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GIFT OF




ft 3



THE STATE OF WASHINGTON

DEPARTMENT OF EDUCATION

HENRY B. DEWEY, Superintendent of Public Instruction.



BULLETIN NO. 1.
High School Extension.

Olympia, Wash., March 17, 1911.

Purpose of This Bulletin. This bulletin is issued for the purpose
of outlining the course of study prepared by the State Board of Edu-
cation for those persons desiring to undertake the completion of a high
school course otherwise than by- attendance at a secondary school.
The bulletin outlines in some detail the following points:
I. The provisions of the Code of Public Instruction.
II. Rules governing the high school extension examinations.

III. Outline course of study.

IV. General questions to be answered by applicant.

V. Syllabus of subjects covered as adopted by the State Board of
Education.

VI. Special Syllabi in physics, physical geography, history and
civics.




HIGH SCHOOL EXTENSION.
I. Introduction.

The Code of Public Instruction (Chapter 18, Sections 1-3) makes
provision for the establishment of a system of high school extension,
to be administered by the State Board of Education. The provisions
of the law are as follows:

Section 1. The State Board of Education shall outline a course
of reading and study similar to a course of study required in a
full four-year high school course, and shall provide for the exam-
inations and certification of those taking or completing such course.
Examinations for this purpose shall be held at the time and place of
holding examinations for teachers' certificates, and in such form as
to fully test the students' knowledge of the subject or subjects exam-
ined in.

Section 2. The questions for such examinations shall be prepared
by the State Board of Education, and shall be furnished to the State
Superintendent of Public Instruction, who shall cause the same to be
printed and distributed to the several county superintendents upon
request therefor, the same as the questions for teachers' examinations
are printed and distributed. The manuscripts containing the answers
of applicants shall be returned to the Superintendent of Public In-
struction, to be marked and graded by him, and who shall issue cer-
tificates to those who have the required percentage in the various
branches, which shall be fixed by the State Board of Education.

Section 3. Upon the completion of the full course as outlined by
the State Board of Education, a state high school certificate shall be
issued to the applicant by the said board and such certificate shall
entitle the holder thereof to enter the freshman class of the State
University or to enter any other class in the other state educational
institutions as may be specified by the State Board of Education.

II. Rules Governhifj'the Hign 4h"60l Extension Examinations.

1. Persons tw.ep^yQiie;^erfPS'^of age ma-y> with the approval of the
county superintendent' 'takV^he- examination on subjects on which
they think themselves prepared.

2. Persons under twenty-one years of age shall not be considered
eligible to take the examinations on subjects provided for in the high
school of their district.

3. Pupils from a non-accredited high school may take the exami-
nation on work done successfully in the high school. In such cases



the subjects should conform with the outline of one of the regular
high school courses.

4. No person shall be admitted to any such examination unless
he shall have given to the county superintendent notice of his intention
to take such examination and the subjects in which he desires to be
examined at least thirty days before the examination and obtain per-
mission from such superintendent to take such examination.

5. Examinations will not be given on work below the ninth grade,
neither on the work in a subject of any school year to a person not
having credit for the preceding year's work in that subject, unless
the person is taking the examination on the preceding work in the sub-
ject at the same time. Persons to be eligible to take the examination
must have likewise an eighth grade certificate or equivalent creden-
tials.

6. The holder of a certificate of completion of the high school ex-
tension course shall be entitled to the same privileges as the holder
of a diploma issued by a four-year high school.

7. The diploma for the completion of the high school extension
shall be granted on a basis of 1280 credits, no subject being accepted
in which a lower grade than 70 per cent, has been obtained.

III. OUTLINE COURSE OF STUDY.

Ninth Grade.

Required Subjects. Elective Subjects,

English. Latin.

Algebra. Physical Geography.

Ancient History.

Tenth Grade.

Latin.

English. Modern History.

Plane Geometry. Bookkeeping.

Botany.

Eleventh Grade.

Latin.

English. English History.

Algebra (half year). Physiology (half year).

Geometry (half year).

German.

Twelfth Grade.

English. Commercial Law (half year),

Physics. Economics (half year).

U. S. History and Civics. Latin.

German.



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IV. GENERAL QUESTIONS.

Applicants will be required to hand in written answers to the follow-
ing questions:

1. Give your name and age.

2. Give your postoffice address.

3. Give name and occupation of parent or guardian.

4. Have you completed the work of the eighth grade and passed
the examination of that grade? When?

5. What was the school last attended by you and in what grade
were you enrolled?

6. Why are you not attending your high school?

7. How many years have you attended a high school and how
many high school credits have you received? (A credit repre-
sents the completed work in any one five-hour subject for one
half year.)

8. What courses do you now propose to be examined in?

9. When and how did you prepare for this examination?

10. For what purpose do you take this examination?

11. How far is your home from the nearest high school?

V. SYLLABUS OF SUBJECTS COVERED.

The following is the syllabus and outline of the course as adopted
by the State Board:

ENGLISH.
First Year. First Semester.

1. Rhetoric and Elementary Composition with special reference to
narrative writing. Emphasis should be given to punctuation, the choice
of words, and the structure of sentences and paragraphs. No pupil
who is totally deficient in grammar, spelling, punctuation, or in gen-
eral appearance of written work will be considered to have completed
the semester's work. The pupil should thoroughly master as much as
is contained in the first one hundred and twenty-eight pages of Scott
and Denny's Elementary English Composition, or the equivalent in a
standard text book.

2. The careful study of the following masterpieces: Irving's Rip
Van Winkle and the Legend of Sleepy Hollow; Hawthorne's Great
Stone Face and the Ambitious Guest; Bryant's Ulysses Among the
Phaeacians.

3. The reading of two of the following:

Stevensons' Treasure Island.
Cooper's The Last of the Mohicans.
Hale's The Man Without a Country.



First Year. Second Semester.

1. The elementary study of argument and the figure of speech
with practice in descriptive writing. Scott and Denny, pages 129-241, or
an equivalent.

2. The careful study of Scott's Lady of the Lake; Tennyson's Idylls
of the King.

3. The reading of two of the following:

Scott's Ivanhoe.

Hughes' Tom Brown's School Days.

Franklin's Autobiography.

Second Year. First Semester.

1. Continued practice in narrative and descriptive writing. A study
of letter writing and business forms. Scott and Denny's Composition-
Literature, chapters I-IV or equivalent subject matter from a standard
text.

2. The careful study of at least six selections from Irving's Sketch
Book and Shakespeare's Merchant of Venice.

3. The reading of two of the following:

Macaulay's Lays of Ancient Rome.
Hawthorne's The House of Seven Gables.
Dickens' David Copperfield.

Second Year. Second Semester.

1. The study of verse forms, figures of speech, and forms of prose
discourse. Scott and Denny's Composition-Literature, chapters V.-
VII, or an equivalent.

2. The careful study of Goldsmith's The Deserted Village, Cole-
ridge's Rime of the Ancient Mariner, Shakespeare's Julius Caesar.

3. A review of the principles of English grammar. Any standard
text.

Third Year. First Semester.

1. The pupil should continue practice in composition by the writing
of longer descriptive or narrative themes. The elementary study of
exposition. Scott and Denny's Composition-Literature, chapters VIII-
IX.

2. The careful study of the following:

Lamb's Essays of Elia.

George Eliot's Silas Marner.

Addison and Steele's Sir Roger de Co-verly Papers.

3. The reading of two of the following:

Scott's Kenilworth.

Dickens' A Tale of Two Cities.

Thackeray's Henry Esmond.



Third Year. Second Semester.

1. The pupil should continue practice in composition through ex-
positions of 100-1200 words, carefully developed through preliminary
outlines. Scott and Denny's Composition-Literature, chapter X.

2. The careful study of Shakespeare's Macbeth, Macaulay's Life of
Johnson, Browning's Selected Poems.

3. The reading of two of the following:

Irving's Oliver Goldsmith.
Thoreau's Walden.
Porter's Scottish Chiefs.

Fourth Year. First Semester.

1. Advanced work in Argumentation. The preparation of prelim-
inary briefs for debates. Scott and Denny's Composition-Literature,
chapter X.

2. The careful study of Milton's Minor Poems, Burke's Speech on
Conciliation, Carlyle's Essay on Burns with Burn's Representative
Poems.

3. The reading of two of the following:

Shakespeare's Hamlet.
Jane Austin's Pride and Prejudice.
Washington's Farewell Address.
Webster's First Bunker Hill Oration.

Fourth Year. Second Semester.

1. A critical study of the history of English Literature together
with the study of Chaucer's Prologue to the Canterbury Tales, one of
Marlowe's plays, at least three of Bacon's Essays, and a selection from
Spenser's The Faerie Queene. Any standard history of English Liter-
ature, such as Halleck, Painter, Long, etc.

2. The student should be able to write a meritorious production of
at least 1,000 words upon an assigned subject. Freedom is given the
student in the choice of literary form.

LATIN.
First Year. First Semester.

The pupil should gain a thorough knowledge of forms, the simple
principles of syntax, and the ability to write easy sentences in Latin.
As much as is contained in pages 1-109 of Collar and Daniell's First
Year Latin, or an equivalent from any standard text.

First Year. Second Semester.

The work of the first semester continued and the text finished. The
pupil should be able to translate easy Latin at sight.

Second Year. First Semester.

Caesar's Gallic War, Book 1, and the first ten chapters of Book II,
with the use of a grammar and a text in prose composition.



Second Year. Second Semester.

Caesar's Gallic War, Book II, completed and Books III and IV.
Grammar and prose composition. In the reading of Caesar, attention
should be given to the correlation of the history and geography of his
period.

Third Year. First Semester.

Four of Cicero's Orations against Catiline, grammar, prose com-
position and practice in sight reading from such a text as Gleason's
A Term of Ovid.

Third Year. Second Semester.

Cicero's Manilian Law and Poet Archias. Prose composition and
sight reading as in the preceding term.

Fourth Year. First Semester.

The study of the first three books of Virgil's Aeneid, drill on the
principles of Latin hexameter, a study of the leading geographical,
historical and mythological allusions in the text, sight reading from
Ovid and a review of grammar.

Fourth Year. Second Semester.

Virgil's Aeneid, Books IV, V, VI ; Sight reading and review of gram-
mar as in the preceding term.

HISTORY.

First Year. First Semester.

A survey of the oriental nations and a study of Greece to the
death of Alexander. Pupils should draw outline maps and should
keep systematized note books based upon the chief topics of the text,
collateral readings, etc.

First Year. Second Semester.

Rome to the death of Charlemagne (814). Outline maps and col-
lateral readings from references cited in the text. Any modern text
book based upon the recommendations of the Committee of Seven of
the American Historical Association.

Second Year. First Semester.

The important elements of Mediaeval History from the death of
Charlemagne (814), through the Revival of Learning (1500). Outlines,
maps and supplementary reading as in Ancient History.

Second Year. Second Semester.

Modern European History. The era of the Protestant reformation
and the rise of national states should be studied intensively.

Third Year. First Semester.

English History from the earliest times to the reign of James I.
Any standard text, such as Lamed, Robinson, West, Wrong, Coman
and Kendall, etc.



Third Year. Second Semester.

This semester should be chiefly concerned with the development
of the English constitution, the growth of the industrial classes, and"
the influence of English thought and progress throughout the world.

Fourth Year. First Semester.

Advanced United States History. A study of our nation with refer-
ence to its constitutional, political, and industrial development. Chan-
ning's Students' History of the United States, pages 1-316, or :i sim-
ilar text.

Fourth Year- Second Semester.

As much as is contained in Channing, pages 317-606. Attention
should be devoted to the origin and present character of our political
institutions local, state and national. In connection with the text em-
ployed, the student should read Hinsdale's The American Government,
or James and Sanford's State and Nation or a similar text book on
civil government.

MATHEMATICS.

Algebra.

First Year. First Semester.

The work of the first semester should include the fundamental pro-
cesses, factoring, common multiples and divisors, fractions, and simple-
equations. Wentworth, Wells, Stone-Millis, or any modern text book.

First Year. Second Semester.

Simultaneous equations, involution and evolution, theory of expo-
nents, radicals, and quadratic equations.

Geometry.

Second Year. First Semester.

Plane Geometry, Books I and II. The pupil should be able to dem-
onstrate original exercises of ordinary difficulty based on the above.

Second Year. Second Semester.

Plane Geometry completed. The solution of problems and the dem-
onstration of original exercises.

Third Year. First Semester.

A continuation of Algebra. Review of quadratic equations, ratio
and proportion, progressions, variation, logarithms, permutations and
combinations, variables and limits, series, binomial theorem, with the
completion and review of the text employed.

Third Year. Second Semester.

Solid Geometry. The properties of straight lines and planes; di-
hedral and polyhedral angles; of projections, of polyhedrons, including
prisms, pyramids and frustrums; of cylinders, cones and spheres; of



9

spherical triangles and measurements; of surfaces and solids; conic
sections, including the parabola, eclipse and hyperbola. Any modern
text book.

SCIENCE.
First Year. First Semester.

Physiography. The course should include a study of the earth as
a planet; its general features, the change in its crust; rivers and river
valleys; plains, plateaus and deserts; mountains, volcanoes; earth-
quakes; geysers; lakes and swamps; glaciers and the glacial period.
The pupil should also familiarize himself with (1) the use of the
United States Geological Survey, topographic maps, and (2) the com-
mon rock-forming minerals and the most common varieties of each
of the three great groups of rock. Tarr's, Davis' or Gilbert and Brig-
ham's text.

First Year. Second Semester.

Physiography continued. A study of the ocean, shore lines; the
atmosphere; winds and storms, weather and climate, physiography of
the United States, and of the State of Washington; rivers of the
United States; the distribution of plants and animals; man and
nature. The pupil should familiarize himself with the determination
of meteorological conditions from daily weather reports and fore-
casting.

Second Year. First Semester.

Botany. The pupil should know the plant as a complete organism,
living its life in a natural way. He should be familiar with the con-
ditions favorable and unfavorable to the life of the plant, should be
taught to observe and to recognize the common forms around him.

The following outline may be suggestive:

The Leaf Anatomy, photosynthesis, respiration, transpiration, as-
similation.

The Shoot Anatomy of a typical shoot, including relationship of
position of leaf, stem, the arrangement of leaves and buds on the
stem and deviations from symmetry.

The Bud Mode of origin of new leaf and stem.

The Seed Dicotyledons without and with the endosperm, a mono-
cotyledon and a gymnosperm, structure and homologous parts.

Food Supply Experimental determination of its nature and value.
Phenomena of germination and growth of the embryo.

The Root Structure of a typical root; position and origin of sec-
ondary roots; hair zone, cap and growing point.

The Flower Structure and function of parts, especially of ovule
and pollen.

The Fruit Structure of typical fruit, especially with reference to
the changes from the flower and the ovule to seed.




10

Second Year. Second Semester.

Botany continued

Algae Pleurococcus, spirogyra, vaucheria, fucus, nemalion. In con-
nection with the above, a study of the cell, sytoplasm, nucleus, sap-
cavity and wall is made.

Fungi Bacteria, rhizopus, yeast, puccinia, mildew, mushroom.

Lichens Physicia.

Bryophytes Marchantia, polytrichum.

Pteridophytes (1) Aspidium with the prothallium; (2) equiseti-
nease, equisetum; (3) lycopodineae, selaginolla.

Gymnosperms Pinus.

Angiosperms Both monocotyledons and dicotyledons.

Classification of about fifty of the spring flowers.

Third Year. First Semester.

Physics. The study of mechanics and sound as treated in the
more recent text books. The text should be re-enforced by the per-
formance of twenty to twenty-five experiments, such as the follow-
ing, from Chute's Physical Laboratory Manual: Nos. 19, 21, 23, 25-
28, 31-33, 35-37, 39, 40, 42-48, 55-58, 60, 62, 63.

Third Year. Second Semester.

Physics continued. Light, Heat, Magnetism and Electricity. Such
experiments as are suggested in Chute's Manual 68-70, 75-77, 79, 85,
86, 89, 97, 107, 109, 110, 116, 119, 121, 122, 125, 127.

GERMAN.

First Year. First Semester.

Drill in the fundamental rules of grammar, in pronunciation, and
in the use of a limited vocabulary in simply constructed sentences.
Spanhoofd's Lehrbuch der Deutschen Sprache, lessons 1-20, Muller
and Wenckebach's Gluck Auf, pages 1-33, or equivalent subject mat-
ter from similar texts.

First Year. Second Semester.

The work of the first semester continued. Spanhoofd's Lehrbuch
der Deutschen Sprache, lesson 21 et seq., Muller and Wenckebach's
Gluck Auf, page 34 et seq.

Second Year. First Semester.

The student should acquire a more thorough knowledge of gram-
mar, a larger vocabulary, with greater ease in using it, and an ac-
quaintance with literary productions well adapted to the advancement
of the pupil. Bernhardt's German Composition, lessons 1-16, or an
equivalent. Two of the following classics: Anderson's Bilderbuch
ohne Bilder, Storm's Immensee, Heyse's L' Arrabiata, Baumbach's
Tales, Gerstacker's Germalshausen, Heyse's Die Blinden, Goethe's Des
Marchen.



11

Second Year. Second Semester.

Bernhardt's German Composition, lesson 17 et seq. Three of the
following classics: Wilhelmi's Einer muss Heiraten, Benedix's Der
Prozess or Der Weiberfeind, Moser's Der Bibliothekar, Schiller's Neffe
als Onkel, Hillern's Hoher als de Kirche, Heyse's Das Madchen von
Treppi, Anfgang und Ende.

BOOKKEEPING.

Drill in explanation and application of the principles of modern
accounting, involving use of ledger, journal, cash book, sales book,
and the common forms of commercial paper, as checks, drafts, notes,
etc. Neatness and accuracy throughout are insisted upon as a vital
element of the work. Rapid calculation and penmanship are regarded
as part of the work. The course presupposes the completion of William
and Rogers' Modern Illustrative Bookkeeping or its equivalent.

ECONOMICS.

This is based on Bullock's Elements of Economics as a text book.
It includes:

(a) A study of the nature of wealth.

(b) A survey of the general process of production, and land, labor
and capital as productive agents.

(c) A study of the nature of value, and money as the common de-
nominator thereof.

(d) An investigation of the problem of distribution as related to
the theories of rent and wages.

(e) A survey of the present social and industrial problems, espe-
cially the trust question, the tariff question, the labor problem and
socialism.

(f) A study of our monetary history and present monetary and
financial methods.

COMMERCIAL LAW.

The purpose of this study is to teach the fundamentals of busi-
ness law, legal rights and obligations in business. It is in no sense
a training in law, but a simple presentation of the subjects of con-
tracts, property, negotiable paper, agency, partnership, and insurance,
etc., a knowledge of which is important in any line of business. The
student should familiarize himself with the subject matter of Bur-
dick's Commercial Law or Huffcutt's Essentials of Commercial Law.

VI.

In addition to the foregoing, the State Department of Education has
prepared the following outlines of the courses in Physics, Physical
Geography, and United States History and Civics, in order to make
the syllabus covering these branches more explicit:



PHYSICS, 12th grade, 1 credit.

Use any standard text book. The following subjects must be
covered:

1. The various states and properties of matter; definitions of mass,
weight, density, and volume.

2. The metric system and its application.

3. The statics of solids, including:

(a) General conditions of equilibrium and simple equilibrium.

(b) Equilibrium of three parallel forces, and of any number

of parallel forces.

(c) The moment of a force.

(d) General law of gravitation.

(e) The center of gravity.

(f) Stable, unstable, and neutral equilibrium.

(g) The equilibrium of three concurrent forces.

4. Hydrostatics, including:

(a) Pascal's law, with practical applications.

(b) Gravity pressure.

(c) The laws and principles of buoyancy.

(d) Specific gravity, both of solids and liquids.

5. Pneumatics, including:

(a) Forces to which gas pressure is due.

(b) Atmospheric pressure.

(c) Molecular motion.

(d) Practical applications.

6. Kinetics, including:

(a) The definition of force, motion, velocity, momentum,

work, energy, power, etc.

(b) Uniform and variable motion, with formulas.

(c) The law of falling bodies, with formula.

(d) Newton's laws of motion.

(e) The conservation of energy.

(f) Machines, mechanical advantage, the laws of machines.

(g) The lever, wheel and axle,
(h) Fixed and movable pulleys,
(i) Inclined plane.

(j) Curvilinear motion; centripetal and centrifugal force,
(k) The laws of the simple pendulum.

7. Heat, including:

(a) Definition, in terms of kinetic theory.

(b) Definition of temperature, in terms of the law of ex-

change.

(c) Measurement of temperature.

(d) Sources of heat.

(e) Transmission, diffusion and effects of heat.

(f) The determination and definition of the heat of fusion.

(g) Heat and work.



13

8. Sound, including:

(a) The origin of sound.

(b) The propagation of sound waves.

(c) The reflection of sound.

(d) Resonance.

(e) Beats, the interference of sound.

(f) Harmony and discord.

(g) Transverse vibration of rods or bars free at one end.
(h) The vibration of strings.

(i) The pitch of open and closed pipes.

9. Light, including:

(a) The principles of radiant energy.

(b) Rectilinear propagation of light in a homogeneous

medium.

(c) Photometry.

(d) Reflection.

(e) Refraction.

10. Magnetism and electricity, including:

(a) Magnets and magnetic substances.

(b) Different classes of magnets.

(c) The laws of magnetic force; polarity.

(d) Magnetic induction; the molecular theory of mag-

netism.

(e) The definition of magnetic fields and lines of magnetic

force.

(f) Terrestrial magnetism.

11. Static electricity, including:

(a) Electrification by friction.

(b) The law of attraction and repulsion.

(c) Conductors and insulators.

(d) Difference of electric potential of two points.

12. Current electricity, including:

(a) Action in simple cell.

(b) Daniell cell.


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