Hispanic School for Tulsa

[iplaw]

8th Grade Final Exam: Salina, KS - 1895

The eighth-grade final exam from 1895 from Salina, KS. It was taken from the original document on file at the Smoky Valley Genealogical Society and Library in Salina, KS and reprinted by the Salina Journal.

Grammar

(Time, one hour)

1. Give nine rules for the use of Capital Letters.

2. Name the Parts of Speech and define those that have no modifications.

3. Define Verse, Stanza and Paragraph.

4. What are the Principal Parts of a verb? Give Principal Parts of do, lie, lay and run.

5. Define Case, Illustrate each Case.

6. What is Punctuation? Give rules for principal marks of Punctuation.

7. - 10. Write a composition of about 150 words and show therein that you understand the practical use of the rules of grammar.

Arithmetic

(Time, 1.25 hours)

1. Name and define the Fundamental Rules of Arithmetic.

2. A wagon box is 2 ft. deep, 10 feet long, and 3 ft. wide. How many bushels of wheat will it hold?

3. If a load of wheat weighs 3942 lbs., what is it worth at 50 cts. per bu., deducting 1050 lbs. for tare?

4. District No. 33 has a valuation of $35,000. What is the necessary levy to carry on a school seven months at $50 per month, and have $104 for incidentals?

5. Find cost of 6720 lbs. coal at $6.00 per ton.

6. Find the interest of $512.60 for 8 months and 18 days at 7 percent.

7. What is the cost of 40 boards 12 inches wide and 16 ft. long at $20 per m?

8. Find bank discount on $300 for 90 days (no grace) at 10 percent.

9. What is the cost of a square farm at $15 per acre, the distance around which is 640 rods?

10. Write a Bank Check, a Promissory Note, and a Receipt.

U.S. History

(Time, 45 minutes)

1. Give the epochs into which U.S. History is divided.

2. Give an account of the discovery of America by Columbus.

3. Relate the causes and results of the Revolutionary War.

4. Show the territorial growth of the United States.

5. Tell what you can of the history of Kansas.

6. Describe three of the most prominent battles of the Rebellion.

7. Who were the following: Morse, Whitney, Fulton, Bell, Lincoln, Penn, and Howe?

8. Name events connected with the following dates: 1607, 1620, 1800, 1849, and 1865?

Orthography

(Time, one hour)

1. What is meant by the following: Alphabet, phonetic orthography, etymology, syllabication?

2. What are elementary sounds? How classified?

3. What are the following, and give examples of each: Trigraph, subvocals, diphthong, cognate letters, linguals?

4. Give four substitutes for caret 'u'.

5. Give two rules for spelling words with final 'e'. Name two exceptions under each rule.

6. Give two uses of silent letters in spelling. Illustrate each.

7. Define the following prefixes and use in connection with a word: Bi, dis, mis, pre, semi, post, non, inter, mono, super.

8. Mark diacritically and divide into syllables the following, and name the sign that indicates the sound: Card, ball, mercy, sir, odd, cell, rise, blood, fare, last.

9. Use the following correctly in sentences, Cite, site, sight, fane, fain, feign, vane, vain, vein, raze, raise, rays.

10. Write 10 words frequently mispronounced and indicate pronunciation by use of diacritical marks and by syllabication.

Geography

(Time, one hour)

1. What is climate? Upon what does climate depend?

2. How do you account for the extremes of climate in Kansas?

3. Of what use are rivers? Of what use is the ocean?

4. Describe the mountains of N.A.

5. Name and describe the following: Monrovia, Odessa, Denver, Manitoba, Hecla, Yukon, St. Helena, Juan Fermandez, Aspinwall and Orinoco.

6. Name and locate the principal trade centers of the U.S.

7. Name all the republics of Europe and give capital of each.

8. Why is the Atlantic Coast colder than the Pacific in the same latitude?

9. Describe the process by which the water of the ocean returns to the sources of rivers.

10. Describe the movements of the earth. Give inclination of the earth.

[NellieBly]

Poor white children had to work in the fields, too, alongside their parents. Even wealthy children received low-level home schooling if they lived in smaller cities.

Thank God everyone can receive a free, albeit somewhat mediocre at times, education.

[NellieBly]

Give that test to a class of high school students and see how they do.

[iplaw]

Hell.  Give it to college students.  Education has always been valued in this country and those who could neither read nor write were the exception to the rule.

[Conan71]

IP-

Interesting, throw them a softball with math and history, then kick the s#it out of them with orthography.  Pretty obvious the influence of the agrarian economy.

I did notice that the WHOLE test was in English! []

[Conan71]

Okay, now that we've completely drifted off topic, can someone please give a rational explaination why it is we no longer care if people immigrate legally, learn and speak our official language, and assimilate into our culture?

[iplaw]

Because whichever party provides them the path of least resistance gets their VOTES!

Anyways, this thread was about helping kids assimilate through education regardless of what their parents do or believe.  

My wife is a teacher and has hispanic students who struggle because they WANT to learn the language, but when they go home SPANISH is spoken, either because the parents never learned or they refuse to allow english to be spoken in the home.  In 5 years of teaching she has only encountered a handfull of students in the latter category, but it's still disturbing and sad for the kids.

[rwarn17588]

I didn't know English was the official language of the U.S. No such recognition exists.

If we go with America's native language, it'd be Cherokee.

[USRufnex]

quote:Originally posted by Conan71

Two comments on this:

It's great it is privately-funded and from the sounds of it, the children are being taught English.

I'm not a xenophobe, but it seems like many have forgotten that Italian, Russian, Polish, Slavik, Spanish, Japanese, Chinese (et. al.- ad nauseum) immigrants who migrated via legal channels in the 1800's and 1900's were expected to learn our language and assimilate into our society.  To my knowledge, there were not any Russian/English, Itallian/English schools.

Wrong.  There were bilingual schools.  Just not in Tulsa... Tulsa was an oil boomtown, not an ethnic enclave... check out Tontitown...  http://www.tontitown.com/story.html ... you can't tell me that those first and second generation people would have been better served in an english-only public school setting.  And I bet that for decades there were signs in both English and Italian...

I've always felt one of Tulsa's biggest weaknesses was that it's never really been an "ethnic" city (unless you count redneck as an ethnicity).  It would be nice to have a few of those ethnic enclaves in Tulsa... whether Mexican, Vietnamese, or...

quote:Why should it be any different today?  To help preserve their own culture and stay amongst their own contrymen, they lived in ghettos where they spoke their own language amongst themselves and observed their own traditions.  When they ventured out of their ethnic ghettos, they respectfully observed the prevailing language and customs.

That is gross oversimplification.  Watch the movie "Gangs of New York" sometime... or observe an Irish Parade in any larger American city... too many people forget the ugly details of "Irish Need Not Apply"... Poles in Chicago... Hungarians in Cleveland... Latinos are everywhere (not just one country/culture but including Salvadoran, Guatemalan, Honduran, Puerto Rican, Cuban, Columbian, Venuzuelan, et al as well as those pesky Meskins)... just like the Irish were everywhere-- but the Irish didn't have to learn English as a second language.

quote:The great "melting pot" that America has become has to do with many cultures and traditions coming together in one place.  However, the increasingly prevalent latino culture is starting to impose itself on all the other cultures.

Up until the last 20 years, English has always been the accepted common language of the land.  We didn't have bi-lingual signs when I was a kid on school campuses, I didn't have to use broken Spanish to get my message across to another person, unless I was in a Spanish-speaking country.  I think it's wrong for a culture dominated by people who haven't gone through the same legal channels as other immigrants to impose their language and culture on the rest of us.

Okay, now THAT'S xenophobic-- especially the parts in boldface.  And also wrong.  There were spanish speaking radio stations well before the "last 20 years."  We as Americans seem to have absolutely NO PROBLEMO going to Mexico and EXPECTING to find English speakers there.  Or going to Europe and complaining that not enough people speak english.  Yet few Americans speak more than one language FLUENTLY.  Those people who are looking for opportunity doing low paying menial work in the USA are not part of some conspiracy to "impose their language and culture on the rest of us."  If that means some Tulsans end up having to learn a tiny bit of spanish that doesn't involve tex-mex menu items from El Chico, so be it.
 
Too bad Tulsa and Oklahoma in general is too stuck in some romanticized english-only stone age to understand what other public school districts are doing:
http://www.cps.k12.il.us/AboutCPS/PressReleases/March_2006/bilingual.htm

quote:"More than 56,000 Chicago public school students are English language learners, " said CPS Chief Executive Officer Arne Duncan. "We are committed to providing them with the best possible teachers today and in the years ahead. "

CPS has partnered with Northern Illinois University and the Illinois State Board of Education (ISBE) to offer a complete teacher certification program for transitioning professionals. It provides financial support for participants to complete an Illinois Elementary or Early Childhood Teacher Certificate with bilingual and English as a Second Language options.

CPS currently offers instruction in Spanish, Polish, Chinese and a variety of other languages. At this time, about 85 percent of CPS students in bilingual and dual-language programs are Spanish-speakers.

As immigrant communities expand, the need for bilingual teachers in Illinois is expected to increase. An estimated 1,660 new bilingual teachers will be needed in Illinois by 2008.

Both bilingual teacher certification programs are accepting applications immediately and candidates will begin coursework in June, 2006. All applicants must possess a bachelor 's degree, be fluent in English and one of the targeted languages: Spanish, Arabic, Cantonese, Greek, Gujarati, Hindi, Japanese, Korean, Lao, Mandarin, Polish, Russian, Urdu, Vietnamese.

 

[iplaw]

quote:
Wrong. There were bilingual schools. Just not in Tulsa... Tulsa was an oil boomtown, not an ethnic enclave... check out Tontitown... http://www.tontitown.com/story.html ... you can't tell me that those first and second generation people would have been better served in an english-only public school setting. And I bet that for decades there were signs in both English and Italian...

I've always felt one of Tulsa's biggest weaknesses was that it's never really been an "ethnic" city (unless you count redneck as an ethnicity). It would be nice to have a few of those ethnic enclaves in Tulsa... whether Mexican, Vietnamese, or...

Interesting point, as long as you are working towards ASSIMILATION in language.  I have no problem teaching those who wish to assimilate, but if that is the case the ultimate end-game IS ENGLISH-ONLY...

In the end the Italian, French, Vietnamese, etc. all ended up speaking English after immigrating.  I don't remember reading where any of these groups asked for bilingual signage or ballots but I could be wrong.  Anyways, I hope that linguistic assimilation is the goal of the hispanic community.

[NellieBly]

This should assuage your fears.

Because of renewed immigration, fears about the status of English as the linguistic glue holding America together are common today. In a very different vein, multiculturalists have expressed hopes of profound change to American culture brought on by the persistence across generations of the mother tongues of contemporary immigrants. In either case, the underlying claim is that the past pattern of rapid acceptance of English by the children and grandchildren of the immigrants may be breaking down.
Using 2000 Census data, the Mumford Center has undertaken an analysis of the languages spoken at home by school-age children in newcomer families in order to examine the validity of the claim. We find that, although some changes have occurred, it greatly exaggerates them. English is almost universally accepted by the children and grandchildren of the immigrants who have come to the U.S. in great numbers since the 1960s. Moreover, by the third generation, i.e., the grandchildren of immigrants, bilingualism is maintained only by minorities of almost all groups. Among Asian groups, these minorities are so small that the levels of linguistic assimilation are scarcely different from those of the past. Among the Spanish-speaking groups, the bilingual minorities are larger than was the case among most European immigrant groups. Nevertheless, English monolingualism is the predominant pattern by the third generation, except for Dominicans, a group known to maintain levels of back-and-forth travel to its homeland.
Some of our specific findings are:
?œ Bilingualism is common among second-generation children, i.e., those growing up in immigrant households: most speak an immigrant language at home, but almost all are proficient in English. Among Hispanics, 92 percent speak English well or very well, even though 85 percent speak at least some Spanish at home. The equivalent percentages among Asian groups are: 96 percent are proficient in English and 61 percent speak an Asian mother tongue.
?œ In the third (and later) generation, the predominant pattern is English monolingualism: that is, children speak only English at home, making it highly unlikely that they will be bilingual as adults. Among Asians, the percentage who speak only English is 92 percent. It is lower among Hispanics, but still a clear majority: 72 percent.
?œ The very high immigration level of the 1990s does not appear to have weakened the forces of linguistic assimilation. Mexicans, by far the largest immigrant group, provide a compelling example. In 1990, 64 percent of third-generation Mexican-American children spoke only English at home; in 2000, the equivalent figure had risen to 71 percent.
?œ Much third-generation bilingualism is found in border communities, such as Brownsville, Texas, where the maintenance of Spanish has deep historical roots and is affected by proximity to Mexico. Away from the border, Mexican-American children of the third generation are unlikely to be bilingual.

[iplaw]

Good material, and I hope it's the case now.  As long as assimilation is the goal I have NO problem providing whatever tools are necessary to accomplish that goal.

[Conan71]

quote:Originally posted by USRufnex

quote:Originally posted by Conan71

Two comments on this:

It's great it is privately-funded and from the sounds of it, the children are being taught English.

I'm not a xenophobe, but it seems like many have forgotten that Italian, Russian, Polish, Slavik, Spanish, Japanese, Chinese (et. al.- ad nauseum) immigrants who migrated via legal channels in the 1800's and 1900's were expected to learn our language and assimilate into our society.  To my knowledge, there were not any Russian/English, Itallian/English schools.

Wrong.  There were bilingual schools.  Just not in Tulsa... Tulsa was an oil boomtown, not an ethnic enclave... check out Tontitown...  http://www.tontitown.com/story.html ... you can't tell me that those first and second generation people would have been better served in an english-only public school setting.  And I bet that for decades there were signs in both English and Italian...

I've always felt one of Tulsa's biggest weaknesses was that it's never really been an "ethnic" city (unless you count redneck as an ethnicity).  It would be nice to have a few of those ethnic enclaves in Tulsa... whether Mexican, Vietnamese, or...

quote:Why should it be any different today?  To help preserve their own culture and stay amongst their own contrymen, they lived in ghettos where they spoke their own language amongst themselves and observed their own traditions.  When they ventured out of their ethnic ghettos, they respectfully observed the prevailing language and customs.

That is gross oversimplification.  Watch the movie "Gangs of New York" sometime... or observe an Irish Parade in any larger American city... too many people forget the ugly details of "Irish Need Not Apply"... Poles in Chicago... Hungarians in Cleveland... Latinos are everywhere (which include Salvadoran, Guatemalan, Cuban, Columbian, Venuzuelan, et al as well as those pesky Meskins)... just like the Irish were everywhere-- but the Irish didn't have to learn English as a second language.

quote:The great "melting pot" that America has become has to do with many cultures and traditions coming together in one place.  However, the increasingly prevalent latino culture is starting to impose itself on all the other cultures.

Up until the last 20 years, English has always been the accepted common language of the land.  We didn't have bi-lingual signs when I was a kid on school campuses, I didn't have to use broken Spanish to get my message across to another person, unless I was in a Spanish-speaking country.  I think it's wrong for a culture dominated by people who haven't gone through the same legal channels as other immigrants to impose their language and culture on the rest of us.

Okay, now THAT'S xenophobic-- especially the parts in boldface.  And also wrong.  There were spanish speaking radio stations well before the "last 20 years."  We as Americans seem to have absolutely NO PROBLEMO going to Mexico and EXPECTING to find English speakers there.  Or going to Europe and complaining that not enough people speak english.  Yet few Americans speak more than one language FLUENTLY.  Those people who are looking for opportunity doing low paying menial work in the USA are not part of some conspiracy to "impose their language and culture on the rest of us."  If that means some Tulsans end up having to learn a tiny bit of spanish that doesn't involve tex-mex menu items from El Chico, so be it.
 
Too bad Tulsa and Oklahoma in general is too stuck in some romanticized english-only stone age to understand what other public school districts are doing:
http://www.cps.k12.il.us/AboutCPS/PressReleases/March_2006/bilingual.htm

quote:"More than 56,000 Chicago public school students are English language learners, " said CPS Chief Executive Officer Arne Duncan. "We are committed to providing them with the best possible teachers today and in the years ahead. "

CPS has partnered with Northern Illinois University and the Illinois State Board of Education (ISBE) to offer a complete teacher certification program for transitioning professionals. It provides financial support for participants to complete an Illinois Elementary or Early Childhood Teacher Certificate with bilingual and English as a Second Language options.

CPS currently offers instruction in Spanish, Polish, Chinese and a variety of other languages. At this time, about 85 percent of CPS students in bilingual and dual-language programs are Spanish-speakers.

As immigrant communities expand, the need for bilingual teachers in Illinois is expected to increase. An estimated 1,660 new bilingual teachers will be needed in Illinois by 2008.

Both bilingual teacher certification programs are accepting applications immediately and candidates will begin coursework in June, 2006. All applicants must possess a bachelor 's degree, be fluent in English and one of the targeted languages: Spanish, Arabic, Cantonese, Greek, Gujarati, Hindi, Japanese, Korean, Lao, Mandarin, Polish, Russian, Urdu, Vietnamese.

 

I didn't read anywhere in your link that Tontitown had an Itallian schoolhouse.  I'll bet ya a basket of Tontitown grapes, that the Itallian settlers spoke English when they spoke to their bosses at the Oklahoma mines or went over to Springdale or Siloam Springs to trade.  Tontitown was a lot like Krebs, basically another ghetto out on the range.  Around the ghetto, you observe your own culture and language.  Leave that enclave and you use the prevailing language.

There's nothing xenophobic about my post.  I'm fine with immigrants coming here so long as they respect our laws, language, and culture.

Gangs of New York is a "dramatized" account of our history, not a factual document.

I think you would be hard-pressed to find another country that would be accepting of a bunch of American immigrants who refused to learn the local language and assimilate into their culture.  They would consider it arrogant and insulting.

Granted, there is a need for bi-lingual teachers to be able to translate a native tongue into English.  

Since the founders of our country spoke English, the Declaration of Independence, and our Constitution were all written in English that has pretty much made English the de-facto "official" language of America over the last 250-300 years.

Unless you don't live in Tulsa, it would be hard to miss the large Hispanic communities around Admiral & Lewis and out east off 21st St.

[Conan71]

quote:Originally posted by rwarn17588

I didn't know English was the official language of the U.S. No such recognition exists.

If we go with America's native language, it'd be Cherokee.

I think there are some Creeks, Navajo's, Shoshone's, Sioux, etc. who might argue that point with you rwarn. []

[rwarn17588]

I think assimilation is a red herring, mainly because studies have shown that by the third generation of an immigrant family being in the United States, they speak English fluently and it's their preferred language.

And to target Hispanics for not assimilating is to conveniently ignore our country's immigrant history. In central Illinois, in a tiny little burg close to where I grew up, there were German immigrant families who could not / would not speak a word of English. Do you think there were folks in Chinatown in San Francisco or Chicago who didn't speak English? Of course.

Of course, their children and grandchildren did.

The same will happen here.