Have subjects of importance expanded into special talks. Use also throughout the year reports on topics suggested by the literature work.

HISTORY.

The work in this department has a two fold purpose, namely, training and information. In the first place, the subject is taught with a view to developing breadth of vision, judgment, and an understanding of cause and effect in human affairs. Secondly, the aim is to enable the student better to understand the conditions and problems of the present day by knowing their historical connections. 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 democracy.

The courses in the department are as follows:

=General History.= For 9th and 10th grade pupils. =Ancient History.= For 9th grade pupils. =Mediaeval and Modern History.= For 10th grade pupils. =English History.= For 11th grade pupils. =United States History and Civics.= For 12th grade pupils. =Economics.= For 11th and 12th grade pupils.

General History.

This course presents, in the simplest way, an outline of the history of our civilization, from its origin to the present day. It aims to help the pupil to understand the causes, geographical, racial, etc., that have led to the rise and decline of nations, and to appreciate the services that these peoples have rendered to mankind. Much attention is given to the great characters of history. An especial effort is made to know the origin and history of existing nations, and to realize that the present is an outgrowth from the past. 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 science, and thus it supplies a background for his other studies.

Ancient History.

The courses in Ancient History and in Medieval and Modern History together cover the same ground as the course in General History, but do so more thoroughly and with much greater detail. They are recommended to those who expect to take at least three years of History in the high school. The course in Ancient History covers the period from the dawn of history to 800 A. D. It is designed to give the pupil some knowledge of the origin of our civilization. After a short discussion of prehistoric beginnings, a brief study is made of the ancient oriental peoples. The major part of the course is devoted to the history and civilization of Greece and Rome, with especial reference to their influence on the life of the present day.

Medieval and Modern History.

The course in Medieval and Modern History covers the period from A. D. 800 to the present, and is a continuation of the course in Ancient History. Its purpose is to trace the continued development of our modern civilization, and to understand the origin and character of the nations of today. Attention is devoted to economic and social conditions, as well as to political events. Especial emphasis is placed upon the period since Napoleon Bonaparte. A study is made of the governments of the principal European nations, and contemporary problems are discussed in the light of their history. Considerable use is made of current newspapers and periodicals.

English History.

The fundamental principles of our American government, the idea of local independence, of jury trial, of representation, are traced back to English institutions; showing at the same time that these privileges are the result of the persistent contest waged for over six hundred years, which struggle, in fact, is still going on. The conditions in Scotland, Ireland, Wales, and on the Continent of Europe are discussed in connection with the constitutional development, and the economic, political, social, and religious conditions in England. The British Empire is studied in its relation to the other nations of the world, and in the economic and political condition of its colonies and subjects.

United States History and Civics.

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 progress. Economic, political, and religious conditions in Europe are discussed, and related to conditions in America. During the colonial period the principles and the traits which characterized us now as a nation were developed. The importance of the idea of local independence maintained by the colonists against the idea of imperialism held by England is discussed, 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 republic, tending toward a vigorous national growth. The problems of transportation, the removal of the Indians, the disposal of the public lands, the struggle of free and of slave labor for the control of the territories, the Civil War; these subjects and others related to them are treated, bearing in mind that today the United States is no longer in isolation, but linked to other nations. The study of the Constitution of the United States, and of the actual workings of the city, state, and national governments, is designed to bring out clearly that the citizen today has new duties and new responsibilities; that the intelligent citizen should be informed concerning the tariff, the trusts, the labor unions, equal suffrage, the peace movement, and other current questions. The Constitution of the State of California, and the Charter of the City of Oakland are given special attention, and visits are made to the City Council, the Board of Supervisors, the Courts, and the State Legislature.

Economics.

Economics deals with the social activities and institutions that result from men’s efforts to procure a livelihood. It studies the means by which nations become rich, and the effects of riches upon the public welfare. The policies of modern government have so much to do with economics that an understanding of economic laws is essential to wise citizenship. 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 today. Mere abstract theories, however, are avoided. A study is made of the evolution of industrial society and the application of economic laws. Emphasis is laid upon the study of consumption, i. e., the best expenditure of the personal and public incomes, and on such dominant questions as Labor, Tariff, Monopolies, Socialism, Taxation. The student is led to realize that as the industrial and economic life of today is the outgrowth of past tendencies, so the wise solution of present vexed economic questions will determine the economic character of the decades to come. Moreover, it is believed that the study of economics, while dealing with matters of great practical importance, tends also to quicken the love of justice and to encourage sanity and moderation of view concerning the value of material wealth.

MATHEMATICS.

NINTH YEAR.

Elementary Algebra.

Mechanical skill and accuracy of expression in the formal language of Mathematics are the things emphasized in the first year of Algebra. 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 formulae, in order that he may read intelligently the popular publications on mechanics. To this end special attention is paid to graphical methods of representation, to the solutions of simple equations in which the unknown may be represented by any letter, and to the solution of the quadratic equation, by the formula method as well as by factoring. Stress is laid upon accuracy of expression, and upon the knowledge of processes, that this elementary work may afford a proper foundation for all future work in Mathematics. Factoring is taught by means of type forms and rules, which the students are required to learn.

The following are the subjects considered: four fundamental operations, linear equations, type product forms, factors, fractions, fractional equations, ratio and proportion, quadratic equations, functionality, simultaneous linear equations (graphical solution), simplification of simple surds. The quadratic equation is used to develop the idea of a variable and of a function of a variable, and to teach graphical methods of solving equations. Stress is laid upon the practical application of the graph to the solution of every day problems.

TENTH YEAR.

Plane Geometry.

Usual theorems and constructions, original exercises, problems of computation.

ELEVENTH YEAR.

Algebraic Theory.

First Term.

The object of this course is to introduce the student to the Theory of Mathematics; therefore the demonstration of principles is insisted upon. A rigorous treatment of simple laws is required.

The course is designed to meet the needs of two classes of students: those who are preparing for the Engineering Course at the University, and those who, while they are not preparing for college, wish to do advanced work in Mathematics and to acquire a broader knowledge of Algebra than that obtained in the first year. It also prepares the students for the Courses in Trigonometry and Solid Geometry that are to follow.

For the benefit of those students who are not preparing for the University and are not studying mathematics for its own sake, a special effort is made to make the content of the course as rich as possible; that is, to select topics that afford material for mathematical thinking and at the same time have vocational value.

The following are the subjects considered: factors, remainder theorem, factor theorem, fractions, fractional and negative indices, surds, and complex quantities (graphic treatment), theory of quadratic equations, graphs, simultaneous equations, proportion and variation, logarithms.

Second Term.

Either Solid Geometry or Trigonometry. These subjects are begun but once a year. All students finishing two and a half years’ work in Mathematics may take whichever course is offered in the second half of their third year. Original work and solution of practical problems required.

TWELFTH YEAR.

First Term.

Either Solid Geometry or Trigonometry.

Second Term.

This course is a continuation of the work in Algebraic Theory designed especially for engineering students and for others who wish to continue advanced work. The student who is pursuing Mathematics for its vocational value and who does not intend to go to the University need not elect it, since the first term of Algebraic Theory, with Solid Geometry and Trigonometry, will give him sufficient equipment. The following topics are studied: synthetic division, simultaneous quadratic equations, special methods for higher equations, determinants, mathematical induction, binomial theorem, summation of series.

SCIENCE.

=Physical Geography.= Regularly a ninth year subject. Time: 7 or 8 periods per week.

First Term.

A study of land forms based on field excursions to points easily accessible afoot or on the street cars. Soil formation and conservation. A study of the physical features of California with their economic consequences, particularly the determination of the routes of railroads, the choice and construction of harbors, quartz and placer gold mining, the development of water power and long-distance electric transmission, lumbering, irrigation, agriculture, horticulture, etc. Tarr’s New Physical Geography, pages 13–172, liberally supplemented by the use of reference books, lantern slides, relief models and topographic maps. Wright’s Manual of Physical Geography.

Second Term.

A study of the simpler elements of weather and climate based on astronomic and other observations and on certain physical and chemical experiments. A study of the great wind belts of the world and regions of excessive, moderate, or deficient rainfall, locating each regionally in the continents. The climatic regions of the United States with particular reference to temperatures, prevailing winds, and rainfall—each as modified by physiographic features and by large bodies of water. A regional study of the United States with particular reference to milling, stock feeding, dairying, slaughtering and packing, iron, coal, lumber. Centers of manufacture with a consideration of methods and lines of transportation both by land and sea, particularly of the transcontinental lines which reach the Pacific Coast. Possible changes on the Pacific Coast due to the opening of the Panama Canal. Tarr’s New Physical Geography, pages 1–12 and 173–430, supplemented by the use of reference books, individual full-mounted globes, wall maps, weather maps, and excursions to the Chabot Observatory and the United States Weather Bureau. Wright’s Manual of Physical Geography.

=Botany.= Regularly a tenth year subject; but may be taken in the ninth year. Time: 8 periods per week, including double laboratory periods. Laboratory and recitation periods are arranged to suit the topic under consideration.

The text used in Bergen’s Essentials of Botany. In the main, the order of topics as there given is followed. More experiments in plant physiology are taken than are outlined in the text, and some time is devoted to the study of oxygen, hydrogen, nitrogen, and carbon, including the chemistry of combustion. About 24 weeks are devoted to the study of seed plants, and 18 weeks to spore plants. Enough time is devoted to the study of the classification of seed plants to enable a pupil to use a key readily. An herbarium is not required; but the necessary instruction is given, and the pupil is encouraged in the preparation of one if he shows interest in this kind of work. In the study of spore plants particular attention is given to bacteria, yeasts and molds in their relation to household affairs.

=Zoology.= Regularly an eleventh year subject. Time: 7 or 8 periods per week, including double laboratory periods. It is expected that only one class will be organized in each year, this class to begin with the fall term.

First Term.

Invertebrate zoology, with comparative study of typical forms, e. g., amoeba, paramoecium, sponge, hydra, sea-anaemone, starfish, earthworm, shrimp, crab, etc. Special attention is given to beneficial and injurious insects.

Second Term.

Vertebrate zoology, with comparative study of human anatomy and physiology. Detailed laboratory study of the anatomy of the frog.

Text-books: Jordan, Kellogg and Heath’s =Animal Studies=, both terms; Conn and Budington’s =Advanced Physiology=, second term.

=Physiology, Hygiene and Sanitation.= Regularly an eleventh year subject. Time: 7 or 8 periods per week, including double laboratory periods.

The course is intended to contribute as much as possible toward healthful living. The study of structure and function is made the basis of an intelligent appreciation of the principles of hygiene. The conception of the body as a mechanism which requires new materials of definite kinds to replace worn out parts, 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 dietetics. The course concludes with a study of the nature of infectious and contagious diseases and the means by which they are communicated; and domestic and public sanitation.

Text-books: Conn and Budington’s =Advanced Physiology= and Brown’s =Physiology for the Laboratory=.

=Chemistry.= Regularly an eleventh year subject. Previous preparation should include at least one-half year of algebra; but the chemistry may be taken without it. Time: 7 or 8 periods per week, with double laboratory periods.

General Chemistry. The subject essentially as presented in McPherson and Henderson’s =Elementary Study of Chemistry= and =Laboratory Exercises in Chemistry= by the same authors.

Household Chemistry. This is alternative with the general course in the second half year. The work of the first half year is the same as in the general course. The course in household chemistry is intended for girls, and substitutes the chemical problems and processes of the home for those of the mine, the smelter, and the metallurgical and chemical industries in general. Large use is made of a reference library of works in the chemistry of cooking, cleaning and sanitation. Blanchard’s =Household Chemistry= is used as a laboratory guide.

The credit toward graduation and the college entrance credit is the same for the household chemistry as for the general course.

=Physics.= Brief Course. Regularly a twelfth year subject. Minimum preparation, 8 units, including first year algebra and the first term of plane geometry. Time: One period daily for one year. Credit: One unit.

This course fulfils the requirements in science for admission to the College of General Culture, the College of Commerce, and the General Course in Agriculture of the University of California, and for similar courses in other universities. It emphasizes the qualitative aspects of phenomena, omits the more difficult mathematics of the subject, takes fewer quantitative laboratory experiments and devotes less time to practical applications than the full course does. Astronomical topics are introduced here and there as they fit into the regular order of the work.

Full Course. Regularly a twelfth year subject. Minimum preparation: 10 units, including first year algebra and plane geometry. Time: 3 single periods and 2 double periods per week in the first half year; 2 single periods and 3 double periods per week in the second half year. Credit: One and one-half units.

The full course is prescribed in the fourth year for all pupils preparing for the Colleges of Mechanics, Mining, Civil Engineering, Chemistry, and the Technical Course in Agriculture of the University of California, and for similar courses in other universities. It is elective for all other pupils who have the necessary preparation.

The full and the brief courses are given in separate classes, in either or both terms, when the number of students enrolled necessitates the organization of more than one class in the work of the term. When the classes are not thus divided, the pupils in the full course will take the work with the brief course class 5 periods per week, and will take additional work as a separate class 2 periods per week in the first term, and 3 periods per week in the second term.

Text-books: Coleman’s =Text-book of Physics=, and Coleman’s =New Laboratory Manual of Physics=.

University Admission Requirements in Science.

The University of California requires for admission at least one science given in the third or fourth year of the high school course. Physiology, Zoology, Chemistry, or Physics fulfils this requirement; Botany does not, but it receives regular admission credit as an elective subject. When Botany is offered together with any one of the other sciences, both receive admission credit, the one as an elective, the other as the prescribed third or fourth year science.

GREEK.

TENTH YEAR.

First Term.

First Greek Book. White.

Second Term.

First Greek Book. White.

ELEVENTH YEAR.

First Term.

Xenophon’s Anabasis. Bks. I and II. Greek Grammar. Goodwin. Beginner’s Greek Composition. Collar & Daniell.

Second Term.

Xenophon’s Anabasis. Bks. III and IV. Greek Grammar. Goodwin. Beginner’s Greek Composition. Collar & Daniell.

TWELFTH YEAR.

First Term.