c) Special examinations. Students seeking admission at the beginning of the Winter or Spring Quarter may, upon application to the University Examiner at least thirty days in advance, arrange for special examination in subjects in which they are deficient. For admission to such special examination, a fee of $5 per subject is charged, with the proviso that a total fee of $10 paid in advance will entitle the student to admission to examinations in two or more subjects if taken within one year.

V.

DESCRIPTION OF SUBJECTS ACCEPTED FOR ADMISSION

The scope of the subjects accepted for admission is indicated in the pages which follow. The numbers in each department correspond with those in the table above.

POLITICAL ECONOMY

Some standard text, such as Laughlin's Elements of Political Economy, Johnson's Introduction to Economics, or Bullock's Introduction to Economics, should be used as the basis of work and of classroom discussion. Especial attention should be directed toward giving the student a thorough grounding in the fundamental principles. Students should have access also to selected economic treatises, and should be encouraged in connection with class work systematically to extend their study into local conditions of industry and agriculture. unit.

POLITICAL SCIENCE

Civil Government.-Credit will be given for such knowledge of this subject as is indicated by any standard text-such as Hart, Hinsdale, or James and Sanford. The student should not be confined to one book, however, but should be accustomed to work by topics.unit.

HISTORY

1. The History of Greece from earliest times to the fall of Corinth (146 B.C.), together with a preliminary survey of ancient oriental history. unit.

2. The History of Rome from the earliest times to death of Constantine (337 A.D.), with especial emphasis upon the Republic of the first century B.C., and the history of the Empire. unit.

Recommended texts: Goodspeed's History of the Ancient World; Botsford's History of Greece and History of Rome; or Botsford's Ancient History; West's Ancient History; Oman's History of Greece; Morey's History of Rome; Morey's History of Greece; Myer's Ancient History (revised edition, 1904); Abbott's Short History of Rome.

3. General European History.-The work in General European History is to begin with a study of the institutions of the Roman Empire under Diocletian and Constantine. The following texts are recommended: for the Mediaeval Period, Thatcher and Schevill's The Middle Ages (new edition); for the Modern Period, Schevill's History of Modern Europe; or Robinson's History of Europe, entire; Adams' General European History; Bourne's European History. 1 unit.

4. The History of the United States, Elementary.-(a) More attention should be given to the period subsequent to the Declaration of Independence than to that preceding. So far as possible, the use of books other than the textbook should be encouraged. Fiske's, McMaster's, Thomas', or Johnston's school texts are recommended. unit. (b) The History of the United States, Advanced.—This requires more detailed study than the preceding. 4a is included in 4b, and separate credit will not be given for 4a if the student takes 4b. Recommended texts: Channing's Student's History of the United States, McLaughlin's History of the American Nation, and Epochs of American History (3 vols.), edited by A. B. Hart. 1 unit.

5. The History of England, Elementary.-(a) The student should know the main facts connected with the development of the English people. Recommended texts: Coman and Kendall's The Growth of the English Nation, Larned's

History of England, Cheyney's History of England, or Tout and Sullivan's Elementary English History. unit. (b) The History of England, Advanced.-This requires more detailed study than the preceding. 5a is included in 5b, and separate credit will not be given for 5a if the student takes 56. Recommended texts: Terry's History of England, Gardiner's Student's History of England, or Ransome's History of England. 1 unit.

GREEK

1. Greek grammar, and the translation into Greek of sentences of average difficulty. 1 unit. Required of candidates for the College of Arts.

2. The translation of a passage from Xenophon's Anabasis, either at sight or from Books i to iv, with grammatical, literary, geographical, and historical questions. 1 unit. Required of candidates for the College of Arts.

To satisfy the requirement of 1 and 2, four books of the Anabasis should be read, with frequent exercises in composition.

3. The translation of an average passage from the Iliad of Homer, either at sight or from Books i to vi, with questions on Homeric grammar and prosody. 1 unit.

3 is recommended to candidates for the College of Arts. The candidate is expected to have read at least six books of the Iliad. If only a half-unit is offered, an extra major-one of the elective courses—will be required in college.

It is possible, however, for students who desire to be candidates for the degree of Bachelor of Arts who are admitted without Greek to take the preparatory courses in college; see the Department of Greek, p. 191.

LATIN

I. AMOUNT AND RANGE OF READING. 1. The Latin reading of candidates for admission to the College of Arts, without regard to the prescription of particular authors and works, should not be less in amount than Caesar, Gallic War, i-iv, with 1 year beginner's Latin, 2 units; Cicero, the orations against Catiline, for the Manilian Law, and for Archias, 1 unit; Virgil, Aeneid, i-vi, 1 unit.

2. The amount of reading specified above should be selected by the schools from the following authors and works: Caesar (Gallic War and Civil War) and Nepos (Lives); Cicero (Orations, Letters, and De senectute) and Sallust (Catiline and Jugurthine War); Virgil (Bucolics, Georgics, and Aeneid) and Ovid (Metamorphoses, Fasti, and Tristia).

II. SUBJECTS AND SCOPE OF INSTRUCTION. 1. Translation at sight.Candidates should be trained in the translation at sight of both prose and verse, and a written test of proficiency in this respect should be made a part of every regular examination. The vocabulary, constructions, and range of ideas of the passages used in these tests should be suited to the preparation secured by the reading indicated above, as the student's work progresses.

2. Prescribed reading.-The amount of reading specified above should include the following prescribed reading: Cicero, orations for the Manilian Law and for Archias, and Virgil, Aeneid, i, ii, and either iv or vi at the option of the instructor, with questions on subject-matter, literary and historical allusions, and prosody.

3. Grammar and composition.-The work in grammar and composition should cover a thorough knowledge of all regular inflections, all common irregular forms, and the ordinary syntax and vocabulary of the prose authors read in school, with ability to use this knowledge in writing simple Latin prose. The words, constructions, and range of ideas called for in the tests set in composition should be such as are common in the reading with which the student is at the time engaged.

4. Suggestions concerning preparation.-Exercises in translation at sight should begin in school with the first lessons in which Latin sentences of any length occur, and should continue throughout the course with sufficient frequency to insure correct methods of work on the part of the student. From the outset particular attention should be given to developing the ability to take in the meaning of each word—and so, gradually, of the whole sentence-just as it stands; the sentence should be read and understood in the order of the original, with full appreciation of the force of each word as it comes, so far as this can be known or inferred from that which has preceded and from the form and the position of the word itself. The habit of reading in this way should be encouraged and cultivated as the best preparation for all the translating that the student has to do. No translation, however, should be a mechanical metaphrase. Nor should it be a mere loose paraphrase. The full meaning of the passage to be translated, gathered in the way described above, should finally be expressed in clear and natural English.

A written examination cannot test the ear or tongue, but proper instruction in any language will necessarily include the training of both. The school work in Latin, therefore, should include much reading aloud, writing from dictation, and translation from the teacher's reading. Learning suitable passages by heart is also very useful, and should be more practiced.

The work in composition should give the student a better understanding of the Latin he is reading at the time, if it is prose, and greater facility in reading. It is desirable, however, that there should be systematic and regular work in composition during the time in which poetry is read as well; for this work the prose authors already studied should be used as models.

FRENCH

1. The first unit of French should comprise: (a) the essentials of grammar, including the inflection of nouns, adjectives, and the regular and more common irregular verbs; the forms and uses of pronouns; the uses of the articles; the position of adjectives; the principal uses of the infinitive and subjunctive moods; (b) the reading of about 150 pages of suitable texts, with attention to the accurate rendering and use of the commoner idioms; writing from dictation, and reproduction based on the reading; (c) the foundation of a good pronunciation through training in practical phonetics, through practice in writing and reading phonetic transcriptions, and by as much attention to oral work as possible.

a, b, and c taken together constitute 1 unit; recommended to all applicants for admission to the Colleges of Literature, of Science, and of Commerce and Administration. Either this unit, or the first unit of German, is recommended to applicants for admission to the College of Arts.

2. The second unit should comprise: (a) continued study of the elements of grammar, including review of the first year's work, more extensive consideration of the fundamentals of syntax with illustrative composition, and further study of all the more important irregular verbs; (b) the reading of about 250 pages of modern literary prose (at least one play); increased practice in oral and written reproduction of passages from the texts or read aloud by the instructor; (c) review of phonetic principles and correction of faulty pronunciation; writing from dictation; increased emphasis on oral work.

Suitable texts for the second unit are: Colomba (Mérimée); Jeanne d'Arc (Lamartine); le Roi des montagnes (About); le Tour de la France (Bruno); Daudet's stories; Contes biographiques (Foa); le Petit Robinson de Paris (Foa); la Poudre aux yeux (Labiche et Martin); le Voyage de M. Perrichon (Labiche et Martin); la Cigale chez les fourmis (Legouvé et Labiche); Sans famille (Malot); la Tâche du petit Pierre (Mairet); le Siège de Paris (Sarcey); la Mare au diable (Sand); extracts from Michelet, stories of Erckmann-Chatrian, Verne, etc.

a, b, and c taken together constitute 1 unit. French 2 or a second unit of German is recommended to applicants for admission to the Colleges of Literature, of Science, and of Commerce and Administration.

3. At the completion of the third unit of French the student is expected to understand readily French spoken or read aloud, to summarize with fair correctness in writing what he reads or hears, to have made real progress in ability to speak the language, and to read without difficulty modern prose and verse.

To attain this he should be required (a) to complete the study of a good school grammar, with appropriate composition; (b) to read about 400 pages of good modern prose and verse (including at least one play); (c) to continue the exercises in writing from dictation, in summarizing and reproducing his reading in French, in the principles of pronunciation, and in increased oral practice.

Suitable texts for the third unit are: Augier and Sandeau's Le gendre de M. Poirier; Balzac's Eugénie Grandet; Bazin's Les oberlé; Daudet's Tartarin de Tarascon; France's Le livre de mon ami and Le crime de Sylvestre Bonnard; Hugo's Hernani and Les Misérables; Labiche's plays; Loti's Pêcheur d'Islande; Maupassant's short stories; Sandeau's Mademoiselle de la Seiglière; Scribe's plays; Vigny's La canne de Jonc; selected poems and extracts from standard historical works.

a, b, and c taken together constitute 1 unit and may be presented as the third unit of modern language recommended to candidates for the Colleges of Literature, of Science, and of Commerce and Administration.

Students who enter with one unit credit in French will begin with course 3: Elementary French (continued). Those entering with two units credit will begin with course 4: Advanced French. With the approval of the instructor and the Departmental Examiner a student with two units credit may be transferred to course 5: Advanced French (continued). Those who receive 3 units will begin with course 6: Lecture et traduction françaises.

Those who receive credit for four (4) units will begin with course 10, 11, or 12. However, any student found deficient in French composition will on recommendation of the Department be required to take course 8, which will not yield college credit unless it can be shown that the fourth unit in the secondary school included the equivalent of a Senior College course in French Literature.

SPANISH

This unit should comprise: (a) Drill in pronunciation, including accentuation. (b) The elements of grammar, including all the regular and the more common irregular verbs, the forms and order of the personal pronouns, the uses and meaning of the common prepositions, adverbs, and conjunctions, the use of the personal accusative; and other elementary rules of syntax. (c) Study of not less than 175 pages of graded prose texts.

a, b, and c together constitute 1 unit.

GERMAN

1. The first unit should comprise: (a) Careful drill upon pronunciation. (b) Systematic drill upon the elements of grammar, including the inflection of the articles, the noun, the adjective, the pronoun, the verb, strong and weak, also upon the use of the common prepositions, the simpler use of the modal auxiliaries and elementary rules of syntax and word-order. (c) The reading of from 80 to 100 pages of easy texts, chiefly modern prose, with especial stress laid upon acquiring a good working vocabulary. (d) Abundant practice (1) in oral and written reproduction of the text, (2) in the memorizing of colloquial and idiomatic phrases, and (3) in dictation. Thoroughness should be insisted upon rather than quantity. The following texts are recommended: (1) Guerber's Märchen und Erzählungen I, (2) Seligmann's Altes und Neues, (3) Glück auf, (4) the easiest of Grimm's Märchen, Gronow, Jung Deutschland, Allen's Daheim, first part.

The work indicated constitutes 1 unit; recommended to all applicants for admission to the Colleges of Literature, of Science, and of Commerce and Adminis

tration. Either this unit or the first unit of French is recommended to applicants for admission to the College of Arts.

2. The second unit calls for from 200 to 300 pages of moderately difficult reading, chiefly prose, with constant practice in oral and written reproduction of selected portions; also drill upon the more difficult chapters of grammar, such as the passive voice, use of cases with prepositions, verbs, adjectives, uses of tenses and modes (especially with the infinitive and subjunctive), likewise upon wordorder and word-formation. Credit will not be granted in cases of great deficiency in composition, regardless of the quantity read. The following texts are among those recommended: (a) For reading, Baumbach's Sommermärchen and Waldnovellen, Leander's Träumereien, Zschokke's Der zerbrochene Krug, Das Wirtshaus zu Cransac, Storm's Immensee, Heyse's L'Arrabiata; (b) For composition, Vos's materials for German composition, Stern's Geschichten vom Rhein, Geschichten von deutschen Städten, Mosher's Wilkommen in Deutschland, Mezger in Müller's Kreuz und Quer durch Deutsche Lande.

The work indicated constitutes 1 unit. German 2 or a second unit of French is recommended to applicants for admission to the Colleges of Literature, of Science, and of Commerce and Administration.

3. The third unit calls for: (a) The reading of from 400 to 500 pages of good modern prose stories and plays and the ability to use the language effectively as a means of oral and written expression. (b) Abundant practice in the writing of compositions. Among the texts recommended are Benedix' Der Prozess, Die Hochzeitreise, Moser's Der Bibliothekar, Wilbrandt's Jugendliebe, Manley and Allen's Four German Comedies, Storm's Pole Poppenspäler, Riehl's Fluch der Schönheit, Sudermann's Frau Sorge, Freytag's Die Journalisten, Ernst's Flachsmann als Erzieher.

This unit is recommended to candidates for the Colleges of Literature, of Science, and of Commerce and Administration.

Students who receive credit for 1 unit of German on admission will begin with course 3: Intermediate German.

Those who receive credit for 2 units will begin with course 4: Elementary German Composition. With the approval of the instructor in each case a student may be transferred to German 5: Modern Prose Readings.

Those who receive credit for 3 units will, with the approval of the instructor, begin with course 11: Aufsätze und Stilübungen, the first of the Senior College

courses.

Those who receive credit for 4 units will begin with a Senior College course in German Literature. However, any student found deficient in German composition will, on recommendation of the Department, be required to take German 11, which will not yield college credit unless it can be shown that the fourth unit in the secondary school included the equivalent of a Senior College major in German Literature.

ENGLISH

A maximum of 4 units of entrance credit are given by the University, and less than 3 units will not be accepted. To satisfy the requirements a student must have

A. In Literature

1. Some definite knowledge of the history of English Literature from the time of Chaucer.

2. The ability to read intelligently good English poetry and prose. This includes an understanding of the fundamental principles of meter, and some knowledge of the principles of structure of the novel, the essay, and the play.

B. In Composition

1. The ability to organize a composition properly and to write Englishclear, grammatic, and to some extent effective; the ability, for example, to express, in written tests in the classroom, ideas drawn from any study which the student may be pursuing.