of ready made devices. He works to book, "The Science of Arithmetic a definite end and uses devices as a Through Fractions." Submit the lists means, not as an end. of questions to your seventh and eighth grades. Remember all the

Are you interested in current questions asked in the book are also events, or are you letting the mighti- answered in it. est affairs of the world ever known pass without a thought?

Attending picture shows and social functions does not teach the pupil the serious side of life, and this is the side that needs to be cultivated.

Keep step with your superintendent; he has a plan and it can not be successfully worked out without your enthusiastic help and cooperation.

It is an excellent thing for a teacher to keep posted concerning educational affairs in his own State. For this reason every teacher owes it to himself to take a Journal devoted to the educational interests of the State in which he lives and works.

The offer of the premium book, "The Science of Arithmetic Through Fractions," to each cash subscriber to The Teacher's Journal will be extendIf you want to see problems from ed until January 1. The Teacher's the Indiana Advanced Arithmetic Journal, The Pathfinder and the solved, send them in. The complete Premium Book, all for $1.35, make solutions will appear in the next num- one of the best combinations ever ofber of the Teacher's Journal. fered teachers.

The Journal is late this month because practically all the institutes were held the last week in August and first week in September and it is impossible to classify the new subscriptions in each county early in the

month.

When your time expires, your Journal will be stopped unless you renew. We are very anxious that you continue with us, but we do not wish to continue your subscription unless by your conssent.

It is evident from the many failures on examination this year that those preparing to teach will have to spend more time in preparation. The common branches need to be studie thoroughly, not reviewed. Fundamental principles must be mastered. The teacher to be must be taught to think, and to develop thought power requires much careful, systematic work.

Are you planning to have the Young People's Reading Circle books in your school this year? If your trustee has Errors in the construction of a build- not arranged for them, it will be a ing may be remedied by tearing down fine thing for you to interest pupils and building over; not so in the con- and patrons, organize a committee of struction of mind; what is done to ways and means, raise the necessary day influences whatever comes after amount of monev and buy the entire and helps to determine what the fu- set of books. Then make a circulatture shall be. ing library of them so that all the books may be read in every home. The

Make a careful study of the little reading habit well established is a

Garrett Biblical Institute

Evanston, Illinois

BINDIN

MAY 9

1925

THE TEACHER'S JOURNAL

631

powerful factor in determining the tute contemplated herein, or forfeit character and life of the individual. one day's wages for every day's ab

MAY CITIES REFUSE TO HOLD

INSTITUTES?

It is reported that some cities are refusing to hold institutes. If this be true by what authority do school boards set aside the law? May not township trustees refuse to hold township insitutes just as consistently as school boards in cities? Following is the law:

Section 1. Be it enacted by the Genveral Assembly of the State of Indiana, That section one (1) of the above entitled act be amended to read as fol. lowss:

sence therefrom, and for each day's attendance at such institute each teacher shall receive the same wages as for one day's teaching: Provided, That no teacher shall receive such wages unless he or she shall attend the full session of such institute and perform the duty or duties assigned: and Provided, The provisions of this act shall not apply to school teachers who are engaged in teaching school on Saturdays.

Sec. 2. All laws and parts of laws in conflict with the provisions of this act are hereby repealed.

We have been informed that one Section 1. That section nine city of more than fifty thousand (9) of the above entitled act be inhabitants held no institutes last amended to read as follows: Section 9. year and will hold none this At least one Saturday in each month year. If this be true, why not during which the public schools may set aside any other law if it be inbe in progress shall be devoted to convenient and costly to obey it. It township and city institutes, or model seems that teachers would have some schools for the improvement of teach- rights in this matter. If holding the ers; and two Saturdays may be appro- institutes adds nine or ten days' wages priated, at the discretion of the town- to their salaries, are they not entitled ship trustee or any township or the to the increase?

board of school trustees or board of It may be that the law works a finschool commissioners of any city. ancial hardship upon cities, and that Such institute shall be presided over institutes do not increase the efficiency by a teacher, or other person, desig- of the schools in proportion to the cost nated by the trustee of the township, as some school men claim; but so long or by the city superintendent or other as it is a law, it should be executed. person designated by him. The town- If there be one thing more than anship trustee, board of school trustees, other that should be emphasized in or board of school commissioners shall our public schools it is obedience to specify, in a written contract with law and it would be a very worthy act each teacher, that such teacher shall for school authorities to set the exattend the full session of each insti- ample.

GENERAL EDUCATIONAL

NEWS

WHY THERE IS MORE STUDY IN resources and yet retain the splendid THE WESTERN COLLEGE.

enthusiasms of poverty and youth appears to be as difficult for institutions as for men and women.

not

I venture one generalization: students of the younger Western colleg- Yet so rapidly are colleges changing es are more worthy of the name than that conditions seem to pass away unthose of the older Eastern colleges. der our very scrutiny. The West of They come through greater sacrifices today is a new West. Even the far and with more serious purposes. This West is already a long generation beis what history tells us to expect of yond frontier days. The colleges are the frontier. It is, moreover, the usu- keeping pace with the country, al report of those who have taught in only in material prosperity, but, unthe East and in the West. Eagerness unhappily in spirit and in ideals. A for knowledge is one manifestation of larger proporition of the families are the enthusiasm of youth in a young well-to-do, and a larger proportion of country. In many of the older seats boys and girls resort to higher schools. of learning, responsiveness to the ef- Growth begets the desire to grow. forts of instructors is in bad form. Numbers seem necessary for winning To do more than the assigned lesson, games and impressing legislatures. or to tarry after the lecture for more College expenses grow, too. Easier help, is to risk one's reputation. “Har- communication with Eastern universivard indifference," is not Harvard in- ties leads to further imitation. Thus difference; it is the attitude toward sturdy Western institutions of pioneer studies of young men anywhere who days tend to lose their individuality. go to college as a mater of course, They reveal signs of what they call with no dominant purpose beyond the progress. They not only standardize desire to enjoy College Life. They find their units of admission, but also their that there is little in it; even their in- ideals. They tend to become intellecterest in intercollegiate athletics has tual democracies and social aristocrato be coaxed by rallies and organized cies; in the beginning they were quite into cheers. They find out that a man the reverse. The change has not gone who has nothing to do but amuse him- so far in the West-certainly not in self has a hard job. Spontaneous de- the private colleges of the West-but light over anything is not to be ex- the direction is unmistakable.—Harpected. To increase in years and in per's Magazine for September.

"After all, what is our task but that of incorporating our ideals of our homemaker in our courses of study? We hope for this attitude to be developed unconsciously on our part. Our homemakers must be practical-so must we. She is looking for short cuts-let us teach them. She must know how to buy and to spend-let us teach the girls values. I dare say you all would be amazed if you knew in accurate figures the percentage of your pupils who actually do the daily shopping for the household. We call them little mothers. When we organize classes in the care of babies for their benefit-why not call them little homemakers? They may not have the big responsibility, but they are forming big habits and I wonder if we are training them in the biggest, broadest way for the noblest of all professions-homemaking!" -FREDELIA J. WHITEHEAD.

English Grammar in the High School

T

John B. Wisely, Indiana State Normal School.

HE uses of the substantive clause usual form are not all equally important and in teaching it, emphasis should be placed upon those which are most common. It is perhaps most often used as a direct objective modifier, then as appositive modifiers, then as subject or as predicate of the sentence. The other uses are less common.

66

This is true also of the substantive clause direct quotation. Perhaps its most common use is as direct object modifier; e. g., The speaker said, "A fool and his money are soon parted." It is often used as an appositive modifier; e. g., The saying, "All is not gold that glitters," is not very good English. Then it is often used as the subject of the sentence; e. g., "Give us this day our daily bread," should be our constant prayer; and frequently as the predicate of the sentence; e. g., Nathan Hale's last words were, "I regret that I have but one life to give to my country." Its fifth use, as principal part of a prepositional phrase; e. g., Cries of "Long live the king," rent the air, is of minor importance, not frequently found in literature.

The substantive clause indirect quotation is still more limited in its use. The only very common use of it is as direct objective modifiers; e. g., The king of France said that he was the state. It is occasionally used, however, in four other ways: 1. As an appositive modifier; e. g., The saying, that pretty is as pretty does, is old. 2. As subject of the sentence; e. g., That we should come prepared for rain was the advice of the leader of the party. 3. As predicate of the sentence; e. g., The captain's command was that we should ground our arms. 4. As an indirect objective modifier; e. g., Lowell has long been certain that the greatest weakness in American writing and speaking is a studied want of simplicity.

Now if a sufficient variety of examples of these substantive clauses be placed before students and they be asked to examine them carefully, according to the suggestions of the teacher, they will easily see that, in the substantive clause usual form, the author of the sentence in which it occurs uses his own words to express his own thought. In the substantive clause direct quotation, the author of the sentence in which it occurs uses the exact words of another person to express that other person's exact thought. And in the substantive clause indirect quotation, the author of the sentence in which it occurs uses his own words to express the exact thought of another perDefinitions are then easily formed if desirable.

son.

From these same illustrations the student can also work out for himself the punctuation of the direct quotation. He can see that it always begins with a capital and is inclosed in quotation marks; e. g., Lawrence said, "Don't give up the ship." If it is not formally introduced, that is, preceded by some formal or descriptive expression to show that the exact words of another person are to be used, such as, "the following words," "as follows," "in these words," etc., it is set off from the rest of the sentence by the comma; e. g., The adage,

"Truth is stranger than fiction," is many times exemplified. If the direct quotation be formally introduced, however, that is, preceded by language pointing forward to the quotation, it is preceded by the colon; e. g., The truth was expressed by the teacher in the following language: "Blessed are the pure in heart, for they shall see God." Also a direct quotation that is exclamatory or interrogative must be followed by its appropriate mark; e. g., "Oh for a glimpse of mother!" moaned the homesick boy. "What have I done?" is asked by the knave and the thief. Of course when one of these occurs at the close of a sentence, the mark appropriate to the direct quotation takes the place of the mark that would otherwise be placed at the end of the sentence, hence we often have declarative sentences with an exclamation point or a question mark at the close; e. g., Cain said: "Am I my brother's keeper?" Hamlet said, "Alas, poor Yorick!" Students nearly always want to class such sentences as interrogative and exclamatory on basis of chief purpose. This shows how formal and mechanical we are apt to make their training in English. Finally, a direct quotation should be inclosed in single quotation marks; i. e., In the Bible we read, "Jesus answered the Jews, 'Is it not written in your law?'"'

The punctuation of the substantive clause usual form and that of the substantive clause indirect quotation are just alike. This matter of punctuation seems simple, scarcely worth mentioning; yet in every one of the tests in English, given to high school graduates, entering the various colleges of the State, there has been a question requiring just this knowledge of the punctuation of substantive clauses. If every high school graduate had possessed this information, the Association of College Teachers of English would have been able, in each case, to report at least ten per cent better results on the test. A person who cannot punctuate what he writes cannot write printable English. Punctuation is not the most essential element in writing, but it is that important. That is enough to gain for it recognition. And children cannot acquire the art incidentally; it will not just come to them it must be taught from the first grade on to the end of the school

course.

;

One more thing we should note here and fix in the student's mind before we pass on from the substantive clause. If this work has been carefully done, the student now has a tolerably comprehensive notion of the substantive clause. It lies in his mind as organized knowledge. He sees its three great divisions: 1. Substantive clause usual form, its nature, its seven uses, the importance of each, its two principles of punctuation peculiar to it. 2. The substantive clause direct quotation, its nature, how it differs from the substantive clause usual form, its five uses, the importance of each, its five principles of punctuation peculiar to it. 3. The substantive clause indirect quotation, its nature, how it differs from the other two and how it resembles them, its five uses, the importance of each, that it does not differ in punctuation from the substantive clause usual form.

Now this additional fact should be brought out clearly. In studying the subordinate clause we are putting a great deal of empha