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ANNUAL REPORT
OF THE
j|erkelt9 » ^r^iil « ]^tpaifmeii)
WITH
Rules of the Board of Education
AND
couk.se ok sxuoy
4^
JULY ist, 1902
ANNUAL REPORT
OF THE
erkeltj • ||(^ooI • (Btiiariintei
WITH
Rules of the Board of Education
AND
COUK-SE OF" SXUOY
4=
JULY 1st, 1902
CALENDAR— 1902-1903
1©02
August 4 — Monday Schools open
September i — Monday Labor Day. Holiday
September 9— Tuesday Admission Day. Holiday
November 27 and 28 ) Thanksgiving Holiday
Thursday and Friday )
December 1 9 — Friday Fall Term closes
1©03
January 5 — Monday Schools reopen
February 22 — Monday Washington's Birthday. Holiday
* Mid-term Vacation
May 13- Wednesday U. C. Commencement Day. Holiday
Memorial Day. Holiday.
June 5 — Friday Schools close for the year.
* Mid-term Vacations as ordered by the Board of Education
Official Directory-1902
BOARD OF EDUCATION
Dk. W. ALLEN; Prksident.
First Ward W. K. Weir
2163 Vine Street
Seco?id Ward E. J. Wickson
2723 Bancroft Way
Tel. Dana 1511
Third Ward J. R. LittlK
2223 Durant Avenue
Tel. Mason 224 Res. Tel. Dana 1421
Fourth Ward Dr. W. AllKN
2125 Ashby Avenue
Tel. Mason 611
Fifth Ward A. T. Sutherland
1620 Woolsey Street
Sixth Ward John J. Donohue
2125 Fourth Street
Seventh Ward Geo. H.- Phillips
San Pablo Avenue and Delaware Street
Tel. Mason 1 148
C. E. Thomas, Clerk of the Board
2008 University Avenue
Tel. Mason 941
S. D. Waterman, City Superintendent
2213 Haste Street—Office at High School
Tel. Dana 762
Office hours : 8 to 9 a. m. and 3 to 4 p. m.
Saturdays, 8 to 11 a. m.
The term of office of the Directors in the First, Third, Fifth
and Seventh Wards expires in April 1903; of the others, in
April, 1905.
The regular meetings of the Board are held at the Town
Hall, corner of Grove and Center streets, on the first and third
Tuesdays of each month at 8 o'clock p. m.
4 OFFICIAL DIRECTORY AND SCHOOL CENSUS
STANDING COnniTTEES
High School Wickson, Little, Allen
Finance Little, Phillips, Wickson
Supplies Weir, Donohue, Allen
Salaries Sutherland, Weir, Wickson
Rules Donohue, Sutherland, Phillips
School-houses and ►S//^^... Phillips, Little, Donohue
Cojcrse of Study Sutherland, Little, Allen
Classification Wickson, Phillips, Little
5CH00L CENSUS— APRIL, 1902
Number of children between the ages of 5 and 17 years... 3717
Number of children under 5 years of age 11 93
Number of children between 5 and 17 years of age who
attend public schools 2786
Number of children between 5 and 17 years of age who
attend private schools 278
Number of children between 5 and 17 years of age who
attend no school 653
Number of native-born children 477^
Number of foreign-born children 184
Total number of children under 17 years of age 49 10
The following table shows by successive years the increase
in the number of census children in Berkeley from 1879 to the
present time:
1879
1880
1881
1882
1883
1884
1885
1886
515
519
630
613
708
871
879
884
1887 lOOI
1888 1026
1889 1162
1890 1324
1891
1892
1893
1894
1895
1896
1897
1898
1899
1900
1901
1902
1457
197 1
2x86
2209
,2501
2724
,2822
2830
2955
3193
3377
3717
GENERAL STATISTICS 5
GENERAL STATISTICS
Number of days taught i88
Whole number of boys enrolled in Grammar and Primary 1352
Whole number of girls enrolled in Grammar and Primary 1335
Total number enrolled. (State enrollment) 2687
Average number belonging 2470
Average daily attendance 2387
Percentage of attendance on average number belonging.. 96
Number of pupils in High School 567
Number of pupils in Grammar Grades 1076
Number of pupils in Primary Grades... 161 1
Number of visits by members of the Board of Education 95
Number of visits by Superintendent 627
Number of visits by others 3996
Total number of visits 47i8
Secretary's Report
Berkeley, June 30, 1902
To the Honorable Board of Education of the Town of Berkeley:
Gentlemen — I beg leave herewith to submit my report for
the fiscal year ending June 30, 1902.
Respectfully,
CHAS. E. THOMAS,
Secretary of the Board of Education.
TOWN SCHOOL FUND
July I, 1901, balance on hand $86 73
RECEIPTS
Taxes $12,813 53
Tuition 139 75
Miscellaneous 5 00
Transferred from special School Fund 3,000 15,958 28
Total $16,045 01
DISBURSEMENTS
Janitors' Salaries % 65 00
Insurance 486 85
Repairs to Furniture 256 35
Graduating Exercises 130 25
Street Assessments 884 01
Advertising 26 10
Janitors* Supplies 377 68
Clerk's Salary 315 00
Fuel 1,064 46
secretary's report 7
{Disbursements continued)
Furniture 517 95
Grayson Street School 751 45
Miscellaneous «... 1,770 93
Repairs 5fi40 36
School Supplies 1,688 56
Telephone 216 10
Teachers' Salaries 177 25
Superintendent's Salary 1,200 00
Water 424 60
Printing 170 75
San Pablo Avenue School 379 95 16,043 60
June 30, 1902, balance on hand $ i 41
HIGH SCHOOL FUND
July I, 1901, balance on hand $2,229 ^3
RECEIPTS
Taxes $16,756 17
Laboratory 143 15
Tuition 915 00
Miscellaneous 3000 17,84432
Total $20,073 95
DISBURSEMENTS
Miscellaneous... $ 344 75
Janitors' Salary Ii500 00
Teachers' Salaries 17,852 70
Furniture I17 13
Laboratory 250 88 20,065 4^
June 30, 1902, balance on hand $ 8 49
COUNTY SCHOOL FUND
July I, 1901, balance on hand $3,312 17
RECEIPTS
County apportionments 24,641 68
^°*^^ $27,953 85
8 secretary's report
DISBURSEMENTS
Insurance 36 25
Janitors' Supplies $ 97 25
Repairs to Buildings 3S8 89
Janitors' Salaries 6,173 00
Clerk's Supplies 2 00
New Furniture 106 70
School Supplies 311 29
Teachers' Salaries 13,80408
Superintendent's Salary 1,200 00
Fuel
Telephone
Census
Water
Printing
Advertising
Graduating Expenses
Miscellaneous
Street Assessments
Clerk's Salary '.
June 30, 1902, balance on hand $ 4,053 46
490 77
117 50
277
00
60
40
113
25
15
40
60
95
283 85
256
81
105
00 23.900 39
STATE SCHOOL FUND
RECEIPTS
State Apportionments : $38,360 16
DISBURSEMENTS
July I, T901, amount overdrawn $ 14 47
Teachers' Salaries 38.336 57 38,351 04
June 30, 1902, balance on hand f 9 12
COUNTY SCHOOL LIBRARY FUND
July I, 1901, balance on hand $ 18 70
RECEIPTS
County Apportionment 148 50
Total $ 167 20
secretary's report 9
{Amount brought forward,)
Total Receipts $167 20
DISBURSBMENTS
Books and Maps 147 70
June 30, 1902, balance on hand $ 19 50
SPECIAL COUNTY BUILDING FUND
July I, 1901, and June 30, 1902, balance on hand $ 10 58
SPECIAL SCHOOL FUND
Received from sale of School lot $ 5,325 00
DISBURSEMENTS
Transferred to School Fund $ 3,000 00
Grayson Street lot 95000 3, 950 00
June 30, 1902, balance on hand.... ..-; $ i»375 00
j^eport of the President of the Board
Berkbley, Cal., May ist, 1902
To the Honorable Board of Education:
Gentlemen — During the past year more has been added
to the material wealth of the School Department than in any
like period since its organization. Several new primary and
grammar-school buildings have been erected, notably the San
Pablo Avenue, the Hillside and the Haste Street annex to the
McKinley school. Besides these a school building has been
placed in South-west Berkeley, a site for a building south of
Dwight Way has been purchased and also a lot for an addition
to the Lincoln school lot at Lorin. As a fitting climax a suit-
able site has been purchased and a new High school building
has been erected of stone and brick, second in its appoint-
ments, convenience and general utility to none in the State.
These new buildings have been examined by committees from
various parts of the State, and their unanimous verdict is that
we have not only received full value for our money but that we
also have the most complete buildings that they have examined.
The finances of the department are in an excellent condition.
When the present Board took office they were faced by a large
deficit, incurred by previous boards. This has been met and,
at the present time, all salaries and miscellaneous bills are paid
promptly. This financial condition is the more notable from
the fact that some extraordinary expenses have been met in
providing new sanitary systems in several of the larger build-
ings. This expense has been paid from our regular income.
REPORT OF PRESIDENT II
During the past year two of our schools have changed their
names — the Lorin school to Lincoln and the Dwight Way to
McKinley. Interesting exercises were held at the re-naming
of each. It seems both appropriate and fitting that the two
great Americans of the century should give names to two of
our most prominent schools.
The teaching force in both Grammar and High Schools has
been largely increased owing to the large increase in the number
of pupils. The additional expense has brought with it an addi-
tional income from the State and County, so that one has been
an oflFset to the other.
During the past two years the work in Drawing has been
perfected and last year Vocal Music was added to the curriculum.
The work in both of these departments has been attended with
most flattering results. Teachers, pupils and patrons are alike
enthusiastic in their approval of the work done. The enthu-
siasm of the Supervisors has been contagious and the results
are as seen.
The Commercial School has been a pronounced success, and
at the present time as eflficient work is being carried on in book-
keeping, commercial law, stenography and type-writing as can
be found in any commercial college on the coast.
Referring to our full corps of teachers, over eighty in number,
I would say that they are justly entitled to the highest praise
for working so earnestly for the eflficiency of our schools, which
has been secured largely by their efforts.
Much credit is due to the City Superintendent of Schools for
the thorough way in which his duties have been performed.
Each school has been carefully and conscientiously looked after,
and his entire time and energy have been given to advance the
interests of the schools and add to their standing at home and
abroad.
Located as we are in the shadow of our greatest University,
more is expected of the Berkeley Public Schools than of any
others in the State. We believe that our schools have reached
4 OFF*ICIAL DIRECTORY AND SCHOOL CENSUS
STANDING COnniTTEES
High School Wickson, Little, Allen
Finance Little, Phillips, Wickson
Supplies Weir, Donohue, Allen
Salaries Sutherland, Weir, Wickson
Rules Donohue, Sutherland, Phillips
School- houses and 5'/V<?5... Phillips, Little, Donohue
Course of Study Sutherland, Little, Allen
Classification Wickson, Phillips, Little
SCHOOL CENSUS— APRIL, 1902
Number of children between the ages of 5 and 17 years... 3717
Number of children under 5 years of age 1 1 93
Number of children between 5 and 17 years of age who
attend public schools 2786
Number of children between 5 and 17 years of age who
attend private schools 278
Number of children between 5 and 17 years of age who
attend no school 653
Number of native-born children 477^
Number of foreign-born children 184
Total number of children under 1 7 years of age 49 1 o
The following table shows by successive years the increase
in the number of census children in Berkeley from 1879 to the
present time:
1879
1880
1881
1882
1883
1884
1885
1886
515
519
630
613
708
871
879
884
1891 1457
1892 1971
1893 2186
1894 2209
1887 looi
1888 1026
1889 1162
1890 1324
1895
1896
1897
1898
1899
1900
1901
1902
2501
2724
,2822
2830
2955
3193
3377
3717
GENERAL STATISTICS 5
GENERAL STATISTICS
Number of days taught i88
Whole number of boys enrolled in Grammar and Primary 1352
Whole number of girls enrolled in Grammar and Primary 1335
Total number enrolled. (State enrollment) 2687
Average number belonging 2470
Average daily attendance 2387
Percentage of attendance on average number belonging.. 96
Number of pupils in High School 567
Number of pupils in Grammar Grades 1076
Number of pupils in Primary Grades... 1611
Number of visits by members of the Board of Education 95
Number of visits by Superintendent 627
Number of visits by others 3996
Total number of visits 47i8
Secretary's f(eport
Berkeley, June 30, 1902
To the Honorable Board of Education of the Town of Berkeley:
Gentlemen — I beg leave herewith to submit my report for
the fiscal year ending June 30, 1902.
Respectfully,
CHAS. E. THOMAS,
Secretarv of the Board of Education.
TOWN SCHOOL FUND
July I, 1901, balance on hand $86 73
RECEIPTS
Taxes $12,813 53
Tuition 139 75
Miscellaneous 5 00
Transferred from special School Fund 3,000 15,95828
Total $16,045 01
DISBURSEMENTS
Janitors' Salaries % 65 00
Insurance 486 85
Repairs to Furniture 256 35
Graduating Exercises 130 25
Street Assessments 884 01
Advertising 26 10
Janitors' Supplies 377 68
Clerk's Salary 315 00
Fuel 1,064 46
secretary's report 7
{Disbursements continued)
Furniture 517 95
Grayson Street School 751 45
Miscellaneous »... 1,770 93
Repairs 5,140 36
School Supplies 1,688 56
Telephone 216 10
Teachers' Salaries 177 25
Superintendent's Salary 1,200 00
Water 424 60
Printing 170 75
San Pablo Avenue School 379 95 16,043 60
June 30, 1902, balance on hand $ i 41
HIGH SCHOOL FUND
July I, 1901, balance on hand $2,229 ^3
RECEIPTS
Taxes $16,756 17
Laboratory 143 15
Tuition 915 00
Miscellaneous 3000 17,84432
Total $20,073 95
DISBURSEMENTS
Miscellaneous... $ 344 75
Janitors' Salary 1,500 00
Teachers' Salaries 17,85270
Furniture 117 13
Laboratory 250 88 20,065 46
June 30, 1902, balance on hand $ 849
COUNTY SCHOOL FUND
July I, 1901, balance on hand $3,312 17
RECEIPTS
County apportionments 24,641 68
^°*^^ I27.953 85
8 secretary's report
DISBURSEMENTS
Insurance 36 25
Janitors' Supplies $ 97 25
Repairs to Buildings 3H8 89
Janitors' Salaries 6,173 00
Clerk's Supplies 2 00
New Furniture 106 70
School Supplies 311 29
Teachers' Salaries 13,80408
Superintendent's Salary 1,200 00
Fuel
Telephone
Census
Water
Printing
Advertising
Graduating Expenses
Miscellaneous
Street Assessments
Clerk's Salary '.
June 30, 1902, balance on hand $ 4,053 46
490 77
117 50
277 00
60 40
113 25
15 40
60 95
283 85
256 81
105 00 23.900 39
STATE SCHOOL FUND
RECEIPTS
State Apportionments $38,360 16
DISBURSEMENTS
July I, 1901, amount overdrawn $ 14 47
Teachers' Salaries 38.336 57 38,351 04
June 30, 1902, balance on hand $ 9 12
COUNTY SCHOOL LIBR.ARY FUND
July I, 1901, balance on hand $ 18 70
RECEIPTS
County Apportionment 148 50
Total $ 167 20
secretary's report 9
{Amount brought forward,)
Total Receipts {167 20
DISBURSEMENTS
Books and Maps 147 70
June 30, 1902, balance on hand % 19 50
SPECIAL COUNTY BUILDING FUND
July I, 1901, and June 30, 1902, balance on hand $ 10 58
SPECIAL SCHOOL FUND
Received from sale of School lot $ 5,325 00
disbursements
Transferred to School Fund $ 3,000 00
Grayson Street lot 95000 3»95o 00
June 30, 1902, balance on hand.... $ i»375 00
Report of Supervisor of Drawing
Berkeley, June lo, 1901
Mr. S. D. Waterman,
City Superintendent of Schools—
Dear Sir : The results of the year's work in Drawing-
have been very satisfactory — due to the enthusiasm of the
pupils and the conscientious presentation of the subject by the
teachers. The Drawing done in the High School shows a
marked improvement over that of last year. Our two large,
well-lighted art-rooms, well-equipped for the students' use, have
been a continual source of pleasure.
Teachers' meetings have been held every two months, when
outlines of the work were issued to the teachers of each grade
and instruction was given on methods of presenting the les-
sons. A teachers' class was organized in the spring. This
class met every Monday after school for lessons in water colors.
An exhibit of the pupils' drawings, including work from all
of the grades and also from the High School classes, was held
in December. The art rooms in the new High School building
are well adapted for such exhibitions. An interesting feature
of the work was the illustrative drawings done by the pupils
of the lower grades.
The introduction of water colors this year aroused the inter-
est of the pupils to an unusual degree. The mediums used in
our classes are pencil, chalk, charcoal, water colors and col-
ored crayon. The work in the lower grades has been almost
entirely in color. Some excellent results were obtained by
using charcoal and chalk on dark cartridge paper.
The course in drawing consisted of nature work (including
landscapes, plant life, figure and animal drawing, also still-
REPORT OV SU1»ER VISOR OF DRAWING I9
life), decorative design and construction. In the construction
work an effort has been made to have the work, no matter how
simple, thoroughly artistic.
Picture study is an important feature of the course. Carot's
landscapes are studied in connection with our two and three tone
work, enabling pupils to see not only masses of light and dark
but also awakening his interest in master-pieces of art and,
indirectly, in nature*
"For, don't you mark? we're so made that we love
First when we see them painted things we have passed
Perhaps one hundred times, nor cared to see."
The fundamental aim of this course is the development of
the child's appreciation of beauty. We must help him to see
the glory of the world about him. When he reads a poem, he
must read it for the picture — the color in it— not for the rhythm
alone. In studying from still-life, the objects placed before
the pupil must be beautiful. This does not mean necessarily,
expensive bric-a-brac. Many an humble piece of pottery is full
of light and color. Too much cannot be said against the prac-
tice of giving a class totally uninteresting models sjmply because
they are easily available.
**So everywhere the beautiful in nature, in description, in
imagery, gives those abiding and universal motives to conduct,
higher than history, more enduring than fact, as permanent
and persistent as the race."
In closing I wish to thank the teachers for their cheerful
cooperation, and you for your helpful advice and unfailing
support.
Respectfully,
MAY GEARHART,
Supervisor of Drawing.
I(eport of Supervigor of ¥ocaI Iljusic
Berkeley, June lo, 1901.
Mr, S. D. Waterman,
Snperintendent of Schooh
Dear Sir r In response to your request for a report of the
past year's work in the Department of Music I submit the
following :
In introducing the subject of Music as a regular part of the
school-room work I found both pupils and teachers very re-
sponsive and in most cases eager to follow out every suggestion.
I think I may safely say that we have spent not only a pleasant
but a profitable year.
Rote songs have been carefully taught in all the grades
each month, and in every selection care has been taken as to
the quality of both words and music.
Naturally, children appreciate music, and appreciating this
fact we have tried to foster that love and develop it into a
knowledge of this great art. The pupils of the public schools
of today will have a constantly increasing love and use for
music when they have forgotten nine- tenths of their grammar,
arithmetic and geography. Hence a matter which is to weave
itself into their beings for all time merits the most careful and
thorough supervision.
In the past, children have formed a distaste for music be-
cause the technical side has been placed constantly before them.
Music teachers have been slow to take up with the new ideas
brought to light by the study of the child mind. But now that
their eyes are opened to the fact that music as well as any
other study must first be presented, then named, and later pic-
REPORT OF SUPERVISOR OF VOCAL MUSIC 21
tured, great improvement has been made by the adoption of
these new developments in the presentation of public school
music.
During the year careful attention has been given to the voice
quality for no matter how proficient the pupils may be in read-
ing music from the printed page, who will care to hear them
sing if their voices are harsh and unmusical ?
Since rythm is more fundamental to music than melody,
much time has beien given to the development of the former.
A child's life is largely made up of action and he finds interest
in it; so to meet this demand of his nature rythmical sketching
has been introduced. Songs in two part measure were sung
while part of the children were at the board, keeping time with
the song, sketching long and short marks; the long mark repre-
senting the strong pulse and the short one the weak pulse.
Three and four part measures were studied in like manner.
After this phase of the work could be done creditably the chil-
dren were led to sketch upon the board different objects —
keeping time with the music. The ''Dairy Song" was sung
while pupils, keeping perfect time, drew churns and buckets.
Tulips were drawn to illustrate the * 'Tulip Song,'* and butter-
flies to illustrate the "Butterfly Song.''
There are very few born monotones. Most of the so-called
monotones are more properly called "tone-deaf" children.
They are unable to lift their voices from tone to tone without
special help. They sing their songs in one tone, not seeming
to be able to discover that their voices are different from the
voices of those about them. Individual attention has been given
to such pupils, and systematic ear-training has in many cases
opened up an hitherto undiscovered country to such children.
Tone-perception or ear-training has been one of the pleasing
and profitable features of the work.
Familiar songs have been sung and then analyzed — the pu-
pils discovering for themselves the syllable-names of the notes
and then writing them on the board. In the Third and Fourth
Grades two sets of rote-songs have been given, one of which
22 REPORT OF SUPERVISOR OF VOCAL MUSIC
was used for technical purposes. The song was first taught,
then the syllables of the song, after which the pupils were re-
quired to write the scale-names of the notes of the song from
memory, different pupils in the room naming the songs writ-
ten. These exercises in most cases resulted in proving that
**You hear what you see and see what you hear." In this
pleasing way a good beginning was made in interval work.
During the last half of the year more independent thought-
work was secured. In some of the Seventh and Eighth Grades,
where the pupils had received no previous training, it was at
first somewhat difl&cult to get any satisfactory results from the
larger boys; but after a time the teacher, by tact, secured good
work from these same boys. If unwilling to try to sing they
were induced to whistle, and thus a beginning at least was
made.
Much interest was aroused in the Grammar Grades in try-
ing to secure some composition work. After the teacher had
sung and described different tone-sentences, the pupils were
encouraged to think tone-sentences of their own. Some sang
or hummed the sentences while others dictated with scale-
names, and the teacher wrote them on the board for the class
to test. In some of the rooms the teachers and pupils alike
were greatly pleased with the results of these exercises. Most
of the classes wrote original words to these little melodies and
they became very enthusiastic as each new group of words was
suggested by the different members of the class and tested as to
its fitness for use. By these methods not only was the love for
music cultivated but an opportunity was opened for drill in
language.
For special occasions special music has been furnished by
pupils of the Lincoln, McKinley and the Whittier Schools.
Right here I would like to suggest that a piano in each of the
buildings, and especially in the larger ones, would be of great
advantage as well as a source of great delight.
Much credit is due the teachers who have earnestly and
cheerfully aided me throughout the year in carrying out my
REPORT OF SUPERVISOR OF VOCAL MUSIC 23
plan of work. Some did not always secure desired results be-
cause, though excellent teachers in other lines of work, they
are not adapted to the teaching of this branch.
I wish to thank the Board of Education for the many cour-
tesies extended during the year. The encouragement and
support given by the Superintendent have greatly aided me in
achieving whatever of success may have resulted from the
year's work in music.
Respectfully.
MRS. L. V. SWEESY,
Supervisor of Music.
REPORT OF THE
Friijcipal of tfee Coinrriercial School
Berkeley, June lo, 1902
To the Honorable Board of Education:
Gentlemen : This report includes no statistics of this
school prior to October 21, 1901. At that time less than fifty
students were enrolled. The attendance has more than dou-
bled since, as shown by the following statement:
Number of Girls enrolled during the year 70
** Boys enrolled during the year 42
Total 112
Number of Post-Graduates enrolled during the year. 4
Students enrolled in Stenography during
the year 6
Students enrolled in Typewriting during
the year 82
Students enrolled in Book-keeping during
the year 71
Ages of Students 14 to 40
Average age of Students 20
Percentage of attendance 95
On reopening school, October 21, different sy- terns of book-
keeping and stenography were adopted, modern methods of
instruction introduced, and such measures of discipline carried
into effect as the conditions required. As a result of these
changes the student has been stimulated to greater activity and
higher ideals, confidence has been restored and a marvelous in-
1 1
II
i(
REPORT OP PRINCIPAL OF COMMERCIAt SCHOOL 25
crease of attendance has followed. On June 2nd a class of
thirty-six was graduated from the school.
During the year additional room was utilized in order to
provide for the necessary class- work, and an assistant to the
teacher of stenography was appointed to take charge of the
classes in typewriting. Three new typewriting machines —
one with a Remington-Gorin tabulating attachment— were fur-
nished the school together with four new tables and chairs.
Late in the term an Edison mineograph was added and a letter-
press will be furnished next term. During the mid-winter
vacation the book-keeping department was rearranged in order
to accommodate those who desired to enroll. Banks and other
offices were fitted up which contributed largely to the thorough
training of the pupils in real business practice. About the
middle of November a reading-counter was introduced by means
of which our students had access to the daily papers and many
of the leading magazines and periodicals which were donated
by friends of the school. Students devoted leisure moments
during lunch hour and at other times to profitable reading,
and the novelty proved a decided success. We trust some pro-
vision will be made by another year which will enable us to
enlarge on this feature of our school life.
Many letters have come to this school from different sections
of the State, in which careful inquiries were made regarding
the instruction, advantages, etc. offered here, and in which the
writer always asked for a catalogue of the school. No cata-
logue could be sent as no catalogues of the school have been
published. This matter, as well as that of a little advertising
in our local papers, I believe should receive some attention at
once.
The Board of Education has been very liberal with appro-
priations for the Commercial School. The school at the present
time is as well equipped as the leading business colleges. By
the opening of another term it is hoped that the school will be
in a still better condition and will offer inducements equal to
those offered by the best commercial schools of the land.
26 REPORT OF PRINCIPAL OF COMMERCIAL SCHOOL
In reviewing the year's work we feel that much has been
left undone. Throughout the year an eflfort was made, how-
ever, to strengthen the courses of study now in force by giving
incidental instruction in such other subjects as the particu-
lar needs of the student seemed to require. The entrance
requirements should be raised, or provision should be made for
instruction in Spelling, Commercial English, Arithmetic and
Commercial Geography.
The prospect for a large attendance next year is very en-
couraging. Many have already expressed their intention of
enrolling next term. We have the room to accommodate all
after making a few miner changes, and with one or two more
capable commercial teachers the school can be made a model
one of its kind and will soon become known as such through-
out the State. From present indications I predict a bright
future for the Berkeley Commercial School.
Respectfully submitted,
H. E. LONGENECKER.
I^eport of the Prii^cipal of tfee ^igk School
Berkblby, June lo, 1902
To the Honorable Board of Education :
Gentlemen — The work of the year has been satisfactory
considering the late opening of the school in the old building
and our subsequent removal to the new. The prevalence of
children's diseases, the number of rainy days, together with
the lack of transportation facilities to certain portions of the
town, have had their effect upon the attendance and hence
upon the efficiency of the school. It is of the utmost impor-
tance to the success of a school that pupils be regular in at-
tendance. Until children begin to consider school a **business*'
we cannot expect them to do the best work. The lack of regu-
larity in attending school is more or less general throughout
the State, and it is probable that we have suffered more from
this than from all other evils combined. It is certain that the
efficiency of our school can be increased twenty-five per cent
by a reform in this direction.
THE NEW BUILDING
As we have spent nearly a year in the new building it may
be well to make a report upon it. I can say that the house
has fulfilled our expectations. It is satisfactory as to size and
convenience of arrangement. The halls are sufficiently broad
for the rapid changing of classes and at the same time there is
but little waste space. The Assembly-hall has been very use-
ful, and it will be of great value in helping to make the school
a whole instead of leaving it a number of departments. The
sanitary arrangements of the basements have been satisfactory.
The laboratories are well arranged and of good size, but we
believe that it will be well to improve the ventilation of the
28 REPORT OF PRINCIPAL OF HIGH SCHOOL
Chemical-room before the opening of the school in August. If
the Board contemplates the improving of the grounds during
the vacation we suggest that the rear of the building be con-
sidered first as we use the approaches on that side. In conclu-
sion it may be safely said that the Board has received full value
for the money spent upon the new building.
THE PREPARATORY NATURE OF THE SCHOOL
That the school is fast becoming solely a preparatory school
for the University and other institutions for higher education
has been shown more clearly than ever during the past year.
Twenty-four per cent of the pupils have not attended any
school in Berkeley before entering the High School. Twenty
per cent of this graduating class have been in this school but
one year. In this connection it seems well to call the attention
of the Board to the fact that very few of these pupils pay any
tuition. Many of them have become citizens because their pa-
rents have come to Berkeley with them. In many instances,
however, only one of the parents has become a resident of
Berkeley while the real home of the pupil has been elsewhere.
We suggest that more care be taken to determine whether the
pupil is a resident of the town or not; also, that the tuition fee
be increased to fifty dollars per annum, the sum fixed by the
Oakland Board for tuition in the Oakland High School.
DRAWING
This subject has been offered to those pupils only who have
been preparing for scientific courses in College. There has
been an earnest request from the patrons of the school that
Drawing be offered to the other boys and to the girls. Notice
has been received that Mechanical Drawing will soon be re-
quired for admission to the applied science courses of the Uni-
versity. For these reasons we recommend that the course in
Drawing be strengthened and put on an equality with the
other courses ofiered. The quality of the work now done has
been criticised very favorably by experts from the University
and elsewhere.
REPORT OF PRINCIPAI. OF HIGH SCHOOL 29
SCIENCE
We beg leave to call the attention of the Board to the fact
that, while we are called upon by our patrons to furnish in-
struction for pupils preparing for the study of Medicine and
the Natural Sciences, we offer only Chemistry and Physics.
There is scarcely a High School in the State that does not offer
Botany or Zoology in addition to Chemistry and Physics. It
is fitting that our school should be able to offer as extended
courses as are offered by any other school. Furthermore, it has
been found that pupils on taking up the study of Chemistry or
Physics are deficient in their knowledge of the facts of Nature.
To overcome this in some degree many schools have introduced
some work in elementary science. The subject most often
chosen for this is Physical Geography, or, to name it better,
* 'Physiography.*' The departments of Science in the Univer-
sity have offered valuable suggestions for such a course, with
the intention of accrediting the work if it be done thoroughly.
A special Teacher will be required for this work. We recom-
mend that the Board take under advisement the addition of
the subjects of Physiography and Botany to the curriculum
and the provision of a teacher for these branchies.
TEACHERS
The teaching force of the school is quite able and has dis-
played a strong interest in the welfare of the pupils. The
recent increase in the salaries of the teachers is the more
welcome to them because it shows that the Board has in this
way expressed its confidence in their worth and appreciation of
their faithful endeavors.
STATISTICS OF ENROLLMENT AND ATTENDANCE
Total enrollment 5^5
Boys 242
Girls 323
Average daily attendance 49 1
On June 5th a class of eighty-four was graduated from the
30 REPORT OF PRINCIPAL OF HIGH SCHOOL
school. These were apportioned among the different courses
as follows :
Classical 13
lyiterary 28
Scientific 27
lyimited 16
Promotions have been made as follows :
From Ninth B to Ninth A 35
From Ninth A to Junior 100
From Junior to Middle 105
From Middle to Senior 80
These, with the pupils not promoted and the pupils entering
from the A Eighth Grade and from other parts of the State,
will give us a very large attendance next year. However, we
estimate that the building will accommodate with comfort from
700 to 800 pupils.
In conclusion, I wish to thank the Board, the Superintend-
ent and the Teachers for their aid in conducting our large and
important school.
Respectfully,
M. C. JAMES,
Principal
Graduates- Class of 1902
CLASSICAL COURSE
WILLIAM ANDREWS
AMY ANNIS
ROY DARKE
JULIA DEXTER
ETHEL ENGEBRETSEN
ALICE GALLAGHER
WINIFRED LAWTON
OSCAR BOETTIGER
RICHARD BOETTIGER
JULIA BENNETT
MAY BURLESON
MYRTLE BUTLER
BERTRAM CHAPLIN
MILDRED CONGDON
FRANK EIDBNMULLER
ISABEL HANSEN
IVY JOHNSON
EUGENIA KELLEN
MABEL KNOLL
LUCILE LA GRANGE
WILLIAM LA GRANGE
BESSIE MERRILL
VERA PERCIVAL
RUTH PETERSON
VIDA ROSS
PRANK SOLINSKY
HALLIB WHITLOCK
LITERARY COURSE
PEARLE LEWIS
LENA LIERSCH
CHARLOTTE MCMAHON
LEONA MORRIS
ROSE MORRIS
LORETTA MUNRO
CARRIE PARSONS
LORENE RULE
HARRIET SMYTHE
ELIZABETH SYLE
GRACE STOKES
GEORGE WARREN
EDNA WILSON
HOPE WHITE
SCIENTIFIC COURSE
WARD ESTERLY
IDA FOSTER
ERDMANN FRKNZEL
MINOTT GOODMAN
WILLIAM GRIESCHE
WARD HALL
WALTER HANNA
WILLIAM HENRY
DON HICKEY
WILLIAM LOUGHBOROUGH
ELMER McCOY
LOUIS PAPE
RAYMOND POND
GEORGE POSEY
WALTER RADFORD
HARRY SQUIRE
ALICE THOMPSON
LEROY TUFTS
32
LIST OF GRADUATES -CLASS OF 1902
LOUIS HICKBY
PRBD JOHNSON
F. J. JOUBERT .
LEWIS RISTLBR
ERNEST WNSCOTT
EDA ADAMS
ESTHER BOWMAN
RALB^ BROCK
GERTRUDE CAMPBELL
WILLIAM CAVAWER
l^OUISE FARI^EY
PERCY GIRVIN
EMMA HANN
DALE TYRRELL
WILLIAM WARREK
CHRISTOPHER WEBB
THEO WILDER
LiniTED COURSE
IDA HENLEY
MAUDE HOGUE
SAM HUME
VIOLET KERRISON
CHESTER LAMB
ETTA LYSER
MAUD PECIVAL
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\\
Rules and Regulations
OK THB
BOARD OF EDUCATION
Section i. Regular Meetings. The regular meetings of the
Board shall be held at the Town Hall on the first and third
Tuesdays of each month at 8 o'clock p. m. When the regular
meeting of the Board falls on a legal holiday, the meeting shall
be held on the evening of the day following.
Section 2, Filing of Bills* Bills against the Board must
be filed with the Clerk not later than 5 p. m. of the Friday pre-
ceding each regular meeting.
Section 3. Classification of Schools, The Public Schools of
the Town of Berkeley shall be classed as Primary, Grammar,
Commercial and High. The First, Second, Third, Fourth and
Fifth years shall be known as Primary; the Sixth, Seventh
and Eighth years, as Grammar; and the Sub- Junior, Junior,
Middle, and Senior years, as High School,
Section 4. School Year. The School Year shall begin on
the first day of July and end on the last day of the following
June. For purposes of instruction the School Year shall be
divided into two terms as follows: The first term shall begin
on the first Monday of August and continue twenty weeks; the
second term shall begin on the Monday following the first day
of January and continue twenty-two weeks, with a mid-term
vacation of one week.
Section 5. Holidays, The first Monday of September, the
9th of September, the 22nd of February, Commencement Day
38 RULES AND kEGULATIONS
at the University of California, the 30th of May, the week of
Teachers' Institute, Thanksgiving Day and the day following^^
and such other days as may be designated by action of the
Board shall be holidays.
section 6. Daily Sessions, The daily sessions of the various
schools shall be as follows: From First to Eighth years inclu-
sive, from 9 to f2 a. m., with a recess from 10.30 to 10.45.
First and Second years, from i to 2 p. m. ; Third and Fourth
years, from i to 2.30 p. m.; Fifth, Sixth, Seventh and Eighth
years, from i to 3 p. m.; High School, from 9 to 11.45 a- ni.
and from i to 3 p. m.
SUPERINTENDENT AND HIS DUTIES
Section 7. Office Hours, The Superintendent shall be the
executive officer of the Board of Education. His office hours
shall be from 8 to 9 a. m. on each school day, and on Saturdays
from 8 to 10 a. m.
Section 8. Teachers' Meetings, The Superintendent shall
hold Teachers* Meetings regularly on the last Friday of each
school month at 4 p. m. for the purpose of giving instruction
or direction to the Teachers in the discharge of their duties, for
the discussion of the methods of teaching and systems of school
government, and to secure uniformity in grade-work and in
discipline of the schools. The monthly reports of enrollment
and attendance will be received from the Principals at this
meeting. Special meetings of all the Teachers, or of the
Teachers of any grade or grades, may be called whenever
deemed necessary.
Section 9. General Supervision. The Superintendent shall
make, subject to the approval of the Board of Education, such
rules and regulations for the general conduct of the schools as
in his judgment seem best; shall see that the school registers
are properly kept; and shall require of all the Teachers stated
reports upon attendance, deportment, scholarship, etc.
Section 10. Committees. The Superintendent shall render
RULES AND REGULATIONS 39
such aid and communicate such information to the various
committees as they may require.
Section 1 1 . Forms and Blanks. The Superintendent shall
prepare the forms of all cards, blanks, circulars, record books,
etc. used in the Department
Section 12. School Property, The Superintendent shall
have supervision of all the property of the School Departmient,
shall inspect buildings, furniture, apparatus, etc., and shall
report to the Board of Education any needful repairs or im-
provements.
Section 13. Board Meetings, The Superintendent shall at-
tend all meetings of the Board of Education, and each month
shall present a written report of the attendance and of such
other matters as the Board of Education may require to inform
themselves of the condition of the schools.
Section 14. Appointment of Substitutes. From the list
furnished by the Board the Superintendent shall assign substi-
tutes for a period of one day or more, and report such assign-
ments at the next regular meeting of the Board.
Section 15. Annual Report. The Superintendent shall pre-
pare an annual report, including statistics, a review of the
work of the year, and such facts as are of general interest to
the community, together with suggestions for promoting the
efficiency of the Department.
Section 16. Supplies. All requisitions for supplies from the
Principals of the various schools shall be made to the Superin-
tendent. The Superintendent shall issue a requisition upon the
dealer, and this requisition must be signed by one member of
the Committee on Supplies and must be attached to the bill
Tendered to the Board.
DUTIES OF PRINCIPALS
Section 17. General Duties. Principals shall be at the
school building at least thirty minutes before the hour for open-
ing schools in the morning, and shall provide for the general
40 RULES AND REGULATIONS
care of their respective buildings during the noon hour. They
shall see that their rooms are in proper condition for the recep-
tion of pupils; that Teachers are punctual in attendance and
faithful in the performance of duties, and report to the Super-
intendent any absence or delinquency on the part of any
Teacher or Janitor. Principals shall be held responsible for
the general discipline of their schools.
Section i8. Fire Drill. Principals in all the two-story
buildings shall see that a fire drill is given at least once each
month.
Section 19. School Property. Principals shall see that all
damage done to school property by any of the pupils is re-
paired at the expense of the one responsible therefor, or that a
suitable fine is paid.
Section 20. Supensions, Principals may suspend a pupil
for a day or until such a time as the Superintendent can act
upon it. The Principals shall immediately report any suspen-
sion to the Superintendent, and shall send a report to the
parent or guardian, stating in writing the reasons therefor.
The Superintendent shall take action in the matter and report
the same to the Board for final action.
Section 21. Raising the Flag, Principals shall see that
the American flag is raised over their respective buildings
every day during which school is in session, except when rain
or heavy wind renders it unadvisable, and upon such other
days as the Superintendent or the Board of Education may
designate.
DUTIES OP TEACHERS
Section 22. General Duties, Teachers are required to be
present at their respective school-rooms at least fifteen minutes
before the hour prescribed for commencing school, and to ob-
serve punctually the hours for opening and closing school.
Section 23. Detention of Pupils. No pupil shall be detained
in school during the intermission at noon, and a pupil detained
f
RULES AND REGUI<ATlONS 4I
at recess shall be permitted to leave the room immediately
thereafter. All pupils, except those detained for punishment,
shall be required to pass out of the school-rooms at recess, un-
less it would occasion an exposure of health.
Section 24. Excuses, Teachers are authorized to require
excuses from the parents or guardians of pupils, either in per-
son or by written note, in all cases of absence or tardiness, or
of dismissal before the close of school.
Section 25. General Supervision over Pupils, t^upils shall
be under the general supervision of the teachers in going to
and coming from home. Pupils are expected to go directly
home upon leaving the school grounds, and the teachers are
directed to enforce this provision by proper penalties*
Section 26. Teachers are required to be punctual in their
attendance upon all Teachers* Meetings, whether general or of
the grade, and to take any part in such meetings as may be as-
signed them.
Section 27. Reading Rules to Pupils, It shall be the duty
of teachers to read to the pupils from time to time so much of
the school regulations as apply to them, that they may have a
clear understanding of the rules by which they are governed.
Section 28. Teachers shall neither advise nor request pupils
to purchase any books or supplies except those authorized by
the Board.
RULES FOR PUPILS
Section 29. Attendance, Every pupil is required to attend
school punctually and regularly; to conform to the regulations
of the school and to obey promptly all the directions of the
teacher; to observe good order and propriety of deportment; to
be diligent in study, respectful to teachers, and kind and oblig-
ing to schoolmates; to refrain entirely from the use of profane
and vulgar language and to be clean and neat in person and
clothing. Failure to comply with the provisions of this section
will subject the pupil to dismissal from the school. Pupils so
42 RULES AND REGULATIONS
dismissed can only be reinstated by the Superintendent on in-
structions by the Board.
Section 30. Excuses, Pupils are required in all cases of
absence to bring, on their re .urn to school, an excuse in
writing from their parents or guardians, assigning good and
suflBcient reasons for such absence.
Section 31. Grading. All pupils who have fallen behind
their grade by absence or irregularity of attendance, by indo-
lence or inattention, shall be placed in the grade below at the
discretion of the Principal.
Section 32. Leaving School. No pupil shall be permitted
to leave school at recess or at any other time before the regular
hour for closing the school, except in the case of sickness, or
on written request of parent or guardian.
Section 33. Continued Absence. Any scholar who shall be
absent one week without giving notice to the teacher, shall
lose all claim to his particular desk for the remainder of the
term, and shall not be considered a member of the school.
Section 34. Care of Desks. Each scholar shall have a par-
ticular desk, and shall keep the same and the floor beneath in a
neat and orderly condition.
Section 35. Presents to Teachers. Pupils are prohibited
from making presents to teachers or from contributing toward
class-presents for teachers.
Section 36. Any pupil who shall be disrespectful or insult-
ing in language or actions toward any school officer or teacher
upon the street or in any public place, at any hour of the day
or upon any day of the week, shall be liable to suspension or
expulsion, or such other punishment as may be. deemed
adequate.
Section 37. Books and Supplies. No pupil shall be allowed
to retain connection with any public school unless furnished
with books and other utensils required to be used in the class
to which he belongs, provided that no pupil shall be excluded
RULES AND REGULATIONS 43
for such cause unless the parent or guardian shall have been
furnished by the teacher with a list of books or articles needed,
and one week shill have elapsed after such notice without the
pupil obtaining said books. Books shall be furnished to indi-
gent children by the Board of Education at the expense of the
town whenever the teacher shall certify in writing to the Su-
perintendent that the pupil applying.is unable to purchase such
books.
Section 38. Directions to Janitors. Principals shall give
such directions to the Janitors of their schools as will ensure
the neatness and cleanliness^ of everything pertaining to the
school premises. Failure on the part of Janitors to carry out
the instructions of their Principals will be reported to the Su-
perintendent who is given full power to act in such cases.
GENERAL RULES
Section 39. Advertisements, Principals shall allow no ad-
vertisements to be read or distributed among the pupils of any
school, or to be posted upon the fences or walls of any school
building under their supervision, nor permit any person to en-
ter the school or school premises for the purpose of exhibiting
any article or to announce any public entertainment, except by
special permission of the Board.
Section 40. Tuition, The tuition of non-resident pupils
who attend the High School shall be fifty dollars per annum.
All tuition must be paid semi-annually in advance and the pu-
pil must present a card from the Superintendent showing that
the tuition has been paid, before he can be enrolled as a stu-
dent. Non-residents, owning real estate in the town of Berke-
ley and paying taxes on the same, shall be entitled to a rebate
of one-tenth for one pupil for every $500 assessed valuation on
presentation of the tax collector's receipt to the Superintend-
ent.
The Board is governed by the following provisions in the
Political Code in determining the residence of pupils:
44 RULES AND REGULATIONS
Residence :
Section 52. Every person has, in law, a residence. In de-
termining the place of residence the following rules are to be
observed :
1. It is the place where one remains when not called else-
where for labor or other special or temporary purpose,
and to which he returns in seasons of repose.
2. There can only be one residence.
3. A residence cannot be lost until another is gained.
4. The residence of the father during his life, and after his
death the residence of the mother while she remains
unmarried, is the residence of the unmarried minor child.
5. The residence of the husband is the residence of the wife.
6. The residence of an unmarried minor who has a parent
living cannot be changed by either his own act or that of
his guardian.
7. The residence can be changed only by the union of act
and intent.
Section 41. Contagious Diseases^ Every pupil in whose
family any contagious disease is known to exist shall, on re-
turning to school, present a certificate from the Health Officer,
stating that no risk will be incurred in receiving the bearer into
school.
.Section 42. Admission to First Grade, No pupil shall be
admitted into the low section of the First Grade after the
fourth week of each term. However, pupils who shall attain
the age of six years, at any time during the first half of either
term, may be admitted at the beginning of the term or during
the first four weeks.
Section 43. Buildings, No room in any school building
shall be used for any other than public school purposes, except
by special permission of the Board of Education, and then only
RULES AND REGULATIONS 45
when the object is directly in the interests of the Public
Schools.
Section 44. Exhibitions^ Etc, No festival, exhibition or con-
cert shall be given under the name of any school unless au-
thorized by the Board.
Section 45. There shall not be employed in this Department
as Teacher or Janitor any married woman whose husband is
alive and from whom she has not been legally separated, un-
less, owing to his disability or sickness, she has to rely upon
her own efforts for a liveHhood; provided, however, that this
rule shall not apply to any Teacher or Janitor now employed
in the schools of Berkeley. — Adopted May 16, i8gg.
Section 46. Teachers desiring to leave the class-room during
either the morning or afternoon session must notify the Prin-
cipal at least two hours in advance, who will then call on the
Superintendent for a substitute, and the Teacher must not
leave the class-room before the substitute has taken charge of
the class. The substitute will receive pay for the entire ses-
sion. Sudden attack of illness will be the only excuse for not
giving the required two hours notice.
Section 47. Substitute Teachers. All substitutes must be
furnished through the Superintendent from the regular substi-
tute list. When there are no regular listed substitutes availa-
ble the Superintendent is empowered to place some teacher in
charge who holds the proper certificate and is registered accord-
ing to the requirement of the law.
Section 48. Teachers who are regularly appointed to the
substitute list by the Board must file with the Superintendent a
statement from the County Superintendent showing that they
hold a certificate in full force and effect. The salary of a sub-
stitute teacher for a month or more shall be the same as that
of the regular teacher of the grade; for less than a month the
salary shall be $3.25 a day for actual time employed.
Section 49. Pupils from other schools may be admitted to
the Berkeley High School without examination, with the un-
46 RULES AND REGULATIONS
derstanding that such pupils are to be considered on probation
for two months. At the end of that time such pupils must
consent to be put in their proper grade at the discretion of the
Principal, without examination or further trial, and parents
or guardians must agree to the foregoing rule upon the pupil
entering the school.
Section 50. Every non-resident pupil must have a local
guardian who shall be responsible for the attendance and de-
portment of the pupil.
ScLCtion 51. Meetings of the Board. At each regular meet-
ing of the Board the Order of Business shall be as follows :
1. Roll Call.
2. Reading the Minutes.
3. Report of Special Committees.
4. Report of Standing Committees, viz. :
Finance.
School houses and Sites.
Supplies.
Course of Study.
Rules.
Salaries.
Classification.
High School.
5. Unfinished Business.
6. New Business.
7. Adjournment.
The High School Board shall use the same general Order
of Business.
COURSE OF SXUDY
OP THB
PUBI.IC SCHOOIvS
OP THE
TOWN OF BERKELEY
A Course of study should indicate definitely the minimum
expected. There is no desire to interfere with the originality
of the teacher in the presentation of any subject. The number
work, as far as the drill in fundamental operations is concerned,
must be uniform^
Reading is the key to the work of the entire Course. If this
is neglected the doors opening to many a store-house of knowl-
edge must remain closed. The first aim should be to have the
children read in such a manner as to show that they understand
fully the language and the thought. Daily drill in oral ex-
pression in all the grades should be given.
A love for good literature should be developed in every child.
The course in Reading and Literature has been prepared with
this development in view. The **Culture Course*' in Reading
and the Public Library will prove to be important factors in
securing the desired result.
The Course of Geography has been correlated with History;
that in Nature Study or Elementary Science, with Reading and
Language in the lower grades and with Geography in the upper
grades.
The study of natural phenomena, of the soil, of vegetation
and of animal life is a valuable introduction to the study of
Physical Geography, while many of the myths connected with
4 COURSE OF STUDY
animal and plant life are equally helptul in the pursuit of
literary study. Every lesson in Science should be a lesson in
language and oral expression. Drawing should be utilized,
whenever possible, in connection with the study of plant life.
The object of an Elementary Science Course is not to impart
scientific knowledge alone, but to secure for every pupil accurate
and careful habits of observation. It is what the pupil does for
himself in the line of investigation and not what is done for him
that produces the benefit.
None of the work should be given without thorough prepara-
tion, and too much ivork should not be attempted. A little well
done is better than a full course done carelesslv.
Suitable apparatus for performing the required experiments
in Elementary Physics in the upper grades will be furnished to
the Principal of each school. When not in actual use the
apparatus must be returned to the Principal's office.
The maximum time limit is thirty minutes each week in the
Primary grades, and sixty minutes each week in the Grammar
grades.
Through the courtesy of Superintendent McClymonds of
Oakland a copy of the "Course in Nature Study" for the
Oakland school has been supplied for reference to each school
building in Berkeley.
' * One of the aims of the schools is to teach children how to
study. The study period thus becomes as important as the
recitation period and should be provided for by the program.
The child should learn to study under the guidance and super-
vision of the teacher, and not be required to get his lessons
out of the school-room unsystematically, and often under very
unfavorable conditions."
Science or Mature Study
FIRST GRADE
Seeds. (2nd Outline p. 16.)
Observation with reference to form, arrangement in seed-
case, and method of distribution.
Growth of Seeds, (ist Outline p. 4; 2nd Outline p. 16.)
Germinating of seeds.
Parts of seed.
What is necessary to make the seed grow.
How the plant breaks out of the seed.
How the plant comes out of the ground.
The roots of the plant as they seek food.
The leaves of the plant as they seek food.
The growth of roots from cuttings.
Air-roots, and in fact all the phenomena of growing plants
that can be made out by children.
Moths, Butterflies and Caterpillars. ( 2nd Outline
P- 31)
Bleeding cages and food.
Egg, size and growth.
Growth of caterpillars.
Moulting.
Cocoons of chrysalides.
Butterfly or moth.
Life and habits.
Development of Frogs and Salamanders from Egg,
WITH Comparison, (ist Outline p. 5.)
Development of Mosquito from the Egg of the
Adult, (ist Outline p. 16.)
6 COURSE OF STUDY
5EC0ND GRADE
The same as the First ; the work differing in the amottnt of
detail and in the nature of the problems set for the children to
solve.
Add to the First Grade list : Mushrooms, pufi-balls, etc. ,
manner of growth, place of growth, etc.
Thk Study of the Ant.
THIRD GRADE
Seed Distribution as Outlined in First Grade.
During seed growing time, plant seeds not before studied. In
this connection give the experiments under '*The Plant's
Food." (ist Outline p. i8.)
Lead Pencils.
Structure and materials.
How made.
Graphite.
Properties, uses, etc. (2nd Outline p. 19.)
Pond Life, (ist Outline p. 15; 2nd Outline p. 23.)
Covering of Animals, (ist Outline p. 20, middle of page.)
FOURTH GRADE
Growth of Pistil to the Fruit in Dandelion, Burr-
Clover, Geranium, Poppy, Sweet Pea.
At least any other five may be substituted for these at the
convenience of the teacher, (ist Outline p. 24; par. 2, 3, 4, 5. )
The Magnet, its properties and uses. (2nd Outline p. 26.)
Flowering Plants, (ist Outline pp. 3, 4, 24 and 32;) (2nd
Outline p. 30.)
Effects of Heat on Liquids, Gases and Solids, with
THE Structure and Use of the Thermometer, (ist
Outline, pp. 8-9.)
COURSE OF STUDY 7
The Fungi Group, including mushrooms and the like, puff-
balls, geasters, moulds, lichens; also examples of parasitic
plants, such as mistletoe and dodder, their life-history,
place of growth, spore surfaces, discharge of spores, etc.
Collect as many varieties as possible. Compare the various
forms studied. ( ist Outline pp. ii, 12.)
Marine Life. Crabs and shrimps (or lobsters.) (2nd Outline
p. 20.) Observation of motions, by what parts and how
accomplished. Study of appendages, attachment to body ;
the joints, their forms and uses. Study of body, its divisions
and the joints which make it up. Comparison of the two.
Comparison with some insect already studied.
FIFTH GRADE
Evaporation of Various Liquids, such as Water, Al-
cohol, Gasoline, (ist Outline pp. 8, 9, 17.)
Compared with glycerine. Prove existence of vapor by use
of ether, alcohol, chloroform.
Show that heat is used up in evaporation.
Evaporation of solids, such as camphor, iodine.
Condensation, (ist Outline p. 9.)
Show sources of vapor water by condensation from breath,
surface of skin, under surface of a leaf, etc.
Distill water from flask.
Solution, (ist Outline p. 10.)
Solution of various common substances that will readily
dissolve in water. Those that will not dissolve readily, as
camphor, blue-stone and the like. Those that do not dissolve
perceptibly.
Evaporation of water to regain the substance, showing
crystals.
Use of funnel and filter paper to show dissolved substances.
Application of these phenomena to fogs» clouds, snow» rain:
formation of soils, erosion, etc.
8 COURSE OF STUDY
Fruits or Flowering Plants, according to season.
Fruits. (2nd Outline p. 17.)
Use of edible parts.
Change in fruit by cultivation and selection.
Structure of the fruit — its parts, their arrangement in
reference to each othei .
How green fruit becomes ripe.
Digestion of starch in human body.
Use of sugar in plant life; in animal life.
Flowering Plants, (ist Outline pp. 3, 4, 24; 2nd Outline
p. 30.) Western Journal of Education, {^9iy^ 1899, p. 15.)
Work of the flower.
Parts of the flower seen in as many forms as possible.
I St. Place of minute beginniygs of seeds in ovary.
2nd. Extension of the ovary into style and stigma.
3d. Stamens with pollen.
4th. Corolla.
5th. Calyx.
Provisions for fertilization as seen in lupine, locust tree, peas,
beans, cloves, or any plant of the Leguminosae.
Use of corolla, calyx^ honey, perfume, color, etc., to the
plant.
Provisions for fertilization as seen in petunia, morning glory
and the like.
Provisions for fertilization as seen in grasses, wheat, corn,
rye, oats, etc.
Provisions for fertilization as seen in conifera.
Provisions for fertilization as seen in melon family.
Spiders. (2nd Outline p. 33.)
Collection and care of living spiders in jars in school-rooms.
Food.
Web. What kind of a spider made it, how did it weave it,
what use is made of it?
Spinning organs. Position. Structure. How used.
COURSE OF STUDY
General appearance of spiders.
Different families of spiders with characteristics.
Mosquitoes, (ist Outline p. i6; 2nd Outline p. 23.)
Care of eggs. Larvae and pupa.
General appearance in each stage.
Movements of larvae. How accomplished.
Feeding.
Moulting.
Movements of pupa.
Breathing.
Change to mosquito. How made.
SIXTH GRADE
Pendulum, (ist Outline p. 28.)
Construction.
Length of pendulum vibrating once in a second.
Length of pendulum vibrating twice in a second.
Length of pendulum vibrating once in two seconds.
Length of pendulum vibrating once in, three seconds.
Length of pendulum vibrating three times in one second.
Use of pendulum as a time instrument.
Pond Life, (ist Outline p. 15.)
The green scum of ponds.
Diatoms.
Aquatic Insects. (2nd Outline p. 23.)
Dragon flies.
Water beetles.
Caddis worms.
Pond skaters, or water striders.
Water boatmen.
Whirligig beetles.
Collection, care and study of life-history of three, or substi-
tute any other three water insects.
lO COURSE OF STUDY
Metals, (ist Outline p. 27.)
Collection of pure metals, such as copper, lead, zinc, iron,
aluminum, platinum, etc.
Properties.as relative hardness, flexibility, ease of welding, etc.
Alloys.
*
Uses.
How metals are taken from their ores.
Application to mining.
The Moon, (ist Outline p. 30.) (See Oakland Course,
PP, 82-95.)
Crystai^. (ist Outline p. 10.)
D1ST11.1.AT10N OF Water, (ist Outline pp. 8, 9, bottom of
page.)
Frost and Ice. (2nd Outline p. 28.)
Formation of frost.
Temperature of melting ice.
Temperature of freezing mixtures.
Why ice floats.
Manufacture of artificial ice.
Application to geographical features.
Life-History of Ferns.
SEVENTH GRADE
Capillary Attraction. (2nd Outline p. 28.)
Illustrate by set of tubes, sheets of glass, a sponge, a lump
of sugar, a towel, etc.
Capillary attraction in gravel, sand, clay.
Application to plant life, — also to circulation of the blood.
Reason for cultivation of orchards.
Soils. (2nd Outline p. 27.)
Structure.
Kinds of soil.
COURSE OF STUDY II
Relation of soil to growing roots.
Relation of soil to percolating water.
Pressure of Liquids and Air. (ist Outline p. 17.)
Why some bodies float.
Why some float more above water than others.
Why some bodies sink.
Floating bodies in lighter or heavier liquids.
Application to ventilation and winds*
Construction and use of barometer.
Magnets. (2nd Outline p. 26.)
Currents in Water, (ist Outline p. 19.)
Currents in boiling water.
Currents in vessels of different shapes.
Effects of unequal heating on currents.
Application to ocean currents.
Currents in Air. (ist Outline p. 20.)
Exploration of school-rooms for currents of air*
Construction of hot-air balloon.
Application to winds and ventilation.
Plant Physiology.
Growth and use of root hairs, (ist Outline p. 4, 8, 19.)
The plant's food.
Show that plants take up water.
Show that water escapes from plant's leaves.
Trace course of water absorbed by roots.
Examination of stomata.
Material of soil dissolved in water and used by plants.
Making, using and storing starch in the plant.
Food of mushrooms, moulds and the like.
Food of lichens.
Food of mistletoe, dodder, etc.
The Moon, (ist Outline p. 30. See Oakland Course, pp. 82-95.)
12 COURSE OF STUDY
EIGHTH GRADE.
Oxygen and Carbonic Acid, (ist Outline pp. 2t, 22.)
Preparation.
Properties.
Uses.
Application to human life, plant life, etc.
Diffusion of Gases, (ist Outline p. 23.)
Study of the Candle Flame, (ist Outline p. 26.)
Parts of the flame.
How the flame is produced.
Use of different materials for producing flame.
Illuminating Gas. (ist Outline p. 26.)
Preparation of gas in school-room.
Process of burning in coal and wood.
Preparation of gas for use in city.
Visit to gas works.
THE HUMAN BODY.
elementary physiology and hygiene-
First Grade —
Human Body — Care of the person: skin, teeth, eyes, and, in
general, the importance of cleanliness. Use of food. Effects
of narcotics and stimulants.
Second Grade —
Human Body— Continue lessons in cleanliness. Importance
of exercise, pure air, correct position in sitting and in walking.
Importance of regular habits of eating and sleeping. Effects
of stimulants and narcotics.
Third Grade —
Human Body — Study of the body as a whole. Framework
of bones. The use of the flesh and skin. Care of the eyes,
ears, nose and teeth. What services do they perform ? Inju-
rious effects of narcotics and stimulants.
course of study 1 3
Fourth Grade —
Human Body — Study the parts of the body in relation to
their adaptation to the needs of man. Review the work of
previous years. Evil effects of narcotics and of alcoholic
liquors.
Fifth Grade —
Human Body — Study of the bones and joints. The skull,
spine, ribs, breastbone, bones of the arm and of the leg.
Structure and chemical composition of bones. Kinds of joints
and the parts which compose them. Growth of bones. Study
of the muscles. Kinds, structure and properties of muscles.
Hygiene of the muscles.
Sixth Grade —
Human Body — Study of the blood. Causes of impure
blood. The circulation. Arteries, capillaries and veins. The
heart. Hygiene of the circulation.
Seventh Grade—
Human Body — Study of digestion and absorption. Divisions
of the alimentary canal. Study of the teeth, stomach, liver
and pancreas. The lymphatic system. Food, stimulants and
narcotics.
Eighth Grade —
Human Body — Study of respiration and the voice. The
nervous system. Study of the skin, the eye, the ear. General
review of the subject of hygiene.
Reading and Literature
Teachers must constantly have in mind the two-fold object
to be attained and the close connection that Reading has with
the work in the other parts of the Course.
The objects to be attained by the pupil are, the ability to
read fluently and intelligently, and the formation of a taste for
pure, wholesome literature. No greater service can be ren-
dered the children than to assist them in gaining these objects.
Teachers are expected to use only so much of the supple-
mentary material as is needed to fill out the Course. In all
grades above the Third all of the reading matter must be
purchased by the pupil.
There should be daily practice in Reading aCt Sight in all
grades from 3rd to 8th inclusive — and this should be real
SIGHT READING. Ability to read at sight, fluently and under-
standingly, can be gained very rapidly by practice, provided
that too diflScult work is not attempted at first. The selection
for Sight Reading should never be so difficult that it will require
an effort on the part of the pupil to pronounce the word or to
grasp the meaning.
FIRST GRADE— **B" DIVISION.
Reading from chart and blackboard, also State First Reader
to page 21, inclusive. As supplementary reading, twenty pages
in some other suitable Readers furnished from Superintendent's
office.
Bible Stories —
The Star of Bethlehem.
Abraham — A Picture of Primitive Life.
Joseph — His Boyhood and Life in Egypt.
COURSE OF STUDY 15
The Bible is to be treated as other literature and history.
(See Foster's "Story of the Bible," and **The Bible and Its
Story," by Josephine Pollard.)
FIRST GRADE— "A" DIVISION.
State First Reader, completed.
As supplementary: Other Readers furnished from Superin-
tendent's oflSce.
BiBLB Stories —
Moses.
Daniel.
The Prodigal Son.
SECOND GRADE— **B" DIVISION.
State Second Reader to page 76, inclusive.
As supplementary: Baldwin's Second Reader to page 40.
Other Readers furnished from Superintendent's office.
Bible Stories —
The Good Samaritan.
Samson.
The Sower.
Myths —
Stories of Old Greece to page 68.
SECOND GRADE— **A'' DIVISION.
State Second Reader, completed.
As supplementary: Baldwin's Second Reader, completed.
Other Readers furnished from Superintendent's office.
Myths —
Stories of Old Greece, to page 108.
THIRD GRADE— **B'' DIVISION.
State Third Reader, to page 60, inclusive.
As supplementary:
l6 COURSE OF STUDY
Fables and Folk Stories, Part I.
Seaside and Wayside, Part I.
Baldwin's Third Reader, to page 70.
Myths —
Some flower stories from Francillon's "Gods and Heroes.'*
THIRD GRADE— "A" DIVISION.
State Third Reader to page 100.
As supplementary:
Great Americans for Little Americans.
Baldwin's Third Reader, finished.
Fables and Folk Stories— Part 1 1.
FOURTH GRADE— 'B" DIVISION.
State Third Reader, completed.
As supplementary:
Stories of American Life and Adventure.
Hans Andersen's Stories, Part I and II.
Baldwin's Fourth Reader, to page 50.
FOURTH GRADE— ''A" DIVISION.
State Fourth Reader to page 41, giving particular attention
to literary outline at the beginning of the lessons.
As supplementary:
Selected lessons from Baldwin's Fourth Reader.
Stories from Plato.
Selections from Hiawatha.
FIFTH GRADE— **B" DIVISION.
State Fourth Reader, finished.
As supplementary:
Hawthorne's Wonder Book, Part I.
Baldwin's Fifth Reader, to page 60.
cotrRs:E OF si^tjdy 17
Mythical stories from the early history of Rome. Correlate
tihese stories with the work in History and Geography, Con-
sult Guerber's "Story of the Romans,'*
FIFTH GRADE— ''A" DIVISION-
Baldwin's Fifth Reader, completed.
Hawthorne's Wonder Book, Part II.
King of the Golden River.
General Account of the Myths of the North. Correlate the
work in Myths with the History and Geography,
Consult —
Legends of Norseland, — Pratt,
Stories of Old Germany. — Pratt.
Story of Siegfried. — Baldwin,
Story of the German Iliad. — Burt.
SIXTH GRADE— "B" DIVISION.
Story of Mother Earth.
Dickens' Christmas Carol.
To be taken by subjects, orally:
The Age of Chivalry.
King Arthur and His Knights.
Richard Coeur de Leon.
Robin Hood.
Read to the class, or have them read:
The Lady of Shalott.
Sir Galahad.
SIXTH GRADE— "A" DIVISION,
Selected lessons from Baldwin's Sixth Reader.
Birds and Bees.
Grandmother's Story of Bunker Hill.
SEVENTH GRADE— *'B" DIVISION.
Baldwin's Sixth Reader, finished.
Tales of the White Hills.
Selections from Irving's Sketch Book.
l8 COURSE OF STUDY
(In connection with the study of Westminster Abbey have
the plan of the Abbey drawn upon the blackboard, and follow
the plan closely.) Study the life of Irving.
N. B. Fiske's History of the United States may be used as
a supplementary Reader in the Seventh and Eighth grades.
SEVENTH GRADE— 'A" DIVISION.
Selected lessons from Baldwin's Seventh Reader.
Gray's Elegy.
Courtship of Miles Standish.
Associate this work with the work in Histor>\ Have the
pupils read *' Miles Standish" by Abbott. Visit the New Eng-
land Kitchen in the museum in Golden Gate Park.
N. B. Fiske^s History of the United States may be used as
a supplementary Reader in the Seventh and Eighth grades.
EIGHTH GRADE— **B" DIVISION
Baldwin's Seventh Reader, finished.
Evangeline — Historical basis of the poem. Manners and customs
of the Acadians. Review the history correspondin*^. Trace the
wanderings of Evangeline. Study the leading characiers.
Compare Evengeline with Priscilla. Teach here the simile^
metaphor^ personification and climax.
Plutarch's Lives —
Select three typical lives. In the study of Plutarch give atten-
tion to the accompanying geography Use Ginn's Classical
Atlas. Note the clearness with which Plutarch brings out the
salient points of each character. Lt^ad the pupils to grasp the
main features of each biography.
EIGHTH GRADE— *'A" DIVISION.
Baldwin's Eighth Reader.
Ivanhoe.
The Deserted Village.
Thanatopsis.
The following days are to be observed by the pupils in the
different grades by exercises appropriate to the day:
COURSE OF STUDY 1 9
Third Grade— Celia Thaxter Day, May 12th.
Fourth Grade — Eugene Field Day, September 3rd.
Fifth Grade— J. G. Whittier Day, December i6th.
Sixth and Eighth Grades — H. W. lyongfellow Day, February
26th.
Seventh Grade — Irving Day, April 5th.
And by pupils in all the grades — Abraham lyincoln Day,
February 12th.
Culture Course in Reading
It is expected that the teachers will earnestly endeavor to
make this limited course of the greatest possible value.
Teachers in the First and Second Grades may select such as
their time will allow them to use from the following complete
list.
From the Third Grade, when the pupil begins to read for
himself on through the Course, the pupils are to read the
books as nearly as possible in the order given.
These books may be read in the class-room if time permits,
or may be given for home reading.
PIR5T QRADB
1. The Three Bears.
2. Red Riding Hcx>d.
3. The Fir Tree. — A ndersen .
4. Jack and the Bean Stalk.
5. The Ant and the Grasshopper.
6. The Lion and the Mouse.
7. The Sleeping Beauty.
8. Thumbelina.— ^«t/^rs^/i.
9. Brownie Book. — Cox,
10. Golden Hair and Blue Eyes.
11. The Red Hen.
12. The Robin.
13. The Grateful Foxes.
14. Babes in the Woods.
15. Clytie.
16. The Old Woman and the Pig.
17. Christmas all the Year Round.
18. The Five Peas.
19. The Chipmunk.
20. The Fox and the Stork.
COimSE OP STUDY 21
SECOND QRADB
K. Philemon and Baucis,
a. Little One Eye.
3. Hansel and Gretel.
4. The Porcelain Stove, — From the Story Hour.
5. Robinson Crusoe. (Easy Word Edition,)
6. The Anxious Leaf.
7. Letters from a Q.9X.---Jackson.
8. Hare and Tortoise.
9. The Woodpecker.
to. Dick Whittington's Cat.
11. The Magic Clock.
12. Elves and Shoemaker,
23. Cinderella.
14. Story of Pheeton,
15. Each and AIL
16. Hiawatha.
17. The Frog King.
18. Norse Stories — Thor-Baldur, Lohengrin and Siegfried
19. The Story Hour, — Wiggin.
20. Aunt Martha's Corner Cupboard. — Kirby.
THIRD GRADE
1. Child's Dream of a ^\sx,-^ Dickens,
2. Little Lame Prince. — Mulock.
3. The Great Stone Pace. — Hawthorne*
4. Little Lord Fauntleroy. — BurmU,
5 Beautiful Joe,
6. Black Beauty.— 5ifWa//.
7. The Birds* Christmas Carol.
8. Fridjhof Nansen. — Bull.
9. The Little Mermaid. — Andersen.
10. Prince Tip Top.— Margaret Borwet^
FOURTH QRADB
X. Rab and His Friends. — Brown.
2. Patsy — biggin.
3. Swiss Family Robinson.
4. Dog of Flanders. — Ouida.
5. Editha's Burglar. — Burnett.
6. Daflfy Downdilly. — Hawthorne.
22 COURSE OF STUDY
7. The Horse Fair. — Baldwin.
8. Sweet-Heart Travelers. — Crocket.
9. Melody. — Richards.
10. Fanciful Tales. — Stockton.
FIFTH GRADE
1. Stories of King Arthur. — Hanson^
or Boys' King Arthur. — Lanier,
2. Storiesof the Bible. — Endicott^
or The Story of the Chosen People. — Guerber.
3. Jungle Book . — Kipling.
4. Being a Boy. — Warner.
5. Prince and Peasant. — Martineau.
6. Donald and Dorothy. — Dodge.
7. Captain January.
8. Story of a Bad Boy. — Aldrich,
SIXTH GRADE
1. Pilgrim's Progress. — Bunyan.
2. Little Women or Little Men.— A IcoU.
3. Gulliver's Travels.— 5«////.
4. Arabian Nights.
5. The Prince and the Pauper. — Clemens.
6. Story of a Short Life. — Mrs. Ewing.
7. The Boy Emigrants. — Brooks.
8. Boy Hunters. — Reid.
9. Pepacton. — Burroughs.
10. Old Stories of the East. — Baldwin.
SEVENTH GRADE
1. Dombey and Son. — Dickens.
2. Tom Brown's School Days. — Hughes.
3. Last of the Mohicans. — Cooper.
4. Ye Little Salem Maid. — Pauline B. Mackie.
5. Nellie's Silver Mine —H. H.
6. The Cavalier. ^Mollie Seawell.
7. Treasure Island. — Stevenson.
8. Standish of Standish. — Austin.
9. Hans Brinker — Mary Mapes Dodge.
10. Otto of the Silver Hand. — Pyle.
11. The Lion of St. Mark's.
COURSE OF STUDY 23
EIGHTH GRADE
1. Uncle Tom's Cabin. — Stowe.
2. Life of Lincoln. — Brooks.
3. Two Years Before the Mast. — Dana.
4. Tales from Shakespeare. — Lamb,
5. Ramona.— ^ar>&j^».
6. Man without a Country. — Hale.
7. John Halifax, Gentleman.
8. David Copperfield. — Dickens.
9. The Mill on the Floss. — Eliot.
10. Scottish Chiefs.— Porler.
NINTH GRADE
1. Hero Tales from Ancient History. — Roosevelt & Lodge.
2. The Talisman — Scott.
3. Marmion — Scott.
4. Kenilworth. — Scott.
5. Nickolas Nickleby. — Dickens.
6. Autobiography of Fran klin .
7. Voyage Around the World in the Ship Beagle -—Darwin.
8. Hoosier Schoolmaster. — Eggleston.
9. Harold. — Bulwer,
10. The Last of the Barons.— i?«/ze/^r.
11. Ben Hur. — Wallace.
Poeii]g for njeniory WioTk
The memory gems given below are to be learned by the pupils.
The object is to cultivate the retentive power and at the same
time put the pupil in possession of many of the finest sentiments
of our language.
About sixteen lines are required for each month, and an op-
tional list for extra work is also given.
The poems are now collected and printed in book form.
••B'' FIRST
Two Little Hands.
The Owl and the Pussy Cat, Edmund Lear.
My Shadow, Stevenson.
Whenever a Little Child is Born, Agnes Carrer,
A Million Diamonds, M. T. Butts.
Daisy Nurses.
Little Dandelion.
OPTIONAL.
One, Two, Three, Bunner.
Thistle Down, Eliot.
Sleep, Baby, Sleep, Prentiss,
•*A" FIRST
The Ferry for Shadow Town.
Forget Me Not.
Three Little Bugs in a Basket, Alice Cary.
Sweet and Low, Tennyson, 12 lines.
The Little Plant.
COURSE OF STUDY 25
OPTIONAL.
Quite Like a Stocking, Aldrich,
Who Stole the Bird's Nest, Child,
The Dandelion, Prescott.
The Baby, George MacDonald,
Seeing Things at Night, Eugene Field.
«*B" SECOND
Seven Times One Are Seven, Jean Ingelow. 24 lines.
Selections from Hiawatha, 8 lines.
The Night Wind, Eugene Field, 24 lines.
The Blue Bird's Song, Miller. 6 lines.
Bed in Summer, Stevenson. 8 lines.
Christmas Eve.
The Dog's Eye, Edith Thomas*
OPTIONAL
I Once Had a Sweet Little Doll, Chas, Kingsley,
The Minuet, Mary Mapes Dodge*
'•A»' SECOND
If I Were a Sunbeam, Lucy Larcom.
Meadow Talk.
The Lullaby, /. G, Holland,
Suppose, Phcebe Gary,
Wynken, Blynken and Nod, Eugene Field*
OPTIONAL.
Pretty is That Pretty Does.
Selections from Hiawatha, Longfellow*
Drive the Nail Aright.
••B' THIRD
Lost. (Shut the Dairy Door.) Ceia Thaxter,
The Song of the Brook, Tennyso7t, t6 lines.
Wonderful World. 20 lines.
The Children's Hour, Longfellow, 28 lines.
26 COURSE OF STUDY
OPTIONAI^
Extract from Pippa Passes, Browning,
Nikolina, Celia Thaxter,
Winter and Summer, O, ICfiowlton, 12 lines.
Discontent.
*A" THIRD
Little Brown Hands, M, H. Krout,
The Brown Thrush, Lucy Larcom,
Don't Give Up, Phoebe Gary.
An Afternoon in February, Longfellow.
OPTIONAI^
We are Seven, Wordsworth.
Our Flag.
•*B'' FOURTH
Little Boy Blue, Eugene Fields 24 lines.
The Sand Piper and I, Celia Thaxter. 32 lines.
Take Care, 32 lines.
OPTIONAL.
Pitty-pat and Tippy-toe, Eugene Field.
How the Leaves Turn Brown, Coleridge.
A Life Lesson, Riley.
*'A" FOURTH
In School Days, Whittier.
Bugle Song, Tennyson.
The Mountain and the Squirrel, Emerson.
Abou Ben Adhem, Leigh Hunt.
OPTIONAL.
XXIII Psalm.
Red Riding Hood, Whittier.
COURSE OP STUDY 27
( t
B" FIFTH
The Village Blacksmith, Loyigfellow.
From My Arm-chair, Longfellow,
Daffodils, Wordsworth, 12 lines.
OPTIONAL,
Childhood's Gold, Liicy Larcom.
Meadow Larks, Ina Coolbrith.
Song of Easter, Celia Thaxter.
Fiftieth Birthday of Agassiz, Longfellow.
"A'» FIFTH
The Arrow and the Song, Lo7igfellow.
Joy of the Hills, C, E. Markham.
Breathes There a Man, Scott.
A Child's Thought of God, Mrs. Browning.
OPTIONAL*
The Light That Is Felt, Whittier,
Decoration Day, Longfellow.
The Stars and the Flowers, Longfellow.
< <
B " SIXTH
Westward, foaquiti Miller.
A Song, Riley,
Each and All, Emerson.
OPTIONAL.
Break, Break, Break, Tennyso?i.
Battle Hymn of the Republic, fulia Ward Howe.
To a Friend, Halleck,
A" SIXTH
The Landing of the Pilgrims, Hema7is.
The Day is Done, Longfellow.
Opportunity, Sill,
28 COURSE OF STUDY
OPTIONAL.
Paul Revere' s Ride, Longfellow.
Barefoot Boy, Whittier,
He Prayeth Best, Coleridge.
1 1
B" SEVENTH
Concord Hymn, Emerson.
The First Snow Fall, Lou^ell.
Gradatim, Holland.
Life, Sill.
OPTIONAL.
Rain in Summer, Longfellow.
CXXI Psalm.
Selections from Patrick Henry's Speech,
( c
A'' SEVENTH
To a Water Fowl, Bryant, 32 lines.
God Save the Flag, Holmes.
Sandalphon, Longfellow.
Supposed Speech of John Adams, Webster.
( <
B" EIGHTH
The Builders, Longfellow.
The Chambered Nautilus, Holmes.
Address at Gettysburg, Li?icoln.
OPTIONAL.
The Ladder of St. Augustine, Longfellow.
What Constitutes a State, Jofies.
Warren's Address, Pierpont.
S'anzas on Freedom, Lowell.
COURSE OF STUDY 29
4 (
A'» EIGHTH
The American Flag, Drake.
Nobility, Alice Gary.
Recessional, Kipling.
OPTIONAL.
Polonius' Advice to His Son, Shakespeare,
^rithnietic
General statement.
The most direct methods should be used in teaching the four
fundamental operations. As this part of the work is purely
mechanical there should be constant and persistent drill until
accuracy and rapidity are secured. Occasional drill, even in
the upper Grammar grades, may be found beneficial. It should
be continued until the desired results are obtained. Then the
practical applications are easy.
From the beginning throughout the entire course mental
work should be given with problems suited to the capacity and
advancement of the pupils — the mental work to be parallel with
the written work.
Exact statements in the analysis of problems should be made,
not according to any prescribed form, but such as are logical
and absolutely correct; otherwise the opportunity for training in
habiis of logical thinking is lost.
The Fundamental Operations.
Addition. — The combinations of two figures are to be learned
first, but it is well to apply these as soon as possible to three or
more figures. The old combinations should be repeated until
they are perfectly familiar, before new ones are taken. The
figures should always be arranged in columns or horizontally.
Apply the principle to practical work as soon as it has been
thoroughly learned.
Subtraction. The addition method is to be employed in
subtraction. Thus — the subtraction of 2381 from 7643 would
be performed, i-}-2=3, 8-4-6 — 14, 4-|-2=6, 2-|-5=7.
7643
2381
5262
COURSE OF STUDY 31
Multiplication. Do not teach the entire table before giving
examples. Make the application at once. Use simple prob-
lems and simple analysis. As soon as the pupil has learned
that 2X3=6 and 3X2=6, use work like the following:
3X3-? 32X23=? 232X32=? etc.
In oral drill give work combining addition, subtraction,
multiplication.
Division. — In teaching long division use at first such divisors
as 91, 81, 71.
For determining the quotient when the divisor is large the
use of the following or a similar illustration may be helpful:
In dividing 78,389 by 38, we see that 3 is contained in 7 two
times, with a remainder of i, giving 18 to contain 8, the second
figure of the divisor. As 18 contains 8 twice, 2 is the first
figure of the quotient. When there are three figures in the
divisor it is sometimes necessary to consider the third figure.
The drill to be given in factoring, and in the various opera-
tions in common fractions and decimals, must be thorough
and exhaustive.
In compound numbers, omit all examples in addition, sub-
traction, multiplication and division. Explain briefly the pro-
cesses. Teach thoroughly, however, how to change from a
higher to a lower denomination, and from a lower to a higher;
also, how to change to the fraction or the decimal of a higher
denomination.
Omit all work involving the metric system as this is of no
practical use to the Grammar school student. It will be taught
in the High school whenever needed for the work in Chemistry
and Physics. Explain briefly what the metric system is and
how the tables are formed.
Use the equation and the algebraic solution of problems in
the Seventh and Eighth Grades, also teach the simpler rules in
mensuration, making actual measurements whenever possible.
In ** business arithmetic" use only practical methods.
32 COURSE OF STUDY
COURSE OF STUDY IN ARITHMETIC
FIRST AND SECOND GRADES
In these grades number work incident to the other work is
•to be given. The 45 combinations, as such, are not to be
taught. A copy of Speer's Primary Arithmetic will be fur-
nished as a desk book. In this may be found many valuable
suggestions as to the teaching of comparative magnitudes. In
comparing objects, use things that may be of use afterwards
as far as possible. Give the children daily practice in this
work — in the Second Grades especially.
Teach counting by the use of objects, also the fractions
/4, Yiy }ij etc., by cutting an object or by using separate
groups of objects.
Pupils must be taught to use the same exactness in making
figures as in writing letters, lining them horizontally or ver-
tically, with correct spacing.
During the last three months in the * * A' ' Division of the
Second Grade the pupils are to be taught to
count by tens to 1 10
count by fives to 50
count by twos to 50
To count by tens from any given number, as 3, 13, 23, etc.,
and to write and to read accurately numbers of two periods.
THIRD GRADE— *B»' DIVISION.
The systematic training in the use of numbers is to be
begun in this grade. The combinations in addition and sub-
traction are to be taken in the order indicated, and the work
in one combination must be finished before passing to the
next. Addition is the most important of the fundamental
operations and the one in which pupils are most frequently
deficient. Do not allow any pupil to find the sum of numbers
COURSE OF STUDY 33
by counting. As soon as the pupil has learned that 2+3=5
he shall be led to see that 2-4-131=15, 2-|-23=25, etc. Simple
problems with these combinations should be given at once,
and the children should be encouraged to make problems of
of their own. After addition, subtraction of the same group is
to be taken up.
First combination ^ 3 4 3 8
Subtraction of same 32592
Second combination ) 2 4 7 i
Subtraction of same ) 6 8 2 9
Third combination ; 4 6 7 4
Subtraction of same i 9 3 9 6
As soon as a few combinations are learned the pupil should
apply his knowledge in the addition and subtraction work
involving these combinations; nor should he proceed to learn
more until he is able to use the combinations already learned
in every position in which they can occur.
Always keep the combination that you use in the addition
of any column before the pupils until you are certain that the
combinations are learned.
Note, i . Do not require the addition of a column containing
combinations not previously thoroughly learned.
2. Give many oral problems on each combination. Use
tens with one of the unit figures.
3. Continue the work of comparison. For suggestions see
Speer's Primary Arithmetic, teachers' edition.
The pupils are expected at the close of this grade work to
write numbers correctly; to add five or seven numbers of two
periods — the columns containing only such combinations as
are found in the first three exercises. It is expected that they
will be able to make and solve simple problems in addition and
34 COURSE OF STUDY
subtraction — to subtract readily and accurately numbers in-
volving combinations learned.
4. The teacher will use the terms subtrahend, difference,
minuend and sum. Do not stop to teach these terms to the
pupils for they will soon acquire them.
5. Work until you can have the pupils study the number
lesson. You will accomplish little with your work. It is the
work of the pupil himself that tells.
THIRD GRADE— ** A'' DIVISION
Complete addition and subtraction, taking up the combina-
tions as indicated in the following exercises:
Fourth combination
Subtraction of same
Fifth combination
Subtraction of same
Sixth combination
Subtraction of same
Seventh combination
Subtraction of same
Eighth combination
Subtraction of same
Ninth combination
Subtraction of same
Tenth combination
Subtraction of same
(
}
Eleventh
Subtraction
I combination )
ion of same )
3
7
5
3
5
7
8
5
5
2
6
8
7
5
•7
3
I
I
8
5
9
3
4
3
7
9
2
6
I
7
7
4
4
5
8
3
3
5
6
5
I
6
6
2
2
7
4
4
I
•
9
8
5
7
I
2
I
3
9
9
8
8
8
6
2
4
9
6
COURSK OP STUDY 35
See notes under '*B** Third. Do not fail to give exercises
involving comparison. At the close of this terms work pupils
are expected to add numbers of two periods, six or seven in a
column, with accuracy and fair rapidity; also to perform sub-
traction and to make and solve simple problems involving the
processes learned.
FOURTH GRADE, **B»' DIVISION
Continue work in addition and subtraction, giving problems
to be solved that require the use of these processes. Give
problems containing two steps for oral work. Continue work
in comparisons. Learn simple aliquot parts of $i.oo — of $ioo.
Give some simple problems involving the parts of $i.oo.
Teach multiplication and division. As soon as the pupil has
learned that 2X3 are six and 3X2 are six, teach him to mul-
tiply 23 by 32 and 323 by 23. Then, before proceeding further
vidth multiplication, teach division, as 6 divided by 2^=?
2)66, 3)666, etc.
Give many simple problems involving the processes of
addition, subtraction, multiplication or division. Give these
problems frequently in writing, requiring the pupils to get the
thought by reading — not by hearing the problem. Require
clear statements in the solutions of problems. The first term*s
work in multiplication and division is to include all products of
single numbers up to 5 X 9 and corresponding quotients. Teach
short division only during this term. Aim to have the pupil
acquire accuracy and ease in the handling of numbers. This
can be done only be being thorough as you proceed. Teach
the terms multiplier, multiplicand, product, divisor, dividend,
quotient, etc.
The pupil at the close of this Grade's work will be expected
to multiply accurately, and with fair rapidity, numbers of one
period by numbers of one period — thus, 563 by 245, with short
division corresponding - no number used to be larger than 6 ;
to add and subtract numbers, to solve a few simple problems
containing two conditions, etc.
Roman numerals to 1000 to be taught.
3^ COURSBT OF STUDr
FOURTH GRADE— "A'' DIVISION
Continue addition and subtraction, giving many simple proh"
lems, orally and in writing, involving these processes. Com*
plete multiplication and division — ^the work to be done as
indicated in **B" Fourth. Teach long division as indicated
in general directions. Give many simple problems involving
in the operation the processes of division and multiplication.
The terms minuend, subtrahend, quotient, difference, remain-
der, sum, divisor, dividend, to be taught; also division and
multiplication by lO, lOo, looo, 20, 200, 2000, etc.
The factoring of simple numbers into two factors, as
2X6=12, 3x5=15* etc.
State Advanced Arithmetic <in hands of teacher) to page 43;
also pages 46, 47, 48, 59.
FIFTH GRADE-* *B'' DIVISION
State Advanced Arithmetic (in hands of pupil) to page 67.
Co7iti7iue problems involving fundameyital operations. Require
clear and exact statements in the solutions of all problems
Continue drill in the fundamental operations. Teach (without
text-books) the writing and reading of decimal fractioijs: also,
addition and subtraction of fractions, both common and deci-
mal, common denominator less than 100, and to be found by
inspection; solve simple problems in United States money. As
an introduction to compound numbers linear measure may be
taught, to be illustrated with problems and actual measure-
ments.
Bailey's Mental Arithmetic.
FIFTH GRADE— 'A*' DIVISION
Factors — State Advanced Arithmetic, pages 63 to 71. Com-
plete Advanced Arithmetic to page 83. Omit difficult problems
on pages 70 and 71. Multiplication and division of common
fractions. All complex fractional forms should be avoided in
this grade, and many simple problems should be given. Con-
COURSE OF STtTDY 37
tinne practice drill in fundamentals. Teach U. S. money thor-
oughly. In addition to lineal measure teach liquid measure,
both measures to be illustrated by simple problems and actual
measurements. Cancellation.
Bailey's Mental Arithmetic.
SIXTH GRADE— **B'' DIVISION
Thorough drill in fractions— decimal and common, using such
work as can be profitably taken from State Advanced Arithmetic,
pages 83 to 115 inclusive, omitting contracted multiplication
and contracted division of decimals. Find area of rectangle, of
a right triangle. Table of square measure illustrated by simple
problems and actual measurements.
Bailey's Mental Arithmetic.
SIXTH GRADE— * A" DIVISION
Continue drill in fractions and decimals. No. i of short
methods of multiplication; No. i of short methods of division;
bills, page 119; weights and measures, pages 122 to 150 — teach-
ing in addition to thethree tables already taught, cubic measure,
lumber measure, dry measure, avoirdupois weight and the
measure of time. (See note at end of '*A*' 8th.) Explain
briefly the processes of addition, subtraction, multiplication and
division of compound numbers, but omit the problems as they
have no practical value.
The change from lower to higher denominations, or from
higher to lower, should be thoroughly taught; also, how to
change to the fraction or decimal of a higher denomination.
Bailey's Mental Arithmetic.
SEVENTH GRADE— "B' DIVISION
Commence the use of the equation; ** California Measures;*'
denominate numbers, pages 158-168. Do not take the time to
work all of these problems. United States money, pages 168-
171. General analysis, pages 173-175. Give mental work in
percentage. Do not neglect the handling of numbers in frac-
38 COPRSE OF STUDY
tional forms. Give drill in lessons on pages 181-182. (Seie
note at end of *'A" 8th.)
Bailey's Mental Arithmetic.
SEVENTH GRADE— "A" DIVISION
Continue the use of the equation; give drill on lessons on
pages 1 81-185; profit and loss and commission. (Omit many
of the problems; also, duties and stocks.) Teach interest, pages
204-214. Touch very briefly upon partial payments and com-
pound interest (See note at end of **A" 8th.)
Bailey's Mental Arithmetic.
EIGHTH GRADE— "B" DIVISION
Proportion, partnership, insurance, taxes, and the subjects
named in the "A" Seventh grade work. Study discount, pages
219-220; accounts, pages 221-228. Give many practice prob-
lems. Omit exchange. Review compound numbers. (See note
at end of **A'* 8th. ) Give such attention to carpeting, plastering,
stone and brick work, that the pupil may understand the methods
used. By the time he needs to use this knowledge he will have
no trouble in making the computations.
Bailey's Mental Arithmetic.
EIGHTH GRADE— 'A ' DIVISION
Review briefly the principles taught in the preceding Gram-
mar grades. Siudy powers, roots and mensuration, pages 237-
256, 257-261. Longitude and time. Solution by means of the
equation.
Note. There should be continued and persistent practice in
rapid addition, subtraction, multiplication and division, and in
mental combinations. Do not expect every pupil to solve all
the problems. As soon as you find that the class has mastered
the principle you are aiming to teach, pass to the next subject
Select suitable problems from text books other than State Ad-
vanced. Prince's Arithmetic by Grades, Nos. VII and VIII
may be used as supplementary to the State text books.
Laiiguag^e, Granjiiiar and Coniposition
FIRST GRADE— *'B'' DIVISION
Brief stories about familiar and attractive objects should be
told or read to the children and made the basis of oral repro-
duction. Complete and accurate statements should be required
from the beginning. The pupils may be required to describe
minutely and accurately actions performed in their presence,
either by the teacher or by one of the class. Pictures also
furnish excellent material for leading the children to talk
fluently and intelligently. The principal words of the reading
lesson may be used in original sentences. The work in this
division is to be entirely oral.
FIRST GRADE— "A" DIVISION
Continue the work of "B" Division. The pupils in this
division should be taught to copy short sentences correctly and
to make statements, oral and written. All mistakes in oral
expression should be corrected. The pupils may copy and
complete sentences from which words have been omitted.
The use of capitals at the beginning of a sentence and in
writing the names of persons or places, also the use of the period
or question mark at the end of the sentence.
Full oral answers to all questions should be required. The
correct use of such words as tOy too, two; knew, new; here, hear,
etc., should be taught.
SECOND GRADE— *B" DIVISION.
The lessons in Literature, History, Geography and Science
will furnish abundant material for Language lessons. Especial
attention should be given to oral expression.
Full and complete answers to all questions must be required,
but the pupil should be given time to arrange his thoughts
before he is required to speak.
40 COURSE OF STUDY
The correct use of personal pronouns should be taught by the
use of sentences. For the sake of exactness the pupils should
be required to copy sentences or paragraphs. Each one should
be taught to write his own name and address with correct
abbreviations or initials, and the use of the period after abbre-
viations.
The correct use of the following and similar words: Whole,
hole; weather s whether; were, where; greats grate; pear ^ pair *
In addition to the work outlined above, the correct use of the
following words may be taught by having the pupils fill iu
blanks in sentences: Am^ is, are, were, was, see, saw, seen, etc-
SECOND GRADE— 'A' DIVISION.
Review work of the *'B" Second, supplying, so far as possible,
new work on the same line. Teach the correct use of the names
of the days and months, including capitalization, spelling,
abbreviations, also the writing of dates. Have the pupils wTite
their residence, giving street, number, city, county, state. Sup-
ply omitted words in sentences and teach the proper use of the
words, give, gave, write ^ wrote, grow, grew, lie, lay, ringy wring,
wrung, sing, sang, etc. Punctuation, same as preceding Grade;
also, the use of the comma in word series and explanatory
words or appositives.
«
THIRD GRADE— **B" DIVISION
In this Grade careful attention is to be given to oral and
written work. Pay strict attention to mechanical details. Re-
production of short stories. Exercises in using the names of
persons, places, months, days and weeks, in sentences. Sen-
tences given to perfect the pupil in the use of punctuation
marks previously learned. Require pupils to speak before the
class on some subject. Require clear and accurate expression.
Teach the correct use of this, that, good, better, best, much, more^
mosty little, smally etc-
Teach by sentences and conversations the use of such words
as welly nicely, slowly y entirely, very, quickly, muchy farther, etc, ;
also teach contracted forms, as wonH, don't, doesn't, hasn't, isn't.
COURSE OF STUDY 4 1
etc: Review pupils in work of preceding grades, using original
exercises. For oral or written exercises, require pupils to
reproduce in their own words the thought of the lesson. Have
pupils write letters to relatives or friends, also a history of the
day's events, etc.
Teachers of the Third Grade will commence the use of the
dictionary. It is not expected that classes of this grade will be
able to use the dictionary much, but it is expected that a begin,
ning will be made. Teachers of higher grades will continue
the use of the dictionary so that at the end of the **A" Fifth
Grade all pupils may be familiar with its use.
In the Third and Fourth Grades it is suggested that all
written exercises on a given subject be made on paragraph
subjects only. That is, if the pupil is to write on a given
subject, the first composition, be it ever so short, shall be on
one phase of the subject. This does not prevent many com-
positions being written on the same subject, using different
phases. This will prevent much rambling.
In the Fifth Grade, where paragraphing is taken up, teachers
will find it an advantage to use the work of the Third and
Fourth Grades to illustrate the paragraph. For the formal
preparation of papers for written work, and for method of
marking papers for correction, see the leaflet entitled **Cor-
rection and Preparation of Papers."
THIRD GRADE— "A" DIVISION.
Continue the same line of work as in preceding grades,
making it broader and deeper. Teach the use of the apostrophe.
Be certain that pupils have ideas about things before they are
required to talk or write about them. Have pupils expand
into sentences or stories suggestive words or phrases.
FOURTH GRADE— **B»» DIVISION.
Oral and written exercises. Accustom pupils to clear ex-
pressions of thought in all school work. Use the reading and
observation lessons, pictures, natural objects, including forms
42 COURSE OP STUDY
of land and water — instruction to be such as shall best develop
preception and expression. Short stories read or told to the
pupils and reproduced by them. Have pupils read silently
short pieces of literature and reproduce the thought orally or
in writing. Give much attention to this suggestion. Review
all form work of previous grades. Teach pupils to write simple
abbreviations and contracted forms, the division of a word at
the end of a line, possessive forms, etc. For other suggestions
in language, see the first thirty lessons in '* Language Lessons,"
State Series. Books in hands of pupils. Continue the com-
position work of the previous grades, drawing material from
the Science work and other lessons.
FOURTH GRADE- "A" DIVISION.
Give attention to simple paragraphing and letter writing.
Review works of previous grades. Give special attention to
word forms, such as plurals, possessives, verbs, pronouns.
For other suggestions see first sixty lessons in Language
Lessons.
FIFTH GRADE— "B" DIVISION.
Teach paragraphing in connection with the reading lessons.
Select the paragraph subject in each paragraph ; then require
the pupil, after reading the lesson carefully, to reproduce under
the proper paragraphs as much of the thought of the lesson as
he can. Continue the form work suggested in the preceding
grades.
State Language Lessons to lesson 84.
FIFTH GRADE— **A" DIVISION.
Frequent dictation exercises may be given with especial
attention to paragraphing, also to the common marks of punc-
tuation, including quotation marks. The pupils should be
the form part of letter writing, plural forms, verb forms,etc.
tested frequently in the work of the preceding grades, such as
Many written exercises should be given, using for subject-
material all school work, books read, trips made, music heard,
COURSE OP STUDY 43
pictures seen, etc. Require talks on original subjects, after
giving pupils time to arrange their thoughts. Books read, and
the characters admired or disliked, furnish suitable subjects for
these exercises.
State Language Lessons to lesson 95.
GENERAL DIRECTIONS
FOR SIXTH, SEVENTH AND EIGHTH GRADES.
1. After any group of lessons has been completed the
teacher will give many oral and written exercises to establish
firmly the principles to be learned, giving careful attention to
correct spelling, punctuation and expression.
Spelung.
2. Require each pupil to keep an individual list of words
for study. Have him include in this list all words to which
he has to refer for correct spelling, all niis-spelled words, and
such other words as the teacher may direct*
Punctuation.
3. The pupils at the close of the sixth year should be able
to use correctly the period, interrogation point, exclamation
point, quotation marks and the comma.
See rules for punctuation.
Expression.
4. Strive for clear short sentences. Require pupil to closely
exapiine each sentence to see that it expresses in the best man-
ner what is intended. Avoid all long loose sentences.
Uniformity.
5. Teach all forms and nomenclature, unless otherwise
specified as laid down in text-book. This is of importance and
should be strictly followed.
6. In the study of a sentence pursue the following method,
taking up the steps as they are reached in the text-book.
44 COURSE OF STUDY
{a) Underline as in lesson 12.
id) Rearrange the sentence, writing it as in lesson 11.
(c) Underline the **Bare Subject" and the **Bare Predi-
cate" as indicated in lesson 11.
{d) Expand the analysis, using the form found in les-
son 69.
7. * 'Tabular Analysis" is to be used as a means of express-
ing readily in good form what the pupil knows of a sentence.
It is to follow oral work, not to precede it.
8. As soon as tte pupils are able, require them to apply
punctuation in accordance with the printed '* Rules of Punctu-
ation."
9. Give frequent reviews of the Language work of preced-
ing grades.
10. Let each principle learned by a pupil be fixed by varied
and careful drill in composition. Give varied exercises in
composition to make everything a part of the pupil's available
knowledge. Utilize work in science, literature, and other
studies in your composition work. See that the pupil puts
into practice in all his exercises, written or oral, that which he
has had in his language work; in other words, make all exer-
cises language exercises.
SIXTH GRADE— •^B" DIVISION.
Revised State Grammar to lesson 38.
The principal parts of the following verbs are to be learned,
with the correct use of the forms and much oral and written
practice. As soon as the principal parts of the first verb are
learned apply the following: The helpers, can^ couldy may^
must, mighty shall, will, should, would, do, does, and did are
used with the first form or present tense; all other helpers are
used with the third form or past participle. No helper is ever
used with the second form or past tense. (See appendix to
Grammar for forms.)
COURSE OF STUDY 45
I. be or am
7. know
13. lie (to recline)
2. see
8. choose
14. forget
3- go
9. begin
15. fly
4. fall
10. blow
16. come
5. do
II. arise
17. break
6. grow
12. know
18. bid
and other verbs if time permits.
See General Directions for Sixth, Seventh and Eighth
Grades.
Use lessons 246 to 254 for reference.
SPECIAL DIRECTIONS
FOR SIXTH GRADE TEACHERS.
After lessons one, two and three have been learned give
many oral and written separate sentences about common things
and experiences. Have several short compositions, oral and
written, on outside subjects, giving close attention to sentence
structure.
Dictate some simple prose with same purpose in view. Im-
press upon the pupil that the same care in sentence structure
must be given in all future exercises. When the pupil has a
glear idea of the subject required to be taught in the group*
pass to the next.
After studying lessons 4, 5, and 6, (keeping in mind i, 2
and 3) give short compositions, oral and written, with topics
for paragraphs, suggested, first by the teacher, second by class,
third by individual pupil.
After lesson 7 dictate a few simple poems, giving close atten-
tion to all matters referred to in lesson 7.
With lessons 9 and 10 give short compositions, oral and
written.
In the study of lesson 1 1 have parts of sentences marked as
in lesson 12.
46 COURSE OF STUDY
Have exercises in dictation, also short original composition
with underlining as in lesson 12. After lessons 22 and 23 have
paraphrasing of other simple prose and poetry. With lessons
45 and 46 use other extracts in prose and poetry. Have short
original descriptions, oral and written. With lesson 57 use
other simple poems containing conversation.
SIXTH QRADE— »»A" DIVISION
Revised State Grammar. Lessons 9, 10, 183, 184, 38 to 55,
102, 105, 106, 113, for lessons on spelling plurals, the possess-
ive of nouns in common use, and irregular gender forms in
common use, 57, 63, 67, 68, 70, 71, form study only; 83, 97; the
principal parts of the verbs given below, following closely the
instruction given for *'B** Division.
See appendix for forms.
I. Rise
8. Throw
15. Shoot
2. See
9. Eat
16. Spit
3- Sing
10. Strive
17. Burst
4. Speak
II. Get
18. Drink
5. Run
12. Sit
19. Lay
6. Swim
13- Set
20. Hear
7. Tear
14. Lose
21. Sing
The teacher is
at
liberty at this point to introduce diagran;-
ing if deemed advisable.
LANGUAGE.
SEVENTB
[ G
RAE
>E -*V AND **B^'
DIVISIONS.
During this year special attention is to be given to the
expanding of the sentence into the paragraph, the paragraph
still preserving strength, clearness and unity.
Study many pieces of literature with the view of giving the
pupil the ability to select readily paragraph subjects. After the
pupils are able to make the paragraph headings, require them
to reproduce the thoughts of the author in their own words,
and always in good clear sentences. From this line of work
COURSE OF STUDY 47
pass to original work — having the pupils prepare paragraph
headings before attempting to write. The plan should always
be prepared before the structure is begun. Dictation exercises,
stories suggested by words, phrases, sentence pictures, visits,
also letter- writing, etc., will give sufficient range to furnish a
full year's work.
SEVENTH GRADE, **B*» DIVISION
Revised State Grammar, lessons 55 to loi, omitting lessons
taken in Sixth Grade. Review principal parts of verbs already
given. Use them as in lessons 27 and 209. Study lessons 210
and 211. Take lessons 10 1 to 116 inclusive.
SEVENTH GRADE "A" DIVISION
Review lessons 56 to 10 1. After reviewing, take in advance
lessons loi to 155. Study principal parts of verbs on page 275
and 276. Use as in lessons 27 and 209. Study lessons 210
and 211.
EIGHTH GRADE
The suggestions for the Sixth and Seventh Grades Language
work are equally applicable to the Eighth Grade. The pupil,
being able to write a good sentence and a good paragraph, is
able to write a good composition. Continue the work laid
down for the Sixth and Seventh Grades, but during the eighth
year special attention is to be given to the expansion of the
paragraph into the composition, retaining the same qualities,
strength, clearness and unity. Have frequent written exer-
cises, as pupils can only learn to write readily by practice.
EIGHTH GRADE — "b'* DIVISION.
Analysis of simple prose and poetry following closely the
plan outlined in general directions. Study in connection with
lessons 11 and 12, lesson 229. In connection with lesson 24
study lesson 230. Review lessons 108 to 126.
KIGHTH GRADE — "a" DIVISION.
After reviewing take advanced lessons 155 to 191. Principal
parts of verbs on pages 277 to 279. Use as in lessons 27 and
219. Review lessons 210 and 211.
Spelling
In the lower grades, to the Third Grade inclusive, oral
spelling should largely predominate, and close attention to
phonics should be given.
In grades above the Third, in addition to the lessons as-
signed in the Spelling-book, pupils must be required to keep
individual lists of words for study. These lists should include
all mis-spelled words, all words to which reference is needed
to secure correct spelling, and such other words as the teacher
may direct.
Teachers will assign paragraphs for study with especial ref-
erence to the spelling and form of words, and require pupils to
reproduce from dictation the lesson assigned and studied, dis-
cussing the spelling, punctuation, forms of the possessives, plu-
rals, etc. Special attention must be given to the division of
words into syllables and to the use of the diacritical marks.
The simple rules for spelling are to be taught from the.
Fourth to the Eighth Grades inclusive. Frequent reviews of
mis-spelled words should be given.
Do not hesitate to give a good quantity of the old-fashioned
oral spelling. Filling blanks, writing and defining do not do
the work. The results of written spelling have proved most
unsatisfactory unless accompanied by numerous oral exercises.
It is customary for the teacher to write the spelling lesson on
the black-board and to require the children to copy it for study.
Pupils are required to do altogether too much copying and
writing and their eyes and nerves suffer from it. Spelling can
not be successfully taught without persistent and long con-
tinued oral drill.
The State Speller is to be used in all grades from the Fifth
to the Bi^hth inclusive.
COURSE OF STUDY 49
Words selected from any other Speller, and lists of words
selected from any of the other lessons may be used to supple-
ment this work.
The assignment of work in the State Speller is as follows:
Fifth Grade, **B** Division=to page 30.
**A'' Division— to page 60.
Sixth Grade, **B'* Division —to page 95.
** ** **A** Division — to page 120.
Seventh Grade, **B'' Division — to page 150.
'*A^' Division— to page 168.
Eighth Grade — from page 168.
Rice's Rational Speller may be used as supplementary in
any of the grades.
history and Geography
FIRST GRADE
(a) Location, Direction and Distance*
Teach by using desks, school-room, school-yard and the
homes of the children. For suggestions see Long's Home
Geography.
(d) Stories,
TAe Indians, — Their homes, haunts and modes of living.
Read to the children from Longfellow's '^Hiawatha** the fol-
lowing: **Hiawatha's Childhood" and '* Hiawatha Fishing.''
FIRST GRADE
If possible have Indian relics and articles of Indian work-
manship brought to the school-room.
Tke Brown People, — (See Frye's Primary Geography, lesson
88.) Story of the ^'Little Brown Baby" in **Seven Little Sis-
ters." Before telling this story read or tell about **The Round
Ball that Floats in the Air."
The Esquimaux ^Th^ * 'Story of Agoonack" in **SeVen Lit-
tle Sisters." Have the children model and draw Agoonack' 9
home and then give an oral description. See Frye's Primary
Geography, lesson 90.) Read to the children from Schwatka's
"Children of the Cold."
//l?r<?^j.— Columbus and Washington. Observe the birthday
of Washington and call attention to our other national holi-
days. Consult **Story of Columbus" by Mara L. Pratt, and
'•The Story Hour" by Kate Douglas Wiggin.
SECOND GRADE
{a) Teach location, direction and distance by including the
prominent objects in the neighborhood, and by using the yard.
COURSE OF STUDY 5 1
the foot and the mile as units of measurement. Teach the
eight principal points of the compass. Draw plan of the
school-room and school-building and map of the school-yard.
{d) Observation Lessons.
Upon the surface features of land and water as illustrated in
Berkeley and vicinity.
Upon the rain-drops, their journeyings and the work they
have to do.
Upon the soil.
Read to the children '*The Water-bloom," by CeliaThaxter;
**Iris,*' by Mrs. Wilson; *'If I Were a Sunbeam,'* by Lucy
Larcom; the first six chapters of **Brooks and Brook Basing,"
by Frye.
(c) Stories.
TAe Indians, — (See Frye's Primary Geogarphy, lesson 91.)
Read to the class * 'Hiawatha's Friends'* and *' Hiawatha's
Sailing."
The Arabs, — (See Frye's Primary Geography, lesson 92.)
Read the story of *'Gemila," from **Seven Little Sisters."
The Swiss, — (See Frye's Primary Geography, lessons 93 and
94.) Read the story of **The Little Mountain Maiden," from
'Seven Little Sisters."
FIRST GRADE— *'B" DIVISION
(a) Draw a map of Berkeley in outline. Upon the map of
the town have the pupils point out and tell the streets, the
direction, the distance in goiug to their homes and to other
familiar places in town.
{b) Observation Lessons.
Upon the forms of water: liquid, solid, steam and vapor, and
the conditions under which each is assumed. Name some of
the uses of each.
52 COURSE OF STUDY
Upon the atmosphere: the dry and the rainy season, when
each occurs, the duration of each, and the prevailing winds.
Upon valleys, canyons, plains, shore forms and the work of
the water on the shores of Berkeley and vicinity.
Read to the class or have them read the first eight chapters
of Frye's **Brooks and Brook Basins," also the following:
''The Winds and the Clouds," by Mrs, Wilson; "The Wind
Song,*' by Robert L. Stevenson; ''The Wind and the Moon,*'
by George McDonald.
(c) Stories.
The Yellow People.— (See Frye's Primary Geography, page
87.) The story of "Pen-Se," from -'Seven Uttle Sisters."
The Black' People. — (See Frye*s Primary Geography, page
86.) The story of "The Little Dark Girl," from '•Seven Little
Sisters."
THIRD GRADE-A" DIVISION
(a) Map of Alameda County roughly drawn. Locate on
this map the principal towns and cities and the principal rail-
ways. Imaginary trips to points of interest within the county,
to San Francisco and to other places of interest about the Bay.
Tell the children about the early settlement of Alameda County
and Berkeley. Study of the soil, climate, productions and
industries. In the preliminary study of the maps of Alameda
County and of California have the map outlined on the floor of
the school-room when possible, giving proper attention to the
points of the compass, etc.
With the globe teach the form and the grand divisions
of the earth, the daily and annual motions. Explain the
effect of each motion. (See Frye's Primary Geography, lessons
30-36.
(b) Observation Lessons.
Upon the beginning and growth of plant life. (See Frye's
Primary Geography, lessons 108-T15.)
Upon animals and insects.
COURSE OF STUDY
53
Read to the class the last three chapters of Frye's **Brooks
and Brook Basins/*
(c) Stories.
**How Balboa discovered the Pacific Ocean.'*
FOURTH GRADE— **B'' DIVISION
Model and draw a map of the State and have it carefully
studied. Teach the drainage basins and their boundaries; the
mountain chains and mountain passes. Locate the principal
cities, towns and railway lines. Study the climate and the
vegetable and animal life. Use as a Reader the State Elemen-
tary Geography, pages 60-88.
Study about productions, manufactories, mining, commerce,
population and early history of California.
Observation Lessons.
On temperature, winds, clouds, seasons, altitude, etc. in
their relation to the climate of California. In both divisions of
the Fourth Grade require the pupils each to keep an obser-
vation weather chart for each day in the following or a similar
form:
Weather Chart for the week ending
kept by — Fourth Grade Division School
Fair
or
Cloudy
RHin
or
Fog
Direction
of
Wind
Temp.
at
9, 12, 8
Forecant
for
To-mor.
Remarks
MONDAY
TUESDAY
WBDNBSDA.Y
THURSDAY
FRIDAY
54 COURSE OP STUDY
On the distribution of plants and animals in California —
their dependence upon temperature, moisture, soil and food.
(c) Stories.
*^The Story of Sir Francis Drake,'' *'Cabrillo,'' **First Voyage
Around the World.*'
FOURTH GRADE— **A»» DIVISION
(a) Continue the study of California. Study in a general
way the neighboring States of Oregon, Washington and
Nevada, also an outline study of North America by topics as
follows:
Coast line, indentations, mountain systems, rivers and river
basins, neighboring islands, climate, productions.
(See State Elementary Geography, pages 34-44.
(d) Observation Lessons.
On the distribution of population and the races of mankind.
On the succession of day and night and of the seasons.
On the stars.
Read chapters 9 and 10 in Frye's **Brooks and Brook Basins."
(c) Stories.
The story of the California Missions.'* Visit Mission Dolo-
res, San Francisco. The story of the **Donner Party,** **The
Discovery of Gold, * * ' ^Fremont. * *
FIFTH GRADE— *B** DIVISION
(a) General study of the world as a whole, from the globe
and from maps. Study thoroughly the United States. State
Elementary Geography, pages 48-63. Study by outline South
America, according to the following topics: Coast line, moun-
tains, rivers, climate, productions, principal cities. (See State
Elementary Geography, pages 88-103. )
COURSE OF STUDY 55
(b) Observation Lessons.
On causes of forests, prairies and deserts as illustrated in the
United States. Correlate with science experiments. (See
Course in Nature Study. )
On the causes for the location and growth of the great com-
mercial cities, as New York, Chicago, San Francisco, etc.
On the causes for the location and growth of the great manu-
facturing cities, as Lowell, Pittsburg, etc.
FIFTH GRADE— *' A'' DIVISION
(a) Study briefly Europe, Asia, Africa and Oceanica by
the following topics: Coast line, mountain systems, plains,
principal rivers, seas, chief peninsulas and capes, climate,
coast islands and general productions. (See State Elementary
Geography, pages 103-130.
Review stories previously read from *'Ten Boys on the
Road'* in connection with the study of Western Asia and
Southern Europe — the seats of early civilization. A special
study of Norway and Iceland. Draw a map illustrating the
voyages of the Northmen.
(b) Observation Lessons.
On the ocean currents and their influence upon climate.
On the influence of physical surroundings on the Northmen.
(c) Stories.
Stories of Norse and Icelandic life, ''The Little Post Boy''
and **Jon of Iceland," from Taylor's *' Boys of Other Coun-
tries."
Account of the discovery of North America by the North
men.
Brief account of the Crusades. Adventures of Marco Polo.
References:
Book of American Explorers, Higginson.
Discovery of America, Fiske.
Peats of the Fiord, Martineau.
Zig-zag Journeys in Northern Lands, Butterworth.
56 COURSE OF STUDY
SIXTH GRADE— *B»» DIVISION
(a) Geography.
Outline of Eurasia, Give especial attention to the study of
Spain, Portugal, France, Italy and Holland. Leave the special
study of the British Isles to *'A'' Division.
Read to the class the study of '*Horatius, the Roman Boy,''
from **Ten Boys on the Road." Read Macaulay's **Horatius."
Draw a map, tracing the voyages of Columbus and his com-
panions, Cabot and Vespucius.
(b) History.
The world as known to the ancients. Condition of Europe
at the time of Columbus. Gutenberg. The mariner's com-
pass. Voyages of Columbus, the Cabots, Pinzon, Vasco da
Gama, Vespucius, Balboa, Magellan, Ponce de Leon and De
Soto.
SIXTH GRADE— ''A' DIVISION
(a) Geography.
Special Study of British Isles. State Advanced Geography,
pages 43-48. Dominion of Canada, Mexico, Central America,
South America. State Advanced Geograrhy, 92-104.
Read from **Ten Boys on the Road" and discuss with the
class the stories of **Wulf, the Saxon Boy;" Gilbert, the Page;"
** Roger, the English Lad."
Use outline maps and trace the voyages of Drake, Cartier,
etc.
{b) History.
Ivanhoe Historical Note-book, Part I. Continue the study
of the period of exploration, to be followed by that of coloniza-
tion. Cartier and Champlain in Canada, Cortez in Mexico,
and Pizarro in South America. England in the New World.
Drake, Gilbert, Raleigh, Gosnold.
References.
History of United States, Fiske,
Cortez, Montezuma, Pizarro, Pratt.
COURSE OP STUDY 57
De Soto, Cortez, Columbus, Abbott,
Pizarro, Magellan, Drake , Raleigh, Towle,
John Smith, Simms.
Stories of the Old Dominion, Cook,
Book of American Explorers, Higginson,
Gutenberg, or the Art of Printing, Pearson,
Discovery of America, Fiske,
Faulkner's Hittell's California, Vol. I.
Story of Liberty (chapters IV, V, VI, VII.) Coffin.
SEVENTH GRADE, **B»' DIVISION
{a) Geography.
Review of North America. Study the United States. (State
Advanced Geography, pages 3 1-6 r . ) Outline Maps of Colonial
America.
Read and discuss the story of **Ezekiel Fuller,*' from '*Ten
Boys on the Road.**
ib) History.
N. B. In the Seventh and Eighth Grades Fiske's United
States History may be used as a supplementary Reader. Ivan-
hoe Historical Note Book, Part I.
Review of the English in Virginia. The Pilgrims in New
England. The Puritans in New England. Roger Williams.
King Philip's War. The founding of Maryland. The founding
of Pennsylvania. The far South. The settlement of New
Netherlands. The founding of Jamestown. The adventures
of John Smith. The manners and customs of the Virginia
colonists.
SEVENTH GRADE **A»' DIVISION
{a) Geography.
Study of United States continued. State Advanced Geo-
graphy, pages 62-89. Outline maps to illustrate the accom-
panying History.
Read and discuss the story of ** Jonathan Dawson, the Yankee
Boy,** from "Ten Boys on the Road.**
(b) History.
58 COURSE OF STUDY
Ivanhoe Historical Note Book, Part I. Overthrow of New
France. Study of the Revolutionary period.
Reffrencks.
History of United States, Fiske.
History of United States, Mc Master.
Old Times in the Colonies, Coffin.
Stories of Colonial Children, Pratt.
Stories of Massachusetts. Pratt.
Pilgrims and Puritans, Moore.
The Making of New England, Drake.
The Making of Virginia, Drake.
The Beginnings of New England, Fiske.
Life of Paul Jones, Abbott.
Green Mountain Boys„ Thompson.
The War for Independence, Fiske.
Boys of '76, Coffin.
Boston Town, Scudder.
Noble Deeds of Our Fathers, Watson,
King Philip, Abbott.
Miles Standish, Abbott.
Boston Tea Party.
American Revolution, Fiske.
Guerber's Thirteen Colonies.
Guerber's Great Republic.
EIGHTH GRADE -**B" DIVISION
(a) Geography.
State Advanced Geography, pages 11-31. Sttfdy of the ter-
ritorial development of the United States by the use of outline
maps. Asia, Africa and Oceanica. State Advanced Geogra-
phy, pages 135-142.
Kb) History.
Industrial and territorial development of the country. Re-
view the Revolutionary Period. The Critical Period.
EIGHTH GRADE— **A" DIVISION
{a) Geography.
Study Asia and Africa, and review the work of **B*' 8th.
COURSB OF STUDY 59
(b) History.
State History of the United States. Ivanhoe Historical
Note-book, Part I. The Constitutional Period. McMaster's
History of the United States will be found valuable in the
study of the industrial development. Study of the Constitution.
Study carefully some of the following subjects in relation to
United States History: Political Parties, Banking, Slavery,
The Tariff, Education, Literature, Science, Invention.
History of the United State-, to page 493, Fiske,
History of the United States, McMaster.
Critical Period of American History, Fiske.
Boys of 181 2, Soley.
Boys of '61, Coffin.
Stories of Invention, Hale.
State Civil Government.
Peniiiansljiip
Barnes' Vertical System has been adopted by the Board of
Education, and pupils are expected to use the vertical style of
penmanship in preparing all written work. The books are to
be used in the grades corresponding to the number of books :
No. I, in the First Grade ; No. 2, in the Second Grade, and
so on.
In the First Grade pens and ink are not to be used. A very
soft lead pencil will be furnished to the pupils of this grade,
and teachers must exercise great care in securing a light and
easy method of holding the pencil and of using it.
The handwriting of our pupils grows steadily worse from the
Fifth Grade and through the High School. This deplorable
result comes from the great amount of outline work required
in copying, paraphrasing and in the too frequent use of exami-
nations and outline lessons. More oral work in all the grades
and less writing must be given. Whenever any written work
is required, see that the pupils have ample time to do the work
neatly, and then require that the work be neatly done.
69 COURSE OP STtrOY
Drawing Outliijes
'The following 'course of study has for its underlying purpose
the development of the child's appreciation of beauty. Nature
work is an important feature of the course. We must open
the child's eyes to the charm of the world about him.
•' The beauty and the Wonder and the power —
The shapes of things their colors, lights and shades,
Changes, surprises,^— and God made it all ! "
Strive continually to secure good composition. The draw
ings should be placed well on the paper. Good arrangement
is to be considered first and then accurate representation.
Work in the mass as far a« possible and avoid outline.
Eliminate detail* The large idea, the impression as a whole is
what we are working for. The work must * 'carry'* across the
room.
In the lower grades, emphasis is placed on the illustrative
and imaginative drawing. This i« simply a means of expres-
sion. It is not essential that these drawings should show
scientific accuracy. The object is to obtain the child's thought,
which he can often express in this way and in no other.
PIR5T GRADE
1. Illustrative and imaginative drawing.
2. Drawing from objects. Draw fruits, vegetables, grasses,
grains and flowers. Work in the mass.
3. Picture study. Ask ptlpils to take the pose of the prin-
cipal character in the picture.
4. Design. Make simple borders by laying sticks, tablets,
or flower petals. Teach rhythm first.
5. Study trees. Draw trees the children are familiar with
as they appear in different seasons.
6. Dictate simple landscapes.
7. Paper folding and cutting.
COURSE OF STUDY 6 1
The majority of the above lessons are to be done in color.
Instead of employing various devices to teach color, let the
child learn by continually using it in his drawing. Also use
charcoal and chalk.
SECOND €RAOE
1. Illustrative and imaginative drawing,
2. Drawing from objects. Arrange two objects in a group
one being manufactured and the other vegetable. Draw
flowers, glasses, grains, and simple sprays of foliage,
3. Picture study.
4. Simple borders and rosettes,
5. Study trees. Draw trees seen from the window or in
the yard-
6. Dictate simple landscapes.
7. Paper folding and cutting. Simple construction.
THIRD GRADE
1. Illustrative and imaginative drawing. Draw from the
pose and add imaginative backgrounds,
2. Draw simple groups of still life. Arrange manufactured
article with fruit or vegetable. Draw flowers, grasses, grains,
and foliage- Strive to obtain good arrangement in a given
space.
3. Study trees. Draw oak, cypress, pine, and eucalyptus,
singly and in groups.
4. Dictate landscapes.
5. Design. Teach rhythm first and then lay borders to
illustrate. Make all over patterns for calico and wall paper.
6. Picture study.
7. Construction.
FOURTH GRADE
I. Draw from the pose and from animals. Occasionally
add imaginative backgrounds. Illustrate stories from the
literature of this grade.
62 COURSE OF STUDY
2. Draw simple groups of still life. Draw flowers, fruit,
grain, grasses and foliage, arranged well in a given space.
3. Study trees. Draw familiar trees singly and in groups.
Study leafless trees.
4. Dictate simple landscapes.
5. Make borders and all over patterns, using the brush.
6. Picture study.
7. Construction.
FIFTH QRADE
1. Draw from the pose and from animals, occasionally add-
ing imaginative backgrounds. Illustrate stories from the litera-
ture of this grade. In pose work, emphasize visualization.
Have pupils make several quick sketches of the model in the
mass, getting the action and eliminating all detail.
2. Study trees. Pupils should become familiar with the
characteristics of the trees in the vicinity.
3. Simple landscape work.
4. Perspective. Make outline drawings of a book held in
three positions. Drawings should be actual size of the book.
5. Design. Arrange various shapes to make original units
for repetition in borders and all over patterns. Design book
covers and calendars. Collect and draw initial letters.
6. Draw flowers, foliage, grains and grasses, arranged well
in given spaces. Simple groups of still life.
7. Picture study.
SIXTH GRADE
1. Draw from the pose. Begin with lessons in visualiza-
tion, drawing entirely in the mass.
2. Two and three tone work. Make scales of color with
three tones in a scale and translate into pencil. Draw groups
of still life, landscapes, and from the pose, using three tones.
3. Paint lanterns, flowers, butterflies, grasses, fruits, and
vegetables. Work for good composition in given spaces.
4. Simple perspective.
COURSE OF STUDY 63
5. Design. Arrange various shapes to make original units
for repetition in borders and all over patterns. Copy historic
ornament.
6. Picture study.
SEVENTH GRADE
1. Two and three tone work. Make scales of color in five
tones and translate into pencil or charcoal. Draw still life,
landscapes, and also from the pose in simple tones.
2. Picture study. Study pictures by great artists in con-
nection with pose and landscape work.
3. Historic ornament. Original design.
4. Study Pottery. Make vase designs.
5. Paint lanterns, butterflies, flowers, fruit and vegetables.
Try to obtain good compositions.
6. Perspective. Outline sketches of a book held in various
positions. Study church towers. Make sketches of interiors.
EIGHTH GRADE
1. Three tone work in pencil and charcoal. Make scales
of color and translate into black and white. The still life, pose
and landscape work is to be carried out in three tones.
2. Copy historic ornament. Make original designs using
unglazed butter paper.
5. Paint lanterns, butterflies flowers and foliage. Use both
pictorial and decorative treatment.
4. Picture study. Study great artists in connection with
pose and landscape work.
5. Perspective.
64 COURSE OF STUDY
(Son^riiercial School
From statistics on the school census of the country we find
that a comparatively small percentage of pupils completing the
work of the Grammar school ever enter the High school proper,
for reasons well understood by the average citizen. The Com-
mittee of Ten, in its report on missing subjects in the program
of the secondary schools, maintain that provision should be
made for the industrial and commercial subjects to prepare
pupils for the actual duties of life.
The Commercial school is especially adapted to that phase of
school work. The public feels the practical need of such train-
ing, and it naturally follows, too, that the same should be pro-
vided by our tax-supported schools. The doors of the public
Commercial school are open, free of charge, to all pupils of the
district that show themselves able to profit by an education pro-
longed to the eighteenth year, and whose parents are able to
support them while they remain at least so long at school.
In this school pupils are placed in an atmosphere of activity
and earnest purport — a marked contrast to many schools of its
kind. The discipline is healthy, and very commendable. There
are no age restrictions placed on the requirements of entrance,
and the educational entrance requirements are the same as the
entrance requirements to the ninth grade. An entrance exam-
ination may be required when, in the discretion of the Superin-
tendent of Schools, any particular cases demand it
This school is a part of the public school system of Berkeley,
and the regulations adopted by the Board of Education apply
to the Commercial school as well as to the rest.
Following are the courses offered, which may appear to many
to be too comprehensive. But it is not claimed that these
several branches of study shall be considered to be of equal
importance; some of them may, and indeed must, be taught
COURSE OP STUDY 65
incidentally, but they all, none the less, belong to the education
of the modem American business man.
Book-keeping Course.
Book-keeping (Ellis system, and Actual Business
Practice.)
Commercial Law.
»
Arithmetic and Rapid Calculation.
Banking and Oflfice Practice.
Commercial English.
Business Correspondence.
Penmanship.
Parliamentary Practice.
Literary Exercises.
Lectures on Business Topics.
Typewriting (optional.)
Drills and Tests.
Stenographic Course.
Shorthand, (Pitman system.)
Typewriting (Touch).
Commercial English.
Correspondence.
Spelling.
Mimeographic Copying.
Letter-Press * *
Carbon Duplicating.
Special Tabulating Practice on Typewriter.
Literary Exercises.
Drills and Tests.
Civil Service Course.
It can be readily seen from the comprehensive outline of
studies offered by this institution that no better school could
be selected for a thorough preparation of applicants for posi-
tions, under the services of the Government throughout the
country, as well as at Washington, D. C.
Post-Graduate Course.
All students having completed in a satisfactory manner the
66 COURSE OF STUDY
work of the regular Business Course of the school, may enroll
for the Advanced Course, which shall comprise instruction in
subjects selected from the following list:
Penmanship and Correspondence, continued.
Advanced Arithmetic.
Commercial Geography.
Elements of Law, continued.
Banking and Finance.
Economics.
Civics.
Expert Accounting.
Joint Stock &nd Corporation Book-keeping.
Parliamentary Drills, continued.
Platform Speaking.
Advertising.
The Skillful Drafting of Business Paper, and Legal
Documents.
Drills and Tests.
Lectures.
IQusic
FIRST QRADE
Two short rote songs each month. Pupils should tap the
time for songs that have no change in tempo. Closely watch
the quality of voices. Emphasize the use of the lips. Tone
perception. Echo tones. Scale songs followed by the syllable
names. All scale work started from eight. Keep voices high,
using key of E, or F. for all scale songs. Associate scale
names with syllables. Rhythmical work. Clapping hands and
marching fingers. Rhythmical sketching — first in the air and
on the desk, then at the blackboard, in two, three and four
part measure.
As much extra time should be spent with the monotone, or
child who is tone-deaf, as is given to a child who is deficient
in any other branch of study.
SECOND QRADE
Two rote songs each month. Pupils tapping the time on
desks for songs that have no change in tempo. Closely watch
quality of voices. Emphasize the use of the lips. Keep
voices high. Ear- training, recognizing different tones and
different rhythms.
Take otie of the two songs studied, teaching the syllables as
a verse. When syllables are well learned have pupils write
the scale names (numbers) for the same on the board. Next,
the teacher should picture the song on the staff.
Rhythmical work the same as was given for the First Grade.
Work will be given from the chart at each of the monthly
teachers' meetings.
Dictation from modulator should be given in melody form.
Individual singing from modulator and ladder.
68 COURSE OF STUDY
While singing in key of **C'* place voices in key of E.
Special directions given at the monthly meetings.
THIRD GRADE
One rote song each month. Interval work from modulator
and oral dictation, keeping melody constantly in mind.
When singing in different keys from modulator, point out
tones of familiar songs. Ear-training (recognizing different
tones and different rhythms. ) Pupils must tap lightly on desk
while singing from the blackboard or chart in order to feel
physically the rhythm of the exercise being studied. Rhyth-
mical exercises same as in First and Second Grades.
The quality of the children's voices demands constant
watching on the part of the teacher. Keep voices high —
exaggerate the use of the lips.
Summary. — Different note values. Equally divided pulse.
Dotted half note. Commencing with the up beat. Pitch
names of lines and spaces.
Each month's work will be outlined and studied at the
regular teachers* meetings.
FOURTH GRADE
Review old songs. One rote song each month. General
directions same as the Third Grade.
This grade contains the fineA quality of voices to be found
in the department.
The voice manufacturesnothing— simply reports the mind,
therefore teachers must call attention to the story contained
in the song, awakening the mind so that while they are sing-
ing, their thoughts will be constantly upon the subject.
Physical expression is absolutely necessary in order to secure
the quality of voice desired.
Summary of Technical Work — Equally divided pulse —
COURSE OF STUDY 69
commencing with the up beat. Pitch names of lines and
spaces; chromatics. Sharp seven. Two-part singing.
Each month's work will be outlined and studied at the
regular monthly meetings.
In this and the following grades such text-books in music
will be used as have baen or may be adopted by the Board of
Education.
FIFTH GRADE
One song each month given on blackboard with the scale
names (numerals.) Interval work, the same as in Third
and Fourth Grades, including sharp four, one, five and flat
seven.
Pupils led to think tone sentences. Ear-training in both
tune and time.
Two-part voice work. Note values, dotted quarter, equally
divided pulse; finding pitch of keys from the **C'' pitch-pipe-
Rule for knowing key when signature is in sharps. Rule for
knowing key when signature is in flats. Observe instructions
given to the primary grades regarding the care of the pupils
voices.
Each month's work will be outlined and studied at the
monthly meetings.
5IXTH GRADE
Teach one song each month besides the short songs found in
the Music Reader, and review old songs. The above song to
be taught with the scale names from the blackboard. Great
difiiculty is found in this Grade in regard to voice quality
unless the teacher is constantly watching and requiring the thi7i
light voice.
Interval work by oral dictation. Ladder and modulator,
keeping melody in mind at all times. Chromatics, sharp four,
one, five and flat seven. Two-part voice work. Ear-training,
note values and drill on same. How to find the pitch for all
the nine keys.
70 COURSE OF STUDY
Scale building. Rule for knowing key when signature is
in sharps. Rule for knowing key when signature is in flats.
Each month's work will be outlined and studied at the
monthly meetings.
SEVENTH GRADE
One song each month given at the teachers* meetings.
Interval work from modulator. Oral dictation, keeping
melody constantly in mind, both in the major and the minor
key. Two chromatic tones studied each month.
When singing from modulator point out familiar tunes.
Ear-training.
Pupils must be required to keep the time, tapping lightly
on the desk while singing.
Equally divided pulse. Unequally divided pulse. Rule for
knowing key when the signature is in sharps. Rule for
knowing the key when the signature is in flats. How to find
the pitch from the pitch-pipe for all the keys.
Sight-reading will be given from whatever material is
available.
EIGHTH GRADE
One song each month given at the teachers* meetings.
Care should be taken in this grade as to division or classifi-
cation of voices. If there are voices that can sing the bass,
special work will be given for such. Interval work, oral
dictation. Drill from modulator in both major and minor
keys, keeping melody constantly in mind — often pointing out
familiar melodies. Two chromatics should be drilled upon
each month. Ear- training.
Pupils should be required to tap the time lightly on the desk
while singing exercises or songs.
Time — Equally divided pulse. Unequally divided pulse.
How to find pitch from **C" pitch-pipe for all the keys.
.a^ A*ak9«
»ongs from the Music Reader will be given at
;ing.
^ that voices do not fall from pitch.
ns are favorable a Choral Club will be or-
uilding.
njorals and HJanners
Good manners are the outcome of successive acts of civility.
The teacher should, as far as possible, lead the children to good
actions and civilities until they become habitual.
Children must not only be taught what is right but must do
what is right. Character is formed by training rather than by
teaching. Teachers can not lecture pupils into good manners
nor can they change bad habits by fluent speeches.
Let the teacher remember that morals and manners are con-
tagious. * *If the teacher is easy and nerveless in his habit, the
school will be dull and indolent; if he is cool and phlegmatic,
the atmosphere of the school will be frigid and cheerless; if he
is warm and affectionate, it will be genial and wholesome; if the
master is of a bustling and noisy temper, whatever may be the
discipline of the school, the pupils will be infected by it, and
exhibit its effects out of doors even if it is repressed within the
school walls. If there is a roughness and want of refinement in
the teacher's address, all his awkward and ungraceful phrases
and manners, greatly exaggerated, will reappear in the con-
versation of the scholars. The example of the teacher will be
a thousand fold more potent than his precepts. He may
attempt to chasten the rudeness of his pupils, and point out the
importance and beauty of a refinement of manners, of a chaste
and pure speech, of a gentlemanly and courteous behavior; but
if, in his personal manners he lacks these graces — if bespeaks
roughly, and merely nods his recognition as he meets his pupils,
and is careless of his movements when before them— the power-
ful undertow of his example will sweep away from the memories
of the children the unillustrated precepts of his lips. That the
teacher then should be, in morals and manners a model for
imitation, cannot be questioned. The silent, living example of
the teacher will tell wiih lasting, wide-reaching effect on the
impressible minds and hearts of childhood and youth.**
COURSE OF SIJJDY 73
Ten rules of politeness for children to know and observe:
1 . To be polite is to have a kind regard for the feelings and
rights of others.
2. Be as polite to your parents, brothers, sisters and school-
mates as you are to strangers.
3. Look people fairly in the eyes when you speak to them
or they speak to you.
4. Do not bluntly contradict any one.
5. It is not discourteous to refuse to do wrong.
6. Whispering, laughing, chewing gum or eating at lectures
in school or at places of amusement, is rude and vulgar.
7. Be doubly careful to avoid any rudeness to strangers,
such as calling out to them, laughing or making remarks about
them. Do not stare at visitors.
8. In passing a pen, pencil, knife or pointer, hand the blunt
end toward the one who receives it.
9. When a classmate is reciting do not raise your hand until
after he has finished.
10. When you pass directly in front of any one or accident-
ally annoy him, say ** Excuse me;" and never fail to say **Thank
you" (not **Thanks" ) for the smallest favors.
The above are adapted from Dewey* s **How to Teach Man-
I ners," a useful desk-book for any teacher.
Teachers' njeetii^gs
The regular meetings of the teachers will be held in the
Assembly Hall of the High School, on the last Friday of each
school month, at 3.45 p. m.
The Supervisors of Drawing and Music will meet the teach-
ers of the First, Second, Third and Fourth Grades, at the
AUston Way School-building at 2 o'clock p. m. on the follow-
dates : 1902 — August 11, October 6; 1903 — ^January 12, March
2, May 7. Teachers of the Fifth, Sixth, Seventh and Eighth
Grades at same place at 2 o'clock p. m. on the. following dates:
1902 — August 12, October 7; 1903, January 13, March 3,
May 8.
Principals are authorised to hold one session in their schools
on these dates for the grades named in order to allow the
teachers to be present promptly at these meetings.
Ji^^Due notice will be given of any change.
HIGH SCHOOL
Students on entering the High school should select delfinitely
their course of study. This course can not be changed at any
time except at the beginning of a year, and then only at the
request of the parent or guardian, with the condition that all
deficiencies in the course to which the change is made shall be
removed.
Courses of Study.
A full course consists of four units of work for three years,
with the addition of three units for the fourth year. Students
intending to enter the University of California will find it
necessary to take four units of work for four years.
A unit of work consists of five recitations per week for one
year. ^
Recommendations.
Pupils receiving diplomas of graduation from any prepara-
tory course may be admitted to the corresponding course in
the University of California without examination, on the
recommendation of the Principal.
♦ Speciai. Students.
1. A student may take from one to four studies.
2. No pupil will be permitted to take more than four
studies, except by special application made by the parent or
guardian, and with the condition that one study be dropped as
soon as there is a deficiency.
3. A special student who completes twelve units of work
may receive a certificate for the work done. Until June, 1904,
pupils completing nine units of work may receive a certificate.
4. The certificate does not admit of a recommendation to
the University.
Englisl!
5UB-JUNIOR YEAR- (Ninth Year; 1902-1903,
1. Thk Lady o^ the Lake.
2. The Alhambra.
3* Bai^i^ads and Poems of Heroism.
Selections from Robin Hood O 500 lines J
4. The C1.ASSIC Myths.
5. Composition.
Suggestions.
Lady Of the Lake.
Draw a map of the Highlands. Study Scottish life and
Scottish scenery. Have the outline of eaqh canto given orally
and in writing. Life and times of Sir Walteir Scott.
The Alhambra.
Moorish architecture, customs and legends. Trace briefly
the westward movement of the Moors until their final settle-
ment in Spain. Does Spanish life in California show any
Moorish influence ?
C1.ASSIC Myths.
Attention paid to acquiring an intelligent reproduction of
the stories, and the ability to distinguish between bare outline
and filling in or coloring. Abundant illustration of the
embodiment of the myths in English literature.
Written Composition.
One period a week throughout the year. The processes of
sentence and paragraph writing systematically studied, subject-
material to be selected from all sources. A finished compo-
sition dealing with suitable subjects frequently required.
COURSE OF STUDY 77
JUNIOR YEAR— (Tenth YearJ
1. Sir Roger de Coverly Papers, from the Spectator.
A Study of simple prose, presenting certain phases of char-
acter and society in Addison's time. An attempt to appreciate
quiet play of humor and grace of style.
2. Julius C^ar.
Play to be studied as a work of art — looking into historic
sources, stage setting, artistic development of plot, character
presentation. Life of Shakespeare and English life of his day
to be made as vivid as possible.
3. Classic Myths.
. Narration and interpretation of the mjrths. Reading and
critical study of some of the illustrative poems found in the
text or referred to in the commentary. Introductory study of
the origin of the Epic and Drama. Elementary study of
Mythology in Art through the help of photographs. Cursory
review of the myths during the study of chapters I-III as
illustrating the theories stated in those chapters.
4. Vision of Sir Launfall.
A poem to be studied for its revelation of the beautiful things
in nature and in human relations. Attention called to the
exquisite delicacy with which the poet has handled the usual
poetical devices.
5. From Milton to Tennyson.
Thomson's ** Winter," Goldsmith's ** Deserted Village.*'
Cowper's **The Winter Morning Walk," Bums' **The Cotter's
Saturday Night " and **Tam O'Shanter," Coleridge's **The
Ancient Mariner," Byron's * 'Selections from **Childe Harold,"
Macaulay's **Horatius."
6. Composition.
7 8 COURSE OF STUDY
MIDDLE YEAR— (Third Year of High School.)
1. Tennyson's **Idylls of the King/'
**The Coming of Arthur.*'
**The Passing of Arthur."
**Elaine and Guinevere."
2. Lowell's ** Commemoration Ode."
3. From Milton to Tennyson.
Milton's *%' Allegro and II Penseroso."
Thomson's ** Winter."
Goldsmith's * 'Deserted Village."
Cowper's ** Winter Morning Walk."
Bums' **The Cotter's Saturday Night" and '*Tam
O'Shanter."
Coleridge's **The Ancient Mariner."
Byron. Selections from **Childe Harold."
Macaulay's **Horatius."
4. Milton's **Comus."
5. Macaulay's Warren Hastings.
Some study of the historical and geographical background,
but treated chiefly in its qualities as a narrative essay — the
sentence and paragraph structure, the unity and sequence of
the details, the character and portrait sketches, etc. Written
outline of the essay.
6. Silas Marner and Vicar of Wakefield.
Treated topically. Author's life and character. The geo-
graphical and social background of the story. . Oral abstracts
of chapters and of sections. Critical studj^ of passages selected
for their humor, pathos, character painting, and analytical
force. Development of the characters as the story advances.
Ethical teachings of the work. Comparison of the Novel as a
form of literature with the Epic and Drama.
7. Composition.
COURSE OF STUDY 79
SENIOR ENGLISH— (Fourth Year of High School.)
1. Orations and Arguments.
Burke's Speech at Bristol, Webster's Reply to Hayne,
Macaulay's Speech on the Reform Bill.
Careful study of the precise meaning of the words from the
context accompanied by frequent paraphrasing. The chief
qualities of the style of the authors developed and illustrated
by comparisons with one another and with other prose authors
previously studied. Study of the various methods of reasoning
and the tracing of the lines of argument. Determination of
the principles enunciated in each speech and their application
to the questions of to-day.
2. From Milton to Tennyson.
Milton's 'Xycidas"arid **Sonnets." Dryden's ** Alexander's
Feast "and **The Character of a Good Parson." Pope's
**Epistle to Mr. Jervas " and **Epistle to Richard Boyle."
Johnson's *'The Vanity of Human Wishes." Gray's * 'Elegy"
and * 'The Bard." Keat's "The Eve of Saint Agnes" and
"Ode to a Nightingale." Shelley's ''The Cloud," "To a Sky-
lark " and ' 'Sonnets. ' ' Wordsworth' s "To a Skylark ," "Tin-
tern Abbey," ''Laodamia," "Ode on the Intimations of Im-
mortality' ' and * 'Sonnet to Milton. ' ' Clough' s ' ' Mari Magno —
Prologue and the Lawyer's First Tale." Arnold's '*The
Scholar-Gypsy." Brownings "A Transcript from Euripides."
Tennyson's "The Passing of Arthur."
Treated variously — some in detail, others as wholes, others
simply read in class with occasional comment. General study
of metrical forms. Chronological sequence of the poets.
The following outline is used in the detailed study ot any
poem: i. Biographical sketch of the poet. 2. The place
held by the poem in English Literature. 3. How classified.
4. Its metrical form. 5. The interpretation, sentence by sen-
tence. 6. Summary of the contents of one stanza, of a
group of stanzas, or of the whole poem. 7. The elements of
the poem — man, nature, etc. 8. Its aesthetic qualities. 9. Its
8o COURSE OF STUDY
ethical value. lo. A careful comparison of the poem with
others.
3. Paradise Lost.
Books I and II. Studied as in the poems **from Milton to
Tennyson.*' The Epic in Literature — a continuation of the
study of the Epic begun with the Classic Myths.
4. Compositions growing more varied and extended through-
out the year. Essays in criticism more exhaustive in treat-
ment. Comparisons of various authors and the works of
literature studied. Argumentative essays and exercises in
debate following the models in orations and arguments.
Latin
SUB-JUNIOR YEAR
Study of Bennett's Latin Lessons.
Especial attention will be directed for the first half of the year
toward the mastering of Latin forms; during the second half,
the more .essential rules of syntax will be treated. The
mechanical work necessary at this stage will be relieved as far
as possible by translation (frequently at sight) of easy passages
from Latin into English and English into Latin. Parts of
Collar's **New Gradatim ** will also be read.
JUNIOR YEAR
1. The first months of this year will be devoted to a review
of the forms and syntax studied in the previous year. This
review will be accompanied by more readings from **Grada-
tim," with accompanying exercises in rendering English into
Latin.
2. When the preparation appears to be sufficient, work will
be begun upon the reading of the assigned authors. Four books
COURSE OF STUDY 8 1
of Caesar's Bellum Gallicum will be read, but nine lives
selected from Cornelius Nepos may be substituted for any two
books of Caesar.
3. PStrallel with the reading will proceed the study of Latin
composition in the form of exercises based upon the text read.
When it is necessary, references to Bennett's Latin Grammar
(school edition) will be given for special study by the pupils.
4. Considerable attention will be given to the oral reading
of the Latin. Correct pronunciation of words and division of
sentences into the proper word-groups will be insisted upon.
niDDLE YEAR
1. Students will read Cicero's four orations against
Cataline, together with the oration for the Manilian law and
the oration for Archias. Once again attention will be given to
oral reading. So much of Roman state-procedure and Roman
antiquities as is absolutely necessary to elucidate the text will
be treated. Syntax and grammar will be studied at the same
time by the aid of appropriate references in the grammar.
2. Sight reading will be practised in some of the other
Ciceronian orations,
3. Latin prose composition will be based upon the text
read. It will be studied either from a text-book or from
models constructed by the teacher.
SENIOR YEAR
I. Virgil's ^Eneid. Books I- VI.
The work will be conducted with the minimum amount of
necessary attention to syntax and history. An attempt will be
persistently made to develop in the pupil power of poetical
appreciation. Great attention will be given to the correct
metrical reading of the poem. An attempt will be made to
have the pupils feel what they read. Translation, when de-
manded, will be judged from the triple standpoint of accuracy,
elegance and power of appreciation shown.
82 COURSE OF STUDY
2. Reading at sight from some of Cicero's orations.
3. Prose as in the middle year with some orations of Cicero's
for a basis.
N. B. In the Middle and Senior years pupils are 'advised
to provide themselves with the most recent edition of the
authorized text
Greek
JUNIOR YEAR
The usual study of forms and elementary syntax. • (White's
First Greek Book will be the basis for all paradigms. Moss's
First Reader will be used as soon as the pupils have made a fair
start in the beginners' book. )
niDDLE YEAR
1. A careful review of all paradigms will precede any other
work. Xenophon's Anabasis (Books I-IV) will then be be-
gun and continued throughout the year. Great attention will
be paid to the reading aloud of the Greek narrative. Correct
vocaHzation and phrasing will be insisted upon.
2. Prose Composition. — An attempt will be made to form a
sound Attic style in the students by giving them, for translation
into Greek, passages based closely upon Xenophon. Some
manual such as Flagg's ** Writer of Attic Prose" is recom-
mended.
SENIOR YEAR
1. Any of the Xenophon still remaining will first be com-
pleted. The study of Homer, Iliad I-III, will then begin.
Here, as in the Virgil, strong insistence will be placed upon
correct metrical reading and expression. Forms will be mas-
tered so far as is necessary for an intelligent reading of the
poem.
2. Sight reading from some writer of easy Attic prose.
3. Prose composition in the Middle Year.
COURSE OF STUDY 83
Freiich
JUNIOR YEAR
First Term — Lamare's * *Introductory French Course."
Second TERM-Fraser and Squair^s * 'Elementary French
Grammar.'*
Easy reading: — Episodes from "Sans Fanille," by Hector
Malo.
niDDLE YEAR
Bonnet's ''French Syntax and Composition."
Conversational exercises.
Novels will be selected from the following list : "Colomba,"
by P. Merrimee; "Le Roi des Montagnes," by Ed. About;
"lyC Philosophe Sous lesToits," by Em. Souvestre; **IveChien
du Capitaine,"by Enault; 'Xa Poudre aux Yeux," by Labiche
& Martin; "Le Voyage de Monsieur Perrichon," by Labiche &
Martin.
SENIOR YEAR
Novels and plays will be selected from the following list:
"Bigarreau," by Andre Theuriet; "Mademoiselle de la Seig-
liere," by J. Sandou; "Athalie," by Racine; "Le Bourgeois
Gentilhomme/' by Moliere.
Pupils are required to give a synopsis in French of each
lesson prepared from these books.
Select pieces of poetry, and literary or historical subjects are
also given by the teacher.
A list of select French books for subsequent reading is given
to the pupils before they leave school.
^4 COURSE OF STUDY
GerniaR
JUNIOR YEAR
The work in the Junior year consists of : —
1. Study of the German alphabet, (script and point) correct
pronunciation of the vowels and consonants, their combina-
tions and modifications.
2. Reading, writing and translating of sentences in pro-
gressive order from the most simple to the most difficult ones.
3. Study of the principal rules of grammar and their ap-
plication in written sentences.
4. Translating of short stories (orally.)
5. Memorizing of short poems of principal authors.
Book used in this work: Collar's shorter Eysenbach.
Practice reading and translation at sight from Stern's 'Tlau-
dereien," or forty pages of lycander's Traumereien.
MIDDLE YEAR
The work of this year is of a more extensive nature in the'
study of German grammar. The details of each rule are
treated in connection with greater application — the exceptions
to the rules considered in every case. The pupils are made
acquainted with the more difficult constructions of the German
syntax and variations thereof. More oral exercises. Reading
and translation at sight of more difficult prose and poetry than
in the preceding term. Composition exercises. Memorizing
of longer poems. Practical conversation in German. Brandt's
German Reader and Joynes-Meissner's German Grammar.
Storm's "Immensee."
Heyse's *%'Arrabbiata."
Baumbach's "Die Nonna."
Benedix' **Der Prozess."
COURSE OF STUDY 85
Sight-reading and translation from these books may be sub-
stituted for Brandt's German Reader.
SENIOR YEAR
A review of the preceding two years. Illustrations of rules
by application of the same in original compositions. Letter
writing. Translation at sight of stories and fables from the
English into German, orally and in writing. Special attention
paid to the etymology of the language and its relation to other
languages; the history of the language. Joynes-Meissner's
German Grammar, Auerbach's *'Brigitta," and other German
stories and plays.
Freytag's **Aus dem Staat."
Friedrich*s **des Grossen."
Lessing's "Minna von Barnhelm."
Schiller's "Wilhelm Tell."
Stein's Composition Exercises.
history
* *The study of history is useful for the enlarging of minds,
for the calming of judgments, for the uplifting of hearts." —
Thomas R. Bacon.
Ancient, Medi/^val and Modern History.
The period to be covered and the amount of each required is
indicated respectively by the following text-books : Myers'
Ancient History, Myers' Mediaeval and Modem History.
The underlying thought of the method of instruction pur-
sued in this course is attention to the following:
1. To the pupil's comprehension of the study of history as
the story of human progress.
2. To his realization that the life of the world to-day in all
its complexity is what it is because of what men and nations
86 COURSE OF STUDY
thought and did in the past under different circumstances and
influences.
3. To his understanding of the changes in thought and
action brought about by experience, growth and reflection.
In the development of these aims the manner of instruction
presents the following characteristics in so far as is possible
and consistent with the age of pupils in the two lower classes
of the High School.
(a, ) The use of questions designed to lead the pupil to draw
inferences from the facts given him, to see the relation between
these facts, and to associate them with the broader truth
deduced from them.
{d.) The study of pictures and works of art relative to the
period under consideration; the study of speeches and writ-
ings of the contemporary authors that throw light on the main
periods of history.
(c.) The study of maps for geography and territorial
changes. The pupils are led to note the physical causes that
have acted in history, as well as the human causes, to see the
place-relation as well as the time-relation.
»
(d. ) Constant training of the pupil in note- taking and in
preparation of outlines of each topic under consideration ; such
analytic and constructive work to be kept in a note-book which
forms a part of the examinations.
(e.) A limited amount of collateral reading is required,
under the direction of the teacher, who assigns the topic,
indicates the extent of the reading and designates the author
to be read.
(/. ) All written work of pupils is subject to careful revision
by the teacher; the papers are returned to the pupil and his
attention called to the corrections.
American History.
While the course contemplates a general review of the most
important events of our history, especial attention will be given
COTJRSK OF STUDY 87
to the colonial forms of government as related to the present
form — their origin and development; to the adoption of the
constitution and amendments, to the rise and fall of political
parties, to the agitation of the slavery question and the result-
ing compromises, to a careful study of the whole chain of
events leading up to the war of secession, to the new political
questions that have arisen since the civil war, parallels in
English history and in the history of other republics than ours.
Civil Government.
The intention is for the student to become thoroughly
familiar with our own government — county, state and national.
The origin of our constitution and laws will be traced as far as
possible, and comparisons will be made between our own and
other governments, showing points of resemblance and of con-
trast. The Articles of Confederation will be discussed in
connection with the preamble to the constitution, and the
course in general will be such as to help the thoughtful
student to trace results to their legitimate causes and the
reverse.
EQatheriiatics
The prescribed Mathematical Course for all but Scientific
students is finished in the Middle Year and is the same in all
courses.
NINTH YEAR
Algebra. — Entire year.
Text-book: Smith Stringham's Elementary Algebra.
The subjects treated being those that lead up to and include
an elementary knowledge of quadratic equations.
TENTH YEAR
Plane Geometry.— Entire year.
Text-book: Hall and Stevens* Euclid. Complete books I
and II, including original exercises.
88 COURSE OF STUDY
Algebra. — The work given in Algebra this year is made
secondary to that in Geometry, the idea being to correlate
the two subjects.
MIDDLE YEAR— (Eleventh Year)
Algebra. — Entire year.
Two recitations a week.
General properties of quadratic equations; the relations
between the roots and the coefficients, and formation of
equations from given roots; powers and roots, fractional and
negative indices, surds and complex quantites, ratio and
proportion.
Plane Geometry. — Entire year.
Three recitations a week.
Complete the six books of Euclid and also the propositions
leading up to and including the determination of the ratio of
the circumference to the diameter.
SENIOR YEAR
First Term — Solid Geometry. ^
Five recitations a week.
Text-book: H. D. Thompson's Solid Geometry and Mensu-
ration.
The fundamental propositions of Solid and Spherical Geo-
metry together with the solution of original exercises.
Second Term — Plane Trigonometry.
Five recitations a week.
Text-books: Wheeler's Plane Trigonometry, W. & H.,
Logarithms, Trigonometric Tables.
The development of the general formulae of Plane Trigo-
nometry, with applications to the solutions of plane triangles
and the measurement of heights and distances.
COURSE OF STUDY 89
Cheriiistry
Chemistry is given in the third year of High School.
The text-book used is Williams' Elements of Chemistry.
Frequent references are given, however, to other standard
authors. Many of the experiments are taken from the labora-
tory manual by the same author. About three of the five
periods per week are spent in the laboratory, the remainder of
the time in recitation and discussion.
The non-metallic elements with their more important
compounds are prepared and their properties studied, much
attention being given to the properties of the common acids
and bases, to typical reactions and to chemical nomenclature.
Theories are introduced in the explanation of the phenomena
observed, emphasis being laid upon the difference between
theories and facts.
The work with the non-metals includes a study of the com-
mon ores and the general methods of preparation, the uses of
the common metals, and amalgams and- alloys. Work is done
with the blow-pipe and enough is done in qualitative analysis
to give the pupil a general notion of the subject and to stimu-
late a desire to go on with the work. A short time is devoted
to organic compounds such as sugar and alcohol.
Throughout the year the chemistry of every-day life is
emphasized. Visits to manufacturing establishments are en-
couraged, and ocasionally men from the Chemistry Department
of the University of California speak to the pnpiis on practical
subjects.
Physics
This subject is given in the Senior Year of the school.
Object.
The purpose of the course is to give the student an * 'un-
derstanding" knowledge of the fundamenial principles of
90 COURSE OF STUDY
Mechanics, Heat, Sound, Light, Electricity and Magnetism.
Text.
The text used is Carhart and Chute's **Elementsof Physics."
The laboratory manual used is a specially prepared list of
eighty or more experiments.
Time.
The school-year of forty weeks is devoted to the different
subdivisions of the subject as follows: To Mechanics, fifteen
weeks; to Heat, five weeks; to Sound, three weeks; to Light,
eight weeks; to Magnetism and Electricity, nine weeks.
The different topics are taken up in the order named.
Method.
The method employed is a combination of the text-book and
laboratory methods.
As far as the special needs of each subject allow, the induc-
tive method of presentation is used. The simpler qualitative
or illustrative experiments precede the quantitative experi-
ments, performed to illustrate and verify a physical principle,
both preceding the theoretical discussion of the principle.
The class-room discussion of the principle is conducted as
follows: — First, a discussion by the pupil of the experiment
performed; then, a presentation by the instructor by means of
class-room experiments of the theory, followed by a general
questioning and discussion in which both students and in-
structor take part.
No definite periods are set apart in the week for the class-
room discussions, only the special needs of the subject
determining when and how often they shall occur.
From time to time during the year lists of specially prepared
problems and questions are assigned as written work, their
object being to correlate the principles in the mind of the
student and at the same time to develop the student's power
to think accurately.
COURSE OF STUDY 9 1
The written examination which is given usually at the
completion of each topic serves to organize the student's
knowledge of the subject into a harmonious whole.
Drawing
The object of the course of study in Drawing is to assist
the pupil to see and know what he sees. Rules must not take
the place of observation. The mediums used are pencil,
charcoal, brush, and pen and ink.
The pupil must learn to think in an orderly manner Work
from the whole to the part. The size and placing of a sketch
is of great importance. Pencil measurement is insisted on.
Test the whole drawing by vertical and horizontal tests and
produced lines. The pupil must learn to criticize and prove
the correctness of his own sketch. In beginning light and
shade studies the work is done in three tones.
The main features of the work are as follows: —
1. Free-hand perspective. Drawings in outline and in
light and shade illustrating the principles of perspective.
Type solids and objects based on type solids are used as
models.
2. Charcoal drawing. Groups of still life and plaster casts
of historic ornament, natural leaf forms, fruit, heads and
masks are rendered in light and shade.
3. Pen and ink. Groups of still life, nature studies, photo-
graphs of historic buildings and bits of architecture.
4. Historic ornament.
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PRIHARY AND GRAHHAR GRADES
AUTHOR
Baldwin
<<
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Eggleston....
Andersen ....
Burt
Hawthorne . .
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Ruskin
Fairbanks....
Dickens
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Irving
Longfellow..
Scott
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Prince.
Bailey .
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Barnes.
TITI^E
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First Reader,
Second
Third
Fourth
Fourth
Fifth
Sixth
Seventh
Eighth
Stories of American Life
Adventure..;
Hans Andersen, Part II
Stories from Plato
Wonder Book, Parts I and II
Tales of the White Hills
King of the Golden River
Stories of Mother Earth
The Christmas Carol
Birds and Bees
Selections
Courtship of Miles Standish..
Evanvjeline
Plutarch's Lives
Ivanhoe
The Deserted Village
Advanced Arithmetic
Arithmetic b)' Grades, Nos.
VIII
Mental Arithmetic
Lanti^uage Lessons
Speller
Rfvised English Grammar
Revised United States History
Revised Elementary Geography....
Revised Advanced Geography
History of the United States
Ivanhoe Historical Note Bk. Part I
Ndt. Music, Shorter Course, I & II
Educational Music Reader, Part I..
Vertical Copy Books. Nos. I to VIII
inclusive
VII
The Rational Speller jjj
Graded Memory Selections
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HIGH scHOOii
AUTHOR
Irving
Scott
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Scott & Dennj'..
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George Eliot....
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Shakespeare
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Paradise Lost, I and II
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Warren Hastings
Julius Caesar
Merchant of Venice
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Vicar of Wakefield,
Orations and Arguments
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Idjlli of th« King. (Riitnide Litenrj Semi)
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Caesar's Commentaries
Cicero's Orations
Virpl's ^neid
Latm Prose Composition
First Greek Book
Greek Grammar
Xeiiophon's Anabasis
School Iliad
Greek Prose Composition
First Greek Reader
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Studien and Plaudereien
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Introduction to French Language..
Livrede Lecture etde Conversation
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Text Books, ^ig\i School,
(CONTINUED)
AUTHOR
Channing
Hinsdale
Smith
Euclid
Thompson
Wheeler
W. & H
Davis
Carhart& Chute
Williams
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