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.

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

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 five.)

1. What two things were proved by Magellan's voyage? 2. In what respects did the English Colonies differ from the French?

3. Upon what grounds did the Colonists deny the right of Parliament to levy taxes?

4. What states claimed the territories in the Mississippi Valley on account of the "from sea to sea clauses in their charters? What one claimed by purchase? How did these claims delay the adoption of the Articles of Confederation? 5. Give brief account of the Louisana Purchase.

6. What commercial conditions led to the making of the Erie Canal? How did this canal affect Philadelphia and Baltimore?

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

b. That the opinions which had been expressed by the church that the earth was flat were false.

2. a. The English colonies had better geographical position than most of the French colonies had.

b. The English colonies were vastly more selfgoverning in religion, education, business and politics than were the French. 3. Upon the ground that the colonies were not represented in the English parliament. They held to the English theory of taxation announced in Magna Charta, and further developed in the five hundred years of English history prior to the American revolution.

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

b. New York claimed by purchase.
c. Maryland having no western claim refused
to sign the Articles of Confederation for
several years, unless the states having
western claims would surrender them to
the general government.

5. For many years during the latter part of the eighteenth century there was more or less difficulty between the Americans and the Spanish with respect to the use of the mouth of the Mississippi river in commercial operations. The Spanish held control of this mouth and from time to time made exactions from the Americans who floated goods down the river and had to re-ship them at New Orleans before they went into the Gulf. In 1800 Spain ceded her western territory including this river mouth to France, and when the United States became aware of this fact it immediately set on foot negotiations to secure the mouth of the river from France. Presently the plan enlarged, and instead of merely purchasing the small territory at the mouth of the river, the whole of the French territory west of the Mississippi river and out to the Rocky Mountains was secured for $15,000,000. This occurred in 1803.

6. As the Americans moved west and settled up western New York, Ohio, Indiana, they desired an outlet for their produce to the Atlantic ocean. The natural road-way for all this territory back to the Atlantic ocean was the Mohawk valley and the Hudson river, and in order to open up the

valley the Erie canal was dug. This canal tended to draw over the canal route the produce, which had heretofore been passing through central Pennsylvania 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 an

other.'

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 there knowledge in a book.

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 external world so far as he uses them in a literary product, in that they are transformed by his imagination 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, however, do not deal with the essentials of life in such a 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 projects himself into it. It is the business of the reader to arrive at the end of his work at an understanding of what was in the writer's mind when he wrote. Reader and author are thus, in one sense, moving in opposite directions; in another 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

out of a literary production what we take to it. In other words, the amount of meaning it has for us is conditioned upon our power of comprehension. Thus a scholar's reading of a classic would mean a great deal more than that of a person who had slight education. In the light of this thought, literary selections can be used at various points in school work, each grade working out that phase which it is possible for it to understand. Thus, in the eighth year grades, a study of Julius Cæsar might bring out clearly all the details of the story. The study of the same play in the second year of high school might result in adding a clearer conception of the leading characters, with evidences from the facts of the story that the characters are of such a nature, while in the second year of the college course the work might center around the technique of the plot and the laws of dramatic effect.

6. There is knowledge in a book in the sense that the book contains the symbols which awaken trains of mental activity in the reader.

ARITHMETIC.

1. A room is 30 feet long, 18 feet wide, and 12 feet high. It has two doo's, 3 feet by 7 feet each, and three windows, each 3 feet by 5 feet, and a wainscoting 22 feet high. What will it cost to plaster the walls and ceiling of the room at 30 cents per square yard?

2. Most pupils seem to find great difficulty in solving problems similar to the above. How soon in the school life of the pupil would you assign such a problem? With what kind of problems would you lead them to a knowledge of the process necessary in the solution of one of such difficulty as this? 3. (a) I sell of a quantity of grain for what 3/4 of the entire quantity cost me.

(b) I sell the remainder for what 1-10 of it cost me. Do I gain or lose in the end? What per cent.

4. Explain as you would to a class the difference between True Discount and Bank Discount.

5. I desire to draw $77.66 from bank. For what amount must I execute my note for six months in order to secure this amount, discount being 6 per cent.?

6. I sold a horse to A at a gain of 25 per cent. A sold it to B for a like gain. B sold it for $390 which netted him a profit of 25 per cent. What did the horse cost me?

1. 18 X 30=540, sq. ft. in ceiling.

30+30+18+1896, combined length of
walls.

12-291, height to be plastered.
96 X 9 =912, sq. ft. in four walls.
3X44X2=27, sq. ft. in two doors above the
wainscoting.

3X5X3=45, sq. ft. in three windows.
(540+912)-(27 +45) = 1380, sq. ft. of plas-
tering.
1380 X.30

9

gives $46 as the cost.

2. They should be ready for such problems when they have a knowledge of denominate numbers. Use the school-room as a concrete example. 3. In the two sales I recover + or of the cost, losing, or 15%,

4. Interest is ordinarily paid at the expiration of a period, and true discount is based upon the present worth of a debt due at some future time. In true discount the present worth is the principal. In bank discount the borrower gives his note not merely for the amount he borrows, but for the interest as well. This is equivalent to paying interest in advance on the face of the note. The real difference is the interest on the true discount

5. Discount on $1 at 6% for 6 mos., 3 das. is $.03, and the proceeds would be $.961.

6. What are lymphatic glands and where are they situated? 7. How are heart-beats and respiratory action correlated and what is the relation of one to the other?

8. What is meant by tidal air, complemental air and residual air?

1. The masseter and temporal muscles are muscles located in the cheek and on the temples, and mainly concerned in the process of mastication.

2. In its gross anatomy the femur consists of a shaft, a contained medullary cavity, and somewhat expanded terminal portions consisting mainly of cancellated bone. În its minute structure the femur shows the difficult arrangement into Haversian systems, lacunæ, and canaliculi. The lacunæ are arranged in concentric rings around the Haversian canal giving rise to the lamella. In the lacunæ lie the bone corpuscles, while protoplasmic extensions from these reach into the canaliculi. Blood-vessels, nerves and connective tissues occur in the Haversian canal itself.

3. The Dura mater and Pia mater are investing membranes of the brain and spinal cord. The Pia mater next to the nervous tissue carries the bloodvessels, while the Dura mater is a protecting membrane, and in the cranium serves as the periosteum for the cranial bones.

4. In the spinal cord the white matter is on the outside, while the gray matter is on the inside, so arranged that a cross-section of the same appears like the letter H. In the brain the white matter is on the inside, while the gray matter forms the

cortex.

5. The blood is the circulating medium of the body, consisting of the liquid plasma, which contains in solution the various nutritive substances, and the solid corpuscles. Of these corpuscles the red are concerned in the carrying of oxygen, the small blood-plates, and the process of coagulation, and the white corpuscles in a number of ways, the most important of which is possibly the role they play in removing germs.

6. Lymphatic glands are aggregations of white corpuscles invested more or less fully in connective tissue, and traversed by lymphatics. In them the white corpuscles originate; they are distributed all over the body, but occur regularly in the tonsils, thymus gland, patches of Peyer, etc.

7. The heart-beats and the respiratory action are correlated in the circumstance that, first, the contraction of the heart will increase the available space in the chest, and so induce an additional expansion of the lungs. Second, the distended lungs in their continued tendency to collapse exert a sucking action upon the heart when the heart is in diastole, and so help to fill the heart.

8. By tidal air is meant the quantity of air (about thirty cubic inches) which in an ordinary breath we take into the lungs. The complemental air is the amount of air (about 100 cubic inches) which can be taken into the lungs in addition to

the amount taken in at an ordinary inspiration. The residual air (about 100 cubic inches) is the amount of air which is still left in the lungs after the deepest possible expiration.

SCIENCE OF EDUCATION.

1. What is the theme of the Phædrus?

2. What is meant in this dialogue by the transmigration of Souls? What evidence is there that Wordsworth held this doctrine?

3. What educational thoughts of value are expressed in the Phædrus?

4. What are are the main teachings in the Phædrus?

5. "The physician must study the body in whole and in part that he may understand its nature and know how it may be affected at different times and in different ways. Just so must the rhetorician study the soul that his efforts may be intelligent when he seeks to produce conviction in a soul."

a. Compare with modern views on pedagogy.

b. Apply principle to teaching.

1. The theme of the Phædrus seems to be double. It treats of love as divine madness, and the art of persuasion.

2. The transmigration of souls here means that a soul leaves, that a body is judged, and if righteous is sent to the Isles of the Blessed; if wicked it goes to Tartarus, there to receive punishment commensurate with its sin. When the penalty has been paid it must choose a new life. If it has learned wisdom it secures a better lot, according to the degree of wisdom attained. If it persists in wrong-doing, and chooses unwisely, it takes an inferior life or even assumes the form of some lower animal. Then, whether good or evil, after a certain time, depending again on the degree of of wisdom, it must make a new choice. The souls of those who have never seen truth will never pass into men. "The philosopher, alone, is not subject to judgment, for he has never lost the vision of truth.' Wordsworth's "Intimations of Immortality from Recollections of Early Childhood" is commonly believed to be Platonic.

3. The main educational thoughts in the Phædrus are:

a. The teacher should emphasize content and not form.

b. The teacher should strike at the essential and not the incidental.

c. The teacher should have a thorough knowledge of the subject he is to teach. d. A knowledge of the nature of mind in general and of the individuals to be taught is necessary in order to be able to select means suitable to the given mental process of learning.

e. To be a true teacher one must be a lover of humanity and truth, and not a lover of applause and empty sound.

4. The main teachings of the Phædrus are: a. That love is a divine madness, or a longing of a mortal for the eternal, the immortal, the universal, the truth.

b. That the true rhetorical art is to have a deep insight into and love for truth, and then a knowledge of the situation so as to adjust the expression to the truth and make it forcible.

Not to distort truth to please the fancy and desires of the auditors. (Not to play to the galleries.)

5. a. The quotation suggests a sound modern view of an equipment of the teacher.

b. In teaching geography, for example, the

teacher must understand the mind which is to learn this subject, and its mental equipment and attitude toward it; also the effect the subject is adapted to produce on the mind at different stages of its development. Then he is able to determine

the proper means for producing the effect desired.

GEOGRAPHY.

1. What are trade-winds? Why so called? How caused? 2. What relation does geology bear to geography?

3. Give a brief synopsis of the seventh year geography work as outlined in the state course of study.

1. Why is Alaska so valuable to the United States? What is its form of government?

5. What countries constitute the three great peninsulas of southern Europe? Historically, which is the most interesting? Why?

6. Name in order of importance the six principal seaports of the United States. E

1. Trade-winds blow from the tropics, calms toward the equator, and are deflected westward by the rotation of the earth. They are so-called because they follow a constant or trodden path. They are caused by the belt of low pressure due to high temperature near the equator and the belts of high pressure near the tropics, due to the polar whirl.

2. Geology and geography rest upon a common foundation, and use to a large extent the same material. Both study present features and processes; geology for the purpose of interpreting from them the past history of the earth, geography for the purpose of understanding present relations of relief, climate and life. The geologist studies the past in the light of the present, the geographer the present in the light of the past, the two sciences are mutually indispensable to each other.

4. Alaska is valuable for furs, gold, timber and fish. It has a district government, the officers consisting of a governor, judge and various commissioners. The laws of Oregon prevail so far as practicable.

5. Greece, Italy, Spain and Portugal. Greece is historically interesting because it was a seat of early civilization, and of a culture which, in some respects, has never been equalled. Italy was the seat of the Roman Empire. It is impossible to say which is the more interesting.

6. New York, San Francisco, Boston, Baltimore, New Orleans, Philadelphia.

SCIENTIFIC TEMPERANCE.

1. What is the effect of alcohol in small doses and in large doses as compared with the effect of strychnine?

2. What are the objections to the drinking of strong tea or coffee?

3. What effect has alcohol on the absorption of sugar? 4. What becomes of the alcohol taken into the system? 5. On what grounds has alcohol been administered to soldiers during long battles?

6. What can you say of alcohol, cocoa and tea as beverages?

IMPORTANT TO TEACHERS.

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Evansville, Ind.