8. The sympathetic nervous system consists of twenty-four pairs and one ganglian, or forty-nine ganglia located on the interior of the body wall along the spinal column. It is the nervous system of the abdominal cavity. It is connected, however, with the cerebro-spinal system, and is affected by disturbances in this system. PHYSICAL GEOGRAPHY. 1. Upon what two things does the rainfall of a region depend? 2. Account for the irregular coast line of the British Isles. 3. What is meant by the glacial period? 4. Explain the difference in the January positions of the heat belts with their July popositions. 5. In the temperate zones what coasts of the continents are most affected by the ocean currents, 6. Which coal is better that which has been formed recently, or that which is older? 7. What are "ice floes?" How different from ice bergs? 8. What is the cause of boiling springs and volcanoes? 1. Rainfall depends upon direction of the prevailing winds, proximity of water areas and highlands. 2. The British Isles have been greatly worn by erosion, after which they have sunk and the erroded valleys became bays. This accounts for the irregular coast, since the mouth of each eroded valley has become a water area. 3. By the glacial period is meant that prehistoric period when a great deal of the northern hemisphere was covered with a glacial ice sheet from the north polar ice cap. This ice movement had much to do with the topography of the country in lands affected by the movement. 4. Because of the inclination of the earth on its axis the heat belts move through 45 degrees variation during the year. In January the heat belts have reached their southern limit, and begin their movement northward. The thermal equator at this time is 221⁄2° south of the mathematical equator. In July these conditions are reversed, and the thermal equator is 221⁄2 north of the mathematical equator. 5. In the temperate zones the western coasts of the continents are most affected by ocean currents. This is shown by the effects of the Gulf stream and Japan current on Western Europe and Western North America respectively. 6. The older coal formations are the better. For a given amount of coal the older formations give greater heat units, but it is probable that more heat units in the form of vegetation forming the coal would be found in the more recent formations. Efficiency is sacrificed during the formation process, but the result is that after the completed change the result is better. 7. Ice floes are in fields formed in sea areas. Icebergs are irregular masses of ice floating in the sea. Bergs may be formed by the breaking up of floes or by discharge of glaciers into the sea. 8. Boiling springs and volcanoes are evidences of, the temperature and pressure exerted on interior of the earth. When this pressure is sufficient to cause the molten interior to be discharged the result is called a volcano. When water becomes heated from the interior and is discharged in this condition it is called a hot or boiling spring. Indiana State Board Questions, With Answers READING. 1. How apply the principle of motivation in the teaching of reading? 2. Name at least five short poems, and the author of each, suitable for committing to memory by pupils of the second year. 3. Discuss this statement: "If the pupil enters into the spirit of the selection, the interpretation will take care of itself." 4. Name three qualities of a selection that is worth committing to memory. 5. How may the dictionary habit be taught in connection with reading? 6. Indicate by proper markings the correct pronunciation of the following words: theater, extraordinary, area, horizon and sultan. 7. "Too large a per cent of the material in the average modern set of readers is trivial." Briefly discuss this statement. 8. Why should pupils commit a large amount of prose? Primary Only. 9. Why delay teaching phonics until a reading vocabulary has been mastered. Discuss. 1. Reading is one of our greatest sources of information. There can be no education without reading. Reading is one of the greatest privileges and pleasures of life. He who can not read and he who is not a reader, to a certain extent, rarely ever becomes, to any degree, a leading citizen. In this age it is almost necessary that one becomes a reader or else become a dunce. Many other equally important incentives might be cited. 2. "They Didn't Think," by Phoebe Cary; "The Four Winds," by Frank D. Sherman; "Baby," by George Macdonald; "Summer Days," (abridged) by Rossetti; "The Fairies," by W. Allingham. 3. Naturalness is the crowning feature to be sought in reading. Any reading which is unnatural is actually harmful. To become natural in company, on the street, at home, anywhere, one must forget self. Grownups, to say nothing of the child, can not be natural, can not do anything naturally if self conscious. he must forget self to be natural, talk natural, work natural, or read natural. Now, if attention is centered on self we can not enter into, naturally, what we read. Nor can the child. If the mind is wholly centered on what is read, if the child is wholly absorbed, as it were, with what it is reading, it forgets self and becomes natural in its reading. 4. The thought; the sentiment; the moral lesson. Others might be cited. 5. Place a small dictionary on each pupil's desk. Show them how to find the words desired; show them how to get the meaning; emphasize the importance of knowing the meaning of the words in the reading lesson; require the meanings to a certain extent; have them look up meanings of some other words they hear read or spoken. 6. The'a-tre, ex-traör'dina-ry, a're-a, ho-ri'zon, Sul'tan. The above according to Worcester. 7. There is not much room for discussion here. That, "Too large a per cent of the material in the average modern set of readers is trivial," is a fact too well known and understood by those who know child nature and child psychology to ned discussion. It may be true, "A little nonsense now and then, Is relished by the best of men." But, nonsense to begin with, nonsense to end with, and nonsense in the middle is a little too much nonsense except in a nonsense reader. The "old time" readers undoubtedly were at the other extreme while many of the modern ones and so called up-to-date ones surely swing to the trivial extreme. Thinking teachers are praying for a rest from this trivial prattle. 8. Whether they should or should not depends upon what is meant by a large amount. The psychological make up of the child leads it naturally to poetry first, prose later. The child naturally prattles in poetry. All literatures of all peoples began in the childhood of the race and began with poetry. The child should memorize more poetry than prose because it is more natural for the child to do so. Childhood is psychologically the time for memory work, more so than later on when reasoning should come first. The child should memorize much, both prose and poetry, but more poetry than prose. These gems memorized in childhood stick in the memory throughout life and become guiding thoughts which lead to a higher life in after years. 9. Until at least a reading knowledge or vocabulary has been mastered phonics will be meaningless to the child. It is not well to try to teach the child anything which s meanngless to it. In 10. This is an old question. Some say 300 and then teach the child only about 75. Others say 75 and then try to teach the child 300. I would have, so far as possible, a different ideal or amount for the different pupils. Some will master 200 more easily than others will master 100; some 300. general, the child should master most of the words covered by his reading; also, some words he needs for use outside the reading. It is safe to say, words not needed for reading or use in speaking can well be left for the second year. 11. Children learn things (as the alphabet) more readily in sequence. Hence an argument for so learning the alphabet. When things are learned (as the alphabet) in sequence it becomes more difficult to recognize and use the separate letters. Hence an argument for not so learning the alphabet. It seems better not to lay down an absolute rule here. Many excellent teachers have the child learn the letters both ways at the same time. We are inclined to think this the best plan. LITERATURE. 1. Discuss briefly the life and works of Rudyard Kipling. 2. Who wrote "Treasure Island?" Tell something of the important events of the life of the author. 3. Who wrote "To a Waterfowl?" What is the theme of this poem? 4. What importance do you attach to the writings of John Ruskin? Name two of his most important works. 5. Who wrote Lora Doone? Gulliver's Travels? Marmion? 6. Who wrote the Oregon Trail? In what grade would you use this selection? 7. What famous work of fiction by an Indiana author goes back to the Bible for subject matter? 8. What special preparation should be made by a teacher of literature in the grades? Primary Only. 9. Why are the writings of Joel Chandler Harris so popular with children? 10. Should children be given selections for study that are written in dialect? Discuss. 11. What three American authors have done most in the production of suitable literature for children. 1. Rudyard Kipling was born 1865 in Bombay, India; was educated in England; returned to his native country, India, in 1880; began his literary career as a newspaper correspondent. He has written many tales and poems dealing with British life in India, also, poems and tales on general topics. His writings gained immediate and wide popularity. Among his works are: "The Light That Failed," "The Story of the Gadsbys," "The Naulahka," "Soldier Tales," "Recessional," two "Jungle" books, "From Sea to Sea," "Kim," "The Galley-Slave," "Fuzzy Wuzzy," etc. He has brought into literature and literary expression new features, has broken loose from the conventional; "and he has, with a noble realism, proved in his work the possibility, to genius, of using the practical rushing late nineteenth centry-with its machinery, science-workshop, and struggle for place—as a ruch material for imaginative treatment in literature.” His cosmopolitan life and nature fit him for such work. He seems equally at home among the New England hills, the London club or in his Indian bungalow. He has seen and knows every phase of human life and speaks to humanity, hence the popularity of his works. 2. Robert Louis Stevenson wrote "Treasure Island." He was born 1850, died 1894. His life was a struggle, first against poverty, then against physical illness. His novels show a decided return to romanticism. He was "a brave, cheery, wholesome spirit, who has made us all brave and cheery by what he has written." 3. William Cullen Bryant wrote the poem "To a Waterfowl." The theme is, as God guides the fowl in its flight, so he will guide man (or the author). 4. The aesthetic movement in literature of the last part of the 19th century was due largely to Ruskin's influence. His Influence here was, perhaps, greater than any other one author. He is one of our greatest ethical teachers in literature. His purpose was to help humanity and he largely accomplished his purposes. As he says: "All my work is to help those who have eyes and see not." His influence will be felt by generations yet to come. Modern Painters and Crown of Wild Olives are popular works. 5. Lorna Doone by Blackmore; Gulliver's Travels by Swift; Marmion by Scott. 6. Oregon Trails by Parkman. It is suitable for 6th, 7th, or 8th grade, and just as suitable for high school. 7. Ben Hur, by Lew Wallace. 8. The teacher of literature in the grades should first, love literature, love to read literature, and actually read it. Otherwise failure is most sure to follow. The teacher should have at least such a knowledge of the subject as may be gained by a high school course and a six to nine months college course under a good teacher. Also, each selection taught should be read and studied carefully by the teacher before attempting to teach it. The above should be the minimum preparation. 9. The writings of Joel Chandler Harris are popular with Children for many reasons. Chief among these may be mentioned-He speaks, as it were in simple childlike thoughts. His humor appeals to the child, he touches as we say, the "funny bone." His thoughts, in many cases, are thoughts common to children. His language can readily be understood by the child. His themes, subject matter, stories, all appeal to child mind. 10. Children should be given selections written in dialect under proper censorship. Not too many, intersperse the Joel Chandler Harris kind with the non-dialect kind. Avoid extremes. A reasonable amount of "funny" dialect selections often will get a pupil interested in reading when all other means have failed. Trying to cram Shakespeare, Milton and Addison into the minds of immature boys and girls has done more, perhaps, than any other one thing to defeat the very purpose of literature. The one great purpose of teaching literature, in the grades and in the high school, is, to make the pupils love and read literature, good literature. But, as the child must crawl before it can walk, so it must crawl in literature-must read literature suited to its nature. Shakespeare, Milton and Addison and their kind are not suited to even the high school pupil, except in few cases. The average pupil practically ceases to read on leaving the grades and even the high school. Why? Because he has been "gorged" on literature not suited to his nature. Until we offer a more rational literary selection in both grades and high school we may expect to continue to fail (as we are now doing) to make readers of our pupils. 11. It is impossible to name any three American authors and say that, these three have done most in the production of child literature. This question can not possibly be settled. We have no statistics and no means of getting all the facts. Again, different teachers have different opinions. In one section of the United States certain authors are more popular among children and teachers while in other sections other authors are more popular. Again, such a question, or a question put in such a way is liable to lead the uninformed teacher to believe, there are just three authors who have produced most, etc. There are many authors whom concensus of opinion will place in the front ranks, but the exact three producing most suitable must remain an unsettled question. Joel Chandler Harris, Alice Cary and Jane Andrews have produced much. Katherine E. Dopp, Lucy M. Robinson and Joel C. Harris might be mentioned. Robert L. Stevenson, Phoebe Cary and Laura Smith have produced much. Others equally as important might be mentioned. UNITED STATES HISTORY. 1. What was the difference between a charter colony and a proprietary colony? Name two of each. 2. To what extent did religious toleration prevail in the American Colonies? 3. What were the "Writs of Assistance" and what part did James Otis play in connection with them? 4. What political principles were announced by the Declaration of Independence? Who was its author? Who were on the committee which reported it to the Continental Congress. 5. State the two parts of the Monroe doctrine and tell how this doctrine came to be announced. 6. State the causes and outcome of the Mexican War, 1840-48. 7. Name the principal landmarks in the struggle to prevent the extension of slavery from 1840 to 1860. 8. How was the contested election of 1876 settled? Primary Only. 9. Why did France aid America in the Revolutionary War? Did France ever cal upon America to repay the obligation? 10. What was the "Trent Affair?" The "Alabama claims?" The "Biglow Papers?" 11. State the occasion and substance of Lincoln's speech at Gettysburg. 1. In the charter colonies the people were guaranteed certain political rights by a charter granted by the king. In Conneticut and Rhod Island these rights practically made the colonies free from the government and influence of the mother country. They were practically republics. These charters wereso satisfactory that they served as State constitutions under the Federal government for many years-until 1818 and 1843 respectively. In the proprietary form of colony the people elected a legislative body but the proprietor or a governor appointed by him possessed veto power. Pennsylvania and Maryland are good examples of this type of government. 2. In New England the English reformed church prevailed and other creeds were not tolerated until a later period. In Maryland, the Catholic worship prevailed for a time but when the Protestant rligions become more powerful Catholocism was forbidden for a time. In other colonies freedom of worship generally prevailed if the adherents of dissenting denominations from the prevailing church did not insist on their particular beliefs. Toleration became general after the Revolution. 3. The Writs of Assistance were general search warrants to be filled in after the search had been made instead of describing the premises to be searched and the property to be seized, if found, before the search was made. This was contrary to the law of search and was bitterly opposed by the colonists. James Otis was leader in resistance to the Writs of Assistance in Massachusetts. He was attorney for the crown but resigned his position to defend the rights of the colonists and was so successful in attacking the entire principle that England was laying down that it was said that the day he argued the case before the court for the colony was the date of the birth of the child, "Independence." 4. The great political principle announced by the Declaration of Independence was that all men are created free and equal and possess certain inalienable rights and among these that governments are practical affairs deriving their just powers from the consent of the governed and when they cease to promote the welfare of the people governed the people have a right to change them to meet ehese conditions. Thomas Jefferson was the author of the Declaration. The committee appointed by Congress to draft the Declaration were beside Jefferson, John Adams, Benjamin Franklin, Robert R. Livingston and Roger Sherman. 5. The reason for the enunciation of the Monroe Doctrine at the time of its issuance was the unfriendly attitude of the Holy Alliance in Europe in which it seemed that this alliance might espouse the cause of Spain and aid her in recovering her revolting American colonies. The Doctrine consisted of two general sentiments: First, that by the free and independent condition that the American States had assumed and maintained, the western hemisphere was no longer suitable territory for European colonization. Second, that any attempt on the part of European powers to extend their system to any portion of this hemisphere would be considered dangerous to our peace |