16. When I have crossed the bar. Note The first six questions refer to the above selection. 1. What is the title and who the author? 2. Select and classify five subordinate clauses. 3. Select (a) a participle; (b) an infinitive. Give the grammatical use of each in this selection. 4. Give (a) two modifiers of hope (line 15); (b) three modifiers of may bear (line 14). 5. Give syntax of (a) moaning (line 3); (b) as (line 5); (c) that (line 7); (d) home (line 8); (e) sadness (line 11). 6. Give in your own words the meaning of the italicized expressions. 7. Write a sentence containing an adjective clause introduced by where. 8. Mark diacritically and define: Aroma, alias, mischievous, caprice, confiscate, encore, onyx, ordeal, coadjutor, roster. 9. By brief sentences illustrate the uses of the verb laid in the passive voice of each mode. 10. Copy the above poem as a specimen of your penmanship. GEOGRAPHY. 1. What influence has the form of North America had upon its history? 2. Show the relation between coast line and civilization. 3. How does the removal of forests affect drainage? 4. Account for the formation of caves in limestone regions. 5. Locate five great cities in the world and tell to what each owes its greatness. 6. Name five rivers of the world and tell the influence each has had upon the territory through which it flows. 7. Locate and describe the formation of a coastal plain. 8. Of what benefit will the Nicaraguan Canal be? Of what benefit is the Suez Canal? The Welland Canal? 9. Discuss Australia as to size, climate, industries, government and natural resources. 10. What and where are the following: Transvaal, Samoa, Piedmont, Belt, Laurentian, Highland, Azov? THEORY AND PRACTICE. I. What is the Law of Habit? What is the function of Reviews? 2. In what order do the faculties of the mind develop. 3. What can a teacher do to make the pupils cautious and independent reasoners? 4. Show clearly the difference between inductive and deductive reasoning. 5. Speak of the child's two mental possessions when he enters the school. The teacher's twofold work. 6. What is apperception? 7. Speak of the personal habits of the teacher. 8. What effect has work on good order? Should the teacher compel his pupils to work? 9. Why should the teacher endeavor to have public opinion on his side? What is the first step in enlisting public opinion? 10. How can the teacher encourage self-development in the pupil? What is empirical knowledge? PHYSIOLOGY. 1. What are the respective uses of the lime and of the animal substance in the bones? 2. What kinds of food do we need? Define each kind. Why do children require, relatively, more food than adults? 3. Locate the heart. How large is it? Describe the systole. The diastole. How is the heart enabled to perform its functions without friction. 4. Wherein consists the superiority of the human hand? Should school children write with one side to the desk? Why?. 5. Name the kinds of brain and nerve matter. State distinctly the functions of each. 6. What is the specific gravity of the blood? The portal circulation? The collateral circulation?. 7. How were diseases formerly supposed to be caused? What does modern science teach us to be the nature of disease? 8. Describe the eye. The lachrymal gland. Explain uses of the rods. and cones. What is color blindness? 9. How do you ventilate your school-room? What are the effects of rebreathing air. 10. Define alcohol, distillation and dipsomania. Give the four stages of the action of alcohol. TO A NOVEMBER PANSY. BV FRANK SMITH. Sweet, fragile flower, pushing aside The dead, brown leaves that flutter down to form Thy winter covering, how brave must be The spirit that within thee strives! How rare The upward-surging current of thy life Brave Heart's-ease! When the early spring First drove the unwilling snow from field and wood, School Journal. ..Lincoln, Neb. .Columbus, Ohio. Boston, Mass. Boston, Mass. SUBSCRIPTION RATES. PER YEAR IN ADVANCE, $1.50. In clubs of four or more, $1.25 each. Single Number, except August, 15 cents. August Number, 25 cents. All club subscriptions not paid within three months, $1.50. MONEY should be sent by express, draft, money order or registered letter. Make all remittances payable to O. T. CORSON. THE MONTHLY is mailed the first week of each month. Any subscriber failing to receive a copy by the tenth should give notice promptly, and another will be sent. Any person wishing his address changed must send notice not later than the twenty-fifth of the month, and must give both the old and the new address. Notice will be given to each subscriber of the time his subscription expires. .Syracuse, N. Y. Minneapolis, Minn. School and Home Education.. Bloomington, Ill. .Taylorville, Ill. Lexington, Ky. New York, N. Y. New York, N. Y. Southern Educational Austin, Tex. Topeka. Kan. Milwaukee, Wis. THE next State Examination will be held in Columbus, December 26, 27, and 28, 1900. Supt. W. W. Boyd, Painesville, Ohio, is clerk of the board to whom all communications relating to the examination should be addressed. SUPT. E. A. Jones of Massillon spent a part of his vacation at Port Royal and Grand Pré, and we aredelighted to be able to announce that he has agreed to write a series of articles on the "Home of Evangeline" for the MONTHLY, the first of which will appear in January, 1901. "IF a man borrows $500 at 6 per cent compound interest, and does not pay for seven years, nine months and twenty-six days, how much will he have to pay altogether at the end of that time, and what will be allowed him if the lender stipulates that he is to have I 9-10 per cent off for payment before the end of the eight years? What will be the rebate, and what would he have to pay if there were a penalty of 2 7-8 per cent added. after the eight years' time limit? Prove the result and show what the single interest would have been in the same time." A recent edition of a prominent daily paper is responsible for the statement that the preceding question is one of a list recently propounded to children from 9 to 12 years of age in the Philadelphia public schools. We hope the statement is not true. If true, we have no words which can be printed which will do justice to the occasion. THE article by Dean Briggs of Harvard on "Some Old-fashioned Doubts About New-fashioned Education," which appeared in the "Atlantic Monthly" for October, should be read by all teachers and others who are interested in true education. The statements made and the doubts suggested will certainly help to correct some of the wrong tendencies of the day. In connection with this article we wish that many teachers and others who have been carried away with some of the false doctrines of the day, could have an opportunity to study the helpful sermon recently delivered by Dr. Gladden of Columbus on the text, "In Your Patience, Ye Shall Win Your Souls," in which special reference is made to the article to which attention has just been called. We have space for only the two paragraphs of this excellent sermon which follow, but which are a sermon in themselves: "It is time for teachers to take warning. Philosophies of education that are debilitating, emasculating, are abroad among them. The pressure is strong-from pupils and from parents-to make the way of the pupil smooth, to do much of his work for him, to relieve him from all stiff, rigorous, strenuous application of his mind to his work. Don't give in to such demands. Give these pupils a chance to win their souls. "To the young men and women -and the boys and girls-I want to say my last word. If you want souls, you must win them. Many of you are keenly interested in the question whether you are going to win fortune, fame, social position, the means and opportunities of pleasure. There is only one question that is of any real importance the question whether you are going to win, or lose, yourselves. The one truth I would burn into your consciousness today, if I could, is this: That manhood, womanhood, is a prize to be won; that all gains are worthless and accursed to those who have not won it; that there is no easy path to it; that it cannot be won without toil, hardship, drudgery, strenuous endeavor, strenuous resistance. It means something, to be a man or a woman; but it costs something, and you will never get it without paying full price. AT the hotel in the mountains the past summer, we became very much interested in a little colored boy of about ten years of age whose brightness and general usefulness made for him a friend out of each guest in the house. As the time for the opening of school approached we asked him if he attended school to which he promptly replied that he did, naming one of the cities of Maryland as the place. We then asked if he liked his teacher which brought out the rather scornful and emphatic response that he did not. When pressed for a reason, he replied, "O, she is so soft and is always trying to get us to like her. She never makes us behave ourselves, etc." Then we went to our room and read with renewed interest what Professor James says in his "Talks To Teachers and Students" about the "philosophy of tenderness in education," "soft pedagogics," and the "namby-pamby attempts of the softer pedagogy to lubricate things and make them interesting," all of which the children. "see through" immediately. We then tried to think out an explanation of the fact that some teachers will persist in thinking that children like only easy things, but we did not succeed. Perhaps such teachers do not really study children, although they may imagine that they are deeply engaged in "Child Study" of one kind. COLLEGE ENTRANCE EXAMINATION IN ENGLISH. A short time since we were somewhat startled at the following headlines in a daily paper: "Collegians Fall Down In Spelling Out of 191 Freshmen 165 Fail to Pass Examination." The article which followed these lines gave an account of the requirements and results of the entrance examination to Northwestern University at Evanston, Illinois, and the comments upon the results were anything but complimentary to the schools in which the applicants had been prepared. We at once wrote to Prof. J. Scott Clark of the Department of English for the facts in the case, and for a copy of the test used. He promptly replied, and we publish the following which. needs no comment or explanation from us, but which certainly contains some practical lessons for teachers of all grades: Evanston, Ill., Oct. 12, 1900. Mr. O. T. Corson, Columbus, O. Dear Sir: The clipping that you enclose from the "Chicago Record," referring to our recent entrance test in elementary English, is somewhat misleading and incomplete in statement. I enclose data which will, I think, be self-explanatory. May I say a word or two about the matter? In the first place the test is nothing new with us. For the last nine years we have given tests as nearly like the one enclosed as we could make them without repetition. The results this year are not worse than before and not much better. Long observation of such results in the case of college students and in the spelling of children in the grammar grades has convinced me that the main cause of our prevalent bad spelling is to be found in the unwise neglect of the analytic method in Our grammar schools. By all |