These young men aud women are not peculiar. They are not exceptions. The same thing occurs every term, term after term, with all beginning classes. The difficulty lies not with the students but in the formal grammar work which they have been doing. These are the results of formal, mechanical grammar-grammar without a foundation of logic. How could a student of formal grammar be expected to look in the last part of the sentence for the subject! He naturally looks for the subject in the first part of the sentence, so he takes the first words for the subject, the next for the copula, and the last for predicate. How can the boy or girl be expected to give the subject of a sentence without first seeing the thought subject which the subject of the sentence expresses? If one is to understand the sentence, which is an instrument, he must understand the thought, which the sentence expresses. It is impossible to comprehend an instrument without understanding something of the work which it is to do.

J. B. WISELY.

DEATH OF WILLIAM B. SINCLAIR.

After several years' struggle with disease which became acute six months ago, W. B. Sinclair died at his home in Knox, Ind., July 6. He was well known throughout the state as a school man of ability, and was twice the candidate of his party for the state superintendency. He was born in Putnam county, but most of the forty-two years of his life was spent in Starke county. Here he received the elements of his education. He then spent three years in the Cook County Normal, two years as a student and one as an instructor. In 1881 he entered Purdue University, and after graduation was elected superintendent of the Starke county schools, where he served for twelve years. In this capacity and also in his work as a teacher he met with marked success. He was a man of principle, exemplary in character, honest and conscientious. Not only his home county but the whole state may well grieve this loss of a good man.

THE NEW TEXT-BOOKS IN INDIANA.

Readers of the EDUCATOR will remember an extended comment on the new Readers, appearing in the July issue. In this, the August number, Dr. Aley has something to say in the mathematical department about the new Arithmetics. The following letter from Superintendent Jones addressed to the county superintendents and trustees under date of July 19 contains still other information that will be of wide interest:

"1. The State Board of School Book Commissioners has entered into contract with the following named firms to supply books for the common schools of Indiana for a period of five years, and at the retail and exchange prices indicated below:

Ginn & Co., Frye's Complete Geography, retail price 75 cents, exchange price 55 cents; Ginn & Co., Frye's Introductory Geography, retail price 30 cents, exchange price 23 cents;

Indiana School Book Co., Ind. Ed. Srs. First Reader, retail price 10 cents, exchange price,

none;

Indiana School Book Co., Ind. Ed. Srs. Second Reader, retail price 15 cents, exchange price, none;

Indiana School Book Co., Ind. Ed. Srs., Revised Third Reader, retail price 25 cents, exchange price, none;

Indiana School Book Co., Ind. Ed. Srs., Revised Fourth Reader, retail price 30 cents, exchange price, none;

Indiana School Book Co., Ind, Ed. Srs., Revised Fifth Reader, retail price 40 cents, exchange price, none;

Silver, Burdett & Co., The New Advanced Arithmetic, retail price 45 cents, exchange price 35 cents;

Silver, Burdett & Co., The New Elementary Arithmetic, retail price 35 cents, exchange price 25 cents;

Eaton & Co., The New Era System of Slant Writing (1-6), retail price 5 cents, exchange price, none;

Eaton & Co., The New Era System of Vertical Writing (1-6), retail price 5 cents, exchange price, none.

2. The exchange may be made any time prior to March 1, 1900. If it is desired to make an exchange, the person making it must give for the "new book” a copy of the “old book" and the exchange price, as given above.

3. No book now out of adoption can be sold to a pupil by any dealer or trustee in lieu of the newly adopted books. No requisition should be made for any book now out of adoption.

4. All publishers of both old and new books have filed their consent to have the dealers handle the common school books with the restrictions and conditions provided for in an Act Approved and in force March 1, 1893, the same being Sections 6298 and following of R. S. 1897, the same being Sections 55 and following of the School Book Law of Indiana as sent out by this department.

5. In regard to the manner of introducing these newly adopted books all officers charged

with their introduction should read all of Sections 6293 and 6307 R. S. 1897, the same being Sections 50 and 64 of the School Book Law of Indiana as sent out by this department.

6. All sales of books to dealers by the trustees must be for cash, the dealer being allowed a discount of 10% from the retail price of the books. In settling with the County Superintendent, for books sold to dealers, trustees must pay out of the Special School Fund one-half the amount of the 10% discount, which amount the County Superintendent must remit to the publishers (see Section 56 School Book Law).

7. Either the Vertical or Slant Systems of writing may be used in the schools; but uniformity should be maintained in any given corporation."

INDIANA YOUNG PEOPLE'S READING

3. Which one of the thirteen colonies was last founded, by whom founded, and what motives were predominant in its founding?

4. What financial difficulties confronted congress and the colonies in the Revolution? What means of meeting these difficulties were adopted?

5. State briefly Alexander Hamilton's plan for strengthening the public credit.

6. Why were the southern states more eager for the annexation of Texas than the northern states.

7. What states entered into the southern Confederacy? 1. (a) That it was flat.

(b) That it was, say three or four thousand miles long and two or three thousand miles wide.

(c) That it occupied from a third to a fourth of the territory which we now know it

to occupy.

2. Because he said that the Puritans should have bought the land from the Indians; and, in religion, said they should give all persons the right to be their own judge in all matters of religion. The Quakers were punished for essentially the same reason. Yes, the Puritans were inconsistent because, in protesting against the English church, as they had done, they essentially set up the doctrine that all persons should be given the right of religious freedom. 3. (a) Georgia.

(b) By James Oglethorpe.

(c) As a refuge for poor English debtors. 4. (a) The continental congress had almost no independent means, and the states were very slow to assist the continental congress.

(b) The continental congress borrowed money, issued paper money, and continually begged the states to pay the taxes which were levied upon them by the continental congress.

5. (a) That the United States government should pay the domestic debt.

(b) That it should pay the foreign debt.
(c) That it should pay the state debt in-
curred since the beginning of the Rev-
olutionary war.

(d) That a United States bank should be
established.

(e) That a national internal revenue sys

tem should be established.

6. Because it would give additional territory in which to extend negro slavery.

7. Texas, Arkansas, Louisiana, Mississippi, Tennessee, Alabama, Florida, Georgia, South Carolina, North Carolina, Virginia.

GRAMMAR.

'Dryden, though a great and undisputed genius, had the same cast as L'Estrange. Even his plays discover him to be a party-man, and the same principle infects his style in subjects of the lightest nature; but the English tongue, as it stands at present, is greatly his debtor."--Goldsmith.

The first seven questions following refer to the above selection:

1. State which of the clauses are principal, which subordinate, and give the subjects and predicates of each. 2. Give the modifiers of (a) had; (b) cast; (c) discover. 3. (a) Select one infinitive, and give its syntax

(b) Select one relative pronoun and give its construc

tion.

4. Give the mode and tense of each of the following verbs: (a) had; (b) discover; (c) to be.

Give the case and construction of party man.

5. Select (a) one adjective phrase; (b) two adverbial phrases.

What does as it stands at present modify?

6. Parse (a) genius; (b) hím; (c) but; (d) greatly.

7. (a) Give the syntax of L'Estrange.

(b) Dispose of the word as, last member, second sentence. (c) Select an adverb in the positive degree; an adjective

in the superlative degree.

8. 9 and 10. Write in outline a course of study in technical grammar for pupils below the high school, giving your own ideas as to the time it should be commenced, and the kind and amount of work that should be done in each grade.

1. Principal clauses: (Dryden) [had the same cast]. (Even his plays) [discover him to be a party-man]. (The same principle) [infects his style in subjects of the lightest nature]. (The English tongue) is greatly [his debtor]. Subordinate clauses: Though [a great and undisputed genius] (subject and copula understood); as (L'Estrange) [had]; as (it) [stands at present].

( )=subject [ ]= predicate. Copula or word in which it is implied, in italics.

2. (a) Had, "Though a great and undisputed genius." "The same cast as L'Estrange." (b) cast, "the; same as L'Estrange. (c) discover,

"him to be a party-man" (clausal phrase).

3. (a) "to be," copula-like element of the clausal phrase. (b) “as," direct objective modifier of the verb, "had," (understood), and expresses the relation between the two thoughts. 4. (a)" Had," indicative mode, past tense. (b) “discover," indicative, present. (c) be," present infinitive.

66

"to

5. (a) of the lightest nature." (b) "in subjects of the lightest nature;" "at present." It modifies the verb "is."

6. (a) Noun, common, class, 3d person, sing. number, common gender, nom. case-pred. (b) Pro., personal, third per., sing. number, mas. gen., obj. case-subject-like element of the clausal phrase. (c) Coordinate conj., expresses the relation between thoughts. (d) Adv. modifies the verb "is," expresses adv. idea of degree. 7. (a) Noun, sub. of verb, "had," (understood). (b) conj. adv., modifies the verb, "is," in the prin. clause and the verb, "stands," in the subordinate clause, and expresses the relation between the thoughts. (c) "greatly," "lightest."

8, 9 and 10. It should not be taught lower than the seventh grade. Up to that time pupils should work on the art side of English. In the seventh and eighth grades pupils may cover the subject of technical grammar as presented in the best elementary texts, dwelling only briefly on the more technical points. For a good outline see

the state course of study in use in this state for the past two years.

LITERATURE.

1. How do the writings of Hawthorne compare with those of Lowell? Mention two of the greatest productions from each author. Why do you think the productions are especially good?

2. What is the difference between American and English literature? Why does the latter contain so much more standard literature than the former?

3. Give a brief outline of "The Great Stone Face." What is the theme of this production?

4. Name three writers of the Colonial period.

5. Name three writers of the Revolutionary period.

6. Tell something of Wordsworth's writings. Name one of his greatest works.

7. Who wrote "The Merchant of Venice?"

8. Name your favorite poem. Give author and theme. 1. Hawthorne's work is made up mainly of fiction, of an allegorical or symbolic nature, while Lowell's is composed of poetry and essays, the latter mainly critical. Hawthorne's writings are characterised by a kind of overhanging gloom or semi-fatalism, while Lowell's are noted for exuberance of spirit and imagery. Hawthorne's work is generally regarded as the "highwater mark" of American literature. Two of his greatest productions are The Scarlet Letter and The Marble Faun, fascinating in style and tracing with great insight some of the relations existing between sin and character development. Two of Lowell's works are The Vision of Sir Launfal, with its famous descriptions, of the June day and winter, and My Garden Acquaintance with its quiet ease and appreciation of nature in all her phases.

2. As the terms are generally used the first means literature produced in America, and the second, literature produced in Great Britain. In reality" English literature" covers both. No distinction other than place of production will hold. From Cædmon to Tennyson the length of time is 1200 years; from the earliest settlement in America to the present time is not 300 years, and we are only ninety years away from Irving's Knickerbocker's New York, while the English are 500 years away from Chaucer.

3. The Great Stone Face is the story of the successive supposed fulfillments of a legend which said that a great man would in time come to a certain valley, whose features would bear a resemblance to the face made by a peculiar formation of rock at one side of the valley. This legend made a deep impression upon a boy named Earnest, who scanned each new claimant with hopefulness only to find that each lacked a certain nobility of expression, benevolence, which belonged to the Great Stone Face. In succession the people hailed Gathergold, Old Blood and Thunder and Stony-Phiz as the one prophesied of aforetime and then as readily forgot each. In the meantime Earnest, through

constant contemplation of the benevolent countenance, had grown into the spiritual likeness of the face. A poet visiting the valley sees the resemblance and points it out. But Earnest, with true humility, still hopes for a greater than himself to fulfill the prophecy. The idea of the selection is that we grow to be like what we center our thought upon. If our ideals are high our life is high.

4. Cotton Mather, Jonathan Edwards, John Winthrop.

5. Benjamin Franklin, Thomas Jefferson, Philip Freneau.

6. Wordsworth's writings are noted as standing at the crest of the great movement in English Literature known as the Romantic Revival or the Return to Nature. He deals with common things and treats them in a simple way. Probably the best known of his greater works is the famous Ode on Immortality.

7. Shakespeare.

8. Answers will differ. The "answerer" would say Tennyson's The Idylls of the King, and the theme, the warfare of Soul and Sense.

GEOGRAPHY.

1. Sketch map showing drainage of North America. 2. Describe in general terms the mountain system of South America.

3. Compare Texas and Vermont as regards climate, topography, population, products, etc.

4. Draw a township map showing system of subdivisions, according to U. S. land survey.

5. Describe the geographical features of Alaska.

6. Describe the principal routes from the United States to the Philippine Islands. Which is the shorter?

7. Where, in the world, are coal, iron, petroleum and gold chiefly produced?

8. How would you teach to young pupils the form and motions of the earth?

2. South America is bordered along the western coast by the high and narrow system of the Andes mountains, among the loftiest in the world. In the north the plateau of Guiana is traversed by several ranges in general east-west direction. The plateau of Brazil in the east central part supports numerous ranges, of which the most prominent skirt the southeast coast. 3. Texas west of the Pecos river is mountainous. The west central part is a high, smooth plateau, from which the surface slopes southeastward to the coastal plain. The temperature in summer is hot except in the highest portions. The winter temperature is mild but subject to great and sudden depressions. The rainfall decreases from fifty inches on the coast to less than twenty inches on the plateau. Its principal products are cotton, cattle and sheep. The population is less than nine to the square mile. 4. Vermont is a part of the New England plateau, and is traversed north and south by the Green mountains. The winters are cold and the summers cool, the rainfall about forty inches.

It produces oats, hay, sheep, cattle, dairy products and building stone. The population is about thirty-five to the square mile.

5. The most prominent feature of Alaska is the high mountain range along the, southern coast, which extends southwestward forming the long peninsula of Alaska and the chain of the Aleutian Islands. North of these lie the valleys of the Kuskokwim and Yukon rivers. North of the Yukon are low ranges of mountains extending northeast and southwest. North of these wide lowlands stretch to the shores of the Arctic ocean. The coast of southern Alaska is bordered by a chain of islands separated from the mainland by sounds. Deep, narrow fiords extend far into the mountains, from which numerous glaciers descend to the sea. The rainfall is abundant and the shores are heavily wooded. Mts. McKinley, Logan and St. Elias are the highest peaks in North America.

6. From San Francisco across the Pacific ocean. From Atlantic ports around South America and across the Pacific. From Atlantic ports across the Atlantic, through the Mediterranean sea, Suez canal and Red sea, and across the Indian ocean. The first is the shortest.

7. Coal-Eastern United States, Great Britain, Germany, France, Belgium. Iron-Eastern United States, Great Britain, Germany, France, Belgium, Sweden. Petroleum-Eastern United States, southeastern Russia, Burmah. GoldSouth Africa, western United States, Australia, Siberia, Alaska.

8. By using the simplest possible apparatus, a plain ball of wood or rubber, an orange or an apple. First spin it upon the table like a top and thus establish an axis, poles and an equator, which can be marked. Revolution should be shown by carrying the ball in proper position around an orbit marked upon the floor, using some object to represent the position of the sun. The rotation of the earth should be actually seen by watching the circumpolar and other

stars.

READING.

1. State advantages and disadvantages of concert reading? 2. What would be the advantages, and what the disadvantages of substituting the daily paper for the book, in school reading?

3. Should the pupil stand or sit while reading in class? Why?

4. What advantages, if any, would be gained by the reader if punctuation marks were discarded?

5. Punctuate the following so that it would be a true statement: "Every lady in every land has twenty nails upon each hand five and twenty hands and feet all this is true without deceit."

6. Which kind of composition requires most maturity in the reader-description, essay or oration?

1. In the way of advantages concert reading may be so conducted that it will help regulate the rate of reading, hurrying up the slow and

holding back the rapid. It may give courage to the timid, and add something of variety to the exercises. Its chief disadvantage is in its tendency to reduce all to a dead level, thus destroying individuality. It should be used sparingly, if at all.

2. There would be no advantages. The only seeming one would be the fact that the newspaper matter would deal with things of immediate interest. This interest, however, is in most part merely temporary while the material of which most readers are made is of general significance. The transient nature of the daily paper precludes the same attention to matters of language as found in the classics.

3. Stand. It will give the pupil greater freedom, and require greater self-control on his part. His opportunity for controlling the attention and sympathies of the class is also increased.

4. The reader would be obliged to think out the meaning entirely without help. The gain would be more than balanced by the fact that much time would be lost, and that sometimes it would be impossible to get at the author's meaning apart from the author's punctuation. Every lady in every land

5.

Has twenty nails: upon each hand
Five; and twenty, hands and feet:-
All this is true without deceit.

6. Probably the essay, because it is in its purest form the most abstract of the three mentioned. But an unqualified answer is impossible. Emerson's Over Soul requires more maturity than Lowell's On a Certain Condescension in Foreigners; so does Webster's Reply to Hayne, while some of the descriptive passages in Milton's Paradise Lost are as difficult as any mentioned.

PHYSIOLOGY AND SCIENTIFIC TEMPERANCE.

1. What causes fainting? How would you restore a person who has fainted?

2. What is the germ theory of disease?

3. How is the temperature of the body regulated? Explain as to a class of pupils.

4. Describe the structure and give the function of the iris. What is the function of the sclerotic coat of the eye?

5. Describe the structure of the kidneys. What is their function?

6. Describe and give the functions of the lachrymal gland, the eustachian tube.

7. Of what is alcohol the product-fermentation or distillation? Name what you consider the best means of influencing young people against the use of intoxicants.

8. What is the relation between intemperance and immorality? How does alcohol affect the nerves and nervous sys

tem?

9. State the effects of alcohol on digestion. Why are the lungs so much affected by alcohol?

1. Anæmia of the brain; or, more remotely, loss of blood, profound emotion, or disease. Lay the patient on his back, loosen clothing, admit fresh air and apply stimulants.

2. The theory that disease is due to the growth of germs which attack and tend to destroy the body tissues.

3. (1) By such artificial agencies as fuel, clothing, drugs, etc.; (2) by natural agencies, as, circulation, contraction and relaxation of the capillaries, perspiration with its consequent evaporation, and activity of the organs in the digestion of food.

4. The iris is a thin, circular curtain, composed of fibre, muscle and pigment; it regulates the admission of light through the opening in its center. The sclerotic coat is protective, being strong and tough.

5. The kidney is compact, partly vascular, partly tubular; the outer cortex is granular, and into this, from an interior cavity, extend wedgeshaped groups of tubules called Malphigian pyramids and medullary rays. The function is to eliminate the urinal products.

6. To secrete the fluid which keeps the surface of the eye moistened. To furnish air to the middle ear, thus making the pressure on each side of the tympanum the same.

7. Of fermentation. (1) The actual results, social and moral, where intemperance prevails; (2) The physiological effects.

8. Intemperance tends to destroy moral sensibilities, and to degenerate the nervous system. 9. It depends almost wholly on the quantity used. In small and dilute quantities it probably aids digestion. In large quantities its effect on all animal tissues is bad.

SCIENCE OF EDUCATION.

BASED ON GENERAL PEDAGOGY.

1. A late writer, in commenting on the educational doctrines of Rabelais, says: "He discerned the glorious_average of man, that even balancing of body, mind and soul. which, in maintaining spiritual equilibrium, makes us one with God." Comment on this as an educational ideal.

2. In education and in the development of human thought, for what did Francis Bacon stand? What influence has his educational thought had on the world?

3. One of the leading educational doctrines of Comenius is, that "the foundations of morality should be finally laid by the school by training to temperance in all things, cleanliness of habits, due reverence to superiors, prompt obedience, truthfulness, justice, charity, continual occupation, patience, serviceableness to others, civility." Should the school train the child in these virtues? Give your reasons. 4. State and comment on one of the leading educational doctrines of Rousseau.

5. What is the true aim of all school government?

6. Says Froebel, "Children have at first no real moral character." What is here meant, and do you agree with this?

7. What do we mean by practical education?

8. In your opinion, is the criticism well founded that the education given by the public school is not practical?

1. The human being at birth is finite with capacity to become infinite. The process of becoming infinite, or of becoming one with God, requires the best use of the means at handbody, mind and soul in the individual-and the manifestation of spirit in the world. The union of these is the end of education.

2. For scientific observation and investigation.