Auburn High School - Follies Yearbook (Auburn, IN)

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fully studied. As during the first year, the work in Literature goes hand and hand with the composition. Such books as the following are used for class study: Tennyson's Enoch Arden. Coleridge's Rime of the Ancient Mariner. Goldsmith's The Deserted Village. and “The Vicar of Wakefield. Scott's “Marmion. Poe's Tales. etc. From the following list, books for home reading are chosen, written reviews of the same to be handed in: Blackmore's Lorna Doone. Stevenson's Prince Otto. Tennyson's Princess. Bunyan's Pilgrim's Progress. Dickens' Oliver Twist. Lytton's The Last Daysof Pompeii. Wallace's “Ben Hur. Irving's Alhambra. etc. THIRD YEAR COURSE. The aim during the third year is to secure logical thinking and clearness and force of expression. Narration with plot is emphasized the fore part of the year, with a critical review of paragraph structure, special attention being given to the discriminating ure of words. Written themes are required, giving especial care to arrangement of material and the choice of words. For the oral work, the pupils are given drill in preparing outlines and speaking from them on subjects taken from their work in Literature. History. Science, etc. A formal oration is written and delivered by each member of the class. The work in literature is continued, books for class study such as the following being chosen: Tennyson's Idylls of the King. Ruskin's Seasame and Lillies. Arnold's 'Sohrab and Rustum. Burns' Poems. Browning's Shorter Poems.” Emerson's Essays.” Famous Orations, etc. For home reading, the following are typical: Dickens' Old Curiosity Shop. Curtis' Prue and I. Hugo's Les Miserables. A Elliot's Adam Bede. ' Scott’s Kenilworth. Thackeray's Henry Esmond. etc. A study of the History of English Literature is pursued throughout the year. FOURTH YEAR COURSE. During the first part of the fourth year all the forms of composition are reviewod. and the pupil is strengthened in each. The emphasis of the year’s work is placed upon argumentation. Argumentative themes, both oral and written, are required. The selection and arrangement of material, the construction of sentences and paragraphs, the choice of words, and the principle of unity and coherence are points especially dwelt upon. A thesis is written by each pupil and approved by the Faculty before graduation. The aim in Literature is a more critical study of writers. leading the pupils to form opinions of their own. Such works as the following ire used for class study: Chaucer's Canterbury Tales.” Milton’s Minor Poems. Carlyle’s Essay on Burn’s Macaulay's Essay on Addison.” Burke’s Speech on Concilliation with the American Colonies.” Shakespeare's As You Like It” and Macbeth.” etc. For home reading and reports the following is a typical list: Elliot’s Mill on the Floss and Romola.” Kingsley’s Hypatia. Carlyle's Heroes and Hero Worship.” Hawthorne's The Marble Faun. ’ Goldsmith's She Stoops to Conquer. Riis' How the Other Half Lives. Scott's Waverly.” Thackeray s Vanity Fair. Homer's Odyssey. Shura's “Abraham Lincoln. etc. The study of the History of American Literature is pursued throughout the year.

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Gourse of Study--English HE best Educators of today agree that English in the High School should be a unit of study. Grammar. Composition. Rhetoric. Literature.- all are inter-related and come under the one head. COMPOSITION. The purpose of composition in the High School, both oral and written, is to develop the pupil's ability to express his thoughts in a clear and concise manner. Each pupil is possessed of a definite individuality, the development of which means tho building of character, which is the aim of all education. It is recognized that the work in composition is a means of discovering to the pupil this self: thus tho reason for emphasizing the work of composition. PITST YEAR COURSE. The work of the first year is opened with a thorough review of Grammar, after which the formal work in composition is begun. The different forms of prose composition. narration, description, exposition and argumentation are studied, the first being especially emphasized. The aim is to gain facility and spontaneity of expression, and as pupils learn to do by doing, much oral and written work is required throughout the year. Training in spelling and punctuation is also given. The work in Literature is carried on simultaneously with that of composition, the Classics chosen for study being those which best illustrate the narrative style of composition. The aim is to create a taste for good literature and to stimulate a desire to read. To this end the Literature chosen has life and movement. Books such as the following are studied intensely in class: Irving's Sketch Book.'' Scott's “The Lady of the Lake Longfellow's Tales of the Wayside Inn. Dicken's Christmas Carol. Shakespeare's Julius Caesar.” etc. In addition to the books studied in class, others are assigned to each pupil to be read at home, written reports being required on the same. For such study books like the following are chosen: Hughe's Tom Brown at Rugby. Cooper's Deerslayer. Hale's “Man Without a Country. Eggleston's “Hoosier School Boy. Gasket's Cranford. Roosevelt's Winning of the West. Dodge's Hans Brinker, etc. SECOND YEAR COURSE. The composition work now becomes more progressive. The first year has given much drill in the mechanics of expression.—punctuation, indentation and sentence structure: a wider vocabulary has been acquired through word study and Literature. Through constant practice in expression. both oral and written, a foundation has been laid. The work now becomes more definite and progressive. Stress is laid upon unity, mass and coherence of the composition as a whole. Both oral compositions and written themes are required during the entire year. Later in the year, paragraph development and figures of speech are

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History ISTORY denotes the events, forces and insitutions. which together disclose a peoples social character and progress. The history of a people includes every item which has interest or importance in connection with that peoples life and growth and it is a summary of social, industrial. intellectual, religious and political effects and a biography of those great men whose lives have directed events in that particular age or locality. Historical investigators have been compelled to depend upon various classes of materials for thoir information. Those writing about the more remote nations have derived the greater part of their knowledge from (1) rcmainsof buildings, implements and ruins. (2) art and literature and traditions. Those dealing with the later day nations have had the advantage of being able to deal with known facts. History has been organized into somewhat arbitrary divisions upon a chronological basis. SECOND YEAR COURSE. Ancient History deals with the civilizations and careers of the nations of antiquity such as Babylonia. Assyria. Egypt. Greece and Rome. It begins with the first event whose character is positively known and is generally conceded as terminating with the Fall of Rome in 476 A. D. A genoral knowledge of tho various branches of civilization of the above named countries should be ac- quired and especial attention given to the Wars and Conquests of such men as Hannibal. Alexander. Pompey. Caesar. etc. THIRD YEAR COURSE. (a) Mediaeval History begins with the termination of Ancient and extends to tho discovery of the new world by Columbus in 1492. This period includes the centuries of Confusion during which the ideals of universal unity in politics, religion and thought which prevailed in the ancient world were supplanted by extreme individualism. During the study of events of this period attention should be given especially to the Conquests of Charlemagne. The Crusaders. Feudalism and the gradual approach to that period in history known a6 the reformation. (b) The Extreme Individualism of the Medieval period which supplanted the universal unity of the Ancient in turn gave way to the ideal of nationality. This nationality or formation of nations is the greatest factor in modern history which begins with the discoveries in 1492 and deals with the period during which we are now living. Nearly all the events of this period point to and aid in tho nationalization of the world. The period known as the Reformation and the French Revolution deserve much attention.