GRAMMAR.

1. "Shall" and "will" eaech have two uses. Explain and illustrate.

2. What is a progressive verb phrase? Illustrate.

3. What is an indirect question? Write one used as a noun.

4. Give rules for writing a quotation. Illustrate.

5. Write a paragraph containing at least fifty words. mark is used.

Punctuate and tell why each

6. Name the different kinds of adverbs. Use each kind in a sentence.

7. Explain the difference between a subordinating conjunction and a conjunctive adverb. S. Analyze and parse all the owrds in the following sentence: If you wish learning, you must work for it.

1. Shall is used in the first person and will in the second and third to denote simple futurity. Will is used in the first person and shall in the second and third to denote determination upon the part of the speaker.

2. A progressive verb phrase is a very phrase ending in a present active participle expressing continued action, e. g., He is writing a letter.

3. An indirect question expresses the substance of a direct question in the form of a subordinate clause. e. g., I have not decided which train I will take.

4. 1. A direct quotation is enclosed in quotation marks, e. g., Socrate's greatest saying was: "Know thyself. 2. A quotation within a quotation is usually enclosed in single quotation marks, e. g., A writer says, “I have hard more than one person say, 'I am thankful.'"

These are the rules for the direct quotation. The indirect quotation requires no special punctuation.

5. It is not necessary to write a paragraph here. Such a paragraph may be found in any work on literature, and the rules in any grammar or rhetoric.

6. The kinds of adverbs as to use are: conjunctive, interrogative and five adverbs. Conjunctive: I shall go when the train arrives. Interrogative: When will you start on your journey? Pure: The horse runs rapidly.

7. A subordinate conjunctive is a pure connective; it expresses an idea of relation only, joining the subordinate to the principle clause. The conjunctive has two uses; it expresses an adverbial idea, that is, it is an adverbial modifier and also joins the subordinate to the principal clause.

Brief Analysis. On basis of meaning this sentence is declarative; on basis of form it is complex. The subject of the sentence is the word, you. The predicate of the sentence is the words, must work for it. If you wish learning; the principal part of the predicate is the phrase, must work. It is modified first by the phrase, for it, an adverbial modifier expressing the idea purpose; it is modified secondly by the clause, If you wish learning, an adverbial modifier. The word, If, is a subordinate conjunction, joining the subordinate to the principal clause. The subject of the clause is the word you; the predicate of the clause is the words, wish learning. The principal part of the predicate is the word, wish, modified by the word, learning, a direct objective modifier. The copula of each predicate is combined in the verb. Parsing.

If is a conjunction, subordinate, and joins the subordinate to the principal clause.

You is a pronoun, personal, simple; its antecedent is the name of the person addressed, with which it agrees in second person, singular number and common gender. It is nom. case, subject of the verb, wish.

Wish is a verb, attributive, regular, transitive, active, present; it is 2nd, sing. to agree with its subject you.

subjunctive,

Learning is a noun, common, abstract, 3rd person, sing. num., neu. gen.

It is in the objective case, direct object of the verb, wish.

You, same as above except that it is the subject of the verb phrase, must work.

Must work is a verb, regular, int., act., indicative pres. tens, 2nd, sing., to agree with its subject you.

For is a preposition expressing the relation between the verb, must work and it.

It, is a pronoun, simple. Its antecedent is the word, learning, with which it agrees in 3rd, singular, neuter. It is objective case, the principal word of the prepositional phrase, for it.

T

The Teacher and His Profession

By Fred Gladden, Scottsburg, Indiana, High School.

HERE are many qualities which a teacher should possess to be worthy of the name. Patience, training and scholarship and the greatest of these is scholarship. Time was when the latch string to the teaching profession was the certificate or license, yes, there was even the six months variety. This impressive document was popularly supposed to confer upon the holder the essential qualities of ability, scholarship and leadership. It seemed to possess some magic power which could transform over night the inexperienced learner into an expert trained teacher.

A pupil left the school at the end of one term as a student to return as the teacher the next. The profession was looked upon as a despised one. It was filled with the misfits of other professions.

Charles Dickens in many of his writings tells us of a class of teachers whose work was not worthy of the name teaching. The teachers were a brutal slave-driving class of whom childhood stood in fear and trembling. No one honored or even respected the profession.

Even in our own country the teaching profession has not been accorded the respect, dignity and support which it ought to have. In many places even yet the merest hovels, hardly fit for swine, much less for human habitation are called and even used for school houses. One of my friends taught school last winter in a rude claim shack in North Dakota. I know of one township in a certain county in Indiana, where the assessed valuation of the township is $2,000,000 that has the dirtiest sort of hovels for school buildings. Not one of them is fit to be used for school purposes. Yet in this same community I know of any number of houses that cost from $5,000 to $10,000 and on almost every farm can be found magnificent barns, outbuildings, etc.

In many communities a proposal to build a new building brings a bowl and wail of lamentation that would make the scenes of Dante's "Inferno" seem mild by comparison. I have in mind one community in particular whose steadfast, dogged and determined opposition to a

new building to replace a disgraceful and insanitary old one, places that community almost outside the pale of civilization itself.

Is it any wonder that we still find that our profession is filled with misfits and incompetents in many localities. It is said to be a fact, and I am merely quoting authorities now, that only about 10% of ali teachers are really trained and fitted by academic preparation and temperament for their work; that we have a mighty army of "school keepers," time markers as it were, along the pathway of progress. But I would not dwell long on such unpleasant truths about our profession. I prefer rather to speak of the factors that distinguish the real teacher and the hopeful view that we may take of the good which will surely come from sincere and honest efforts.

A great deal has been said of the responsibility of the teacher. Perhaps too much for we have become rather hardened to such admonition and to so much emphasis on the responsibility of our task. The teacher has certainly had to act in every capacity from instructor to physician; from tutor to spiritual counsellor and advisor. But does not the same burden rest upon all whose mission in life is service? If we are to be real teachers and worthy of the name, we can not and must not evade the responsibility which is ours to guide and direct childhood along it's perilous journey.

If we have found our responsibility great, no doubt the banker, the preacher, the railroad engineer, yes, even the mother, the noblest worker of all, have all found that the responsibilities which came to them are very great.

The great question after all is, shall we measure up to the responsibilities which shall be ours and make the most of the many splendid opportunities which come to us almost daily. To succeed in teaching, the teacher must possess the same qualities to win success as would be needed to succeed in anyot her business or profession. The teacher who is honest, persevering, courteous and loyal; who is in sympathy with and devoted to the great work will succeed in spite of the many handicaps which may be present.

It has been said that the greatest quality is scholarship. Of this fact there can be no doubt. One can not teach what one does not know. The scholarship of the teacher creates interest in the school work. Out of the fullness of the knowledge of the teacher comes zeal, inspiration and enthusiasm in the student body. Scholarship prevents disorder and poor discipline. The noisy ill-behaved school where lack of respect for the teacher is evident on every hand is as positive an indication of an incompetent teacher as a falling barometer is of foul weather.

The quiet orderly well-behaved school on the other hand proves that the teacher in charge is trained and ready for the work. The scholarship of the teacher commands respect and confidence in the pupils. It secures and holds attention in the class. It inspires faithful study and holds up ideals to be attained. It is the life and inspiration of the school.

The teacher may lack many other qualities that make for suc

cess.

There may be many flaws in the mettle of his character. He may make many mistakes. His judgment may be poor at times. He may not even have the patience of Job or even enough patience to always keep sweet temperered. But no one of these or all of them will bring failure so quickly, make disorganization and chaos so utter and complete as lack of scholarship in the teacher.

Besides academic preparation or scholarship, the teacher ought to have special preparation for the work. Normal school courses for beginning as well as for experienced teachers, given everywhere in the country now, is a movement in the right direction. The successful teacher must know something of Psychology and Child Study as well as Language and Mathematics. Without this special knowledge the teacher can not stand in the proper attitude toward his work. The successful teacher will know some of the principles of School Management. He will need to know something about the History of Education as well as mere History of Nations. He will need this especial training in order that he may become a part of and factor in the great onward movement of education. He will need to have special instruction in the teaching art itself.

The time has gone by forever for learning to teach at the expense of the children. The experiment is stoo costly and human lives too precious to be used in empiricism and in questionable methods. Parents have a right to expect that the teachers to whom their children shall go shall be men and women who have some knowledge of their craft; men and women who understand the nature of their task. Last but by no means least should be considered the temperamental fitness of the teacher for her work.

The successful teacher should be one who has first learned to control herself. She will then be able to control others. I have seen some lamentable failures in teachers for the reason that they had no control over themselves. The successful teacher will be a person of poise and good judgment. Hysterics and nerves are "ablatives of attendant circumstances" with failure.

The real teacher is one who is not using the teaching profession as a mere stepping stone to some other work. We do not even allow a veterinary surgeon to practice medicine on human before beginning on animals.s Is it right then to allow erstwhile teachers to experiment with children to get money enough to enable them to go into some other business?

I knew one young lady to teach a term of school to get money enough to get married, at least she said so herself. The young lady who with malice aforethought intends to teach only till the right Lord Lochinvar comes along will never shine as a star of the first magnitude in the teaching profession. The young man who is teaching school only because he has failed at everything else will never lead his fellow men out of the wildernesss.

The real teacher is one whose heart is in her work; who loves the profession as a divine calling; who expects to make teaching a lifetime work; who recognizes in children the future citizenship of the country

and for that reason need to be trained for that citizenship; who believes that education will make possible the betterment of society.

The real teacher is one who believes with the Great Teacher that the divinely appointed mission of man is to render service to his fellow men. She is a teacher who can greet the new day with a heart full of confidence and hope that the mistakes of today will not be those of yesterday.

The teacher who can keep sweet" when criticized; who can bear the cross of ridicule with patience; who is big enough to rise above the gossip and slander of his community; "who can walk with Kings nor lose the common touch," is indeed a "laborer worthy of his hire.'

The teacher who can love the unlovable child; who can see the roses but not the thorns; who can taste the sweet in life but not the bitter; who can hear good but not gossip and evil; who can think nobly not sordid; who can feel kindness but not envy; who cherishes good will and not malice; who can see the silver lining on each cloud of disappointment; whose face is set towards the hills of hope and the land of the rising sun of ambition; who knows of bigger events to come in life 'than the pay days; whose ambition it is to be a teacher who shall render to the community in which she works the last full measure of service, is the teacher who is worthy of the name and the kind it seems to me we should all hope to become.

PERSONAL AND EDUCATIONAL

NOTICE TO TEACHERS.

The Greenfield Art Association of Greenfield, Indiana, the birthplace of our beloved poet, James Whitcomb Riley, have perfected a splendid plan, making it easy for every school to procure a beautiful large oil painting of Riley's famous "Old Swimmin' Hole," and a life like bust of the poet free of all cost. This is indeed an exceptional opportunity for your school and it will more than pay you to read their remarkable offer in the advertising pages of this Journal.

MARION NORMAL INSTITUTE.

The fall term of Marion Normal Institute opened September 18, with a substantial increase in attendance over last year.

Arthur J. Copeland, graduate of Ohia State University, A. C. Sc. degree in Agriculture, will have charge of the department of agriculture this year. In addition to this Mr. Copeland has had a year of graduate work in Rural Economics and Agronomy.

Some interesting experiments have been worked out on the farm of Mr. Otis Crane, county agent, and the experimental work will have a much wider scope next year.

DISTRACTIONS OUTSIDE SCHOOL HOURS.

The perfected gasoline engine, the wireless telegraph and telephone, the phonograph, the motion picture, etc., are consributions of the last ten years of incalculable possibilities for education but they are just now complicating the educational situation in school as it has never been complicated before.

The ubiquitous distractions must be met here and now with some con