Momence High School - Monesse Yearbook (Momence, IL)

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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-

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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. fleeted forms; it requires exact grammatical analysis, and so develops the pupils’ reasoning powers. A study of Latin grammar fixes the principles of English grammar and paves the way for the later study of modern languages. English expression is improved by careful translation, since the classics selected for high school study contain many perfect examples of correct expression. Also the Latin Literature brings to us a first hand knowledge of the life of a people who have played an important part in the civilization of the world. Four full years’ work, sufficient for full entrance credit to any American college or univer¬ sity, are offered in this subject. The first four courses are consecutive, but the courses of the Junior and Senior year are to be alternated. Credit will not be allowed toward graduation for less than two full years of work, for classes entering the H. S. since 1905. Course 1. Text—Collar and Daniell’s First Year Latin. Lessons I.—XL., inclusive. Special emphasis laid upon inflections. Practice in writing forms and drill in recognizing forms at sight. The acquiring of a working vocabulary. Attention to all fundamental rules of syntax. Roman pronunciation. Course 2. (a) First twelve weeks. Text—Collar and Daniell’s First Year Latin. Lessons XL-LXXV. See suggestions under Course 1. (b) Last six weeks. Text—Collar’s Gate to Caesar. Reading and translation. Application of rules of syntax by writing of short sentences, based upon the text. Course 3. First Semester. (a) Text—Lowe and Ewing’s Caesar. Book 2, to be read first. Book 1, chapters 1 to 35 inclusive. Study of the life of Caesar, Roman military affairs, the people of Gaul and Ger¬ many and their customs. Such reference work on these subjects as is found practicable. Special attention paid to securing the best possible idiomatic English in translations. Read¬ ing and sight translation. Study of syntax illustrated by examples from the text. Such practice as to gain familiarity with the most common and most important constructions. (b) Prose. Text—D’Ooge’s Ration Composition, Part I. Weekly prose lessons. Par¬ ticular emphasis upon those constructions weich are difficult in translation. Special study of indirect discourse in connection with the text of the Caesar, and the changing of passages from the indirect to the direct. Course 4. Continuation of Course 2. Use Bennett’s Latin Grammar. Same text. Book I, chapters XXXVI—LIV., Books III and IV. Weekly prose lessons. Course 5. (a) Text - Allen and Greenough’s Cicero. Three Orations against Catiline. Life of Cicero and his influence as an orator. Careful study of Roman political life, and its rela¬ tion to the political movement of later times. Continuation of grammar study. Reading and sight translation. Comparison of the style of the orator with that of the historian. (b) Prose, Weekly lessons. Continuation of the work of the second year. Some prac tice in the writing of connected prose. Text—D’Oog’s Latin Composition. Part 3. Course 6 (a) Fourth Oration against Catiline. Maritian Law and Archias. See under V. (a) Prose continued. Course 7. Text—Comstock’s Virgil. Book I—III. The study of the fourth year should have as its chief object the appreciation of classic poetry. Forms and constructions should need little emphasis after three years’ drill, and attention must be centered upon a mastery of the meter, and the variations of poetical expression from the prose. Life of Virgil, and the characteristics of the Augustan Age. Some study of epic poetry. An extensive study