°<^. .0- $'n,-5 . • S <' V ,A ^. ^ ^ c ,^^ ^°-v ^0 <> * = « ° . V ^ :'^S:z V '^ "^^ -^o. '^' ^?^ -.^^^^' '^..s' /V -^^0^ N"- .^. *:i'^^--=. v^-^'V, ^.''^'^i. '. <^. N^. .0^ 0°" = '^^ .^-J^ .\ •<^J. "0,1. .^ a.' '- „ ^ f '' *^ -<■ <^ '^ '- '^^o ; ^ 9 ^ r^-,. \ ** .•'■ oK <^ ^^-,^ .0^ V'>^^-^^^ ^^ .0 0- '^J> * O N O ■^AO^ v* ^ V \^ .^" > ^^ :mk- %-o^' :;^^< ^^ov*^ .-*>«■>- Vo^ ,..>., c 0' > ^°-;^ .•^q. .0 ,^^ * o. .0' ^Kv^^a^^to**^!*^ ■♦r^fcO'*^— I ^ ■ ■> II ■■> ■ HAND BOOK of the Detroit Junior High Schools Published by the BOARD OF EDUCATION 1916-1917 'ohociS/ HAND BOOK of the Detroit Junior High Schools Published by the 1916-1917 i BOARD OF EDUCATION HEITMAN-GARAND CO, PRINTERS AND BINDERS 72 WEST LARNED STREET DETROIT D. tt bi THE FUNCTION OF THE JUNIOR HIGH SCHOOL The junior high school is based on the assumption that the physiological and psychological time to enter upon secondary school work is at the beginning of the seventh grade rather than at the beginning of the ninth. The reasons for this assumption are coming to be more and more generally accepted by school administrators as legitimate. Briefly, these reasons may be stated as follows : Six years of work in the elementary schools have enabled the pupil to acquire the "tools of knowledge." He can write legibly, can read ordinary English under- standingly, and can add, subtract, multiply and divide. He is twelve years old. This is for most pupils the beginning of adolescence. It is the time of readjustment. New visions, new as- pirations and hopes spring into existence at this time in the child's development. Life broadens. Individual- ity asserts itself and conscious reasoning looms large on the mental horizon. Everywhere there is change. So in school there is need of a shift from the ordinary methods of procedure of the elementary school if the varying needs are to be met adequately. The function of the junior high school is to meet this new situation and to give the pupil a maximum amount of knowledge and training in a minimum of time. The school organization is adapted to fit the varying needs of the pupils by offering differentiated courses. Unnecessary reviews are eliminated. The work is new, — there is no rehash of work already gone over. It is vital because it is what the pupil wishes to do or is able to master. Given varied interests, abilities, and needs, there must be provided different types of work, and this work must be related to and interwoven with real life activities. DETROIT JUNIOR HIGH SCHOOLS Each subject is taught by a specialist. Each pupil instead of having one has as many as six or seven dif- ferent teachers. The departmental arrangement stim.u- lates better effort because the pupil feels he must satisfy each one of his instructors. The teaching is better since no teacher, no matter how versatile he ma}^ be, is able to teach a half dozen subjects, unrelated for the most part, as well as he can teach the one subject of his choice. The junior high schools are supplied, as a rule, with teachers specially chosen for their particular lines, and they are of superior educational qualifications and training. The junior high school economizes time. This is true whether the pupil is preparing for higher education or for some specific calling in life. If he expects to go to college this plan will enable him to enter irom a half to a full year earlier than formerly. If he must drop out of school he has profited by some specific training. He is somewhat better prepared to earn a livelihood. Promotion is by subject, not by grade. If a boy fails to pass in his language he may take it over next semester; he need not repeat the whole grade. This fact tends to lessen retardation and to hold pupils in school." The number leaving at the end of the eighth grade and at the end of the compulsory period has greatly diminished under the junior high plan. Pupils seem disposed to finish the three-year cycle before leaving school. Many more are ready to enter the senior high because transition is made easy. Articulation be- tween the two schools is close. Attendance in the three upper grades is thus also increased. The ultimate aim of all school work is to make good citizens. In order to be good citizens and to get the most out of life people must be useful both to them- selves and to others. Happiness results from doing something well. The peculiar province of the junior high school is to ofifer something which each boy and each girl can do well. The pupil has the opportunity of choosing academic work; he should so choose if his DETROIT JUNIOR HIGH SCHOOLS 7 talents lie in that direction. On the other hand, there are many who waste their time trying" to do those thing's for which they are not by nature fitted. They should give their time to some other kind of work. That work may be something more definite — work of practical utility — commercial or industrial. At no point in the course, however, is the pupil denied the privilege of going on with higher education, no matter what kind of work he may have chosen. The road leading upward is closed to no one. Moreover no time is lost — a fact made possible by the flexibility and close correlation of courses. By way of summarizing it may be said that the reorganization resulting in the establishment of the junior high school, while not proving a panacea for all the ills of our educational system, has gone a long way toward the accomplishment of the following results : (1) Better provision is made for individual differ- ences, abilities, and tastes through differentiated courses. (2) Better preparation for life is provided for those who have to leave school early. (3) Opportunities are given for reforms leading to better teaching in the seventh and eighth grades. (4) Articulation between the elementary and the high school is closer; transition is easier. (5) The number of pupils eliminated from the school system is greatly reduced. (6) Time is saved for practically all students. (7) Retardation is reduced. (8) Promotion is by subject. (9) There is a better school spirit and greater in- terest in the work on the part of both pupils and teachers. DETROIT JUNIOR HIGH SCHOOLS THE CHOICE OF A COURSE The pupil upon entering the junior high school should consider very carefully the course of study he is to pursue. The choice of the right course is a matter of fundamental importance. Each pupil should decide de- liberately after having talked the matter over earnestly with his teachers and parents, should try to determine the kind of work he can do best, and should consider the aims of such work in reference to his probable future activities. The work in which he finds greatest satis- faction, the work in which he can excel, is, generally speaking, the work he should elect. The feeling of satisfaction that comes from the con- sciousness of work well done is in itself a great reward. School work will be worth while to any one if a feeling of worthy achievement can be experienced in the doing of that work. For some pupils this feeling arises from the mastery of the classics, mathematics, and the lan- guages. For others it will come from, or attend, the study of commercial subjects,— bookkeeping, typewrit- ing, and shorthand. Still others will find their best efforts to be along the line of manual training and household arts ; to them woodwork, mechanical drawing, shop work, or cooking, sewing, dressmaking, and millin- ery will appeal. Each one should choose to do the kind of work he, his teachers, and his friends think he can do best. It is necessary to choose from the standpoint of per- sonal preference and fitness; it is likewise advisable to choose with reference to one's expectations as to future profession, occupation, or trade. The length of time a pupil expects to be able to remain in school is an im- portant factor. Those who must leave early should elect a course that bears directly upon the earning of a livelihood. Those who have reasonable expectations of finishing the high school work, and possibly of going to college, should consider carefully the academic courses. DETROIT JUNIOR HIGH SCHOOLS That there is as much cultural value in doing one kind of work as another, provided it be well done, is a claim that has been made by educators for a long time. Evidence seems to indicate that this conviction is grow- ing among experts. The real test of value is in the doing. Good work in the industrial course is attended with as much dignity as good work in one of the academic courses. It should be recalled that no one having chosen the commercial or industrial course is thereby shut ofif from the possibility of continuing his education through the high school and college should the opportunity offer. A course once started should be continued through the three years of the junior high school, or until the cycle is completed. This is an added reason why the matter of careful selection should be regarded as im- portant. ADMISSION AND GRADUATION Pupils completing the work of the sixth grade in schools contiguous to a junior high school are, with the advice and consent of the Superintendent of Schools and under his direction, eligible for admission to that school. A student who has completed satisfactorily the work outlined in any one of the five courses shall, upon com- pleting that work, be entitled to graduation from the junior high school, and to a diploma which shall entitle him to enter the first semester of the senior high school or the second year of the four year high school. A student may have gained a maximum of twenty hours of credit which he is permitted to apply toward graduation from the senior high school. The advanced credit gained in the junior high school shall not exceed twenty hours. A student having gained twenty hours of advanced credit may apply those credits toward his one hundred twenty (120) hours of required 10 DETROIT JUNIOR HIGH SCHOOLS work of the last three years of the high school. A pupil completing- the English course will have earned ten hours of advanced credit in English. A pupil completing three years of Latin will have earned ten hours of advanced credit in Latin. The same condition obtains in regard to the German course. A pupil taking two years work in Algebra will have gained five hours of advanced credit. Likewise any boy or girl having done satisfac- torily the work outlined in Manual Training or House- hold Arts in the above three courses will have gained five hours of advanced credit. SCHOOL RECORDS A record of the work done by each pupil in the junior high school is kept on an individual record card in the principal's ofifice file. It is to the interest of each pupil to inspect his card at regular intervals. The card shows both the kind of work pursued and the quality of the work done. Excellent work is marked 1 ; 2 indicates good work; a mark of 3 is fair or passing; 4 indicates poor or non-passing work. The record on a card, Eng- lish 2-J/l, indicates that the pupil to whom the card belongs has achieved the highest marking in his second semester's work in English. Latin 6-J/3 indicates that the pupil has passed in his last semester Latin in the junior high school. History 3-J/2 designates a mark of "Good" in the third semester of history. The letter C indicates a condition. The condition must be removed before the pupil can go on with the work of the next semester in the given subject. DETROIT JUNIOR HIGH SCHOOLS 11 COURSES OF STUDY IN THE DETROIT JUNIOR HIGH SCHOOLS Five courses of study are offered in the junior high schools. They are the English course, the German course, the Latin course, the Commercial course, and the Industrial course. Each of these courses covers three years of v^ork. As in other schools each year con- sists of two semesters of twenty weeks each. There are in reality therefore six grades in the junior high school instead of three. The various courses are as follows : ENGLISH COURSE rirst year Second year Third year English 5 English 5 English 5 Literature 5 Literature 5 Literature 5 Mathematics 5 Mathematics 5 Mathematics 5 (Arithmetic) (Algebra) (Algebra) History 5 History 8-B Manual Training Physical Ed. 2 and Gen'l Geog. 8-A 5 or Domestic Science Music Drawing Manual Training or 2 2 Physical Ed. Music Drawing 2 2 2 and Domestic Art Physical Ed. 4 2 Domestic Science Manual Training and or Domestic Art 4 Domestic Science and Domestic Art 4 ELECT ONE: Ancient History Physiography Drawing 5 1 and [ Music 2 J 5 5 7 12 DETROIT JUNIOR HIGH SCHOOLS GERMAN COURSE First year Second year Third year Literature 5 Literature 5 English 5 German 5 German 5 German 5 Mathematics (Arithmetic) 5 Mathematics (Algebra) 5 Mathematics (Algebra) Physical Ed. 5 2 History 5 History 8-B and Manual Training or Physical Ed. 2 Gen'l Geog. 8-A 5 Domestic Science Music 2 Music 2 and Drawing 2 Drawing 2 Domestic Art 4 Manual Training Physical Ed. 2 or Manual Training Domestic Science or and Domestic Science Domestic Art 4 and ELECT ONE: Domestic Art 4 Literature Ancient History Physiography Drawing 5 1 and \ Music 2 J 5 5 5 7 LATIN COURSE First Year Second year Third year Literature 5 Literature 5 English 6 Latin 5 Latin 5 Latin 5 Mathematics 5 Mathematics 5 Mathematics (Algebra) Physical Ed. 5 (Arithmetic) Algebra) 9. History 5 History 8-B Manual Training Physical Ed. 2 and or Music 2 Gen'l Geog. 8-A 5 Domestic Science Drawing Manual Training 2 Music Drawing 2 3 and Domestic Art 4 or Physical Ed. 2 Domestic Science Manual Training and or Domestic Art 4 Domestic Science ELECT ONE: and Domestic Art 4 Literature Ancient History Physiography Drawing" 5 1 and \ Music 2 J 5 5 5 7 DETROIT JUNIOR HIGH SCHOOLS 13 COMMERCIAL COURSE First Year Second year Third year English 5 English 5 English 5 Literature 5 History 8-B Bookeeping 10 Historjr 5 and Tj^pewriting 5 Mathematics 5 Gen'l Geog. 8-A 5 Physical Ed. 2 (Arithmetic) Bookkeeping 5 Physical Ed. 2 Physical Ed. 2 Music 9, Music 2 Drawing 2 Typewriting 5 Manual Training Com'l A nth. 3 and or l^oiiicstic Science Pen. (Jl' Spcl. .^> and ELECT TWO DoMicslic Art •[ Literature 5 ELECT ONI-:: .Sliorthand r, Literature 5 Algebra _r, Manual Train. Manual Training or or Domestic Science Domestic Science and and Domestic Art 4 Domestic Art 4 - INDUSTRIAL COURSE First Year Second ye ar Third year English 5 English 5 English 5 Mathematics History Manual Training 5 5 Mathematics History 8-B and Gen'l Geog. 8- A 5 5 Mathematics Manual Training or Household Arts 5 10 or Household Arts Drawing 10 5 Manual Train. or Household Arl s 10 Drawing Physical Ed. 5 2 Physical Ed. Music 2 2 Drawing Music Physical Ed. 5 2 2 ELECT ONE Literature Physiography 5 5 14 DETROIT JUNIOR HIGH SCHOOLS THE STUDY OF ENGLISH The parallel courses in Constructi\e English and Literature outlined below are based on the labors of the National Committee on the Reorganization of Sec- ondary English. This committee, which was originated by the National English Association at Boston in 1910, has its work so far completed that the United States Commissioner of Education is publishing a volume con- taining its conclusions. The scope and value of this work will be such that no school can afford to be with- out a copy. The nature of the report may be inferred from its table of contents, which is as foMows : (1) The Movement for Reorganization ; (2) The New Point of View ; (3) Aims and General Character of the Course ; (0 The Principal Activities of the Course; (5) Repre- senlati\'e Courses as Used in 'J'ypical Communities; ((•) (ieneral Reading: (7) 'J1ie Library; (^) Classroom i^(|uipnKut ; (9) Administrative Problems; (1(») Articu- lation with the Elementary School; (11) Separation of the Teaching of Composition and the Teaching of Lit- erature ; (12) Distribution of Pupils; (13) Extra Class- room xA.ctivities ; (14) Preparation of Teachers; (L5) Cooperation of Other Departments; (16) Measure of Attainment; (17) Economy of Time; (18) Differentia- tion of Courses. English really comprises two subjects, expression and appreciation, or, as they are usually described, composi- tion and literature. These are superficially related but involve radically different pedagogical methods. In the following course of study they are accordingly separated. The aim of comi)osition teaching is self-expression. Its subject matter is the whole body of the pupil's ideas, emotions, and aspirations. Its medium is the English language. It therefore touches life everywhere but touches literature only in so far as literature affords models of expression. In other words, the teacher of composition must go to life for matter, to literature for manner. DETROIT JUNIOR HIGH SCHOOLS 15 Composition includes several subsidiary subjects, among them being" grammar, rhetoric, oral expression, written expression (which includes spelling, punctuation, and capitalization), business English, oratory, debating, typewriting, and printing. It is best taught by the fol- lowing cycle of processes: (1) The gathering of mate- rial; (2) The arrangement of material; (3) Oral compo- sition; (4) Written composition; (5) Revision; (6) Publication; (7) The reaction that follows publication. The outcome should be the powxr to speak and write English with fluency, precision, and grace. To attain this end even approximately is, however, impossible without the cooperation of all teachers in all subjects. Carelessness in speech or writing should be tolerated in no department of the school, pupils who arc deficient in (lu'sc respects should be reported to llieir com])osition teachers, and composition teachers should teach pu]iils how to recite and how to make reports in other subjects. The aim of literature teaching is to confer on pujjils the power to understand the ideas, emotions, and aspira- tions of others. Its medium, like that of composition, is the English language. It therefore touches life every- where but touches composition no more than does biology or history. In other words, the place of composi- tion in the literature class is precisely the same as in the biology or history class, which is merely to deepen and ■ clarify impressions. Like composition, literature includes several subsidi- ary subjects, among them being the history of literature, reading both silent and oral, oral discussion, written discussion, declamation, dramatization, and dramatic presentation. It is best taught by the following cycle of processes: (1) Preparation of a background; (2) Silent reading; (3) Class reading or discussion; (4) Written reports or reviews; (5) Some form of debate or dramatization. The outcome should be enthusiasm. 16 DETROIT JUNIOR HIGH SCHOOLS inspiration, a desire for more. The stud}^ of literature is a failure in so far as it does not make readers. At the end of the sixth grade pupils should be able: (1) To express clearly and consecutively, either in speech or writing", ideas which are familiar; (3) To avoid gross grammatical errors; (3) To compose and mail a letter; (4) To spell their own vocabulary; (5) To read silently and after one reading to reproduce the substance of a simple story, news item, or lesson ; (6) To read aloud readily and intelligently simple news items, lessons from text books, or literature of such difficulty as "The l\idc of Paul "Revere" or Dickens's Christmas Carol ; (7) To (|U(itc accinatel\- and understandingly several short poems, such as Rennet's "'i1ie Flag Goes V>yJ' and Emerson's "The Mountain .'ind the Squirrel." CONSTRUCTIVE ENGLISH COURSES ENGLISH 1-J GRAMMAR— Ten Weeks. Four days a week. A knowledge of English grammar is a prerequisite to all sure use of the language either oral or written, and to all sure understanding of the ideas of others. Pupils on coming to the junior high school should know subject and verb. As fast as learned the principles should be applied to pupils' speech and writing. . Weeks Topics 1- 2 Nouns — classification as common and proper. 3- 4 Personal pronouns — recognition and declension. 5- G A^erbs — tense — no principal parts, or distinctions between regular and irregular, transitive and in- transitive verbs to be taught. 7- 8 Adjectives — recognition — adverbs ditto. 9-10 Prepositions and conjunctions recognized,. COMPOSITION— Ten Weeks. Four days a week. The aims arc: (1) To cultivate power of observation and imagination; (2) To develop sentence sense; (3) To improve spelling; (4) To teach punctuation. DETROIT JUNIOR HIGH SCHOOLS 17 Weeks Topics 11-13 Stories of vacation, recreation, and outings. 13-14 Descriptions of scenes familiar to the writer. 15-16 Explanations of things made by the pupil. 17-18 Details of work done in other classes, outside of school, or in vacation. 19-20 Imaginary sketches, such as "What the Lamp Post Saw" or "The Adventures of a Penny." Notes (1) Good suggestions as to method, and full lists of topics by grades, are to be found in a pamphlet on "The Conduct of Composition Work in Grammar Schools," by Henry C. Clapp and Katherine W. Huston. D. C. Heath & Co. (2) The general principle to be kept in mind is that of unity of aim and variety in the exercises tending to accomplish this aim. (3) Motives for composition work should be sought in the life of the school and of the community. A letter written to a pupil who is kept at home by sickness and who wants to know what is going on at school ; an address in favor of a candidate for a school office; a debate on a question of local interest which is being discussed in the newspapers, — such topics help to vital- ize the work, (4) Oral discussion and the framing of a brief out- line should usually precede the writing of themes. Crit- icism should be constructive, and should point out merits as well as faults. Tn pupil-criticism it is particularly necessary to require this. (5) Composition work should be socialized. The pupil should write with a definite audience in mind, and as far as possible, his work should be presented to the class. Class criticism should in a large measure take the place of teacher criticism. If the purpose of writing 18 DETROIT JUNIOR HIGH SCHOOLS is made clear in the assignment, and if the general aims are kept before the class, they can criticize a theme very successfully, and the reaction upon the writer is more marked than when the criticism comes from the teacher. (6) Rlackbboard work should be a prominent feature of the recitation. These exercises should be brief enough to allow many to be written and criticized within the recitation period. The use of colored chalk to indicate mistakes is effective. (7) In oral and written work keep before the pupils the conception of the sentence as a unit. Combat the common practice of making an oral composition a series of statements linked 1)y "ands." (S) h is the (hity uf the schodl to make a delirmined effort to fnerconic bad spelling. The study of a S])elling book is open to many ol)iections. To send a pupil to a dictionary when he makes a mistake merely shows him how the word is spelled; it does not teach him to spell it. His mistake is due to a blurred or ^vrong mental image of the word. To correct this it is necessary to make the right image familiar. The misspelled word should be rewritten in its correct form slowly and care- fully and copied into a note book, which the teacher inspects from time to time, testing the pupil upon his list. (9) .\s an aid to increasing the vocabulary the dic- tionary should be frequently used. This may be supple- mented by the study of word lists selected by the teacher from the books studied. (10) Short selections should be read and reread aloud until they are practically memorized. Skill in expression and facility in the use of words may thus be cultivated very effectively. ' DETROIT JUNIOR HIGH SCHOOLS . 19 ENGLISH 2-J GRAMMAR— Ten Weeks. Four days a week. Aims as before. Weeks Topics 1- 6 Words : Subject, predicate, object, and predicate nominative, whether word, phrase, or clause. 7- 8 Clauses as group elements not containing- sub- jects and verbs. 9-10 (1) Phrases as group elements not containing subjects and verbs. (2) Review. COMPOSITION— Ten weeks. Four days a week. Aims: (1) As before; (8) Mastery of letter forms. Weeks. Exercises 11-1(! Letters, (a) Form of business letter to be mas- tered, (b) Social letters. Exchange witli pupils of another school, (c^ Stationery. 17-20 Reports on books read outside of class. Use of Heydrick's Reading Reports (Scott, Foresman) recommended. ENGLISH 3-J GRAMMAR— Ten Weeks. Four days a week. Weeks Topics 1- 8 Nouns : fa) Common and proper ; (b) Person taught; (c) Inflection of all except most difficult words. 3- 5 Pronouns: (a) Personal, interrogative, adjective, and relative, (b) Inflection. 6-10 Verbs : (a) The idea of person and number devel- oped ; (b) Voice ; (c) A few paradigms presented by way of illustration ; (d) Participles and infini- tives. (No classification of verbs necessary). COMPOSITION — Ten weeks, fgur days a week, 20 DETROIT JUNIOR HIGH SCHOOLS Weeks Topics 11-13 Simple expositions on local and civic questions. 13-14 Descriptive themes on imaginary journeys. 15-16 Themes on characters admired by pupils. 17-18 Imaginary conversations between historical char- acters. 19-20 Descriptions of work in other classes. The anus of the composition work in the second year of the junior high school are to develop in the pupil an understanding of his social environment, to secure flexi- bility and variety of sentence structure, and to continue the pursuit of the misspelled word. Punctuation should be emphasized as the outward and visible sign of inward grammatical grace. ENGLISH 4.J r;K \]\1M.\T^— Ten Weeks. I'^our days a week. Weeks Topics 1- 2 Review. 3- 4 Adjectives and adverbs; comparison and classi- fication. 5- 6 Prepositions and phrases. 7-10 (a) Conjunctions and clauses ; (b) Simple, com- plex, and compound sentences. COMPOSITION— Ten weeks. Four days a week. Weeks Topics 11-12 Simple arguments on school topics. 13-14 How to make things. 15-16 How to find things or go to various places. 17-18 How various contrivances work. 19-20 Accounts of visits to factories and museums. The aims are: (1) Keep to the .point; (2) Be courteous; (3) Clearness of expression; (4) Close observation. DETROIT JUNIOR HIGH SCHOOLS 21 ENGLISH 5-J COMPOSITION— Twenty Weeks. Five days a week. Mostly letter writing. The minimum attainment for passing is the ability to write business and social letters correct in form and free from errors in spelling, punctuation, and grammar. Special attention will be given to penmanship. No pupil will be promoted to English 6-J who is deficient in any of these respects. Students in higher courses may be demoted to course 5-J whenever their use either in or out of the English class shows a deficiency in the work of coures 5-J. In detail the work of the course is as follows : Weeks Topics 1. Composition — Definition. 2. Letter Writing — Excuses for Absence. 3. Letter Writing — Excuses for Tardiness. 4. Letters of Friendship — Your School. 5. Proof Reading. 6. The Correction of Themes. 7. Letters of Friendship — Your Day. 8. Letters of Friendship — Your Year, 9. Letters of Invitation. 10. Order Letters. 11. Letters of Application.. 12. Vade Mecum of Catechism. 13. Kinds of Composition. 14. Description. 15. Description — A Building. 16. Description — A Town. 17. Description — A Person, 18. Narration. 19. Narration — The Wit of Children. 20. Exposition. g2 DETROIT JUNIOR HIGH SCHOOLS Note 1. In weeks 2 and 3 are taught forms to be used throughout the pupil's school career. In practice these will not be accepted unless they are letter perfect. Note 2. In addition, each pupil will keep written minutes of each recitation and will be prepared to read them whenever called on. The rest of the class will criticize these and the writer must be ready to defend his work. Note 3. Models are dictated and corrected as a reg- ular exercise throughout the year. Note 4. Exceptionally weak pupils are required to recite twice daily. Note 5. Every English class is organized as a club and at frequent intervals holds meetings for the presen- tation of programs. Note 6. One day a week is devoted to oral composi- tion throughout the high school course. Material will be found in the work done in other classes and in such dignified current periodicals as The Outlook, The Lit- erary Digest, The World's Work, and The Review of Reviews. The primary object is to teach the pupils to present what they have to say with clear enunciation and a proper regard for diction and organization. The secondary object is to reenforce the work of other classes. The teacher of other subjects will reciprocate by refusing to accept written or oral work that is de- ficient in Englisli. ENGLISH 6-J GRAMMAR — Twenty Weeks. Five days a week. The textbook is used as a hand book; a book of letters, poems, or short stories is used for grammatical dissec- tion; and each pupil is required to make a catechism covering the fifty most essential points of the subject. DETROIT JUNIOR HIGH SCHOOLS 23 COURSES IN LITERATURE LITERATURE 1-J CLASS READING— Twenty Weeks. Four days a week. As many or as few books should be read as seems wise to principals and teachers. The following schedule is, however, suggested as a desirable minimum ; Weeks Books 1- 6 From Longfellow : Skeleton in Armor ; Wreck of the Hesperus; Excelsior; Bridge; The Day is Done ; Walter von der Vogelweid ; Clock on Stairs; Arrow and Song; Building of Ship; San- dalphon; Leap of Roushan Beg, etc. 7-10 From Whittier: Maud Muller; Barefoot Boy; Skipper Ireson's Ride; Barbara Fritchie; In School Days, etc. 11-20 Evangeline. Among other desirable reading for first year classes are classic, northern, and mediaeval myths such as are found in : 1. J. Baldwin's "Hero Tales Told in School." "The Golden Fleece." "Story of Siegfried." "Stories of Roland." "Stories of the King." 2. E. K. Baker's "Stories of Old Greece and Rome." 3. W. M. L. Hutchinson's "Golden Porch." "Sunset of the Heroes." "Orpheus with His Lute." "World's Springtime." 4. H. W. Mabie's "Norse Stories." The aim of all high school literature study is to lead pupils to read eagerly and appreciatively books of as high an order as possible. The result should be an im- mediate and ultimate development of their mental, moral, S4 DETROIT JUNIOR HIGH SCHOOLS emotional, and aesthetic powers. In other words, the study of literature should cultivate high ideals of con- duct, stimulate the imaginative and emotional faculties, form appreciation centres about which fresh facts will tend to gather in the future, broaden the mental horizon, both geographically and historically, give a delightful introduction through the simpler works of great writers to their subtler masterpieces, improve the pupil's powers of expression by energizing his thought, and fix in memory a considerable body of suitable poetry and prose. HOME READING— Books are to be selected from this list for voluntary individual reading at home. Each pupil should read not less than five of these during the year. 1. Alcott 2. Brown 3. Barrie 4. Dix 5. Ewing 6. Dodge 7. Field, Eugene 8. Griswold 9. Goss 10. Hasbrouck 11. Hawthorne 12. Herbertson 13. Jordan 14. Land 15. Lee, Mary C. Little Women, Little Men, Jo's Boys, Eight Cousins, Rose in Bloom. Rab and his Friends. Peter and Wendy. Marylips. Jan of the Wind-Mill, Flat Iron for a Farthing. Hans Brinker. Christmas Tales and Christmas Verse. Deering of Deal. A Life of Grant for Boys. A Boy's Parkman. Grandfather's Chair Heroic Legends. The Story of Joan of Arc. A Talc of the Mist Islands. The Story of Matka. A Quaker Girl of Nantucket. 16. Lucas 17. Moore, N. H, 18. Nicolay 19. Ollivant 20. Pyle 21. Ramee 22. Richards 23. Seawell 24. Spyri 25. Swift 26. Tappan DETROIT JUNIOR HIGH SCHOOLS 25 Slow Coach. Deeds of Daring Done by Girls. Boy's Life of Abraham Lincoln. Bob, Son of Battle. Otto of the Silver Hand. A Dog of Flanders, The Nurnberg Stove. Captain January. A Virginia Cavalier. Heidi, Heimatlos. Gulliver's Travels (expurgated). In the Days of Queen Victoria. 27. Thompson-Seton Bibliography of a Grizzly, The Trail of the Sandhill Stag, Two Little Savages. 28. Trowbridge Cudjo's Cave. 29. Wiggin Bird's Christmas Carol, Polly Oli- ver's Problem. 30. Wright The Gray Lady and the Birds. LITERATURE 2-J CLASS READING— Twenty Weeks. Four days a week. See Literature 1-J, above. Weeks Titles 1- 8 The Arabian Nights. 9-12 Kipling's Jungle Books. 13-16 Lamb's Tales from Shakespeare. 17-20 Stevenson's Treasure Island. HOME READING— Literature 1-J continued. Five books in addition to those read during the preceding semester. 26 DETROIT JUNIOR HIGH SCHOOLS LITERATURE 3-J CLASS READING— Twenty Weeks. Four days a week. Weeks Books 1- G American Anthology, including: Bryant's "Wat- erfowl"; Lanier's "Chattahoochee"; Saxe, Riley, and Field in selections. 7-13 Holmes: "Old Ironsides," "Last Leaf," "My Aunt," "Height of Ridiculous," "The Boys," "Chambered Nautilus," "Contentment," "One Horsiiei Shay," "Broomstick Train," "Dorothy Q," "Spectre Pig," "Oysterman," etc. 13-20 "Seven Champions of Christendom," "Christmas Carol," or "Sketch Book." Among other books suitable for reading in this course are the following: 1. Hale Man Without a Country. 2. Kipling The Kipling Readers (Appleton). 3. Longfellow Tales of a Wayside Inn. 4. Macaulay Lays of Ancient Rome. 5. Swester, K. D. Ten Boys and Girls from Thackeray. Ten Boys and Girls from Dickens. 6. Warner A Hunting of the Bear. How I Killed a Bear. Camping Out. HOME READING— About five of the following books should be read by each student during the sec- ond year of the junior high school: The Perfect Tribute. The Cruise of the Cachalot. The Secret Garden. Prince and Pauper. The Deerslayer. The Pilot. 1. Andrews 2. Bullen 3. Burnett 4. Clemens 5. Cooper DETROIT JUNIOR HIGH SCHOOLS 27 6. Davis 7. De Amicis 8. Dix 9. Doubleday 10. Doyle 11. Duncan 12. Eastman 13. Eggleston 14. Fouque 15. Hale, E. E. 16. Halsey 17. Harris 18. King 19. Lang 20. Larcom, L. 21. Laurie 22. Liliencrantz 23. Lincoln 24. London 25. Montgomery 26. Morris 27. Parkman 28. Pyle 29. Rice 30. Rice 31. Scott 32. Seaman 33. Shart 34. Warner Stories for Boys. An Italian School Boy's Journal. Soldier Rigdale. Stories of Invention. Micah Clarke. Adventures of Billy Topsail. Indian Boyhood. Hoosier Schoolmaster. Undine. A New England Boyhood. The Old New York Frontier. Nights with Uncle Remus. Cadet Boys. The Book of Romance. A New England Girlhood. School Days in Italy. School Days in France. The Thrall of Lief, the Lucky. A Pretty Tory. The Call of the Wild. Anne of Green Gables. Anne of Avonlea. The Sundering Flood. Montcalm and Wolfe. Conspiracy of Pontiac. The Story of King Arthur. The Champions of the Round Table. Sir Launcelot and his Companions. Mrs. Wiggs of the Cabbage aPtch. The Talisman. Jacqueline of the Carrier Pigeons. A Watcher in the Woods. Being a Boy, 28 DETROIT JUNIOR HIGH SCHOOLS LITERATURE 4-J CLASS READING— Twenty Weeks. Four days a week. Weeks Topics 1- 6 Macaulay's "Horatius." 7-12 "Captains Courageous" or "Kidnapped." 13-20 "The Merchant of Venice" or "Julius Caesar." HOME READING— See above list. Reading of five additional books required in this course. LITERATURE 5-J Twenty Weeks. Four days a week. I. Class room work: Palmer's Odyssey; David Copperfield; and one of Shakespeare's plays — "Julius Caesar," "A Midsummer Night's Dream," or "Coriol- anus." Goal — Presentation on the stage. II, Home reading and reports : Rapid reading of five good books suited to the pupils' tastes — record to be kept in Heydrick's record book. This exercise will be continued throughout the school course. Excellent suggestions as to books suitable for reading will be found in the "Report of the Committee upon Home Reading," published November, 1913, by the National Council of the Teachers of English, The following books are suit- able for the reading of ninth grade pupils, and should be owned by all high school libraries, the starred titles being particularly desirable : ^ Fiction Alcott Little Women* Anonymous Arabian Nights Carroll Alice in Wonderland Clemens Fluckleberry Finn* Tom Sawyer* Cooper Any Novel* Crane The Red Badge of Courage DETROIT JUNIOR HIGH SCHOOLS 29 Defoe Robinson Crusoe* Dickens Christmas Stories Great Expectations Nicholas Nickleby Old Curiosity Shop Oliver Twist* Doyle Sherlock Holmes* The White Company Harris Uncle Remus Hawthorne Twice Told Tales Hughes Tom Brown's School Days Irving Sketch Book The Tales of a Traveller Kipling Captains Courageous* Jungle Books* Lamb Tales from Shakespeare'' London Call of the Wild* Lytton The Last Days of Pompeii Martin Emmy Lou* Ollivant Bob, Son of Battle Ouida The Dog of Flanders Poe The Gold Bug* Porter Freckles* Pyle Robin Hood Scott Abbot. Seton-Thompson Lives of the Hunted* The Trail of the Sandhill Stag* Stevenson David Balfour* ( Treasure Island* Swift Gulliver's Travels Verne Mysterious Island Series* ' Round the World in 80 Days* 30 DETROIT JUNIOR HIGH SCHOOLS Maeterlinck Shakespeare Drama The BUie Bird=^ As You Like It* Hamlet Henry IV. Henry V* Julius Caesar* King Lear Macbeth Merchant of Venice Midsummer Night's Dream* Tempest" Twelfth Night Coleridge Homer Longfellow Macaulay Stevenson Whittier Poetry Vhc kill e of the Ancient Mariner* The Iliad The ( )dyssey Collected Poems Lays of Ancient Rome* A Child's (iarden of Verse Poems Flynt Biography Tramping AA'ith Tramps Adventure Seton-Thompson Wild Animals I Have Known DETROIT JUNIOR HIGH SCHOOLS LITERATURE 6-J Twenty Weeks. Four days a week. Study of red- letter American authors, the aim l^eing to teach a few facts about their lives, and to read rapidly, not critically, some of their writings that are at once big", simple, and brilliant. Weeks Authors 1- 2 Franklin (1706-1790) 3- 4 Irving (1783-1859) 5- 6 Emerson (1803-1882) 7- 8 Longfellow (1807-1882) 9-10 Whitticr (1807-1892) llA'i Lincohi (1809-1865) 13-14 Holmes (1809-1891) 15- K! Poc (1809-1891) 17-1 S Lowell (1819-1891) Suggested Reading Autobiography The Legend of Sleepy Hollow Concord Hymn Tales of a Wayside Inn Snow-bound ( iet(\'sbiirg Address (irandmother's Story The Gold Bug The Vision of Sir Launfal Huoklebcrrv Finn 19-30 Mark Twain (1835-1910) HOME READING— As in Literature 5-J, above 32 DETROIT JUNIOR HIGH SCHOOLS ORAL ENGLISH. In addition to the four periods allowed each week to constructive English, one period each week is allowed in each class to oral composition. In addition to the four periods allotted each week to the study of literature, one period each week is allotted in each class to the oral interpretation of literature. The aims are: (1) Self possession; (2) Voice culture; (3) The spiritual growth which follows the mastery of masterpieces. The following poems are studied, learned bv heart, and declaimed : Course 1-J Months Poems 1. America 2. The Star Spangled Banner 3. Marco Bozzaris The American Flag Thou too sail on, O Ship of State Authors Smith Key Halleck Drake Longfellow Course 2-J 1. God Give Us Men! 2. The Snow 3. The Children's Hour 4. Winter 5. Today J. G. Holland R. W. Emerson H. W. Longfellow Alfred Tennyson Thomas Carlyle Course 3-J 1. The Chambered Nautilus 2. Blenheim 3. The First Snowfall 4. In School DaA^s 5. Columbus O. W. Holmes Robert Southey J. R. Lowell J. G. Whittier Joaquin Miller DETROIT JUNIOR HIGH SCHOOLS 33 Course 4- J 1. Voluntaries R. W. Emerson 2. Psalm 23 Bible 3. Little Breeches John Hay 4. The Raggedy Man J. W. Riley 5. Concord Hymn Course 5-J R. W. Emerson 1 The Builders Longfellow 2. The Boys Holmes 3 "Breathes there a man" Scott 4. Daffodils or Cavalier Tunes Wordsw^orth 5. Abou Ben Adhem Course 6-J Hunt 1 Psalm oi Life Longfelh)\v 3 Selections from Snovvhoimd Whitticr o <) Old Ironsides Holmes 4. The Raven Poe 5 My Captain Whitman o o 'Z o w w Q Q Oh DETROIT JUNIOR HIGH SCHOOLS 37 GERMAN A three-year course in German is offered in the junior high school. The general aim is to give in these three years a comprehensive and thorough course adapt- ed to the needs and capacities of younger pupils. The work done is not necessarily the same as that offered in the ninth and tenth grades of the regular high school, but is the equivalent in every essential respect. A pupil completing the course will have earned two units of advanced credit, or twenty hours. The more specific aims of the course may be stated as follows : 1. To initiate the pupil into the vocabulary of every-day life and also, to give him a glimpse into classical German literature. 2. To create in the pupil a feeling for the German language, whether spoken, heard or read, and to develop in him a certain fluency in the use of simple, every-day German. 3. To fix a correct pronunciation. 4. To broaden the pupil's knowledge of Germany and the German people. The natural or conversational method of presentation with a large element of the dramatic is recommended for use with the young people who are here being intro- duced to the language. The work must be made inter- esting and natural. German is a living language and pupils should be made to live it. The teacher should speak and read constantly in German, interpreting by gesture, facial expression, and drawings. All the con- versation of the class should be carried on in German, pupils being required to ask and answer questions in German. Since jingles, poems, and songs appeal to chil- dren, a clever use of them will create a quickening in- terest in the recitation. Pictures and objects should be made the basis for conversation from the very beginning, 38 DETROIT JUNIOR HIGH SCHOOLS while the dialogue and the story should furnish material for development as the class advances. The following, suggestions should be kept constantly in mind : 1. German must be the language of the class- room. The ideal always to be sought is the constant using and hearing of good German. 2. The printed text is necessary but it must remain subordinate to the spoken language ; the pupil must be trained first by the ear, then by the eye. 3. In the classroom conversation the teacher's questions must be answered always by complete sen- tences. 4. A limited amount of concert recitation is valu- able, largely in order that self-conscious pupils may be given more confidence. 5. The oral translation of German into English should be limited in amount. 6. Correct pronunciation should be taught thor- oughly from the beginning. Every lesson should be presented by the teacher and no mistake in a pupil's pronunciation should remain uncorrected. Teachers should bear in mind the great value of drill in begin- ning a foreign language. 7. German geography, history, and institutions should be systematically presented, — as supplement- ary material if the text selected makes no provision for these subjects. It is neither desirable nor necessary to teach as much formal grammar in this course as is given in courses I to IV in the four-year high schools, nevertheless a cer- tain amount must be given, both for its own value, and in order to make the course lead easily to German V for the students who pass on to the senior high school. But at all times the ideal of keeping the class in living DETROIT JUNIOR HIGH SCHOOLS 39 touch with the language in order that a usable vocab- ulary and a store of idiomatic phrases and expressions may be acquired, must be kept in the foreground. The grammar work, especially in the first year, is taught inductively. Students are required to memorize certain correct forms which illustrate grammatical points without committing formal rules. It is advisable to pre- sent in this way the essentials of verb and pronoun inflection, also the lists of prepositions and conjunctions. Naturally there are dift'erences of opinion among teach- ers as to the details to be worked out in connection with this method of treatment. However, two principles should be kept in mind, namely : (1) No formal grammar should be presented to the pupil until he has become familiar with the concrete use of the same. (2) Grammatical explanations should be simplified to the last degree for pupils of the first and second years, and if possible never rules, but well-chosen phrases or sentences illustrating rules should be memorized. Writing German is an important part of the pupil's training and should be required frequently, at least three times a week. These exercises should be short. In the first year this work is all done in class, the pupils either writing as the teacher dictates or answering questions or reproducing stories that first have become familiar through conversation or reading. In the second year the composition work is somewhat increased and fre- quently it must be prepared before class. A small amount of English into German composition may be assigned in German 4-J, but it must be based upon material that first has been treated orally. In courses 5-J and 6-J the amount of this kind of composition work is slightly increased, work being assigned regularly, perhaps once a week. 40 DETROIT JUNIOR HIGH SCHOOLS It is desirable that pupils become familiar with Ger- man script early in the study of the langugae. It seems advisable, in view of the rather heavy pro- gram of the first year, that no outside preparation be required in the German work. In the second year, Ger- man 3-J and 4-J, the teacher may require the equivalent of two hours per week, i. e., in time about half a period of preparation for each recitation. In the third year, German 5-J and 6-J, the pupil is expected to spend on the average three-quarters of an hour in the preparation of each lesson. The benefits to be derived from memorizing German proverbs, rhymes, and poems are too numerous and gen- erally accepted to require enumeration. The recom- mended text books contain an abundance of material and the teacher can easily omit and add from other sources as seems desirable. The following poems are the mini- mum requirement : Heidenroslein. Du bist wie eine Blume. Lorelei. Erlkonig. Die wacht am Rhein. In the outline of courses below the necessary oral work and memorizing is assumed for all courses. The same is true of all necessary written composition. In the reading and grammar work each school will need to determine for itself the order in which topics are to be taken up and to some extent the emphasis to be placed upon different phases of the work. The order will be governed somewhat by the reading texts selected and by the class of pupils. The following outline is sug- gested : DETROIT JUNIOR HIGH SCHOOLS 41 GERMAN 1-J READING — Fiir Kleine Leute, the first half of the book, or Deutsches Lese und Sprachbuch —Book I.— Miiller. GRAMMAR — Phrases and sentences illustrating: The four cases. These can be simplified and called: 1. Case of subject. 2. Case of possession. 3. Case of indirect object and object of prepositions: in auf mit von 4. Case of direct object. Definite Article Indefinite Article (Singular to be emphasized) dieser jener welcher kein mein dein sein ihr Prepositions : in, auf, mit, von, with dative case. Cardinal Numerals Time of Day- Present and Perfect Tenses of, sein, haben, and five weak verbs. GERMAN 2-J READING — Fiir Kleine Leute, completed, or Deutsches Lese und Sprachbuch — Book II. 42 DETROIT JUNIOR HIGH SCHOOLS GRAMMx\R — Words inflected as der (dieser), etc. Words inflected as ein (kein), etc. Use of "you" and "your." Present and Perfect Tenses of werden and five strong verbs. Future, Perfect, Pluperfect, and Impera- tive of : haben sein five weak verbs the strong verbs gehen and kommen. Personal Pronouns Prepositions : An, in, auf, with both dative and accusative. Wahrend, with genitive case. Aus, nach, with dative case. Durch, fiir, with accusative case. Inverted Word Order Strong and Weak Noun Declensions A very general and simple survey. GERMAN 3-J READING — Jung Deutschland, Lessons 1-65 GRAMMAR — Indicative and Imperative of: haben, sein, werden, ten weak verbs, ten strong verbs. Adjective Declension Ordinal Numerals Fractionals Possessive Form of Names of Persons, Cities, and Countries. All Prepositions Governing: Genitive, Dative, Accusative, and Dative and Accu.sativc. DETROIT JUNIOR HIGH SCHOOLS 43 GERMAN 4-J READING —Jung Deutschland, Lessons 66 to 87. GRAMMAR — Mixed, Irregular, and Foreign Nouns. Relative Pronouns. Interrogative Pronouns. Comparison of Adjectives. Verbs with .Separable and Inseparable Prefixes. Irregular Weak Verbs. Reflexive Verbs. Modal Auxiliaries. Conjunctions — Coordinating and Subor- dinating. Transposed Word Order. GERMAN 5-J READING — Review Jung Deutschland or read one of the following: Easy German Conversation — Allen & Phillipson. Im Vaterland — Allyn & Bacon. German Life — Allen (Holt). GRAMMAR— Subjunctive and Conditional Modes. Declension of Nouns — Uses. GERMAN 6-J READING — Selections from one or more of the fol- lowing : Gluck Auf. Im Vaterland. Easy German Conversation. German Life. GRAMMAR — Grammar Review — Vos Essentials. Note : It must be remembered always that the above outline of grammatical work is to be covered with the constant aid of the teacher, in an easy and interesting manner, rather than as a mere formal grammatical study. 44 DETROIT JUNIOR HIGH SCHOOLS LATIN The work in Latin is taken up at the beginning of the first semester and continued through three years. It is assumed that a foreign language is acquired more easily if begun at this time than if taken up two years later. If a thorough knowledge and feeling for Latin is to be approximated it is necessary to begin early and to make the study vital and interesting. The best way to accomplish this is to use the conversational or direct method. The aim is so to familiarize students with Latin that expression in the language may become familiar to them, then, upon that foundation to build a scientific knowledge of the structure of the Latin tongue. The following brief outline is followed in so far as possible, but is subject to change as experience dictates. It does not follow that students are expected to master in a formal way all the subjects and grammatical forms presented to them. These topics and forms are presented and dis- cussed by the teacher. Gradually the students acquire them and are able to use them. Actual experience with the class the first semester modifies the plan for the second, and so on through the course. By doing the work of Latin 1-J to 6-J inclusive, the student is prepared to take up the work of Latin V in the four year high school. He has thus gained twenty hours of advanced credit. LATIN 1-J VOCABULARY— At least 150 words learned accurately. ORAL WORK —The greater part of the work is oral Latin. All explanations, discussions, ques- tions, and answers are given in Latin. This is the aim and is to be approximated as nearly as possible. DETROIT JUNIOR HIGH SCHOOLS 45 READING In Latin — Ten short stories, fables, etc., or half that number of longer ones — about six pages of solid read- ing matter. Pupils should be able to read ordinary prose in Latin without difficulty. TRANSLATION— Much less stress is put on translation than on the ability to read the Latin and to ask and answer, in Latin, questions on the text. WRITING Short sentences illustrating words learned, with their modifications and constructions ; brief descrip- tions of familiar objects; materials taken from the text; dictation of Avords, sentences^ and short para- graphs. GRAMMAR In the first year the student should become more or less acquainted with the following grammatical forms : PARTS OF SPEECH NOUNS — Accusative, Genitive, and Dative cases, singular and plural; all declensions. PRONOUNS— Personal, also pos- sessive and demonstrative used al- ways with nouns in cases taught. ADVERBS — A certain number — at least twelve — chiefly those derived from adjectives. PREPOSITIONS— A few of most common which govern acccusative case. 46 DETROIT JUNIOR HIGH SCHOOLS NUMERALS— Up to 100. CONJUNCTIONS — INTERJEC- TIONS — Sufficient to give connec- tion and interest to the stories. VERBS — Imperatives, Infinitives, Present and Perfect tenses, Active Voice only, of about thirty verbs of all conjugations, together with a few irregular verbs,, as, "ire," "dare," "volo,'' etc. SYNTAX — Very little save the use of Infinitive in Indirect Discourse — this to be taught early in the course and constantlv used. LATIN 2-J VOCABULARY \t least -iOd new wdnls. ORAL WORK (ireater ])ari of work is in oral Latin. .Ml explanations, discussions, and answers are gi\en in Latin, in so far as i)ossible. This is the aim. It ma}^ be a])proximated. READING IN LATIN— Eleven short fables, stories, etc., or six longer ones, i. e., about seven pages of solid reading mat- ter. Pupils should now read with- out very much mispronunciation. TRANSLATION— More stress upon translation than in Latin 1-J, but the emphasis is j^laced upon the ability to read Latin and to ask and answer, in Latin, questions on the text. DETROIT JUNIOR HIGH SCHOOLS 47 WRITING GRAMMAR ■Short sentences illustrating words learned, with their modifications and connection ; brief paraphrases of material taken from texts read ; original narrative in very simple form ; dictation of words, sen- tences and paragraphs. PARTS OF SPEECH. NOUNS — All cases — all declensions. PRONOUNS— All pronouns. ADJECTIVES— Always taught in connection with nouns ; compar- ison. ADVERBS — Formation and com- parison. PREPOSITIONS— A few governing the Ablative and all the common ones governing the Accusative. NUMERALS— Cardinals and ordi- nals to 100. CONJUNCTIONS- All the co-or- dinating, and, as well, dum, etsi, quamquam, antequam and cum. VERBS— Complete. Nouns ; syntax of cases. Verbs. SYNTAX — Expression of purpose, wish, cause, time, condition and concession. Syntax, nouns — Syntax of Accusa- tive and Dative cases. Verbs — Syntax of Moods in inde- pendent sentences, i. e., Volative subj., etc.; clauses of purpose, re- sult and cause. 48 DETROIT JUNIOR HIGH SCHOOLS ORAL WORK READING WRITING GRAMMAR LATIN 3-J -All explanations, discussions, ques- tions and answers are given in Latin. Much oral paraphrasing of matter read, with interchange of comment between pupil and teach- er and between one pupil and an- other. •Nutting — First Latin Reader, or se- lections from the lives of Nepos, or selections from Caesar's Gallic War, to the same amount. •Brief paragraphs founded on stories read or upon discussions in class ; dictation ni sentences and of short paragraphs. ConliiUK'd ihill in ctyniology and syntax. Syntax, nouns — Syntax of Genitive and Ablative cases. Syntax, verbs — Complete Syntax. Temporal and Substantive Clauses; Conditional Sentences. ORAL WORK READING WRITING and DICTATION LATIN 4-J ■Continued as in Course 3-J. Caesar, Book I, Chapters 1-29; Book II ; Fabiles Faciles for easy review. Stress upon oral para- phrasing and discussion, in Latin. WRITING is based on a text book in Latin composition. DICTA- TION is taken from matter already read in class. DETROIT JUNIOR HIGH SCHOOLS 49 ORAL WORK READING WRITING and DICTATION LATIN 5-J Continue as in 3-J and 4-J. Caesar, Book I, Chapters 30 to end ; Books III and IV. Text book on Composition continued. Dictation from Book V of Caesar; then dictation, after being written out in a notebook, should be care- fully corrected. ORAL WORK READING WRITING LATIN 6-J ■Syntax is the subject of oral discus- sion, and to it a poriton of every hour should be given throughout the year. There should now be no difficulty in putting together Latin sentences. Consult Elsaesscr Lin- guam Disci to Lingus. Common Language ; Consult Elsaes- ser: Nos in Schola Latine Loqui- mur. Articles in current Latin publications will furnish much ma- terial. Palaestra of Arcadivus Avellanus for additional material. •Text on Latin Composition rapidly reviewed, supplemented by mate- rial dictated by teacher. 50 DETROIT JUNIOR HIGH SCHOOLS ARITHMETIC MATHEMATICS 1-J AND 2-J The course in mathematics for the junior high schools contemplates one year of arithmetic followed by two years of algebra or bookkeeping. In consideratioa of the fact that the study of arithmetic is terminated one year earlier than heretofore it becomes imperative that the topics in this subject taught in the first year or sev- enth grade be selected with due care and discrimination. In choosing and eliminating topics the demands of prac- tical everyday life outweigh those of formal discipline. For the vast majority of pupils, if not for all, it is highly essential that the work of the schools should be related as intimately as possible to the work of life. Society expects the pupil to carry with him from school that wliicli will make him sociallv effective. It does not recjuirr famil- iarity with a wide range -of topics in arithmetic, but it does anticipate a woiking knowledge of a few funda- mental facts. Therefore numerous sul)jecls and tojucs which have traditionally found a place in the study of arithmetic are eliminated from this course. Even some of those topics which have always been held to be practical, because they deal with real activities, are omitted, because text- book methods of making these computations are so for- eign to those in actual use in life that the teaching of those topics is believed to be not worth while. While the course in arithmetic is planned to meet the needs of the academic student who may pursue his course through the high school, it is hoped that it may be sufficiently flexible and adjustable to meet the special demands of pupils who may choose,. or who may find it necessary to specialize in commercial or industrial lines. DETROIT JUNIOR HIGH SCHOOLS 51 It is expected that the list of subjects selected, with judicious adaptation and elaboration on the part of the teacher, may meet the requirements of those pupils whose major interest is in commercial work. It should also be possible for teachers so to correlate the teaching of arithmetic with the industrial work, that in a measure at least the problems arising in the industrial classes shall furnish illustrative material for the arithmetic class and conversely that the principles taught in the arith- metic class shall find practical application in the shops and industrial classes. In working out this course the generally accepted conviction is followed that there are many topics in arithmetic which have Ifltle or no bearing on life and which may very well be omitted. Experts in education agree that those things that best prepare for life are also best for discipline. For this reason practical problems and practical subjects are scheduled for this course. With some good text in the hands of the pupils the essential part of that which is usually designated as seventh and eighth grade arithmetic is taken up and completed in one year. For drills in rapidity and accu- racy it is well to have at hand some practical, up-to-date business or commercial arithmetic. The following topics are presented as the work of the first year or seventh grade : Addition, subtraction, multiplication, and division — rapidity and accuracy emphasized. Practice in reading and writing numbers. Checking results. Some attention is given to those short methods gen- erally used in the fundamental operations. Fractions — addition, subtraction, multiplication, and division — fractions of reasonable complexity — large denominators to be avoided — least common denominator taught only as an incident to addi- tion and subtraction. DETROIT JUNIOR HIGH SCHOOLS Cancellation Review of decimals with emphasis on division. Apply- to United States money. Bills and Accounts — problems that deal with daily business life are emphasized. Object— familiarity with ordinar}' business procedure, neatness^ and accuracy. Practical Measurements — lengths, solids, surfaces. Such topics as plastering, painting, papering, car- peting, lumbering, etc., entirely optional. Percentage — various cases — its a])plication to profit and loss, insurance, discounts, duties and customs. Interest — ordinary applications, omitting annual and compound — Use bank method of computing inter- est-^promissory notes — short problems in partial payments. Bank Discount. Savings Accounts. Local and State Taxes. Ratio and Simple proportion. "Mensuration — Sf|uarc.Root (optional). o o o t-H < Q < o I— ( a: < o w DETROIT JCNIOR HIGH SCHOOLS 55 ALGEBRA MATHEMATICS 3-J to 6-J INCLUSIVE The work in algebra in the junior high school covers two years, the second and third, or the eighth and ninth grades. Algebra work of the second year is especially adapted to the age, maturity and ability of the pupil of the grade. The work of the third year resembles closely the work usually given in the second and third semesters of the four-year high schools. It is assumed that a pupil starting in the eighth grade and continuing the subject through the ninth will have earned one and one- half units of credit — fifteen hours — or, in other words, that his year of work in the eighth grade will have enabled him to gain as much knowledge of the subject as a half year in the ninth grade. The algebra work in the eighth grade trains pupils to become familiar with the fundamental operations of algebra and to solve problems by means of the equation. The work is largely concrete, based upon the arithmet- ical knowledge already acquired. The translation of arith- metic to algebra is kept constantly before the pupil, and he is led to see that algebra is nothing but arithmetic generalized. Many topics in our modern algebra may well be omitted, e. g., the highest common factor by long division method ; the complicated cases in factoring ; long and difficult cases in brackets and parentheses ; equations of more than two unknowns; theory of ex- ponents; difficult radicals, and theory of quadratics. Topics upon which special stress is placed are as follows : Addition problems, equations involving addition and subtraction. Illustrate change of signs by means of bank deposits and bank withdrawals, by means of directions up and down, by means of directions north and south, 56 DETROIT JUNIOR HIGH SCHOOLS and by means of the thermometer. Transpose from one member to another in equations, using numerals first and letters later. Review multiplication and division in arithmetic, showing that they are simply the reverse of ea'ch other. Multiply positive by a positive, multiply negative by a. negative. Explain sign of product. Repeat the same steps in division. Explain sign of quotient. Review the fundamental operations frequently. Write out in full the following: (a-f-b)-, (a — b)-, (a-fb) (a — b). Form- ulate a law for the above operations. Reverse the pro- cess and factor the above. Define the square of a num- ber. Define the square root of a number. Common Fractions. Review the arithmetical laws of common fractions. Review general principles of division. Illustrate the reduction of fractions to lowest terms and to the lowest common denominator. Show by literal quantities that algebra employs the same laws. In the solution of fractional equations omit for the present the term, clearing of fractions. Solve many story problems in simple equations. Review the square root of numbers, also the square root of such expressions a'-^2ab-(-b', also a' — 3ab-|-b'. Expand b}^ means of the binomial theorem simple quantities such as (a+b)=' and (x+y)*. Fill in the miss- ing terms in the trinomials and factor the trinomials thus obtained 9x'-}-?+36=(?)^ 4x==+28xy-f (?)'=(?) ^ 25x--f 30xy+(?)^=(?)^ Only the simple cases of radicals should be taught to first year pupils. DETROIT JUNIOR HIGH SCHOOLS 57 Case I. Reduction where the quantity under the radical sign is a perfect power of the degree denoted by a factor of the index. This will necessitate the study of simple exponents in conjunction with radicals, e. g. Case II. Where the expression vuider the radical sign is an integer and has a factor which is a perfect power of the same degree of the radical, e. g. ^'54 = m^ = \¥^ = 3%.2'/3 = 3 ^^2"^ Case III. Where the expression under the radical sign is a simple fraction, e. g. V%"= <%-^%= >/% = Vs '"«~or ' %■ Introduction of quantities under the radical. Introduction of simple coefficients under the radical sign, e. g. 5V2 = ^50 Show that the \'a.-{-\/h is not the same as the V^+t» by means of the law learned in arithmetic, that the square on the hypothenuse is equal to the sum of the squares on the other two sides. Further work is not attempted in the eighth grade. 58 DETROIT JUNIOR HIGH SCHOOLS HISTORY Five courses in history are offered in the junior high school. History 1-J, 2-J, and 3-J are required. History 4-J and 5-J are elective. For detailed statement of. the last tv^o courses, see History I and H in "Hand Book of the Detroit High Schools." The pupil upon entering the junior high school is introduced at once to the subject of United States His- tory. This is his first attempt to study in a comprehen- sive and systematic way the history of his country. The aim is to make the work in so far as possible vital and interesting. Therefore emphasis is placed upon living truths rather than dead issues. History is the story of men who have lived and achieved. As such it is full of interest to the average boy and girl. Emphasis is placed upon the fact that growth is an important key-word in our national life. Nations grow as individuals grow. From simple beginnings our pres- ent national greatness has come to be what it is by a process of gradual development. Causal relations are emphasized throughout the course. The topical method of treatment is followed. While the outline upon which this work is based is arranged chronologically it is nevertheless recognized that in much of the history work the chronological element should be subordinated if not entirely ignored. The study of biography is urged in connection with the study of history. The story of the lives of great men creates in the minds of the pupils high ideals and noble impulses. In no other way can our boys and girls be led to acquire more effectively ideals of good citizenship. The work in United States History is carefully out- lined in a separate pamphlet. Each teacher should have a copy of this course of study. This is meant only as a suggestive outline. It may be modified to meet special needs and conditions. DETROIT JUNIOR HIGH SCHOOLS 59 HISTORY 1-J I. European Backgrounds. With the maps before the pupils the teacher should try to give them some adequate notion of the world events and conditions leading up to the time of Colum- bus. Bring out the very limited geographical knowledge of the time, the Mediterranean being the middle of the world with the great seas and deserts beyond still a terrifying mystery. Show the relation of the Crusades to the development of luxury and commerce in Europe with the accompany- ing growth and importance of the Mediterranean cities. Show how the spread of Mohammedanism closed the trade routes to the east while the demands of luxury and wealth stimulated the search for a water route to India. Note the travels of Marco Polo and call attention to the inventions that aided navigation. (See detailed out- line.) II. From the Old World to the new — Columbus — Exploration and Discovery. This period covers in a rough way the century ex- tending from the voyage of Columbus to the defeat of the Spanish Armada which event turned the tide of historical action from Spain to England. The Spanish explorations and settlements were made in the southern part of North America. They soon pass from our in- terest, having but little influence upon the trend of events in the English colonies, while the French on the other hand explored and settled the region of the St. Lawrence, Great Lakes and Mississippi, and remained an active element in American history until the fall of Quebec. England made almost no effort during the first hundred years, sending out only Cabot and Drake. This first hundred years of American history is full of dramatic action and romantic interest and is best treated in that style. All the important explorers should be studied, noting the motives that carried them forward. 60 DETROIT JUNIOR HIGH SCHOOLS To impress upon the pupils the geographical relation of the European interests in America take the maps of an ordinary, geography and discover that the South is teeming with Spanish names, that the St. Lawrence, Great Lakes and Mississippi regions are well supplied with French names, and that the Atlantic coast region is marked by English names. These are the enduring monuments to early times. in. The Indians. See detailed outline for treatment of this subject. IV. Colonization and the Colonists. This period extends roughly over the seventeenth century, or the second hundred years of American his- tory. Study briefly the Spanish and French settlements, noting the nature of their organization and the motives behind the movements which resulted in a more or less insecure footing upon the soil. Study in considerable detail the settlements of Virginia, Massachusetts, New York, Pennsylvania, Maryland and Georgia. Note that in general the impelling motive behind these movements was the desire for political, religious and social better- ment. With settlers of high political and religious ideals these colonies took firm root and grew rapidly in strength. V. Colonial Development — The Struggle for a Con- tinent. The eighteenth century or third hundred years of American history is marked by the great growth of the colonies and the intercolonial wars. By the middle of this century the English colonies were beginning to reach over into the territory claimed by the French and the inevitable struggle was at hand. Study in some detail the French and Indian war, noting the great polit- ical results, the efifect upon the colonists themselves and its bearing upon the period that followed. DETROIT JUNIOR HIGH SCHOOLS 61 VI. The Revolutionary Period. Study the grievances of the colonists and the short- sighted policies of the English government. Note the specific incidents that led up to the Declaration of Inde- pendence. Follow the course of Washington through the war and show that his great service consisted not in winning victories but in skillfully saving his pitiful army from utter destruction, thus keeping alive the cause of liberty until the tide of war turned. So long as an army was in the field the cause was not lost. Study in detail Burgoyne's campaign — plan, execution and results. Show how Washington assisted in this campaign. Study the struggle west of the Alleghanies, showing how the Northwest Territory was saved to the United States. George Rogers Clark. Note the important services of Paul Jones, give in some detail the events connected with Yorktown, and learn the boundaries of the United .Stales as fixed l)y the treaty of 1783. Encourage indi- \ idual rcjjorts and chiss discussions on the lives and deeds of great men C(jnnected vvitli our liistory up to this point. HISTORY 2-J VII. The Critical Period— 1783 to 1781). The Confederation — a union of the original states under the Articles of Confederation. Show the weak- nesses of this government and the difficulties arising under it. Study the Ordinance of 1787. The Federal Union — Show how an attempt to remedy the defects of the Articles of Confederation resulted in the making of the Constitution and the forming of the federal union. Note the three great compromises in the Constitutional Convention. Study the Constitution so as to show its superiority over the Articles of Confederation by pro- viding for the three natural departments of government. Study these departments but not in minute detail. 62 DETROIT JUNIOR HIGH SCHOOLS VIII. The Constitutional Period — The Second Struggle for Independence — 17S9 to 1S17. This period was filled with anxiety for the people and government of the new nation. The difficulties attendant upon the founding of a new government de- signed to be so complete in every detail were very great. In addition to this, the chaotic condition of European afifairs, due to the Napoleonic wars, caused our foreign relations to be strained in the extreme. Indeed, matters grew so bad as to result in the War of 1812, which hap- pily put an end to America's troublesome entanglements with European nations. Note also these important events, victories of peace : invention of the cotton gin ; purchase of Louisiana; invention of the steam engine; westward movement, etc. IX. A Period of Social, Political and Economic Re- organization and Development— 1817 to 1860. This period is one of the greatest in American history in which the victories of peace play an important part. To this period belong the "Era of Good Feeling," "Mon- roe Doctrine." great internal improvements, the Erie Canal, development of raih'oads, manhood sufifrage, the public school system, discovery of anaesthetics, inven- tion of the magnetic telegraph, the telephone, harvesting machine, sewing machine, development of the coal and iron industry, newspapers, prison reform, vulcanized rub- ber — the handmaid of electricity, growth of American lit- erature, increasing immigration and the development of the West. Two great problems engrossed the attention of the nation during this period, the slavery question and the doctrine of state sovereignty, culminating in the Civil War. See detailed course. Emphasize biography. HISTORY 3-J X. Period of the Civil War— 1861 to 1865. Teach the Civil War as outlined in the. detailed course of study. The causes leading up to this great war should be reviewed. The three main plans of campaign should be kept in mind. We are now far enough re- DETROIT JUNIOR HIGH SCHOOLS 63 moved in time from the war to teach it in a non-par- tisan way. Only a few of the most important campaigns and decisive battles should be treated in detail. Dwell upon the details in such a way as to show the horror of war, and try to make the pupil comprehend the magni- tude of such a calamity from an economic and moral point of view. The teacher should bear in mind that while heroic sacrifices for the nation and mankind. deserve our unbounded admiration, yet war itself should not be glorified. Teach war as something to be avoided if possible. XL The Reconstruction Period. This period is marked principally by the readjust- ments necessary after so great an upheavel in the nation. The reconstruction consisted in the political changes and acts necessary to give the nation a new birth of freedom and to reestablish the bonds of union. Study (he amendments. Emphasize \hc purchase of Alaska and the laying of the Atlantic cable. XII. The New Union. . This period is marked by the great de\ elupment and progress of the country as shown in several great expo- sitions. Political changes of great importance arc to be noted. Call attention to westward expansion, the New South, civil service reforms, arbitration, useful inven- tions, industrial development, educational advancement, etc. Urge reading of lives of our great men. FoHow the detailed course of study. HISTORY 4-J This course deals with the history of the ancient na- tions of the Tigris-Euphrates valleys and with Egypt and ancient Greece to the time of the Roman conquest of Greece. HISTORY 5-J Roman History. A study of Rome from the begin- ning to her overthrow by the hordes from the North. (See Hand Book for Detroit High Schools). 64 DETROIT JUNIOR HIGH SCHOOLS GENERAL OR APPLIED GEOGRAPHY. Following" the completion of the stndy of United States History a course in general or applied geography is given. This course is taken up a year and a half after the pupil has completed his work in formal geography. Therefore the work begins with a review of the "mini- mum essentials in geography," as required at the end of the sixth grade. The definite knowledge thus renewed enables the pupil to apply his "tools," to enter upon the study of topics, types and problems in geography that reach far and extend into various fields. The work taken up in this way touches life activities at many points. Political, commercial, industrial and physical geography, as well as civics and social science, are combined in varying degrees in this one course. The purpose of the topic and problem method of presentation is to aid the pupil in forming opinions through discussions with classmates and teacher. Geographic influences are emphasized whenever necessary to insure dei)th of thrtught bv ex- plaining the causes of life conditions. Tn the preceding- years geography has been treated as static; in this course it is made dynamic. Tt is more than a study of things as they are ; it is a study of things as they are becoming. Tt impresses upon the pupil the fact that we are in the midst of a process of adjustment to our geographic en- vironment. The problems presented to the class for solution are of great variety as to subject matter, and they are also variously stated. Thorough solution requires extensive investigation. This investigation reaches into widely separated fields. All phases of geography are touched in this manner of treatment. For example, a problem may deal mainly with transportation. Its full solution, however, calls for facts in political and physical g-eog- raphy as well as commercial. DETROIT JUNIOR HIGH SCHOOLS 65 The course is made elastic so that emphasis may be placed upon some particular phase of geography when this seems advisable. Those students pursuing an aca- demic course often find topics dealing with physiographic facts most interesting. Commercial students find that their interests centre about problems of trade. In schools where vocational and technical subjects are greatly em- phasized the appeal is in still another direction. In the academic junior high schools, therefore, con- siderable emphasis is placed on physiography. Those schools having large commercial departments emphasize commercial geography. The technical or prevocational schools place their emphasis on commercial and indus- trial geography. Each type of school, however, is inter- ested in the general course, but especially interested in that part of the course which bears directly on particular interests, and upon the civic and social aspects of the subject. PHYSIOGRAPHY 1-J AND 2-J For a statement concerning this course see the topic. Physical Geography, in "Hand Book of the Detroit High Schools." DRAWING— FREEHAND AND MECHANICAL Work in drawing is required two periods a week during the first two years, except in the commercial course. The amount of time assigned to the two types of drawing depends upon the classes. The attention given to each — freehand and mechanical — varies as to amount with the needs of the different classes in the same school, and also with the varying needs of classes in difiterent buildings. The aim constantly kept in mind is the cultivation of taste for the beautiful, an appreciation of values, and ability to use the eye and hand. More- 66 DETROIT JUNIOR HIGH SCHOOLS over, the desire to relate the work to that of other classes and to that of the shops is ever kept uppermost in mind. Freehand drawing" finds application in the work of the sewing- and millinery classes and is closely correlated with that work. Likewise mechanical drawing- finds practical application in the shops. The work in drawing is optional in the third year of the junior high school. For detailed plans of the work, see Course of Study in Drawing in the Detroit Schools. A further statement concerning mechanical drawing is to be found on pages 93 to 96 inclusive of this hand book. PHYSICAL EDUCATION The work of this department eml)races instruction in physiology and Ingicne, hygienic exercises, exercises in corrective gymnastics, apiniratus work in the gymnasium, games, dancing, and various athletic sports. ' All pupils are required to take work in this department, — at least two periods a week throughout the course. It is desirable to educate the body as well as the mind. The work done in this- department should result in creating in the minds of the pupils a feeling of deep respect for the human body. It should lead to a desire on the part of every one to possess and to safeguard physical vigor, well-being, and health. It should stimu- late a desire on the part of pupils to form right habits of living and to engage in wholesome and pleasurable rec- reation. The activities of the department are managed by two ])hysical directors, a man for the boys and a woman for the girls. Use of the showers is arranged for at certain times. The school gymnasium is used for all the indoor DETROIT JUNIOR HIGH SCHOOLS 67 work. Those schools not having equipment arrani^e to do tlie work in the orymnasium of some neighboring" school. Outside games and athletic sports are encouraged. The ideal ever kept in mind is to secure as large a repre- sentation as possible in games and athletic events. Inter- class meets and inter-school contests are arranged and managed by the physical directors to the end that as many different pupils as possible be induced to partici- pate. MUSIC Music is required during the first two years. In the third year it is optional. The work is given twice a week. The aim is to make the course in music in the junior high school popular and enjoyable. To this end an effort is made to interest the pupils in four-part music. The organization of mixed choruses is encouraged. Likewise effort is made to interest the boys in the forming of male choruses. The girls have their choral societies. This work is under the direction of the best equipped and most enthusiastic teachers that can be obtained. No eft'ort is spared to make the work in music a feature. The formation of glee clubs and orchestras is encour- aged. It is realized that good musical features mean much to a school in the way of school spirit and loyalty. This is an added reason why every legitimate effort is made to place the music work of these schools on as high a plane as possible. COMMERCIAL SUBJECTS Subjects listed in the commercial department are usually thought of as practical, bread-and-butter studies. The work offered in this department is made as definite, practical, and thorough as possible. It is hoped that 68 DETROIT JUNIOR HIGH SCHOOLS this course may prove to have a distinctly disciplinary and cultural value as well as the element of usefulness. There is no apparent reason why this should not prove to be the case, as any work willingly, earnestly, and suc- cessfully pursued is sure to react beneficially upon the worker. The course is so arranged that students may continue their work in a regular academic high school or in the Detroit High School of Commerce, and receive credit for all work completed. Students are urged as far as pos- sible to remain in school after graduating from the junior high school. BOOKKEEPING This subject is first taken up in the second year of the junior high school. It continues through two years, being given once a day in the eighth grade and two periods a day throughout the ninth grade. The work of the first semester consists in familiarizing the pupil with the use of ordinary commercial papers, such as bills, receipts, statements, promissory notes, ciiecks, etc. Pupils also learn how to journalize, post, and take a trial balance. Special emphasis is placed upon accuracy and neatness from the beginning. In the second semester a complete set of books is introduced and the pupil is taught the use of the journal, sales book, purchase book, cash book, and ledger. Trial balances are taken and the different books are closed at definite periods. The first 3^ear is confined practically to class room work and is under the strict supervision of the teacher. During the second 3^ear of the course the student acts as bookkeeper for different kinds of business houses and special columns are introduced in the various books. The transactions covered are made real. Classes ex- change commercial papers and keep strict account. The DETROIT JUNIOR HIGH SCHOOLS 69 effort is to do things as nearly as possible as they are done in the business world. The course endeavors to prepare the student for the situations he is likely to meet in the average office or business house. A student completing this work has a training that will be of value to him in the practical things of life, no matter what his occupation may be. TYPEWRITING The touch method of operating machines is taught throughout the course. Careful attention is paid to posi- tion, correct fingering, etc. The course in typewriting begins the first semester of the second year and runs two years, five times a week. During the first semester the pupil should become thoroughly familiar with the key- board, and should be able to write short sentences. Emphasis is placed on correct habit formation from the beginning. The pupil is taught the principal parts of the machine. The second semester's work consists in practicing sentences and letters. By the end of the second term the pupil should be able to write fifteen to twenty words per minute. Through the second year of the work the pupil con- tinues his practice from copy work with a view to in- creasing his speed, keeping in mind the fact that accu- racy is always the most important thing. All typewriting students are instructed in manifold- ing, tabulating, billing, legal forms, etc. The student should be able to write from copy material at the end of the ninth grade thirty to thirty-five words per minute. Those who are studying shorthand in the ninth grade devote a part of their typewriting period to transcribing shorthand as directed by their shorthand teacher. 70 DETROIT JUNIOR HIGH SCHOOLS SHORTHAND Either the Graham or the Gregg system of shorthand is used, the matter of selection resting with the teacliers in the various schools. The fundamental principles of the system are mastered. This includes perfect enuncia- tion of sounds and accurate representation of all con- sonants and blended consonants, distinct vowels and vowel combination sounds. A student should acquire the ability to sound phonetically and write accurately from dictation all words, wordsigns, phrases, and sen- tences given in the text illustrating each principle, and he should be able to transcribe his notes at least one day after dictation. There are definite assignments made for work out of class, such as a thorough study and repeated copying of shorthand plates in the text. These plates use easy subject matter and simple business letters. This practice work from perfect shorthand plates is most valuable. Strict adherence to enunciating sounds and accuracy in visualizing and writing outlines are the chief aims in this first semester's work in shorthand. The course runs one period a day, five days a week. In the second semester's work part of every recitation is given to a systematic review of principles, taking words and sentences more difficult than those given in the text. Many shorthand monthly magazines are pub- lished which may be drawn upon. They furnish the best material for such review work. The text book is com- pleted in two semesters. Study shorthand plates in the text, and give accuracy dictation tests. Students at the end of a year of work in this course should be able to write fifty words per minute from practiced matter. DETROIT JUNIOR HIGH SCHOOLS 71 COMMERCIAL ARITHMETIC PENMANSHIP AND SPELLING This combined course is given throughout the second year or eighth grade. The work in commercial arith- metic is given three days of the week, and the work in penmanship and spelling is given the other two days. In arithmetic the aim is to review parts of the work presented in the seventh grade and to develop a maxi- mum degree of skill, speed, and accuracy in the four fundamental operations. The results should equal at least the standardized tests for the eighth grade. The further aim is to enable the pupil to handle skillfully the arithmetical problems arising in connection with the ordinary forms of commercial paper, banking, insurance, and municipal and corporation finance. In penmanship, to which about thirty minutes of each of two class periods per week are devoted, an easy, rapid, legible style of writing is developed. The remain- ing part of each penmanship period is given to spelling. A study of the ordinary words used in various lines of business is made. Lists of commonly misspelled words are taken up. In the writing work the spelling lesson is looked upon as applied penmanship. o o o :5 < < < DETROIT JUNIOR HIGH SCHOOLS 73 MANUAL TRAINING SHOP WORK APPLIED DESIGN MECHANICAL DRAWING In the scheme of pubdc education ample provision has been made for that small class of society, which after graduation from college, expects to enter some profes- sional career. To this end all elementary education has largely been directed until within the last few years. Nothing short of the ultimate had been established as a complete unit, consequently a large majority of boys and girls, who through economic necessity are compelled to drop out of school before attaining their final aim, do so with the feeling that they are only sixty percent or seventy percent efficient instead of one hundred percent. This factor has a more or less direct bearing upon the degree of success attainable in whatever vocation they may finally drift. Many come to feel that their education has little to do with their success after all, as, with their limited view, they can see little connection between it and the daily routine of their lives. Naturally enough young people of such limited experience and incomplete academic attainment must find use for their services somewhere in the industries. They must go to their task of earning a livelihood with knowledge and training- fragmentary at the best. Others, of course, recognize the incompleteness of their preparation to meet the conditions of life in which they find themselves, but are willing to pay the price in time and effort by attendance at continuation and part time schools or at private in- stitutions. It is with the idea of meeting the needs of this large class of young people and encouraging a somewhat longer continuance of their school days by bridging the gap between the grades and high school, that the Superinten- dent and Board of Education of Detroit established the industrial courses in the junior high schools. 76 DETROIT JUNIOR HIGH SCHOOLS The actual projects mentioned in these courses are not given in all the junior high schools. The exercises form the basis of the courses and the application is left to the teachers in charge. For the English, German, Latin, and Commercial courses these outlines are modified in several respects and the most essential exercises selected. Part of the work in applied design and mechanical drawing as out- lined for the industrial course is omitted. Applied Design and Shop Work 1-J and 2-J The work of the B-sevcnth grade is given in four ])eriods of five weeks each. Two periods or half the time is given to constructive design and half to element- ary bench work or joinery. This design work is of the most practical nature and includes study of spacing and proportion, free hand drawing, free hand sketching, modeling, plaster and cement casting. Considerable time is usually wasted in shop work because the student does not have a very definite idea of wdiat he is expected to accomplish, consequently the shop equipment has to lie idle while this idea is being gained. 15y the use of this design period in connection with our shop work, we are able greatly, to increase the boy's productive capacity and nearly or quite double the usefulness of our shop capacity, thus having it serve nearly double the number of pupils. As good design is the basis of all mechanical work, both design and the shop work gain in value when thus closely associated. Design The course in design for the boys of the B and A seventh grades presents the appHcation to drawling and shop problems of some of the fundamental principles of design. We endeavor to develop in each pupil the fol- lowing: An appreciation of good lines. A sense of good proportion. A recognition of bi-symmetry. A feeling for rhythm, balance and harmony. DETROIT JUNIOR HIGH SCHOOLS 77 This is done through criticism of the individual pupil's work; by comparison with the results attained by other pupils ; by analyzing- the good points in some excellent piece of work; and, often b}^ a careful re-draughting of his own work after such criticism. Each principle as it is introduced is immediately ap- plied to some problem in hand. Upon the pupil's grasp of these fundamental design principles and upon the training in freehand drawing of the three fundamental art curves, depends to a very great extent his success in the subsequent work in design in the turning and cab- inet making shops. Clay modeling is used freely whenever it seems best adapted to the development of skill in drawing and to aiding the pupil in comprehending form. Bench Work The bench work in wood is planned to give the boys a thorough knowledge of tools and proper and funda- mental tool processes ; to develop considerable skill in bench work; to give the ability to understand and read working draAvings ; and to stimulate growth in industry and self dependence. Most tool processes are taught by means of abstract exercises which are made regular class work and are followed by the making of several small projects in which is applied the process which has been learned. We believe in the making of abstract exercises when there is a good reason for making them, and, many things can be taught in no better way. o 2: bh in the nwhile rawing Jaw. 2 ..2^ :|3 m c o ■B-is bO!« iJ ■J- bo a i: c =-> ^ 1 - Sh 2 »i 4; t: ° S H x; y B TO t« -M 1) o 1 O 1 ■!> Sfti^ c C O.S c >. 6 ■o'"'£ <« Ji 1^ bc«i^ X bo p 'bo^'o Ox " 3 boc;_ S I- . 4) " C ftC "^gx'l c S "" o o OC.S.H. ^£"3° %'ia^ o o t: '5x Qbo ? 'o.S'-o m'%5 h^Pq^ •5 — t- - 0) X a "o o . 4r ^^- 1- S rtX «^ 4J X o c U 4) OS 11 o ll §.2 £ 2 " 2 ? C o O.S >< •73 - ii o 1- « 4> m bo = O V y J:; ^- 1- tj'y 'rt CX Ih y y ox o . c g W M S.5° Ira l|! O 4-; u) en 81 H E o y c^- X-" vrt y S 2 tH rt o ij •T3 -O 73 cJ "5 T3 C . 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U (U re c Is 11 ■ ct: ^ u •^ rt boa V o ^ ,^ O. ■« 3 s -^^^^t: o " ;'-r -wo ■"" ii <"■ ^-•^^ "CCtPINt-i r- [^ '^^ OJ " c 'o rt C'C .-i J-- re re _2'- 0) > T3 C re H bo H ^ s o o bo 3 'a 3 Cfl OJ oU-3 CO re .S 3 <" bo •fl s OX! n £ re V E x: n tn ^ tH •t; «■ bo bo oT— «" u •S-^ ^Jj 4-> c V Q. 3 u a Vh 4) •d c 3 VC s^ o u o 5 2'S Q4 I. ja o H llf bo 'o c o u E 0) re E^ 'E u 3 o M bo c c o s CO .S o bo c bo re U9 'c 'E re v bi) e Om- 5 C/) £l o c ° . a (N 3 c o -i'i^ o: d ■*' bo fin m;j D* o D •« '0 DETROIT JUNIOR HIGH SCHOOLS 83 MANUAL TRAINING 4-J Wood Turning In the A-eighth grade approximately half of the time or ten weeks is given to advanced wood turning. Its relation to cabinet making is emphasized and such exer- cises are selected as can be made use of later in the cab- inet making shop. As a first exercise several drawer pulls or knobs are made in sets of six or eight. This gives excellent review of the processes already learned and in addition gives the best of practice in duplicating measurements on a pattern. These knobs or pulls are used in the cabinet shop by the maker or are kept for future use. This first exercise is turned from large blue- prints furnished by the teacher. In the meantime, the pupil is preparing a detailed drawing of his second proj- ect, a circular toi^ stool. This stool is of such size as to be used in the grade manual training shops or domestic science rooms. These stools remain the property of the Board of Education, the student being required to con- tribute this much of his time and skill for the benefit of the department. Each stool consists of thirteen pieces and can be made a good lesson in manufacturing meth- ods. It is particularly good as an exercise, as It brings into use practically all the tool processes learned. In order that each batch of stools may be uniform In de- sign, each student Is given the opportunity of submitting a design for the ornamental part of the leg, and from those the best is selected and the whole class required to draw it. The size and general proportions of the stool are furnished by the instructor. The third problem consists of turnings for the base and post for an electric library lamp. This project is of the pupil's own design and gives opportunity for a little 84 DETROIT JUNIOR HIGH SCHOOLS more decorative handling. The shades are made of wire and silk or cardboard and silk. \Yhen made of card- board the decorative treatment is first cut out with a sharp knife, after which it is put together and finished with an ebonite finish. The lamp is wired for electricity, using a silk cord inside a brass lining" in the post. AVhen needed by the school, hat standards for use of the millinery department or skirt markers, etc., are made in addition to the lamp or in place of it. The fourth exercise consists of turnings for small footstool of simple pattern, which is to ht made with a woven cane or corded top. Bench Work The first \\vy\s on the benches consists of assembling the two stools and lamp. Next is gixeu a class exercise in the making of a model mortise and tenon joint. This is followed by the building of some piece of furniture in which this con- structive feature is used. Suggested projects: — ottoman, Morris chair, piano bench, etc., clock case, or some cabinet work for the Board of Education. bis c 60 5 > '3 1 c "o i-i P la 0_rt S u M 60 C o eg.- 'i J^ ■si •0 J3 rt C a; 1^^ -^.o «^^ T3 o •^"•n a-s 60 60 :2 J= 1^ O OJ «1 •= IS C V E ssfc a -d i •s 60 ■3 % ca a u u *j o _ u u ^■5 n ? u [/ «I o If a H 0*^ c u U S-fc 2a2 • ^ ■-ii r „ t-S «J c/5 2 ■*QOrH 4J a. n h-i T3^ 13 ct: C nl n! 4J PM S "■ a. nl -d c Q V * J2 «- •- T3 C o H > • ■3 u :5 .^Sg tJ CM l&"^ 3 ^ , tH wo OS-- V M C« U u *u oj 1-. . — . '-'"*' ^ i-i V. (U^ •W 4_> * t. ^, ? n •S >'2 J! S o- c fl "2 3 c 60 60 _C 'c u 3 0^ OJ 0,0 u ? n S •« o .S-;3«S C 0) _■ 1 !-• - oT (u c H u o w (J bo 1^ 03 « i: o-^j o . ■* «^2JiIi 0^ S2rt u •Gt^B-S 3 .s o o < Oi Cue ■S"J3 o m O 3 ^.Hc -O O S So w O. O .-3 0, ^^ 1) 0) CD C JS bo „ c °2 3 C- bo S 1) 3 O "3 rt C 3 .S -a ^ tS rl bpc C .S "■ '1 1).2 •org) hjs W CO M bo's !> .SH5 ^3 g "IE "^^bO ^ c S° Sc «-r o O -^^ M "^^■^ !^o'o i fJ O. in i; aE E 3 >- o 2.- fv'rt -o u o 3 •o o (fl u D, *j i u 0) u l-l > o 3 o a M u « bo W o m 3 o H V s o 3 3 w s s 1-4 V W "o o o bo _c "E, E _o ^ u (/I (U o Who 3 V bb 3 3 O 3 o 3 . V bo la's 1° 1) biio 3 ■" tS (J g.i!. Continuation of furniture g, some time being given to g school equipment or do- :pair work for school. T3 c a bo-" 3" 3 M o 3 O o CO ft) bo C 'iii 3 V (A CQ <; ho .2 J, "C 3 o o 3 lU o o .3 r^E 3 .5.5 £. lO-rt-rt to (^ ■u ►3^ ►3 J3 m EE.H DETROIT JUNIOR HIGH SCHOOLS 87 MANUAL TRAINING 5-J Cabinet Making The bench work of the ninth grade is largely an ap- plication of principles of construction learned in the seventh and eighth grades. Manufacturing methods are used in so far as practicable. A few new processes are learned, such as dovetail joint construction, paneling, veneering, jig and templet making. Also the use of the combination and circular planes, finishing by means of scraping, sponging and resanding, filling, varnishing, and rubbing are taken up at this time. The time is given mostly to making objects for the use of the school, which as far as possible are made class exercises. All work is done from fully dimensioned as- sembly and detailed working drawings. These drawings are made in the course of the regular work of the me- chanical drawing class, each student being required to make a complete set of drawings with tracings of every- thing constructed in the shop. Here, as in the previous years, each new process as it comes up in the course of the work, is given as a class exercise. MANUAL TRAINING 6-J Pattern Making The second semester of the ninth grade is devoted to wood pattern making. Enough wood turning has been taken the preceding year to enable the student to handle the turning lathe and he at once turns this knowledge to account in pattern making. Twenty weeks of eight and one-third hours per week is given to this work and the following outline covered : Elements of Pattern Making. Selection and use of Materials. Laying off Patterns. DETROIT JUNIOR HIGH SCHOOLS Different methods of building up a pattern, which in- cludes use of glue, brads, screws, common joints and segment work. Molding and molding materials. Allowances, Draft, Shrinkage, Finish. Rappage, Warpage, etc. Fillets, Green and Dry Sand Cores. Six or seven simple patterns are made to illustrate the above principles. These exercises are not abstract, but are all well chosen models of parts of the turning lathe, or of new appliances for the shop. These patterns are all carefully finished by shellacing and each has a sand mold made of it. Below is given a list of the exercises used this y^ ar : 1. A split Pattern ; Sash Weight gives use of dowels and methods of holding wood together in lathe, also illustrates the use of this form of pattern to facilitate molding. 2. Built up patterns, a base for a jumping stand- ard, illustrating constructional joints, draft, and use of the fillet and green sand core. 3. Shaping; use of the pocket knife in pattern making; a pair of cam tighteners for tail stock and rest holder on the lathe. 4. Carving or shaping ; a six or twelve inch hand or tool rest for turning lathe ; illustrates shrinkage, finish, draft, parting, and use of machining lug. 5. Sand cores, simple core boxes, core prints, machining boss ; a rest holder. 6. Segment work-, gluing, ring turning in face plate, finishing; a six inch hand wheel. 7. Making a sand mold of each pattern. In addition to the above class work note books are kept and composition writing on suggested topics is re- quired. This is done in connection with the work in English. DETROIT JUNIOR HIGH SCHOOLS 89 A regular feature of the work is a class visit to some pattern shop and foundry. This visit is arranged by the instructor and is personally conducted. A written re- view is required of things observed on this tour of in- spection. MANUAL TRAINING 6-J Sheet Metal Work An elementary course in sheet metal design and con- struction is offered in the A-Ninth grade. No branch of industrial work is more interesting to the pupil and few more important than this work in thin metal construction, and its increasing importance in the building trades and in other lines makes it desirable as a means of instruction in any kind of industrial school. Its educational value is due, to a great extent, to the ease with which it may be correlated with the various other branches, and to the simplicity of its mechanical operations. It affords a very ready means for the practical application of the 'first general principles of mensuration, geometry, and mechan- ical drawing. The development of the pattern requires some knowl- edge of construction or the method of fastening the parts together, whether soldered, grooved or riveted seams, wired or hem edges. The patterns may be developed by means of one of the three following methods : 1. By means of parallel lines. 2. By means of radial lines. 3. By triangulation. To begin with, a plan and elevation drawing of the article must be made. Upon the accuracy of this draw- ing and the pupil's understanding of it depends largely 90 DETROIT JUNIOR HIGH SCHOOLS the success or failure of the final result. Also a pre- liminary drawing- of the typeform to which the object be- longs should be made. Problem 1. Square cake pan. Size 6" by 9"; height of side when finished 1 inch. Hemmed edge. Folded corner. Problem 2. Dust Pan with turned wood handle, or ash scoop for use in the shop or furnace room. Problem 3. Sugar Scoop or Flour Scoop. Size 3,^/4 by 5 inches. (Cylindrical development). End and handle turned in the turning class. Problem 4. A one pint measure, (Determine size and proportion) ; or zinc cells for dry battery, (New les- son, soldering). Problem 5. Tin fvmnel, 5 inch, (Radial line develop- ment). Problem G. Base and shade for electric lamp. To be made of copper or brass, suitably finished and fit- ted with fixtures and wired ready for use. This design to be developed by the pupil. DETROIT JUNIOR HIGH SCHOOLS 93 MECHANICAL DRAWING The Mechanical Drawing Courses are planned and worked out in conjunction with the courses in Jiench Work and Design. All drawings are of models to be produced in the shop. Asa preliminary step to each drawing, a working sketch, free hand, is made. The student does not copy his drawang. He sees the actual model and sketches what he sees. The sketches are corrected and O. K.'d by the instructor after which the boy plans the arrangement of his views and pro- ceeds with the finished working drawing. (Careful attention is gixen to free hand lettering in each course. MECHANICAL DRAWING 1 J The following models are used in one of our junior high schools; other models luay be substitutetl : The first two drawings, the Vise Jaw and Knife Lin- ing" Exercise, are very simple, requiring only two views. Three kinds of lines are used here : — Visible, Extension and Connecting, and Dimension Lines. The third drawing, the Coat Hanger, calls for Cen- ter and Section lines ; cross section view and broken surface. Next comes the Cutting Hoard, the first scale draw- ing bringing into practical use Geometric problems pre- viously studied. Students are given a choice for the last model. Match Box, Mail Box, Watch Holder, or Tie Rack, may be selected. This model is first worked out and sketched 94 DETROIT JUNIOR HIGH SCHOOLS in the Design Room and some simple terminal enrich- ment is developed. From these sketches the boy makes his full sized Mechanical Drawing". AVith the work in Mechanical Drawing in the seventh grade four plates in simple geometric construction are given. One period (45 minutes) each week through- out the year is devoted to this work. The problems given are calculated to be of immediate use to students in arithmetic, drawing, design, or bench work. Many new Avords and expressions come up in this work and much time is spent in becoming thoroughly familiar with all such new words. Each plate consists of four problems. For correlation between Mechanical Drawing and Manual Training and other details see tabulations of INTanual Training Courses. 1-T, 3-T, -^-J, and 4-J. MECHANICAL DRAWING 2-J As in the previous term's work, the first two drawings are rather simple. Here we have again the Drawing to Scale applied in both the Bench Hook and T-Square, also drawing an arc tangent to lines forming a right angle and the showing of a break, in the T-Square draw- ing. In the Bird House or other box construction which constitutes the third drawing in this course, we have detail and assembly drawings. Details are drawn first then the assembly. Next comes the Book Rack which is first designed and sketched in the Design Room. A choice of one of three styles of Book Rack is made. In exceptional cases an oblique parallel line projection of the Book Rack is made which proves of additional interest to the boys. DETROIT JUNIOR HIGH SCHOOLS 95 The last model in the course is an Electric Lamp. As in the previous case this model is designed and sketched in the Design Room and various styles are developed, all, however, of approximately the same size. This again is a detail and assembly drawing. MECHANICAL DRAWING 3-J AND 4-J Design and Mechanical Drawing are divided into four periods of ten weeks each and are closely correlated with the shop work. A freehand working sketch and a fin- ished, fully dimensioned working drawing in pencil are made of each shop project, and, in nearly every case, the design of the project is worked out by the pupil. The main aim is to give the pupil power correctly to interpret n drawing. No deviation on his part from the terms of the original sketch or drawing is permitted. Fourteen sketches and working drawings are made, in- cluding turning details of a single view, working draw- ings of two or more views, special emphasis being placed upon the correct relation of the different views, and isometric projections of construction details. In addition to the above, four plates of geometric con- structions, consisting in all of sixteen problems, are given. Such problems only as are of immediate use in the shop or mechanical drawing' room are used. These have been carefully selected and graded so as to come most naturally within the pupil's experience. In the latter part of the A-Eighth, grade, two of these geometric plates are used for the first practice in inking. The ismoetric drawings are also inked and usually a tracing made. For details see Manual Training 3-J and 4-J. 96 DETROIT JUNIOR HIGH SCHOOLS MECHANICAL DRAWING 5-J Working- Drawings continued. More emphasis placed on Freehand Lettering, Working Drawings of machine parts, Cabinet Projection. MECHANICAL DRAWING 6-J Projection; Sectional Views; Screw Thread Conven- tions ; Sheet Metal Drafting ; developments of the Cylin- der. Three piece elbow pipe and branches. Cone, Stope Sheet Reduction Elbow and Triangulation. DETROIT JUNIOR HIGH SCHOOLS 97 APPLIED ELEMENTARY PHYSICS The course in elementary physics is a part of the manual training work. It is worked out in the shops. Classes are held five periods a week during the last three semesters of the industrial course. The course is de- signed to give some practical knowledge of matter and materials, particularly that which is necessary to the understanding of electrical appliances. The last half year is devoted to. electric wiring. This outline is tenta- tive and will be added to from time to time. Certain features may be omitted later as experience proves ad- visable. APPLIED PHYSICS 1-J (Fourth Semester) The work outlined below is jnirely a laboratory or shop course. I. Properties of Matter. 1. Examples: — inertia, malleability, ductility, etc. n. Force. 1. Gravitation. 2. Centrifugal. 3. Centripetal, etc. III. Power. 1. Horsepower. 2. Watt. IV. Energy. 1. Potential. 2. Kinetic. 3. Transformation of energy. 98 DETROIT JUNIOR HIGH SCHOOLS V. Machines. 1. Kinds: — lever, incline plane, wedge, wheel and axle, screw, pulleys. 2. Friction. VI. Fluids — mechanics of — 1. Atmospheric pressure. (a) The barometer. (b) Pumps. (c) The siphon. (d) Hydraulic ram. 2. Specific gravity. VII. Sound. 1. Source. 2. Transmission. YIU. Light. 1. Photometry. 2. Reflection. 3. Photography. (a) Study of cameras. (b) Development of negative (c) Slide making. (d) Blue ])rints. IX. Heat. 1. The thermometer. 2. Expansion due to heat. 3. Engines:— Steam. Gas, Hot Air, Turbine. 4. Heating systems. 5. Ventilating systems. DETROIT JUNIOR HIGH SCHOOLS 99 APPLIED PHYSICS 2-J I. Electricity. 1. Static. 2. Current. 3. Magnetism. II. Static Electricity. 1. Electrification. 2. Influence machine. 3. Atmospheric electricity III. Magnetism. 1. Magnetic fields. 2. Polarity. 3. The earth a magnet. 4. The magnetic needle. IV. Current Electricity. 1. Batteries. 2. Battery making. 3. Electric circuit. 4. Direction of current. 5. Heating efifect. 6. Electroplating". 7. Storage cells. 8. Electric magnet. 9. Induction coil. Y. Electrical Symbols. VI. Ohm's Law. VII. Electrical Measurements. VIII. Electrical Circuits. 1. Series. 2. Parallel. 3. Combination. 100 DETROIT JUNIOR HIGH SCHOOLS IX. Current Distribution. 1. Line drop. 2. Line loss. APPLIED PHYSICS 3-J L Wire and Wiring Systems. IL Bells and Annunciators. IIL Lighting and Heating. IV. House Wiring. 1. Methods and systems. 2. Location of outlets. 3. Types of insulators. 4. Types of switches. 6. Testing of systems. V. Generators and Motors. 1. Magnetic fields of — 2. Study principles of — 3. Winding and setting up motors. 4. Detecting troubles. VI. Transformers. VTT. Starting Boxes. VIII. Making Electro Magnets. IX. Study construction of electric bells. 1. Make one. DETROIT JUNIOR HIGH SCHOOLS 101 DOMESTIC SCIENCE The aim of the course in domestic science is to teach manual dexterity, a knowledge of food principles and materials in relation to the proper nourishment of the body, and to arouse interest in the right fulfillment of home duties. A brief outline of the work for the four courses is as follows : Domestic Science 1-J Cookery. General Sanitation. Serving. Domestic Science 2-J Cookery. Laundry Work. Domestic Science 3-J Cookery. Marketing. Housewifery. Advanced Laundry Work. Domestic Science 4-J Cookery. Preparation of Meals in Connection with Study of Menus. Digestion of Foods. DOMESTIC SCIENCE 1-J Cookery- Carbohydrates — Introduction of subject, study of measurements, abbreviations, equivalents. Use "of utensils. Begin study of foods, especially carbohydrates. Vegetables : choice, care, kinds of preparations. Fruits: food value, choice, prepara- tions. Cereals : composition, care, products, food value, cookino; of. 102 DETROIT JUNIOR HIGH SCHOOLS Milk: composition, care, products, food value, cooking' of. Eggs : tests, composition, food value, preparation. Sugar : kinds, forms, food value. Each lesson is accompanied by practical cooking such as : — mashed potatoes, creamed carrots, apple sauce, stewed prunes, steamed rice, corn- starch mold, tomato soup, cocoa, custards, etc. General Sanitation — Lessons are given in care of kitchen sinks, refrigera- tors, etc. Serving — Table manners, setting of table, and proper way to serve a simple meal. DOMESTIC SCIENCE 2-J Cookery — Proteids: Meats, soups, fish. Effects of temperature. Quality of dilterent cuts. Kinds of meat, determ- ination of freshness, judging meats; care of meats, preparation for cooking, etc. Method of cooking, such as broiling, roasting, searing, and methods of extracting juices. Poultry and fish. Practical lessons, as : — pan-broiled steak, breaded chops, stews, roasts, meat and fish sauces, baked fish, salmon loaf, etc. Fats- Deep fat frying. Digestibility of fried foods, etc. Practical work, — doughnuts, fritters, croquettes. Lavmdry Work — General process, making of starch, softening of water, bluing, general rules for ironing and folding. DETROIT JUNIOR HIGH SCHOOLS 103 DOMESTIC SCIENCE 3-J Cookery — Flour Mixtures : — Study of wheat, kinds of flour, leavens, bakini;- powders, shortening, pastry. In connection a few simple chemical experiments are performed. Practical Work: — Mufifins, popovers, cakes, cookies, biscuits, frosting-, baking powder, apple, mince, pumpkin, and lemon pies. Marketing — A study is made of food materials with regard to sea- son, cost, selection, and care. Trips are made to local markets. Simple accounts are kept. H ousewif ery — Duties of housewife. Study of each room as to location, ventilation, and care. Care of rugs, furniture, linen, glass-ware, silver, etc. Advance Laundry Work — Study of equipment, utensils, soaps, and accessories. Washing of colored goods, woolens, silks, and laces. Bleaching use of mordants. Removal of stains. Dry cleaning. DOMESTIC SCIENCE 4-J Cookery — Preserving and canning. Study of preservation, methods. Directions for canning, pickling, and jelly making. 104 DETROIT JUNIOR HIGH SCHOOLS Practical work : — Canned peaches, tomatoes, etc. Pear and peach pickles, crabapple, grape, and cran- berry jelly, chilli sauce, etc. General review and preparation of more difficult dishes. Hooje Nursing — General study of prevention of disease and care of the health, use of bandages, treatment of simple accidents as burns, cuts, etc. First aid in emer- gencies, treatment for fainting, hiccough, drown- ing, etc. Invalid Cookery — In connection with Home Nursing, simple diet and preparation of tray. Preparation of Meals — In connection with study of menus. A study of food values, menus, and diet according to age and occupation is taken up. Digestion of Foods — Simple study of nutrition and digestion of foods. Simple dietary calculations are made. DETROIT JUNIOR HIGH SCHOOLS 107 DOMESTIC ART The aims of the work in Domestic Art are to make the girls more efficient homemakers, and to serve as a preparation for the trade classes in Dressmaking. In addition to the actual sewing done, talks are given on the following subjects: 1. Textile fibers. a. Growth. b. Geography. c. Processes of manufacture. 2. Judging kinds and qualities of materials. a. Uses, widths, prices, etc. b. Tests for strength, adulterations, fading, etc. 3. Appropriateness of materials to different gar- ments. 4. Suitability of trimmings. 5. Factory legislation. G. Unions and Consumer's League. 7. Inventions. a. Cotton gin and its eft'ect on spinning and weaving. b. Power looms. c. Sewing machine. 8. The industrial aspect of the change of fashions. 9. Appropriateness of dress. H CO o C M u ^ . ^ (U • S *^ •:; m I-, t3 c 1^ "5 '^ '^.^ O H H S (0 IS g o 14-1 O ". > rt tJ tJfc M.S 13 s.s •S D S ~ " E 2 u o ^ IS ^ '-S 2 Sf bi O l-i u < Q < H ^ Q O o •M P. . c V c i^ -re o o U J3 re .5 > .S bfl c c c • r; 3 *-• rs f- > re .— E CQ c :^ fc ffi CG C m > vS ^ O O to g u 3 i-i C H-^' •— 5 . • I— 1 be o O o 1— 1 « S 2 m m a ^ b£ U '5 C c CO (1) en rO ^ O o o ^ <]> bo ^ ^ c 1-, bjo £ S !3 TS IS bo o o.B .y)Q >, >• 2 <-w B o o .5 t« bi-5 ^ S rt s IE w y c 3 -ti si O 3 bo •S 'H Q ^^i bfl C •s ■ e r— 1 I—) 'o W c o 3 PQ > Eh >> . rt c — 'V ^ a^g^ ji lA U a d e princi and to gi ractice in h ng and to esire for fii 'ork. 6 s c s o c (U en n en O c; ^-="-"^ P U K c o u be 3 O X! ctf •X3 en o •^ 'V> >G cj
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O TJ CI tJ <-H u _o .'- O >+-l _u m i rt > u -O C > (u rt Y , t; ■" i ?, rt tn z I 111. O 3 O ^ 5 'u "" o ITt o , •^ o< biC K-i (U (-• u 'O Gor be "in >> CO "O 1 S • 1-4 d o 3 i-L 'J2 o o o bio CT) o o > t-. 3 O ^ w A (U ;_ rt rt 3 5 J3 ^ ^ ^ c M-l o O ^ aj <4-> ^ c , !2 MH •n rt-^, > o o -3 s-< X) c ^ E -3 03 S s a; c > 3 -t-l 3 <•< 3 (UXJ 1^ t/5> ^3 ;3- rj -5' E s •o o C (J -^ 's o^ i> J 3 lU lAj o ^ '^ rt S 1-. ° E Pi 13 o E (U X) 1) s en C/l E . =" be .5 1/5 rt m (n 3 *i . -C '55 g e s s 3 9 • - i!J ii «5 o 4J rt rt ^^ -:^ (u 'j:; I-. U ffi Q Q cq P-i m CL, '~A g 1-. (U o rt o tn c MH 3 3 -3 ^12 -^ 1— I > in [^3 J 1— 1 i-> Pi E c to 33 •- xj " ^ OJ 3 3 I- in e 'in X) tn ;>, X) 1! a; 'p. 3 IS C E ^ 5 3 "u rt >> H CO Iz; o l-H >> s (U E^ ui St ^ O o '".St; c Pi C ^TS U, +-< be Ui a azy d worke feathe o •— 7, 5 ^ Q J O CO bo tr. °-5 c ■!-• u 4> X U '^ _ ^ c.S-S, t^ "^ OJ 3 rt "K ™ S3j5 c CmQ W to 1^ a! tf) ^ XJ bo -3 -- S .3 d) >^ « 3 O g i ^^ - br -^i (U O r; .^ ^ 4-1 tj iy; 4-> bo CI ni a-"-" u, '^ •^ rt,< ■ ^ ; c b?) c bJD Id w ^ c tn C c <" oi J3 ^ <6 rt n3 t. CI tn Ih t« 4-* t« s o E t« -t3 1' U3 J5 1 j:3 bb .s 13 be bX) C Is u f, rt S ^ o u O rS rt E rep tud col fe O to P-ico bo .S '•S o 118 DETROIT JUNIOR HIGH SCHOOLS APPLIED DESIGN FOR GIRLS The course in design offered the girls of the junior high school is planned to meet the requirements of the home in a general way. All problems are made as prac- tical as possible and many designs are applied on articles used in the home. Design is shown to be practical, useful, and essential to the best results in home making. Stress is laid upon the selection of materials, choice of colors, and the intended use of the article, that the design may be appropriate to its purpose. The pupils are shown that designing means planning, and that it includes not only the decoration but the construction of the article as well. o n 03 Q Q a, Pi < .s t— 1 > 4-J d X! & o Q ^ >*■• ^-N ■^■ o ^1^ bO o rt u .S 1 en u t£ ^ rt 3 ho c 1^ bo c en w 3 I rt 1^ ~o^ 1 1 1 "O 4> en 13 o I-I c rt d .2 *en O > 6 i-i o 4-1 o cej c .2 en Wi en •5 c c o< 4J ■M (U V en .1 o en & U (U l+-( 1^ PQQ m fe C/3 Wl eu ;-i bo C CT3 c s "d >C m i_i ^ "-C O C rt a in en eC D •O-O h T3 •"* ■o c O O U3 bi) S u Oh o 4-* 5 o g -^ u O -a en rt u rt O4 2 o CO W Q P W 1—1 c _o (4 S a o U o (U 1 ^ Xi o-S 3 3 to rt o F M-i en " u cn CO u !^ '- O tn-o ;-i bib .S 0) 2 >> o c c ^0 u o :s-i C rt OJ ^+^ s > bo cs to CO in ? :^*^ ^ c (LI "o ^VH ^ c 0) E > oj o >^ !S « bA & d • ^ a; to aj C c '2 hH i:; t« 3 C 1- C/3 cr <" rt g-n ^ 2 c o< « c 11 •— 1/ (U C P <-' J= C be O O o rt-g'S ^.s 08.S HH H H H I- -a C cn^ ^? j:5 C -2 n 5: 5^13 <-> .« > 0^^ g I- rt'rt 1 d o 'o o . o <-> 1— ( C rt ^ 1— 1 -C bfl Pk ° 1 M. <« ^ a; .s »+-i jj o3 Cfi tn *u S S^ bo C' bfl bfi boS c C c^ c C . 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Hj-g T3 Ih > J= "o > X aj 0! c hH a C/5 3, o bi iJ o ■-♦-( o bo 3 c 'u Oh 4) e a b£ C 13 Q O rt i^ t>i (U 'T^ > C^ CO Oh c/) «fe P o u5 J3 o .2^^. > 13 "a "aj O 3 u iJ o > tn c C to 3 i 3 .2 sill O "*"* ^ 03 — t X rt o w "C Q o Q +-» Vh ■il O occ o o .l_i u ■M 'c > V "o . 3 K.2 I— ( N— ' > l-H > X bo Ph S 1 o CO en c CO _3 > > u 3 13 pq > hJ h-l fe 2 O CO Q Q ,1 "H d o * •"I ■y tH nt rt 4> ^ Ui u ^§ 3. 2*0 M I- o 3 & 3 ? ^ en . 3 bors CO D 111 1^ en en g ^^ <-t-t W MH o t;5 o •d O !:? rt [/) a> MH O !-. >p +-■ 5) > c ^ ii (U "o w F c - 3 h "3 « s 5 t; "^5 5 S.l c t3 (u > (U 8.2 bo u 3 . O d 3 ; c ill Cu'O en S 3 OJ .5 rt-O ^ o a •^-.y bo 0.5 1- o P Q > CO c^U < Oc/) > o cd rt rt "5 h "C ±! - = S 3 Zi O rt bo c Si ^^ 0) o ^ 3* Oi 3 O O ^^ ;-> 3 o h tn O 5 .tn b£u^ ii >.s ■" > bc.S o8.S4S H H H H CO o c J-" a 3^ tn ^ > 3 o'^ C >^ 3 § -y s bo c 3 . 4J pL. o w 'o tU-^CJ o a > i3 3 ■77, o .5 o.t; 3 tn . • O 3 a ^ bo 3 3-^ "^ «5 ° ^ ^5 ^ a O — I fin bo C o o U is .1 tn d C 6 (U 6 'o M-l rt ii ii 0^ 4; 0-0 re 1) X (J Co c "*^ ^ H .2 g 4> ID -0 (LI s >i "tn C "a a. u b£ c X) c -5 tT 3 (T3 3 rt 73 >> rt 0* u V M-t H) M-l C <-> > '0 > C ii .5 *5 c > "tn := 'u 'C Oh .s (J 5 tn 1; "5) C5 > tn Qi 73 C E a; 1 c n CO m EQ !^ (UM-I 1-i (U ai rt tn tn « en rt rt A I-. T) -d 4> -t-" fcjj CO (L) 0. 03 -O be a 3 ,4_i C o_ ^ Oh > ^y= 1— 1 C IS (J PLi . c C ;^ >> rt e o.t; Si (J C "S I— 1 H a s fi o o o o o o e^ « 1^ t/J M oc c c c "'s is is ■q P P "S t« o o C •-• O J3 () (> ■!-> rrt •n tn u c O , ^ rt-O o V ■^ o !2 'o-i^ rt <« tJ S «i iJ o ^ o - to impr lat china do need n. O c ^ o t« n (u "o =i S ^ O c ^ o S;;? o o rt o o.t:^-, ^ B -5 .S C ct3 o u 5 PU H >5 > P DETROIT JUNIOR HIGH SCHOOLS 129 MILLINERY 1. The stitches — running, back, overcast, feather, underhem, stab, saddler's, slip or bind, lacing. 'I. Making patterns for rice net frames. (a) Paper folding, (b) Drafting. (c) Taking patterns from hats. 3. Cutting from the pattern. 4. Bracing the frames. 5. How to make a dome or round crown. 6. Covering frame with velvet. 7. Sewing crown to brim. 8. Cutting bias and making folds. (a) Plain. (b) Corded. (c) Shirred. (d) Plaited. 9. Making bow^s and rosettes. 10. Renovating flowers, feathers, velvet, silk, and ribbons. 11. Trimming and lining the hats for the various sea- sons. 12. Straws hats. Straw braid sewed on rice net or wire frames and trimmed according to season. INDEX Admission, Terms of 9 Algebra 55-57 Applied Design 76, IKS Applied Design for Girls 118-125 Arithmetic 50-52 Arithmetic, Commercial 71 Bench Work 77, 80, 84, Sfi Bookkeeping 68 Cabinet Making 81,87 Choice of a Course 8 Commercial Course i;{ Commercial Subjects 67-71 Constructive English 16-22 Courses of Study (outlined) 11-13 Domestic Art 107-117 Domestic Science 101-104 Drawing, Freehand '. 65 Drawing, Mechanical 93-96 Electric Wiring 100 English Course 11 Function of the Junior Higli School 5 Geography, General cr Applied 64-65 German 37-43 German Course .' . . 12 Graduation 9 History 58-63 Industrial Course 13 Latin 44-49 Latin Course 12 Literature 23-31 Manual Training 75-100 Mathematics 50-57 Millinery 129 Music 67 Oral English 32-33 Pattern Making 87 Penmanship 71 Physical Education 66 Physics, Applied Elementary 97-100 Physiography 65 Records 10 Sheet Metal Work 89 Shop Work 76 Shorthand 70 Study of English 14-33 Typewriting 69 Wood Turning 80, 82, 83, 85 A ■V -U O N O ^^%^\* ^ -^ o. 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