guish between knowledge and education.

4. Show the comparative values of text-book and oral method of instruction.

5. What principles should govern the assignment of a lesson?

6. State the relative value of love and fear as incentives. What rules should be observed in their use?

7. What three things are included in the process of instruction? To what extent is it the proper function of the teacher to lecture, entertain and explain?

8. Distinguish between social, moral and religious culture.

9. What is the theory of free education?

10. What is apperception? How will the study of apperception aid the teacher?

PSYCHOLOGY.

What

1. Define Psychology. place should it occupy in a course

of study on Pedagogy?

2. What is sensation? What are the essential conditions of a sensation?

3. Explain volition.

4. What is instinct? Do you regard it as an impulse? Illustrate. 5. Make an outline of the mental faculties.

6. What is the difference between judgment and reasoning? 7. Distinguish between image and concept. Illustrate.

8. What is meant by direct and indirect perception? Illustrate.

9. What is imagination? With which of the faculties is it most nearly related?

10. Give a brief history of your study of Psychology.

HISTORY OF EDUCATION.

I. What was Rosseau's view of the schools of his time? State his theory of self-teaching.

2. What had the following named persons to do with education: Alcuin, Erasmus, Montaigne, Jacotot, Basedow?

3. Give a general sketch of Herbert Spencer's views on moral education.

4. Outline the chief characteristics of the Jesuit systems of education.

5. Contrast Athenian and Spartan education.

6. Who wrote the following: (a) "The Schoolmaster;" (b) "Leonard and Gertrude;" (c) "The Republic;" (d) "The Education of Man;" (e) "A B C of Observation?"

7. Name the chief educational reforms advocated by Comenius. 8. Make a brief outline of the life of Pestalozzi.

9. What is Herbartianism?

10. State three reasons why the teacher should make a study of the History of Education.

his entire commission is $245, what was the value of the grain?

2. An agent sold two houses at the same price each, gaining 15 per cent on one, losing 8 per cent on the other. If he gained $110 by the transaction, what was the cost of each house?

3. What quantities of tea, at 25 cents and 35 cents, with 14 pounds at 30 cents, and 20 pounds at 50 cents, and 6 pounds at 60 cents, will make 56 pounds at 40 cents per pound?

4. I have a piece of land 15 feet square, which I wish to arrange in five flower beds as follows: a central bed, to be bounded by lines connecting the middle points of the sides of the original square. And four equal triangular beds, whose sides extend 5 feet from the right angle at the corner. How many feet of bordering will be required to surround all the beds?

5. A dry goods merchant imports 1120 yards of dress goods, 1 yards wide, invoiced at 23 cents a square yard: there is a specific duty of 8 cents per square yard, and an ad valorem duty of 40 per cent. What must he charge per yard, cloth measure, to gain 25 per cent on the whole?

6. How many quarts of water will fill a circular dish whose inside dimensions are 20 inches across the top, 15 inches across the bottom, and 6 inches slant height?

7. The premium on gold being 32 per cent, which will yield the

greater income, money invested in U. S. 10-40, 5's at 108, or in R. R. stock purchased at 12 per cent advance, which pays a semi-annual dividend of 4 per cent?

8. A's gain is $1800, B's is $2250, C's is $3200. A's capital was in 6 months; B's 9 months; and C's, 16 months. How much of the whole capital, $27,450, did each own?

LATIN.

1. Translate into Latin: a They were saying that they would not fight even when Cæsar should wish it. b. He caused a commander to be sent. c. The Romans took Cincinnatus from the plow that he might be dictator.

2. Translate into good English: Pro his Divitiacus (non post discessum Belgarum, demissis duorum copiis ad eum reverterat) facit verba; Bellovacos omni tempore in fide atque amicitia civitatis Aeduae fuisse; impulsos a suis principibus, qui dicerent, Eduos, a Cæsare in servitutem redactos, omnes indignitates contum eliasque perferre, et ab Eduis defecisse, et Populo Romano bellum intulisse; qui hujus consilii principes fuissent, quod intelligerent quantam calamitatem civitati, intulissent, in Britanniam profugisse.

3. Syntax of Copiis, tempore, fuisse, redactos Populo Romano. Explain the mode and tense of dicerent, fuissent, intelligerent.

4. Translate into Latin: a. The sun causes all things to bloom. b.

RAMBLING NOTES.

By J. J. Burns.

I wish to say that Mr. Pearson's lead in the MONTHLY is in the right direction because it is timely and because it gives a stimulus to many young people to do some work in history pretty close to the root.

It may be carrying coals to Newcastle, but a recemt bit of experience was interesting to me and possibly will interest reader or two.

While attending an institute in Greensburg, Pa., it was my good luck to fall in with Supt. John W. Anthony, a young man after my own heart. Something I had said. prompted the question: "Wouldn't you like to visit St. Clair Cemetery and see the old General's monument?" My reply need not be recorded. I feel a lasting interest in our first governor, brave, honest, patriotic, headstrong, imperious, unfortunate.

A walk of five minutes took us to the place. The old graveyard lies upon the side of one of those great hills which are partly covered by the city, and almost over the tunnel which lets through the Penn. railway.

The monument is of sand stone, and is, perhaps, from twelve to fifteen feet high. On the west side

of the pedestal it is recorded that the Masons, resident in the vicinity, placed this monument over the grave of a deceased brother. On the east is a more formal carving, giving the name and rank, date of birth and death, concluding with the words, as they stand in my memory: "this humble stone is erected in place of the nobler one due from his country."

We have read of his last days, how he spent them in poverty, supporting life by keeping a little shop over yonder at a point nearly in sight from his grave, meditating doubtless on the gratitude of republics. It is a sad story.

It happened that upon the shortest day of the year it was my pertinent task to talk to a patient audience about the "Winter Solstice," and this little algebraic problem came to the surface.

The height in degrees of the sun above the southern horizon at noon upon the longest day of a planet's year is a; upon the shortest day it is b find the inclination of that planet's axis from a vertical to the plane of its revolution; also the latitude of the observer.

Without the formality of equations let us right up the axis to a vertical position, and take our sta

ca indicates with his sword the place where the sun will rise, something south of east at that time of the year, and he also uses his martial pointer to show where the sun will "present his fire" two months later. Brutus, earlier in the night, had tried in vain to tell how near to day it was by noting the "progress of the stars." Why the attempt was vain we are not told; but perhaps it was the result of the general disturbance of things upward. Surely a starry sky was a dial-plate to Brutus, as it should be to all except those under condemnation in the good Book, who having eyes,

see not.

[By the way our Ambassador Choate has an edition of the "Good Book" which says, he says, that "Cleanliness is next to godliness," and he quoted it before the assembled embodied culture of Scotland.]

But one more text in sky geography is Caesar's lofty boast:

But I am constant as the Northern

star

Of whose true-fixed and resting quality

There is no fellow in the firmament.

SUGGESTION IN LIFE AND SOCIETY. By Daniel Putnam, Author of a Manual of Pedagogics.

Teachers are citizens and members of general society, and as such should be prepared to exert a wholesome and positive influence for good. A practical knowledge