first, but good usage would sanction
the sentence as it stands.

(b) He came here to have a talk.
(c) We heard of his coming. (The pro-
noun is a possessive modifier.)

(d) We ate only three meals to-day.
(e) I knew it was he.

8. (a) He brought a friend that had long been his companion into disgrace.

(b) He who cannot read needs a teacher.
(c) Great Britain, in which more than half
as many people live as there are in
all the United States, is only a little
larger than the state of Minnesota.
The relative clause should be placed
as near as possible to the word which
it modifies.

9. They both express attributes; each may be compared. They differ in that the adjective always expresses an attribute of an object of thought, while the adverb always expresses an attribute of an attribute or of a relation.

10. It is a very good exercise to make children familiar with the properties, forms and construction of words, provided the teacher does not permit it to become mechanical-a mere jugglery with words. Use it sparingly, and as a basis for it let the child have a thorough mastery of the sentence as a whole.

GEOGRAPHY.

1. Give a full discussion of the origin of clouds, as you would present the subject to a class in fourth year.

2. Give a similar discussion of the sources of streams. 3. "It is thought that a broad survey of the surface-features, climate, life, industries, leading countries, chief centers of trade, etc., will prove of far greater benefit to pupils who are to leave school at an early age, than the detailed knowledge of the political geography of any country or group of countries." Do you agree with the quotation? Why? Answer fully?

4. Of what countries is wheat one of the chief exports? 5. Of what commercial value would the Nicaraugan canal be to the United States?

6. Name and give location of five great seaports of the world.

7. Give the characteristics of the plant and animal life of the arctic regions.

1. Clouds are produced by the condensation of the invisible vapor in the air into minute drops of liquid or water dust. Condensation is always caused by the cooling of the vapor to a temperature at which there is more water present than can exist as vapor in a given space. Cooling is brought about largely by the expansion of rising currents of air. The heaped or cumulus clouds of fair summer weather are formed at the tops of rising columns of air. The dense layers of cloud which overcast the sky before and during a long rain storm are due to the cooling of moist winds which blow into higher latitudes

and lose their heat by radiation to cooler earth below and cooler air above. The clouds around mountain masses are the result of cooling by contact and radiation to the cold mountain, and by expansion due to the rising of the air currents up the mountain side.

2. Streams have their sources from the rainfall in their basins. Part of the rainfall flows off on the surface, at first in sheets and little rills which soon gather into definite channels. Part of the rainfall sinks into the ground and percolates through it into streams or runs out in the form of springs.

3. "A broad survey, etc," based upon a study of a sufficient number of particular, typical features enables the student to grasp fundamental principles and to appreciate certain general relations or geographical laws. When occasion arises he can learn from an atlas or cyclopedia the details of any country he wishes to study minutely, and can apply to them the general laws. He is thus enabled to see the meaning of any group of geographical facts; and this is the only kind of knowledge which can be of much value.

4. United States, Russia, India, Hungary, Remania, Argentina.

5. The canal would facilitate commerce between the Atlantic and Pacific coasts of the United States, between the Atlantic seaports and the islands of the Pacific ocean and the countries of eastern Asia and Australasia, and between the Pacific seaports and European countries.

6. London in southeastern England, Liverpool in western England, New York, Boston and Philadelphia in eastern United States, San Francisco on the Pacific coast of the United States.

7. The plant life consists of lichens, mosses and herbaceous plants which mature their seeds in a very short growing season. There are also some shrubby plants which rise but a few inches above the ground. The animals are chiefly flesh eaters and more or less aquatic in their habits. The mammals, as the seal, bear, fox and musk ox, are covered with a heavy coat of fur. The musk ox and the reindeer are the chief herbivorous quadrupeds.

READING.

1. Is it necessary that one understand a selection in order to read it well orally? Why?

2. Is it true that correct oral reading depends altogether on a correct understanding of the selection to be read?

3. Explain what is meant by the alphabetic method, the word method, sentence method of teaching beginners to read.

4. What are the chief difficulties in the way of teaching beginners to read?

5. In what way can the Young People's Reading Circle work reinforce the regular reading work?

6. Why is it important that a pupil be able to imagine clearly all the pictures suggested in a selection?

1. Yes. Oral reading means oral expression of the author's language in such a way that all the author's meaning is conveyed. Unless this meaning is understood it cannot be well expressed.

2. Perfect oral reading presupposes perfect command of the vocal organs as well as perfect understanding of the thought. Vocal drill is thus an important element.

3. In the alphabetic method the beginner learns the letters one at a time as individuals, later combining them into groups, in the word method the word is learned as a whole and later analyzed into its elements or combined with other words, while in the sentence method the sentence is the unit, afterwards being analyzed into its parts.

4. a. Difficulty of associating language or symbol with its idea.

b. Difficulty in mastering the various language sounds.

5. By affording new and interesting lines of reading, thus broadening and strengthening the work done in reading.

6. In literary selections, especially, the writer expresses his meaning in a vision or series of pictures which it is the business of language to convey to the mind. The pictures are expressions of the thought and must be seen clearly before the thought can be understood.

LITERATURE.

In the subject of literature two sets of questions are presented, one based on American Literature and one based on Social Elements.

BASED ON AMERICAN LITERATURE.

1. What three writers do you consider of the greatest importance in the colonial period, and what are the characteristics (or one work) of each?

2. Whom do you consider the greatest of American poets? Reasons for your answer.

3. What is the central thought in the Chambered Nautilus? In the Vision of Sir Launfal?

4. What is the main characteristic of Benjamin Franklin's works?

5. What is your estimate of the poems of Riley?

6. Describe the influences of great events in our history upon the literature of a nation.

7. Make a quotation from an American author, and tell under what inspiration or circumstances it was written.

1. Answers will differ. Cotton Mather, Marginalia; Jonathan Edwards, Inquiry into the Freedom of the Will; Benjamin Franklin, Autobiography, may be named. Whether the latter is included will depend upon the date set for the close of the colonial period.

2. Longfellow. Because of the wide range of

his sympathy, thus making him the laureate of the common people. (Answers will differ.)

3. The growth of the soul. True charity consists in sharing.

4. Common-sense simplicity.

5. Naturalness is one of the most prominent traits. The most common facts of every-day life and experience are invested with beauty. Facility and spontaneity of expression are always present.

6. Great events stir the national consciousness and by unifying the national life give a public to which literature may appeal as well as a body of subjects with which literature may deal. 7. "Ay, tear her tattered ensign down! Long has it waved on high,

And many an eye has danced to see
That banner in the sky."

From Holmes' "Old Ironsides," written upon the proposed breaking up of the U. S. frigate "Constitution."

BASED ON "SOCIAL ELEMENTS."

1. State briefly the scope of the work Social Elements. Who is the author?

2. Name the institutions considered.

3. "Millions of human beings starve to death because they multiply beyond the productive power of the soil, even when carefully and diligently cultivated." Is this statement true? Why? Are there other causes for starvation? Name some of them.

4. Give a brief discussion of nature. a. As an obstacle to man.

b. As an ally of man.

5. Show how man has overcome nature.

6. Show how social study is related to the study of the human body.

a. As to the demands of the natural body.

b. As to bodily growth and decay.

c. As to the development of human emotions.

7. Discuss the influence of heredity and individuality in society.

Answers will be found on the following pages of the text: No. 1 on p. 1; No. 2 on p. 5; No. 3 on p. 23; No. 4 on pp. 30 and 34; No. 5 on pp. 3639; No. 6 on pp. 42-46; No. 7 on p. 56.

SCIENTIFIC TEMPERANCE.

1. Define a stimulant and name the most important ones.

2. How does alcohol affect the judgment?

3. How does alcohol affect the stomach and digestion?

4. Describe how a large dose of alcohol is disposed of by the body.

5. How does an excessive dose of alcohol produce unsteadiness in walking?

1. A stimulant is an agent or substance that temporarily quickens some of the physiological processes. The most important ones are alcohol, aqua ammonia, ethyl, ether, heat, cold and electricity.

2. In general, alcohol in even medium doses lessens the activity of the brain cells, weakening the powers of coordination and so deranges judgment.

3. Alcohol, in small quantities, in dilute form, taken with food, in general does not injure the stomach, and does promote digestion. But a continued use of alcohol in large quantities is quite sure to cause inflammation of the stomach and severe forms of indigestion.

4. A large dose of alcoholic liquor taken into the stomach passes quickly into the blood and is distributed to all parts of the body. Some portions are eliminated through the lungs, skin, liver and kidneys; some portions are burned into carbon dioxide and water, yielding energy; other portions are broken up by reactions upon the various substances of the body, so that within a few hours all trace of the alcohol is gone. The data for answering this question in detail are not known.

5. By paralyzing the coordinating centers, supposed to be located in the cerebellum.

HISTORY.

1. What was the first attempt at union among the English Colonies in America?

2. Arrange the English Colonies in three classes: Charter, Proprietary and Royal, and explain the differences of government.

3. What were the boundaries of the United States as established by the Treaty of 1783?

4. What were the "Alien and Sedition Laws?"

5. What were the Nullification troubles of 1833? What ground did President Jackson take?

6. (a) What dispute did the Compromise of 1850 settle? (b) What were the terms of the Compromise?

7. When and in what state was the battle of Gettysburg fought? Why has this battle been considered by many as the decisive battle of the war?

1. The union of the New England colonies in 1643.

2. Charter; Massachusetts, Rhode Island, Connecticut. Proprietary; Pennsylvania, Delaware, Maryland. Royal; Georgia, the two Carolinas, Virginia, New Jersey, New York, New Hampshire. The proprietary colony had its supreme authority vested in the will of a proprietor. The royal colony had its supreme authority vested in the will of the royal governor. The charter colony had its supreme authority vested in a charter.

3. The exact boundary lines in some particulars were indefinite, but for practical purposes it may be said that the watershed between the St. Lawrence and the rivers flowing into the Atlantic was the northeastern boundary. The center of the Great Lakes was the northern, the Mississippi river the western, the two Floridas the southern, the Atlantic ocean the eastern.

4. These were laws passed near the close of John Adams' administration providing for sending alien residents of the United States out of the country if they were considered dangerous

to our country's interests, and also for the panishment of persons who should publish seditious things concerning the president or government of the United States.

5. South Carolina declared that a tariff law passed by the United States government in 1832 was null and void, and that South Carolina would not pay this tariff law. President Jackson took steps to compel its payment, whereupon South Carolina did not carry out its threat of refusing to pay.

6. a. That California should be admitted as a free state.

b. The chief provisions were

(1) That California should be admitted as a free state.

(2) That when Utah and New Mexico should be admitted as states the people living in them should decide for themselves whether or not they would have slavery.

(3) That the slave trade should be abolished in the District of Columbia.

(4) That a more stringent fugitive slave law should be passed by the United States congress.

7. July 1st to 3d in Pennsylvania. It has been considered so because of the very great effort which General Lee made in this engagement to invade the North and compel the North to make peace acknowledging the right of the Southern states to secede. His defeat in this engagement compelled him to retreat and forever surrender his purpose of invading the North.

4. After systemic death hair can grow a trifle as the tissues do not all die at the same time. However, when the tissues are once dead, of course there can be no growth.

5. Volatile organic compounds accumulate. These are poisonous to the system.

SCIENCE OF EDUCATION.

1. What do you consider the principal defects in the scheme of education set forth in the Republic?

2. What is Plato's most serious objection to democracy? In your opinion is his objection well founded?

3. In general do you think Plato's conception of the individual a true one?

4. What is meant by materialism? By idealism? Is Plato an idealist or a materialist?

5. Which view of man, the materialistic or the idealistic, furnishes the better grounds for a theory of education, and why?

6. What is Plato's theory as to the education of women? 7. What objections have you, and why, to Plato's view as to the education of women?

8. Why did ancient Greece give so prominent a place to physical education?

1. The principal defects in the scheme of education set forth in the Republic are:

a. The means proposed were not such as to give an equal chance to all to realize the aim proposed.

b. Education was not equally open to all children.

c. The course proposed emphasized too strongly one phase of intellectual training to realize the end held in view. 2. Plato's most serious objection to Democracy was that it meant government by the incompetent and the lawless.

In theory or in the ideal democracy his opinion is not well founded. But the real democracy suffers most of all upon just the points to which he objects.

3. Yes.

4. By materialism is meant the doctrine that there is but one substance and that is matter. That thinking, feeling and willing are mere functions of brain.

By idealism, of which there are various views, is meant the doctrine that the substance of the world is spirit. That ideas are the eternal things while matter is transient.

Plato was an Idealist.

5. The idealistic view of man furnishes better grounds for a theory of education.

a. Because it suggests a destiny which is eternal while materialism can offer no eternal destiny.

b. Because idealism is based on the rational principle of self-activity. This is ground for the idea that education is a process of intelligent development and makes

education necessary. Materialism is based on mechanical physical laws; and hence at best, training only is possible. 6. Plato's theory of the education of women is, "That men and women should have the same education." They are to be trained in music, gymnastics and the arts of war the same

as men.

7. The main objection to Plato's view of the education of women is that they were to be trained in the arts of war. They should have literary and physical training the same as men, but special training should be different, because of the difference in their physical natures and difference of functions in society.

8. Greece gave great prominence to physical education because they sought strongly to develop beautiful bodies and because they were called upon to engage in war which demanded it, and also because they thought body and soul should be developed harmoniously,—at least the Athenians thought so.

EDUCATIONAL INFORMATION.

Miss Caroline Hazard of Rhode Island is the new president of Wellesley College.

W. S. Rowe of Rising Sun, goes to Connersville next year as superintendent of the city schools.

Professor Ed. H. Kunz of the Holland schools is taking a term of study at the Indiana State University.

A. C. Goodwin of Kentucky takes the superintendency at Jeffersonville, Indiana, in place of D. L. Kelley.

Professor David K. Goss was reelected superintendent of the Indianapolis Schools, April 11, for a term of one year.

Ex-Governor William R. Merriam of Minnesota has been named as director of the census which is to be taken in 1900.

Miss Kittie Palmer of Franklin, has been obliged to resign her position as principal of the high school, owing to ill health. Mr. A. O. Neal succeeds her.

It appears now to be settled that Rev. Dr. Henry Van Dyke of New York will accept the chair of English literature in Princeton. The endowment is $100,000.

Professor Harry P. Hutchins, dean of the law department of the Michigan University, has been selected as President of Iowa State University to succeed the late Charles A. Schaefer. The salary is $7,000 a year.

Professor Noble Harter of Brookville leaves the superintendency there to take charge of the Warsaw schools next year. The vacancy has been filled by advancing Principal H. S. Voorhees to be be superintendent.

THE EDUCATOR acknowledges the receipt of commencement invitations and programs from Superintendents George B. Asbury of Flora, O. H. Bowman of Mentone, John F. Haines of Noblesville, and Charles I. Kerr of Laketon.

A five-week's summer normal at Mt. Vernon is announced by Edward S. Bauman and I. W. D. Butcher. It will commence May 29, and will include, besides the common branches, Plato The Teacher, Social Elements, and Science of Education.

It is interesting to note that one of the two books selected in Kansas for the teachers' reading circle is Professor Jas. A. Woodburn's American Revolution. This will be remembered as a selection, with comment, from a portion of Lecky's England in the Nineteenth Century.

Governor Mount has named the following persons as the Library Commission, who will serve in carrying out the provisions of the new library law as explained in the April EDUCATOR: Hon. Jacob P. Dunn of the Indianapolis Sentinel, J. R. Voris of Bedford, and Mrs. E. C. Earl of Connersville.

Professor W. H. Glasscock who has been spending some time in post-graduate study at Indiana State University and University of Chicago, has been elected as superintendent of public schools at Bloomington, Indiana, for the coming year. Professor James K. Beck remains as principal of the high school.

Professor W. A. Millis, dean of the Winona Summer School, reports the most encouraging prospects for the coming sessions. Correspondents address him from all parts of the union. The plan of cooperation, which is the distinctive feature of the school, commends itself as an excellent one, and the assembly this year promises

to be most successful.

The graduating of a high school class at Laketon is interesting from the fact that the high school which existed there years ago was permitted to die out. During the last three years Superintendent Kerr has revived it and brought the attendance from four up to fifty. It was duly commissioned by the State Board of Education at its last session.

Mr. Bellamy Storer who has been serving as United States minister to Belgium is now to be

transferred to Madrid. The vacancy at Bru sels will be filled by Mr. Lawrence Townsend who has been minister to Portugal, while the position thus vacated will go to John N. Irwin of Iowa. The Duke of Arcos, Spanish minister to Mexico, is to come to Washington.

Superintendent A. C. Huff and his corps of assistants announce their Spencer county summer normal to open May 29 at Rockport. Ind., and to continue four weeks. The instructors are F. S. Morganthaler, Geo. P. Weedman, and W. C. Stuhrman. The success and experience of these teachers, added to the natural attractions of Rockport, will doubtless insure a large attend

ance.

April 20 and 21 were observed as the annual Reception Days of the Ashland (Ky.) publie schools. While visitors were urged to be present the entire day special programs were arranged from 2:30 until 3:30, consisting of class recitations, literary exercises, drills, music, etc. There was a fine display of pupils' work, the walls being literally covered with written lessons. maps and drawings of all descriptions.

The Danish Tourist Society of Copenhagen has favored the INLAND EDUCATOR with a copy of its handsome book describing the capital city of Denmark. Sights, scenes, and surroundings. climate and characteristics, parks, promenades and points of interest are all set forth in the most artistic manner. These presentation copies, though only bits of clever advertising, are beautiful enough to keep, and should reward the promoters with many a vistor to the Danish capital.

Superintendent James H. Henry who resigned his position at Warsaw to do some post graduate work in the University of Chicago has some flattering overtures for entering a new field at once and may accept. Professor Henry is an excellent school man and a place will be open to him whenever he chooses to take up the work again. We should be sorry to see him leave Indiana and hope he may shape his course so as to remain in the state where he is so well and favorably known.

The many friends of Paul Monroe will be interested in the following record of his advancement as it appears in the Teachers College announcement just published: A. B., Franklin College, 1890; Ph. D., University of Chicago, 1897; principal secondary schools, Indiana, 1890'94; graduate student, University of Chicago, 1894-'97; senior fellow in sociology, University of Chicago, 1895-'97; instructor in history, Teachers