vocational classes, improvement classes, and recreational classes. The first of these concerns itself with the work of trade extension, or fitting the individual for better service in the vocation in which he is already engaged. The second has to do with the education of culture of the individual along lines not strictly vocational. The third has to do with the recreational activities of the individual, and may be important to his health or in developing him as a member of the social life of the community.

These demands upon the evening schools have developed certain lines of instruction, as:

(1) Instruction of the elementary school type, for those desiring to complete the work of the grades.

(2) Instruction of the high school type, for those desiring to complete their high school education. These studies are often taken up when found necessary as preparatory for certain higher types of schools as colleges, technical and business schools for which the student wishes to prepare.

(3) Trade Extension courses for those who wish to advance in their particular occupation.

(4) Vocational courses for those who wish to learn a different or higher occupation than that in which they are engaged. This form of education is not to be encouraged in evening schools, but can be developed within certain limits.

(5) Household Arts courses for girls and women engaged in commercial and industrial pusuits during the day, and for housewives.

(6) General ungraded courses, for illiterates and for foreigners learning to write and speak the language.

(7) Courses for bodily and physical improvement, as athletics, swimming, etc., coupled with instruction in scientific higene, food, sanitary living.

The Indiana State law under which vocational education is State aided does not recognize all these classes of evening and part time. schools as coming under the provisions of State aid at the present time. However, it is believed the State contemplates an extension of the provisions for State aid as soon as the success of the present plan is assured, and the work developed to some extent along the present limited lines. The Indiana vocational law defines an evening vocational law defines an evening vocational class as, a class in the trades, agriculture or domestic science which shall be given to persons already employed during the working day, and which in order to be called vocational, must deal with the subject-matter of the day employment, and must be so carried on as to relate to the day employment of the stndents, but evening classes in household arts may be given relating to the home and shall be open to all women over seventeen years of age, who are employed in any capacity .during the day. It will be seen that the vocational law in this States provides for State aid in only the kinds of instruction classed under numbers three and five. The other classes of instruction is often offered by the community itself

without State aid, and paid for out of the local school funds or by a small fee charged each student.

In our own experience in Vincennes we found practically no difference in the enrollment in the classes State aided and those not, though in the latter case we charged a fee sufficient to cover the cost of instruction of each pupil taking the courses. It is our experience that the two forms of courses-those that are offered free and those for which a small fee is charged to cover cost of maintenance, can be developed and carried on together with success. It is the object here, however, to be in a position very soon to offer all courses absolutely free. We offered in Vincennes last year twenty-two courses of study in our evening schools, and enrolled nearly six hundred students.

The work of the evening schools is fascinating, the growth of the evening school idea is remarkable, and has in it tremendous social possibilities. The work of the evening schools presents some of the most interesting virile features brought to light in the educational system in many years. The rapid industrial growth of our communities have brought us face to face with big social, political and economic problems, that the evening schools are proving and will continue to prove a very real help in the solution of these problems there can be little doubt.

That there will be a large demand for evening school instruction during the present year there is no doubt. Canada found that the attendance in her evening schools increased over fifty per cent in the last year chiefly due to conditions brought about by the war. In Detroit, Michigan, there has been an increase in attendance in the evening schools in two years of over one hundred per cent., ten thousand students being enrolled in evening schools in Detroit last year.

American preparedness must lie in the training, fitness and cooperation of her citizens. The success of our community life must depend and will be assured by our forward-looking zeal for wiser and better ways of life.

DEATH OF JUSTIN N. STUDY, SUPT. FORT WAYNE SCHOOLS.

Justin N. Study, age seventy-one, who for twenty-one years was superintendent of the Ft. Wayne public schools, died August 29, of heart trouble, at his home, after an illness of three weeks. Mr. Study was appointed superintendent of the Fort Wayne schools in 1896. He had previously been superintendent of schools at Anderson and at Greencastle.

Mr. Study was recognized as one of the leading educators in the United States. He was one of the early officers of the National Education Association. He served as president of the Northern Indiana Teachers' Association and by virtue of his superintendency of the schools of Ft. Wa yne he was a member of the State Board of Education for twenty-one years, serving part of that time as president. His early education was obtained in the public schools of Wayne county, where he was born, and after finishing the graded schools he prepared for college in the academy at Hagerstown.

He was graduated at Wesleyan college, Delaware, O., in 1871, in the same class with Charles W. Fairbanks, former Vice-President, and three years later he received his master's degree.

Indiana State Board Questions, With Answers, for August, 1917

UNITED STATES HISTORY.

1. Give the significance of the following dates and names:

(a) 1497, 1588, 1607, 1620, 1643.

(b) Champlain, Raleigh, John Smith, Mayflower, Cortez.

2. Why did William Penn and his colony get along so well with the Indians?

3. Explain how the enforcement of the old English trade laws was a cause of the American Revolution.

4. What reasons were urged in the Continental Congress for and against the Declaration of Independence, 1776?

5. What events and influences led to Jefferson's election to the presidency in 1800?

6. Give a brief account of the life and public services of Andrew Jackson.

7. When did Daniel Webster make his reply to Hayne and his 7th of March speech? What was notable in these speeches?

8. What amendments have been added to the U. S. Constitution since 1865? What is the process of amending the constitution?

Primary Only.

9. Explain how the Civil War was brought on by the controversy over slavery. Tell the story of Benedict Arnold's treason.

10.

11.

What was significant about the battle of Bunker Hill? New Orleans? Bull Run? Buena Vista?

1. (a) 1497 was the date of the John Cabot discoveries. 1588 was the year of the defeat of the Spanish Armada by the English. The Virginia colony was settled in 1607. Massachusetts Bay colony was settled in 1620. The New England Confederacy was organized in 1643. (b) Champlain discovered the lake that bears his name and explored much of the adjacent country. Raleigh promoted American colonization and introduced potato culture into England. John Smith was the moving spirit and almost indispensable character during the first years of the Virginia colony. The Mayflower was the vessel in which the Pilgrims came from England to the Bay colony. Cortez was a Spanish explorer and is best known for his conquest of Mexico.

2. William Penn avoided trouble with the Indians by fair dealing with them. Although the land had been claimed by the English crown and sold to Penn he still recognized the rights of the Indians and bought the land of them and made a treaty pledging fair dealing on the part of the colonists and in turn the Indians treated the new settlers kindly and did not resort to the tactics used in other colonies where they thought themselves greatly wronged.

3. Up to the time of the close of the French and Indian war the principal British control over the American colonies had been exercised through navigation acts. Notwithstanding the special privileges thereby granted to colonial ships the acts caused friction because they reduced colonial trade and profits in order to swell the trade and profits of the British merchants. The home government was aware that smuggling was going on and tried to stop it but even the little duties levied by the home government in colonial ports to give some control over the movement of ships were so evaded that it has been shown that it cost at times as much as 7,000 pounds to collect 2,00 pounds. It was a renewed determination on the part of the home government to enforce laws already on the statute books that created much of the ill feeling that lead to the Revolution.

4. Up until 1776 the theory of the Americans was that they were English citizens fighting to compel the British government to return to them legal principles of colonial government. They still hoped for an honorable settlement. As the war went on they lost respect for the English sovereign, repudiated their loyalty to the English government and began to accuse the king of gross tyranny and to consider independence. This conclusion was not reached by all at the same time. It was the result of gradual change of sentiment. Those opposed to independence still hoped that a settlement of

the first sort would succeed; those in favor of independence had given up hope of such a settlement and believed that an absolute separation was necessary. In January, 1776, appeared Thomas Paine's pamphlet, “Common Sense," which argued that the time for a complete separation had come and that further petitions to the crown would be useless. This tract did much toward the crystalization of sentiment in favor of the complete separation.

5. The Federalist party had controlled the government for twelve years and had based its principles on a loose construction of the constitution. The French trouble had led them to pass the Alien and Sedition laws during the administration of John Adams and these were considered so gross a breach of the authority granted by the constitution that there was a revulsion of feeling toward the Anti-Federalists who proposed a strict construction of the constitution. This opposition to the Alien and Sedition Acts even took the form of resolutions passed by Virginia and Kentucky respectively and Isaid to have been written by Jefferson and Madison in which these States declared these acts to be illegal and not law and called upon other States to to join them in remonstrance. Several Republican, as the Anti-Federalists sympathizers were beginning to be called, journals were unfairly oppressed under the Sedition Act and the crystallization of sentiment was sufficient to cause the election of Jefferson president although by a close vote in which the House of Representatives was called upon to decide.

6. Andrew Jackson was of Scotch Irish descent. He was born in 1767 in the Waxhaw settlement of Mecklenburg county, North Carolina. He died in 1845. He received his early education from the "hard knocks" of frontier life. He received but the rudiments of an education but no one could excel him in handling a rifle or ax or in breaking or riding a colt or vicious horse. During the Revolution, Jackson, then a lad of fourteen, was taken prisoner by the British and nearly starved to death. It is said that he was nearly killed by a saber cut administered by a British officer because of a refusal of the prisoner to black and clean his boots for him. In. 1784 he began the study of law and four years later emigrated to Nashville, Tennessee, where he opened an office. He was elected to the United States Senate in 1797 but resigned his office because of financial difficulties. He was appointed a general in the regular army during the War of 1812, and won distinction in his defeat of the Creek Indians at the Battle of Tohopeka or Horseshoe Bend and defeat of the British at the Battle of New Orleans. He also commanded United States troops against the Seminole Indians. His military exploits gained for him the nickname of "Old Hickory." He was elected president by the Democratic party in 1928 over John Q. Adams the Whig candidate by a large majority and was re-elected in 1832 over Clay the Whig candidate.

7. Webster's reply to Hayne was delivered in the Senate in 1830. In it he upheld the validity of the Constitution as an instrument of government for all the people-not a league of friendship of States. A quotation for the speech exhibits its spirit. "It is, Sir, the peoples' constitution made by the people, and answerable to the people. ... We are all agents of the same supreme power, the people."

8. There have been four amendments to the Constitution since 1865. The thirteenth amendment, however, providing for freedom of the slave was passed near the close of the year. December 18, it was declared in force having been ratified by the required number of States. The fifteenth amendment granted suffrage to the citizens of all States regardless of race, color or previous condition of servitude. The sixteenth amendment made the income tax law constitutional by providing that Congress shall have power to lay and collect taxes without apportionment among the States and without regard to any census or enumeration of the population of the States. The seventeenth amendment provides for the direct election of Senators by the people instead of by the legislatures of the States as has prevailed. An amendment to the consittution may be proposed by a two thirds vote of Congress or on application of two-thirds of the States may call a convention to propose amendments. After an amendment has been proposed it must be

ratified by three-fourths of the States either by the State legislatures or by conventions called in three-fourths of the States as Congress shali designate, before it becomes a part of the constitution.

9. The invention of the cotton gin made cotton raising more profitablethus the need for slave labor arose. The States employing slave labor began to increase and the balance of power in congress seemed to be likely to be held by slave States. This was the political cause. The unrighteousness of slavery provoked the liberty loving north and the war seemed to be the only means of settling the question at that time.

10. Benedict Arnold had for some time felt himself ill treated by congress. He was a very brave and able general but had a weak moral nature. In 1778 having been put in command of Philadelphia he married a Tory lady and his political sympathies began to change. He got into difficulties and was sentenced to be reprimanded. This caused him to be revengeful and he planned a cheme for giving up the Hudson River to the enemy. In 1780 he asked Washington for command of the great fortress at West Point and obtained it. Then he made arrangements for surrendering it to Sir Henry Clinton. In September the British adjutant-general, Major John Andre had an interview with Arnold near Stony Point. On his way back to New York Andre was stopped and searched and Arnold's handwriting was found in his stockings. This information was given Arnold in time that he could flee to the English in New York.

11. (a) The significant thing about the battle of Bunker Hill was that though the English were victorious, the moral effect of it on the Americans was to spur them on to greater endeavor, and the only cause for English victory was lack of American powder.

(b) The battle of New Orleans was the last movement of the British. In twenty-five minutes the English retreated leaving 2,600 killed and wounded while the Americans had but 8 killed and 13 wounded.

(c) The first battle of Bull Run with 5,000 men killed or wounded taught the north that a speedy conquest was impossible, and it strengthened their determination and incited them to greater effort.

(d) Taylor with an army of about 5,000 men, was attacked by Santa Anna with an army of 20,000. Taylor badly defeated Santa Anna.

GEOGRAPHY.

1. Name the countries that border Germany on the north, west, south and east. Describe five important rivers of Germany.

2. Name Southern States. Name and locate capitals of each.

3. Locate the Bosporous; the Dardanelles; Athens, Constantinople.

tional capitals on the Danube River.

4. Why has Italy a mild climate?

Name three na

5. Name four of the leading seaports of Russia and their principal commodities.

7.

6. What changes show that Asia is becoming more modern and enlightened? Where is the Yosemite National Park? Rainer National Park? Locate Mount Shasta, Mt. Hood, Mt. Baker. Trace course of the Columbia River.

8. Compare the Atlantic and Pacific Coast lines of the United States.

Primary Only.

9. In teaching the seasons, what characteristics of winter would you emphasize and how?

10. In what ways do you think the movies could be made helpful in teaching primary geography?

11. How could you use the dinner table as the basis of a lesson?

1. The countries touching Germany on the north are Holland and Denmark; on the east Russia and Austria; on the south Russia, Austria, Switzerland and France; on the west France, Belgium and Holland. Of the rivers of Germany, the Rhine, Elbe, Oder and Vistula flow in a general northward direction into the North and Baltic seas. The Rhine, however, crosses into Holland and empties into the North Sea from that country and the Vistula flows into Germany from Russia. The Danube flows eastward across the southern part of Germany into Austria.

2. The Southern States are West Virginia, capital, Charleston, west of the center of the State; Virginia, capital, Richmond, east central portion of the State; North Carolina, capital, Raleigh, east central portion of the State;