Momence High School - Monesse Yearbook (Momence, IL)

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JUNIOR YEAR BOOK. Oom mercia! Branches. Course 1.—Spelling. Five forty-minute periods a week for one semester. The Modern Business Speller will be used as a text. Course 2.—Penmanship. The Palmer Business System of Penmanship will be taught for one semester. The aim will be to develop a rapid, legible, easy hand-write. Course 3.—Commercial Geography. A suitable text book and laboratory manual will be used. Controlling Influences in the Commercial world will be a prominent feature of the course. One semester will be given to the subject. Course 4.—Commercial Arithmetic. The Modern Commercial Arithmetic will be used as a text, and particular stress will be placed upon the solution of practical problems. One semester is the time allotted to this subject. Course 5.—Book-keeping and Business Practice. Office Methods, Part 1, will be used tor one semester. This course will familiarize the pupils with the principles of debits and cred¬ its as used in the Journal method of double entry book-keeping and with commercial papers such as notes, checks, drafts, invoices, insurance policies, leases, etc. The commercial law points relating to each transaction will be studied. Course 6.— Book-keeping. Office Methods Part 2. In this course the pupil will become acquainted with the best up-to-date forms used in different classes of business. Each pupil will be required to keep a cash account of his earnings and expenditures from Jan. 1, to April 1, balancing the same once every two weeks. English. The aim of the English course is two-fold: todevelope in the pupil the power of accurate and pleaing expression of his thoughts and to give him an appreciation of the best literature. The course in composition is designed to accomplish the first aim; the critical reading of some of the classics, the careful reading of others together with with a study of the history of English Literature is intended to accomplish the second. The four years course is as follows: Course I. 1. Composition—Description and Narration; oral and written. Three short themes a week. Text, Scott and Denny’s Elementary Composition. 2. Classics—Julius Caesar, Shakespeare. 3. Outside Beading—As You Like It, or Twelfth Night and any three of the follows; Midsummer Night’s Dream, Pilgrim’s Progress, Lamb’s Tales from Shakespeare, Ir¬ ving’s Sketch Book, Buskin’s King of the Golden Biver. Beports written in Heyd- rick’s Beading Beports. Course II. 1. Composition—Narration and Exposition, oral and written. Two or three short themes a week. Text, Scott and Denny’s Elementary Composition. 2. Classics —Ivanhoe, Sir Walter Scott. 3. Outside Beading—Any four of the following: Vision of Sir Launfal, Lowell; Scottish Chiefs, Porter; Prue and I, Curtis; Quentin Durward, Scott; The Talisman, Scott; The Spy, Cooper; The Pilot, Cooper, Last of the Mohicans, Cooper; Kenilworth, Scott. Beports same as Course 1. Course III. 1. Composition. Two themes a week of from two to four pages. Text—Lockwood and Emerson’s Bhetoric. 2. Classics: Washington’s Farewell Address and Webster’s First Bunker Hill Oration. 3. Outside Beading—Any four of the following: The Winning of the West, Boosevelt; Up From Slavery, Booker T. Washington; The Oregon Trail, Parkman; Tom Brown at Bugby, Hughes; Ben Hur, Lew Wallace; Sohrab and Bustum, Matthew Arnold.

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JUNIOR YEAR BOOK. Outline of Courses. Mathematics. Course 1.—Algebra, Milne’s Academic Algebra to Highest Common Divisior. Stress placen upon developing and fixing principles and processes. Insistance upon independence and accuracy in solving examples. Course 2. — Algebra, same text to Radicals. Follow suggestions given under Course 1 . Course 3.—Plane Geometry, Sanders’ Plane and Solid Geometry, Books 1 and 2, with at 50 per cent, of the original exercises, including a laboratory book of original demon¬ strations of 50 exercises each bearing a certificate to the effect that the one whose work it is, has neither received nor given help in said demonstration or construction. Course 4.—Plane Geometry, same text, Books 3, 4 and 5, with same requirements as Course 3, in originals and laboratory book. Course 5.—Algebra, Milne’s Academic. Review, Factoring and Fractions and Involution and Evolution. Radicals and Quadrates to Ratio and Proportion. Course 6 . — (a) Algebra (six weeks). Milne’s Academic, Ratio and Proportion, Varia¬ tions and Logarithms. tb) Solid Geometry (twelve weeks). Sanders’ Plane and Solid Geometry, books 6, 7, 8 and 9. Twenty-five per cent of the original exercises. •H istory. Course 1 .— Ancient Oriental Peoples and Greece. West’s Ancient World as a text. Note t oks on maps and outside readings. A definite amount of outside reading equivalent to amount given in text and more at discretion of teacher. Oral reports on outside readings, and debates on important questions. Course 2.—Rome. West’s Ancient World as a text. Notes, maps, outside readings, etc., s’inilar and equivalent to the requirements of Course 1. Course 3.—English History. Walker’s Essentials in Gnglish History as a text. Maps, notes, etc., on outside readings. Examination of original documents such as are contained Kendall’s Source Book of English History. The minimum number of pages for outside reading should be two hundred pages, exclusive of fiction and poems. Course 4.—American History. Hart’s Essential as a text. A brief review of the Periods : Exploration, Colonization and the Revolution. More intensive work on the Constitutional Period to the Civil War. Maps and notes on outside readings. Examination of original : euments such as are contained in the following copies which are in our High School li- rarv: Richardson’s Messages of the Presidents; Hart’s Source Book of American History; Hart’s American History as Told by Contemporaries; McDonald’s Original Documents. Reading of references given to such works as Schouler’s History of the U. S., Dewey’s Fi¬ nancial History of the U. S., Bryce’s American Commonwealth, Thwait’s “The Colonies,” Hart’s Formation of the Union, Woodrow Wilson’s Division and Reunion, Fisk’s Critical Period of American History, all of which with others equally valuable are contained in our High School library. Course 5.—American History and History of Illinois. American History (eight weeks). Same text as used in Course 4, beginning with the ivil War and coming down to -he present time. Supplementary work similar and pro- riionally equivalent to the requirements for Course 4. History of Illinois (ten weeks). Smith’s History of Illinois. A careful review of the -i-i-graphy of Illinois. Course 6.—Civics. James’ and Sanford’s Government in State and Nation, supplement- ri by Trowbridge’s Illinois and the Nation, and such other works as time and facilities permit.

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JUNIOR YEAR BOOK, This last is required if the Vision of Sir Lamfal has not been read. Reports same as Course I. Course IV. 1. Composition—One theme a week of from three to six pages. Text, Lockwood and Emerson’s Rhetoric. One formal debate and one formal oration. 2. Classics—The House of Seven Gables, Hawthorne. 3. Outside Reading—Any four of the following: Deserted Village, Oliver Goldsmith; Alhambra, Washington Irving; Lorna Doone, William Blackmore; De Coverly Pa¬ pers, Joseph Addison; Kidnapped, R. L. Stevens. Reports same as Course I. Course V. 1. Composition: One debate and one oration. 2. Text, Halleck’s History of English Literature. 3. Classics, Macbeth, Shakespeare. 4. Outside Reading—Any four of the following: Selections from Spencer’s Faerie Queene; Essays of Elia, Charles Lamb: King Lear, Shakespeare; Hamlet, Shakespeare; Gar¬ eth and Lynette, Lancelot and Elaine and the Passing of Authors—Tennyson; Sesame and Lilies, John Ruskin, Pickwick Papers, Charles Dickens. Reports same as Course I. Course VI. 1. Composition—One debate and one oration. 2. Halleck’s History of English Literature, Completed. 3. Classics; Milton’s Minor Poems and Carlyle’s Essay on Burns. 4. Outside Reading—The Ancient Mariner, Coleridge; and three of the following: Para¬ dise Lost, Milton; Romola, George Eliot; Confessions of an Opium Eater, DeQuin- cey; Joan of Arc and the English Mail Coach, DeQuincey; Heroes and Hero Wor¬ ship, Carlyle. The last two are required unless two of the following: Sesame and Lilies; The Sketch Book and The Essays of Elia, have been read; if only one has been read, one of the two marked must be read. Reports same as Course I. Course VII. 1. Composition—One debate and one oration. 2. The Development of the Novel, Material taken from Halleck’s History of English Lit¬ erature, Lockwood and Emerson’s Rhetoric and other reference books. No text in the hands of the pupil. 3. Type novel studied—Silas Marner, George Eliot. 4. Reading for class discussion—Henry Esmond, Thackeray; historical novel. Oliver Twist, Dickens; ethical novel. The Rise of Silas Taphorn, Howells; realistic novel. Treasure Island, R. L. Stevenson; romantic novel. o. Outside Reading—Choose any four of the following: Hypatia, Kingsley; Les Miser- ables, Victor Hugo; Don Quixote, Cervantes; Our Mutual Friend, Dickens; Daniel Deronda, George Eliot; Vanity Fair, Thackeray; The Newcomes, Thackeray; All Sorts and Conditions of Men, Walter Besant; Marble Faun, Hawthorne; A Modern Instance, Howells. Reports same as Course I. Course VII. Not yet outlined. La ti n. The importance of Latin in a high school curiculum is generally acknowledged. It is valuable as a disciplinaiy study, because of the drill made possible by the many in-