rainfall on the lee side of the range. This is caused by the lowered temperature of the wind passing over the mountain so lowering the relative humidity of the air that it passes the saturation point and loses much in the form of rainfall. After the wind has passed over the peak it is again so warmed by blowing in lower altitudes that the relative humidity is again lowered below the possibility of much moisture being precipitated. If the mountain range be very high it may prevent almost all rain on the lee side. Conditions in the State of Washington are typical. It is in the path of the westerly winds of the Japan current. Passing over the costal ranges causes most of the moisture to be precipitated near the coast and little on the interior.

3. The chief factors influencing the industries of a community are fertility of soil, rainfall, mineral resources, proximity of a market and transportation facilities.

4. The climate of northern Indiana is colder than southern Indiana and during the crop seasons the southern part of the State has some more rainfall. The season is also about three weeks earlier than in the northern part of the State. The northern part of the State has a decided advantage in the fertility of the soil but the southern and southwestern part of the State has important beds of coal and building stone which influence the industries of this section. Agriculture receives much attention throughout the State but manufacturing is important in all the chief cities of the State. The population is rather evenly distributed but more than half the population is in the northern half of the State.

5. In 1840 the schools of the State were very crude. The three R's constituted practically the only subjects included in the curriculum. The teachers were untrained, received very small wages and the term was but a few months each year-frequently as short as six to eight weeks. The school houses were usually of logs with puncheon seats and desks. Corporal punishment was a necessary element and in many localities the teacher's application received special attention because of his ability to govern. settlers of this early day were intelligent and constituted the great middle class and in spite of the crude methods of the school produced a sturdy, liberty loving, independent citizenship.

The

6. Panama will open the ports of the western American shore to the trade of Europe. Suez will still have the advantage for the far east from European ports. The dangers and long voyage of the Horn will be avoided. The rapid development of South America will make trade with Europe an important factor and the canal greatly shortens the voyage. It will, however, produce a keener competition with American products because the canal makes the western coast of South America nearer our eastern ports than the eastern shore of the continent.

The Lena, Yenisei and Obi rivers flow northward into the Arctic Ocean draining the great Siberian plain. The Amur, Hoang-ho and Yangstekiang flow eastward into bays of the Pacific ocean and drain the great eastern plain of the continent. The Indus and Ganges flow into the Arabian Gulf and Bay of Bengal respectively and drain the southern slope of the Himalaya highland.

8. The chief trade of Africa is carried on with America, England, France, Germany, Belgium and Italy.

UNITED STATES HISTORY.

1. Give reason why the English were able to gain permanent possession ni North America.

2. Tell briefly the story of the Capture of Quebec by General Wolfe.

3. Were the Puritans in Massachusetts consistent or inconsistent in their treatment of persons such as Roger Williams and Anne Hutchinson? Give reasons for your answer?

4. What conditions in the country following the War for Independence made necessary a reorganization of The General Government?

5. State briefly the history of the capture of Vincennes by George Rogers Clarke and its effects.

6. State causes of the Financial Panic of 1857.

7. Give a brief account' of the Battle of Tippecanoe.
8. The canal system of Indiana was supplanted by the railroads.
the first railroad in Indiana?

Why? What was

1. Continental wars proved England the strongest power in Europe especially on the sea and this advantage enabled her to maintain her American colonial possessions against the aggressions of France, Spain and Holland. The defeat of the Spanish Armada in 1588 made England rank as first power in Europe on the sea. A little more than a century later it appeared that France under the leadership of Louis XIV was sufficiently strong to contest the colonial designs of England but John Churchill, Duke of Marlborough, at the battle of Blenheim, administered with the aid of Prussian allies, a crushing defeat to the French forces so that they were unable to again seriously threaten the permanency of English possessions either in America or India. The American French and Indian War really determined the outcome but the defeats of former years probably so weakened the French that it determined the outcome of the American struggle. The hatred for the French of the Iroquois Indians of New York State was an important local element since it closed the Hudson Valley to French incursions and greatly aided the military operations of the American colonies.

2. The British forces had beseiged the French at Quebec for several weeks but the city was located on so high ground that destruction by naval bombardment was impossible. General Wolfe, commanding the English forces determined to attempt a landing of the troops above the city during the night. In spite of the precipitous nature of the bank he succeeded in landing most of his forces and the French commanded by General Montcalm were surprised to find the English drawn up in battle line before the city at dawn on the following day. Instead of waiting to be attacked the French moved out and gave battle. Both commanding generals were killed but the French were so badly defeated that surrender was imperative.

3. The Puritans were consistent in their treatment of Roger Williams and Anne Hutchison. They had given up their European homes and emigrated to an uninhabited part of the American wilderness to find freedom of worship and they were justified in banishing anyone that was seriously interfering with their religion in the new world. If the Church of Massachusetts was not to the liking of Roger Williams there was plenty of free land left for him to follow the same plan as the Puritans and found a colony where worship would meet with his approval.

4. The Articles of Confederation formed a league of friendship not a bond of union. There was no executive or judicial authority higher than the individual State governors and judicial systems. Finances were in confusion and the slow and imperfect means of legislation made a national feeling or united action impossible. A lack of national organization at this period was likely to lead to European entanglements and the common ownership of western lands made any arrangement other than a national government difficult.

5. At the time of the Revolution, Virginia claimed what was later called the Northwest Territory. Governor Patrick Henry of Virginia issued a commission to Colonel George Rogers Clark to proceed against the British forces holding the territory. Colonel Clark completed the conquest of the country during the fall and winter of 1778 and 1779 by the capture of Kaskaskia and Cahokia on the Mississippi river and Vincennes on the Wabash river. This conquest gave the country to the colonies at the close of the Revolution.

6. The chief cause of the Panic of 1857 was over speculation in railroads. This caused several banks which had held railroad securities to fail and, in a short time nearly all banks had suspended specie payments. A tariff had been passed a short time before because the tariff was yielding more revenue than was necessary for the running of the government and the panic so decreased the revenue under the new rates that the Federal

government had to issue Treasury notes to meet the expenses. Gradually confidence was restored 'and prosperity soon returned.

7. Tecumseh was a Shawnee chieftain. He conceived the great plan of a confederacy of all the Indian tribes with a view to driving the white settlers beyond the Alleghenies. He had about 5,000 warriors which if it could only act together could defeat any force that the government could on short notice send against them. During the absence of Tecumseh Governor William Henry Harrison brought matters to issue by moving against the Indians near Lafayette, Indiana. The Indians under command of The Prophet, brother of Tecumseh, were defeated with a loss of about 200 white soldiers. It proved such a victory for the whites that further confederation on the part of the Indians was impossible.

8. The canal system of Indiana was supplanted by railroads chiefly because of the more rapid moving of freight. In places where canals could not be easily built the rail transportation was cheaper, but the more rapid movement soon drove out even the canal traffic where canals were already constructed. The first railroad in Indiana was the Indianapolis and Madison road.

READING.

1. "Oral reading should be self-expression." Is it true, or false, and why?

What is the meaning of this statement?

2. How doees the teaching of a lesson in reading in the intermediate and grammar grades differ from the teaching of a lesson in history?

3. Should there be relatively more, or relatively less, oral reading in the upper grades than in the primary? Why?

4. How would you proceed in teaching a piece of discourse, the purpose of which is to entertain?

5. How does the teaching of informational discourse differ from the teaching of literary discourse?

6. What are the real objections to "moralizing" in story telling?

7. What opportunity is there in the reading lesson for effective work in oral composition?

S. What is the educational value of dramatization in teaching reading?

Primary Only.

9. Would you teach new word-forms as isolated, or in connection in discourse? Why? 10. What kinds of seat work in reading are of value to beginners? Show the value of each kind.

11. What preparation is necessary for oral reading in the first grade?

1. Oral reading is the oral expression of the thought and feeling of a selection and as it presupposes an adequate and correct interpretation of both, the statement is true and the reading becomes the self expression of the reader.

2. The teaching of a reading lesson in the intermediate and grammar grades differs from the teaching of a history lesson in purpose. They both require the interpretation of the page, the reading includes the interpretation of the author's feeling or emotion above the acquisition of facts.

3. There should be relatively less oral reading in the upper grades than in the primary for the emphasis should be placed upon the content of the selection. The children should have become good oral readers before the upper grades are reached.

4. In teaching a piece of discourse the purpose of which is to entertain, the child must be drilled on inflection, time and modulation. This drill must accompany the correct understanding of the thought and emotions of the selection.

5. In teaching informational discourse the emphasis is given to the interpretation as to facts, in the literory discourse the literary values of the selection are of more importance, the artistic and spiritual are emphasized.

6. In story telling the moral should be presented in the story itself. If the children cannot see the purpose of the story, the wrong story has been chosen and one adapted to the ability of the child should be substituted. Morals are usually presented as epigrams which in their nature are uninteresting to children.

7. The reading lesson may furnish the subject-matter for the oral com

position; each question answered should be correct as to English. The oral reproduction of a reading selection may be effective as drills in the composition.

8. Dramatization gives the children freedom in self-expression; tends to give them self-confidence; and to do away with any self-consciousness. It gives them enjoyment and a naturalness of expression in oral reading.

Primary Only.

9. New words should be taught in connection in discourse for children understand them better, they get the story, then the word and then the word forms.

10. The word cards are valuable in helping to build their rhymes and to encourage the isolated word forms; the cut up sentences or rhymes are also helpful. Letter cards are not of much value to the beginner; the drill to recognize the words as a whole is more helpful.

11. The children learn the rhymes, then the words of which they are composed, and then read sentences containing the words. Pictures are helpful, too, in the discussion of a lesson to be read.

LITERATURE.

1. Tell briefly of the life and writings of Indiana's greatest poet.

3. Name an Indiana novelist and a work of his, also an Indiana humorist and a work of his.

4. Name three writers of the Colonial period and a work of each.

5. Explain the figures of speech in the following:

(a) The kettle' boils.

(b) A good book is the precious life-blood of a master spirit.

(c) He bought fifty head of cattle.

(d) The waves leaped mountain high.

6. Discuss the writings of Milton. Name three of his works.

7. What can be said of the friendship of David and Jonathan?

8. What means would you use in aiding the pupil to secure a larger vocabulary?

Primary Only.

9. Name three good stories for children of the third and fourth grades. 10. How may pictures be employed as subjects for composition?

11. Discuss Eugene Fields' writings. Why so popular with children?

1. James Whitcomb Riley was born in 1853 at Greenfield, Ind., and died at Indianapolis in 1916. He was of a roving disposition in early life, and joined a company of actors where he had opportunities for practice in composing songs. He later was on the staff of the Indianapolis Journal and for years appeared on the lecture platform giving original readings. Among his works are: "The Old Swimmin' Hole and 'Leven More Poems," "After Whiles," "Old-Fashioned Roses," "Rhymes of Childhood," "Out to Old Aunt Mary's" and "Raggedy Man."

2. An epic is a narrative poem which relates in a continuous story the achievements of the hero or heroes.

Milton's "Paradise Lost" and "Paradise Regained." Longfellow's "Hiawatha."

3. Booth Tarkington—“The Gentleman from Indiana.” George Ade— "Fables in Slang."

4. Jonathan Edwards-"Freedom of the Will." Benj. Franklin—“Poor Richard's Almanac." Cotton Mather-"Memorable Providences Relating to Witchcraft and Possessions."

5. a. Metonymy. b. Metaphor. c. Synecdoche. d. Hyperbole.

6. Milton, with the exception of Shakespeare, was the greatest English poet. His earlier poems were produced while in Cambridge and at his father's home in Horton. These poems were followed by the Masque Arcades and Comus, and by the most beautiful descriptive poems L'Allegro and Il Penseroso. The middle period of his writings was given over to prose, much of it in defense of the Puritans. His later writings, Paradise Lost, Paradise Regained, and Samson Agonistes, are considered his masterpieces. Lycidas, Areopagitica, Paradise Lost.

7. The friendship of David and Jonathan is the type of true friendship, of fraternal friendship for Jonathan loved David as his own soul.

8. Pupils should be given selections to read containing new words; dictionary study should be encouraged, reproduction of selections containing the new words, using the new words or paraphrasing would aid in increasing the vocabulary.

Primary Only.

9. The Nuremburg Stove. A Dog of Flanders. Hiawatha.

10. Pictures often furnish the stimulus sfor the child's imagination and he may tell the story he imagines; he may describe the objects within the picture; he may relate the objects within the picture to some experience which he may relate.

11. Eugene Field was a journalist of national reputation. Among his writings are translsations from Horace; "The Holy Cross and Other Tales;" "Love Songs of Childhood," "A Little Book of Western Verse," and "A Second Book of Verse." His poems for children are simple and show his great insight into the child's thought and feeling. The children understand them, therefore they love them. One of their favorites is "Boy Blue."

SCIENCE OF EDUCATION.

1. Distinguish between the study of mind in its development in the child, and the study of mind in its evolutions in the race.

2. Why is the study of childhood the most important field of the teacher or psychologist?

3. Which is more important, facts about childrood, or their interpretation and meaning? 4. Why is the religion of the old testament SO well suited to the child before the adolescent period?

5. What is the function of fear in education?

6. Discuss the work of Pestalozzi.

7. What importance do you attach to artificial devices for improving the memory? 8. Discuss the family as a fundamental educational agency.

1. We study mind in its evolution in the race through the hereditary tendencies and instincts. In the child we study the development of mind through its reaction to present stimuli.

2. Because the child's mind is free to respond to present stimuli and is not in bondage to habits already formed. Its mental processes are simple and its behavior determined by present environment.

3. The interpretation and meaning of facts are the more important. Facts are worth nothing unless they lead to something.

4. Because of its simplicity. It dealt with the objective. It was “an eye for an eye and a tooth for a tooth." It did not deal with the spiritual and ideal conditions of life. The religion was written for a primitive people, the childhood of the race.

5. Fear in education results in caution. We fear the results of pain so we protect ourselves by keeping out of danger. We fear disease and death, sc we protect our health and regulate our habits. We fear the results of wrong doing so we are prompted to do right. We fear to grow up in ignorance, so we interest ourselves in the various educational processes, Fear of future consequences is a powerful stimulus in many phases of life work.

6. Pestalozzi was one of the first educators to take an interest in children. He studied child nature, sympathized with them, ministered to their wants, tried to make them happy. He aroused their interests by taking them to the fields and woods. He was the originator of the object method of teaching and used various means to develop the special senses of children.

7. Artificial devices for training memory have little or no value. Any memory method that does not take into consideration the nature of the laws of mind is worthless.

8. The family is the natural and best institution for the development of the child. Here it receives protection, learns the language, is taught subjection to authorized authority. In the family the child finds companionship and develops the social instincts. In the family the child is taught to work and so contribute something to the support of the institution of which it is a member.