State Manual of the Course of Study for the High Schools of Oregon
Idioma: inglés
Editorial: Forgotten Books, 2018
- Tapa blanda
- Nuevo
Librería: Forgotten Books, London, Reino UnidoForgotten Books
Vendedor de AbeBooks desde 2 de junio de 2021
Condición: Nuevo
EUR 17,11
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Print on Demand. This book publishes the Oregon English and Mathematics State Education Department's course of study for high school students. The book includes work for students in grades nine through twelve and provides 15 full credits for graduation. The Mathematics component has separate courses of study for algebra, geometry, and higher arithmetic. This text presents English, science, social sciences, commerce, industrial arts, home economics, agriculture, and teachers training courses to select from to complete their curricula. The author's intent in compiling the book is to simplify the essential requirements in English and give adequate attention to grammar as a fundamental tool in making and understanding sentences. This book provides a brief outline for a definite and systematic study of technical grammar. A knowledge of these elementary facts functions in all oral and written composition, essential to understanding correct sentence form and detecting or correcting grammatical errors. This book is a reproduction of an important historical work, digitally reconstructed using state-of-the-art technology to preserve the original format. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in the book.…
N° de ref. del artículo 9781331175643_0
- Título
- State Manual of the Course of Study for the High Schools of Oregon
- Autor
- Oregon; Office of Superintendent of Public Instruction
- Editorial
- Forgotten Books
- Año de publicación
- 2018
- Estado
- New
- Tipo de libro
- print-on-demand item
- Encuadernación
- Paperback
- Idioma
- inglés
- ISBN 10
- 133117564X
- ISBN 13
- 9781331175643
- Catálogos de vendedores
- Education
This course of study in English is a revision of the course compiled in 1919. Its primary purpose is to simplify the essential requirements in English, and to give adequate attention to grammar as a fundamental tool in making and understanding sentences. Thorough tests in Oregon have shown that high school graduates as a rule know very little of systematic grammar. They are weak in composition because of their ignorance of grammar. This condition is not peculiar to Oregon. It has been demonstrated throughout the middle west, where decisive steps are being taken to correct it. Grammar, in short, is being generally restored to the English course as an essential factor in composition.
In compiling the course in English, the committee has been greatly helped and stimulated by the replies of teachers to the questionnaire sent out last spring through the office of State Superintendent Churchill. These replies have been carefully read, and all constructive suggestions studied. They have had a decided effect upon the course. It should be noted, however, in this connection, that the selection of textbooks is not within the sphere of this committee. By state law the Oregon text book commission selects the textbooks for the public schools of Oregon for a period of six years. The textbooks now in use were selected in 1919. While the members of the committee on revision of the high school course in English had nothing to do with the selection of these textbooks, they have used them in class and regard them as generally satisfactory. Among the numerous objections offered by teachers to the English text books, moreover, no four of them agreed, and no particular textbook suggested as a substitute for any of those now in use was named more than once. The deduction is plain; namely, that no prescribed or suggested textbooks or course of study can be expected to meet the preferences of all.
About the Publisher
Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com
This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
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Reseña del editor
a. In the preparation of the high school courses, consideration has been given for the different aptitudes of pupils and for the different preparations which a high school must give to fit all of its pupils for larger spheres of usefulness.
b. Much freedom in the choice of electives should be given with the hope that a pupil will not be forced to take a subject in which he is not interested and for which he has no aptitude; but he should not be permitted to select subjects here and there, purely for the purpose of securing credits for graduation. Competent high school teachers will wisely direct his work, and through the cooperation of the parents, the pupil and his teachers, he will pursue a course that will give him not only a symmetrical mental development, but will prepare him for some particular work, when he has completed his high school course. A pupil may change his course whenever the high school principal grants the permission, upon the written request of the pupil's parent or guardian.
c. A pupil who elects the English and mathematics course will take English and algebra the first year and elect two more studies from all of the others in the first year of the various courses. Should he elect the course in English and languages, he will take English and Latin, and any two of the studies of the other courses given in the first year.
d. Fifteen full credits are required for the completion of a course. Pupils should, however, if possible, complete the full course of four subjects each year, thereby earning sixteen credits.
e. While the courses are planned for four years' work, a pupil with good preparation for the work, and strong, both mentally and physically, may complete a course in three years by taking five subjects, the maximum number each year. No standard high school will permit a pupil to carry more than five subjects, and the teacher should permit none to undertake five, unless the pupil be one of more than average ability. In the best high schools of the state, not more than five per cent of the pupils complete a standard four-year course in three years.
f. A pupil may earn but three credits in the English and industrial course, when majoring in any other than that course.
g. A pupil may earn from one to four credits for graduation, in either vocal or instrumental music, where the instruction is given by a teacher not connected with the school; provided, that the teacher holds a certificate granted by the superintendent of public instruction upon the recommendation of a committee of music teachers appointed by him, authorizing a high school principal to give credit to her pupils for music outside of school; provided, that the teacher has certified to the principal of the high school on blanks prepared by the Department of Education the names of the pupils enrolled in her classes for credit in the high school for music taken outside the school; provided, that the teacher must make affidavit on forms furnished by the Department of Education that each pupil has spent at least eighty minutes in practice or instruction each day and has made the progress in music required under the course of study for this work as prepared by the committee on recommendation for music teachers.
About the Publisher
Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com
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