information. In the first place, the subject is taught with a view to
developing breadth of vision, judgment, and an understanding of cause
and effect in human affairs. Secondly, the aim is to enable the student
better to understand the conditions and problems of the present day by
knowing their historical connections. The work is conducted with the
constant realization that the highest use of history is to prepare young
people to discharge intelligently their many duties as citizens in a
democracy.
The courses in the department are as follows:
=General History.= For 9th and 10th grade pupils.
=Ancient History.= For 9th grade pupils.
=Mediaeval and Modern History.= For 10th grade pupils.
=English History.= For 11th grade pupils.
=United States History and Civics.= For 12th grade pupils.
=Economics.= For 11th and 12th grade pupils.
General History.
This course presents, in the simplest way, an outline of the history of
our civilization, from its origin to the present day. It aims to help
the pupil to understand the causes, geographical, racial, etc., that
have led to the rise and decline of nations, and to appreciate the
services that these peoples have rendered to mankind. Much attention is
given to the great characters of history. An especial effort is made to
know the origin and history of existing nations, and to realize that the
present is an outgrowth from the past. The course is useful also in
helping the pupil to grasp the time and place of the characters and
events that he meets in literature and science, and thus it supplies a
background for his other studies.
Ancient History.
The courses in Ancient History and in Medieval and Modern History
together cover the same ground as the course in General History, but do
so more thoroughly and with much greater detail. They are recommended to
those who expect to take at least three years of History in the high
school. The course in Ancient History covers the period from the dawn of
history to 800 A. D. It is designed to give the pupil some knowledge of
the origin of our civilization. After a short discussion of prehistoric
beginnings, a brief study is made of the ancient oriental peoples. The
major part of the course is devoted to the history and civilization of
Greece and Rome, with especial reference to their influence on the life
of the present day.
Medieval and Modern History.
The course in Medieval and Modern History covers the period from A. D.
800 to the present, and is a continuation of the course in Ancient
History. Its purpose is to trace the continued development of our modern
civilization, and to understand the origin and character of the nations
of today. Attention is devoted to economic and social conditions, as
well as to political events. Especial emphasis is placed upon the period
since Napoleon Bonaparte. A study is made of the governments of the
principal European nations, and contemporary problems are discussed in
the light of their history. Considerable use is made of current
newspapers and periodicals.
English History.
The fundamental principles of our American government, the idea of local
independence, of jury trial, of representation, are traced back to
English institutions; showing at the same time that these privileges are
the result of the persistent contest waged for over six hundred years,
which struggle, in fact, is still going on. The conditions in Scotland,
Ireland, Wales, and on the Continent of Europe are discussed in
connection with the constitutional development, and the economic,
political, social, and religious conditions in England. The British
Empire is studied in its relation to the other nations of the world, and
in the economic and political condition of its colonies and subjects.
United States History and Civics.
The study of the earliest period is planned to show that the work of
discovery and exploration has been going on for over four centuries and
is still in progress. Economic, political, and religious conditions in
Europe are discussed, and related to conditions in America. During the
colonial period the principles and the traits which characterized us now
as a nation were developed. The importance of the idea of local
independence maintained by the colonists against the idea of imperialism
held by England is discussed, and followed by a consideration of the
significant facts of the Revolution and the process by which the loose
confederation of states became the constitutional republic, tending
toward a vigorous national growth. The problems of transportation, the
removal of the Indians, the disposal of the public lands, the struggle
of free and of slave labor for the control of the territories, the Civil
War; these subjects and others related to them are treated, bearing in
mind that today the United States is no longer in isolation, but linked
to other nations. The study of the Constitution of the United States,
and of the actual workings of the city, state, and national governments,
is designed to bring out clearly that the citizen today has new duties
and new responsibilities; that the intelligent citizen should be
informed concerning the tariff, the trusts, the labor unions, equal
suffrage, the peace movement, and other current questions. The
Constitution of the State of California, and the Charter of the City of
Oakland are given special attention, and visits are made to the City
Council, the Board of Supervisors, the Courts, and the State
Legislature.
Economics.
Economics deals with the social activities and institutions that result
from men’s efforts to procure a livelihood. It studies the means by
which nations become rich, and the effects of riches upon the public
welfare. The policies of modern government have so much to do with
economics that an understanding of economic laws is essential to wise
citizenship. The aim of this course is to teach enough of accepted
economic theory to enable the student to understand the laws that govern
the larger economic questions of today. Mere abstract theories, however,
are avoided. A study is made of the evolution of industrial society and
the application of economic laws. Emphasis is laid upon the study of
consumption, i. e., the best expenditure of the personal and public
incomes, and on such dominant questions as Labor, Tariff, Monopolies,
Socialism, Taxation. The student is led to realize that as the
industrial and economic life of today is the outgrowth of past
tendencies, so the wise solution of present vexed economic questions
will determine the economic character of the decades to come. Moreover,
it is believed that the study of economics, while dealing with matters
of great practical importance, tends also to quicken the love of justice
and to encourage sanity and moderation of view concerning the value of
material wealth.
MATHEMATICS.
NINTH YEAR.
Elementary Algebra.
Mechanical skill and accuracy of expression in the formal language of
Mathematics are the things emphasized in the first year of Algebra. The
course is designed to cover sufficient ground so that the student who
studies Algebra for only one year will be able to handle the algebraic
processes involved in problems of computation in Geometry and to
manipulate formulae, in order that he may read intelligently the popular
publications on mechanics. To this end special attention is paid to
graphical methods of representation, to the solutions of simple
equations in which the unknown may be represented by any letter, and to
the solution of the quadratic equation, by the formula method as well as
by factoring. Stress is laid upon accuracy of expression, and upon the
knowledge of processes, that this elementary work may afford a proper
foundation for all future work in Mathematics. Factoring is taught by
means of type forms and rules, which the students are required to learn.
The following are the subjects considered: four fundamental operations,
linear equations, type product forms, factors, fractions, fractional
equations, ratio and proportion, quadratic equations, functionality,
simultaneous linear equations (graphical solution), simplification of
simple surds. The quadratic equation is used to develop the idea of a
variable and of a function of a variable, and to teach graphical methods
of solving equations. Stress is laid upon the practical application of
the graph to the solution of every day problems.
TENTH YEAR.
Plane Geometry.
Usual theorems and constructions, original exercises, problems of
computation.
ELEVENTH YEAR.
Algebraic Theory.
First Term.
The object of this course is to introduce the student to the Theory of
Mathematics; therefore the demonstration of principles is insisted upon.
A rigorous treatment of simple laws is required.
The course is designed to meet the needs of two classes of students:
those who are preparing for the Engineering Course at the University,
and those who, while they are not preparing for college, wish to do
advanced work in Mathematics and to acquire a broader knowledge of
Algebra than that obtained in the first year. It also prepares the
students for the Courses in Trigonometry and Solid Geometry that are to
follow.
For the benefit of those students who are not preparing for the
University and are not studying mathematics for its own sake, a special
effort is made to make the content of the course as rich as possible;
that is, to select topics that afford material for mathematical thinking
and at the same time have vocational value.
The following are the subjects considered: factors, remainder theorem,
factor theorem, fractions, fractional and negative indices, surds, and
complex quantities (graphic treatment), theory of quadratic equations,
graphs, simultaneous equations, proportion and variation, logarithms.
Second Term.
Either Solid Geometry or Trigonometry. These subjects are begun but once
a year. All students finishing two and a half years’ work in Mathematics
may take whichever course is offered in the second half of their third
year. Original work and solution of practical problems required.
TWELFTH YEAR.
First Term.
Either Solid Geometry or Trigonometry.
Second Term.
This course is a continuation of the work in Algebraic Theory designed
especially for engineering students and for others who wish to continue
advanced work. The student who is pursuing Mathematics for its
vocational value and who does not intend to go to the University need
not elect it, since the first term of Algebraic Theory, with Solid
Geometry and Trigonometry, will give him sufficient equipment. The
following topics are studied: synthetic division, simultaneous quadratic
equations, special methods for higher equations, determinants,
mathematical induction, binomial theorem, summation of series.
SCIENCE.
=Physical Geography.= Regularly a ninth year subject. Time: 7 or 8
periods per week.
First Term.
A study of land forms based on field excursions to points easily
accessible afoot or on the street cars. Soil formation and conservation.
A study of the physical features of California with their economic
consequences, particularly the determination of the routes of railroads,
the choice and construction of harbors, quartz and placer gold mining,
the development of water power and long-distance electric transmission,
lumbering, irrigation, agriculture, horticulture, etc. Tarr’s New
Physical Geography, pages 13–172, liberally supplemented by the use of
reference books, lantern slides, relief models and topographic maps.
Wright’s Manual of Physical Geography.
Second Term.
A study of the simpler elements of weather and climate based on
astronomic and other observations and on certain physical and chemical
experiments. A study of the great wind belts of the world and regions of
excessive, moderate, or deficient rainfall, locating each regionally in
the continents. The climatic regions of the United States with
particular reference to temperatures, prevailing winds, and
rainfall—each as modified by physiographic features and by large bodies
of water. A regional study of the United States with particular
reference to milling, stock feeding, dairying, slaughtering and packing,
iron, coal, lumber. Centers of manufacture with a consideration of
methods and lines of transportation both by land and sea, particularly
of the transcontinental lines which reach the Pacific Coast. Possible
changes on the Pacific Coast due to the opening of the Panama Canal.
Tarr’s New Physical Geography, pages 1–12 and 173–430, supplemented by
the use of reference books, individual full-mounted globes, wall maps,
weather maps, and excursions to the Chabot Observatory and the United
States Weather Bureau. Wright’s Manual of Physical Geography.
=Botany.= Regularly a tenth year subject; but may be taken in the ninth
year. Time: 8 periods per week, including double laboratory periods.
Laboratory and recitation periods are arranged to suit the topic under
consideration.
The text used in Bergen’s Essentials of Botany. In the main, the order
of topics as there given is followed. More experiments in plant
physiology are taken than are outlined in the text, and some time is
devoted to the study of oxygen, hydrogen, nitrogen, and carbon,
including the chemistry of combustion. About 24 weeks are devoted to the
study of seed plants, and 18 weeks to spore plants. Enough time is
devoted to the study of the classification of seed plants to enable a
pupil to use a key readily. An herbarium is not required; but the
necessary instruction is given, and the pupil is encouraged in the
preparation of one if he shows interest in this kind of work. In the
study of spore plants particular attention is given to bacteria, yeasts
and molds in their relation to household affairs.
=Zoology.= Regularly an eleventh year subject. Time: 7 or 8 periods per
week, including double laboratory periods. It is expected that only one
class will be organized in each year, this class to begin with the fall
term.
First Term.
Invertebrate zoology, with comparative study of typical forms, e. g.,
amoeba, paramoecium, sponge, hydra, sea-anaemone, starfish, earthworm,
shrimp, crab, etc. Special attention is given to beneficial and
injurious insects.
Second Term.
Vertebrate zoology, with comparative study of human anatomy and
physiology. Detailed laboratory study of the anatomy of the frog.
Text-books: Jordan, Kellogg and Heath’s =Animal Studies=, both terms;
Conn and Budington’s =Advanced Physiology=, second term.
=Physiology, Hygiene and Sanitation.= Regularly an eleventh year
subject. Time: 7 or 8 periods per week, including double laboratory
periods.
The course is intended to contribute as much as possible toward
healthful living. The study of structure and function is made the basis
of an intelligent appreciation of the principles of hygiene. The
conception of the body as a mechanism which requires new materials of
definite kinds to replace worn out parts, and which also requires a
constant supply of energy to enable it to do its work is made the basis
of the study of food materials and the principles of dietetics. The
course concludes with a study of the nature of infectious and contagious
diseases and the means by which they are communicated; and domestic and
public sanitation.
Text-books: Conn and Budington’s =Advanced Physiology= and Brown’s
=Physiology for the Laboratory=.
=Chemistry.= Regularly an eleventh year subject. Previous preparation
should include at least one-half year of algebra; but the chemistry may
be taken without it. Time: 7 or 8 periods per week, with double
laboratory periods.
General Chemistry. The subject essentially as presented in McPherson and
Henderson’s =Elementary Study of Chemistry= and =Laboratory Exercises in
Chemistry= by the same authors.
Household Chemistry. This is alternative with the general course in the
second half year. The work of the first half year is the same as in the
general course. The course in household chemistry is intended for girls,
and substitutes the chemical problems and processes of the home for
those of the mine, the smelter, and the metallurgical and chemical
industries in general. Large use is made of a reference library of works
in the chemistry of cooking, cleaning and sanitation. Blanchard’s
=Household Chemistry= is used as a laboratory guide.
The credit toward graduation and the college entrance credit is the same
for the household chemistry as for the general course.
=Physics.= Brief Course. Regularly a twelfth year subject. Minimum
preparation, 8 units, including first year algebra and the first term of
plane geometry. Time: One period daily for one year. Credit: One unit.
This course fulfils the requirements in science for admission to the
College of General Culture, the College of Commerce, and the General
Course in Agriculture of the University of California, and for similar
courses in other universities. It emphasizes the qualitative aspects of
phenomena, omits the more difficult mathematics of the subject, takes
fewer quantitative laboratory experiments and devotes less time to
practical applications than the full course does. Astronomical topics
are introduced here and there as they fit into the regular order of the
work.
Full Course. Regularly a twelfth year subject. Minimum preparation: 10
units, including first year algebra and plane geometry. Time: 3 single
periods and 2 double periods per week in the first half year; 2 single
periods and 3 double periods per week in the second half year. Credit:
One and one-half units.
The full course is prescribed in the fourth year for all pupils
preparing for the Colleges of Mechanics, Mining, Civil Engineering,
Chemistry, and the Technical Course in Agriculture of the University of
California, and for similar courses in other universities. It is
elective for all other pupils who have the necessary preparation.
The full and the brief courses are given in separate classes, in either
or both terms, when the number of students enrolled necessitates the
organization of more than one class in the work of the term. When the
classes are not thus divided, the pupils in the full course will take
the work with the brief course class 5 periods per week, and will take
additional work as a separate class 2 periods per week in the first
term, and 3 periods per week in the second term.
Text-books: Coleman’s =Text-book of Physics=, and Coleman’s =New
Laboratory Manual of Physics=.
University Admission Requirements in Science.
The University of California requires for admission at least one science
given in the third or fourth year of the high school course. Physiology,
Zoology, Chemistry, or Physics fulfils this requirement; Botany does
not, but it receives regular admission credit as an elective subject.
When Botany is offered together with any one of the other sciences, both
receive admission credit, the one as an elective, the other as the
prescribed third or fourth year science.
GREEK.
TENTH YEAR.
First Term.
First Greek Book. White.
Second Term.
First Greek Book. White.
ELEVENTH YEAR.
First Term.
Xenophon’s Anabasis. Bks. I and II.
Greek Grammar. Goodwin.
Beginner’s Greek Composition. Collar & Daniell.
Second Term.
Xenophon’s Anabasis. Bks. III and IV.
Greek Grammar. Goodwin.
Beginner’s Greek Composition. Collar & Daniell.
TWELFTH YEAR.
First Term.
Homer’s Iliad. Bks. I-III.
Goodwin’s Grammar.
Composition. Collar & Daniell.
Second Term.
Homer’s Iliad. Bks. IV-VI.
Goodwin’s Grammar.
Beginner’s Greek Composition. Collar & Daniell.
LATIN.
NINTH YEAR.
First Term.
=D’Ooge’s Latin for Beginners.=
Lessons I-XLV.
Gradatim for sight reading.
Second Term.
=D’Ooge’s Latin for Beginners.=
Lessons XLVI-LXXVIII. Book completed.
Gradatim for sight reading.
TENTH YEAR.
First Term.
=Second Year Latin. Greenough, D’Ooge and Daniell.=
=Part One.= 75 pages of stories, fables, mythology, biography,
including Life of Caesar. Composition based on the above.
=Grammar.= Allen & Greenough.
Second Term.
=Second Year Latin. Greenough, D’Ooge and Daniell.=
=Part Two.= 100 pages from “=Caesar’s Gallic Wars=.” Bks. I-VII.
D’Ooge’s Composition to accompany “Second Year Latin.”
=Grammar.= Allen & Greenough.
ELEVENTH YEAR.
First Term.
=Cicero.= Any Standard Edition.
The Conspiracy of Catiline. Four orations for translation and
study.
=D’Ooge’s Composition.= Based on above orations.
=Grammar.= Allen & Greenough.
Second Term.
=Cicero= (continued).
Pompey’s Military Command, The Citizenship of Archias (for
translation and study).
=D’Ooge’s Composition.= Based on the above oration.
=Grammar.= Allen & Greenough.
TWELFTH YEAR.
First Term.
=Virgil.= Any Standard Edition.
Bks. 1–111. For translation and scansion. The Principles of
Prosody—A study of figures of speech, grammatical and
rhetorical.
=D’Ooge’s Latin Composition=, “Senior Review.”
Exercises 1–16.
=Grammar.= Allen & Greenough.
Second Term.
=Virgil= (continued).
Bks. IV-VI for translation and scansion. Method of preceding
term continued.
=D’Ooge’s Latin Composition.= “Senior Review.”
Exercises 17–34.
=Grammar.= Allen & Greenough.
GERMAN.
NINTH YEAR.
First Term.
Spanhoofd—Lehrbuch der deutschen Sprache. Lessons 1–13.
Spanhoofd—Erstes Lesebuch.
Copy Book—Deutsches Schönschreiben, No. 4.
Second Term.
Spanhoofd—Lehrbuch. Lessons 14–19.
Bacon—Im Vaterland, about fifty pages.
Moni der Geissub, or
Rosenresli.
TENTH YEAR.
First Term.
Spanhoofd—Lehrbuch. Lessons 20–29.
Bacon—Im Vaterland, pp. 50–157.
Two or more of the following:
Höher als die Kirche.
Germelshausen.
Immensee.
Der Geissbub von Engelberg.
Irrfahrten.
Second Term.
Spanhoofd—Lehrbuch. Lessons 30–35, subjunctive.
Wesselhoeft—German Composition, pp. 1–40.
Three or more of the following:
Der Schwiegersohn.
Anfang und Ende.
Der Bibliothekar.
Der Prozess.
Das Spielmannskind.
ELEVENTH YEAR.
Der stumme Ratsherr (in same volume with Das Spielmannskind).
Riehl.
Auf der Sonnenseite. Bernhardt.
Bilderbuch ohne Bilder. Anderson.
Wilhelm Tell. Schiller.
Aus dem deutschen Dichterwald. Dillard.
L’Arrabbiata. Heyse.
Burg Neideck. Riehl.
Lichenstein. Hauff.
Der arme Spielmann. Grillparzer.
Peter Schlemihl. Chamisso.
Maria Stuart. Schiller.
Hermann und Dorothea. Goethe.
Elements of German. Bierwirth.
German Composition. Pope.
Träumereien. Leander.
TWELFTH YEAR.
Elements of German. Bierwirth.
German Composition. Pope.
Soll und Haben. Freytag.
Das Nest der Zaunkönige. Freytag.
Die Schriften des Waldschulmeisters. Rosegger.
Er soll dein Herr sein. Heyse.
Die Blinden. Heyse.
St. Jurgen. Storm.
Brigetta. Auerbach.
Heimatklang. Werner.
Der Neffe als Onkel. Schiller.
Die Jungfrau von Orleans. Schiller.
Die Journalisten. Freytag.
Sesenheim. Goethe.
Die verlorene Handschrift. Freytag.
Supplementary List. Not to be purchased by pupils.
Easy German Stories. Ries.
Neue Marchen. Mullar.
Gluck Auf. Muller & Wenckebach.
Das Murchen. Goethe.
Der Geissbub von Engelberg. Lohmeyer.
Geschichten von Rhein. Stern.
Geschichten von den deutschen Städten. Stern.
Minna von Barnhelm. Lessing.
Nathan der Weise. Lessing.
Aus dem Leben eines Taugenichts. Eichendorff.
Leberecht Hühnchen. Seidel.
Abenteuer der Neujahrsnacht. Zschokke.
Das Wirtshaus zu Kransac. Zschokke.
Unter Brudern. Heyse.
Two German Tales. Nichols.
Teya. Sudermann.
Sommermarchen. Baumbach.
Gravelotte. Frenssen.
Tales. Hauff.
Four German Comedies.
Das Amulett. Meyer.
Aprilwetter. Arnold.
Die Harzreise. Heine.
Das Habichtsfraulein. Baumbach.
Ultimo. Moser.
Fritz auf Ferien. Arnold.
Der Assistent. Schanz.
German Conversation. Wesselhoeft.
Der Taucher. Schiller.
Die beiden Freunde. Moltke.
Stille Wasser. Bernhardt.
Emilia Galotti. Lessing.
Pole Poppenspaler. Storm.
Kleider machen Leute. Keller.
Zwischen den Schlachten. Elster.
Aus dem Leben eines Unglücklichen. Hansjakob.
Die Ahnen, Part I. Freytag.
Ein Regentag auf dem Lande. Arnold.
Krambambuli. Elmer-Eschenbach.
Legenden. Keller.
Die Steinklopfer. Saar.
Ernstes und Heiteres. Schrakamp.
FRENCH.
NINTH YEAR.
First Term.
French Grammar. Fraser & Squair. Lessons I-XX.
French Reader. Aldrich & Foster.
Second Term.