Momence High School - Monesse Yearbook (Momence, IL)

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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)

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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. Course 2 —Physical Geography. The object of this work in Physiography is to to give the pupils a knowledge of land forms, of stream work, and the processes by which they are developed. Maps and excursions play an important part in this study, in order that practical illustrations may accompany the work of the class room. The text book used is Introduction to Physical Geogrophy by Gilbert and Brigham. Reference books are used for supplementary reading, of Freshman Year. Written reports are handed in. Time, Second semester OUTLINE OF COURSE. Tt e Earth and So..r System } »’ S Tims :! 2. Stream Work 3. 4 . 5. Mountains and Plateaus [ 6 . 7. 8 . 9. (a) Study of the processes of the formation of streams. (b, Results of stream work. J (c) Discussion of the larger river systems. Weathering and Soils and Wind work. [a] Conditions necessary to the formation of glaciers. Glao.iers l Stud y of S lacial deposits. i [c] Distribution of lakes, prairies, and soils. J [d] Results of glacial work. ’a] Formation of mountains, b] Structure of mountains. ] Comparison of different systems of mountains. Volcanoes [a] Formation. The Atmosphere: Study of the weight and height of the atmosphere, the temperature, and the pressure in high and low barometer regions. Daily weather reports are consulted. Curyes are platted. Climatic conditions of different countries. Study of different kinds of winds. Conqoarison between the life in the ocean and that on land, and the correlation of both with man. Courses 3 and 4. Biology. The general purposes of the courses in Biology are: To obtain some knowledge of the structure and function of plants and animals, the laws that determine their growth, and their co-relation with man. The subject develops the idterest of the pupil, his powers of observation, and enable him to make clear and logical his con¬ clusions from these observations. A laboratory note book for drawings, notes, and experiments is kept by the pupil. Lab¬ oratory w T ork consists of five periods a week and recitation two periods a week. Course 3. Zoology. The general purposes of the course in Zooloy are similar to those in Botany. The subject is introduced by the work on the insect, then the structure and functions of type forms of the different branches are examined. A little classification is done, and an effort is made to become acquainted with the representatives of our local forma. The text book used is Colton’s Zoology. Descriptive and Practical; reference books are used for supplementary reading; written reports are handed in. OUTLINE OF THE COURSE IN ZOOLOGY. The Study of the Grasshopper. [a] External and internal structure The cricket and the beetle are other examples used. Study of the Crayfish. a] Field Study. b] External and internal structure. c] Crayfish cards are made. [a] Protozoa. Types, Paramecium, Vorticella and Amoeba. [b] Porifera, Sponges. [c] Coelenterata, example is the Hydra. f Study of the Earthworm. I. Insecta II. Crustacea III. IV. Annulata [a] Field study. [b] External and internal structure.