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9. (1) It soothes. (2) It produces an artificial rest. (3) It leaves an intense desire for more of the drug.

to see and know parts; to omit the latter prerents that growth which is fostered by exercising the creative power. An intelligent knowledge of the whole implies a knowledge of the parts.

9. It forms a basis of correct usage; it provides material for analysis and synthesis calculated to strengthen the reasoning powers.

10. Description. It deals more fully with the things of sense.

PHYSIOLOGY AND SCIENTIFIC TEMPERANCE.

1. How does a bone grow?

Describe the structure of a bone. 3. Describe the structure of a tissue. 4. How is the temperature of the body regulated and

controlled ? 5. What are the evil effects of having school desks

too high for pupils ? b. What if too low? 6. What is blood ?

b. llow does it reach the cells in the human body? 7. What physical effects of the drinking of alcoholio

beverages are attributable to the affinity of al

cohol for water? 8. Why do distilled liquors contain a larger propor

tion of alcohol than fermented liquors? 9. Name three effects upon the system produced by

the habitual use of chloral. 1. Bones, like all other tissues of the body, are undergoing a change constantly, old material being withdrawn and new particles taking their place. The process of waste and repair is constantly going on.

2. Its exterior is hard and resisting, but its extremities are broad and porous, while through the central portion there is a cavity filled with marrow.

3. It is said that the law of the tissues is the law of 'atoms, so small are the filaments composing them as to be invisible to the naked eye.

4. By means of perspiration and its evaporation.

5. (a) They induce curvature of the limbs ; (6) curvature of the spine.

6. (a) It is the circulatory fluid by which nutriment is carried to all parts of the body, by two kinds of circulation, arterial and venous.

7. The affinity of alcohol for water takes the water from the tissues, producing an unnatural thirst, hence the great power of this habit over

SCIENCE OF EDUCATION. 1. Explain how the sequence method may be used in

language work. 2. What is the value of having a story told orally be

fore it is written by the children ? 3. How may the nature of the piragraph in composi

tion be taught to children? 4. Of what use is the sequence method in teaching

reading? 5. Do you think it advisable to tell the children in

outline the subject matter which a reading lesson contains before having them read the

lesson? Give reasons for your answer. 6. “Mental action is conditioned by brain action and

runs parallel there with."- James. Explain

what this means. 7. How can that which is read or heard be made per

manent possession ? 8. What do you consider the great value of manual

training? 9. Discuss briefly fear and love as incentives to be

used in the school. 10. In what ways does the law of imitation manifest

itself in the school? 1. Language is the expression of thought. Thought proceeds orderly and logically. The child may be led to see this order by so-called sequences which become the skeleton or framework for his language. If he sees clearly the progress of his story in thought and action ho can clothe it in appropriate words, keeping sequence of time and embellishing it according to his own ideas. He will learn not only the structure of tbe sentence but the structure of discourse.

2. Telling the story orally before writing it fixes the sequences, differentiates details and essentials, and makes the story so much a part of the child that writing becomes easy and logical.

3. The paragraph belongs to the so-called formal side of discourse. But it is an indication of thought in connected discourse, and in the sequence method its use develops naturally.

4. The author says “sequence is used for teaching reading by the logical method of differentiating a homogeneous whole into its constituent elements.” It is an extension of “letter," “word” and “sentence" methods into what might be called the “discourse" method

5. Not after the children can use the text. Reading is interpreting thought and the children should have full opportunity to test their ability in interpretation before any aid is given.

6. Consciousness is always found in connection with neural change.

man,

8. In distilled liquors the process withdraws a large per cent. of the alcohol out of the other liquid, while in fermented liquors it is not so drawn off.

7. By mastering it in an orderly way and rethinking it frequently enough to fix it.

8. That it gives the best opportunity to make the "give” or expression equal the "take" or impression. In such a capacity it contributes to artistic development, to character, and to knowledge.

9. Fear, as an incentive, leads the pupil to do simply enough to keep within the law and results in repression, arrested development and sullenness. Love stimulates to highest endeavor for others and brings the largest self-activity, the freest development and the most cheerful disposition.

10. In bodily attitudes, in voice, in language, in neatness, in disposition, in every way unconsciously.

READING.

(Based on General Field of Reading ) 1. What is the difference between a grammatical

pause and a rhetorical pause? 2. What hints do you get from the pature of litera

ture as to its proper expression in reading? 3. How can you teach a pupil what to read as well as

how to read? 4. What are the main ends in teachirg a pupil to

read ? 5. What tones befit climax, and should they always

be the same? 6. Can reading be best taught to classes or to indi

viduals ? 7. What advantages and disadvantages in having

pupils read a part of every lesson aloud, and thus dispense with an especial reading lesson ?

“Alas! my noble boy! that thou shouldst die! Thou who wert made so beautifully fair! That death should settle in thy glorious eye, and leave its stillness in thy clustering hair! How could he mark thee for the silent tomb, my

proud boy Absalom!” 6. What is meant by "literary interpretation "? 7. Should a given teacher have charge of all the oral

reading of the school? Why?

(Based on General Field of Reading.) 1. A grammatical pause is one indicated by the punctuation; a rhetorical pause is one "required by the emphasis or by the sense.” The grammatical pauses are to an extent also rhetor. ical.

2. Only a very general answer is possible. Reading has for its purpose the expression of all the thought, emotion, imagination, that the author has put into his work. Literature, being the finest expression of his finest thoughts in language, would for its proper oral expression require a more carefully trained and responsive voice than any other form of writing.

3. By using only selections of high grade in the reading work and by continually putting examples of fine literature before the pupil in the way of supplementary reading.

4. (1) To give the pupil the ability to rapidly and accurately gather the meaning from discourse; (2) to strengthen and regulate his imagination, refine his emotional nature, develop his thought power and strengthen his will; (3) to give him a taste for good books and some power in discrimination.

5. Climax calls for greater intensity in the espression. This “may result in greater loudness or higher pitch, or, on the other hand, in deeper, more controlled, or more dignified:expression.”

6. To individuals, since the difficulties in the way of good oral expression will be largely peculiar to the individual.

7. It is not clear that there would be any advantages. Such a plan would take attention away from the real thought of the lesson in geog. raphy or physiology, and would largely shut the pupil out from the only avenue he has in the common school of being brought into contact with literature.

(Based on “ How to Teach Reading.") 1. The downward inflection would be used at each period, the statements being complete.

2. No. Because it is beyond their comprehension, unless a much simpler emotion than usually finds expression in literature.

(Based on " How to Teach Reading.") 1. In the following should the voice be kept up, or fall,

at each period? Why?

“As a race they have withered from the land. Their arrows are broken, their sprirgs are dried up, their cabins are in the dust. Their council fire has long since gone out on the shore, and their war cry is fast fading to the untrodden

West.2. Should younger pupils attempt the expression of

very intense emotion? Why? 3. Point out the “succession of ideas” in the fol

lowing-
“ In the country, on every side,

Where far and wide,
Like a leopard's tawny and spotted hide,
Stretches the plain ;
To the dry grass and the drier grain

How welcome is the rain!”
4. Indica te the contrasts in the following-

“For our light affliction, which is but for a moment, worketh for us a far more exceeding

and eternal weight of glory." 5. What quality of voice is appropriate to the fol.

lowing

3. The succession of ideas determines the intections to be used in a passage and these in turn indicate to the listener the relation of the e ideas. The main point to be noted in the passage quoted is that the plain does not stretch to the dry grass, the true succession of ideas being indicated by a falling inflection on “plain,” and a rising on "grain."

t. The contrasts are indicated by the following scheme: afliction { fight moment. ex. eternas glory.

exceeding weight of 5. The dark, sombre, covered tone as the expression of sorrow. (P. 94.)

6. “Literary interpretation" means such an analysis of a literary product as will reveal its content and organization.

7. Such an arrangement would secure more expert work, but the tendency on the part of a specialist is to make his work an end in itself. This would be a fault of great weight in considering this problem.

LITERATURE. 1. What is your favorite book? Why? 2. Main facts in the life of some poet? 3. Literary characteristics of the same poet ? 4. Which do you prefer to read, a novel or a drama?

Why? 5. Give the main thought of some essay that you have

read. 6. Comment on the choice of words in this essay. 7. Tell the main story in some play of Shakespeare's. 8. Comment on one of Lowell's poems. 9. Describe a situation that occurs in one of Haw

thorne's romances. 10. Write a paper of not less than 150 words on A

Pleasant Outing.

The questions on this subject are, as heretofore, designed to allow the applicant an opportunity to express his own tastes and give evidence of the extent of his reading. No answers are needed.

HISTORY. 1. Judged by immediate results, which made the

more important discovery: Vasco da Gama or

Christopher Columbus? Why? 2. What conditions in England in the early part of

the seventeenth century especially favored the

colonization of North America by the English ? 3. How did a New England town of colonial times

differ from an Indiana toionship of to-day? 4. State the chief points of difference between the

Government under the Articles of Confederation and the Constitution.

5. Trace the influence of slavery in the admission of

new States to the Union. 6. Name five men prominently connected with the

anti-glavery agitation, and state where each

lived. 7. What attitude did President Cleveland take re

garding the dispute between Great Britain and Venezuela as to boundary lines, and what doctrine was re-enunciated by the President?

1. Da Gama, because he lived to be GovernorGeneral of the colonies that grew out of his discoveries.

2. England was now coming to the front as a great nation. Her King and Parliament acted together. With a growth of her manufactures came an interest in colonization and commerce.

3. They differed wholly in their form of government. The town of New England was a democracy.

4. The chief point of difference, which includes them all, lies in the fact that in the Federation there was no executive, hence, no power to enforce regulations.

5. The first States admitted, by common consent, were half slave and half free States. When the new States carved out of the acquired territory asked for admission, this order was contended for by the slave States, and out of this contention grew the several compromises on slavery. The Senate of the U. S. was asked to be kept equally divided on the slavery question.

6. William Lloyd Garrison, John Quincy Adams, Arnold Buffums, Nathaniel Appleton, James Swan.

7. That foreign powers bad no right to interfere with American nations as set forth in the Monroe Doctrine.

GEOGRAPHY. 1. Write one page giving an accurate description of

the surface of Indiana. 2. Locate cities which have been capitals of Indiana. 3. Represent on paper a township 6 mi. by 6 mi, and

divide it into land sections, and number the

same. 4. Describe the Nile River. 5. How do you demonstrate to your pupils that warm

air ascends? 6. What are the trade winds? Where do the stormy

westerly winds prevail ? 7. Describe the Gulf stream. 8. What experiments should you perform to show

your pupils the conditions favorable to plant

growth? 9. Write briefly on the subject, “The Moon and the

Tides." 10. What are the important religions of the world?

11. What physical regions are crossed in traveling the highlands of Abyssinia and enter the main from Chesapeake Bay to the Ohio River?

system from the east. During the northern sum1. The surface of Indiana slopes gently to the mer the equatorial rains cause the tributaries to south and west from an elevation of nearly 1,300 rise and this volume is added to the more confeet in Randolph and Steuben counties to 313 stant snpply of the White Nile, thus causing the feet at the mouth of the Wabash River. Its summer flood of the trunk river in middle and slope and general surface are determined by lower Egypt. The sediment carried during this the dip and eroded surface of the underlying period of overflow makes the rich, productive sedimentary rocks of the region. The greater valleys of the lower Nile. portion of the State, five-sixths, is composed of 5. Hold a small piece of paper over a lighted a deep covering of glacial drift spread very lamp or heated stove. The paper, when free, smoothly over the surface of the bedded rocks. will be carried upward by the heated air. This gently undulating plain is traversed at in- 6. The trade winds blow between the tropical tervals by gentle morainic ridges which, to a belts of high pressure towards the equatorial belt great extent, guide the courses of the streams of of low pressure; from the northeast in the norththe region. Over a considerable portion of the ern hemisphere, and from the southeast in the northeastern part of the State these moraines are southern hemisphere. The prevailing or stor my so marked as to give the surface a very rough westerlies are outside the tropical belts of high character. This particular region is beautifully pressure, all across the temperate zones and even diversified by numerous small lakes. Much of into the frigid regions. These winds are strongthe region northwest of the Wabash and west est in the southern hemisphere. of Tippecanoe rivers is composed of level and 7. The part of the equatorial drift which sometimes marshy tracts of prairie, most of them passes into the Caribbean Sea circles through the beds of former extensive but shallow lakes. it, becoming warmer, enters the Gulf of MexCircling around the southern end of Lake Michi- ico, and passes out of it between the end of gan, ten to fifteen miles from it, is a great ridge Florida and Cuba, where it emerges as the Gulf or moraine, while a chain of high sand dunes Stream. This current, flowing rapidly at first as border the shore. Along most of the streams of a narrow stream, loses velocity as it passes along the drift area are broad valleys with extensive and becomes broader. For a while it flows near flood and terrace plains bounded by picturesque the American coast, then near the latitude of bluffs. The unglaciated region is much of it Cape Hatteras it slowly turns to the right and very rough, due to the deep trenching of the crosses the Atlantic to Europe. Here it divides, resistent country rock by streams. (See Indiana some turning southward toward the Equator and Supplement in Frye's Complete Geography.) some going northward into the Arctic.

2. (a) Vincennes was the seat of government 8. Use boxes or jars of different kinds of soil, of Indiana territory until 1813. This city, the as sand, tough clay, loam, some fertilized and county seat of Knox, is in the southwestern part some not, with different quantities of water, difof the State on the Wabash River. (b) Corydon, ferent degrees of temperature, with different the capital from 1813 to 1825, is the county seat kinds of plants, and note effect of kind of soil, of Harrison, in the extreme southern part of the amounts of water, heat, etc., on each. Also, State. (c) Indianapolis, the capital since 1825, make vbservations regarding relations of plants is in the central part of the State.

to soil, moisture, temperature, etc., in your 3. Draw a square containing just 36 smaller neighborhood. squares. This will represent a township divided 9. into sections. Begin at the upper right corner 10. Brahmanism, Buddhism, Mohammedanand number the first row consecutively from ism and Christianity are the important religions right to left, the second row from left to right, of the world. the third from right to left, and so on until all 11. The physical regions crossed in traveling the sections are numbered.

from Chesapeake Bay to the Ohio River are the 4. The main system of the Nile, the White Atlantic Coastal Plain and the Appalachian Nile, rises in the lake region of middle Africa Highlands. Frye subdivides the latter into the and flows northward through hundreds of miles following, beginning on the east: Piedmont Belt, of desert country to the Mediterranean Sea. Two Blue Ridge, Great Valley, Alleghany Ridge and tributaries, the Blue Nile and the Atbara, rise in Alleghany Plateau.

[graphic]

INDIANA NATIONAL BANK,

INDIANAPOLIS, IND). Dear Mr. Vories :

The work I learned in your school stands me in hand here, for it is precisely like the work here in this bank.

Sincerely your friend,

CLARA SCHMIDT.

VORIES'S

BUSINESS COLLEGE

Five times larger than any other business School in this State.

SECOND LARGEST IN THE WORLD.

Phones, 1254.

Monument Place, INDIANAPOLIS, IND.

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