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22. "Macaulay's Essays are designed to give a graphic picture of a period, or a character, or a career.' What period, character, and career are discussed in this essay?

23. From "Quoted Criticisms" discuss the clearness of Macaulay's style.

24. "Macaulay often breaks up into separate sentences propositions that other writers would introduce as members or clauses of a single sentence." Point out five examples illustrative of this statement.

25. Macaulay himself called this essay a "flashy essay." What did he mean by such an expression? Justify the adjective by references to the text.

II. THEME SUBJECTS.

1. The Indian Empire of the East India Company.

2. British India Today.

3. The "Mountain of Light."

4. Clive's Brilliant Military Manoeuvres.

5. England's Debt to Clive.

6. Historical Interest and Value of Macaulay's Essay ou Lord Clive.

7. The Conquest of Bengal.

8. The Black Hole of Calcutta.

9. Charges against Clive.

10. Macaulay's Attitude towards Clive.

11. The Omichund Affair.

12. Macaulay's Four Years in India.

13. Use of Figure in the Essay.

14. Biographical Sketch of Macaulay. 15. The Wealth of India.

American Notes-Editorial

In beginning a new school year a thoughtful teacher will endeavor to thoughtfully evaluate the work of teaching. This will make the routine duties of the schoolroom more significant. It will tend to improve the teaching and the discipline and to enhance the personal influence of the teacher. The pupils "size up" a new teacher very quickly. They are responsive to personality,—without defining exactly, (who can?) what constitutes personality. They "like," or they "don't like" the new teacher, and do not know why, in either case. But gradually they find out. The teacher who is genuine; the one who is frank and fair and honest and open; the one who rightly estimates his or her opportunity and who knows that the pupils given into his or her charge are immortal beings whose entire future may be made or marred by the influence of their school life, and who therefore takes the task of teaching earnestly and seriously, this kind of teacher will ultimately succeed and be beloved and remembered in after years with deepest gratitude. Such a teacher will value the work not for its rewards but for its opportunities. Not what is gotten out of it, but what is put into it, makes teaching significant, attractive, absorbing. The teacher who would win a large success should always bear in mind the fact that every pupil is a three-fold being, with three sets of faculties and three kinds of need. Every child is a body, a mind, and a soul, or spirit. Education is vitally concerned with each. The teacher who thinks he has done his full duty when he has made his appeal wholly to the pupil's mind has not yet conceived what it really means to be a teacher. One may teach mathematics, or history, cr geography, or any other subject, out of a full and complete knowledge and understanding thereof, and yet be a total failure as a teacher. It is possible so to teach either of these subjects as to positively and directly injure a pupil's bodily, mental or moral health and character. You may assign tasks that are so burdensome as to jeopardize the pupil's nerves and make him sick; you may censure him for backwardness and apparent stupidity until you stunt his mental development and insure his becoming indeed a dunce; you may hector him and provoke him and disgust him with school until you have driven him to crime and ruin. Or, you can reverse all this, and with kindness and patience and tact win his confidence, help him to develop his physical powers symmetrically, awaken and stimulate within him a real love of

the intellectual life and open to him the mysteries and transcendent joys and satisfactions of a genuine spiritual rebirth.

The school is a wonderful opportunity for service. And by and by, if you are the right kind of teacher, when you look back from the standpoint of maturer years, you will say that your days in the profession of teaching were your best, most joyful, most worth-while days, and often in memory you will re-live them, with thankfulness and praise.

We clip the following from a local exchange. It presents a serious situation:

"Summarizing a recent series of questionnaires relating to school accommodations throughout the United States, J. F. Abel, in a paper issued by the United States Bureau of Education, states that 859, or 66.2 per cent, of the towns and cities with a population of 2,500 and over, report that their school facilities are inadequate, and that they need additions to their present school plants to provide accommodations for 507,524 children. The need is not confined to any one section of the country, nor to any special class of cities. In the largest cities lack of accommodations is indicated for numbers of children ranging from 6,000 to a maximum of 84,000 for a single city. Of the the 288 cities with a population of 25,000 and over, 201 reported a shortage of school facilities, due in part to the high cost of materials and labor and in part to the difficulty of disposing of bonds bearing a moderate rate of interest, which kept many boards of education from undertaking even urgent building programs. Approximately one-half the cities reporting inadequate school plants are building to meet the need, and are expending $135,000,000 to provide 322,000 sittings. If the need for sittings in rural communities with a population of less than 2,500 is in the same ratio as in the cities, reckoning the average cost per sitting at 60 per cent of that in the cities, these communities need 764,500 sittings at a cost of $253,800,000. Obviously, it will be a long time before these needs can be even approximately met; but when the present abnormally high costs of labor and material, which are holding back housing construction all over the country, recede to something like the pre-war level, an increase in school construction may be looked for.

The following emanates from South Carolina, and is eminently sound, wise and practical, everywhere:

"Concerning the state-wide adoption of text-books, it is well to remember that such an arrangement is inflexible and does not allow for the varying needs of our rural, village and city schools. Neither does it take into consideration that what is one man's meat is another

man's poison. The text adapted to the use of the highly trained expert may be unintelligible to the holder of a third-grade certificate. Yet the expert should be permitted the use of the best tools available. The inflexibility of the state adoption also does away with experimentation. Obviously the state as a whole cannot try out every new text that is published, no matter what its merits. If it should make this attempt, it would lose the great economic argument; if it does not, it will stagnate. The only satisfactory method is to allow the most progressive schools some degree of freedom. These can improve and strengthen the state's list by recommending new editions whose worth they have proved."

How our nation spends its income is shown in an analysis by E. B. Rosa, Chief Physicist U. S. Bureau of Standards. The total appropriations for year ending June 30, 1920, were $5,686,005,706. Of this 1% was for public welfare. This 1% is divided approximately as follows: Agriculture and development of natural resources, 34%; education, %%; public health 1-14%; labor, 1-100%. 3% was for public works, harbors, rivers, roads, parks, etc. 3.2% was for administration of the Government, expenses of the Congress, President, departments, etc. 92.8% was for (1) present armaments (25%). and (2) past wars (67.8%), including care of soldiers, pensions, railroad deficit, shipping board, interest on the public debt, European food relief, etc. Taxation for the Federal Government for this year averaged 50 dollars per person; of this only 50 cents per person was spent for research, education and development. The Women's and Children's Bureaus together received 5 thousandths of one per cent of the total income.

We condense as follows the somewhat elaborate "resolutions" adopted at the summer meeting of the National Education Association at Des Moines:

1. The development of an efficient school system with a well educated and professionally trained teacher in every American classroom.

Increased facilities for the training of teachers, the rewards of teaching and the recognition of the profession in the public service to be developed in such manner as will attract to the profession the most competent young men and young women and hold in the profession those who have proved themselves efficient.

3. Laws establishing tenure during the period of efficient service, and adequate retirement laws to provide for those whose efficiency is lowered by age or physical disability.

4. The adoption of a single salary schedule for all teachers in elementary and in high schools, determined upon the basis of education, professional training, and successful experience.

5. Educational opportunities for children in rural America equivalent to those offered to children in the most favored urban communities; and to this end, larger units of taxation and administration than the ordinary school district, such as the township or town and the county.

6. Greater financial support than is now available. Wise expenditures for schools are not to be thought of as gifts in aid of a worthy charity, but rather as an investment which will pay higher dividends than any other type of public expenditure.

Larger state distributive funds in aid of the public schools, in order that the American ideal of equalizing the burden of support and the opportunities for education be realized throughout our commonwealths.

7. The highest type of professional service in the offices of stat superintendent or state commissioner of education, of county superintendents of schools, and of city superintendent of schools, to be secured by the selection of all such administrative offices by lay boards of education elected by the people.

8. Co-operation of other great national organizations in the development and promotion of an American program of education.

9. Co-operation with the American Legion in the establishment of a universal requirement of English as the only basic language of instruction in all schools-public, private, and parochial. Thoroughgoing instruction in American History and Civics, required of all students for graduation from elementary and from secondary schools. The establishment of a longer school year, and the enforcement of compulsory education to the end of the high school period.

10. Unqualified endorsement of a Department of Education with a Secretary in the President's Cabinet, and Federal aid to encourage the states in the removal of illiteracy, the Americanization of the foreign-born, the development of a program of physical education and health service, the training of teachers, and the equalization of educational opportunity, as embodied in the Towner-Sterling Bill now pending in the sixty-seventh Congress. Earnest protest against the submerging of education in any other department of the Government, or its subordination to any other national interest.

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