University of Virginia Library

English.

English A. English Grammar and Grammatical Analysis:—The
parts of speech with inflections and uses of each; syntax, especially of
nouns, verbs, and conjunctions; detailed study of sentence-structure,
including capitalization and punctuation. Text-Book recommended,
Baskervill and Sewell's English Grammar. Grammar and analysis
might well be taught through two years of the High School. (One
unit).

English B. Composition and Rhetoric:—The choice, arrangement
and connection of words with exercises on synonyms, antonyms, and
degrees and shades of meaning; fundamental qualities of style, with
selected and original examples; the sentence in detail as to unity,
coherence and proportion with ample exercises in constructing sentences
of varied types and emphasis; the paragraph with reference to
placing topic, structure for unity, continuity, and emphasis, with
abundant exercises in composing good paragraphs; much practice in
planning and writing simple compositions on familiar subjects under
the heads of narration, description, exposition and argumentation.
Text-Book recommended, Brooks and Hubbard's Composition-Rhetoric.
Practice in composition should continue through the entire
High School course, though formal rhetoric may be studied but one
year. (One unit).

English C. Critical Study of Selected Specimens of Literature:
—The specimens for reading and study designated for college entrance
requirements by the joint committee of colleges and secondary
schools. These required books or their equivalents should be studied
throughout the High School course under the guidance of the instructor.
Parallel reading should be encouraged and intelligent conversation
about books directed.

The college entrance requirements in English for 1909, 1910, 1911
are:

I. For Study and Practice. Shakespeare's Macbeth; Milton's Lycidas,
Comus, L'Allegro, and Il Penseroso; Burke's Speech on Conciliation
or Washington's Farewell Address, and Webster's First Bunker Hill Oration;
Macaulay's Life of Johnson or Carlyle's Essay on Burns.

II. For reading. Group 1 (two to be selected): Shakespeare's
As You Like It; Henry V; Julius Cæsar; The Merchant of Venice;
Twelfth Night. Group 2 (one to be selected): Bacon's Essays; Bunyan's
The Pilgrim's Progress, Part I; Addison's Sir Roger de Coverley;
Franklin's Autobiography.

Group 3 (one to be selected): Chaucer's Prologue; Spencer's Færie
Queene (Selections); Pope's The Rape of the Lock; Goldsmith's The
Deserted Village; Palgrave's Golden Treasury (First Series), Books II
and III, with especial attention to Dryden, Collins, Gray, Cowper,
and Burns.

Group 4 (two to be selected): Goldsmith's The Vicar of Wakefield;
Scott's Ivanhoe; Scott's Quentin Durward; Hawthorne's House of
the Seven Gables; Thackeray's Henry Esmond; Mrs. Gaskell's Cranford;
Dickens' A Tale of Two Cities; George Eliot's Silas Marner; Blackmore's
Lorna Doone.

Group 5 (two to be selected): Irving's Sketch Book (Selections);
Lamb's Essays of Elia; DeQuincey's Joan of Arc and The English Mail
Coach; Carlyle's Heroes and Hero Worship; Emerson's Essays (Selected);
Ruskin's Sesame and Lilies.

Group 6 (two to be selected): Coleridge's The Ancient Marinr;
Scott's The Lady of the Lake; Byron's Mazeppa and The Prisoner of
Chillon; Palgrave's Golden Treasury (First Series), Book IV, with especial
attention to Wordsworth, Keats, and Shelley; Macaulay's Lays
of Ancient Rome; Poe's Poems; Lowell's The Vision of Sir Launjal;
Arnold's Sohrab and Rustum; Longfellow's The Courtship of Miles
Standish; Tennyson's Lancelot and Elaine, The Passing of Arthur, Gareth
and Lynette; Browning's Cavalier Tunes, The Lost Leader, How They
Brought the Good News from Ghent to Aix, Evelyn Hope, Home
Thoughts from Abroad, Home Thoughts from the Sea, Incident of the
French Camp, the Boy and the Angel, One Word More, Herve Riel,
Phidippids. (One unit).

The courses outlined, in accordance with the program of most
high schools, have taken into account English, (1) as a language, (2)
as a means of expression, (3) as a literature—all so intimately connected,
however, that the proper study of each will bear indirectly on
the other two.

No student will be conditioned on English A or B.