Breakfast Table, Stevenson's Virginibus Puerisque, or Burrough's Essays, or Warner's Back-log Studies, or Curtis' Prue and I.

14b. (3 units.) (1) Arguments and Orations: Burke's Speech before the Electors at Bristol; Macaulay's First Speech on the Reform Bill; Webster's Reply to Hayne; (2) The Essay, literary or ethical; Carlyle's Essay on Burns, or Emerson's Compensation and Self-Reliance (for reading,* with occasional reports in class; (3) a general outline of English Literature, illustrated by the study, in chronological order, of Chaucer's Prologue to the Canterbury Tales; Shakespeare's Macbeth (reading and reports); Milton's Lycidas and Sonnets II, XVI, XIX, XXII; Gray's Elegy; Wordsworth's Tintern Abbey, Ode on the Intimations of Immortality and Ode to Duty; Keats' Eve of St. Agnes and the Nightingale; Shelley's The Cloud and the Skylark; Browning's A Transcript from Euripides (in Balaustion's Adventure), or shorter poems, Rabbi Ben Ezra, Andrea del Sarto, and others, five or six hundred lines in all; Arnold's Scholar-Gypsy (or The Forsaken Merman and Rugby Chapel); Tennyson's Oenone.

Schools on the accredited list may make such substitutions as the following: for (1), any three oratorical masterpieces of argument (including one of Burke's); for (2), literary: one of the following: Carlyle or Macaulay on Boswell's Life of Johnson, an equivalent in Boswell's Life, Macaulay's Addison (%) and Milton (%), an equivalent from Lowell's Literary Essays, such as his Chaucer, or from Arnold's, such as his Preface to the Poems of Wordsworth (%) and his Emerson (%), Ruskin's Sesame, Harrison's Choice of Books; ethical: an equivalent from Bacon's Essays, or from the Proverbs, the Psalms, the Book of Job, or the writings attributed to St. John. It is also recommended that, so far as time may permit, standard English poems not included in this list but illustrative of the history of literature, and the best short poems of our American authors, be read in class, though not necessarily for purposes of minute study.

15a'. Elementary French. (3 units.) So much of subject 15a2 as may be done in accredited schools in one year at the rate of five periods per week. No regular examination will be given in this subject.

15a Elementary French. (6 units.) At the end of the elementary course the student should be able to pronounce French accurately; to read ordinary French prose; to understand, write, and speak French in simple sentences based on some text or on the ordinary affairs of life.

The work should comprise: (1) Careful attention to pronunciation (2) The essentials of the grammar, especially the regular and most com

* See notes under English 1.

mon irregular verbs, the forms and positions of pronouns, the uses of the prepositions and conjunctions. (3) The reading of some 200 duodecimo pages of modern prose. (4) Writing based on the texts read, and on the affairs of every-day life.

15. Intermediate French. (3 units.) At the end of the intermediate course the student should be able to read French of moderate difficulty; to write ordinary French in the narrative form; to carry on a simple conversation in French.

The work should comprise: (1) A review of the essentials of the grammar, especially the use of the auxiliary and modal verbs; the meaning of the moods and tenses; a rather full knowledge of irregular verbs; the essentials of syntax, the use of the pronoun, the verb-forms required in dependent clauses, special attention being given to the use of the subjunctive. The putting of connected English prose into French is a valuable exercise in practical grammar. It is a means toward free writing. (2) The reading of from 300 to 500 pages, from at least four standard authors. Some of this should be done outside of the class, and written reports made upon it, in French. (3) The writing of many letters and short themes and oral and written reproduction of French

texts.

15. Advanced French. (3 units.) At the end of the advanced course the student should be able to read more difficult French of a literary character of not earlier date than the seventeenth century; to write in French a short essay on some simple subject connected with the works read; to carry on a conversation in French.

The work should comprise from 400 to 600 pages of standard French; the writing of numerous short themes in French; explanation and discussion of the text in French. The course should be carried on entirely in French.

The reading of verse of suitable difficulty comes naturally into the work of all classes. Some comedy also should be read in each course.

15b1. Elementary German. (3 units.) So much of subject 15b as may be done in accredited schools in one year at the rate of five periods per week. No regular examination will be given in this subject.

156. Elementary German. (6 units.) The ability to read at sight easy German prose, to translate correctly simple English sentences into German, and to understand and answer, in German, simple questions on passages in the reading; a knowledge of the elements of German grammar. The reading in elementary German should amount to at least 150 pages of graded modern prose.

The requirement in grammar includes: the regular inflection of nouns,

adjectives, articles, pronouns, and weak verbs; the inflection of the more usual strong verbs; the more common prepositions; the ordinary uses of the modal auxiliaries; the elements of syntax, especially the rules concerning word-order and the use of the subjunctive.

1563. Intermediate German. (3 units.) The ability to read at sight ordinary German prose or poetry, to translate correctly into German a passage of easy English, and to carry on a simple conversation in German; a knowledge of the essentials of German grammar.

The reading in intermediate German should amount, in addition to that done in the elementary course (15b2), to at least 350 pages of recent and classical prose and poetry.

The requirement in grammar includes the inflection of the less usual strong verbs, the rules concerning the use of articles, cases, auxiliaries of all kinds, tenses and moods, and the elements of word-formation.

15b. Advanced German. (3 units.) The ability to read at sight any not exceptionally difficult piece of German prose or poetry from the literature of the last one hundred and fifty years, to translate into German a passage of ordinary English prose, to answer in German questions relating to the lives and works of great writers studied, and to write, in German, a short, independent theme upon some assigned subject.

The reading in advanced German should amount to at least 600 pages of good modern (including eighteenth-century) literature.

15c1. Elementary Spanish. (3 units.) So much of subject 15c as may be done in accredited schools in one year at the rate of five periods per week. No regular examination will be given in this subject.

15c. Spanish. (6 units.) (1) An accurate knowledge of the essentials of the grammar, especially the verbs. (2) The ability to read ordinary Spanish prose, of which some 300 to 500 duodecimo pages should be read. (3) The ability to write ordinary Spanish. (4) The ability to carry on a simple conversation based on a text or on the ordinary affairs of life. [for more detailed suggestions see Elementary French, subject 15a2.]

16. Free-hand Drawing. (3 units.) Representing not less than two years' work of not less than four hours a week. The study of light and shade and perspective, by drawing and shading, with lead pencil, from geometrical models (such as the cube, sphere, cylinder, etc., singly and in groups) and from simple objects related to these in form.

17. Geometrical Drawing. (3 units.) This requirement represents one daily exercise during one school year, following the course in Free-Hand Drawing. The requirement calls for continuous training in the use of drawing instruments in the solution, by graphic methods, of such

geometrie problems as shall emphasize the necessity of accuracy and neatness. The course should be a general one, affording preparation for technical drawing as taught in the Colleges of Engineering, as well as for the purposes of business life.

18. Industrial Arts. The basis of these requirements is instruction in a regularly organized school of secondary or higher grade, the work of one school year, ten periods a week, being valued at 3 units. What is desired is an intelligent use of the tools, materials, and processes pertaining to one or more of the important mechanical, industrial or domestic arts, together with a substantial knowledge of underlying principles. 18a. Mechanical Arts. (From 1% to 9 units.)

Credit will be given only in conection with credit for Subject 16 (free-hand drawing) and Subject 17 (geometrical drawing).

Woodwork, forgework, molding, machine shop practice, plumbing, electrical work, or any other toolwork that may assume in educational institutions an importance justifying recognition by the University. Not more than 3 units will be allowed for any one line of toolwork, nor will credit be given for any line that has not been pursued for a sufficient length of time to represent 11⁄2 units.

18b. Applied Art. (From 11⁄2 to 6 units.)

Credit will be given only with credit for Subject 16 (free-hand drawing). Clay modeling, wood carving, art metal work, or any other subject of applied art that may possess a value for purposes of University matriculation.

No credit will be given for any line of art work that has not been pursued for a sufficient length of time to represent 11⁄2 units. Three units will be the maximum allowed for any one line, and six the maximum for all lines. 18e. Sewing. (From 11⁄2 to 41⁄2 units.)

Credit will not be given for any line of sewing, other than plain sewing, without credit for subject 16 (free-hand drawing), nor will more than 415 units of sewing be allowed in all.

Plain sewing (11⁄2 units), dressmaking (not to exceed 3 units), millinery (111⁄2 units), or art sewing (11⁄2 units).

18d. Domestic Science. (From 12 to 6 units.)

Credit for domestic science will not be given without credit for Subject 12b (chemistry) except that decorating and furnishing will be accepted for a maximum of 1% units, provided the candidate has credit also for Subject 16 (free-hand drawing).

Cooking (3 units, no more and no less), and not to exceed two of the following topies, each covering 11⁄2 units: hygiene, dietetics, household decoration and furnishing, home economies, laundering, and nursing.

194. Dairying. (11⁄2 units.)

Credit will be given only if accompanied by credit for Subject 12b (chemistry). The time required for Subject 19a is the equivalent of five

exercises a week for one half-year. The work must be taken during the last two years of the high school course.

The study should embrace the composition of milk, the Babcock test for fat and adulterations, the separation of cream from milk, cream ripening, churning, washing, working, and packing butter, and the principles of cheese-making. Especial attention should be paid to the sanitary production and handling of milk from the cow to the consumer. At least onethird of the exercises should be laboratory or field work. The laboratory work should consist in a thorough drill in the use of the Babcock milk test and in detecting adulterations by using the same test and the lactometer; in a study of the effect of pasteurization, sterilization, and bacterial action upon the keeping qualities of milk; and in the preliminary operations of cheese-making by a study of the use of rennet, pure culture starters, etc. All of this laboratory work can be done with very small quantities of milk in the chemical laboratory. For the actual making of butter and cheese visits should be made to neighboring creameries and cheese factories. The ground to be covered is represented in Wing's “Milk and Its Products" and Farrington and Woll's "Testing Milk and Milk Products.''

19b. Horticulture. (11⁄2 units.)

Credit will be given only if accompanied by credit for Subject 12c (botany). Subject 19b must be undertaken during the third or fourth year of the high school course, following the course in botany. The requirement represents the equivalent of five exercises a week during a half-year.

The study includes the fruits and vines of California, and especially of the individual pupil's home region, as to varieties, methods of growth, cultivation, and marketing. At least one-third of the exercises should be laboratory or field work, covering propagation by the different methods of budding, grafting, and layering; examination of insects and fungus diseases; mixing sprays and spraying; pruning and treating wounds; planting, cultivating, and irrigating trees and vines, gathering and packing fruit; decorating home and school grounds with shrubs, trees, vines, and flowers. Part of the field work can be done at school, and part in neighboring orchards, vineyards, and packing-houses. The scope and method of the work is indicated in chapters IX to XIII of Jackson and Daugherty's "Agriculture Through the Laboratory and School Garden,” and in Wickson's "California Fruits."

19c. General Agriculture. (3 units).

A year course of five periods each week, of which at least one-half should consist of laboratory and garden or field experiments.

Agriculture, its divisions, its fundamental problems, its relations to other industries; the improvement of plants and animals, steps in breeding; propagation of plants, methods and practice work. Plant food, plant feeding; the soil, its nature, formation, classification and physical properties; the soil as related to plants; maintaining the fertility of the land.

Important farm crops-corn, wheat, cotton, the wood crop, alfalfa, and other crops of local importance-history, varieties, culture. Enemies of