L. C. LANE, M. D., Professor of Surgery. C. N. ELLINWOOD, M, D., Professor of Physiology. ADOLPH BARKAN, M. D., Professor of Opthalmology and Otology JOSEPH H. WYTHE, M. D., Professor of Microscopy and Otology. HENRY GIBBONS, JR., M. D., Professor of Obstetrics and Diseases of Women and Children. CLINTON CUSHING, M. D., Professor of Gynecology. W. D. JOHNSTON. M. D., Professor of Chemistry and Toxicology. R. H. PLUMMER, M. D., Professor of Anatomy. CHARLES H. STEELE, M. D., Professor of Materia Medica and Therapeutics. SAM UEL O. L. POTTER, M. D., Professor of the Principles and Practice of Medicine. C. N ELLINWOOD, M. D., Acting Professor of Clinical Surgery. W. S. WITWELL, M. D., Adjunct to the Chair of Obstetrics. CHARLES E. FARNUM, M. D. Demonstrator of Anatomy. E. E. KELLY, Ph. B. M. D., Assistant Demonstrator. THE COLLEGE BUILDING, The gift of Professor Lane, is an imposing brick and stone structure, five stories and basement in height, and having a frontage of eighty feet on each of two streets. THE THREE-YEAR CURRICULUM Is adopted by this College; attendance upon three Regular Courses-at least one in this institution-being obligatory. A matriculation examination, or other evidence of possessing a fair education, will be required en entering. THE REGULAR COURSE Of Lectures commences on the first Monday in June of each year, and continues until November. It is thus a Summer course, contrary to the general usage. THE INTERMEDIATE COURSE It is of Commences on the second Monday in January of each year, and continues nearly four months. great assistance as a preparatory step to the Regular Course, and as offering the fullest opportunities for the prosecution of dissection. Although attendance upon this course is not obligatory, except in the graduating year, it is earnestly recommended that all attend it who can possibly do so. Clinics are given regularly at the City and County Hospital (450 beds) and the Mors Dispensary, where several thousand patients are treated annually. 2. REQUIREMENTS FOR GRADUATION. 1. The candidate must be of good moral character, and at least twenty-one years of age. Must have attended three Regular Courses of Medical Lectures, one of which must have been deliv. ered in this institution, and two Courses of Clinical Instruction. Attendance upon the Intermediate or Winter Course will not fill the conditions of this requirement. 8. He must have attended at least one Course of Practical Anatomy in the dissecting room, and present evidence of having dissected the entire subject. 4. He must write a Medical Thesis, and submit the same to the Faculty on or before the 1st of October 5. He must have passed successfully the examinations required by the Faculty, and have paid all fees due the College. Graduates from other Medical Colleges in good standing, desiring to attend lectures, are required to matriculate only. Those desiring the degree are required, in addition, to present satisfactory testimonials of character and professional standing, to submit to examination in the various branches, and to pay a ee of fifty dollars. BOARDING. Students may obtain good rooms and board at prices varying from five to ten dollars per week. No. 920 POLK STREET, COrner of GeARY STREET. THE PACIFIC EDUCATIONAL JOURNAL. Official Organ of the Department of Public Instruction. VOL. VII AUGUST, 1890. No. 6. SUGGESTIONS IN REGARD TO THE PREPARATORY COURSE IN ENGLISH. Ever since the establishment of a Course in English preparatory to the University, there has been frequent request for fuller suggestion than has yet been given, both with regard to the nature of the work which it would be desirable to undertake in connection with its various topics, and with regard to the relationship and interdependence of these topics in the complete scheme. The following paper is an atttempt to meet this request; not, indeed, with any thought of prescription, or with any idea that, in the art of teaching, another's scheme, however excellent, can do away with the need of independent attack upon the subject, and of readjustment of schemes to the exigencies both of teacher and of school. This sketch is, however, the embodiment of experience and observation gleaned from many sources, as well as of the personal convictions of one long and intimately concerned in the outcome of the course. As such it is offered, in the hope that it may furnish valuable aid and suggestion in the introduction and organization of the study of English in our High Schools and Grammar Schools generally. It is not presumed that the particular sequence of topics and texts herein set forth is the best that can be devised. It will at once be noticed that it does not attempt to keep Subject One of the requirement separate from Subject Fourteen; a separation which in some courses becomes absolutely necessary. It is, however, a sequence which has stood the test of actual practice during a number of years in one of the schools of this State; and partly because of this fact, and partly because it is a course not hitherto published, and partly because of the advantage it offers of an unbroken view, it has been chosen here as the basis of suggestion. The scheme contemplates five recitations a week during a three years' course; and it is thought that under ordinary circumstances no smaller amount will suffice to secure the permanent efficiency of the course. There should scarcely be need to add that the absolute prerequisite to this course should be a practical acquaintance with the elements of English Grammar-with whatever else such an acquaintance really implies. The subject of grammar, indeed, should never be lost sight of nor allowed for a moment to rest during the High School course. But the point of view is essentially different from that of the grammar school. Grammar is then practically the acquisition of a systemanalysis, terminology and classification. Here it becomes an instrument to the ends of interpretation, of investigation, of criticism, of unfolding the resources and variety of literary art and expressions Whatever of accomodation, whatever supplementing of deficiencies may prove necessary during the stage of transition and organization, the High School can never afford to compete with the grammar school in this latter's own subjects, unless, indeed, it be ambitious of becoming itself a grammar school. Preparation should prepare; and the sooner this obligation is recognized and enforced, the better for all concerned. COURSE OF STUDY. JUNIOR CLASS-FIRST TERM. Kellogg's Rhetoric to page 73. Exercises to be written out as indicated. Elements of sentence structure; logical classification of phrases and clauses. Writing from dictation of short passages of classic prose, to enforce the habit of correct punctuation and to develop accuracy and a sense of form. To be followed by : Tom Brown at Rugby or Plutarch's Lives (Ginn & Co.) A training in thoughtful reading, with notice of the historical, geographical, social and moral background. Word Study.-Definition and classification of words. Etymology begun with the easier groups of derivative words. Composition. Short narrative and descriptive sketches, both oral and written, either original or reproductions of some story read aloud before the class. (These exercises should be frequent and varied, and should more and more connect themselves with the works studied in the class). Oral reading.--Frequent and careful practice upon passages of adequate length and scope, to accompany the study of each author throughout the course. SECOND TERM. The Lady of the Lake.-Life and times of the author. Careful paraphrasing. Transposition of phrases and clauses to their positions in prose. Memorizing of select passages. Written outlines of cantos. Elements of prosody. Introduction to a few poetical devices and figures of speech. The Coverly Papers.-Study of sentence and paragraph structure. Introduction to the more general and obvious qualities of Style. Evangeline and Snow-Bound. As under the Lady of the Lake, with further exposition of imagery and of metrical composition, and with introduction of the element of critical comparison. Word-Study.--Synonymy and definition of words with history, both of their form and of their meaning. (This is to be continued and its scope to be gradually extended throughout the course). Composition.-Transcripts from memory of tales and of scenes from the works studied. Careful abstracts of selected portions. Frequent short papers and oral reports upon special topics connected with the reading. (Work of this sort should keep pace with study of the text throughout the course. The student should in every case consult the best and most original sources of information within reach.) Narrative studies, sometimes fictitious. Careful description of bits of familiar scenery with Scott's example and art in view. MIDDLE CLASS-FIRST TERM. Kellogg's Rhetoric to page 171, in connection with the study of The Alhambra. Fuller exposition of figures of speech and qualities of style. Close study of the sentence and the paragraph, with abundant practice in punctuation. The Lay of the Last Minstrel.-Continuation and extension of the work done upon the Lady of the Lake. Constant and critical comparison with poems previously studied. Composition.--Summaries in essay form of information on some special subject, gleaned from an entire work, such as: Spanish Life and Manners, or Spanish Women, as represented in the Alhambra; Field Sports of the English Boy, from Tom Brown; Features of Life and Society on the Scottish Border, as seen in the Lay of the Last Minstrel, and so on. Exercise in character-sketching from models actually familiar to the student, and in invention of narrative. SECOND term. The Merchant of Venice.-Careful and constant paraphrasing. Memorizing of select passages. Peculiarities of Shakespearian syntax. Written outline of the several Acts, and finally of the whole play. History of the English Drama and of Shakespeare's times. Introduction to the elements of dramatic composition. Reading of the best available criticism to follow the completion of the play. Julius Cæsar.--As above. Comparison of the play with Plutarch's Comparison and contrast with the Composition. Character-studies from the plays. Brief exercises in independent criticism. SENIOR CLASS-FIRST TERM. The Vision of Sir Launfal.-Study of structure and relation of parts, of varying rhythms, and of metrical equivalents. Exposition of the meaning of the poem, and comparison of its striking passages with kindred utterances from other sources. Burke's American Speeches, (Payne, Vol. 1, Clarendon Press Series). Synonymy and determination of the precise meaning of words from the context, enforced by studied paraphrase of the text in current terms and phraseology. The broader features of Burke's style developed and illustrated by comparison and contrast with that of the prose authors previously studied. Study of Burke's modes of reasoning, analysis of his arguments, realization of his principles, wherever practicable, by applying them to great questions of our own day. The Newcomes.--To be treated topically in class-Thackeray's life and character; the geographical and social background; oral abstracts of chapters and of sections; criticism of selected passages noteworthy for their humor, pathos, satirical force, vividness of character-painting, etc.; development and modification of character as the story advances; ethical quality and tone of the work; popular estimates of the author reviewed and revised, so far as they concern this particular work. SECOND TERM. Hale's Longer English Poems and Comus, (Macmillan & Co.) To be treated variously as each poem demands; some in detail, others as wholes, others to be simply read in class with occasional comment. Study of the range and variety of metrical forms. Biography and historical sequence of the authors. Composition. Becoming more varied and extended throughout |