In the notes of Nathan we find a very helpful and pointed discussion of the peculiarities of the language, and in general such helps as will clear up illusions, etc. The cases are relatively rare where the editor allows himself to be drawn on to a lengthy paragraph on the general situation of a passage-such as are never read by student or teacher. The same cannot be said of the Egmont. It frequently has several lines of explanation on a passage that is, or would with a little thought, be perfectly clear from the text. Such abundant explanation is to be condemned. One great value of the classics as educational material is to stimulate thought and raise the mental tension at just such passages. It would also seem that the editor of this play has not always been very judicious in his translations. In a number of cases we notice that the spirit of a passage is entirely lost through a prosaic English rendering. A suggestion might be added: Why not do away with the separate paging of the notes and simply have the number of the text page only appear at the head of the page of the notes that refer to it? This would save both time and confusion. A cloth volume of 423 pages, published by the author, Isabel Lawrence of the St. Cloud, Minnesota, Normal School, bears the title Classified Reading. The main heads of the classification are pedagogy and psychology, child study, geography, history, English, nature study, miscellany. The numerous subdivisions under each of these heads are given in the table of contents, so that the student may readily find what books are listed under any particular subject. Besides the author and publisher, the price is given in most cases. The one criticism is the incompleteness of the lists. However, the work is well done so far as it extends, and will be of value to the student as well as to the general reader. A generous margin at the bottom of each page may be used for making additions as desired. [Price $1.50.] From E. L. Kellogg & Co., New York, comes a copy of their new monthly publication "Animals." Single copies 15 cents; one year $1.50. Each number contains ten pictures, 74 by 10 inches, printed on heavy paper and on one side only. The pictures are from actual photographs and the descriptive matter is claimed to be scientifically accu rate. The series already planned, including twenty-four numbers and extending through two years, will doubtless have great educative value. A Physiology Class-Book, by F. M. Walters of the state normal school at Warrensburg, Missouri, is intended to combine the text-book, lecture, and laboratory methods of teaching physiology. There are concise descriptions of the various organs with their structure and functions, suggestions and directions for experiment and observation, and blank spaces on many pages for drawings and notes to record the results of experiments. The price is not named, but the book commends itself as of considerable practical value. INDIANA STATE BOARD QUESTIONS FOR OCTOBER, WITH DISCUSSIONS. SCIENCE OF EDUCATION. 1. Name five characteristics of good teaching. 5. Show that The Symposium is dramatic. 6. Give Alcibiades' characterization of Socrates, in the speech illustrating the nature and power of love. 7. Point out some of the divine and golden images" in which The Symposium is said to abound. 1. The end is distinguished from the means. Life. Constant development from the finite to the infinite. Definiteness. Love for the work on the part of teacher and pupil. 2. The subject of the hour is an end in itself. Death. Development of bad habits. Indefiniteness. Hate for the work on the part of pupil and teacher. 3. A good question is definite. It stimulates thought. It calls forth the greatest self-activity. It does not depend on mechanical memory for an answer. It is one that cannot be answered by yes or no. 4. Love. 5. Dramatic action rests upon the thoughts that in the human spirit there is a universal element, and that there is a capacity for development. These ideas are shown, at least, in the myth that Aristophanes constructs. 6. Alcibiades says Socrates is exactly like the masks of Silenus, and that his face is like that of a satyr. 7. The most casual reading will disclose the "divine and golden image." GRAMMAR, 1. What is English Grammar? 2. Argue briefly, but pointedly, in favor of the retention of grammar in the schools. 3. To what extent would you have pupils resort to the correction of false syntax? Give reasons. 4. What should be the first form of grammar study required of young students? When should they enter upon the study of technical grammar? 5. Outline briefly the work in grammar that you consider best for pupils of the fifth, sixth, seventh and eighth-year grades. 1. Grammar is that English language study which has for its unit or subject-matter, the sen telligently, and affords excellent discipline for the reasoning and reflective faculties. 3. Do not have children work with false syntax until they are pretty well grounded in the principles of the language and have them work on it very little then. The mind grows to be like that which it dwells upon, therefore keep pure English before the children as much as possible. 4. Pupils should learn to use the language well by imitation and practice. Up to the seventh grade they should take language on the authority of the teacher, learn correct language forms and have a great deal of practice in speaking and writing English under careful, competent, sympathetic criticism. Then technical grammar may be taken up at the beginning of the seventh grade. 5. Below the seventh grade let them have plenty of practice in speaking and writing, learn the forms of irregular verbs, number and gender forms of nouns, etc. In the seventh and eighth grades, let them study technical grammar, beginning with the sentence and closing with "parts of speech." Let them continue writing and speaking under careful criticism during the seventh and eighth years. READING. (As heretofore announced, these questions are based on Chapters IX-XIII of Teaching the Language Arts). 1. What connection does the ability to read well have with proficiency in other subjects: say, arithmetic or physiology? 2. What is the distinction between reading and the study of literature? 3. Would the ideal school reader be made up of literary selections mainly or of miscellaneous extracts from various fields? Why? 4. Show that the basic element in silent reading is the same as in oral reading. In what sense is there a close similarity between oral reading and grammatical analysis? 5. Why is the influence of books like the Bible, or Shakespear's works or Milton's so great on linguistic usage? Is the rapid multiplication of books and newspapers likely to have a good or bad effect on language? Why? 6. A man may know all science and yet remain uneducated. But let him truly possess himself of the work of any one of the great poets, and, no matter what else he may fail to know, he is not without education." Make clear the sense in which this quotation is true. 7. What part does apperception play in the process of reading? 8. "No one can really read Shakespeare or Milton unless he has something Shakespearean or Miltonic in him." How does this principle explain the various degrees of pleasure experienced by different readers in reading the same selection? 1. Reading is a necessary means in mastering any subject, the facts of which are recorded in language. 2. The distinction is one of degree rather than kind. Reading shades into literature work. The emphasis in reading rests upon the mastery of the language and the thought as a means, while in literature work the emphasis rests upon the mastery and appreciation of language and thought as ends. 3. Answers will differ. Probably the ideal reader would be made up of purely literary selections, since the final aim of reading is to make the pupil able to read great books. Taking into account the conditions that prevail in most of our school work it is likely that the needs of the school are best served by miscellaneous extracts from a variety of sources. Thus the reader becomes a sort of introduction to a wide field of subjects, more or less "practical" in nature. 4. The essential element in all reading is the mastery of the meaning expressed. Grammatical analysis consists in pointing out the relations which the various words in a sentence bear to each other and to the sentence as a whole. Oral reading points out the same facts by the manner of its expression. 5. (1) Because of the universally high estimate placed upon them as literary classics. Any well-educated person is presumed to be "steeped" in these greater writers, and their influence works its way down even to the lowest classes. (2) Bad. The rapid production results in ill considered work on the part of the writers and the attempt to keep up with current production leads to "mental dyspepsia" on the part of the readers. Answers may differ on this point, but it seems that the necessarily ephemeral character of most of the books, and especially of the periodical literature sent forth, results in all sorts of strained and far-fetched language effects in the effort to attract, at least, passing attention. 6. Literature deals with spirit: science with matter. The great poet is the one who has had profound insights into the depths of the human spirit coupled with the ability to clothe these insights in beautiful conceptions expressed in language. Hence, to comprehend a great poet means to comprehend so much of spirit, and such comprehension is education. (However, does not the mastery of matter bring us into touch with spirit?) 7. Reading is a continuous process of apperceiving. The new is interpreted by the old. 8. To read is to have "one life with the author," to be "able measurably to think his thoughts, feel his emotions, and will his purposes." Since there are all grades of minds, there will be all grades of pleasure among the readers of Shakespeare, from that of indifference or aversion to that of enthusiasm or absorption of self. The same holds true of any selection read. No two pupils will be impressed in just the same way. (Is this an argument for great variety in the school readers?) SCIENTIFIC TEMPERANCE. (Any five.) 1. What are the effects of alcohol and coffee on (a) digestion, (b) the nervous system? 2. What are the effects of alcohol on the alimentary canal and its glands (a) in small doses, (b) in large doses? 3. What is the effect of alcohol on the working and staying capacity of an individual? Give an example. 4. Is all the alcohol burned in the body? 5. How is the will affected by alcohol? 6. Contrast the effect of alcohol and tobacco. In Coffee 1. In small quantities taken with the food at meals, alcohol or coffee might be used by most persons without injury to their digestion. larger quantities, frequently taken into an empty stomach, alcohol soon deranges the action of the tissues and glands of the stomach and intestines, giving rise to severe forms of indigestion. dyspepsia might result from the excessive use of coffee. Alcohol, in even moderate quantities, causes a dangerous excitement of the organs of the nervous system. Coffee, in general, has a quieting effect, but in large quantities might cause unpleasant symptoms. 2. In small doses with the food alcohol has no appreciable effect on the alimentary canal. In large doses it deranges the action of tissues and glands, possibly by changing the composition of the fluids in the tissues of the canal by its strong affinity for water. 3. Alcohol, in even moderate quantities, lessens the working and staying capacity of an individual. This has been shown by experiments with soldiers on the march, with workingmen, and with athletes in training. 4. Only a small quantity of alcohol is burned in the body. If large or only moderate doses are taken it is not all burned in the body. 5. In general the excessive use of alcohol weakens the will power, making it vacillating and uncertain. 6. In general, alcohol is a stimulant, while tobacco is a sedative. Each affects digestion, and the nervous system. Tobacco does its mischief chiefly by disturbing the heart's action, while the organ most affected by alcohol is the liver. HISTORY. (Any five.) 1. In what particular was the founding of the colony of Georgia different from the other colonies? 2. What were the navigation laws and what their purpose? 3. What provisions of the constitution of 1787 were adopted to cure the defects of the Articles of Confederation as a fundamental law? 4. (a) In the treaty of peace with Great Britain, signed in 1814, what disposition was made of the causes for which we went to war? (b) What did we gain by the war of 1812? 5. What disposition was made of Indiana's share of the "surplus revenue" distributed to the various states in 1837? 6. (a) What was the "Dred Scott decision"? (b) What was the effect of that decision upon Northern sentiment? 7. What great Union victories marked the month of July, 1863, and what did these victories decide? 1. The founding of the colony of Georgia differed from the other colonies in two important particulars: a. It was founded for purely industrial pur- 2. The navigation laws had for their purpose to compel the American colonists to send the goods which they had to sell to English markets in English-built ships and to purchase their goods which they did not produce at home from England. These laws were passed by the English parliament to assist the commercial class of England to develop its trade. 3. The defects of the Articles of Confederation were cured mainly by the following provisions in the constitution of 1787 : a. The Constitution provided that the general government should have immediate power over the individual instead of reaching the individual through the authority of the state, as was the case under the Articles. b. A separate body was created to discharge the three functions of government. Namely: executive, legislative, and judicial. c. The general government made adequate provision for establishing an independent system of taxation and an independent army. d. The exact fields of work for the central government and the local government were more carefully indicated. 4. a. The treaty of peace signed in 1814 did not directly deal with the causes for which we went to war. b. By the War of 1812 we gained our independence on the sea. This war was, in fact, our second war of independence, and secured for us commercial independence, just as the Revolutionary war secured for us independence on the land. 5. It was given to the common-school fund. 6. a. It was a decision made by the United States Supreme Court respecting the legal standing in the United States courts of a negro named Dred Scott. The Supreme Court decided that Scott, since he was descended from African ancestors, could neither sue nor be sued in a United States court. That he had, in fact, no legal standing in a court any more than a horse or a cow. The effect of this decision, so far as negro slavery was concerned, was that if Scott had no legal standing in a United States court, therefore no negro would have such, and if this were true then negro slavery could spread temporarily all over the United States. b. The decision had a powerful effect in the North, from 1857, in changing public sentiment from the support of the Democratic party to the support of the Republican party in the state and national elections up to the time of the opening of the Civil War. 7. Gettysburg, fought July 1, 2 and 3, '63, Vicksburg July 4, '63. These influenced Lincoln greatly in issuing the Emancipation Proclamation and were in a large measure the turning point toward the final defeat of the Southern Confederate gov-ernment. 7. What effect upon the lives of a people do you attribute to climate? 8 Show, as to a class in the fourth grade, the difference between political and physical geography. 9. Name the common minerals. Where found? Show their usefulness to man, as you would explain to third-grade pupils. 10. How would you show pupils that the shape and motions of the earth have an effect upon its temperature? 1. Continental and oceanic. Newfoundland, Cuba and British Isles are continental. The Azores, Cape Verde and Canary Islands are oceanic. 2. The principal ranges of the eastern continent trend east and west, those of the western continent north and south. These statements are very general and subject to exceptions and qualifications. 3. The word watershed is now used by scientific geographers to designate the slope from a divide to a stream. The elevated line which separates one stream basin from another is called a divide. The ridgepole of a roof is a divide, the slopes on either side are watersheds. The most important divides in the United States are those of the Rocky Mountains and of the Appalachian Mountains. 4. Vegetation depends upon the soil for anchorage, water and other food. It depends upon climate for the supply of water and for heat and light which furnish energy for growth. The character of vegetation depends upon the varying qualities of soil and climate. 5. Indianapolis near the center of the state, Evansville on the Ohio, Fort Wayne on the Maumee in the northeastern part, Terre Haute on the Wabash in the west central part, South Bend on the St. Joseph in the northern part. Indianapolis is near the center of the triangle bounded by the Mississippi, the Ohio and the Great Lakes, in the midst of a rich agricultural country and near the coal and gas fields, and has become one of the greatest railroad centers in the United States. Evansville is the river port of the Indiana coal field. Fort Wayne is about midway between Chicago, Columbus, Toledo and Indianapolis, in a good agricultural and timber producing region. Terre Haute is in the coal field and the most productive part of the corn belt. South Bend, situated in a direct line between Lakes Erie and Michigan, originally on account of the possession of water power, has developed great manufactures of wagons, plows, sewing machines and wood novelties. 6. The north temperate zone crosses large land masses of varying elevation, and has a great variety of vegetation, tundras, coniferous forests, deciduous forests, prairies, steppes and deserts. The south temperate zone lies mostly over the ocean, and presents less variety. It has tundras, coniferous forests, grassy steppes and deserts. 7. Climate determines the vegetable and animal products of a country, and thus the occupations, industries, and social condition of the people. It also affects directly their dwellings, clothing, and habits of life. 8. This should be shown by personal observation of the relief, soil, drainage, climate, and natural products of the home neighborhood as constituting its physical geography. Thereby a study of the relation of these to the occupations and social life of the people and to the location and character of dwellings, villages, cities, roads, manufactures, commerce, etc., the real meaning of political geography, may be made clear. 9. The most common minerals are earth, water, and air. Two or more of them are found everywhere. The next most useful minerals are coal and iron, found in Indiana and other places too numerous to mention. Third-grade pupils should be set to observing and reporting instances of their usefulness. The necessarily finite limits of THE INLAND EDUCATOR precludes a full answer to this question. 10. Show by means of a globe and lamp how the shape of the earth causes the sun's rays to strike directly near the equator and indirectly near the poles, and how the inclination of the earth's axis and its revolution around the sun cause the angle of the sun's rays at any point to vary from day to day. PHYSIOLOGY. (Any five.) 1. What is meant by the "insertion" and the "origin" of a muscle? 2. Show how the foot can be used to illustrate the three kinds of lever. 3. What is the difference between the structure of the white and the gray matter of the brain? 4. By what part of the blood is the nutriment distributed over the body, and how does it get from the blood-vessels to the tissues? 5. What is the function of the lungs ? 6. Describe the heart. 7. What is the spleen, and what are its supposed functions? 8. Describe the skin and state its functions. 1. "Origin" and "insertion" are terms applied to the places of attachment of muscles to bones by means of tendons. The term "origin" is applied to the attachment of the tendon at the end where there is the least motion, while the term "insertion" is applied to the opposite end where there is most motion. 2. (a) When, the heel being raised from the ground, the foot is extended, so that the toes tap the ground, the resistance is at the toes, the power is applied by the muscles inserted at the heel, the fulcrum being at the ankle joint between the two. This is a lever of the first class. (b) When the body is raised on the toes, the fulcrum is at the toes, the power is applied at the heel, and the weight is that of the body, which falls on the foot at the ankle, between the heel and toes. Such is a lever of the second class. (c) When the foot is bent, as in raising the toes, the fulcrum is at the ankle joint, the weight at the toes, and the power is applied by the flexor muscles between the two. Lever of the third class. 3. The gray matter of the brain is composed entirely of nerve cells, which are always gray in color, while the white matter is composed mostly of nerve fibers having a covering of fat, which gives to the mass a white appearance. This white covering is known as the medullary coat of the nerve. 4. The nutritious part of the blood is the serum albumen, and it is distributed throughout the body by the plasma in which it is held in solution. By the process of osmosis it passes through the walls of the capillaries into the lymph with which the tissues are bathed constantly. 5. It is the function of the lungs to furnish a medium by which the oxygen supply of the blood may be replenished, and the excess of carbon dioxide eliminated. 6. For the anatomy of the heart consult the "Indiana series" or some other good text-book on physiology. 7. The spleen or melt is a soft purplish organ occupying about the same position on the left side of the body as the liver does on the right. It is one of the ductless glands, and differs very little in structure from ordinary lymphatic glands, except that blood passes through it instead of lymph. Then, it contains in its pulp some large cells (Malpighian corpuscles) which are supposed to destroy some of the worn out red globules of the blood. Of the function of the spleen little is known, and the organ can be entirely removed with apparently no injury to the body. But, since it contains a great amount of lymphatic tissue, it is entirely reasonable to say that it gives rise to new white corpuscles Then, as stated above, the Malphigian cells may be said to destroy some decrepit red corpuscles. Some physiologists have said that red corpuscles are formed in the spleen. This is not true, except during foetal life and for a short time after birth. Recently a few physiologists have put forth the idea that a kind of ferment, the nature of which is not understood, is formed in the spleen, which, on being carried (by the blood) to the pancreas, changes the trypsinogen of that gland to trypsin. Noted physiologists, however, do not support this view. 8. The skin consists of two layers; an outer wholly cellular (the epidermis) and an inner layer, which is mostly connective tissue, with some nerves, blood-vessels, glands, connective-tissue corpuscles, and nodules of fat. This layer is called the dermis or true skin.* The function of the epidermis is clearly that of protection for the more delicate structures beneath it. The true skin is an excretory organ, as some urea is eliminated by the sweat glands. The perspiration flowing from its glands has much to do with regulating the temperature of the body. Then, the little tactile corpuscles are special endings of the nerves concerned in the sense of touch. ARITHMETIC. 1. Eleven seconds elapse between the time when I see the flash and hear the report of the signal gun of a warship out at sea. How long will it require for that ship whose speed is 20 knots an hour to cover the distance between us if sound travels 1,090 feet per second? 2. Write ten problems for a class beginning the study of long division in the order in which you would assign the problems. Give a reason for the place in the list that you give to each of the ten problems. 8. What will it cost to tin a church steeple, whose base is eight feet square and whose slant height is 84 feet, at 20 cents per square foot? 4. A floor is 16 feet wide by 21 feet long. What will it cost to cover such a floor with a carpet 30 inches wide at 65 cents a yard? 5. In teaching pupils to solve such a problem as the above would you have them pursue a process similar to that which they would follow were the floor a wall to be plastered? Give reasons for your answer. 6. A boy's kite caught on a church steeple that rose from the front of the church to a height of 80 feet. The boy tied a string to a brick near the fence on the opposite side of the street from the church. The sidewalks on either side were 10 feet wide, while the street between was 50 feet in width. How long was the string, which was drawn taut? A 1. The distance is 1090X11 or 11990 feet. knot is 6086.7 feet, hence 11990÷6086.7-1.969+, the distance in knots. 1.969÷20, the rate per hour, gives .09845 hrs., or 5 min., 54.42 sec., the time required. 2. Supposing that the principles of division have been mastered with divisors up to 12, the order of advance would be from simple to complex. The form may be introduced by two or three problems with single-figure divisors. *This is clearly shown by its modifications in some parts of the body into nails, hairs, etc. 15876÷7 admits division by bringing down a single figure at each step; no remainder. 3269220÷12 increases divisor to two figures, but is otherwise like the first. 985191-12 requires two figures brought down at one step for a partial divisor, and has a remainder. The advance should increase the number of figures in the dividend using first the lower and gradually the higher digits, observing at the same time the order of steps illustrated in the three problems given. 3. 84X8X1X4X$.20-$268.80, the cost. 4. 21X12 -8.4, hence 9 strips are required, and 30 each will be 16 feet or 5 yds. long. 5X9X$.65= $31.20. 5. This problem differs from problems in plastering in that it is necessary to know the number of strips and the more advantageous way of laying them. To lay the strips the long way in this case would require one yard more. 6. 80'+702-106.3+, length of cord. The first number of Vol. II of the Journal of Germanic Philology, edited by Professor Karsten of the University of Indiana, has reached us. The high standard of the magazine is maintained and its value to students is increased. The announcement is made that beginning with Vol. III the journal will appear in the form of two series. The one is to be virtually a Journal of English Philology; the other will be devoted more especially to German. Each will be sold separately. two will be closely connected with each other; they will be conducted partly by the same editorial staff, and will supplement each other so far as their contents are concerned. The present number contains a number of excellent scholarly papers and reviews. The Chaplain H. A. Brown of the celebrated regiment of Rough Riders, has made a close study of the various classes comprising the famous bandthe "professional gambler from Arizona marching besides the Young Men's Christian Association man from Boston; the reckless cow-puncher of the plains seated at mess with the society swell of the East; the Pawnee Indian from Oklahoma sleeping beside the Harvard graduate of Massachusetts; the hard-handed miner of New Mexico and the lily-fingered broker of New York." Why the Chaplain does not regard war as an unmixed evil is told in the Sunday School Times of Oct. 22 |