Momence High School - Monesse Yearbook (Momence, IL)

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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

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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. of prosody. Roman mythology, its relation to the Greek, and its influence upon Roman life. Considerable sight translation. Course 8. Comstock’s Virgil, books 4 to 6. See suggestions under 7. Ger ms n. Two full years of work are offered in this subject and no credit will be allowed for less than a full year’s work. Course 1. Vos’ Essentials of German. Lessons I to XXV. (a) Drill in accentuation and pronunciation of the first importance. (b) Study of grammatical principles. (c) Many exercises illustrating German idioms, and employing words in every day use. Course 2. Vos Essentials of German. Lessons XXV—XXXIV. Reader.—Gluck Auf. (a) Memorizing of easy colloquial sentences. (b) Memorizing of several short German poems. (c) Translation at sight and hearing. The translation of stories in the reader is ac¬ companied by some conversation work on the text. Course 3. Review of grammar. Text—Vos’ Essentials, Thomas’, Joynes-Meissner’s and JBierwirth’s Grammars for Reference. Translation into Idiomatic German of such ex¬ ercises as are found in Thomas’ Grammar, Memorizing of at least two German poems. Translation of Der Neffe als Onkel and der Schwiegersohn, or two other stories of similar difficulty. Course 4. Much translation at sight and hearing (Marchen and Erzahlmegen, Part II; Kleine Geschichten; Traumereien. Es war einmal, etc. Practice in letter writing. Writing at dictation. Simple conversation based upon stories read; memorizing of two or more of the best short German poem.. Translation of Hoher als die Kirche, and Die Branne Erica, or two other books. Science. Course 1 —Physiology. The aim of the course in Physiology is to give a general knowl¬ edge of the anatomy and functions of the human body. In addition it should be brought out that the body is a working whole, composed of inter-dependent organs, and that each process of the internal organs plays an important part in general nutrition. Reference books used for supplementary reading. Microscopic slides are examined and some labor¬ atory work is performed to illustrate certain facst. Time, first semester of Freshman Year. OUTLINE OF COURSE. (a) Structure of organs that help in digestion, j (b) Juices. 3. Study of the circulatory system } 1. Process of Digestion 2. Absorption and assimilation. (a) Composition of the blood. (b) Structure of the organs of this system. (c) Discussion of pulmonary circulation. 4. Study of the Respiratory System (a) Structure of the lungs. I (a) Structure and action of a nerve. 5. The Nervous System V (b) Structure of the spinal cord. J (c) Sympathetic nervous system. Structure of the divisions of the brain. Actions of the mind. I (a) Study of the structure of the organs of taste. 7. Taste, Smelling andHearing Mb) Study of the structure of the organs of smell. j (c) Study of the structure of the organs of hearing. The Eye (a) Structure of the eye. The Voice. The Bones J- (a) Muscles, (b) Joints. 6. The Brain 8 . 9 . 10 . (a) (b)