us. "Teaches" is modified, second-by what is an object lesson intended ly, by "us," a simple indirect objecto teach? . tive element of the second class, With regard to the first question we telling to whom "experience teach-answer negatively telling what it is es the, &c." "Teaches" is modified, not. The teacher who calls the thirdly, by "when vice assumes &c.," class to the recitation seat and then a simple adverbial element of the with "object" in hand proceeds to third class, telling when "vice teach-tell its form, size, quality, where obes, &c." "Teaches us the irresistible tained, how made, how expressive, power of temptation when vice &c.," &c., &., does not give an object is the complex predicate. "Vice" is lesson. Again the teacher who has the subject of the subordinate clause, the class before her and asks first being that of which the action "as-one member and then another of sumés" is asserted. "Assumes" is the form, size, quality, &c. &.,, does the predicate, being the action as- not give the lesson intended. What serted of vice. "Vice," the subject, is wrong in the two classes? Both is not modified. "Assumes," the teachers have missed the purpose of predicate, is modified by "the form the lesson. The boys and girls are of virtue," a complex objective ele-to be taught how to observe, and ment of the first class, telling what these methods fail to instruct them "vice assumed;" "from" is the basis, in this. A boy's intellectual faculand is modified, first, by "the," a ties are not brought into action by single adjective element of the first telling him the names of the parts of class; "from" is modified, secondly, an object nor by asking him to give by "of virtue," a simple adjective their form and qualities. Classes element of the second class, telling are often taught by being told that what "form vice assumes." "As- which is unknown, and the memory sumes the form of virtue," is the is made stronger by being exercised, complex predicate. The subordi-but the purpose of the lesson is fornate clause is joined to the princi- gotten or neglected whenever the pal clause by "when," a subordinate telling of that which is unknown to connective. Rule: Subordinate con- the class is elevated to the dignectives join dissimilar elements. nity of a theme for a discourse. The primary purpose of an object lesson is to teach pupils how to observe, how to distinguish one thing from another, if the same kind, how to We have all heard in Institutes discriminate between two qualities and in Normals much said about and how to concentrate the attention. Object Lessons, and of the great Another thing to be kept in view is value of such lessons, and yet I am the correctness of speech and utterinclined to think that very few teach-ance in the description of the obers understand what is intended and ject under consideration. Let an in what the value consists. Let us object be brought before the class. ask ourselves two questions;-First, Each member is requested to examwhat is an object lesson? Secondly, ine it carefully and describe it cor OBJECT LESSONS. rectly. Let the class be taught to 4. What is meant by spacing in take note of the mistakes in the writing? Give directions for spacpoints examined and in the descrip-ing the short letters, the short extions given. Let the children find tended letters. as t, d, p, q, and the out, as far as possible, the use and loop letters. qualities of objects examined. Let 4. Tell where a full explanation them do the talking, and let the of the principles of penmanship may teacher be a good listener to all what be found. is said, and by the use of "tact and talent" direct the investigation. QUESTIONS PREPARED BY THE 1. What reason can you give for ARITHMETIC. 1. A bin is 10 ft. long, 6 ft. wide, and 8 ft. high; how many cubic feet does it contain? Give a complete analysis. 2. What will a pile of wood 40 ft. long, 28 ft. wide, and 10 ft. high cost at $3.20 per cord? 4. Define prime number, composan especial study of pronunciation? ite number, multiple and factor. 2. Pronounce fair, past, horrible, Give examples of each. tune, chew, crew, algebra, idea, vir- 3. The fore wheel of a wagon is ulent, chicken, evil, facade, conquest, 12 ft 6 in. in circumference, and the Persia, often, gristle, equation, hind wheel is 15 ft. 3 in., what is the truths, auxiliary, contents, Aristides, least distance in which both will Phillippi, have made an exact number of revo 5. What numberxxx5-6-10. 3. Give directions for drilling pu-lutions. pils in a way which will lead them to acquire the habit of speaking and reading in a pure tone of voice. 6. Express each of the following in three ways, first using the com4. What relation has the oral reci-mercial sign; second, as a decimal: tation and ordinary conversation of third, as a common fraction: 15 per the pupil to appropriate expression cent; 43 per cent.; per cent., and in reading? 5. What results in knowledge and in the formation of habit should be gained by the child from the study of the first reader? PENMANSHIP. 1. Give three good reasons why every one should learn to write a good hand. 2. Give directions for position of body, or hand, and of pen in writing.. per cent. 7. Find 16-25 per cent of 15 miles. 8. Reduce 3 pks., 4 qts., and 2 pts. to the decimal of a bushel. 9. When the time, rates and interests are given, how do you find the principal? 10. I sold a house for $520, and lost 35 per cent., for what should I have sold to have gained 15 per cent. GEOGRAPHY. 3. Name and represent the prin- 1. Why does the length of a deciples or elements combined in the gree of longitude on the equator construction of the small letters and differ from the length of one in this of the capitals. latitude? 2. What is an iceberg? How is Articles of Confederation? it produced? 3. Name the different races of men, and state the distinguishing characteristics of each. What are the departments of government under the present Constitution? 5. What events occurred in 1807 that had to do with our advancement 5. Name the principal countries as a nation? with which the United States has commercial relations. What are the chief imports from each country? 5. Describe a route of travel from Indianapolis to the capital of France. GRAMMAR. 1. Explain the difference in the use of a limiting and a qualifying adjective. PHYSIOLOGY. 1. Describe the process and the effects of respiration. 2. What are the divisions of the skeleton? How many bones are there in each division? 3. What general directions would you give for bathing, as to time frequency, water, temperature, and use 2. Name four adverbs of time. of soaps. Write sentences illustrating the use 4. How does the human body re of each. tain its high temperature under ex 3. In what instances are preposi-posure to intense cold? tions usually omitted? Illustrate by sentences. 5. What difference would you make in the treatment of wouned 7. Correct the following and give arteries and veins? Why? a reason for each correction: THEORY AND PRACTICE. 1. What are the principal objects to be secured by the teacher in conconducting a recitation? ducting a recitation? Give two or (a) Has not my horse ran away? (b) Here comes the soldier's. (c) Many people has been vinced that riches has wings. (7) It is me who am in fault. more. 2. What is the chief object of 5. Analyze, in full, the following: punishment in school? "His chief business was, sauntering 3. What is meant by natural punabout the neighborhood and spend-ishment? Give an illustration. ing his time in idle gossip." land, France and Spain in their erly used to secure diligence in American discoveries, explorations study? and settlements? 2. Tell the principal points in the history of Virginia between the years 1697 and 1768. THE ROD IN SCHOOLS. It seems to us that the question as to corporal punishment shall be allowed in the public schools admits of a simple answer. A school is a little monarchy in which there will 3. What changes were brought about by the the intercolonial wars, in the manners and customs of the colonists? 4. What were the defects of the always be some unruly subjects, and " authority over them must be given secure perfect obedience in their to the teacher, with power to main- family circle, silence at wiH, and intain it. No scholar can remain in a dustry for five hours without the school who is not subject to the use of the rod, they will supply mateacher in all matters affecting terial to a school which no teacher school discipline; and as the time need to whip into shape, and on may come when obedience can only which they should not allow any be enforced with the rod, the teach- one to lay a hand save in the way of er should have the right to use the kindness. When they have brought rod or expell the rebellious pupil. up boys and girls that are impudent, Which course he shall take should idle and disobedient, and when they be settled beforehand between the can only maintain the peace of their parents of each scholar and himself. household by the constant infliction As a general rule those children of punishment, they must not expect whom their parents esteem too ten- that the teacher can rule the childer and precious for beating will dren whom they have spoiled withhave grown SO accustomed to out resorting at times to the methods the rule of kindness that they will which they have abused. Such panot be apt to come into open conflict rents must grant more than usual with the teacher, and if they do they authority over their unruly children, should be sent to their parents to and to refuse to allow a teacher to learn how to behave themselves so punish them would be to introduce as to deserve immunity from the anarchy into the school. For such rod. Children whose father and parents the remedy of expulsion apmother are ready and willing to in-plied to their children would be a trust them to the teacher with the source of never ending torment, as injunction to flog them if they do they would always have their boys not obey the rules are generally well and girls coming home to them like used to the birch, and are apt to put bad coin. A bad school, like a bad their preceptor to the frequent exer- family, is known by the amount of cise of his authority. At best cor- flogging in it. In proportion as the poral punishment is a harsh and rod is unknown perfection of discibrutal remedy for bad behavior, pline may be inferred, and good orand those families, schools and com-der is the main requisite for rapid munities in which it is seldom or progress in knowledge. A teacher never used are the happiest and the who has to spend the most of his best disciplined. Until it ceases al- time in beating boys, is soon good together in families it is idle to ex- for nothing else, and he loses the pect it to be laid aside altogether in temper and habits of an instructor. schools; and after there is no fur- Such a person ought to be put out ther necessity for it in schools society of school at once, since he will be may get along without it. The par- violent and inefficient, whether the ents have but few children to man- rod be taken from him or not. age; they control them from infan- selecting men and women possessed cy and have every claim to their re- of the natural tact, dignity and spect and love. When they can force ef character required to im By press and control a number of chil- tine! The result of this is in most dren of every sort brought togeth- cases, a mere skimming over things, er in one enormous family, the neither a proper nor possible end of School Commissioners will do more true teaching. Others, taking the to abolish corporal punishment than mere acquisition of knowledge to be by passing a hundred rules prohib- education, assume teaching to be iting it. Such teachers will be able mere communicating of truth. Their to get along with using the rod, and mistake is that of cramming-the the sentiment of our times will in- constant and inconsiderate loading sist upon having such teachers, since of the pupil's memory with undithe old days of education by rules, gested facts and principles. Some, canes, leather straps and rawhides in the effort to escape this evil, only belong to the era when they flogged plunge headlong into its opposite. sailors in the navy and considered Taken with the owl-wise maxim, Solomon literally the wisest man that ever lived.-N. Y. World. TEACHING AND EDUCATING. "proceed from the known to the unknown," they regard the sum of all teaching to be educing, drawing out the pupil's knowledge of notions, a mere pumping process, which amounts to an endeavor to fill our vacuum for another. Others, with The stream cannot well rise high-juster notions of thoroughly estaber than its fountain, so it happens lishing the pupil in principles, rethat, springing from the people, solve all their teaching into a perteachers are apt to look at teaching sistent martinent drilling—a word as the people do. Their notions are which it were once good philosophy popular enough, but they are neith- and good taste to discountenance in er individually, well weighed, nor the school room. sound. The old maxim, "Vox pop- Now not one of these notions uli, vox dei" is true, only when the meets the child's wants. He has voice of the people is like the yoice self-active capacities. But they are of God-based or unbiased judg-wanting in breadth, power, and prinment concerning something clearly ciple. They extend themselves upknown. But this is ever so wide of on a field puerile and limited. When the popular knowledge and judg- they arise above that it is in immament; for the first principles of teach-ture or desultory energy. Throughing are an unknown tongue to the out, there is no clear and settled masses; and there is hardly any end principle of rational guidance and of the selfish considerations which control. These imperfections, it is control their notions of the teacher the work of education, or teaching and the school. to correct. Hence, that involves How many are there who have substantially these things: developlittle thought in their teaching, of ment, discipline and culture. The anything beyond carrying the pupil quickening of the intelligence; stimthrough a certain series of text-ulating the desire of knowledge; books, according to the current rou- widening the sphere of the mind's ac |