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ing year. He is a graduate of Earlham, class of '96, and is considered a good man.

The annual session of the Tipton county Normal School is in progress, with E. F. Allen and R. M. Grindle as instructors. Classes have been organized in pedagogy, physical geography, algebra, geometry and Latin.

Mr. Elmer Martin Deem and Miss Cora Jane Redding were married Wednesday, July 13, at Newcastle, Indiana. Mr. and Mrs. Deem will be at home at Spiceland after September 1. EDUCATOR extends congratulations.

THE

A. C. McClurg & Company have printed a very suggestive little Drill Book in Dictionary Work which was compiled by Thomas Metcalf and Charles DeGarmo. We think this book will prove very helpful in the hands of teachers.

We have received volume I of the report of the Commissioner of Education for 1896-7. Like all the volumes issued under the present commissioner, this one is of large educational value and worthy of a place in the pedagogical library.

George H. Gise of Lucerne, Indiana, desires to secure one teacher in each county to solicit for th Journal of School Geography. Liberal commission will be paid. We can commend this journal one of the very best of its kind. Write for ples and terms.

The Ohio Wesleyan University at Delay Ohio, is fast taking its place as one of the str colleges of the great middle West. It is denominational but strictly non-sectari cent liberal endowments have made pose improvements in facilities, and the s now as high as in any college in Amer

We have received from George S Irvington, Indiana, secretary of the dubon Society, copies of the const organization and the Indiana bird quest that all who are interested of birds become members of the the fee of $1.00 to the secretary deserves the encouragement of Professor Charles S. Thoma of years has been connected of English in Indiana Un the chair of English Lan Centre College, Danvill Thomas is a young man in every way fitted to which he has been honor to himself and regret very much t Indiana we congrat his services.

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I wrong and 18 feet wide is to be laid with I better to have the breadths the wor the short way, and why? 1744 the carpeting at $1.50 per yard, if cf the pattern"

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(Vegetable,

Productions Mineral,

(Manufactured.

Five imports, from what countries?

Five exports, to what countries?

Chief commercial cities, with location of each.

4. Describe the Atlantic Ocean under three heads: (a) Position and boundaries; (b) Bays, gulfs, seas, peninsulas, islands; (c) Winds and currents.

5. What effect does the absence of an east and west range of mountains in North America have on its distribution of vegetation?

6 Draw a map of the county in which you live, showing the boundaries, rivers, chief towns, and railroads.

7. Trace the nearest water route from New York to Calcutta.

8. Locate Tokio, Naples, Borneo, Ceylon, Melbourne, Manila. 9. What effect does cutting away the timber have upon the climate of a country. Give an example.

1. Products of the field depend upon soil and climate chiefly. Waterways and coast line help determine the commerce. Water-power encourages manufacturing.

2. Salmon and furs; wheat, corn and machinery. 3. Mexico, south of the United States and be tween the Gulf of Mezico and the Atlantic.

Climate ranges from tropical to temperate. Cotton, coffee, sugar, wheat, indigo, hemp; silver; dyes, hides, cochineal, coal, iron, lumber, tobacco and machinery from the United States.

Indigo, coffee, cochineal, dyes, hides to the the United States; Vera Cruz and Tampico on the Gulf and Mexico inland.

4. (a) Bounded north by Greenland and the Arctic Ocean, west by North and South America, south by the Antarctic Ocean, east by Europe and Africa; (b) Baffin Bay, Hudson Bay, Gulf of St. Lawrence, Chesapeake Bay, Gulf of Mexico, Ca

ribbean Sea, Gulf of Guinea, Mediterranean Sea, Bay of Biscay, North Sea, Baltic Sea, Labrador, Florida, Yucatan, Spanish Peninsula, Scandinavian Peninsula, Iceland, Newfoundland, West Indies, British Isles; (c) Gulf Stream, Arctic Current, North and South Equatorial Currents, North and South Trades.

5. Since so large a part of our rains come from the Gulf of Mexico an east and west range of considerable height would intercept these and tend to render the section north of the range barren. The section south of the range would be protected from harsh northern winds, and being at the same time better watered, the vegetation would be more luxuriant than now.

7. Atlantic Ocean, Mediterranean Sea, Suez Canal, Red Sea, Indian Ocean, Bay of Bengal.

8. Tokio, eastern Japan; Naples, western Italy; Borneo, half way between China and Australia; Ceylon, south of Hindustan in the Indian Ocean; Melbourne, southeastern Australia; Manila, western Philippines.

9. It leaves the country exposed to severe winds, allows heavy rains to run off quickly, thus increasing danger from floods, and since forests act as condensers of moisture their removal decreases the amount of rainfall.

GRAMMAR.

1 Define grammar; language; word; syllable; letter. 2. Distinguish between gender and sex.

3. Give four rules for formation of the plural.

4. Give an outline of the adjective.

5. Compare much, far, hind, little, bad; and give principal parts of bend,Ibreak, burn, dig, gild, lay, light.

6. Give the classes of the adverb and examples of each.

7. Define syntax; sentence; subject; predicate.

3. Parse all the words in the sentence: "I once knew a man to make a fortune by minding his own business."

9 Diagram or analyze: Being found in bad company will not make good people esteem you more highly.

At midnight in his guarded tent,
The Turk was dreaming of the hour

When Greece, her knee in suppliance bent,
Should tremble at his power.

1. Grammar is that language study which deals with the sentence. Language is the means by which we express ideas and thoughts by means of written, printed, or spoken symbols. A word is a symbol or sign by which we express an idea. It may be written or spoken. A syllable is an elementary sound or combination of elementary sounds uttered together, or at a single effort or impulse of the voice and constituting a word or part of a word. The name is also applied to the letter or letters standing for such an elementary sound. A letter is a symbol representing a sound. 2. Gender is a property of substantive words. Sex is an attribute of living things.

3. Nouns whose last sound will unite with s form their plural by adding s to the singular; e. g., Bird, birds. Nouns ending in o preceded by a vowel form their plural by adding s; e. g., folio, folios. Nouns ending in a preceded by a consonant form their plural by adding es to the singular; e. g., negro, negroes. Nouns ending in for fe change f to v and add es; e. g., wife, wives. 4. Adjective.

1. Definition.
2. Classes.
3. Properties.
4. Syntax.

a. Uses.

b. Modifiers.

5. Much, more, most; far, farther, farthest;

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better service, and it removes the temptation to use political patronage as a bribe.

3. It passes from the collector to the state treasury, and on the warrants of the Superintendent of Public Instruction the Auditor of public accounts distributes the apportioned funds to the several county superintendents, who in turn pay the teachers.

4. (1) Must be signed in open session by the presiding officer of each house and must then be approved by the governor. (2) Failing his signature it may be passed, over his veto, by a majorityelect of both houses. (3) If it be not returned by the governor within ten days (Sundays excepted) it becomes a law without his approval.

5. The Supreme Court.

6. The system of voting now generally used in the United States, allowing each voter to enter a booth alone and there prepare and fold his ballot.

7. Ways and means; appropriations; judiciary; coinage, weights and measures; interstate and foreign commerce.

8. A teacher possessing a duly authorized certificate.

9. Free and unlimited coinage means that all persons who present silver bullion to the governments may have it coined into money. The ratio of 16 to 1 means that 16 ounces of silver shall be equal in value to one ounce of gold.

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INDIANA STATE BOARD QUESTIONS FOR JULY, WITH DISCUSSIONS.

GRAMMAR.

1. In teaching language to pupils of third year grades what lines of work pursued in 1st and 2nd years would you continue and which cease to follow?

2. In what respects do you think the composition writing of pupils of 3d, 4th and 5th year grades should differ from each other and from higher grades?

3. Of what importance in language culture do you deem the work of paraphrasing? At what point in the advancement of the pupil would you have it done?

4. To what extent would you advise the copying or following of choice literary masterpieces by pupils below the High School? What value do you place on such work? 5. Correct and give reasons therefor.

(a) This bat is for you and I to play with.
(b) Who did you take him for?

(c) It was I who said that, not him?
(d) I don't like those kind of apples.

(e) I had three chances, neither of which I took ad-
vantage of.

1. Continue the correction of oral and written errors and the dictation work. In the third year the copy work might be discontinued.

2. The composition work of the third, fourth and fifth years should not differ from one another materially. The fourth would be a little more difficult than the third, and the fifth a little more difficult than the fourth. Pupils in the higher grades would not require so much direction on the part of the teacher. In the higher grades pupils would have formed the habit of organizing their thought concerning a subject, and less oral work would need to accompany the composition.

3. Paraphrasing teaches the pupil to find different expressions for the same thought. It leads him to compare one expression with the other, and decide in his own mind which is the more appropriate. In this way his attention is directed to language, and the importance of correct and beautiful expression is emphasized. The work might begin in the third grade.

4. The choice literary masterpiece may be used to great advantage in the composition work. Pupils cannot work upon choice English, such as is found in our masterpieces of English literature, without to some extent falling into the style of expression found in them and unconsciously imitating it. In the study of a piece of literature the child may see how the author constructed it. If the class be working on description, they can do no more valuable thing than to take a piece of description produced by a master mind, pick it to pieces, and see how the author organized his thought. Nothing will give the child better methods of thinking out the thought of a subject and organizing it for himself. A large proportion of the work in the grades should be of this character. It will be of much more value to the pupil than will his attempts at writing essays on "Justice," and other abstract subjects.

5. (a) This bat is for you and me to play with. The subject of an infinitive should be in the objective case.

(b) Whom did you take him for? The prin-
cipal word of a prepositional phrase
should be in the objective case.

(c) It was I who said that, not he. A pro-
noun used as the predicate of a sentence
should have the nominative form.
(d) I don't like this kind of apples. The ad-
jective "those" is plural, and the noun
"kind" is singular. The adjective

42

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should agree in number with the noun
it modifies.

e. I had three chances, no one of which I
took advantage of. The word "neither"
refers to one of two objects. When there
are more than two the expression "no
one" should be used.

HISTORY.

Any fire.)

: What two things were proved by Magellan's voyage? is what respects did the English Colonies differ from

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what grounds did the Colonists deny the right of Par at to levy taxes? 4 Anst states claimed the territories in the Mississippi arrant of the "from sea to sea" clauses in their arters What one claimed by purchase? How did these lay the adoption of the Articles of Confederation? e brief account of the Louisana Purchase. What commercial conditions led to the making of the Brasa How did this canal affect Philadelphia and

What were the causes of the “ Financial Panic of 1873?" :. 1. That the world is a sphere instead of being flat.

3. That the opinions which had been ex-
pressed by the church that the earth was
flat were false.

2.1. The English colonies had better geographi-
cal position than most of the French
colonies had.

The English colonies were vastly more selfgoverning in religion, education, business and politics than were the French. Upon the ground that the colonies were not represented in the English parliament. They held the English theory of taxation announced in Magna Charta, and further developed in the five dred years of English history prior to the American revolution.

4. Georgia, South Carolina, North Carolina, Virginia, Connecticut, Massachusetts.

1. New York claimed by purchase.

Maryland having no western claim refused

to sign the Articles of Confederation for

valley the Erie canal was dug. This canal tended
to draw over the canal route the produce, which
had heretofore been passing through central Penn-
sylvania to Philadelphia and over the National
Road, to Baltimore and hence it lessened the
trade of both Philadelphia and Baltimore.
7. Some of the prime cases were:

a. The rebuilding of both Boston and Chicago
which had recently been destroyed by
fire, thus absorbing a large amount of
capital.

b. The investment of a large amount of cap-
ital in western railroads by banks and
other financial institutions of the East.
c. A disagreement between the western farm-
ers and the western railroads which had
been built, as to rates which led, in turn,
to the railroad investment not being so
profitable as was expected.

d. These several causes brought on a financial
stringency all over the country, and when
a great banking company (Jay Cook &
Company) failed in the East, a general
contraction of loans soon spread through-
out the entire country and produced a
"panic."

READING.

(As heretofore announced, these questions are based on Chapters IX-XIII of Teaching the Language Arts.)

1. In general what relation does an author bear to his production?

2. So far as a literary product expresses facts or truths of the external world, does the author make or create them? 3. When Lowell said the "Greek classics are rammed with life," what did he mean by the expression? In what sense is his statement true of all literature?

4. In what respect is the function of the reader different from that of the author?

5. Reading, to be sure, is relative, not absolute. A child's reading of Shakespeare is one thing, Coleridge's quite another."

Explain what is meant by these propositions.

Show how Shakespeare's Julius Cæsar could be used in the eighth year of the grades, the second year of the high school, and in the second year of a college course in the light of the above. 6. Knowledge is purely subjective;" in what sense is

several years, unless the states having there knowledge in a book.

western claims would surrender them to
the general government.

For many years during the latter part of the myswenth century there was more or less difficulty ween the Americans and the Spanish with re

1. In general, the author bears to his production the relation of creator to creature. The production is an utterance of something within himself.

2. The author makes the facts or truths of the

get the use of the mouth of the Mississippi external world so far as he uses them in a literary *ge A Commercial operations. The Spanish held product, in that they are transformed by his im

ze of this mouth and from time to time zade exactions from the Americans who floated go own the river and had to re-ship them at Grans before they went into the Gulf. In Y ceded her western territory including

agination and set forth again in his language.

3. He meant that the Greek classics are filled with the essence of life. This is true of all literature, in the sense that all literature has as its theme human life. All literary products, how

do 2 “ver mouth to France, and when the United ever, do not deal with the essentials of life in such a

the small terri

Sus day aware of this fact it immediately
» 12 Žve negotiations to secure the mouth of the
or our since Presently the plan enlarged,
sai of merely purchasing
mg @the mouth of the river, the whole of the
Berndney west of the Mississippi river and

@ sccurred in 1808,

profound and attractive way as the classics referred to.

4. The author working from the standpoint of a mental conception projects himself into his production. By means of language the reader moves to the conception in the mind of the writer, and

reader to arrive at the end of his work at an un

© do Books Mountains was secured for $15,- projects himself into it. It is the business of the
juzgrivans moved west and settled up derstanding of what was in the writer's mind
York, Ohio, Indiana, they desired when he wrote. Reader and author are thus, in
produce to the Atlantic ocean.
way for all this territory back to
was the Mohawk valley and
and in order to open up the

one sense, moving in opposite directions; in an-
other sense they bring up at the same point,-a
certain state of mind or experience.

5. In a very profound sense it is true that we get

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