Minnehaha Academy - Antler Yearbook (Minneapolis, MN)

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CATALOG, MINNEHAHA ACADEMY LATIN First Year Smith’s Latin Lessons. Special emphasis on forms and vocabularies. Daily written exercises. The main rules of syntax. Second Year Caesar's Gallic War. Bks. I-IV. Grammar and prose composition; drills in parsing, forms, sight reading, etc. D’Ooge’s Prose Composition used. Third Year Cicero: Manilian Law. Four orations against Catiline. Oration for Marcellus or Archias. Grammar and prose composition. D’Ooge’s Prose Composition used. Fourth Year Virgil’s Eneid. Bks. I-VI. Elements of prosody. Metrical reading, mythology, and sight reading. Grammar and prose composition. Memorizing of short passages. SWEDISH First Year Vickner’s Grammar, (Completed). Selections and exercises in .... conversation. Memorizing of poems and brief passages. Texts —Geijerstam, Mina pojkar; La-gerlof, Valda Berattelser, and Nils Holgersson I. Supplementary readings. Second. Year Sunden’s Grammar completed (Abridged edition). Special emphasis laid on idiomatic expressions. A brief survey of Northern Mythology. Texts—Lagerlof, Nils Holgersson, and En Herreg rds-sagen; TegnSr, Fritiofs Saga. Memorizing of parts of Fritiofs Saga. Short compositions. Supplementary reading: Starback, Livknektens Berattelser. Third Year Grimberg, Sveriges Historia, I-V. Runeberg, Fanrik St ls Sagner. Themes. Supplementary reading. Fourth Year A more thorough study of the history of Swedish literature. Readings. Selections from Rydberg, Strindberg, Heidenstam and other authors. Themes. Supplementary reading—various selections. FRENCH First Year The following textbooks or their equivalent are used: Brooks’The New Chardenal; Aldrich and Foster, French Reader; L’AbbS Constantin. Second Year Intermediate French: Composition. Koren: French Composi- tion. Chosen texts: de la BrSte, Mon Oncle et Mon Cur6; Daudet, Contes; Loti, Le Roman d’un Enfant; Labiche, Le Voyage de M. Perrichon; Maupassant, Contes; or the equivalent of these. Third Year 1. A survey of French Literature. A text in French (Doumic, His-toire de la LittSrture francaise). The course will begin at the Seventeenth century. Chosen texts: Corneille, Le Cid; Racine, Andro-maque; MoliSre, Le Bourgeois Gentilhomme; Beaurmarchais, Le barier de Seville; Victor Hugo, Hernani. Three hours a week. 2. Composition and conversation. Text: Francois, Advanced Composition; or equivalent. Two hours per week. Fourth Year 1. Nineteenth century literature. Text (French) Pellissier. Texts: Atala, Chateaubriand; French Lyrics Nineteenth Century; le Cur6 de Tours or Eugenie Gran-det. (Balzac); Le Gendre de M. 26

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CATALOG, MINNEHAHA ACADEMY Explanation of Courses BIBLE In all the classes the Bible itself is the textbook. The passages to be studied and a few suggestive questions are posted on the bulletin board and thus secured by the members of the class. These classes meet twice a week. One fourth of a credit is given for each year’s work. Bible study is required of each student as long as he is in school but the completion of the four year course is not required. First Year The first year is devoted to a study of the life of Christ. The four Gospels of Matthew, Mark, Luke, and John are studied simultaneously. Second Year In the second year the student takes up early Old Testament History. The books from Genesis to Samuel are studied. Third Year The third year is devoted to the remaining books of the Old Testament. The course includes a study of the Hebrew kingdom, the captivity and return, and the prophets. Fourth Year The fourth year is given to the rise and development of the early Christian church, as recorded in the New Testament. The Acts and the subsequent books of the New Testament are studied. ENGLISH First Year Review of grammar. Written composition, with emphasis on correct spelling, punctuation and good English usage. Sentence and paragraph structure. The purpose of this course is to develop in the students a sense of neatness and exactness in writing, and a natural feeling for fitness and correctness in sentence and theme building. Second Year Poetry and verse forms. Letter writing. Exposition: essays and speeches from the classics chosen for study. Written and oral composition. High school journalism. Third Year Argumentation. Study of classics argumentative in form. Study of the drama. Brief survey of the history of American literature. Fourth Year A survey of English literature and a study of prose and poetry of the foremost authors. Composition. Xote—Throughout the four years’ course, the classics read are chosen in accordance with the recommendations of the National Conference of College Entrance Requirements in English. Outside reading and written reports are required at regular intervals during the entire course. Textbooks: Ward’s Sentence and Theme; Ward’s Theme Building; Greever-Jones, Handbook of Writing; Lyons, Elements of Debating; Pace, American Literature with Readings; Long’s History of English Literature; New-comer-Andrews' Twelve Centuries of English Poetry and Prose. 25

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CATALOG, MINNEHAHA ACADEMY Poirier; Rostrand, Cyrano de Bergerac. Three hours per week. 2. Composition and conversation 'especially in the form of connected discourse; discussions and themes delivered orally. Two hours per week. MATHEMATICS A rigid treatment is given of the standard theorems and principles, and practical application. An attempt will be made to coordinate and unify the concepts of Algebra and Geometry by letting the two branches supplement each other and be developed in their true relation. Stress will be laid on drill for efficiency in handling equations throughout the courses. Elementary Algebra—Particular attention is given to establish connections between the arithmetic already studied and the study of algebra. The course covers the usual ground through simple quadratic equations. Text: Hawkes - Luby - Touton’s First Course in Algebra. Plane Oometry—A study of the usual theorems and constructions. Stress is laid on original exercises and problems. Text: Went-worth-Smith’s Plane Geometry. Higher Algebra—This course begins with a review of first year algebra as a basis for the advanced work and extends through the theory of quadratic equations, progressions, theory of limits, imaginaries, and simple logarithms. Text: Hawkes-Luby-Touton’s Second Course in Algebra. Solid Geometry—A study of the geometry of solids, including the customary theorems and constructions. Text: Wentworth- Smiths’ Solid Geometry. HISTORY Ancient History—A brief survey of Egypt and the early Orient; a more intensive study of the history of Greece and its civilization; a similar treatment of the history of Rome, with emphasis on the late Republic and the Empire. The course brings European history down to 800 A. D. Text: West’s Ancient World. Modern History—A general outline of European history from the end of the Roman Empire through the Great War. Special attention is given to the forces and movements which have produced present political conditions in Europe. Text: West’s Modern World. American History— A survey of the course of American history, with considerable emphasis on the period since the Civil War. This course is given in the first semester of the school year. Text: West’s History of the American People. American Government—A study of the structure and the workings of Federal, State and local government in the United States. This course is given in the second semester of the school year. The class attends a meeting of the City Council in Minneapolis and a trial in the Court House and also visits the State Capitol in St. Paul and the State Prison at Stillwater. Text: Magruder’s American Government. Xote—Besides the study of the textbook, each course includes weekly supplementary readings and considerable map work. Attention is also given to current history. SCIENCE General Science—A general study of the common phenomena of nature. A part of the second se- 27