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Examination Outline

Second Year Language Work in High School.

Maud E. KINGSLEY.

I.

1. Of the literary productions read in your English course, mention

(1). One work of fiction, (2) one poem, (3) one short story, (4) one dramatic composition, (5) a composition neither fiction nor poetry. Give the author of each, state his nationality, and the century in which he lived.

II.

1. What legend is the foundation of The Vision of Sir Launfal?

2. Tell, in one hundred words, the story of Rip Van Winkle.

3. Using only fifty words, write a character sketch of Rip Van Winkle. Name five characters in one of Shakespeare's dramas.

Name three important incidents in some story which you have read in your English course.

III. 1. Write a well-worded definition of each of the following words, illustrating each definition with a sentence. 2. Indicate the pronunciation of each word.

Buoyant. b. Unique.

Reservoir. d. Bicycle. e. Vocabulary. f. Business.

Tenants. h. Diphthong i. Deaf. j. Pneumonia.

a.

C.

IV. 1. Write a business letter of four lines.

2. Write a telegram of ten words announcing your arrival at some place and mentioning an incident of the journey.

3. Write a formal note of invitation.

4. Write a note thanking the person to whom you are writing for some kindness. 5. Make out a bill containing at least five items.

V. 1. Assign each of the subjects given below to its proper place under the following headings :Description, Exposition, Argumentation.

Washington was a greater man than Lincoln. b. The Little Red Schoolhouse. C. Rip Van Winkle's Sleep. d. The Way to Build a Wood Fire.

“The Pen is Mightier than the Sword.” f. How to make "Fudge.”

The Hills of Rome. h. Aladdin and His Wonderful Lamp.

2. Why are "e" and the last word in "p" enclosed within quotation marks?

e.

VI.

Toll ye the church bell sad and slow,
And tread softly and speak low,
For the old year lies a-dying.

Old Year, you must not die. 1. Analyze the stanza.

2. Write exactly the same thought in English prose, using as far as possible, the same words used in the stanza. Point out the differences between the prose version and the poetical one.

3. What figure of speech is used with good effect in this stanza

4. Name two other figures of speech and illustrate each. 5. Parse in full toll, must die, year (line 4), a-dying, for.

6. Analyze. "Write it on your heart that every day is the best day of the year."

VII.

1. Give three rules governing choice of words in composition writing.

2. Give two rules which must be observed in sentence arrangement.

3. Give a brief discussion of Unity, Coherence, Emphasis.

4. Illustrate by a sentence each of the following terms :-0b80lete word, localism, technical word, Americanism, barbarism, slang, idiom, colloquialism, solecism.

VIII. 1. How are sentences classified (1) as to form, (2) as to use, (3) as to rhetorical effect ? 2. Classify in each of the three classes

Announced by all the trumpets of the sky

Arrives the snow.3. Change the sentence structure so that the classification wder each head shall be changed.

IX. 1. Write an introductory paragraph for a composition on the subject, "My First Visit to the City."

2. Write an outline for the biography of some distinguished man of your own time.

3. Write a brief descriptive essay using for a theme the verse of VIII. 2.

X. 1. Write sentences containing (1) a colon, (2) an apostrophe used to denote plural number, (3) a foreign plural, (4) an infinitive of purpose, (5) a climax, (6) the words learn and teach, (7) the words shall and will, (8) the words sat and set, (9) the word write used as a transitive verb, (10) the word write used as an intransitive verb, (11) a predicate noun, (12) the words less and fewer, (13) the expression C. O. D. (14) the plural of wharf and man-of-war, (15) two correlated clauses.

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The Organization of Education
FREDERIC W. SANDERS, Los ANGELES, CALIFORNIA

Concluded (See previous numbers of Education)

SECTION 3. THE CHILD OF Slow DEVELOPMENT He might begin school a year or two later than the normal child. If he should begin before six he would still be able to spend two years in the Play School before entering the Primary Transition class, where he might remain until he were nine or even ten if his physical development were very slow. He would then normally spend four years in the Elementary Department, at the expiration of which time he would have attained his fourteenth year at least. At this time, although he might have achieved much less in this department of the school than most of his classmates (notwithstanding that they would generally be a year or two younger than he), it would normally be desirable for him to pass into the Secondary Transition class. If his health were good and he were now in the pubescent stage he might complete the work of this department of the school in a year, and might if necessary spend the five periods a week set apart for an elective study, in working up, with the assistance of a teacher who should give him individoul instruction, those of the Elementary Department studies, such as English and arithmetic, in which he might be especially backward. The English work forming a regular part of the curriculum of the Secondary Transition Department would also be such as could be especially adapted to the mental immaturity of one who should need that it should be so adapted. Upon completing the work of the Secondary Transition Department the youth in question would take the prescribed work of the first year of the Adolescent Department, or High School, and as much more as might be good for him; and after that he could go as far in his studies and at as rapid or as slow a pace as might suit him.

If, however, after four years spent in the Elementary Department he should still be more immature physically than his classmates, he might pass into the next Elementary class below his own, to remain another year or so in the Elementary Department;

or he might give two years to the Secondary Transition Department, devoting, during the first year at least, the period a day set apart for elective work to any elementary work in which he were especially backward, if any such there were, and, while taking the physical training and art work both years, following only the science course and the English course the first year, leaving the course in history together with such elective work as might be desired and further work in English for the second year. He would then complete the prescribed work of the first year of the high school and take as much more work as might be good for him. SECTION 4. THE CHILD OF EXCEPTIONALLY RAPID GROWTH AND

EARLY MATURITY OF MIND OR BODY. Such a child, who might enter school at three or four years of age, would also spend at least two years in the Play School, and, even though he should have passed the crisis of second dentition before completing his seventh year, he would still spend about a year in the Primary Transition Department; then in his eighth year he might enter the Elementary Department. Four years later (no earlier, however precocious he might be, unless his physical development should be as rapid as his mental) he would enter the Secondary Transition Department; and if at the completion of a year in the Secondary Transition Department, in his thirteenth year, he had arrived at puberty, he might enter upon his high school course at once. Even though he were not as mature physically as mentally, however, he might nevertheless take up some of the studies of the Adolescent Department, if physically robust; but it might be preferable, especially if he were delicate, for him to spend more than a year in the Secondary Transition Department, devoting himself primarily to physical culture and art and going on with the English work of the department, but also doing some special work both in continuance of his Elementary Department studies and in new lines. It might be best of all for a precocious but delicate child to spend a year or so out of school until he were physically mature enough to enter the Adolescent Department. SECTION 5. THE YOUNG PERSON WHo HAS BEEN KEPT OUT OF SCHOOL BY ILLNESS, LACK OF OPPORTUNITY, OR OTHER

SPECTAL CAUSE. If a mentally normal child should not begin his school life until

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