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A survey of the English courses offered by the junior colleges of Southern California

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A survey of the English courses offered by the junior colleges of Southern California

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Content A Survey of the English Courses Offered
" b y the
Junior Colleges of southern California
A Thesis
Presented to the Department of Education
University of Southern California
In partial fulfillment
of the
Requirements for the
Degree of Master of Arts
B y
Edward E. Sandys
August 28, 1931
UMI Number: EP57031
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Dissertation Pubi sb*ng
UMI EP57031
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This thesis, written under the direction of the
Chairman of the candidate's Guidance Com
mittee and approved hy all members of the
Committee, has been presented to and accepted
by the Faculty of the School of Kducation in
partial fulfillment of the requirements for the
degree of M aster of Arts in Education.
pa te January 28, 1932
......
Guidance Com m ittee
T. L. S choltz
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..........
Chairman
A. S. Eaubeniieimer
M . M . Thompson
Dean
i
C O N T E N T S
C H A P T E R Page
I. historical background .............................. 1
II. T H E P R O B L E M ......................................................................... 16
1. T o Find the N um ber and Variety
of English Courses Offered in
the Junior Colleges of Southern
California .............................................................. 16
2« T o determine the Kind of
Course - College Preparatory
(Certificate) or Terminal...................... 1 7
3. T o Inquire into the A im s of
the Courses Offered in English 18
4, T o Obtain the Textbooks U sed
in the Different Courses.......................... 1 9
5* T o Secure Information Regarding
the Library Material Available
for use by the English Department.., 20
III. S O U R C E S A N D M E T H O D S O F P R O C U R IN G D A T A 22
1. Questionnaire Method............................... 22
2. Personal Interview Method....................... 23
3* Published Sources ....................................... 27
IV. T H E R E S U L T S ........................................................................... 28
1. University of California
at L os Angeles .................................................... 28
2. Fullerton Junior College ......................... 32
3* Santa A na Junior College ......................... 38
ii
Page
4* Citrus Junior College .................................... 44
5 * Chaffey Junior College .................................. 49
6 * Riverside Junior College .......................... 57
7. P om ona Junior College .................................... 61
8. Pasadena Junior College ....................... 64
9* Ventura Junior College .................................. 70
10 * San Bernardino Valley Union
Junior College *...................... 72
11* Com pton Junior College .................................. 81
12* Glendale Junior College ............................... 85
13* L ong Beach Junior College *....................... 90
14* Santa M onica Junior College ..................... 94
15* Los Angeles Junior College ....................... 96
V . C O N C L U S IO N S ....................................................................................... 106
T he Courses ............................................. 106
A Table showing T he Various Courses
Offered*
Literature .............................................................. 108
Composition, Journalism, and Speech 109
T he A im s or Objectives ............................................ 110
A Compilation of the Important A im s
of the English Courses.................................... 112
T he Textbooks ................................................................... 115
A Table of the Textbooks ............................ 116
iii
Page
Library Facilities .............................. • 123
A Table of the N um ber of Books ............................ 124
A Table of Periodicals ............ 125
B IB L IO G R A P H Y ............................................................................... 127
1
C H A P T E R I.
H IS T O R IC A L B A C K G R O U N D
T he present trend of the junior college is one of the
most interesting as well as one of the most discussed
problems in the field of m odern education* T he tendency to
stress junior college education has increased greatly during
the past five years. M ost educators agree that this m ove
ment in the direction of the junior college is a worthy one —
one to be fostered, nurtured, and raised with care. Although
our educators•agree on the necessity, they do not concur on
the form, scope, or aims of this progressive movem ent.
M an y experiments have been m ade in this field to determine
the real function of the junior college, and to find exactly
what place it shall occupy in our educational system.
For so m e time I have been interested in the courses of
study in English that are being offered by the junior col
lege. It seem ed to m e that a survey of the English curricu
lum offered by the junior colleges of Southern California
would be valuable in determining what is needed in this
field. In undertaking this task I found that a brief review
of the rise and development of the junior college w as es
sential to a complete and vital understanding of m y problem.
A knowledge of the historical background of this educational
m ovem ent will give us a clearer and m ore understanding in
sight into the present trend, attitudes, and methods of the
junior college. Therefore, before going into the m ore
specific and detailed account of m y study, I will trace
briefly the origin, "adolescence”, and "m anhood” of this new
and youthful enterprise#
D r# Alexis F# Lange, late dean of the School of Education
at the University of California, has been called the "father
of the California junior college”. In an address on April
10, 1917, D ean Lange succinctly summarized the period pre-
vious to the first California junior college law of 1907:
H e said, "Since 1892 the University of California has been
gradually reshaping Itself around tw o organizing Ideas#
O ne w as and is that, for theoretical and practical consider
ation alike, the university proper should begin in the middle
of the inherited four-year college scheme; the second w as
that the work of the first tw o years Is as a matter of his
tory and fact all of a piece with secondary education# This
trend of thought and preaching and practice resulted in
•graduation1 in the junior certificate, to mark the distinct
ion between university and secondary education; In the policy
of placing all professional training on a basis of not less
than tw o years of non-professional training; in making the
studies of the last tw o years of the high school and the
first tw o of the college Interchangeable; and last, but not
least, in publicly exhibiting the requirements for the
junior certificate in terms of unified secondary curricula
covering grades 9-14 Inclusive# In ways of her ow n Stan
ford University, under the leadership first of D r# Jordan
and n o w of D r# Wilbur, stands committed to virtually
the sam e policy,n
n But this propaganda would probably not have gathered
m om entum very fast without President Jordan’s dynamic a rti
cles and addresses urging the amputation of freshmen and
sophomore classes to prevent university atrophy, and urging
the relegation of these classes to the high school. His
advocacy of its upward extension m ade the public ’sit up
and take notice’, and prodded schoolmen into taking the in-
itiatlve."
" H i/h a t had been a Berkeley idea at the beginning had
becom e a California idea. Moreover, while Berkeleyans had
been in the habit of speaking of six-year high schools,
Dr. Jordan gave general currency to the nam e junior college,
and this proved m uch m ore potent in suggestible comnunlties."
T he geography of the State of California rather than
educational leadership seem s to be responsible for the first
legislation making possible post high school work in the
public schools of the state. The first law passed by the
legislation of 1907 w as written by Senator Anthony Caminetti
4.
of A m a d o County.
T he first m ove toward making use of this "upward ex-
1. A . P. Lange, "The Junior College as an Integral Part of
the Public School System", School Review X X V , pp.469-470,
Sept. 1917.
2. A . P. Lange, T he Lange Book, p. 119.
3. Ibid, p. 120.
4. "The Junior College in California", Calif. State Dept,
of Education, Bulletin No.0 3 , p. 7.
4
tension” lav/ w as m ade by the city superintendent of the
Fresno schools in June, 1910, w hen a circular letter w as
sent to the patrons of the Fresno high school and to the
principals of various other nearby high schools* Over tw o
hundred favorable replies were received, with not one ad
verse opinion* A s a result of this approval the Fresno
High School Board established a post-graduate course and
maintained such instruction until 1917, w hen it established
a junior college course,
W h e n the legislature m et in 1917 there were sixteen
high schools in the state which were interested in promot
ing legislation to provide for state and county funds for
these post-graduate high school courses* Practically all
the districts that had established post-graduate courses
raised the expense of maintenance by district taxation*
T he 1917 law repealed the 1907 statute and permitted only
those high-school districts to establish junior college
courses which had an assessed valuation of $3,000,000 or
2*
m ore* *
At this time the United States entered the w ar and
attendance in junior college w as tremendously lessened by
the draft* It was not until the Junior College Act of
1921 that the m ovem ent began to take on new life and im pe
tus* This law authorized the organization of junior college
1 * C, L * M cL ane, ”The Junior College, or U pw ard Extension
of the High School”, School Review X X I M ar, 1913, p*161-163
2* W , E * M organ, ”Junior College Developments in California”
Junior College Journal. N o v * 1930, p* 68*
5
districts* T o each junior college maintained in these dis
tricts there is paid an allotment of $2,000 per annum and an
attendance grant of $100 per student in average daily attend
ance; one condition being that no junior college district
shall receive any state allotment unless it has provided
during the preceding year an am ount for maintenance at least
equal to the am ount apportioned by the state* This en
actment required that the junior college district have an
assessed valuation of at least $10*000,000 and an average
daily attendance in high schools of at least four hundred*
In 1929 these requirements were raised to require an assess
ed valuation of at least $25,000,000 and an average daily
attendance in high school of at least one thousand pupils*
T he only exception to these requirements w as m ade to provide
that a county district might be formed if there were an
average daily attendance of at least five hundred in the
2
high schools of the county. *
The rapid growth of the junior college w as in the main
encouraged and fostered by the fact that the state university
w as becoming overcrowded, and the duplication of this uni
versity would be a costly affair* M ore and m ore students
were seeking a college education, and the state university
w as casting about for a satisfactory method of meeting this
increasing dem and for higher education, ka a partial solu-
1* L * V . Koos, T he Junior College M ovem ent p* 459*
2* W * E, M organ, t f Junior College Developments in Californian
p* 69*
6
tion of this problem a special committee recom m ended the
development of the normal schools into teachers colleges with
power to grant degrees, and these further recommendations
made:
1# n T he development at first of a junior college in
connection with each normal school covering lower division
work m uch as at the State University,u
2, * * T h e segregation of lower division work at the
State University into a junior coliege*w
3, M T h e development in connection with the high schools
of a series of supplemental junior colleges, at a number
of well-located points in this state; these also to give
lower division work,1 1
In num ber of institutions our state leads all of the
others with a record of som e 37 public, and at least 13
private junior colleges. T he sam e leadership is indicated
if the comparison is m ade on the basis of enrollment. Al
most one-fourth of the total enrollment for the nation is to
Q
be found in our public junior colleges, •
Prof, Eells of Stanford has ventured a prospective annual
increase of high school graduates until for the year 1940
these young graduates will num ber between fifty and sixty
thousand. H e ventures the prophecy also that the junior
college must look forward to taking care of as m any as
1, * ’T he Junior College in California*1 , Calif, State Dept,
of Ed., Bulletin G 3, p, 13,
2, W , W , K em p , ”Junior Colleges in California*1 . Calif,
Quart, of Second, Education. Vol. 5, Jan, 1930, p, 188.
7
35,000 or m ore per year; thus the junior college problem
looms as one of the big problems for state and local school
administrators during the next decade* T he problem will be
a m any sided one "involving the question of administrative
organization, of housing units, and articulation of junior
college with lower and higher levels of education together
with provision of adequate curricula for such an array of
students*"
"Shall the institution be distinct from the present
high school to the extent of having its independent plant
or shall it be closely articulated with the high school?" 2 #
Recent legislation has given a lot of impetus to the organ
ization of junior college districts, and in carrying out of
the law one notes a tendency to provide for the junior
college an independent existence on an independent cam pus*
In the m ind of a num ber of high, school principals, on the
other hand, the separation of the junior college has already
emphasized the need of a m uch closer relationship between
the junior college and the high school than has yet been
developed* *
T he specific purposes of the junior college have been
analysized by m eans of tw o separate investigations — the
1 * W . C * Eells, "Trends in Junior College Enrollment in
California", Calif« Quart, of Second, Ed* Vol. 4, A pr*
1929, p. 61.
2 * Ibid, p* 63.
3* W . C. Eells, "The Junior College M ovem ent Again",
School and Society. Vol. 31, M a y 1930, p* 599.
1 2
first by Professor Koos; * the second by Professor W hitney*
T he tw o studies include a long lis t of special purposes, m any
of which are of negligible value but both show emphasis along
the following specific purposes:
(1) T he offering of tw o years of work acceptable to the
university.
(2) T he providing of occupational training of junior
college grade.
(3) T he completing of education for students not going
on.
(4) T he popularizing of higher education thru nearness
of opportunity for higher education at less cost to
parents.
(5) T he offering of work meeting local needs.
(6) Continuing of hom e influence during immaturity.
The percentage of frequency given these purposes in
public junior colleges is as follows:
W hitney K oos
(1) 19.7 95.7
(2) 24.2 52.2
(3) 22.7 21.7
(4) 75.5 65.2
(5) 9.9 17.4
(6) 45.4 17.4
1. L. V . Koos, "Guidance Practice in Junior Colleges1 1 ,
Calif. Quart, of Sec. Ed. Vol. 5, Oct. 1929, pp. 94-104.
2. F. L. Whitney, ”Present Status of the Junior College
M ovem ent”, High Sch. Teacher. Vol. 5, Dec. 1929,pp.335-337.
3. Ibid., p. 336.
4. L. V . Koos, "Guidance Practice in Junior College", p. 102.
9
Both of these investigations have been based upon the
frequency of purposes as stated in magazine articles, cata
logues and questionnaires*
Courses that are preparatory for senior college seem
to be fairly well organized* Junior colleges seem to be
successfully realizing their ambition, the first tw o years
of college work; but this is tw o years of college work of
the liberal arts type* K oos points out the adaptability
of the junior college as an institution to provide not only
the lower division work of the liberal arts college, but to
provide a num ber of pre-professional courses leading to the
higher curricula of schools of law, medicine, dentistry,
education, etc* His idea is that the lower division
requirements for such specialization are sufficiently uni
form to warrant their being m et by one curriculum* K oos
also adds the belief that the junior college can take up
the problem of serving the colleges of com m erce, agriculture,
and engineering almost equally well by adding certain
2
special courses to the liberal arts curriculum. * In this
particular the work of the junior college has not fared
so well, most of them having found that specific require
ments for the m ore technical colleges are in too great
detail* That the preparatory courses are popular with the
junior college students Is show n by the fact that 53$ of
1# Ibid*, p. 101*
2* Ibid*, p * 102*
10
the graduates in 246 junior colleges are continuing work in
higher institutions* T he record in m any of the California
junior colleges gives a m & c h higher percentage.
T he State Board of Education has indicated that cur
ricula of three types m ay he developed, namely:
1 * T he junior certificate course, intended primarily for
students w h o will continue in the upper division of the
university*
2* Courses intended for students w h o will not continue
their higher education farther, especially stressing
civic problems. This is often called the diploma course*
3. T he vocational course, intended to prepare students
for immediate participation in vocational pursuits* *
T he junior college evidences a growing consciousness
of the need for diploma courses of cultural content for
those not going on to the university* Apparently it has
not been difficult to organize diploma courses that have
been based largely upon the adaptation of the preparatory
courses by the addition of courses like those in music, art,
literature, etc* In the provision of occupational training
of junior college grade, there has been a failure to grasp
its importance* " D r* K e m p states that there has been a
trend aw ay from vocational courses for semi-professions*
1 * W . W , K em p , "Junior College in California” p, 190*
2* "Junior College in California", Calif* State D ept* of
Ed., Bulletin No. G 3, p. 15.
3. W , W . K em p , "Junior College in California" p. 191.
11
All too m any show no interest whatever in this type of work.1*
Occupational training courses are m ore difficult of organ
ization than are college preparatory. S om eone might raise
the defense that occupational courses are not sought after
by students. “But this would hardly seem to release the
institution of an unfulfilled obligation; in fact a failure
to take advantage of a great opportunity in the organization
of such work.” * T he earliest advocates of the junior
college were enthusiastic for this type of work. They re
peatedly pointed to the function as one to be stressed.
“T he junior college,” said D ean Lange in 1918, “will
function adequately only if its first concern is with those
w h o will go no farther, if it meets local needs efficient
ly, if it turns m any aw ay from the university into vocations
for which training has not hitherto been afforded by our
school system.” * U p to the present, few of the junior
colleges have realized in any;large w ay the dean*s vision,
although som e of them,- particularly Chaffee Junior College-
have started in this direction. * T he university frankly
admits that this work is outside its jurisdiction and
interest, for in the Junior College Bulletin it stated
that: ”N o attempt is m ade here to consider the problem faced
1. W . W . K em p , ”T he Junior College in California” p. 192.
2. Loc. cit.
3. A . P. Lange, T he Lange Book, p. 122.
4. ”T he Junior College in California”, Calif. State Dept,
of Ed., Bulletin G 3, p. 16.
12
by the junior colleges in the satisfaction of local needs
or the offering of vocational training• ”
Recognizing the necessity for caring m ore adequately
for the needs of these students w h o will terminate their
higher education in the junior college, the Division of City
Secondary Schools issued a bulletin in 1928 suggesting
2
standards and content for junior college terminal courses#
W e are hearing and reading so m uch about junior college
terminal courses at present, that I think it might be profit
able to spend a little time in discovering exactly what is
meant by this term# A terminal course consists of practical
w cj?k, instruction in technical subjects, and instruction
in social studies# It is one which m akes the individual
w h o successfully completes it socially efficient, an in telli
gent citizen and occupationally competent, in a non-pro-
3
fessional or semi-professional occupation#
Terminal courses are best suited to the needs of senior
high school and junior college students w h o are not planning
to enter higher institutions of learning# They are in
tended to do for those w h o enter the non-professional or
semi-professional fields what college preparatory and uni
versity courses are intended to do for those ^ho enter the
professional field# They are intended to effectively
1* Junior College Bulletin, University of Calif# A ug#1926#p.3#
2. Nicholas Ricciardl, Bulletin N o # C-6, State D ept# of E d#
1928#
3# Nicholas Ricciardi, ”T he N eed for Terminal Courses in
Junior College”, Calif# Quart# of Sec# Ed# 3:144, Oct#1928#
13
democratize education* Terminal courses in junior colleges
m ay be regarded as the concrete expression of the democrat-
izing of education beyond the four-year high school*
T he problem of guidance of students into suitable termi
nal courses is one which is linked with industry and w hose
solution requires a consideration of the following:
1* Skill
2* Technical knowledge
3* Social understanding
Occupational success, in the last analysis, depends upon
these three factors in varying degrees* *
T he level of each occupation determines how m uch skill,
how m uch technical knowledge, and how m uch understanding
shall be developed in the student to insure occupational
success*
T he manager of a large manufacturing plant w h o has a
very competent secretary, on being asked how m uch he paid
his secretary, is quoted as having said: nI pay him #1,000
a year for what he knows, and #2,000 a year m ore for what
he is*’ 1 * Here w e have an expression of the relative
importance of skill, technical knowledge, and social under
standing* T he manager in this instance definitely em pha
sizes the importance of social under standing* T he meaning
1 * Nicholas Hicciardi, 1 1 T he N eed for Terminal Courses in
Junior College1 1 , Calif♦ Quart* of Sec* Ed* 3:146, Oct*1928*
2. Ibid., p. 147.
3* Ibid., p* 147-148*
14
of skill, technical knowledge, and social understanding m ay
be defined as follows:
Skill m eans the actual doing of the w ork*
Technical knowledge m eans the information required to
develop the skill necessary to do satisfactory work in the
occupation for which training is given*
Social understanding is defined by Dr. Brewer of
Harvard as "hum an relationships or job wisdom ; those quali
ties of character which ordinarily go deeper than skill or
technical knowledge"*
T he terminal courses w e now have in effect consist of
practical instruction in technical subjects, and instruction
in social studies. T he practical work is the training
designed to give the individual the skill required for the
actual doing of the w ork* T he instruction in technical
subjects includes instruction in mathematics, science,
drawing, and other subjects intended to develop the skill
necessary to do satisfactory work in the occupations for
which training is given* T he third phase of terminal courses
provides for instruction in English, history, and other
social studies designed to m ake the individual an in telli
gent citizen and socially efficient- one w h o can appreciate
the value of hum an relationships and those qualities of
character which ordinarily go deeper than skill or technical
1. Nicholas Ricciardi, "The N eed for Terminal Courses in
Junior College", Calif. Quart, of Sec. Ed. 3:150*
Oct. 1928*
15
knowledge*
lhe problem of providing for students w h o will terminate
their higher education in junior college constitutes one of
the major phases of the entire junior college problem in
California#
W e cannot consider here all of the aspects of this prob
lem of terminal courses# T he particular problem of this the
sis, however, namely that of English courses, can only be
adequately approached by bearing in m ind this larger problem
of the principles underlying terminal courses in general#
W e have, in other words, to consider what such terminal
courses are designed to do, and then to ask whether the
English courses specifically, as w e find them, are doing it#
1# Nicholas Hicciardi, Division of City Sec# Schools,
State Dept* of Education, p# 15#
16
C H A P T E R IX.
T H E P R O B L E M
I. T O F IN D T H E H U M B E R A N D V A R IE T Y O F E N G L IS H
C O U R S E S O F F E R E D IN T H E JU N IO R C O L L E G E S O F
S O U T H E R N C A L IF O R N IA .
T he subject of English admits a wide variety of rich,
interesting and valuable courses. It is one of the oldest
subjects in our curriculum, and one in which experimentation
and conjecture have almost reached a point of saturation*
T he universities and high schools have evolved rather defin
ite and set notions with regard to courses of study in the
fields of both English literature and English composition*
Universities and colleges have set up m any requirements
which have necessitated a compliance on the part of the
high schools* In m any instances English has com e to be a
cut and dried subject, with the dominant purpose of prepar
ing the student for the university* This preparatory trend
that English has taken in the high school is a worthy and
essential one, but it is an erroneous assumption that it is
the only or the most important one*
It has been impressed upon m e, during past experience
of teaching English in high school, that we, as educators,
were not meeting the needs of all the students w h o were re
quired to take at least three years of English* T he fact
that high schools were not giving sufficient am ount of time '
to practical courses, to terminal courses,"if you will, and
to courses fitting one for life incited m y curiosity to
17
find out whether the junior colleges were attempting m uch
along this line* W ith this idea in mind, m y first problem
presented itself: namely, that of finding the num ber and
variety of English courses offered by the junior colleges
of Southern California. T he study would have to be limited
to this section by reason of the fact that information w as
to be secured by personal interviews*
II. T O D E T E R M IN E T H E K IN D O P C O U R S E - G O L IE G E
P R E P A R A T O R Y (C E R T IF IC A T E ) O R T E R M IN A L .
T he problem of acquiring knowledge and data about
the basis of organization of each English course loom ed up
next* I wished to know the kind of courses offered- whether
they were terminal, college preparatory (certificate), or
a little of both* This, in reality, w as m y main problem,
for I desired to find out how well the junior colleges were
meeting the needs, In the field of English, of the students
w h o were terminating their work in the junior college*
T he subject of English is one which lends itself
readily to a preparation for social understanding, for
knowledge of hum an nature and for sensible use of leisure
time. T he infinite variety of subject matter and practical,
every day material that is adaptable to use in English
courses in junior college should m ake this field one of the
fullest, richest, and most inspirational sources of knowl
edge and guidance to the student* Are the junior colleges
in Southern California taking full advantage of an opportun
18
ity to develop a new, broader and m ore practical curriculum;
or are they following the path of least re si stance and offer
ing courses similar to those of the secondary school and
university?
T he universities and high schools have evolved som e
excellent courses of study in English, but it is not impera
tive that the Junior college adopt m any of these "in toto1 1 *
T he junior college has the unusual and not-to-be slighted
opportunity of forming and developing courses of study that
will meet the needs of this new and changing civilization
which is becoming so complex* If in som e manner the junior
colleges can guide the uncertain and all-at-sea high school
graduates, w h o are at present in the majority, into definite
fields of occupation and leisure they will m ore than justify
their existence* After som e twenty years of existence,
what new, vital, and understanding courses that will meet
the needs of the present generation, are the junior colleges
offering in English literature and composition? This question
is a pertinent and paramount one in m y estimation, - the
solution of which is part of m y problem*
III. T O IN Q U IR E IN T O T H E A IM S O P T H E
C O U R S E S O F F E R E D IN E N G L IS H *
Courses that are well planned and effective have defi
nite aims and strive to accomplish a certain goal* Without
such aims, English courses, as well as others, are likely to
19
flounder and find themselves lodged on the rocks of indefi
niteness or in a sea of inefficiency# T he Junior college has
the rich experience of past educational effort and experiment
ation from which to draw# This advantage should save it from
m any pitfalls and snares that otherwise would com e its w ay#
Institutions boasting of Junior college rank should have
attempted by this time to set up definite aims and objectives
for each course of study# Such alms should be of exceedingly
great value and Inspiration to new Junior colleges that are
forming from time to time# With this point of view as a
background, it appeared to m e that the gathering of inform
ation with regard to the aims and goal of English courses
in Junior college would be well worth while#
IV. T O O B T A IN T H E T E X T B O O K S U S E D IN
T H E D IF F E R E N T C O U R S E S .
M an y times the aims and methods of procedure of certain
courses of study are closely linked with the textbooks used#
This Is especially true in the realm of higher education
where the teacher Is free to choose the texts he desires#
M ost Junior college teachers are permitted great freedom In
selecting textbooks they favor. At the present time there
is a wealth of book material from which to choose for use
In English courses; in fact, there is so m uch that the teacher
is often at sea to know which is the best. A knowledge of
the various texts used by the different Junior colleges in
20
their English courses should be an aid in helping teachers
to m ake a wise selection for their o w n courses*
It is not m y object to g o Into the good and bad points
of the varied textbooks used by the English departments of
junior colleges, but to set dow n the text used as a basis
for future reference and Investigation* S o the fourth
phase of m y problem revolves itself around the acquisition
of the textbooks used in the different cotarses of English
offered in the junior colleges*
V . T O S E C U R E IN F O R M A T IO N R E G A R D IN G T H E L IB R A R Y
M A T E R IA L A V A IL A B L E F O R U S E B Y T H E E N G L IS H
D E P A R T M E N T .
T he study of English is directly connected with the
use of books, magazines, periodicals and libraries* T he
gaining of a thorough or even superficial knowledge of lite r
ature is greatly hampered by poor library facilities. M a n y
a college and university has received wide acclaim and
enthusiastic approval because of the scope and wealth of its
library material* Comprehensive research meets with a tre
m endous set back w hen library facilities are inadequate*
It is not essential that the junior colleges have
libraries as adequate and extensive as those found in large
colleges and universities, but it is Imperative that they
boast of libraries larger and better equipped than are con
tained in the average high school* If the junior college
expects to lead the high school graduate into a fuller,
nobler and m ore comprehensive understanding of life, i t must
21
direct the path of its students into the "best that has been
thought and said in the world’ 1 • T o accomplish this a library
filled with the best books in every field, and the best and
most representative periodicals, is of paramount importance*
However, the junior college library as a whole is not
part of m y problem; for I wished, primarily, to find out
the am ount of library material available for use in English
courses in each junior college*
C H A P T E R III.
S O U R C E S A N D M E T H O D S O P P R O C U R IN G D A T A
22
I. Q U E S T IO N N A IR E M E T H O D .
After thus delimiting,: the subject of this thesis, the
next problem is that of securing the necessary data for
such a study. I thought first of the questionnaire method,
because I was familiar with it as a result of the m any
questionnaires I had received during m y teaching experience.
This method would, of course, take the least time. Questions
concerning the data desired could be organized easily and
mimeographed copies could be m ade with little expense.
After sending them to English department heads of the various
colleges there would be nothing m ore to do but sit back and
await information* Unfortunately for the simplicity of this
scheme, one vital difficulty arises; namely: W ould the
questionnaire be answered?
M y o w n attitude toward questionnaires in the past had
doubtless been typical. W h en one arrived I usually felt
sympathetic toward the student and desired to help him.
However, I would feel I did not have the time to devote to
answering it at the m om ent. I would carefully put it aw ay
in a drawer with the best intentions of attending to it
at an early date. Perhaps tw o or three months later, while
searching for something in the sam e drawer, I would again
co m e upon the questionnaire. I would suffer a few pangs
23
of remorse and then, deciding it w as too late to assist the
student, would throw the questionnaire in the waste basket.
U pon inquiry I found the questionnaire had once been
perhaps a reliable method, at least within its limits. H o w ,
however, with so m any theses being written by the question
naire method, I found that responses are fewer and farther
between, and that an inquirer w as fortunate to receive
again forty or fifty per cent of his questionnaires. This
last fact m ade m e discard the above method. A s m y study
w as to be limited to Southern California junior colleges,
it would not be sufficient certainly to receive answers
from only forty or fifty per cent of them *
II. P E R S O N A L IN T E R V IE W M E T H O D .
If the questionnaire could not be depended upon, what
method could be used with the m in u m u m num ber of failures?
W ould personal interview be effective? U pon revolving
adverse arguments in m y mind, none seemed of sufficient
importance to discard this method. Therefore, it was de
cided that, as far as possible, I would obtain m y data by
personal interview. A lis t of junior colleges w as m ade,
with reference to their geographical location. If the
colleges were located closely enough together, tw o or three
interviews could be m ade in a day.
T he personal Interview method proved a very effective
one, especially after I found the most efficient w ay of
using it. I realize that, generally, i t is best to m ake an
24
appointment for an interview before trying to see a teacher*
However, as the schools are in outlying districts and .w ould
necessitate long distance calls or m uch letter writing, I
m ade m y visits intending to spend so m e time waiting for an
opportune m om ent for the interviews*
At m y first junior colleges, I usually proceeded in the
following way: I would first see the head of the English
department, explain m y mission to him, and secure as m uch
data as possible concerning courses, textbooks, library
facilities, and aim s* In a num ber of cases, the head was
able to give m e this data for all English classes* At other
places, he preferred to tell m e of his o w n special courses
only, and then refer m e to the other m em bers of his depart
m ent* Interviews with each m em ber of the department usually
secured m e richer and m ore interesting material*
After a few interviews, I found It w as best to first
secure a catalogue of English courses before beginning m y
interviews, as sometimes the professors would overlook
entirely one or m ore English courses that were included In
the curriculum* A rather amusing but fatiguing incident
happened at one junior college, before I had learned to ask
for the catalogue first* U pon arriving at the school I
had gone to the office of the department head, only to find
that he had already gone hom e for lunch and would probably
not return for tw o or m ore hours* I found, however, in
his office a very obliging lady teacher, w h o agreed to give
2b
m e the information I desired. She nam ed over her o w n par
ticular specialties first, giving m e full information con
cerning each. She then nam ed two or three other English
courses taught in the school, giving adequate details concern
ing them. Although the school w as one of the smaller ones
X was surprised that no m ore English courses were offered,
but she assured m e that she had given m e all of them. I,
therefore, left her and went to the librarian to find out
about library facilities. Believing I had secured all
possible data, I was ready to depart for hom e w hen I happened
to notice a Journalism course mentioned. I inquired and
found that tw o Journalism courses were taught in the school
and were classified under the English department. U pon
that discovery I began to nam e other possible English courses
and found that Public Speaking and Dramatics were also a
part of their curriculum. Therefore, m y interviewing had
to begin all over again, and by the time I departed from
that particular school there was little time left for m e to
visit another Junior college that day. A s I mentioned
above, this difficulty w as overcome, subsequently, by
securing a catalogue from the business office w hen I first
entered the school. I could thus check off the English
courses for myself as interviews proceeded.
Data were not always secured, however, with personal
contact with m em bers of the English department. In so m e
26
instances, English teachers having only one or tw o classes
had retired from school for the day. In these; cases, I had
to do m uch inquiring to find som eone w h o could give m e the
required information, Sometimes the registrar had a lis t of
textbooks used in each class. In a few schools a counselor
had detailed information, not only concerning courses and
texts, but aims and purposes of each course and teacher,
I must mention here that no matter from w h o m I received
m y Information, I usually found everyone perfectly willing
and even anxious to help m e secure m y necessary data. O n e
instance I particularly recall, w as a head of a department
w h o spent over three hours with m e, helping m e to locate
detailed Information, H e even escorted m e to the library
and helped m e count the books there that were used in various
English classes.
T he librarian, in most other cases, w as m y source of
data concerning supplementary reading and other library
facilities. Here, I experienced so m e difficulties# M an y
times the junior college books were included in with the
high school books. T he librarian might know how m any books
she had that were used by English teachers, but she did not
know if they were used for high school or junior college
courses. In som e cases, the librarian seem ed to have no idea
of what or how extensive the material w as for English uses.
However, most of them were perfectly willing for m e to m ake
use of their catalogues and shelf lists in determining this
27
for myself. In one case, the librarian w as not only sure
that she had no idea of how m any English books were to be
found in her library, but she w as also sure that I could not
possibly find out anything by consulting shelves, book lists,
or catalogues. For that school, therefore, I can offer very
little information concerning library facilities. However,
as in the case of the teachers and counsellors, I usually
found the librarians very helpful in offering their assist
ance. A t one junior college, the librarian had just finish
ed making a survey of the num ber and variety of library
books used by the teachers of her school. O f course, she
had included the English teachers in her survey, and the
information that w as usually tediously acquired w as at ra y
finger tips in less than three minutes after I had inquired
for it.
III. P U B L IS H E D S O U R C E S .
O n e other source of data has been used in this study,
that of published books and magazine articles. T he data
furnished in this way, however, are broader and less de
tailed in points. A num ber of articles have been found,
written by the president or counsellor of these various
junior colleges. They have often outlined in a perspective
manner the general aims and purposes of the courses in
their institutions. O f course these apply to English as
well as the rest of the curriculum, and are therefore used
in a general w ay as a source of data for this study.
28
C H A P T E R IV.
T H E - R E S U L T S
I. U N IV E R S IT Y O F C A L IF O R N IA A T IC S A N G E L E S
In the course of m y interviews I found that a num ber
of junior colleges were closely following the course in
Freshman composition given at the University of California
at Los Angeles* In several junior colleges they had bodily
incorporated, title and all, the work given in English I-A
and I-B, which titles designate the yearfs work in Freshman
Composition given at the University of California* For
this reason it seem ed wise and essential that I secure
information regarding these university courses; therefore,
I shall briefly set dow n the salient features of English I-A
and I-B.
E N G L IS H I-A.
A IM S O F T H E C O U R S E ; ’ ’T he fundamental purpose of the
first yearfs work in English is to enable the student to
think clearly and to present his ideas naturally and effect
ively* T o this end the course in English I-A is directed
primarily to (1) a mastery of technical correctness, and
(2) a fundamental training in the organization of material.”1*
R E Q U IR E D T E X T B O O K S :
Woolley: Handbook of Composition
Rankin, Thorpe, and Solve: College Composition
1* University of California Syllabus - English I-A 1930-31*
29
T H E M E S : All themes are prepared according to the direct
ions in Woolley, Sections 165-187# Every them e is endorsed
on the outside with the title of the theme, the num ber of
the theme, the student's nam e, the instructor's nam e, the
number of the section in which the student is enrolled, and
the date#
All themes are expected promptly on the day they are
due# Absence from class and pressure of other work are not
considered reasons for excusing tardy themes# If, however,
a student is prevented from handing in a them e on the day
it is due, he endorses it Late, and adds the excuse, if there
is an excuse# T he grade of a late them e is lowered at least
one grade point#
T he following themes are required during the semester:
A n impromptu them e of 500 words#
T hem es of tw o and three paragraphs for d rill
in transition#
T w o 500 word themes with sentence outlines#
O n e 1500 word them e on a reference subject with
notes and bibliography#
A n 800 word them e with sentence outline, not
on a reference subject#
(A book report on outside reading is suggested)
T w o 500 word themes (one impromptu).
O U T S ID E H E A D IN G : A selected lis t of books for outside
reading is provided, and assignments from this list to in
clude three books will be m ade by individual instructors#
30
E N G L IS H I-B.
A IM S O F T H E C O U R S E : 1 1 T he course in English I-B is di
rected to (1 ) analysis of thought processes through the
making of outlines and summaries, and (2 ) study and practice
in securing interest and variety in expository writing. ’1
R E Q U IR E D T E X T B O O K S :
Woolley, Handbook of Composition.
Rankin, Thorpe, and Solve, College Composition.
Taylor, Essays of the Past and Present.
A novel to be selected by the instructor.
Foerster, Outlines. (Optional textbook)
P R O G R A M
First Period - During this period the emphasis is
placed upon formal outlines. T h e student is required to
hand In so m e three thousand words of theme and outline work
based on a study of:
Is Progress a Delusion? - Will Durant.
O n A Certain Condescension in Americans -
A gne s Repplier•
Outside reading during this period is chosen from the
following contemporary magazines:
Atlantic Monthly
Century
Harperfs Monthly M agazine
Scribner * s
1. Syllabus - English I-B, 1930-1931.
31
Yale Review
London Mercury
Second Period - During this period the emphasis is
placed upon making summaries# A careful study of the follow
ing essays is m ade:
Holiday - John Galsworthy
T he M ind of the Undergraduate - G eo* P * Baker
Joan of Arc - D e Quincey
Third Period - A 2000 word essay with sentence outline
is required# During this period the problem of interest and
variety will be studied* T w o thousand words of written w ork
in literary criticism and character analysis is assigned«by
the instructor in connection with the class discussion of
one of the following novels:
T he Ordeal of Richard Peverel - Meredith
T he Return of the Native - Hardy
Pride and Prejudice - Austen
Fraraley Parsonage - Trollope
R om ola - Eliot
For their second year work in English som e of the
junior colleges have incorporated m uch of the material found
in the English literature courses, 56C , 56D , and 56E, given
bythe University of California; so I shall briefly describe
the content of these courses#
The aim of the above mentioned courses is to familiarize
students with:
32
1. T he main outlines of the history of English literature,
and the movem ents of thought which they represent.
2# T he most significant masterpieces of English literature.
3. T he most important forms in which English literature
has been embodied (such as the Anglo-Saxon alliterative
verse, the ballad measure, blank verse, the sonnet, the
ode, the heroic couplet).
At least one long paper is required during the semester.
This paper is to be documented with footnotes and biblio
graphy. All written work is judged not only on the basis of
content, but also on the basis of accuracy and correctness.
The texts used in these courses are:
Leider, Lovett and Hoot: British Poetry and Prose.
Leider, Lovett and Root: British D ram a.
M o o d y and Lovett: History of English Literature.
In the following pages the junior colleges of Southern
California will be discussed in the order of their founding,
II. F U L L E R T O N JU N IO R C O L L E G E
1913
E N G L IS H I-A A N D I-B.
---------------------------------------- i /
These freshmen courses compromise a yearfs work in
English; the first semester being devoted mainly to com po
sition, while the semester stresses literature. English I-A,
the composition section, aims (1) to develop ability and ease
33
in writing various types of discourse- chiefly exposition, -
and (2 ) to prepare for further courses in junior and senior
college* It parallels, to a certain extent, the English I-A
course of the University of California*
W eekly compositions are required, also definite written
criticism of the books read each w eek* A n unusual am ount
of outside reading is done in this course, for the yearfs
work requires book reports on about twenty-eight novels,
fourteen biographies, eight travel, and seven plays* A
good share of this herculean task Is accomplished during
the first semester* Little or no grammatical work is taken
up by this junior college English department*
T he text used is by M ary Ellen Chase - Constructive
T h em e Writing*
English I-B is concerned primarily with literature,
although one long term paper and numerous short ones on
critical subjects are required* Again w e find that this
course follows the literature courses offered by the Uni
versity of California* It aims to acquaint the student with
the outstanding m ovem ents and masters in English literature.
T he outside reading work is continued from the first semes
ter.
T he following texts are used as an integral part of
the course:
Henry IV Part I
Hamlet
Bacon*s Essays
34
Swift1 s Gulliver * s TraveIs
Browning's Plays and P oem s
T he library facilities directly applicable for use in
this course are good, though not outstanding. There are
fourteen works available on Shakespeare, four on Hamlet,
twelve on Bacon and his essays, five on Swift, twelve on
Browning, as well as a complete series of "Warner's Glassies"
and "Columbia University Course in Literature".
E N G L IS H 56 A A N D B.
This tw o semester course in the survey of English lite r
ature is very similar to the University of California course
from which it derives its name. English 56 attempts to give
the student a critical appreciation of the technique of
literary forms, and a chronological grasp of the development
of English literature. A s texts w e find (1) "English Liter
ature in Fact and Story", by George Reynolds, and (2)
"British Poetry and Prose" by Leider, Lovett, and Root.
T he library contains the following material for use in
this courses
1. Novels by Bennett, A., Bronte, C., Bronte, E.,
Butler, S., Conrad, Pickens, Hardy, Kingsley,
Kipling, Meredith, M oore, Geo., Scott, Stevenson,
Trollope, and Wells.
2. D ram a - approximately 6 authors.
3. Verse ” 4 1 1
4. Essays " 7 1 ?
35
T he University of California Supplementary Reading List
is used for collateral w ork*
B IO G R A P H Y C O U R S E .
This course is given for one semester and aims at a
survey of the lives of famous people* N o texts are used,
but the library offers 75 books of biography which are used
for both class and collateral w ork* N um erous, oral and writ
ten reports are an essential part of the procedure in this
course* Periodicals, as well as biographical studies, add
to the effectiveness of this course - “T he B ookm an1 1 , “T he
Midland”, and the “English Journal” are of important value*
JO U R N A L IS M ,
A one year course which aims to prepare the student
for practical newspaper work. This is a foundation course
and does not attempt to go into the actual work of reporting
and editing* It Is formed primarily for students w h o did
not take journalism in high school, and w h o wish to get a
taste of this kind of work in view of taking it up as a
vocation*
In the first semester “N ew s Reporting” by Carl Warren,
and “Practical Exercises in N ew s Writing and Editing” by
Miller, are used as texts* T he latter Is also used in the
second semester, with the addition of “Editing the DayT s
N ew s” by Bastion* There are som e 25 or 30 books bearing
directly on journalism that are accessible in the library*
36
R E P O R T IN G (1 semester - Prerequisite for Editorial Practice)
A practical course w hose program centers in the report
ing of news items around school and tow n* Its chief aims
are to gather news for the school paper, and to prepare the
student for practical newspaper work after junior college*
E D IT O R IA L P R A C T IO E (1 semester)
T he editing of the school paper is the essential feat
ure of this practical course* T he class also edits the
daily edition of the town paper for one day* T he object
of this course is to prepare for editing on a newspaper staff
after junior college.
P U B L IC S P E A K IN G
A one semester course designed to teach voice and
diction, and the art of oral expression in co m m o n types of
speech that the ordinary person uses* It is taken primarily
for senior college credit.
"Elements of Speech" by 0*Neill and W eaver, and "M odern
short Speeches" by 0fNeill, are the textbooks used* T he
library contains the "M odern Eloquence series", which are
used frequently as collateral*
C O M M E R C IA L P U B L IC S P E A K IN G (1 semester)
This course differs from the previous one in that it
is of a m ore practical nature. It is a terminal course,
and is devised mainly for students seeking the diploma* It
endeavors to prepare for occupations in every day life after
37
junior college; i.e ., salesmen, preachers, public speakers,
etc. During this course each student is required to work out
a project; namely, a thorough study or survey of som e chosen
industry or vocation to be presented in the form of an ex
pository address. In conjunction with this, a study of ”T he
Elements of Speech” by O fNeill and W eaver is made.
T E C H N IQ U E IN A C T IN G (1 year)
T he main object of this course Is to in still in the
student an appreciation of good drama and a cultural interest
which will extend beyond junior college; it also strives to
inculcate the ability to express oneself before others. T he
following three projects are required of the student taking
this course:
1. A comprehensive study of a great actor or actress,
material to be collected and prepared in the form of
a paper. T he paper must be typed, bound and illus
trated if possible, and a copy left in the files of the
D ram a Department.
2. Each student must direct or stage a one-act play
either in the class or for public production.
3* Each student must play at least one lead and one
minor role in a one-act play.
D olm an*s ”art of Flay Production” and Tucker fs ”One-Act
Plays for study and Production” are used as texts. T he
library is rather well equipped in this field as it contains
about 132 plays.
38
In the main, the English courses offered by Fullerton
Junior College are designed primarily for students taking
the certificate course* T he administrators state that this
policy is followed by reason of the fact that a large majority
of the students intend to go on to the university* Terminal
courses in English which do not lead to certification are
not in sufficient dem and to warrant the formation of such;
so college preparatory work is given preeminence.
A t present the junior college library facilities at
Fullerton are poor and inadequate- only about two hundred
volumes are directly available for use in English* However,
the need is being gradually remedied*
III. S A N T A A N A JU N IO R C O L L E G E
Organized 1915
Santa A na Junior College opened in 1915 with twenty-
five students; now it boasts of over eight hundred* There
are excellent orientation courses and curricula for the
student w h o will finish his education in junior college*
Although located on the sam e cam pus as the senior high
school, its work has been segregated as m uch as possible*
T he Junior College English Department under the able
leadership of T hom as H . Glenn, offers a comprehensive and
well varied program in the field of English* T he programs
of the courses of study, together with the aims both general
and specific, have been written dow n and compiled in admir
able form by M r. Glenn* Although m uch of their work is
39
college preparatory, the English department of Santa A na
Junior College, nevertheless, strives to inject som e orient
ation and terminal work into their curriculum*
examination in subject a,
All entrants to Santa A na Junior College are required
to take an examination in English Composition. This examin
ation, called Subject A , consists of a 500 word paper written
in tw o hours upon one of a num ber of assigned topics* All
students w h o pass this examination m ay register for English
I-A * Those w h o do not pass must register for English X .
E N G L IS H X .
This course aims to prepare the student for further
college courses, and to secure correct habits in speaking
and writing. T he "Century Collegiate Handbook” is used as
a text in this course which includes an extensive study of
grammar, sentence-structure, and punctuation; and abundant
practice in writing*
E N G L IS H I-A.
This course is closely linked with English X , and dup
licates so m e of its work. It also aims to do practically
the sam e thing, with the addition of a study of models in
prose literature and extensive reading of English essays*
ii three hundred word composition is required each w eek*
T he textbook is Slater fs "Freshman Rhetoric1 1 *
40
E N G L IS H I-B,
Both English I-A and I-B are comparable to the courses
of the sam e nam e given at the University of California* This
course is primarily a literature course, although it in
corporates a continuation of the practice in written com po
sition already begun in English I-A * It is also planned as
an introduction to the study of literature adapted to stu
dents w h o will go no further and to those w h o require prepara
tion for upper division courses in literature* A n average
of three hundred words each week, principally description,
narration, and criticism of literature, Is required*
T he following texts are used as part of the class work:
1 * Slater - Freshman Rhetoric
2* Schweikert - French Short Stories
3* Seltzer - Best Russian Short Stories
4* R am sey - American Short Stories
5 * Hardy - T he Return of the Native
6 * Shakespeare - f f Hamlet’1
7. n "Henry IV” Part I*
8 * G ay - T he College Book of Verse
Thus it is found that this course attempts to acquaint
the student in a broad w ay with the short story, the novel,
drama, and poetry*
B U S IN E S S E N G L IS H (2 semesters)
A coordinated course meeting the college requirements
and adapted to the needs of the business m an * It aims to
41
develop a clear and forceful expression of thought in written
and oral form, and to prepare for needs in a business field
after junior college.
S H A K E S P E A R IA N C O M E D Y . H IS T O R Y A N D C O M E D Y (2 semesters)
She course is designed to acquaint the student with
various types of Shakespeare1 s plays. It endeavors to lead
to further enjoyment of Shakespeare In leisure hours. A ny
complete text of Shakespeare1 s works m ay he used.
M O D E R N P O E T R Y (1 semester)
A study of the influences and m ovem ents of the Victorian
Era that account for the ”N e w Poetry”. A thorough study of
Louis Untermeyer1 s ”M odern British and American Poetry”
(College edition) is m ade* There are som e 250 books in the
library available for use in this course.
M O D E R N D R A M A (1 semester)
T he representative plays of present-day dramatists are
studied. T he course aims to develop in the student a taste
for good plays, and to insure later avocational enjoyment.
Students are required to read tw o or three plays of seventeen
representative present-day dramatists. T he library contains
150 volumes of plays.
M O D E R N N O V E L (1 semester)
This course sets up as its aim the developing of a
taste for good literature and the building of high ideals of
thought, emotion, and conduct. T he course limits itself to
42
the reading of the modern novel in England and United States*
In this field the library offers am ple collateral facilities
as it contains about one thousand novels*
M O D E R N S H O R T S T O R Y
This is primarily a reading course, but uses a text
by Johnson, C ow an, and Peacock - ”T he Study and Appreciation
of the Short Story”• T he course endeavors to implant (1) a
wider knowledge of good m odern short stories, (2) a m ore
discriminating taste, and (3) a knowledge of structure to
increase appreciation and help those w h o wish to write short
stories* For use In this course the library offers so m e
forty different books of short stories*
J O U R N A L IS M 50 A A N D 50 B (2 semesters)
A practical as well as theoretical course, for the
students do laboratory, work on the school paper, the w D ont!,
and gain experience writing for the Santa A na daily papers*
E N G L IS H 56 A A N D 56 B (2 semesters)
This Is a second year course and Is almost identical
with the survey course of English literature given at
University of California* T he sam e texts are used, and
practically the sam e fields covered* This course claimed
one aim which seem ed to be different; i.e ., the enrichment
of personality by vicarious experience.
43
P U B L IC S P E A K IN G
Five courses are offered in this department: namely,
Public Speaking 1-A and 1-B, Principles of Argumentation
5-A and 5-B, Play Production 10-A and 10-B, and Art of
A c t ing 130 - A and 130 -B .
C R E A T IV E W R IT IN G
This is a course of unusual merit, and one of the
finest of its kind in Southern California. It endeavors
to provide opportunity for self-expression and to prepare
for actual short story publication* In connection with this
course a most worthy and laudable project is being carried
on; this consists in the publication of a magazine called
1 f T he Tavern Post”. Although contributions com e largely from
the class in Creative Writing, articles by m em bers of other
classes are accepted and encouraged. T he actual public
ation of this quarterly magazine is carried on by the
! lTavern Tattlers’ 1 , an honorary literary club in Santa A na
Junior College. 1 1 T he Tavern Post1 1 usually contains so m e
sixty or seventy pages and offers brief articles, poems,
essays, and short stories - it is most appropriately bound
and illustrated. This is a piece of work of which any
junior college or even university should be justly proud.
L IB R A R Y FA C ILITIES
T h e Junior College and High School use the sam e library
which is very extensive and up-to-date. There are so m e
3,000 books on literature - novels, poetry, drama, short
J 44
story essays, texts, etc.- which are preeminently for junior
college use# T he following periodicals are subscribed to
for vise by the English department:
1# T he English Journal
2# T he Saturday Review of Literature
3# M agazine W orld
4# Theater Art M onthly
5* D ram a
6 * Poetry M agazine
T he English department of Santa A na Junior College
boasts of twenty courses, of which -five are distinctly
terminal and four or five others attempt to partially meet
the needs of the student w h o is not continuing his education*
O n the whole it is one of the finest, most progressive, and
up-to-date junior colleges in Southern California*
IV. C IT R U S JU N IO R C O L L E G E
Established 1915
M r* F. S. Hayden, the head of Citrus Junior College,
is very definitely in favor of organizing the curriculum of
the small junior college along lines which will most ade
quately meet the needs of the terminal student.. H e contends
that there has been a tendency for the junior colleges to
depart along the line of tw o different tangents? som e taking
one path; som e taking the other* O n e is the tendency to
ape the university: to offer identical courses even using
45
the sam e catalogue numbers; to establish laboratories and
libraries as extensive as m any smaller colleges and uni
versities have built up for their upper division* T he other
tangent goes in the opposite extreme and looks upon the
junior college as a trade school, an outlet wholly for
vocational training* M r* Hayden would have the junior col
lege give general training for life ’s vocations, but not
training in specific skills* H e believes that what the
students, w h o are planning on occupations, need is a sane
philosophy of life, a knowledge of how to use leisure time,
right attitudes and habits, ability to orient themselves to
new situations*
W here shall w e place the emphasis in the small junior
college? M r* Hayden desires to strengthen the part of the
curriculum that has social value* T o this end he would
minimize foreign languages and technical mathematics, and
emphasize the social sciences* H e would humanize the
sciences, inspir&tionalize English literature, and m ake
English composition and public speaking a m edium for the
expression of clear logical thinking*
uT o this end boys and girls should be taught, and not
subjects; emphasis should be placed on life values in our
curriculum, and teachers of vision and inspiration should
be sought for*” 2 *
1 * F* S * Hayden, ’ ’ Emphasis in the Small Junior College”*
Junior College Journal. N ov* 1930, p* 90-91*
2* Ibid., p* 93*
46
In the small junior college M r* Hayden would teach
students to work with their hands as well as their minds,
hut would not attempt to train for highly technical skills •
H e would give them, preferably, ability to work with their
fellowmen and to adjust themselves to new situations*
A t Citrus Junior College they have tried to follow
this plan in so far as university requirements will permit*
In courses of strictly diploma type, the junior college, of
course, has great freedom in developing or modifying subject
content* T he majority of students at Citrus, however, shy
clear of a course that will not count for college entrance*
In the English courses at Citrus Junior College an
attempt is being m ade to place the emphasis on practical
values* In the composition and public speaking classes the
students are trained to think logically and to express them
selves in clear forceful English* T he second-year composi
tion students carry on, as a project in connection with
their work, the m anagem ent and publication of the college
paper, ”Citric Acid”• English 56 A and B , which is elective,
gives the students opportunity to read, discuss, and appre
ciate the best of our literature* In public speaking prac
tically all the students take part in actual programs and
debates*
Only a m inim um num ber of courses, covering the bare
essentials, are offered in English by Citrus Junior College.
T he English courses total four in number, while the C om m erce
47
department boasts of fourteen.
S U B JE C T A . ’
Required of all students w h o have not passed the
entrance examination in the form of an expository theme.
T he "Century Handbook of Writing” by Greever and Jones is
studied* T he course is given with the object of improving
the studentf s mechanics of composition.
E N G L IS H I-A A N D I-B. (2 semesters)
A combination course, of composition and literary
models. T he first semester devotes attention to clear
exposition, vocabulary building, and the study of Woolley*s
Collegiate Handbook, tw o periods a week, and the reading
and appreciation of good prose essays, the other period.
Essays in Harper*s, Scribner *s, and the Forum are used ex
tensively in collateral reading. Feckham *s "Creative Prose
Writing” and W arner*s ”Essays Past and Present” are used
as additional texts. A m inim um of five hundred pages of
outside reading is required per semester.
T he second semester enlarges the scope of composition
to include description, narration, and preparation of re
search term papers. Literary models are studied once a
week. T he short story as well as the essay is taken up
during this semester; in this field Pittenger*s "Collection
of Short Stories” is used as a text. ”T he Preparation of
Course Papers in the Field of Literature”, by W arm , has
48
been adopted for use in the second semester work. T he course
as a whole aims to prepare for further college courses, and
to create appreciation of present day magazines, essays, and
short stories.
E N G L IS H 56 A - 56 B (2 semesters)
A survey of English literature which plans to accom
plish the following: T o prepare for a comprehensive examin
ation at the close of the year; to meet senior college
English requirements; and to in still appreciation of good
literature* The work is divided into four quarters:
1. Pre-Elizabethan masterpieces.
2. Elizabethan authors not studied in the Authology.
3# 17th and 18th Century authors.
4. Prom the Victorian Era to the present.
T he texts used are M o o d y and Lovett* s ’ ’ History of
English Literature”, and Shafer*s ’ ’ From Beowulf to T hom as
Hardy”. There are som e 210 library books available for
collateral work.
P U B L IC S P E A K IN G (2 semesters)
During the first semester of this course each student
gives one speech a week, and in the second semester an
original oration, written and memorized, is required.
W inan*s ’ ’Public Speaking” is the text, and in addition about
38 books are to be found as aids in collateral w ork* T he
course aims to train the student to express ideas orally in
49
a clear and concise manner, to think logically, and to develop
a sense of leadership*
V . C H A F F E Y JU N IO R C O L L E G E
Established 1916
Dr. M * E. Hill, recently appointed to a professorship
at the University of California at Berkeley, has been the
guiding and predominating influence at Chaffey Junior College*
Through, his able work and administration this junior college
has com e to be one of the most outstanding and finest in the
state* A t present there are about 600 students enrolled-
about 40 m ore m en than w o m en *
In addition to regular courses similar to those offered
by lower division departments of colleges and universities,
there are offered terminal or occupational courses to f it
young m en and w o m en for occupational life v & ie n they graduate
from junior college. These courses provide one or tw o years
of training for positions in agriculture, com merce, home-
making, mechanic arts, and music* T he College has separate
academic buildings. T he department of agriculture operates
88 acres of orchards for experimental purposes; these orch
ards are used constantly to aid students in their study of
the problems involved in farming* The department of music
gives six annual concerts to the public through the m edium
of Chaffey Little Sym phony Orchestra* T h e institution
offers short courses each year in scout leadership training
for both m en and w om en, and thus gives training to m ore
50
than 150 scout leaders.
T he working ideal of the Chaffey Junior College has
centered around five fundamental conceptions of the place of
the junior college in the community: (1) ,!It is a transition
school encouraging students to advance into higher levels
of citizenship; (2) it is a collegiate institution offering
tw o years of college work for those w h o wish to complete
the university course; (3) it is a preparatory school aiming
to 1 salvage* non-recommended high school graduates for
either university or occupational life; (4) it is a terminal
school aiming to give the last finishing touch to the school
education that m any will receive; (5) it is a supplemental
school, providing for adults what the schools they attended
failed to afford.” * * * •
W ith all the excellent and extensive terminal courses
offered by Chaffey Junior College, it is som ew hat appalling
and discouraging to find that during a recent five-year
period only 1*6 per cent of the work covered by their junior
college students w as taken in the manual arts department,
and only 2.7 per cent in the hom e economics department. A
study showing these figures w as recently m ade by Walter A .
Hall, the vice-principal of Chaffey.
S o m uch by w ay of general information regarding Chaffey
Junior College, n o w w e will turn to the work they are doing
and the courses they are offering in the field of English.
1. M . E. Hill, A short article under Notes and Discussions
in the Novem ber, 1930, issue of the Junior College Journal,
p. 115.
51
E N G L IS H D 1. 2 - Course in Subject A *
A course for those w h o do not have recom m ended units
in English*
A im s:
(1) T o review the mechanics of English gram m ar and
composition*
(2) T o prepare for further English courses in college.
Texts
’ ’ Century Collegiate Handbook”
E N G L IS H Ia-Ib,
A course in Composition and Literature.
A im s:
(1) T o train the pupil to write exposition and
argumentation.
(2) T o create an understanding and appreciation
of literature through study of the novel, short
st o ry, and drama.
Texts
Woolley and Scott - t f College Handbook of Composition”
(1st and 2nd sem.)
Jefferson and Peckham - ’ ’ Creative Prose Writing”
(2nd sem *)
Library:
About 2192 books in the library are available for use
52
±n the field of English literature*
B U S IN E S S E N G L IS H (2 semesters)
A im s;
1# T o prepare the student for vocation in the business
world*
2* T o give an understanding of the business talk, the
business word and sentence, and business correspond
ence and dictation*
Text:
"English of C om m erce1 1 , by John B * O pdycke*
Library:
About 48 books relevant to this course are to be found
in the library*
JO U R N A L IS M (2 semesters)
Aims:
1 * T o edit the weekly school paper*
2. T o prepare for after junior college vocation*
Text;
Harrington and Prankenburg - "Essentials in Journalism"
Peuce - "Mechanics in Writing"
Miller - "Practical Exercises in N ew s Writing and
Editing".
53
Library;
T he library oontains about 150 volumes distinctly
eligible to use in this course*
A D V A N C E D C O M P O S IT IO N (2 semesters)
Aims:
1# T o increase the students1 ability to think clearly
and to write with greater ease*
2 * T o prepare for definite professional courses-
short story, essay, and newspaper writing*
Text:
A definite text is not used in this course- library
work on 19th and 20th Century writers is assigned dur
ing the first semester. During the second semester
the student is given considerable freedom in the choice
of literary types studied and practiced*
Library:
T he library contains 48 special books, and som e 222
books dealing with the short story and the essay.
E N G L IS H 56 a - 56 b - Survey of English Literature.
This course closely parallels the Survey Course given
at the University of California*
54
Aims:
1 * T o give the pupil a bird's eye view of the develop
ment of English literature from Anglo-Saxon begin
nings to the 20th Century.
2. T o lead to appreciation of good literature.
5. T o stimulate student to wider literary contacts.
4. T o insure latter avocational enjoyment*
Text:
Leider, Lovett and Root - ^British Poetry and Prose”
M o o d y and Lovett - ”History of English Literature”
Library:
There is a wealth of library material available for
collateral work in this course- about 1500 volumes on
the shelves.
C L A S S IC A L A N D R O M A N T IC D R A M A (1 semester)
Aims:
1. T o impart to the student an understanding of the
drama from its beginning to the middle of the 19th
century.
2. T o lead to an understanding of the technique of the
drama.
Text:
Brander M athew s - ” Chief European Dramatists”.
55
Also, twenty plays covering the period from Aeschylus
to Victor H u g o are studied*
Library:
T he library contains forty volumes of plays.
S H A K E S P E A R E A H A N D C O N T E M P O R A R Y D R A M A (1 semester)
Aims:
1 * T o build character, and to give the student a
broader and m ore tolerant outlook on life* With
this end in view special emphasis is placed on
character and on the sociological problems of the
modem dram a*
2. T o lead to appreciation of the dram a*
3* T o insure later avocational enjoyment.
Text:
T hom as Dickinson - ! ,Chief Contemporary Dramatists”
Library:
Over 150 books that directly bear on this work are in
the library.
T he Junior College Library which is maintained in co
operation with that of the High School is specially endowed
by M r. Chaffey. It includes about 25,000 books for use in
the Junior College and High School, and about 210 daily,
56
weekly, and monthly publications are kept on file . In Septem
ber a separate Junior College Library will be opened, and
2,500 new books purchased for exclusive use of the Junior
College# The library subscribes to the following magazines
for use in the English Department:
1. English Journal 7. N . Y # Times B ook Review
2. B ookm an 8# Saturday Review
3# Atlantic Monthly 9# Scribner’s
4# Harper’s 10# Review of Reviews
5# Literary Review 11# Theater Arts M onthly
6# Golden B ook M agazine 12# D ram a
T he curriculum of the English department at Chaffey
Junior College consists of eight courses (six being full year
courses), of which only tw o can be specifically referred to
as terminal courses. Although Chaffey is offering excellent
terminal work in m any fields, English seem s to be one of
the fields they have overlooked in their terminal program.
M an y of their English courses are closely parallel to the
undergraduate work in English given at the University of
California. T he main contribution that Chaffey Junior College
is making in the realm of English to the student w h o will
complete his education there is through the m edium of their
library. With such a library available every student w h o
takes at least tw o or three courses in English should leave
this institution with a fuller, richer, and broader background,
57
and a m ore thorough understanding of the complete ramifi
cations of life.
VI. R IV E R S ID E JU N IO R C O L L E G E
Riverside Junior College w as established in 1916 as
a department of the Riverside Polytechnic High School, and
began its fall term with a freshman class of m ore than
fifty students* This year the enrollment reached four
hundred and seventy. In 1922 the Junior College m oved to
a separate campus, with its ow n library and laboratories.
T he College is conducted on the quarter plan. T he
academic year is divided into autumn, winter, and spring
quarters of twelve weeks each.
Although Riverside Junior College m akes so m e attempt
to provide courses of a terminal nature that are not de
signed specifically for upper division work, its main
function is that of a college preparatory institution. A s
a side line the College offers a special type of education
for the professions of engineering, nursing, library work,
architecture, etc., on the Cooperative Plan” m ade famous
by Antioch College- the cooperative student spends alternate
periods acquiring technical experience. However, there are
only about forty-six students or less than one-tenth of the
total num ber enrolled in this course. Thus w e find the
primary function of Riverside Junior College is to prepare
its students for further work in the university.
58
T he department of English offers the following courses:
C O U R S E IN S U B JE C T A .
A course that is required of those students w h o do not
pass a written examination qualifying them for English I*
Its objective is to enable the students to write English
without gross errors in the mechanics of composition* T he
unusual part of this course is the fact that no text is
used*
C O M P O S IT IO N I .
This course aims to secure correct habits in speaking
and writing, to prepare for further English courses, and
to cultivate a habit of clear and logical thought procedure*
Composition for College Students”, by Thom as, Manchester,
and Scott, is used as a text* The library contains about
75 books on form, and 279 novels that are adaptable to this
course*
C O N T E M P O R A R Y E N G L IS H A N D A M E R IC A N L IT E R A T U R E .
A survey of contemporary English and American lite r
ature, dealing with the three main fields: books, periodic
als, plays* This is one of the best terminal courses offer
ed by the English department* Its purpose is to interest
the student in the best literary work of his o w n time and
to give him a sound basis of discriminating enjoyment. A n
unusual feature of this course is that textbooks, as such,
59
are eliminated; instead, library books and periodicals are
extensively used* About 740 books are available for col
lateral w ork# It Is also interesting to note that class
discussions are an important and integral part of this
course.
V O IC E A N D D IC T IO N .
A general course designed primarily to give students
a better knowledge of spoken English, with particular
attention given to quality, force, time, and rhythm.
“First Principles of Speech Training”, by Avery, Dorsey,
and Sichels, is used as a text. This is distinctly a fresh
m an course, and being a practical course it attempts to
meet the needs of the terminal student. T he ensuing course
in Public Speaking is primarily a college preparatory
course. There are twenty-eight books in the library which
are qualified to meet the collateral needs in these tw o
public speaking courses.
P U B L IC S P E A K IN G -♦
A m ore advanced course, not open to freshmen, which
aims to develop skill in all kinds of public speaking, to
habituate the student in correct posture, gesture, and
platform manner, and to teach the general principles of
voice and diction. Woolbertfs "Fundamentals of Speech” is
the textbook.
60
A D V A N C E D C O M P O S IT IO N ,
This course is open only to a limited num ber o f* students
w h o have had adequate training in composition and wish to
perfect their style and ability with a view to further work
in short story and essay writing* T he purpose of the course
is to give the student greater knowledge of written English
and to prepare him for definite courses in the university-
particularly short story and essay writing. Literary models
are studied and the constant writing of themes is required*
A s a text w e find that "Pacts, Thought, and Imagination",
by Canby, Pierce, and D urham , is used* T he library contains
twenty-two books relevant to this course*
P L A Y P R O D U C T IO N .
T he following objectives are paramount in this course:
(* 1 ) T o acquaint the student with the educational possibili
ties of amateur dramatics; (2) to introduce him to the prin
ciples of dramatic interpretation and characterization; and
(3) to give him actual practice in stagecraft, managing,
and directing* T he course is decidedly a practical one,
and not of a stereotyped and formal nature, as it does not
limit itself to any particular text. In reality the course
is distinctly a terminal one. T he library facilities seem
to be adequate as it offers 186 books of plays and play
presentation.
E N G L IS H L IT E R A T U R E .
A n historical survey of the entire course of English
61
literature attempting to give the student a bird*s-eye view
of its leading perio’ ds, movements, and masterpieces. This
course is very similar to the University of California1 s
English 56 A and B in both aims and content. T he texts used
are " A History of English Literature” by M oody and Lovett,
and "British Poetry and Prose” by Leider, Lovett, and Root.
About 400 books are available in the library for collateral
work.
T he Riverside Junior College English department offers
eight courses which constitute a total of 55 quarter units,
or about 34 semester units. O f these courses three could
be classed as terminal. Although the Junior College as a
whole is involved primarily in college preparatory work, it
has, in a few instances, evolved so m e English courses which
do not follow the general beaten path. T he course in C on
temporary English and American Literature does not attempt
to ape the university work of this type; it allows itself
m ore freedom and tries to m ake the study of literature
inspirational in character.
VII. P O M O N A JU N IO R C O L L E G E 1*
Pom ona Junior College w as organized in 1916 as a part
1. In discussing the previous colleges I have elaborated,
in rather detailed manner, on the aims, texts, and
library facilities of each individual course. I found
that the aims for parallel courses are very similar in
each junior college; therefore, it seem s needless to
go through the m onotony of useless repetition. In the
ensuing pages I will merely m ake brief notations of the
courses given and the textbooks used by each junior
college. However, in case of an unusual course, I will
elaborate m ore thoroughly.
62
of the High School* Though occupying the sam e buildings
with P om ona High School, a large degree of separation has
been effected* Separate library accomodations are provided
in an attractive room adjoining the main Library.
T he College offers the following English courses:
S U B JE C T A - English Composition*
Texts: ”High School H andbook of Composition”, W oolley*
W ardfs 5 M .O .S * (practical gram m ar exercises).
FIR ST Y E A H H E A D IN G A N D C O M P O S IT IO N (2 semesters)
Texts: (1st sem ) College H andbook* of Composition1 1 , by
W oolley*
^Thought in English Prose”, Dent.
Harper*s M agazine (used for discussion).
(2nd sem ) ”Woolleyrs ” College Handbook”.
Contemporary Thought”, Taft, M cDerm ott, and
Jensen*
Crdeal of Richard Feverel”, Meredith*
S U R V E Y O F E N G L IS H L IT E R A T U R E (2 semesters)
This is not as comprehensive a course as the Survey
course given at U * C. L. A .
Texts: ”History of English Literature”, M o o d y and Lovett.
T he following are used in class discussion:
(1st sem ) Chaucer - Canterbury Tales.
Spencer - Fairy Queene.
M arlow e - Faustus - Tamberlaine.
63
Shakespeare - K ing Lear, M u ch A d o About Nothing
Milton - Paradise Lost, Areopagitica.
(2nd sem ) 18th century plays
18th century poetry
Hardy*s ’ ’ Return of the Native”
’ ’ Four Contemporary Novelists” by Cross.
T he last four weeks of the course are devoted to a
study of modern English novels, aiming to present their pic
ture of life today. A num ber of novels are selected which
are applicable to the following four divisions:
1. Problems of the Twentieth Century Society.
e.g. - Tomlinson’s ’ ’ All Our Yesterdays”.
2. T he Individual.
e.g. - ’ ’Lovely Ship”, by Storm Jameson.
3. T he T w o Generations.
e.g. - ”Sorrell and Son”, by Deeping.
4. Happiness, Idealism, Beauty.
e.g. - ’ ’South W ind”, by N orm an Douglass.
T he student chooses one novel from each section and,
in a written paper, deals with it from the point of view as
described in each division. Although brief, this is an
excellent and vital treatment of the novel.
F U N D A M E N T A L S O F E X P R E S S IO N A N D IN T E R P R E T A T IO N (2 semesters)
Text: ’ ’ Fundamentals of Speech”, by Woolbert
64
T H E O R Y A N D T E C H N IQ U E O F A C T IN G - (2 semesters)
Texts: ’ ’Acting” by Crafton and Royer
’ ’T he Art of Play Production” by D olm an
Contemporary Dramatists”, Dickinson
T H E U S E O F T H E L IB R A R Y (1 semester)
T he course is designed for students w h o intend to
becom e librarians*
JO U R N A L IS M (2 semesters)
Texts: ”N ew s Writing”, H arw ood
Supplementary texts supplied by the teacher and the
library: ”N e w a Reporting”, W arren*
”T he M odern Newspaper”, Mavity.
” Country Journalism”, Allen.
”Principles of Publicity”, Casey*
’ ’ History of Journalism in United States”, Payne*
Pom ona Junior College offers seven English courses, or
a total of twenty-eight omits of w ork*
V III*., P A S A D E N A JU N IO R C O L L E G E .
In 1924 the Pasadena Junior College w as formed as an
extension of the four-year high school, and opened with an
enrollment of 267. In 1928 there w as a reorganization
which transferred the ninth and tenth grade to the junior
high schools, leaving in the newly formed junior college
grades eleven, twelve, thirteen, and fourteen, designated
65
respectively, freshman, sophomore, junior, and senior. T he
first tw o years are know n as the Low er Division, and the
last tw o as the Upper Division* O n completion of the L ow er
Division the student is awarded a high school diploma; the
Upper Division prepares for junior standing in colleges and
universities, and provides finishing courses for those w h o
do not wish to pursue their schooling further.
This organization is part of the 6-4-4 plan which pro
vides for an elementary school of six years, a junior high
school of four years, and a junior college of four years.
Last year there w as an enrollment of 1637 students in the
Upper Division.
T he Pasadena Junior College Library contains about
21,517 volumes, and subscribes to 144 magazines, newspapers,
and periodicals.
Only the English courses of the U pper Division will
be mentioned in the following pages:
R E V IE W O F T H E E S S E N T IA L S O F C O M P O S IT IO N
All the students entering the Junior year in Pasadena
Junior College are required to take an examination in
Subject A . If the student does not pass he must enroll in
this course, which is know n as the tf Hospital Course”.
Text: Woolley1 s "Handbook of Composition”.
”English Composition”, by Canby.
R H E T O R IC A N D C O M P O S IT IO N (2 semesters)
This is rather an unusual course in freshman Composition-
it does not follow in any w ay the University course in this
subject. During the six weeks of the semester a great deal
of composition work is done; at the end of this time a test
is given which covers literature, comprehension, and com po
sition. Each of these sections is marked with a plus or
minus, and the student must receive a plus in tw o of the
three, else he fails and is returned to the "Hospital Course
Another unusual feature of this course is found in the
second semester, where a good deal of reading is done.
During the first part, the student is told to read all he
can in 18th century literature; he is given a list and left
to shift for himself. However, the student must keep in
mind the fact that he m ay choose any subject he de sires-
18th century dress, manners, morals, society, recreation,
etc.- and write a term paper. In this w ay they hope to
allow the student to follow his natural bent or inclinations
e.g., a student interested in chemistry m ay delve into the
writings of the 18th century and do research work on a topic
such as "The Development of Chemistry in the 18th Century".
This type of work is what M r. Hill, the head of the English
Department, calls "the development of umbrella topics".
Texts: "Periodical Essay of the 18th Century" by Geo.
Carver.
W orld Classics - "18th Century Poetry".
A D V A N C E D C O M P O S IT IO N (2 semesters)
A course in creative writing.
67
Text: ’ ’Specimens of Prose Composition”, Hersey and
G re enough.
C O M P A R A T IV E L IT E R A T U R E (1 semester)
This course is required of all students w h o are can
didates for the Junior College diploma; it does not give
university credit. T he outstanding books of England, America,
France, and Russia are read and studied. N o texts are used,
C O N T E M P O R A R Y D R A M A (1 semester)
English and American contemporary dramatic literature
is read and discussed.
Text: ’ ’ Chief Contemporary Dramatists”, Dickinson,
C O N T E M P O R A R Y L IT E R A T U R E (1 semester)
This is primarily a terminal course, and is occupied
with the reading of contemporary poetry, essays, and novels.
There is no text used,
T H E D E V E L O P M E N T O F T H E E N G L IS H N O V E L (1 semester)
From Dickens to the present day.
Text: Dickens ’ ’ Old Curiosity Shop”
Thackeryfs ’ ’ Henry Esm ond”
Hawthornefs ’ ’T he Scarlet Letter”
Goldsmith’s ’ ’ Vicar of Wakefield”
W O R L D L IT E R A T U R E (1 semester)
A course in literary appreciation through a study of the
world masterpieces that have influenced art and thought.
68
Texts: "D on Quixote1 * , Cervantes.
"Utopia*1 , M ore.
Spencerfs "Fairy Queene"
S U R V E Y O F E N G L IS H L IT E R A T U R E (2 semesters)
(Parallels U.C.L.A* English 56C -56D )
i
Texts: Lieder, Lovett and Root, "British Poetry and Prose"
Lieder, Lovett and Root, "British D ram a"
M o o d y and Lovett, "History of English Literature"
L E T T E R S A N D B IO G R A P H Y (1 semester)
A study of outstanding English and American letters and
biography* N o text used*
N U R S E S C O U R S E IN E N G L IS H (2 semesters)
Planned especially to meet the needs of nurses- general
reading in m odern literature and practice in reading aloud*
T H E D R A M A (2 semesters)
Texts: "The Progress of D ram a Through the Centuries",
Stauffer*
"Chief European Dramatists", Matthews.
T E C H N IQ U E O F T H E D R A M A T IC A R T (2 semesters)
A laboratory course in play production*
Text: "Art of Play Production",. D olm an*
E L E M E N T S O F P U B L IC S P E A K IN G (2 semesters)
(Equivalent to U.C.L.A, Public Speaking 5a-5b)
Texts: "Fundamentals of Speech", Woolbert,
"Effective Public Speaking", Phillips,
P R A C T IC A L P U B L IC S P E A K IN G (2 semesters)
A course designed to meet the needs of the terminal
student. Special attention is given to the use of the
library, outlining and writing speeches, and effective
delivery.
Texts: "M odern Short Speeches", 0*Neil*
"Effective Public Speaking", Phillips,
D E B A T IN G (2 semesters)
This course prepares for the junior college confer
ence debates.
Text: "Argumentation", Foster,
T H E F IE L D O F JO U R N A L IS M (2 semesters)
A survey of the field of journalism*
Texts: "Essentionals in Journalism", by Harrington and
Frankenburg,
C H R O N IC IE S T A F F (2 semesters)
Writing and editing for the school paper,
P R A C T IC A L B O O K M A K IN G (2 semesters)
Practical experience on the Annual Staff, N o text
used*
IN T E R P R E T A T IO N (1 semester)
Text: "Literature for Oral Interpretation", Johnson,
70
Pasadena Junior College offers 22 English, courses,
making a sum total of 85 units; this is a larger am ount than
is offered by any other junior college in Southern California*
Nine of these courses are distinctly planned to meet the
needs of the terminal student* This English curriculum is
of a sufficiently varied and humanistic nature to m ake itself
a vital and socializing influence on the student*
O f the 25,000 volumes in the Pasadena Library, som e
7,000 are especially adapted to Upper Division use in the
field of English* Last year the English department spent
$2,500 for new books- this included the L ow er Division*
Their library is almost as extensive as that of Chaffey
Junior College, and this is saying a good deal for it.
Pasadena Junior College Library is first in the num ber of
magazines and periodicals subscribed to. Eighteen magazines,
especially applicable for use in Upper Division English
courses, are available to the students.
IX * V E N T U R A JU N IO R C O L L E G E .
Ventura Junior College w as established in 1915 to meet
the needs of their high school graduates w h o could not go
on to college* M an y of the 141 students enrolled are termin
al students.
T he Junior College does not offer a wide variety of
English courses.
S U B JS C T A .
Those w h o do not pass the examination in Subject A are
required to take this course.
Text: "Handbook of Composition", W oolley*
C O M P O S IT IO N A N D R H E T O R IC (2 semesters)
Text: "Freshman Rhetoric and Practice Book", Jefferson,
Peckham , and Wilson.
Supplementary texts:
"Constructive T h em e VYriting", Chase.
"The Writing of English", by M anly, Rickert, Freem an*
"College Composition", Rankin, Thorpe, Solve.
*
E N G L IS H L IT E R A T U R E (2 semesters)
Texts: Shakespeare * s Macbeth, Hamlet.
Hardy*s "Return of the Native"
Browning*s Poem s and Plays.
Bacon*s Essays.
Supplementary texts:
Kaufm an*s "Points of V iew for College Students".
Bachelor and Henry*s "Challenging Essays in M odern
Thought"*
M O D E R N D R A M A
Text: Dickinson*s "Chief Contemporary Dramatists".
Mrs. Hazel L am b, chairman of the English Department,
writes that "at present, no credit is given for Subject A .
Next year credit will be given toward the diploma course,
72
but not toward the Junior Certificate, W e have m any students
not suited to university courses. Also w e shall have two
courses in freshipan English, which will include simpler models
and literature m ore suited to terminal students. For Bacon*s
Essays w e shall substitute a collection of essays past and
present *, f
Mrs. L a m b also states that there are about 500 books in
the library dealing with the work of junior college English,
X . S A N B E R N A R D IN O V A L L E Y U N IO N JU N IO R C O L L E G E .
T he San Bernardino Junior College w as formed in 1926
and has a corporate existence entirely distinct from the
high school. O n a cam pus of thirty-four acres are six build
ings devoted exclusively to the work of the junior college.
It is one of the finest and most outstanding, in both physic
al and academic qualities, of the junior colleges in South
ern California.
T he English Department, under the able and masterly
guidance of Dr, Charles W . Cooper, cannot be accorded too
great commendation. Its unusual and comprehensive work
reflects the virile leadership of a practical as well as
scholarly m an.
IN T R O D U C T O R Y W R IT T E N C O M P O S IT IO N - 51.
This course w as formerly English A , and is compulsory
for all students w h o fail the Examination in Subject M A , f
given by the University of California or the Junior College
Examination ”x ” * This differs in no w ay from the require
m ent set up by practically all the Junior colleges; however,
the following unusual feature is presented in connection with
this course: T he students w h o intend to take English 1 A but
w h o do not present three units of recom m ended grade in high
school English (even though they pass the examination in
Subject A ) must take English 51 to m ake up one of their de
ficiencies# M an y Junior colleges do not require the student
to take the Examination a second time if they pass Subject A
with a C grade or better# San Bernardino has devised a sen
sible and educative method of dealing with those students v fo o
fail m ore than once to pass this examination* Instead of
making the student w h o fails the Examination in Subject ”A ”
(or Examination ”X ”) tw o or three times go through the m ono
tonous process of repeating English 51, they allow him to
vary his program by taking either English 52, 53, or 54#
T he purpose of English 51 is to secure correct habits
in the mechanics of writing and to prepare for further
English courses# About 6,500 words of composition work are
required during the semester; in connection with this con
temporary magazines are frequently used and three works are
read- a novel, a play, and a non-fiction book# T he texts
used are: (1) Greaver and Jones, ,!T he Century Collegiate
Handbook”; and (2) Jones, "Practice Leaves in the Rudiments
of English”# This course m akes use of about 117 books in
the library#
74
IN T R O D U C T O R Y L IT E R A T U R E - 52,
A terminal course that aims , to give the student, w h o is
too weak In English to take English IA or IB, a knowledge of
the easier and m ore enjoyable masterpieces of literature#
Again w e find that m uch written work is done as about 4,500
words are required for the semester. T he following texts
have been adapted for this course:
Garland - ”Son of the Middle Border1 1
Benet - 1 1 John Brown1 s Body”
Beebe - ”Jungle Peace”
Shakespeare - ”Tam ing of the Shrew”
Galsworthy - ”Strife”
T he course also m akes use of Harper1 s, Scribner*s, and
about 50 library books#
IN T R O D U C T O R Y O R A L C O M P O S IT IO N - 53.
A course designed for those w h o cannot enter Certificate
English courses; its object being to cultivate habits of
logical thought in the student, and to enable him to appear
at ease in public address. Frequent written compositions,
entailing the use of so m e 4,000 words, are required# A text-
”Parliamentary Procedure”, by Hall and Surgis- numerous m aga
zines, and about 52 books in the library are used to m ake
this course vital and effective.
E N G L IS H IN B U S IN E S S P R A C T IC E - 54.
This course aims to form correct habits in written English
75
as applied to various types of business letters, and to pre
pare for after school vocation# About 8,000 words of written
composition are assigned together with work in the text-
Raymond's "M odern Business Writing". This text m ay be changed
next year, but it is not yet determined what will replace it#
S o m e thirteen books on this subject are in the library#
The above courses, namely, 51, 52, 53, and 54, do not
give credit to students taking the certificate or college
preparatory course - they are devised primarily for those
w h o are terminating their education in junior college#
F R E S H M A N C O M P O S IT IO N (1 semester)
T o enter this course the student must have passed the
examination in Subject A , and must present three units of
B grade in high school English# If the student is deficient
in one, two, or three of these units, he must pass with a
"C " grade one, two, or three of the English courses listed
above {51, 52, 53, 54) to rem ove his deficiency#
During the semester the student writes about 8,000 words,
which is divided into assignments of 500 words a w eek of
expository writing# From the reading and analysis of con
temporary essays the student should gain ideas for his o w n
essays# O n e novel, one play, and one book of non-fiction are
read during the semester# T he course aims to instruct in
the following things:
1 # Training in the development of Ideas#
76
2. Planning and outlining of the theme*
3* Building of strong paragraphs*
4. Writing in smooth and emphatic sentences.
5* Using effective words.
6* Welding together a strong framework*
T he texts - " M o dels and Values", by Phillip, Crane, and
Byers, and Woolley*s "Handbook of Composition" - are sup
plemented by about 486 books in the library.
F R E S H M A N L IT E R A T U R E (1 semester)
This is an introduction to the masterpieces of English
literature. T h e course seeks to give the student a back
ground for appreciation of literature; to aid him in formu
lating a critical opinion of his ow n, and to base such opinion
upon evidence from within a work; and to assist in the sen
sible interpretation of literary works. In the past the
following texts have been used: (1) Shakespeare1 s "Hamlet"
and "Henry IV"; (2) Bacon’s Essays; (3) Swift’s "Gulliver’s
Travels”; (4) Browning’s "Poems". Next year all will be
discarded with the exception of Shakespeare, and the "W inged
Horse Anthology", by Hanslander and Hill, and the "Return
of the Native", by Hardy, will be added. About 6,000 words
of composition of a critical nature are required.
F U N D A M E N T A L S O F IN T E R P R E T A T IO N (2 semesters)
This is a rather unique and unusual course which desires
to enable the student to interpret monologues, short stories,
and lyrics in a w ay suitable to platform presentation.
77
Johnson1 s "Literature for Oral Interpretation" is the
text used; in addition there are so m e 30 books available for
this work in the library* "Poetry" and the "Theatre Arts
Monthly" magazines are of valuable assistance*
E L E M E N T S O F P U B L IC S P E A K IN G (2 semesters)
T he purpose of this course is (1) to enable the student
to appear at ease in public address; (2) to give him ability
to organize thoughts; (3) to train in the technique of voice
and delivery; and (4) to prepare for the junior college
conference speaking contests.
T he texts - "Effective Speaking" and "Natural Drills
and Expression" by the sam e author, Phillips - are supple
mented by 52 books in the library*
W O R L D D R A M A (1 semester)
This is a reading course and is given every other year*
Its object is to familiarize the student with the great
figures in dramatic literature, and to introduce him to
comparative and world literature. T he following texts are
used;
Aeschylus - Tragedies
M o Here - Plays
Sheridan - Plays
Ibsen - Plays
OfNeill - Plays (library books are used in this
connection)
Several short critical and research papers (comprising
som e 3,500 words) are part of the semester*s w ork# About 80
volumes dealing with the drama are in the library.
W O R L D N O V E L (1 semester)
Primarily a reading course in the representative works
of great novelists which aims to train in rapid reading, to
in still appreciation of good novels, and to insure later
avocational enjoyment* Along with the reading so m e 3,500
words in composition are required# T he library is well quali
fied to take care of the collateral requirements of this
course, as it contains about 500 outstanding novels# ’ ’Joseph
Andrews1 1 , by Fielding, ’ ’Paul and Virginia”, by St. Pie re,
and ’ ’D on Quixote”, by Cervantes, are used as texts*
A R G U M E N T A T IO N (2 semesters)
This is another course which is unusual and out-of - the -
ordinary; a course which is ”in the search for truth as applied
to discussion groups and round table conferences in social
and business life, as well as to formal debate. Students are
required to study the principles of right thinking, of re
search, and of Parliamentary L aw ; to analyze research reports;
to m ake critical reports on local civic and court debates;
and to prepare and present argumentative material. Prepar
ation of junior college conference debates constitutes a part
of the work of this class.” Aside from the text, - H ow e*s
’ ’Handbook of Parliamentary Usage” - som e 50 library books are
available for use.
1. San Bernardino Junior College Bulletin, p. 55.
79
JO U R N A L IS M (2 semesters)
t
A composition course T n fo ic h aims to develop the ability
of new s writing and feature writing; to assist in publishing
the school paper; and to prepare for a vocation after junior
college. N o text is used - the library, however, offers
ample collateral material (about 25 books) for use in this
course.
C R E A T IV E A N D A D V A N C E D C O M P O S IT IO N (2 semesters)
This is a new course and as yet no text has been adopt
ed. A n A or B grade In English IA-IB is a prerequisite.
T he course will endeavor to give additional training in
writing, and prepare the student to write short stories,
essays, or verse, according to the field which the student
wishes to pursue. T he library is prepared to supply about
24 books with reference to this course*
S H A K E S P E A R E (1 semester)
A reading course in Shakespeare1 s plays with lectures
on the background of the Elizabethan period. ’ ^Shakespeare f s
Complete W orks” edited by Craig, is the text* T he com po
sition work consists In critical papers totaling som e 5,000
words. About 120 library books are available for use in
this course.
S U R V E Y O F E N G L IS H L IT E R A T U R E (2 semesters)
This reading and discussion course seeks to give the
student a birdfs-eye view of the movements, m en, and work
in English literature; an ability to select good literature
for enjoyment in leisure hours; and an appreciation of master
pieces* T he texts - Shaferfs ’ ’ From Beowulf to T hom as Hardy”
and Houston1 s ’ ’M ain Currents of English Literature” - are
supplemented hy 865 hooks in the library*
P L A Y P R O D U C T IO N (2 semesters)
This course, although not listed in their bulletin,
sets up the following as its objectives: (1) T o give the
student an idea of the technique of acting as applied to
masterpieces and contemporary play; (2) to instruct in the
art of make-up, costuming, and stage setting; and (3) to
teach how to direct, if the student so desires* N o text is
used, but the library offers a selection of 60 books and
the Theater Arts Monthly magazine for outside w ork*
San Bernardino Junior College offers sixteen courses in
English, which am ount to a total of sixty-five hours* Four
of these courses are distinctly planned to meet the needs
of the terminal student, and tw o or three others are con
ducted with a view to meeting the needs of those finishing
their education in junior college. O n the whole the English
curriculum at San Bernardino is one of the most varied,
thorough, and vitally progressive courses of study that is
offered by any junior college in Southern California* It is
in every respect the equal, and in most instances superior
to the junior colleges of this region* Los Angeles Junior
College is the only one in Southern California that surpasses
it in the num ber of English courses given* Aside from Los
81
Angeles Junior College, this English Department is doing
m ore to meet the needs of the terminal student than any of
the other institutions mentioned in this account#
X X . C O M P T O N JU N IO R C O L L E G E .
Com pton Junior College w as established in 1927 as an
extension of the high school. At the present time Com pton
Union High School district is the only one in the state
having in its charge nothing but secondary pupils from the
7th grade through the 14th, inclusive. This district is in
operation on the 6-4-4 plan of organization# Five new
junior high school plants were opened in September, 1930#
These are four-year institutions with the 7, 8, 9, and 10th
grades. Each one is situated in one of the elementary dist
ricts making up the Union High School district, and these
together with the Junior College serve a population in the
metropolitan area of Los Angeles County of about 50,000
people. T he total enrollment of the secondary system is
about 3,500 students, with about 2,400 in the junior high
schools and 1,500 in the junior college# T he upper division
of the Junior College has an enrollment of about 680 students#
This sum m er I had the opportunity of conversing with a
young lady w h o had just graduated from Com pton Junior College.
T he conversation drifted to the topic of the percentage of
terminal or diploma students found at C om pton# S he said
that there w as a stigma attached to the diploma courses and
the students 1 1 shied" clear of these as m uch as possible#
Her version w as that there w as a general feeling am ong the
students that the terminal courses were 1 1 dum b-he 11” courses,
and were to be avoided unless one wished to be considered
"queer" and "left out in the cold". This sam e condition is
rampant in m any other junior colleges; for students have set
up a social prejudice against the diploma or terminal course,
and have com e to regard those w h o take such in an unfavor
able light#
However, the English courses are not greatly affected
by this attitude#
S U B JE C T A .
Texts: "Fundamentals of Written English", by Austin.
"Handbook of English Composition" by Scott and
Woolley.
FIR ST Y E A R R E A D IN G A N D C O M P O S IT IO N (2 semesters)
Texts: "College Readings in English Prose" by Scott
and Zeitin.
"English Composition", by Canby.
T w o novels added the second semester -
"Return of the Native" by Hardy.
"Ordeal of Richard Feverill", by Meredith.
Library:
110 books on composition and grammar9
642 on fiction, 420 on biography, 192 on
geography and travel#
83-
E L E M E N T S O F P U B L IC S P E A K IN G (2 semesters)
(Equivalent to Public Speaking la, lb, at U.C.L.A.)
Text: "Principles of Effective Speaking1 1 , by Sanford and
Yeager*
Library: About 250 books.
E L E M E N T S O F J O U R N A L IS M (2 semesters)
Texts: "Essentials in Journalism", by Harrington and
Pr ankenburg *
"Practice Exercises in N ew s Writing and Editing",
by Miller*
Library: About 75 books.
N E W S P A P E R P R A C T IC E (2 semesters)
A laboratory course with actual assignments in con
nection with publishing the "Tartar Shield". N um erous trips
are taken to Los Angeles where first hand information is
secured with regard to work and preparation of a large news
paper.
B U S IN E S S E N G L IS H (1 semester)
A practical course given under the auspices of the
C om m erce Department - no text is used.
F U N D A M E N T A L S O F D R A M A (2 semesters)
Texts: "The Living Drama", by Burzet Miller.
N um berous standard plays from Aeschylus to Ibsen
are studied.
Library: About 349 volumes having to do with the drama.
84
F L A Y S O F T H E F A S T A N D P R E S E N T (2 semesters)
A n appreciation course in drama which, besides requir
ing reading of plays, uses the theater for laboratory work.
Text: "The Art of Flay Production”, by Dolm an.
Library: About 349 books (sam e as above).
L IB R A R Y T R A IN IN G (1 semester)
A practical course which gives one lecture hour and
five laboratory hours per week. H o text is used.
P R IN C IP L E S O F A R G U M E N T A T IO N (2 semesters)
Text: "Principles of Argument and Debate”, by Sanford and
Yeager.
"Principles of Effective Speaking”, by Sanford and
Yeager.
Library: About 250 books.
S U R V E Y O P E N G L IS H L IT E R A T U R E (2 semesters)
(Parallel to English 56a - 56b at U.C.L.A.)
Texts: "History of English Literature", by M oody and
Lovett.
"From Beowulf to Hardy", by Shafer.
Library: About 880 books.
T he English department of Com pton Junior College offers
48 units of work which are divided into eleven courses; of
these, three or four very adequately attempt to meet the
needs of the terminal student. There are about 1,664 books
in the library which are available for use by the Junior
College English department.
XII. G L E N D A L E JU N IO R C O L L E G E
85
T he Glendale Junior College opened for the firs t time
in September, 1927, with a total enrollment for the year of
139 students* T he college has finished its fourth year with
an enrollment of 700*
During the first tw o years the college occupied a wing
of the Glendale Union High School. However, beginning Sept*
1929, the college has occupied separate buildings on its
ow n cam pus*
T he director, C • A . Nelson, states that ’ ’the first ob
ject of the college in establishing its curricula has been
to serve the youth of the community in the best possible
manner’ 1 * T he regular prescribed courses leading to the
Junior Certificate and upper division work are offered, as
well as certain preparatory courses leading to dentistry,
medicine, law, pharmacy, commerce, architecture, journalism,
teaching, engineering, and nursing* Greater stress has been
placed on the semi-professional courses* Strong one and two-
year courses are offered in commerce, industry, secretarial
training, accounting, banking, merchandising, and allied
subjects* Specialized training for doctors* and dentists*
office*. In keeping with this training the college is develop
ing a placement bureau and endeavors to place students w h o
are capable and efficient*
Glendale is an aviation center, and a comprehensive
course in ground aviation is given. T he class m ade a com
plete plane last year. Last year a course in problems of
86
commercial w as added. Proximity to airports and manufactures
of planes and engines is making it possible for Glendale
Junior College to train young m en for the aviation industry#
Certain courses in social arts, in which w o m en m ake
practical studies of problems of the American hom e, are to
be found in the curriculum# These courses do not endeavor
to take up formalized household arts and science* but only
the practical problems which the individual w o m en wish to
study#
T he department of English, Speech, and Journalism offer
a combined total of twenty-courses which admirably covers
the field of English. T he following English courses are
offered by Glendale:
S U B JE C T A .
Texts: "Century Collegiate Handbook", Greever and Jones#
"Century Handbook and Leaves", Easily and Jones*
"Preparing Research Papers", Schmitz*
F R E S H M A K E N G L IS H (1 year)
(Parallels U .C #L#A . English 1A -1B )
Texts: "Rhetoric", Pence#
"Readings in English Prose", R am sey and Johnston*
S U R V E Y O F E N G L IS H L IT E R A T U R E (1 year)
(Parallels U #C .L # A # English 56c-56d)
Texts: "British Drama", Leider, Lovett and Root*
"British Poetry and Prose", Leider, Lovett, Root#
"Outlines of English Literature", Hall and Hurley#
87
T H E M O D E R N N O V E L (1 semester)
A study of the novel as an expression of the trend of
thought and philosophy of the present time. M u ch of the class
work.is devoted to discussion.
Texts: ’ ’T he Novel in English”, Knight.
(Last year the development of the English Novel’ 1
by Cross, w as used but has been discarded)
T H E M O D E R N D R A M A (1 semester)
Text: ’ ’Chief Contemporary Dramatists”, Dickinson.
T H E E S S A Y (1 semester)
This course goes into extensive reading of essays of
present day English and American writers, followed by written
critical and personal essays.
Text: ’ ’Essays Past and Present”, Taylor and Warner.
M O D E R N P O E T R Y (1 semester)
Texts: ”N e w Voices”, Wilkinson*
’ ’ Contemporary Poetry”, Sanders and Nelson.
The above seven courses are designed primarily for
certificate or college preparatory students, and are found
to be the most popular for this reason. There is very little
dem and for terminal work in English courses at Glendale.
However, the four following courses are of m ore practical
nature and suited to the terminal student.
IN T R O D U C T IO N T O L IT E R A T U R E (1 semester)
A course for non-college preparatory students which aims
88
at tli© development of literary appreciation*
Text: 1 f Types of W orld Literature”, Houston and Sm ith*
M O D E R N A M E R IC A N L IT E R A T U R E (1 semester}
T he course hopes to act as a background for the future
enjoyment of good literature. It also aims to help estab
lish a literary tradition for America*
Text: ^Contemporary American Literature”, M anly and
Rickert *
M O D E R N P E R IO D IC A L L IT E R A T U R E
T he course aims to in still appreciation of good lite r
ature found in current magazines* Accurate reports of all
that is read are required, and the student is asked to in
terpret his findings. A term paper binds the course together.
Texts: Forum, Scribnerfs, Harper’s, Yale Review,
American Mercury, Atlantic Monthly, and the
Century are som e of the m ore important magazines
used in the course.
E N G L IS H L A N G U A G E (1 year)
A well-rounded course for terminal students, stressing
writing of a practical nature, and reading of general int
erest. In the first semester the composition work deals
with various types of letters and reports, whereas the read
ing matter will be chosen mainly from current periodicals.
During the second semester the writing consists of expository
assignments in connection with the vocational Interests of
individual students, and the reading is taken chiefly from
89
modern books of travel, history, and biography*
Texts: “Thought and Its Expression”, Clancy*
“A M anual of English”, W oods and Stratton*
Headerfs Digest.
T he Journalism Department has one instructor and offers
a semester course and tw o full year courses* Journalism
1-2 is a college preparatory course, and goes into the hist
ory and development of the newspaper. T he “ Country N ew s
paper”, by Safely, is used as a text* Journalism 3 is of
m ore practical nature, for it is designed to give appli
cation of the principles of journalism on not only the school
paper, but also city papers. N o text is used* Journalism
51-52 is a practical course in printing and can hardly be
classed under the head of English. However, the text used
is ”T he W orking Press”, by Sorrell.
T he Speech Department offers the following six courses:
1. Fundamentals of Expression (1 sem )
(Parallels U.C.L.A. Public Speaking 2 A )
2. Public Speaking (1 yr)
(Parallels U.C.L.A. Public Speaking 1A -1B )
“Fundamentals of Speech”, by Woolbert, is the
text used in both of these courses.
3. Argumentation and Debating (1 yr)
(Follows U.C.L.A. Public Speaking 5A -5B )
Text: Foster!s "Argumentation and Debate”.
4. Applied Dramatics (1 yr)
90
Text: ^Technique of Dramatic Art”, Bosworth.
5* Corrective Speech (1 yr)
Designed to aid those w h o have speech defect*
6* Parliamentary L aw .
These last tw o can hardly he classed as in the
field of English*
In the department of C om m erce a year course in Business
English is given- ! ? English in M odern Business”, by Babenroth
and Carlson, being used for a text* Also, a Library course
covering a year and offering 3 units a semester is given by
the Junior College*
O f the twenty courses falling in the field of English,
which are established in the Glendale Junior College, only
seven can be classed as terminal in nature* T he reason
given for this lack is that there are few students dem and
ing terminal work in the field of English (or in any other
field, for that matter) at this junior college* Thus Glendale
Junior College is following the trend of m any others in
spending m uch of time and energy on the college preparatory
function*
XIII. L O N G B E A C H JU N IO R C O L L E G E .
Long Beach Junior College w as established five years
ago by vote of the electorate in the Long Beach City High
School District* It opened its doors in the fa ll of 1926
with an enrollment of som e 500 students* Since that time it
has grown until it has a student body of over 12,000*
91
T he junior college is housed in the new W oodrow Wilson
High School building, one of the most modern secondary plants
that is to be found in Southern California, This school
plant represents an expenditure of something in excess of
$2,000,000, and is especially equipped to take care of both
high school and junior college* The cam pus contains admini
stration and class room buildings specifically designed for
junior college purposes, and separate from the high school*
T he L ong Beach Junior College is attempting to do the
following things in junior college work: First, to give an
adequate classification to students according to their abili
ty to do collegiate work at the time of entrance* T he clas
sification 6f the students is based upon their high school
record, and upon the record m ade in certain tests given to
all students w h o enter the junior college* Second, the
Junior College maintains an advisory committee composed of
15 m em bers w hose duty it is to counsel and advise students,
and see that they pursue a correct collegiate course* Third,
it successfully maintains a night school, where the sam e
standards of accomplishment are attained as in the day
school*
T he English courses offered are as follows:-
E N G L IS H I - Freshman Composition.
O pen only to those students w h o pass the Examination
in Subject A or the course in Subject A * This parallels
English la-lb given at U.C.L.A*
1. J. L * Lounsbury - A brief article under Notes and Discuss
ions in the Junior College Journal, Nov. 1930, p* 101.
Texts: "Highways of English Composition", by W att and
Cargill*
"Thought in English Prose”, by Dent.
"Handbook of English Composition”, by Woolley.
E N G L IS H II - Rhetoric and Composition.
Texts: S a m e as in English I plus
"Return of the Native", by Hardy,
"The Ordeal of Richard Feverill", by Meredith.
Library: Contains about 500 books of novel, travel,
and biography.
B U S IN E S S E N G L IS H (2 semesters)
Texts: (1st sem ) "College Composition", by Pence.
"M . 0. S. B ook" N o. 5, by W ard and Gross.
Four book reviews of a fiction, a biography, a
travel, and an optional book.
(2nd sem ) "M odern Business English”, Bush.
"Handbook of Business English", by Hotchkiss
and Kilduf.
"Literature of Business", Saunders and Creek.
P U B L IC S P E A K IN G (2 semesters)
Texts: "Public Speaking", by W inan.
"Everyday Public Speaking", by Burtis.
Library: Quarterly Speech Journal and about 34 books
relevant to the course.
A R G U M E N T A T IO N (2 semesters)
Texts: "Argumentation", by Foster.
93
tfPersistent Questions in Public Discussion”, by
D rum an and H unt*
Library: S o m e 92 books.
J O U R N A L IS M (2 semesters)
Practical preparation for the school paper.
Texts: (1st sem ) ”N ew s Writing”, by Warren.
(2nd sem ) ” Ghats on Feature Writing”, Harrington.
Library: About 30 books available.
T Y P E S O F L IT E R A T U R E (2 semesters)
A course designed for the terminal student; its purpose
being to lead to appreciation and artistic enjoyment of
literature•
Text: ”Types of English Literature”, by W att and M un.
S U R V E Y Q F E N G L IS H L IT E R A T U R E
Follows U.C.L.A. course of the sam e nam e (56a-56b) .
Texts: ”History of English Literature”, by M o o d y and
Lovett.
”From Beowulf to Hardy”, Shafer.
’ Representative English Plays”, by Totlock and
Martin.
Shakespearefs ”Henry IV ” - Edited by Ralph.
Library: T he sam e 500 books that have been previously
noted in connection with literature courses.
T H E H IS T O R Y O F E N G L IS H D R A M A (2 semesters)
Covers the period between 1300 and the present time.
94
Texts: '’ British D ram a”, M oses*
’ ’ Representative American D ram a”, by M oses*
M M odern British D ram a”, by Lovett and M o o d y *
T w o plays from Shakespeare*
T w o plays from Goldsmith.
Library: About 35 volumes dealing with the dram a*
X IV . S A N T A M O N IC A JU N IO R C O L L E G E .
Santa M onica Junior College was formed in 1929 in con
nection with Santa M onica High School* Its enrollment has
m ore than doubled itself in the past three years- now being
about 355 students* A t the outset, D r* Ralph Bush, presi
dent, offered tw o types of courses: namely, certificate and
diploma* Gradually the dem and for diploma or terminal work
*4
grew less and less, until last year there were very appalling
ly few students registered in this field. Consequently, it
w as decided that, in the future, the college would attempt
to enlarge the certificate curricula and minimize the diploma*
S o m e departments will not be greatly affected by this change;
the English department, on the other hand, will be given
over entirely to certificate w ork* T he reason for this
change is that about 95 per cent of the students attending
Santa M onica Junior College intend to go to college; 85 per
cent planning to go to the University of Califorrfia at Los
Angeles*
Taking into consideration the desires and needs of the
students, the English department intends, next year, that all
their courses shall he a duplication of those offered at
U.C.L.A.
E N G L IS H A - (Equivalent to Subject A at U.C.L.A.)
Texts: Chicago Practice Tests published by the English
Journal C o *
Woolley*s ’ ’ Handbook of Composition”*
E N G L IS H I-II - Composition and Rhetoric*
(Parallels English IA-IB given at U.C.L.A.)
Texts: (1st sem ) ’ ’ College Composition”, by Rankin,
Thorpe, and Solve.
’ ’ Essays, Past and Present”, Taylor and Warner.
’ ’ College Handbook of Composition”, Woolley.
(2nd sem ) T he sam e plus ’ ’ Return of the Native”,
by Hardy.
E N G L IS H III-IV - Survey of English Literature.
(Equivalent to English 56A -56B at U.C.L.A.)
Texts: ’ ’ British Poetry and Prose”, Lieder, Lovett, Root.
’ ’ History of English Literature”, M o o d y and Lovett
’ ’ Outlines of English Literature”, Hall and Hurley
P U B L IC S P E A K IN G (Parallels U.C.L.A. Public Speaking IA-IB)
Texts: (1st sem ) ’ ’Public Discussion and Debate”, A .
Craig and Baird.
’ ’T he Spoken W ord”, Brigance*
(2nd sem ) ’ ’ Fundamentals of Speech”, Woolbert.
JO U R N A L IS M
Students do active work in publication of the Junior
College paper*
Text: ”T he M odern Newspaper”, N ancy B. Mavity.
,f Writing Craftsmanship”, Pulton*
There are about 1200 books in the library available to
students dealing with courses offered by the English depart
m ent* T he following periodicals are received by the library
Atlantic Monthly Nation
Harper* s ScrIbnerf s
Century Yale Review
American Mercury B ookm an
T h e Forum N.Y. Times Book Review
London Mercury Saturday Review of Literature
Three textbooks that were used last year are being dis
carded; namely, ” College Composition”, Pence (used in Eng*I)
”Contemporary Thought”, Taft, M cD erm ott and Jensen (Eng*I),
and ”C o m e to Order”, Card and W ines (Public Speaking).
X V . L O S A N G E L E S JU N IO R C O L L E G E
The Los Angeles Junior College w as established in 1929
as a separate institution under the administration of the
Los Angeles City School District* It has increased to an
enrollment of over 3,000 students, with 145 faculty m em bers*
In the certificate curricula they duplicate practically
all the courses given in the first tw o years at the Univers-
97
ity of California at Los Angeles* T he semi-professional cur
ricula embraces sixteen carefully worked out courses which
are intended to give sufficient skill to enable the gradu
ates to adjust themselves to the productive life of the com
munity, and also to give them a general view of hum an relation
ships and developments* These courses are apparently making
a strong appeal to the young m en and w om en of the community
as the mortality has been exceptionally small, and a large
num ber of students are anxious to secure the diploma of gradu
ation from the Junior College* Los Angeles Junior College
has an unusual opportunity in this field of work as m ore than
half of its entering freshmen are of the ” non-re com m ended”
group.
D r* W * H . Snyder, the president of this college, has
succinctly given, in an article entitled l,T he Real Function
of the Junior C o liege ”, his theories and ideas as to the
trend which the junior college should follow. His statements
and beliefs are so appropriate and dynamic that I believe it
will be profitable to spend a little time reviewing them *
A n examination of the curricula of American public
schools from the kindergarten to the end of high school will
show that these schools are designed primarily for the aver
age boy and girl. At the end of high school, however, this
policy is completely changed. T w o types of schools are then
provided: the university for the particularly brilliant and
1. W . H . Snyder, H T he Real Function of the Junior College”,
Junior College Journal. N o v * 1930 •
98
academically minded people, and vocational schools for those
w h o are manually m inded* Average boys and girls are largely
left to shift for themselves - the large majority of non-
academically minded young people are left without any as sis t-
ance* * These should be the economic workers of the country,
and they especially need assistance in adjusting themselves
to modern social and industrial conditions* It is som ewhat
hard to understand w hy our public education should so sudden
ly reverse itself and leave the major part of the high school
p
graduates unprovided for* #
There is no doubt that the complexity of commercial,
industrial, and social relationships has grown greatly in
recent years* T he high school has neither time nor the
facilities to meet these growing complexities* It is the
realization of this which is causing so m any young m en and
w o m en to try to go to college* They realize.that they have
no,t becom e adjusted to either social or economic conditions
w hen they are graduated from high school* T he maladjustment
of high school graduates makes for social unrest, both in
regard to themselves and also in regard to their parents*
This unrest appears to be one of the prime factors in break-
3
ing dow n the respect for law* *
T he colleges and universities cannot meet the situation
faced by the majority of high school graduates for these,
1. Ibid., p. 75.
2 * L oc* cit*
3. Ibid., p. 77.
99
w h o are non-professionally minded, do not need four years to
adjust themselves to the social and economic conditions with
which they will com e in contact. T he Junior college is the
first publicly organized attempt to meet the needs of the
non-academically minded high school graduate. But even now
in m any of the Jhnior colleges most of the work is academic
and simply a duplication of the courses given at the uni
versity.
T he main function of the Junior college is not in cer
tificate courses; it is to assist the non-academic high school
graduates w h o thus far have been unprovided for. These people
must have both vision and skill, neither of which can be
given intensively in the time allotted to the Junior college;
but each of which can be given with sufficient scope to enable
students to earn a living and to adjust themselves to the
p
progress of the world. * 1 1 T he Junior college never should
allow itself to becom e an academic hospital wherein intel-
lectual convalescents are encouraged to try the university.” *
This policy will undermine the moral of the semi-professional
work and stultify the most essential mission of the Junior
college.
Los Angeles Junior College offers twenty-two English
courses, of which at least thirteen are devised to meet the
needs of the terminal student. This is an unusual and most
1. Ibid., p. 78.
2. Ibid., p. 79.
3. Loc. c it.
100
laudable curriculum. T he following seven courses are offer
ed in duplicate form - seven being designed for college
preparatory students and paralleling the lower division work
of the University of California at Los Angeles, and seven
duplicate ones formulated to meet the needs of the terminal
student:
FIR ST Y E A H H E A D IN G A N D C O M P O S IT IO N 1-2 and 51-52.
1 and 2 follows English IA-IB given at U.C.L.A.
51 and 52 is designed for terminal students.
Texts: "Writing and Thinking*1 , Forster and Steadman.
**G ontem porary Thought", Taft, M cDermott, Jensen.
"Hints on Note-Making in English Subjects", by
Somerwell.
"Handbook of Composition", Woolley.
W O R L D L IT E R A T U R E 3-4 and 55-56.
T he aim of the terminal course (55-56) is to acquaint
the student with certain classic works of literature as
unique emotional and intellectual experiences. N o texts
are used in either of these courses.
P U B L IC S P E A K IN G 7-8 and 57-58.
Texts: (7-8) "Fundamentals of Speech", Woolbert.
(57-58) "Handbook of Oral Reading", Bassett.
P R IN C IP L E S O F A R G U M E N T A T IO N 1 1 - 1 2 and 70-71.
Both the certificate and terminal course in this subject
aim to train in logical thinking and effective presentation.
101
They also serve as a training class for intercollegiate de
baters*
Text: "Argumentation and Debate”, Poster*
M O D E R N B R IT ISH V E R S E 13 and 53.
These are reading courses which hope to develop appre
ciation of the works of modem British poets*
Text: ”M odern British Poetry", TJnterm eyer*
M O D E R N A M E R IC A N V E R S E 14 and 54.
T he object of this course is similar to the above;
namely, to im bue the student with an appreciation for modern
poetry.
Text: "M odern American Poetry", Untermeyer*
E N G L IS H M A S T E R P IE C E S 19-20 and 59-60.
Both of these courses seek to develop literary appre
ciation through a study of English masterpieces* N o texts
are used*
J O U R N A L IS M
A terminal course similar to this one is called N ew s
Writing and is of a m ore practical nature than Journalism*
Text: (in both courses) "N ew s Reporting", Warren.
"Handbook fdr Newspaper Workers", H yde*
"Topography and Mechanics of the Newspaper”, Olson*
T H E E S S A Y (1 yr)
This is designed primarily for the terminal student and
aims to encourage the reading of essays for pleasure, to en-
102
rich the student !s experience, and to acquaint him with the
names of the great essayists and the ideas for 'w hich they
stand#
Text: "Essays of Our Times", B row n#
T H E D R A M A (1 yr)
T he course is open to all students but is planned with
the idea of meeting the needs of the non-college preparatory
students# It aims to encourage the reading of plays for
pleasure, and to develop in the student som e appreciation of
the technique of the theater from the point of view of one
in the audience •
Text: ’ ’ M odern American and British Flays", Tucker*
T H E L IT E R A T U R E O F T R A D IT IO N IN A M E R IC A (1 yr)
This course is engaged in a study of the successive
attempts to find and express in literature a workable American
tradition, from the 17th century to our o w n day. N o text is
used#
. S H A K E S P E A R E (1 yr)
T he object of this course is the reading and enjoyment
of Shakespeare# It is not particularly concerned with dramatic
technique or the history of literature# A ny standard set of
Shakespeare’s plays m ay be used as a text.
T he department of Speech offers the following varied and
comprehensive curriculum:
103
1* Applied Dramatics (Actual production of and acting
in plays).
Texts: "Technique of the Dramatic Art", Bosworth.
"M odern American and British Plays", Tucker*
2* Voice and Diction.
Texts: "First Principles of Speech Training",
Avery*
"Merchant of Venice", Shakespeare*
3* Interpretation*
4* History of the D ram a*
Text: "Story of the Theatre", Hughes*
5* Story Telling*
Designed mainly for teachers*
6• Playwr it ing.
Text: "Craftsmanship of the One-Act Play", W ilde*
7. Play Directing*
Texts: "Art of Play Production”, D olm an*
"M odern American and British Plays", Tucker.
T he college has a separate Newspaper department which
offers six courses of a distinctly terminal nature - the
University of California at L os Angeles itself cannot hoast
of such a department, nor of as m any courses in newspaper
work *
T he combined currictila of these three departments -
(English, speech, and Newspaper) form a battery of courses,
the equal of which is not-to be found in California. This
whole English curriculum offers a wide variety of virile and
104
interesting courses which are most adequately meeting the
needs of both terminal and college preparatory students w h o
enter the portals of Los Angeles Junior College* A total of
37 courses are being given, and 27 of these are devised for
and designated as terminal courses.
T he library facilities at present are not adequate for
the num ber of students that are in the junior college. H o w
ever, w e must remember that this junior college has only
been established a short while, and is compelled to meet the
dem ands of an unusually large and varied course of study.
There are very few fiction books as yet, and m any of the
other fields of literature are incomplete. In speaking to
an English major w h o graduated from this college last year,
I w as informed that m any of the students in literature “ "courses
had to go to the Public Library for their material. This
will not be true for long, for the junior college is rapidly
amassing an excellent and most up-to-date group of books.
For this year the head of the English department was granted
$2,500 to spend for library books and teaching facilities.
A t present the library contains about 2,500 books available
for use by students in English courses,
M r, Otis Richardson, the head of the English depart
ment, believes that the main difference between the four-year
college and Los Angeles Junior College is that the former
teach for teachers, while the latter teaches for students.
This junior college is attempting to teach English from the
! f humanisticu point of view. They are fortunately able to
teach with this as aim, for about three-fourths of their
students are enrolled in terminal courses#
106
C H A P T E R V .
C O N C L U S IO N S
T H E C O U R S E S
The junior colleges of Southern California are most
definitely and adequately fulfilling the function of college
preparatory work in the field of English* It is found that
out of a total of 169 courses offered, 100 are designed for
certificate or college preparatory work; the other 69 courses
are intended to meet the needs of the student w h o is termi
nating his work in junior college* Thus it would seem that y
m ore than half of the average curriculum w as devoted to
terminal or diploma w ork* However, this high percentage is
rather misleading as it is mainly brought about by the large
num ber of terminal courses offered at Los Angeles Junior
College; if w e omit this curriculum w e find that 90 courses
are college preparatory and only 42 are terminal in content
and design* These figures m ore nearly describe the actual
situation; i*e., about three-eighths of the courses are termi
nal, and five-eighths are certificate. T he fact that Los
Angeles offers over twice as m any terminal as certificate
courses causes this unusual discrepancy In the total percent
ages; this junior college is practically the only one (Long
Beach has one m ore terminal course than certificate) that has
an over-balance on the terminal side of its curriculum. T he
charts on the following pages will show exactly the num ber of
certificate courses, the num ber of terminal courses, and the
107
number of units offered by the junior colleges of Southern
California*
It is also found that there are about twenty-five varie
ties of English courses given in the various junior colleges*
S o m e of the Dramatics and Newspaper courses might not be
classed as specifically coming under the head of English, but
I have listed one or tw o such courses, believing that in a
general w ay they are associated with the field of English*
T he richness, variety, and comprehensiveness of these
twenty-five courses is a most laudable and com m endable piece
of work for these institutions, w hose average existence is
about nine years, to have accomplished* If these junior col
leges can strengthen their courses in the direction of life
values in the next decade as m uch as they have strengthened
the college preparatory function in the past decade, they will
have fulfilled a mission in our educational system which will
never be forgotten*
108
A T A B L E S H O W IN G T H E V A R IO U S C O U R S E S O F F E R E D
L IT E R A T U R E C O U R S E
Chaffey
C itrus
C om pton
Fullerton
Glendale
L o n g B each
L o s Angeles
Pasadena
P o m o n a
Riverside
S a n Bernardino
S an ta A n a
cd
O
•H
£
aJ
4 -5 -
£
cd
C O
Ventura
American Lit. c T C
Biography
C C
Comparative
Literature
T
C ontemporary
Literature
T T
D ram a (reading) C T C T C C
English
Masterpieces
C-T
Essay (reading)
c T
Novel
c C C C
Poetry c c P t ^ C
Shakespeare
C T c2
Short Story
(reading)
C
Survey of
English Lit.
C C C C c C -T C C C C C C C C
W orld Literature
T C -T T
K E Y : & Indicates that Subj. A * receives diploma credit*
- u ” 1 1 ” does not receive ”
C ” certificate (or college preparatory) course*
T ” terminal (or diploma) course*
C-T ” one course of each type is offered*
Q
T T he number above letter indicates the num ber of courses
given*
109
C O M P O S IT IO N , JO U R N A L IS M , A N D S P E E C H C O U R S E S
Chaffey
C itrus
C om pton
Fullerton
Glendale
L o n g B each
L o s Angeles
Pasadena
P o m o n a
Riverside
S a n Bernardino
a t
5
a t
- P
§
a o S anta M onica
a t
-p
£
< D
>
Advanced C om p.
C C T C C T
Business T T T T T T
English
English for
Nurses
T
Freshman C C C G c C -TC -T C C C C -T C G C •
Composition
Subject n A t ? * • >
- - H r - - - # * - * 4 1 * H r -
•
Journalism T T C c C C-T C C T? c T C T
N ew s Writing T
2
T T T6
Debate C C C-T G-T C T
Dramatics C c C T8 T C T T
Interpretation
(oral)
T C C c
Public C c C J - T C-T C -T C -T C - T C C ' C C -T C
Speaking
.
Library
Draining
T T T T
Certificate 7 3 8 7 12 6 1 0 12 5 6 8 8 5 3
Courses
Terminal 2 1 4 3 6 7 27 8 1 1 6 2 0 1
C our se s
Total No. 43 19 49 37 32 36 1 4 0 83 25 21 67 24 24 20
of Units
110
T H E A IM S O R O B JE C T IV E S .
T he most outstanding aims of the different courses have
been compiled, together with the num ber of times these aims
were stated. I selected the ten most important courses in
English and listed three or four of their m ore prevalent aim s
or objectives. There is not a great deal to be said about
these, except that the following five aims were cited the
largest number of times:
1. T o prepare for further college courses.
2. T o give the student a knowledge and a birds-eye view
of the most important movements, authors, and master
pieces in English literature.
3. T o develop a capacity for enjoyment of good literature
in school and afterwards.
4. T o train the student to express ideas orally in a
clear and concise manner.
5. T o attain knowledge of news writing, editorial writing,
feature writing, and reporting.
At least 80$ of the junior colleges stated that in the
case of Freshman Composition and the Survey of English Litera
ture they were attempting to follow, in both content and aim,
similar English courses given at the University of Californiaf
Pasadena, San Bernardino, Long Beach, and Los Angeles were
the only junior colleges that attempted to vary their program
in the case of these tw o courses; the latter tw o colleges did
this by offering duplicate courses. M an y of the junior colleges
Ill
also strive to parallel the University of California's Public
Speaking course IA-IB, This tendency to ! 1 apeH the three or
four fundamental lower division English courses of the state
university is pronouncedly prevalent in a large majority of
the junior colleges, I am hardly qualified to say whether
this is a worthy and justifiable imitation; it probably is «
necessary if the junior colleges (especially the small ones)
attempt to meet the certificate requirements.
O n the whole, these aims seem to indicate that the junior
colleges are attempting to inspirationalize m any of the Eng
lish courses, but as yet have not thrown off that academic
attitude which they have acquired from the four-year college
and university.
112
A C O M P IL A T IO N O P T H E IM P O R T A N T A IM S
O P T H E E N G L IS H C O U R S E S .
No,
of
times
S U B JE C T A . stated
1, T o secure correct habits in speaking and writing................. 2
2 . T o prepare for further college courses ................. 14
3# T o review the mechanics of English gram m ar ............................ 7
4, T o enable the student to write English without gross
errors in mechanics and composition ............ 9
F R E S H M A N C O M P O S IT IO N A N D L IT E R A T U R E
1# T o develop ability and ease in writing various types
of discourse - chiefly exposition ............................. 8
2, T o furnish tools, in writing and reading, for fur
ther college courses .............................................. 10
3. T o secure correct habits in speaking and writing ............ 3
4# T o develop thought organization and form a background
for further appreciation of literature ......................... 7
S U R V E Y O F E N G L IS H L IT E R A T U R E
1, T o Insure later avocational enjoyment ........... 6
2, T o give the student a knowledge and a bird-eye view
of the most important movements, authors, and master
pieces in English literature ....................... 12
3, T o aid in the enrichment of personality by vicarious
experience ....................................... 1
4, T o lead to appreciation of good literature ............ 9
113
N o.
of
times
B U S IN E S S E N G L IS H stated
1 * T o prepare correct habits in written English as
applied to various types of business correspondence... 5
2. T o prepare for after school vocation ...................... 4
A D V A N C E D C O M P O S IT IO N (Creative Writing}
1. T o provide opportunity for self expression.......................... 2
2. T o prepare for definite professional courses,
(short story, essay, etc).................................... 5
3. T o increase students ability to think clearly and
write with greater ease ............................. 3
4. T o prepare for actual short story publication .................... 1
G E N E R A L L IT E R A T U R E (Essay, Novel, Poetry, Short Story, etc.)
1. T o develop a capacity for enjoyment of good literature
in school and afterwards .................... ..*241
2. T o insure later appreciation in leisure hours ..................21
3* T o build high ideals of thought, emotion, and conduct. 4
JO U R N A L IS M - N ew s Writing.
1. T o prepare for practical newspaper work .......................... 12
2. T o publish a school paper ........................... 7
3. T o attain knowledge of news writing, editorial
writing, feature writing, and reporting ............................. 15
P U B L IC S P E A K IN G
1. T o train the student to express ideas orally in a
clear and concise manner ......................................................................... 12
114
Ho.
of
times
stated
2. T o teach, voice and diction and the art of oral
expression in co m m o n types of speech that the
ordinary person uses ...................................................8
3. T o prepare for vocations after junior college ........... 4
4. T o develop proficiency in extemporaneous speaking .. 1 0
5. T o enable the student to interpret monologues,
short stories, and lyrics in a w ay suitable to
platform presentation ............ 5
A R G U M E N T A T IQ N - Debate.
1. T o cultivate habits of clear, logical, and orderly
thought .................... 6
2. T o know the correct methods of research, then
analyzing this m aterial............... 4
3* K nowledge of the fundamental types of argument . . . . . 7
4. T o prepare for the junior college conference debates. 3
D R A M A T IC S
1 * T o give the student knowledge of dramatic interpret
ation and characterization ......................... 8
2 m T o give actual practice in stagecraft, managing,
and directing............... 6
3. T o give the student an idea of the technique of
acting as applied to masterpieces and contemporary
plays ............... 3
T H E T E X T B O O K S
115
In the ensuing pages the reader will find a lis t of the
textbooks used in the English courses; they are arranged
alphabetically under the ten most. prominent courses* O f the
128 different texts, only a small num ber are used m ore than
half a dozen times* M oody and Lovettf s History of English
Literature heads the lis t by being used in the Survey courses
of ten different Junior colleges* Hardyfs Return of the
Hative. Leider, Lovett, and Root’s British Poetry and Prose,
and Woolberfs The Fundamentals of Speech com e next; each
being used by six junior colleges* A total of 81 textbooks
are used only once; 21 are used twice; 3 are used three
times; 6 are used four times; and 2 five times* I expected
to find Woolley’s Handbook of Composition used by the vast
majority of junior colleges, but only five cited it as a
definite and required text*
This wide variety of textbooks would probably lead one
to conclude one of three things: either that teachers in one
junior college were not greatly influenced by what other
junior colleges were using for texts; or that teachers do not
know the textbooks which are being used by others; or that
individual differences and tastes account for this great dis
similarity* In any case this list indicates that a great
number of textbooks are published and are available for use
in English courses, but that there is little uniformity in
the use of specific ones*
116
T E X T B O O K S U S E D IN E N G L IS H C O U R S E S
B Y JU N IO R C O L L E G E S .
S U B JE C T A .
Author Text N um ber of
times used
1. Austin Fundamentals of Written English 1
2. Easily Century Handbook and Leaves 1
and Jones
3* Greaver Century Collegiate Handbook 4
and Jones
4* Chicago Practice Tests 1
5. Jones Practice Leaves in Rudiments 2
of English
6. Schmitz Preparing Research Papers 1
7. W ard M . 0. S. N o. 5 1
and Gross
8. Woolley H . S. Handbook of Composition 1
9. Woolley Handbook of English C omposition 2
and Scott
F R E S H M A N C O M P O S IT IO N A N D L IT E R A T U R E
1. Bacon’s Essays 4
2. Browning Plays and P oem s 4
3. Chase Constructive T h em e Writing 2
4. Dent Thought in English Prose 2
5* Foster and Writing and Thinking 1
Steadman
6* G ay T he College B ook of Verse 1
7. Hardy Return of the Native 6
8. Harper1 s M agaz ine 1
9. Hauslander W inged Horse Anthology 1
10 H om er * s Iliad 1
Author
11. Jefferson
and Peckham
12* M anly, Rickert
and Freeman
13• Meredith
14* Pence
15* Phillips,
Crane,
and Byers
16. R am sey and
Johnston
17* Rankin,
Thorpe, Solve
18* Ram sey
19* Schweibert
20* Scott and
Zeitin
21* Seltzer
22* Shakespeare
23• Shake spe are
24* Slater
25* Somerwell
26* Swift
27. Taft,
M cDermott,
and Jensen
28* Taylor
and W arner
29. Thom as,
Manchester,
and Scott
117
Text Number of
times used
Creative Prose Writing 3
T he Writing of English 1
Ordeal of Richard Feverell 2
Rhetoric 1
M odels and Values 1
Readings in English Prose 1
College Composition 2
American Short Stories 1
French Short Stories 1
College Readings in English 1
Best Russian Short Stories 1
Hamlet 5
Henry IV . Part I * 4 -
Freshman Rhetoric 1
Hints on Note-Making in English 1
Subjects
Gulliver^ Travels 2
Contemporary Thought 2
Essays Past and Present 1
Composition for College Students 1
118
Author Text Number of
times used
30• Watt and
Cargill
31. Woolley
Highways of English Composition
N e w Handbook of Composition
1. Bush
2. Hotchkiss
and Kilderf
3* O pdyeke
4. Pence
5. R aym ond
6. Saunders
and Creek
B U S IN E S S E N G -L IS H
M odern Business English
Handbook of Business English
English of C om m erce
College Composition
M odern Business Writing
Literature of Business
2
1
1
1
1
1
1.
2* Dickenson
3. Hall and
Hurley
4* Houston
5. Leider,
Lovett,
and Root
6* Leider,
Lovett,
and Root
7m M o o d y and
Lovett
8. Reynolds
9* Shafer
S U R V E Y O P E N G L IS H L IT E R A T U R E
Century Readings in English 1
Literature
Chief Contemporary Dramatists 1
Outline of English Literature 2
M ain Currents of English Literature 1
British Poetry and Prose 6
British D ram a 2
History of English Literature 10
English Literature in Fact 1
and Story
From Beowulf to Thos« Hardy (Vol. I) 4
Author
10• Shake spe are
11* Tatlock
and Martin
1. Benet
2• B row n
3* Gross
4* Houston
and Smith
5* Johnson,
C ow an, Peacock
6 * Knight
7. Sanders
and Nelson
8* Shakespeare
9• Taylor
and 'W arner
10* Untermeyer
11* Watt and M u n
12* Wilkinson
13* W oods and
Stratton
1, Bastion
2 * Harrington
3* Harrington
and
Frankenburg
119
Text Number of
______ times used
Henry IV. Parts I and II 1
Representative English Plays
G E N E R A L L IT E R A T U R E C O U R S E S
(Essay, Novel, Verse,etc)
John Brown’s B ody 1
Essays of Our Tim es 1
Development of the E ng* Novel 1
Types of f/orld Literature 1
T he Study and Appreciation of the 1
Short Story.
T he Novel in English 1
Contemporary Poetry 1
Tam ing of the Shrew 1
Essays Past and Present 1
M odern British and American Poetry 2
Types of English Literature 1
N e w Voices 1
A M anual of English 1
JO U R N A L IS M
Editing of the Day*s N ew s 1
Chats on Feature Writing 1
Essentials in Journalism 2
120
Author Text Number of
________ times used
4. H arw ood N ev /s Writing 1
5* H yde Handbook for Newspaper Workers 1
6• Mavity T he M odern Newspaper 1
7• Miller Practical Exercises in N ew s 3
Writing and Editing
8* Olson Typography and Mechanics of the 1
Newspaper
9# Pence Mechanics in Writing 1
10 Safley Country Newspaper 1
11 Sorrell T he W orking Press 1
12 W arren.. N ew s Reporting 3
P U B L IC S P E A K IN G
1* Avery,
Dorsey,
and Sickels
2. Bassett
3# Brigance
4, Craig and
Baird
5* Hall and
Sturgis
Johnson
7. Phillips
8* Phillips
9. 01 Neill
and W eaver
10 0*Neill
11 Sanford and
Yeager
First Principles of speech
Training
Handbook of Reading 1
The Spoken W ord 1
Public Discussion and Debate 1
Parliamentary Procedure 1
Literature for Oral Interpretation 1
Effective Speaking 1
Natural Drills and Expressions 1
Elements of Speech 1
M odern Short Speeche s 1
Principles of Effective Speaking 1
121
. Author Text Number of
______________________________ times used
12. W inans Public B p e aking
1
13. woolbert T he Fundamentals of Speech
D E B A T E
6
1. D rum an
and Hunt
Persistent Questions in
Public Discussion
1
2. Poster A r g u m e nt a t io n 2
3. H o w e Handbook of Parliamentary Usage 1
4. sanford
and Yeager
Principles of Effective Speaking
D R A M A A N D D R A M A T IC S
1
1. A e schylus Tragedie s 2
2. Bosworth Technique of Dramatic Art 2
3. Grafton
and Royer
Acting 1
4. Craig Shakespeare's Complete W orks 1
5. Dickenson Chief Contemporary Dramatics 1
6. D olm an T he Art of Play Production 4
7. H ughe s Story of the Theater 1
8. Ibsen Plays 2
9. Leider,
Lovett,
and Root
British D ram a 1
10. M atthews Chief European Dramatics 1
11. Miller, B . T he Living D ram a 1
12. Moliere 2
13. M o o d y and
Lovett
D ram a 1
Author
14* M oses
15# M oses
16# Pardee
17• Sheridan
18# Tucker
122
Text Number of
times used
Representative American 1
D ram a
British D ram a 1
Pantom im e for Stage and Study 2
Flays 1”
O n e Act Plays for Study and 1
Production
123
L IB R A R Y FA C ILITIES
The library facilities - dealing only with books applic
able to use in English courses - of the junior colleges of
Southern California range from 500 volumes to about 5,000.
Fullerton and Ventura have the least number, each of these
libraries containing only about 500 volumes adaptable to use
by students in English courses* Chaffey and Pasadena stand
out with 5,000 volumes (each); this is as m any as most junior
colleges contain in their whole library* Chaffey and Pasadena
are about equally matched w hen it comes to the num ber of books
and periodicals each one contains; the library of the former
containing about 25,000 volumes and taking 157 periodicals;
the latter containing about the sam e num ber of volumes and
subscribing to 144 periodicals* These libraries are as large
as those in most of our four-year, colleges, and even compare
favorably with som e of the smaller universities*
Only four junior colleges (Citrus, Pom ona, Santa M onica,
and Ventura) are limited to the library facilities of the
high school in which they are located* Chaffey, Long Beach,
and Santa A na are attempting to establish junior college l i
braries separate and distinct from that of their high schools*
Chaffey'Is the farthest advanced in this movement, having built
a separate building this year and purchased 2,500 new volumes*
T he Pasadena and Com pton libraries supply material for the
last tw o years of high school as well as for the junior college*
T he following junior colleges exist as separate institutions,
so logically have separate libraries: Fullerton, Glendale,
.b o s Angeles, Riverside, and San Bernardino.
124
N U M B E R O F B O O K S A V A IL A B L E IN T H E L IB R A R IE S
F O R U S E B Y JU N IO R C O L L E G E S T U D E N T S
IN E N G L IS H C O U R S E S ,
Approx.
Chaffey 5,000
C itrus 900
C ompton 2,838
Fullerton 500
Glendale 1,700
Long Beach 2,700
Los Angeles 2,500
Pasadena 5,000
Pom ona 1,000
Riverside 1,758
San Bernardino 2,600
Santa A na 3,000
Santa M onica 1,700
Ventura 500
125
P E R IO D IC A L S R E L A T IN G T O T H E FIE L D O F E N G L IS H
N o * of J .C . 1 s
in which found
Atlantic Monthly 13
American Mercury 3
B ookm an 10
Century 4
Current Literature 3
D ram a 6
English Journal 12
Forum 8
Golden B ook Magazine 3
Harper1 s 14
Inland Printer 2
Journalism Quarterly 1
Journal of Expression 1
Literary Review 5
N o • of J .G . 1 s
in which found
London Mercury 1
Quarterly 3
Journal of Speech
M agazine W orld 1
Midland 1
N.Y. Times Book Review 6
Nation 5
Poetry 4
Printer * s Ink 1
Reader f s Digest 8
Review of Reviews 5
Sat. Review of Lit. 5
Scrihnerf s 10
Theater Arts 7
Yale Review 5
126
With the exception of the students of Los Angeles, the
majority of pupils in the junior colleges of Southern Califor
nia are avoiding the terminal courses and seeking to enroll
in the college preparatory ones, a prejudice for terminal or
diploma work seems to have arisen in the confines of various
student bodies, the students feeling that there is a stigma
attached to the diploma course. M an y junior colleges have
offered terminal courses, for a time, and then eliminated them
from the curriculum because students consciously avoided them.
Because of this attitude the junior college is unable to
accomplish one of its chief purposes, that of giving guidance
and preparation for a life work to the student w ho will com
plete his schooling with tw o years of junior college work.
H ie solution, in part, of this problem, seems, to the
author, to be the offering of terminal courses which are m ore
interesting, potent, and vital in their dealing with the
social and economic structure of the present day world. H o w
ever, the solution should also include the education of the
student, w h o is not fitted for academic and advanced profess
ional training, to a realization that he is overlooking a
valuable opportunity to f it himself for one of the semi-pro
fessional vocations, m ore suitable to his ow n particular apti
tudes, an opportunity to prepare himself for his rightful
place in the society of m an.
127
Eells, W . C.,
Eells, W. C.,
Hayden, P. S.,
Hill, M . E.
K em p , W . W .,
Koos, L. V.,
Koos, L. V.,
Lange, A . F.,
Lange, A * P.,
B IB L IO G R A P H Y
’ ’Trends in Junior College Enrollment
in California”.
California Quarterly of Secondary
Education, Vol. 4, Apr. 1929.
’ ’T he Junior College M ovem ent Again”.
School and Society. Vol. 31, M ay, 1930.
’ ’ Emphasis in the Small Junior College”.
Junior College Journal. N ov. 1930.
’ ’ Chaffey Junior College”.
Junior College Journal. Nov. 1930.
Junior College Bulletin. University
of California, Aug. 1926.
’ ’Junior College in California”,
California State Department of Education,
Bulletin N o. G 3.
’ ’Junior Colleges in California”,
California Quarterly of Secondary
Education. Vol. 5, Jan. 1930.
’ ’The Junior College M ovem ent”.
Ginn and Co., N e w York. 1927.
’ ’Guidance Practice in Junior Colleges”.
California Quarterly of Secondary
Education. Vol. 5, Oct. 1929.
’ ’T he Junior College A s A n Integral
Part of the Public School System”.
School Review X X V . Sept. 1927.
"The Lange Book”.
The Trade Publishing C om pany,
San Francisco, 1927.
128
M eLane, C.
M organ, W .
Ricciardi,
Ricciardi,
Snyder, W .
L.,
E.,
Nicholas,
Nicholas,
“T he Junior College, or U pvm rd
Extension of the High School’ 1 .
School Review X X I. M arch, 1913.
“Junior College Developments in
California”.
Junior College Journal. N ov. 1930*
State Department of Education,
Bulletin No. C-6.
“T he N eed for Terminal Courses in
Junior College”.
California Quarterly of Secondary
Education III, Oct. 1928.
San Bernardino Junior College Bulletin,
1930-31.
“T he Real Function of the Junior
College”•
Junior College Journal. N ov• 1 9 3 0 •
University of California Syllabus for
English IA-IB, 1930-31.
Whitney, F. L., “Present Status of the Junior College
M ovem ent”•
High School Teacher. Vol. 5, Dec. 1929.

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Asset Metadata

Creator Sandys, Edward E. (author)

Core Title A survey of the English courses offered by the junior colleges of Southern California

School School of Education

Degree Master of Arts

Degree Program Education

Degree Conferral Date 08/28/1931

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag education, language and literature,OAI-PMH Harvest

Language English

Contributor Digitized by ProQuest (provenance)

Advisor Scholtz, T.L. (committee chair), Raubenheimer, A.S. (committee member), Thompson, M.M. (committee member)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c30-20744

Unique identifier UC11185057

Identifier usctheses-c30-20744 (legacy record id)

Legacy Identifier EP57031.pdf

Dmrecord 20744

Document Type Thesis

Rights Sandys, Edward E.

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA