Author Title Imprint. 1«— 47372-2 4IT«0 [Department of Public Instruction Bulletin STATE OF INDIANA Balletin No. 4 February, 1914 The Licensing of Teachers AND The Acer editment of Teachers' Training Schools Issued by CHARLES A. GREATHOUSE State Superintendent of Public Instruction Rules and Regulations CONCERNING The Licensing of Teachers AND The Accreditment of Teachers' Traininor Schools STATE OF INDIANA Issued by Charles A. Greathouse State Superintendent of Public Instruction INDIANAPOLIS : WAr. B. BUIiFOUD, CONTKACIOI! FOR STATE I'UI NTI N<; AM) lilN'DINI 1914 CONTENTS. vVb\K , ' Page Forewoi'd 3 L.-nv on Licensing of Teacliers : Contract without Licenses not Valid 7 Teachers" Qualifications 7 Teacliers' Minimum Wages 8 Indiana State Normal Diplomas 9 Special Subjir^cts (Jraded in State Department !> Certiticates fmm Other States 10 Special License 11 Licenses in Pre-vocati(Mial Sub.iects 10 Pre-\ ocational Work : Ii\iiing by State Board 10 Vocational Work : Ruling by State Board 11 Licenses Issued by the State Board of Education : Professional (Div. I. of Life State) 12 Questions Issued for Prefessional Examination (1918) 12 Life State (Division II ) 20 Questions Issued for Life State, Division II (19i:V) 20 For (Graduates of Standard Colleges 24 Questions issued for Graduates of Standard Colleges (19i;;) 24 Places for Professional and Life Examinations 28 Rules for Professional and Life Examinations 29 Siiecial lacense without examination 29 License's Issued by State Superintendent : Common School — Twelve Months 29 Twenty-four Mouths 30 '1 hirty-six Months 31 rriuiary-- Twelve Months 31 Twenty-four MoJiths 31 Thirty -six Months .> 31 Questions Issued for Common School and Primary (.Tan. 1914).... 32 High School— Twelve Months 39 Twenty-four ]Mouths 40 Thirty-six Months 40 Sixty Months 40 Questions Issued for High School (January, 1914) 41 Supervisors : Music 52 Art 53 Industrial Arts 53 Domestic Science 53 Agriculture 53 Physical Culture 54 K indergarten 54 (,)nestions Issued for Super\isors and Teachers of S])ecia] Subjects (January. 1914) 54 IL Page By Validation : Life Licenses from Other Stat<'s .7.> State Normal Dii)lomas from Otliei' States 51) Exemption .")'.) Licenses Issned by Connty Suiicrintendent : Common Schf>ol — ''"welve Months 59 Twenty-four ]Months 59 'J'hirty-six ^Months 59 Primary — Twelve Months 59 Twenty-four Montlis 59 Tliirty-six Months 59 Iliiih School — Twelve Months 59 Twenty-four Months 59 Thirty-six Months 59 Exemption , 59 State Normal Diplomas — Wages I*aid Holders of (iO High School Equivalency Examinations 01 Questions Issued for Pligh School Equivalency Examinations Division I (July. 1913) 01 Division H (August, 1913) 05 Special l<]xaminations on Request of County Superintendent 07 Time and Place of Teachers' Examinations 08 Fee for Manuscripts Graded by the State 68 All Licenses Forwarded by County Superintendent to Ai'iilicants 09 Rule Governing Teachers Holding License in one County and Contract- ing in Another G9 County Superintendent, Only, Has Power to Revoke Licenses 09 Law on Accreditment of 1'eachers' Tfaining Schools 73 liuling on Credits in Courses in Accredited Schools 74 Ruling on Granting of Degrees in Standard Colleges 74 Ruling on Granting of Degrees in Standard Normal Schools 71 Qualifications of Teachers in Conunissioned or Certified I4igli Schools. . 75 Standard College : Teachers 70 I'inances 70 Entrance Requirements 70 (iraduation Requirements 7<; Equipment 77 Pedagogical Courses 77 List of Standard Colleges in Indiana 77 Standard Normal School : Teachers 78 Finances 7s Entrance Requirements 7S Graduation Requirements 78 Equipment 79 List of Standard Normal Schools in Indiana 79 Normal Department : Teachers 80 General Requirements • 80 iii. Page List of Accredited Xnniial Dep.irtments 80 Training Sclnxils ; Kinds Nl Tenchei-s 81 Eqniimient 81 C(i\irses of Study : Class A. In Standard Colleges 82 In Standard Normal Schools 82 In Normal Departments 82 ( >ne College Year in Litni of Twelve Weeks' Ti-ainiiig 82 Class B. In Standard Colleires 8.'] In Standard N.irmal Schools 83 In Normal Departments 83 One College Year in Lien of Twelve AVeeks' Training 83 Class C. General T{<'gnlations 84 In Standard Colleges S4 In Standard Normal Schools a'6 In Normal Departments 85 Sjiecial Two Yeai"s' Course : Exi)lanation 8G General I'egulations 8(') Conrs'^ in Detail Sd High School \York in Accredited Schools: In Colleges. Academy or Preparatory Department 88 Snh-Fi-eshman Work 88 Ii-regnlarly Prejiaved Students 89 111 Normal Schools. Regular Course 88 Credit Course 88 Irregularly Prejiared Stiideiils 89 Twelve Weeks' Course: Length of Term 90 Time of Entering 90 Absence 90 Credits in One Institution 90 Prejiaratory Work 90 Number of Students in Class 91 Keep.'ing Records: In Secondary Schools 91 Records Furnished to Pupils 91 Records Furnishcxl to Accredited Sch(M)ls 91 Certificates of Work Must he Issued 92 Credits for Work Done Outside of Indiana 92 Advertising 92 Classes of Teachers and Licenses 92 FOREWORD. An important feature of the public school system in Indiana is that pertaining to the qualifications and licensing of teachers. From a very few simple requirements of scholarly attainments, and professional training, the standards have risen until very spe- cific ralings covering the ((ualifications of the public school teachers in this State, have been established. Prior to August, 1908, practically no legal requirements were set for entering the teaching profession other than that of hold- ing a license, Avhieh of course implied a certain kind and amount of scholarship, and a good character. True, the spirit of higher standards was abroad in the State, and school boards and superintendents, locally, required other than license qualifications for those with whom contracts were made to teach in the common schools. The law enacted in 1908 and revised in 1913 has placed the school system of Indiana on a plane, not excelled in other States, by creating high standards for the teaching force and at the same time making mandatory the payment of salaries more commensu- rate with the preparation and services required. . In order that facilities might be provided for the training thus required by law, the State Board of Education was endowed with the authority of a State Teachers' Training Board, and given the power to declare what schools and what courses of study should be recognized as ample for the professional training of teachers. Under these provisions schools have been inspected and accred- ited for the training of teachers, while a system of rules and regu- lations governing the accredinu^nt of such schools has been made. Today a teacher in the public schools of Indiana must hold a license and must meet other qualification requirements before trus- tees and school boards can legally compensate him for services. The length of time for which these licenses are valid varies from the minimum of twelve months to the maximum of a lifetime, while the purposes they may serve cover every line of school work from primary to college. (3) Closely identified with the licensing of teachers is their pro- fessional training obtained in the schools accredited for that pur- pose. The standards for these schools are being constantly raised by the State Board so that the courses of study, their equipment, and teaching forces are enlarging and improving. It will be most helpful for not only school officials but teachers 1o acquaint themselves with the contents of this bulletin, and thus see and understand the legal basis on which licenses are granted and training schools accredited. PART I. The Licensing of Teachers. (5) I. THE LAW. 1. All Teachers Must Hold Licenses. Trustees shall eiuploy no person to teach in any of the common schools of the State of Indiana, unless such person shall have a license to teach, issued from the proper state or county authority, and in full force at the date of the employment. Any teacher who sliall commence teaching any such school without a license, shall forfeit all claim to compensation out of the school revenue for tuition for the time he or she teaches without such license ; but if a teacher's license shall expire by its own limitation within a term of employment, such teacher may complete such term of em- ployment within the then current year. 1. License Essential. A valid contract for the tencliing of a public school can not be made by a trustee with one who at the time, has no license to teach in the county, and the subsequent procurement of a license does not validate the contract. — Butler v. Haines. 79 Ind. ."T.n. And a per- son can neither recover compensation for seiwices rendered as teacher, nor damages for breach of contract for such services, unless he was licensed to teach as prescribed by the statutes. — .Jackson School Town- ship V. Farlow, 75 Ind. 118. See also Hari'ison Townshiii v. Conrad, 20 Ind. 3.37. and Putnam v. School town of Irvington, CO Ind. 80. In a suit against rhe school corporation for ser\ices rendered or to bo rendered, it must be stated in the complaint that the teacher had a license to teach when he rendered the services or entered into the contract. — Bedford, etc, Co. V. McDonald, 12 Ind. App. 621. 2. The Minimum Wage Law. A. Teacliers' Qualifications. The ((ualifications required for teaching for the dififerent classes shall be as follows : (a) A teacher wdthout experience: Shall be a graduate of a high school or its equivalent. Shall have had not less than one term of twelve weeks' work in a school maintaining a professional course for the training of teachers : Provided, That completion of one year, or more, in a recognized college shall be accepted in lieu of twelve wrecks' work in a school maintaining a professional course for the training of teachers Shall have not less than a twelve months' license. 2—100 (7) (b) A teacher with one school years' experience: Shall be a graduate of a high school or its equivalent. Shall have not less than two terms of tM^enty-four M^eeks' work in a school maintain- ing a professional course for the training of teachers or the equiv- alent of such work : Provided, That the one year of college work optional for a teacher without experience shall be accepted as one of the required two terms of work, in this class. Shall have a two years' license. Shall have a success grade. (c) A teacher with three or more years' successful experience : Shall be a graduate of a high school or its equivalent. Shall be a graduate from a school maintaining a professional course for the training of teachers, or its equivalent. Shall have a three years', five years', eight years', or a life license. Shall have a success grade. (d) A teacher with five or more years' successful experience: Shall be a graduate of a high school or its equivalent. Shall be a irraduate from a school maintaining a professional course for the training of teachers, or its eqiiivalent. Shall have taught as a class (c) teacher two or more years previous to entering this class. Shall have a three years', five 3'ears', eight years', or life license. Shall have a success grade: Provided, That for teachers already in the service, prior to August, 1908, successful experience in teaching shall be accepted as an equivalent for high school and professional training, as required by all the above classifications. B. Teachers' Minimum Wages. The daily wages of teachers for teaching in the public schools of the state shall not be less, in the case of beginning teachers, than an amount determined by mul- tiplying two and one-half cents by the general average given such teacher on his highest grade of license at the time of contracting. I''or teachers having had a successful experience for one school year of not less than six months, the daily wages shall be not less than an amount determined by multiplying three cents by the gen- eral average given such teacher on his highest grade of license at the time of contracting. For teachers having had a successful ex- perience for three or more school years of not less than six months each, the daily wages shall be not less than an amount determined by multiplying three and one-half cents by the general average given such teacher on his highest grade of license at the time of contracting. For teachers having had a successful experience of five or more school years of not less than six months each, the daily v.'ages shall be not less than an amount determined by multiplying four cents by the general average given such teacher on his highest grade of license at the time of contracting. All teachers now ex- empt from examination shall be paid, as daily wages for teaching in the public schools, not less than an amount determined by multi- plying three and one-half cents by the general average of scholar- ship and success given such teacher : Provided, That the grade of scholarship accounted in each case be that given at the teachers' last examination, and that the grade of success accounted be that of the teachers' term last preceding the date of contracting: and, Provided further, That two per cent, shall be added to the teach- er's general average of scholarship and success for attending the county institute the full number of days, and that said two per cent, shall be added to the average scholarship of beginning teach- ers. Note. — All teachers contracting on exemption licenses are in Class C. 3. Indiana State Normal School Diplomas. The board of trustees (of the Indiana State Normal School) is authorized to grant, from time to time, certificates of proficiency to such teachers as shall have completed any of the prescribed courses of study, and whose moral character and disciplinary re- lations to the school shall be satisfactory. At the expiration of two years after graduation, satisfactory evidence of professional ability to instruct and manage a school having been received, they shall be entitled to diplomas appropriate to such professional degrees as the trustees shall confer upon them; which diplomas shall be con- sidered sufficient evidence of qualification to teach in any of the schools of this State. 4. Special Subjects Graded in State Department, Teachers in manual training, domestic science and art, and kindergarten departments of the elementary and high schools, and teachers of German, music, drawing, agriculture, physical culture and other special branches of instruction shall be examined by the county superintendents of schools at the times of regular teachers' examinations upon the branch or branches they are employed to teach, and in case they pass such examination successfully, and have met all the qualifications required by law, or the eqivalent thereof prescribed by the state board of education, they shall be licensed to teach such branch or branches for twelve (12), twenty-four (24), or thirty-six (36) months, according to the grades obtained upon such examination. Such license, however. 10 shall not legally qualify its holder for the teaching of any branch or branches not covered by said examination, and such teachers at the time of examination shall have their manuscripts in music, drawino', manual training, cooking, sewing, agriculture, kinder- garten, and physical training sent to the state department of pub- lic instruction for grading upon the terms and conditions pre- scribed by law for grading of manuscripts by the superintendent of public instruction. 5. Countersigning- Certificates from Other States. The state superintendent of public instruction may countersign the life state certificate of teachers of other states, when the hold- ers of such certificates shall have furnished satisfactory evidence of good moral character, and experience and success in teaching, as is required for life state certificates in this state; and when so countersigned such certificates shall be valid in any of the schools of this State : Provided, That the requirements for obtaining the life state certificates of other states shall be equivalent to the re- (juirenients for the same certificates in this State. LICENSING TEACHERS FOR THE PRE- VOCATIONAL WORK.- 1. After September 1, 1915, all teachers required to teach elementary agriculture, elementary industrial work or elementary domestic science in the public schools of the State shall have passed an examination in these subjects prepared by the State Board of Education. 2. Teachers who teach only the special pre-vocational subjects (elementary agriculture, elementary industrial work and element- ary domestic science, as provided for in Section 5 of the Indiana Vocational Education Law) need not hold a regular teacher's li- cense, if they have passed a satisfactory examination in the special industrial subject or subjects which they teach "and have met all the qualifications required by law, or the equivalent thereof pre- scribed by the State Board of Education." 3. Teachers in the public schools of the State not required to leach an.y of the pre-vocational work need not take an examination in the pre-vocational subjects. *For further information on the (lualitications and licensing of teachers of pre-vocational subjects see Bulletin No. 5 — Vocational series No. 3 — is- sued by the State Superintendent of Public Instruction. n 4. Teachers who supervise the pre-vocatioiial work in the reg- uhir scliools (the regular pre-vocationa! woi'k in agriculture, indus- trial arts or domestic science in the graded and high school) musl hold a supervisor's license in the pre-vocational subject or subjects which they supervise or teach. 5. A teacher holding an Exemption License will be required to take an examination in any prevoeational subject or subjects which he is re(juired to teach, unless these branches were included in the examination upon which the exemption license was issued. 6. A teacher holding a State Normal Diploma, a professional or life certificate will be required to take the examination in any pre-^'ocational subject or subjects which he is required to teach unless such license or diploma includes the special training in such subject or subjects as have been prescribed by the State Board of p]ducation. Licensing- of Teachers for Special Vocational Departments and Schools. 7. Teachers in special state-aided vocational departments and schools will be licensed according to a plan to be adopted by the State Board of Education, for the licensing of saich teachers. Tliis plan will be announced later in a bulletin j)ublish(Ml by the State Superintendent of Public Instruction. Special License. In order to encourage trained teachers to teach in the district schools and in the grades in the small towns of the State, each accredited school and the State Normal School may, subject to the rules and regulations of the State Teachers" Training Board, establish a two-year course open to high school graduates, the completion of which will be accepted in lieu of a license and will entitle one to teach in the district schools and flu* grades in the small towns foi- three years without examination. (R. S. 1908, §6315.) Note. — The niinimiiDi dnily wages of teachers taking advantage of tjiis provision will be $2.1-2.; tlio first year and $2.70 dnring the second and third vears. II. STATE BOARD RULES CONCERNING LICENSES AND EXAMINATIONS. The State Board of Education has general control of the entire system. This board prepares the uniform questions to be used in the examinations, fixes the standards and arranges for licensing the teachers in those subjects not provided for by specific statutes. The general regulations relating to teachers' licenses are as follows : 1. Licenses Issued by State Board of Education. A. Professional. (Division 1 of Life Slate). Valid for eight years in any public school of the State. The examination for this license is held jinnually on the last Saturday in February. The subjects are: Algebra, Civil government, American literature, Science of Education and two of these six: Physics, Botany, Ger- man, French, Spanish and Latin. To be eligible for this examination the applicant must have held two thirty-six months, a thirty-six months and a sixty months, or Iwo sixty months licenses. In addition he must have had at least i'ofty-eight months successful experience as a teacher. Licenses are granted to those who make a general average of 85% and do not fall below 75% in any subject. If the average is 85% or more and the grade in a single subject is below 75% the applicant is conditioned. If a passing grade is made in the condi- tioned subject at the next annual examination, a license is issued. No fee is required for this examination. QUESTIONS ISSUED FOR PROFESSIONAL OR FIRST DIVI- SION OF LIFE STATE LICENSES IN FEBRUARY, 1913. Division 1 op Life State. XoTE. — The following resolution was adopted by the State Board of Education, October 31. 1887: Resolved. That the ExamiDatiou for Professional license include the following branches: .\lgebra. Civil Government. American Literature, Science of Education, and tiro of the following ftix subjects — Elements of Physics. Elements of Botany or Latin (Latin Crannnar, twn books of (';esar, and two of Vergil), German, French, Si)anish ; and (12) 13 Further Resolved, That the Examinntion for State License shall in- clude, in addition to those of Professional License, Geometry, Rhetoric, General History. En;a:lish lateratiire. Physical Geography, and tuo of the rolIowin,ir three suhjects — Chemistry. Geolosy. Zoology. SPEGL\L NOTICE TO APPLICANTS. In view of the fact that the mamiscripts of applicants for hoth Life State and Professional Licenses are sent to the several members of the State Board of Education for gradation, it is essential that applicants for such licenses observe the following rules: 1. Write on one side of the paper only, using legal cap. 2. See that the answers to the questions in each branch are entirely sei>arate from those of any other branch and securely fastened together. o. Write fiiJl name and postofflce address upon each set of answers. 4. Fxu-nish the member of the State Board of Education conducting the examination eopies of recoiirmendations, as they are to be filed for future reference and can not be returned. ."). The exi)ense of sending manuscripts should be defrayed by the ••ipplicaiit. //(. EdcJi List Avsivcr Any Si.v, But No More. ALGEBRA. 1. Find i)rime factors of: (a) x-27x^ (b) x^ + a.\"-x-a. (cj 8a-Ja--4. 2. Snnphfy: ^-^x ~ lT2x " 4^^" 3. A merchant expended a certain sum of money for goods, which he sold a,gain for $24. and lost as many percent as the goods cost him. How much did he pay for the goods? 4. Divide 1/27^ by V>^>/,. 2m 5. Rationalize r? — n * (a + m)'^+(a-m)-2 (!. Simplifv ^1 + z= . .!.5 + 2J3 2J3-s'5 (x3 + v= = 34] 7. Solve: -^^ ^"^^ ^^^ ' 8. One of the sides forming the right angle of the right-angled trian.gle is 3/7 of the other, and the area of the triangle is 5.082 sectations of its fx*aniers? 7. Explain the political importance of a court's power to declare legisla- tive acts luill and void. How is this power related to current political discussions V 8. (a) Tell how a State constitution is usually made and adopted. (h) Compare tlie Governor's veto power with that of the Tresident of the United States. AMERICAN LITERATTTRE. 1. What is the value and nature of the literary productions of the colonial IK'riod of American literature? 2. From the artistic standpoint how dues American literature at its best compare with the best literature of Greece. Italy and England? Account for the difference. 3. Who wrote "To One in Paradise." "Wreck of the Hes{)erus." "Brace- bridge Hall," "Day of Doom?" 4. Characterize the writings of ^^'hitluan. Xamc his chief works. r>. Give specific examples of American literature influencing the political life in this country. (!. (a) What has beon a strong tendency in the fiction of the last few years? (b) Is this fiction likely to achieve permanency? Why? 7. In what resix^ct is Hawthorne comparable with Emerson and Thoreau in their attitude towards individual freedom, and in their attitude toward organized refomi? 5. What has Edward Everett Hale contributed to American literature? SCIENCE OF EDUCATION. 1. How is social ellicicncy as an aim of education affecting: (1) the course of study. ( L' ) ]iearallel and shunt resistance. 7. Compare the cost of an ordinary incandescent lamp, using 3.75 Watts I>er candle power, with that of a tungston lamp, using 1.5 Watts per candle power, when burned for SO hours on a 100 volt current, each giving a total illumination of 200 candle power, assuming the in-ico for electric energy to be 12.5 cents per kilowatt hour. 8. (a) Explain the phenomena of refraction, index of refraction, and total reflection. (b) Prove that when an object lies between a concave miiTor and its piTJiciiJal focus, the image is always erect and virtual. BOI ANY. 1. What are thii principal differences in structure and mode of growtii between roots inid stems? 2. Draw a cross section of a leaf. Label and give function of each part. 3. Give the life cycle of a moss. 4. Name the groups of algae and gi^e distinguishing characteristics. 5. (a) What are the uses of water to the plant? (b) How does water enter, pass through and escape irom the plant hotly? G. Describe the adaptations of a xerophytic plant. 7. Give the life history of wheat rust. 8. Give a synopsis of the distinguishing characteristics of six families of flowering plants. SPANISI-I. 1. In the following words tlie stressd vowel of each is italicized. Copy these words and supply graphic accents where they are needed. Do not change the order of the words. Perez Galdos, Calderon, vf/rio, vario, vario, matara, matara, mio, reime, mateis, cazarais, cont/nuo, contin() in indirect discourse, (c) after expressions of emotion. 7. Titinslate into French : Early in the year men in America knew only that France had gone the full length of revolution ; that the monarchy had been abolished, the king sent to his death, a republic set up, and a new experiment like our own, an experiment in human liberty, begun, with all Europe to fight in order to make it good. No one in Europ-e doubted that America would cast in her lot with France in this day of her hope and sally for freedom, if only to requite the inestimable service France had done her in her own time of aspiration and struggle. No one in America doubted it, either, who merely gave rein to sympathy and thought nothing of the consequences But Washington saw what the conse- quences would be; and his was the responsibilitJ^ — -(Woodrow Wilson, A History of the American People.) 8. Write, in French, at least 75 words either on the French theater, or on the advantages to an American of knowing French and German. LATIN. 1. Translate : Quibus rebus eopiitis rex tantum auctotitate eius motus est ut et 'I'issaphernem hostem iudicarit et Lacedaemonios bcllo persequi iusserit et ei permisit quern vellet eligere ad dispensandam pecuniam. Id arbitrium Conon uegavit sui esse consili, sed ipsius, qui optime suos nosse deberet, sed se suadere Pharnahazo id negoti daret. 2. Explain why the following forms are used in the above passage : daret, suadere, deheret, negoti, hello, Pharnahazo. 18 Translate : Saepeniimei'o, patres conscrii>ti, milta verba iu lioc ordlue feci, saepe de luxuria atqne avaritiu nostrornm civinm qnestns sum, mul- tos^iiie niortalis ea causa advorsos habeo ; iiui mibi at(iue auimo meo uullins umquam delicti gratiain fecisseui, baud facile altering lubidine male facta condouabam. Sed ea tametsi vos parvi i>eiKlebatis, res piiblica firma erat Nmic vero' nou id agitiir, bouisue an mails ni'iribus vivamus, neque quantum imperium populi Roraani sit, sed haec, cuius- cumque modi videiitur. nostra an nobiscuni una hostium futura siut. Tlie passage in :! is from a speecb in ((mnection with the Conspiracy of Catiline. Where was it delivered: From whose speecb is it taken — Caesar's, Cicero's or Cato's? In wbat author is it found? Mention four Latin autbors of tbe Republican and four of tbe Imperial period, and one work or book by eacb. Write Latin sentences illustrating the dative of agent, tbe genitive of price, tbe anticipatory subjunctive, tbe subjunctive of characteris- tic, the indirect question. Translate : At pedibus longe melior Lycus inter et bostes. Inter et arma fuga nuu'os tenet, altaque certat Preudei-e tecta manu sociumque attingere dextras. Quem Turnus, pariter cursu teloque secutus, Inci'epat his victor: "Nostrasne evadere, demons, Sperasti te posse "Sinuil arripit ipsum Pendentem, et magna muri cum parte revellit Quallis ubi aut leporem aut candenti coriX)re cygnum Sustulit alta petens pedibus lovis arniiger uncis, Quaesitunj aut matri multis balatibns agnum Martins a stahulis rapuit lupus. In tbe passage under 7 tell who Turnus is, and explain lovis annifier and Martins. Scan tbe first four lines of tbe passage. GERMAN. (Numbers 1. 2. 7 and 8 must be answered.) Aufsatz von mindestens 500 Wiirtern iiber eines der folgendeu Themata : (a) Das Ileilige Romiscb Reich Deutscher Nation, (b) Die Wied- eraufricbtung des deutsc-ben Kaisertums. (c) Schillers Leben. (d) Lessing. (e) Die romantische Schule. (f) Ein Roman von Suder- niann. (g) Ein Drama von Gerhart Hauptmann. (b) Ein Gedicht von Goethe, (i) Stiirmer und DrJinger des 18. Jabrbnuderts. Ins Euglische zu libertragen : "Der alte Gegensatz zwischen ilsthetischer und ethischer Kunst- betrachtuug, er hatte sicb durch das eingehende Studium bei den beiden jungen Leuten nur verschilrit . . . Deuker und Dichter, Maler und Kiinstler, Vertoner, Baumeister und Bildner iu liocbster Vollendung, im Ernste betrachtet, im Grimde genommen alle eius : Alle beseelt von dem eiuen Drauge, alle schlieszlich nur Dichter und nicbts als Dichter, dessen innerstes W^esen nur iu dem eiuen bestand: in den danials von Engen Frey so scharf betonten Grenzen der Menscb- heit das Einzelne an das Allgemeine, das Fliichtige an das Bleibende, das Irdische an das Ewige zu binden." (Edward Stilgebauers Gotz Krafft, III.) 19 3. Zu No. 2. u. Dekliiintinii dcs erstcii Ws in beiden Zahlformen. b. Deklinatioii dcs .uif /'/'// l'(i]i;eiidt'ii Wortgefiiges uiit dein bestiinmteii Artikcl in liridcn Zablfornien. c Kdiijngation des ersten schwaeben Verl)unis in PlnsquanipL'rfektnni und I'"nturnni exaktuin des passiven Konjunktivs. 4. Ins Deutscbe zu iibertragen : "Very ready we are to say of a book, 'How good tbis is — tbat's exactly wbat I think !" But tbe rigbt feeling is, 'How strange that is ! I never tbougbt of tbat liefore, and jet I see it is true; or if I do not now, I bope I shall, some day.' Rut whether thus submissively or not, at least be sure that you go to the author to get at his meaning, not to find yours. Judge it aftei-wards. if .you think yourself qualified to do so, but ascertain it first." — (John Ruslvin, of Kings' Treasuries.) 5. Man ergiinze in dem folgendeu Zitat die Silben oder Endungen welche durch Striebe angedeutet sind : "Mei- ganz- I^eben lang ball- ieb d- Bogen gehandbabt, mi- geiibt nach Scbutzeuregel ; ii'b babe oftsoboss- in d- Sobwarze, und mancb- schon- Preis niir heim- brach- vmn Freudensehiessen." b. Man setze das ver^ollstandigte Zitat ins Prasens. G. Man setze das folgende Zitat in das Perfektum : "Den Vater lasst der La^idenberger fordern : Zur Stelle schaffen soli er ihm den Sohn, Und da der alte Mann niit Wahrbeit schwru-t, Er babe von dem Flviehtling keine Kunde. Da lasst der "N'ogt die Folterknechte konunen — ." 7. a. Nach welcher Metbode geben Sie deutschen T7nterric-ht? b. Welche anderen Metboden gibt es? c. Erklaren Sie in kurzen Worten die einzelncn JIetbe of Dakota? GEOMETRY. 1. The sum of two lines drawn from a point to the extremities of a straight line is greater than the sum of two other lines similarly drawn, but included by them. Prove. 2. What is the locus of points equidistant from two given ix»ints? Prove your statement 3. If an equilateral triangle with side ■/ is inscribed in a circle, find radius of the circle in terms of a. 4. Upon a given straight line, to describe a segment of a circle which shall contain a given angle. Prove. 5. The sides of a right triangle are as 3:4:5. The altitude upon the hypo- tenuse is 12 ft. Find ai'ea. 6. The volume of a trian.gular pyramid is equal to one-third the product of its base and altitude. Prove. 23 7. The height of a right circular cone is equal to the diaiueter of its base: find the ratio of the area of the base to the lateral surface. S. Every section of a sphere made by a plane is a circle. I'rove. GEOLOGY. 1. Discuss the great contributions to Geology of William Smith and Sir Charles Lyell. 2. What is meant by "Isostasy"? 3. What is the "accretion" theory of the earth's origin? In what respects is it better than the nebular theoiy? 4. Discuss briefly the geological antiquity of man in Europe and the United States. 5. Why is an excessive development of spines or other external structures of an organism often soon followed by Its extinction? C). In what geological horizons of Indiana are the following products found: (a) Petroleum, (b) Coal, (c) Bedford limestone, .(d) Marl? 7. What is Metamorphism? Name tlie usual product of metamorphism of shale, limestone and sandstone. 8. Wliat is meant by unconformity? Discuss its importance in Historical Geology. (Use diagram.) GENERAL HISTORY. 1. Why is Egypt sometimes calleil "The (Jift of tlie Nile"? 2. Who was Confucius? Sketch his influence. 3. What was the importance of the Greco-Persian Wars to I'uturo civil- ization? 4. What is meant by the Barbarian Migration? 5. What were the Crusades? Time as a whole? 6. State the most inaportant facts about the Haiiseatic League. 7. State the chief causes of the French Revolution. 8. What do we mean by General History? For the State Board of Education : Charles A. Gbeathouse, State Superintendent Public Instruction, President. W. W. Parsons, President Indiana State 'Soinial School, Secretary. Notes to the Examiner. 1. In October, 1885 (p. 52, record), tlie State Board of Education made tlie following order: "Ordered, 1'hat the Reading Circle examina- tions in the Science of Teaching be accepted by County Superintendents in place of the county examination on that sub.iec-t. and that the average of their four successire yearly examinations in the Science of Teaching be accepted by the State Board in the examination for State Certificates." 2. The State Board of Education reserves tlie right to call before it any applicant for oral examination, in addition to the written examination based upon the questions submitted for Life State and Professional Li- censes (p. 429, record). 3. Please send manuscripts on Monday following the examination. 4—400 24 (2) For Graduates of Standard Colleges. Valid for life in any public school of the State. The examination is held annually in April. It is open to graduates of standard colleges who have h.eld one or more sixty months licenses or a Professional License, and who have had thirty months successful experience with at least ten months of it in Indiana. The subjects are any three of the following: General History of Education, the School System and the School Law of Indiana, Educational Psychology, Experimental Psychology and Child Study, Leading School Systems of Europe and America, Science of Education, and Principles and Methods of Instruction. The grades required are the same as those for a Professional License. No conditions are allowed. The fee for this examination is five dollars. QUESTFO.XS ISSUED FOR LIFE STATE (COLLEGE GRADU- ATES) IN APRIL, 1913. SPECIAL NOTICE '1 O APPLICANTS. Tlie followin;; rules govern llie exaniinntinn of teacliers for Life Staff Licenses : L F()i{ Gk.m>uates of Standard Colleges Only. The State Board of Education revised its rules governing applicants for Life State Licenses by the addition of the following resolutions: Jxcsolvrd, That th(> rules of the State Hoard of Education relating to examinations for and llie gi-antiiig of Life State Licenses shall be and are hereby anHMided by the addition of the following: All graduates of higher institutions of learning in hidiana. or oflKM- institutions of equal rank in other States approved by this Board, which ro<]uire graduation from Com- missioned High Schools, or the equivalent of the same, as a condition of entrance, which maintain standard courses of study of at least four years, and whose work, as to sco])e and quality, is apjiroved by the State Board of Education, shall on complying with the conditions enumerated below, be entitled to Life State Licenses to teai-li in Indiana : i'roiidcd, hou-ever, 'Tliat graduation by the applicant shall have been accomi)lished by not less than three years' resident study and by thorough, extended examinations in air subjects i)ursued privately and for which credit has been given by the institution: And, provided further, Tliat the requirements as to three years' resident study shall ajiply only to applicants graduating after this date, January IS. 1900. First. Such applicants must have held one or more sixty months" or professional licenses. Second. Tliey must present to the State Board of Education satisfac- tory written testimonials from competent superintendents, spei-ial super- visors, teachers, or other school officials to the effect that they have taught and managed a school oi" schools successfully for a i>eriod of not less than thirty months, at least ten of which shall have been in Indiana. 25 Third. They must pass thorough, satisfactory examinations in any three of the following subjects: (1) General History of Education; (2) The School System and tlie School Law of Indiana; (3) Educational Psychology; (4) Experimental Psychology and Child Study; (5) Leading School Systems of p]urope and America; (G) Science of Education, and (7) The Principles and Methods of Instruction. Fourth. Before entering upon the examination, such applicants shall present to the State Board of Education satisfactory evidence of good moral character, and shall pay five dollars each (the fee prescribed by law), which can in no case be refunded. Fifth. A license will be granted to those who make a general average of 85 per cent, not falling below 75 per cent, in any subject. In view of the fact that the manuscripts of applicants for both Life State and Professional Licenses are sent to the several members of the State Board of Education for gradation, it is essential that applicants for such licenses observe the following rules : 1. Write ou one side of the paper only, using legal cap. 2. See that the answers to the questions in each branch are entirely separate from those of any other branch, and securely fastened together. 3. AVrite full name and postoffice address upon each set of answers. 4. Furnish the member of the State Board of Education conducting the examination copies of recommend'itions, as they are tO' be filed foi- future reference, and can not be returned. 5. 'J he expense of sending manuscripts should be furnished by the applicant, G. A fee of five dollars must be paid by all applicants for this license. In Each List An.'siccr A}iii Six, But No More. HISTORY OF EDUCATION. 1. What are some of the sociological factors entering into the education of primitive peoples? 2. Discuss the old Chinese education as a tyi^e of oriental education: (a) Curriculum, (b) Method, (c) Teachers, (d) Results. 3. Compare Plato and Aristotle as educational theorists. 4. Trace the history of the "seven liberal arts" as an educational move- ment. 5. Discuss four types of medi;eval education: (a) Monasticism, (b) Scholasticism, (c) Chivalry, (d) Mysticism. G. Discuss the various causes that gave rise to the universities in the latter part of the middle ages. 7. Give a history of the secondary educs'.tiou movement in Aiuerica. S. Who were the following: Isocrates, Marcus Aurelius, Rabelais, Alcuin, Johann Sturm. Erasmus, Melaiichthon, Comenius, Pestalnzzi, Hor- ace Mann, Henry Barnard? SCHOOL SYSTEM .\ND SCHOOL LAW OF INDIANA. 1. What effect did the niininiuui wage law have upon the profession of teaching in Indiana? 2. State the arguments for and against uniform text books with the state as a unit. 26 3. How, iu your opinion, could the office of county suiverintendent be made of larger service to education? 4. What has been the effect of centralization upon education in your community? 5. What are the defects in our present system of enumeration? 6. State the recent modifications made in the requirements for graduation in commissioned high schoer cent, of the boys and girls can be induceers be returned to the pupils \nth the degree of succ(^ss inarki^l upon them? Defend your answer. 4. What significance do "])]ateaus"' have in the learning process? 5. Give illustrations from school work of securing attention through law of intensity, through the law of contact, through the law of clearness. (J. Should a child's training in .-uljustment to his enviromutnt be equal for all parts of this environment? What rule can you give that will cover this matter? 7. To what extent should teachers bo prepared to examine and test the pupils as to their physical health and sensoiy capacity? S. Give evidence to show that instincts and instinctive interests in the human child are transitory, and show the importance of this fact to education. EXPEKI.MKXI AL PSYCHOLOGY AND CHILD STIDY. 1. Give and discuss the Laws of Association of Ideas which ar<' fmula- montal to good teaching. 2. Name and discuss several psychological mist;ikes which are apt to be made in consequence of a lack of knowledge of sense-perception and of its laws of growth. .*>. What difference in method of teaching should be used in teaching some- what mature minds? Why? 4. What is the purpose of punishment? What different kinds of penalties }>laced at the disposal of teachers are wise? Why? 5. Account for irritability of temi>er in children. For fidgety and peevish children. 27 6. Discuss the importance of play as an educational factor. What should be the range of a child's play? 7. What essential conditions are required for the development of a creative imagination'.' 8. What does the expression, "A teacher should interest her pupils," meanV LEADING SCHOOL SYSTEMS OF ETIEOPE AND AMERICA. 1. Make a brief statement of the Educational System of France. 2. Give a general outline of the German School System. 3. What is a "Continuation School?" How is it articulated with the rest of the system? 4. Could the continuation-school idea be adapted to education in the United States? If so, how? 5. Compare and contrast the Elementary Schools of England and the United States. 6. "What does it mean to "Vocationalize" the curriculum? How can the "Vocational School" be articulated with the other elements of th<' Public School System? 7. Outline the requirements for Classes A, B and C teachers in Indiana. 8. What effects are these professional requirements having on Education in our State? SCIENCE OP EDUCATION. 1. Discuss briefly the relation between "Educational Theoiy" and "Educa- tional Practice." 2. To what extent and under what circumstances is vocational training cultural ? 3. Of what pedagogical importance is habit? What is its basis? Illustrate. 4. Tell in plain and simple language the meaning of these terms: "Ilerb- artian," "Socratic," "ideation," "ethical training," and "api>ercep- tion." 5. Name and discuss three things not now generally a part of our public school system which would increase the efficiency of our public school system. 6. To what extent may individual differences be taken into account in a typical American school of forty children in the eighth grade? 7. To what extent, if at all, should a child between ten and twelve years of age be allowed to follow a decided liking for a certain subject of study? As for example: Electi'icity, or art, or music. Discuss fully. 8. Outline and defend a plan for moral instruction in grades five to eight inclusive or in the high school. ^ THE PRINCIPLES AND METHODS OF INS IRUCTION. 1. What relation exists between the art of teaching and the science of psychology? Between education and sociology? 2. What advantages may the teacher derive from a knowledge of the localization of motor, sensory, and association areas in the cere- brum? 28 3. Make an argument showing the importance of motor functions in edu- cation. 4. Select some desirable habit as an example and show how- the principles that underlie habit-formation may be applied in education. 5. Distinguish between work and play. To what extent are both valid in the educative process? H. Illustrate an inductive development lesson by selecting an exam]ile of your own. 7. Formulate some principles that are valuable in teaching children how to study. 8. What factors enter into the training of memory? Illusti'ate by ex ample. For the State Board of Education : Charles A. Greathouse, State Superintendent Public Instruction, President. W. AV. Parsons, President Indiana State Normal School, Secretary. Notes to the Eaaminer. 1. The State Board of Education resei'ves the right to call before it any applicant for oral examination, in addition to the written examination based upon the questions submitted for Life State and Professional Licenses (p. 429, record). 2. Please send manuscripts on Mondaj" following the examination. (3) Places for Professional and Life Examinations. State Board examinations are held annually on the last Satur- days of February and April at the following places: 1. In the Department of Public Instruction, State House. 2. In the office of the City Superintendent of Schools, Ft. Waj^ne. 3. In the office of the City Superintendent of Schools, Evans- ville. 4. In the office of the City Superintendent of Schools, Val- paraiso. 5. In the office of the County Superintendent of Schools, Rich- mond. 6. In the office of the President of the State Normal School, Terre Haute. 7. In the office of the President of Purdue University, La- fayette. 8. In the office of the City Superintendent of Schools, Sey- mour. J). In the office of the President of Indiana University, Bloom- iugton. 29 It is recommended by the State Board of Education that the daily wage of teachers who contract on professional licenses or Life State licenses shall not be less than an amount determined by multi- plying four cents by 95, provided that 2 shall be added to the 95 for attending the county institute the full number of days. (4) Rules for Professional and Life Examinations. 1. Write upon one side of the paper only, using legal cap. 2. See that the answers to the questions in each branch are entirely separate from those of any other branch, and securely fastened together. 3. Write full name and postoffice address upon each set of answ"ers, and upon every sheet disconnected from the first one. 4. Answer the General Questions upon a separate sheet. 5. . Furnish the examiner with a certified statement of experi- ence and with three testimonials as to success. 6. Furnish the necessary postage to forward your manuscript to Indianapolis. C. Special lAcense. Valid for three years to teach the com- mon branches in rural and small town schools. By a law enacted in 1907 the State Board of Education was empowered to provide a special two years course for teachers. This course is given by such accredited schools as make proper provision for it. Graduates of this course are permitted to teach without examination in the rural and small town schools of the State for a period of three years from the date of the completion of the course. Teachers of this class who desire to teach in city schools must pass the regular exam- ination. All two-year special course teachers without experience are in Class A. Those with one or more years' experience are in Class B. The salary grade in Class A is 85%, and in Class B 90%,. Any teacher has the privilege of raising these grades l)y examination. 2. Licenses Issued, by the State Superintendent. A. Common ScJiool. (1) Twelve Months. — Valid to teach the common branches in any public school of the State for a period of twelve months. All teachers who were in the profession prior to August, 1908, are eligible for this examination. Graduates of com- missioned or certified high schools or the equivalent, who have had at least twelve weeks' normal training in an accredited school or one or more years in a standard college are eligible to be licensed on passing this examination. 30 The subjects are: Arithmetic, Grammar, United States His- toiy, Physiology and Scientific Temperance, Geography, Reading, Writing, Spelling, Literature, Science of Education, Drawing and Music. After September 1, 1915, all teachers of prevocational subjects in the elementary schools, must hold licenses covering such subjects. The grades in writing and spelling are determined from the manuscript. An option is given to answer questions upon the read- ing circle books of the current year instead of the analogous sub- jects in the required list. For the year 1914 the following options are allowed : Science of Education or Everyday Problems in Teach- ing (O'Shea) ; United States History or Sociology and Modern Social Problems (Ellwood). Drawing and music are not required by law for State common school license and such licenses are never withheld from applicants on account of failure in music and drawing only. In counties where the County Board of Education requires music and drawing taught in the elementary schools it is advisable that teachers apply- ing for State common school licenses take the music and drawing also, since school trustees have the authority to refuse to contract with teachers not holding licenses in music and drawing, when the teaching of such subjects is required. All manuscripts in Drawing must be upon drawing paper and prepared \vith proper drawing material. Grammar and Literature are graded from to 90 on the correctness of the answers and from to 10 on the quality of English used. A license is not issued unless the general average is 85%, with no grade below 75%. A teacher holding this license is in Class A. Note. — Certificate of tniiniug must be on file in the Departnienf of Public Instruction hefore a license can be issmed. (2) Twenty-four months. — Valid to teach the common branches in any public school of the State for a period of twenty- four months. All teachers who had one or more years' experience prior to August, 1908, and all Class A teachers of one year's experi- ence and twenty-four weeks' normal training in an accredited school or one year or more in a standard college and 12 weeks' training in a school accredited for the training of teachers, are eligible to be licensed on passing this examination. The subjects and conditions are the same as in (1) above. A license is not issued unless the general average is 90% with 31 no grade below 80%. The general average is one-half of the sum of the average scholarship and the success grades. A teacher holding this license is in Class B. Note. — Applicants who have not completed the re^^iuired training for this class will receive snch license as their training entitles them to, unless they request at the time they are examined that their manuscripts he held until they complete their training, and certificates are on file m the Depart- ment of Public Instruction. (3) Thirty-six Months. — Valid to teach the common branches in any public school of the State for a period of thirty-six months. All teachers who had one or more years' experience prior to Aug- ust, 1908, and all Class A and B teachers of three years' experience and three years' normal training in an accredited school are eligible for this examination. The subjects, conditions and method of deter- mining general average are the same as in (2) above. A license is not issued unless the general average is 95% with no grade below 85%. A teacher holding this license is in Class C, or if such teacher has had five years successful experience, two of which have been taught as a Class C teacher, he is in Glass D. Note. — 1. Same as note under TWenty-four Months. 2. Applicants should he careful to state the number of years they have lant/ht and the years during which this teaching toas done. By so doing they will relieve the department of any difficulty in determing their clas- sification. B. Primary. (1) Twelve Months.— Valid to teach the com- mon school branches in grades one, two, three and four of the pub- lic schools of the State for a period of twelve months. Eligibility, conditions, subjects, required grades, and class are the same as for twelve months common school. In all subjects applicants for Primary license will answer any three of the eight common school questions in the subject and in addition the three questions relating to the primary phase of the subject. (2) Twenty-four Months. — Valid to teach the common school subjects in grades one, two, three and four of the public schools of the State for a period of twenty-four months. The subjects are the same as in (1) Primary. All other requirements are the same as for a twenty- four months common school. (3) Thirty-six Months. — Valid to teact the common school branches in grades one, two, three and four of the public schools of the State for a period of thirty-six months. The subjects are the same as in (1) Primary. All other requirements are the same as for a thirty-six months common school. 5—400 32 QUESTIONS ISSUED FOR PRIMARY AND COMMON SCHOOL EXAMINATIONS IN JANUARY, 1914. Note 1 — Applicants are requested not to designate tlae grade of license applied for. They will receive whatever their grade and eligibility merit. Note 2 — All applicants not "in the sei'vice" prior to 190S, must have certificates of their professional training on file in the State Department of Public Instmction before their licenses can be issued by the State. Note 3 — Applicants for Primary licenses will answer any three of the eight cojnmon school questions and the three primary questions for each subject on which tliey write. KTTLES FOR EXAM1N.\TI0N. 1. These questions shall bo used on the last Saturday of the month only. 2. During the examination, all books, maps, globes, or other aids, shall be removed from sight. 3. The writing of applicants should be done in every case with pen and inlv, to prevent erasures and changes. 4. All conversation or communication should be absolutely forbidden during the examination. 5. At no time during the examination should any questions be shown, except such as have been or are then being used. 6. The printed lists should be divided, so that no opportunity or tempta- tion may be given to applicants to refer to authorities at recess. 7. Applicants should not be permitted to ask questions. If they have any doubts as (o the meaning of a question, let these be offered in v^'riting, so that the Superintendent may consider them when he examines the answers to the questions. 8. If a cori*ection is ueeessaiy, erasures should not be made, but a single mark should be draAAii over the error, that the Superintendent may see the error as well as the correction. In arithmetic, the entire work should appear on the manuscript. 9. Each subject shall be graded on a scale of a hundred, except those noted, each question being valued at an equal part of one hundred, except when marked othen^ase. 10. These rules should be given the applicants before entering upon the examination. WRITING AND SPELLING. The penmanship shown in the manuscripts of the entire examination will be graded on a scale of 100, with reference to Icr/ibiliti/ (50), regular- ity of form (30), and neatness (20). The handwriting of each applicant will be considered in itself, rather than with reference to the standard models. The orthography of the entire examination will be graded on a scale of 100, and 1 will be dedncted for each word incorrectly written. 33 GENERAL QUESTIONS. Do not write yoin- name on any manuscript intended for the State Department if you want it graded. 1. Give your address. 2. In what county is tliis examination talven? 3. In what county do you reside? 4. In what county did you teach last? 5. When did you begin to teach? (Calendar year and mouth) How long have you taught? G. What grades of licenses have yon held? 7. Have yoii sent any other manuscripts to this Department during the present year? , 8. If so, give county, number and month. County Number Month County Number Month County Number Month 0. Underline the kind of license for which you are applying: Common School ; High School ; Primary ; Sixty Mouths ; Kindergarten ; Supervisor's. 10. Name the papers and periodicals, oducational and cultural, which you read. 11. What books of the Teachers' Reading Circle have you read? 12. From what high school are you a graduate? 13. State the length of your Normal School or Professional Training in weeks. 14. When and where was this received? 15. What is the extent of your college training? 10. When and where was this received? 17. Have you given or received aid during this examination? The Board suggests that, since many questions admit of a variety of answers, credit be given for the intelligence shown in the answers, rather than for their conformity to the views of the Superintendent. Note 1. — Neither the State Board of Education nor any member of the Board prepares for publication in any periodical whatever answers to the questions asked by this State Board of Education. The State Board is not in any way responsible for such publication. Forenoon Questions, Common School and Primary. In Each List Ansioer Any Six, But No More. ARITHMETIC, COMMON SCHOOL AND PRIMARY. 1. How would you teach the correct position of the decimal point in the quotient obtained by dividing 4.321 by 36.4? State the law derived. 2. The pitch of a screw is IG threads to the inch. How many turns must be made to move the screw § of an inch? 3. A sold two carriages at $150 each. On one he gained 20%, and on the other he lost 20%. Did he gain or lose on the entire transaction, and what %? 34 4. At what price must a dealer mark goods that cost him $458. so as to take off 10% and still make 10% protitV 5. i he assessed valuation of ludiauu is $1,81)0,(100,000. The new law provides an annual lax of $.07 on the $100 for the support of Indiana University, I'urdue University and the Indiana State Normal School. What does each institution receive since the same law divides the reyenne in the respective ratios: 2, 2 and 1? G. The diagonal of one face of a cube is 162 inches. Find the volume and the surface. 7. A man bought a piece of alloy for $72.25. The number of pounds pur- chased eiiualled the number of dollars per pound. How many pounds were there? 8. Wliat will a draft for $;'>88 cost at 1-5% premium? PRIMARY ONLY. (Answer any three of the above and these three.) 0. What is the value of using objects in primary arithmetic teaching? what the danger? 10. llow would you teach multiplication when the multiplier is more than one figure? 11. How w(m]d you teach long division? GEOGRAPHY, COMMON S(.'IIOOL AND I'RIMARY. 1. What are the uses of forests? 2. What are the uses of mountains? 3. If you wei'e contemplating manufacturing shoes, where would you locate your factory? Why? 4. In what ways will the use of the Panama Canal give the ITuited States an advantage in connnerce? 5. Name the two cities in the United Slates where growth is most likely to be iuHuciKcd by tln" Panama Canal and give reasons why. 0. What important ( lianges have been made in the political boimdariess in Canada? 7. Tell what ynu can about the Repidilic of China. 8. Why is the irrigation system C(uunion in Italy? PRIMARY ONLY. (Aus>\ver any iliree of the nbdve and these three.) 0. What use can be made of the sand table in teaching Geography? 10. How would you teach ''direction" to children? 11. What is the course in geography for the third grade as outlined in the State Course of Study? (Select only one of the following two sulxiects. ) UNITED STATES HISTORY, COMMON SCHOOL AND PRIMARY. 1. What does each of these names suggest to you: Hull, Webstei-, Clay, Douglas and Genet? 2. What were the chief provisions of the "Omnibus Bill"? Which one had the greatest political effect? 35 3. Give an account of the settlement of Georgia. 4. At what times in the history of the United States has the right of secession from the Union been claimed or threatened? 5. Name tliree large ac<^inisitions of territory made by the United States. Tell how each was acquired. 6. AVhat was the "National Road" What was its effect on the history of the United States? 7. Explain the compromises in the Constitution of the United States. 8. What are the three divisions of our national government? Briefly give duties of each. PRIMARY ONLY. (Answer any three of the above and these three.) 9. What should be the nature of the history work below the fifth grade? 10. What place does biography occupy in history work below the fifth grade? 11. How would yuu introduce a character like George Washington to first grade pupils? SOCIOLOGY AND MODERN SOCIAL PROBLEMS, COMMON SCHOOL AND PRIMARY. 1. What does the author mean by the term "society"? 2. Name five sociologists. 3. Discuss social evolution. 4. Differentiate between maternal families and paternal families. 5. Regarding the distribution of the number of divorces in the United States, what would you say in comparing the following: (a) country and city; (b) childless couples and those having children; (c) different religious denominations; (d) native and foreign born; (e) on demand of husband, and on demand of wife? G. Contrast the sources of our immigration a quarter of a century ago with the present sources. 7. What is Booker 'J'. Washington's solution for the negro problem? 8. Professor Devine names ten conditions essential to a normal social life. Give at least six of these conditions. (Select only one of the following two subjects.) SCIENCE OF EDUCATION, COMMON SCHOOL AND PRIMARY. 1. What is the value of habit in life? 2. What are society's contributions to the individual's growth? 3. Explain the edncational value of the examination to the pupil. 4. Suggest ways of making the re<:-itation less artificial. 5. What is the psychological value of the drill lesson? 6. Suggest ways of eliminating waste in the study period. 7. Discuss the value of class visits to museums. 8. Is curiosity an aid or a hindrance to education? Explain. 36 PRIMARY ONLY (Answer any three of the tibove and these three.) 9. What is the psychological relation bet\veen work and play? 10. In what school processes does the instinct of imitation play a part? 11. Nauie three other instincts beside the one mentioned in (10), and explain their relation to school work. EVERY DAY I'ROBLEMS IN TEACHING, COMMON SCHOOL AND PRIMARY. 1. Discuss the advantages of good order both for pupil and school. 2. What is the author's attitude toward corporal punishment? 3. Give the author's treatment of "The Verbal Study of Weights and Measures." 4. Discuss tJie following : "The chief trouble with modern teaching is, that it seeks to get at formal results without regard to the sort of experience the pupil has in reaching the same." 5. Why is Geography a good study for effective thinking? 0. Should technique be of first importance in vocal and instrumental music? 7. Why does a boy twelve years old have trouble in using the following words: Multiplicand, subjunctive, integer and nominative? 8. How does humor aid in school-room success? Afi'ernoon Questions, Common School and Pbim.-vry. PHYSIOLOGY AND SCIENTIFIC TEMPERANCE, COMMON SCHOOL AND PRIMARY. 1. Define food and name the kinds of food that are necessary to the body. 2. Wliat are the essential properties of a muscle? How does a muscle differ from a tendon? 3. E'xplain the effect of alcohol upon the lungs. 4. What is the use of tears in the eye? 5. Explain the different methods of disinfection. 6. Distinguish between a beverage and a narcotic. 7. Suggest a diet for an aged iierson and give reasons for the same. 8. Describe the work of the State Board of Health. PRIMARY ONLY. (Answer any three of the above and these three.) 9. Should the emphasis in the primary grades be placed upon the physi- ology or hygiene aspect of the subject? 10. How would you teach primary children the importance of cleanliness of p-erson, dress and surroundings? 11. How would you discover defects in vision among primary children? 37 LITERATURE, COMMON SCHOOL AND PRIMARY. (00% for correctness of answers; 10% for quality of English.) 1. Name six of Walter Scott's best novels. With what period in history is each correlated? 2. "Of man's first disobedience and the fruit of that forbidden tree whose mortal taste Brought death into the world and all our woe." From what is the above taken? Who wi-ote it? What is the Biblical allusion? 3. Who wrote Comus? The Jungle Book? The Marble Faun? 4. From what book is each of these characters taken: Falstaff; Lade Dedlock ; Sancho Panza? 5. Write a short biography of Whittier. G. Name four American orators. With what great question was each concerned? 7. Distinguish between metaphor and metonymy. Illustrate each. 8. In teaching the correct use of English what place should be given to grammar? PRIMARY ONLY. (Answer any three of the above and these three.) 9. Wliat place should the memorizing of choice selections have in the pi-imary grades? 10. How would you interest primary children in good literature? 11. What relation have the selections in the Readers to the cultivation of a taste for good literature? GRAMMAR, COMMON SCHOOL AND PRIMARY. (90% for correctness of answers; 10% for quality of English.) 1. How do you determine wbat part of speech a word is? 2. Analyze: "I now found myself among noble avenues of oaks and elms whose vast size bespoke the growth of centuries." 3. (a) What is inflection in English grammar? (b) What parts of speech are inflected? 4. Write the plural form of each of the following: Valley, zero, nine, plus, lily, wharf, potato, ox. Miss Smith, deer. 5. Parse verbs in the following : "The work might have been finished if you had worked steadily." G. What is a clause? Name two kinds of clauses and illustrate. 7. (a) \\Tiat is a conjunction? (b) According to use what are the classes of conjunctions? Illustrate. 8. What errors in the use of the verb are most common? What is your plan of correcting these errors of speech? PRIMARY ONLY. (Answer any three of the above and these three.) 9. If a pupil uses incorrect expressions in the oral reproduction of a story should the child be stopped at once and required to correct the error? Give reasons for your answer. 38 10. What iiH'tlidds d" yini u»o for correetins the errors in the si>eech of children in the iiriniary grades? 11. What, teciinical L'ramniar, if any. shonid ho taught in tlie primary grades? I{EAI)ING. COMMON SCHOOL AND PRIMARY. 1. What tests should bo made in selecting reading material for class use? 2. Should oral reading, as a rule, precede, or follow the getting of the thought? Give reason. 0. What place, if any. sliould be given to humorous selections in school reading? 4. What is the value of inutation as a means in teaching oral expression? .")-(;. Select one of the folloAving poems and show, step by step, how you would loach it: "INIilos Standish," "Evangeline," "Mabel JNIartin," "The Barefoot Boy," "Out to Old Aunt Mary's," "The Pied Piper of Hamelin." 7. What is the value, if any, in dramatization, as a means in teaching I'eadiiig? 8. In general, what aim or aims should the teacher have in mind in making the first assignment for the study of a selection? PRIMARY ONLY. (Answer any three of the above aud these three.) 9. In what respects is the process in learning to read like the process in learning to talk? In what respects is it different? 10. Does llio teaching of spelling facilitate, or retard the child's progress in beginning rending? How? 11. What is the ]>laco and importance of silenl reading in primary work? DRAWING, COMMON SCHOOL AND PRIMARY. 1. Sketch tlio upper part of I lie farthest corner of the room in which you are writing. 2. Illustrate in water colors, "In January falls the suow." 3. Make a figure sketch in iM'ucil mass, showing action. 4. Explain the difference between the point of sight and vanishing points; illustrate by two drawings of a cube. 5. Draw a hemispherical glass bowl containing three apples; pencil outline. (] Draw some domes-tic animal in mass or outline. 7. Illustrate, in pencil, .some jtart reams of flat paper, 17"x22", 28 lb. to the ream, at Si', a pound. He cuts the paper into sheets 83"xll", and sells it at $1 a ream. Find his rate per cent, of gain. 2. What will be the cost of a hardwood floor in a room 30'x28', if the labor and incidentals cost $25.50, the lumber $30.50 per M., and GO sq. ft. are allowed for waste? 3. A commission merchant charged Sh% commission and li% guaranty for buying a stock of provisions. If the commission, merchant received $22, what sum should the principal remit to cover cost of the provisions, commission, and guaranty? 44 4. June 1, ]007, a certain city borvowecl $250,000 witli which to build a new high school, and issued 4:i% 10-yr. coupoii bonds as security. If these bonds sold (through a broker), at lOlf, how much was received by the city? If A bought five $1,000 bonds, how much did they cost him? If interest is , payable semi-annually, what date (of maturity) should the last interest note of each bond bear? What will be the amount of each interest note? 5. Write a bank draft using the following data : yonr address and cur- rent date ; drawer. Central National Bank ; drawee, Chemical Na- tional Bank, New York; amount, $711.94; payee, C. E. Denison; cashier, your name. How large a check will pay for the draft at 1-10% premium? Write the draft. 0. The capital stock of the National Shawmut Bank is $3,000,000, and dividends are declared semi-annually. The profits of the bank for a certain six months are $185,750. 10% of this sura is carried to a surplus fund. 1 he directors then vote to declare a dividend of ',yi% and carry the balance of the profits to undivided profits account. What amount was carried to sui'plus fund account? To dividend account? To undivided profits account? 7. If there is a duty of $1.25 per gallon, and 45%, on varnish, at what price nnist it be sold per gallon to gain 33i%, if the cost in Lon- don is $2.11 per gallon and there are no freight charges? s. 'i'iie tei-nis of the invoice are 2-10, n-30. When full credit is given for payment to any amount, how much must bo the remittance to entitle the remitter to $300 credit? BOTANY. Distinguish between algae and fungi. What is the purpose of the stomata on leaves? From what sources do plants obtain their food? Give a method f«n' the extraction of oil from se(^ds. Describe the anthei- of a fiower and tell the purpose of its content. INIake a list of the agents of seed and spore distribution. Name five different shapes of leaves. What is the cambium layer? Why is it important? ZOOLOGY. 8tate clearly what is meant by: (a) lepidoptera, (b) blastostyle, (c) nematoc.vsts, (d) vas deferens, (e) maxilliped. (iive an outline of the life-history of the tapeworm. Classify the -various services that biids render to mankind. Make a diagrammatic cross-section of a mannnal, at the level of the heart, and label all the organs that should appear in the section. Describe reproduction in bees. Classify to phyla, class and order: aiK'; bullfrog; crow; snapjnng turtle; bea\'er; San .lose scale; eel; slug; trout; tadp-ole. Explain the meaning of the term, '\Mutation Theoiy." With what advances in zoology are the following names associated: DeVries, Linnaeus, Charles Darwin? 45 PHYSIOS. 1. Distinjiuish between uniforiii velocity ;\ii(l velocity at auy instant. 2. To enable it to rise from the gronnd an aeroplane lunst be given :i velocity of 45 miles per hour. If this is accomplished by rtrawiug it along the ground for 20 seconds what acceleration nmst be given to it? How far must it be drawn? 3. Distinguish between forced vibrations and sympathetic vibrations. 4. Give the essential steps in finding the specific gravity of a sample of lead ore. 5. Explain the action of a hot air furnace. G. HoAV are the lenses arranged in a compound microscope? 7. Wliat is magnetic inclination? Magnetic declination? 8. Explain how the direction of an electric current in a conductor may be determined by means of a compass. CHEMISTRY. 1. Define and illustrate catalysis, aliotropy, double decomiwsitiou, reduc- tion, synthesis. 2. Give methods of making two im])ortant oxides of nitrogen and tabulate the properties of one of them. 3. Calculate from Boyle's law the change in volume of 500 cc. of a gas when one-fourth of the pressure upon it is removed. 4. What becomes of the oxygen breathed into the lungs and why does the living body remain warm? 5. Starting with sulphur and any other substances needed, describe a method of making sodium sulphate. 6. What different methods can be used in making salts? Illustrate. 7. State and illustrate the law of chemical combination. 8. Give a practical laboratoiy experiment in which the following sub- stances act as oxidizing agents ; nitric acid, sulphuric acid, chlo- rine, ozone. PHYSICAL GEOGRAPHY. 1. Define phy.sical geography. Why should it be taught or not be taught in the high school? 2. Outline the topographic effects of the work of the atmosphere. Of what economic importance is each? 3. (a) Give the conditions necessary for the existence of a lake. (b) Give the various ways by which lakes are made. (c) How are lakes destroyed? 4. State the five chief causes which produce the seasons. 5. Discuss methods of fighting frost. G. Draw a diagi'am showing how the moon api>ears, from a position above its orbit in its four phases. 7. Explain the relative effect of the sxm, and of the moon, upon the tides of the earth. 8. Outline, in their proper relations, the chief elements of cliniato. Ex- plain the general distribution of one of the elements named. 46 HISTORY AND CIVICS. 1. Name the three j;;eiieral divisions of the Caucasian branch of the human family, and two characteristic nations of each branch. 2. Characterize the Teutonic people. 8. How do you account for the decline of Spain? 4. Name five effects of the Crusades upon Europe. 5. Characterize the "Age of Aristotle." G. What is the Eastern Question? 7. Name and give the dates of the principal events in the life of William the Conqueror. 8. What do the following dates signify : 14r):^.. 44 B. C, 10(10, 1000, 1793, 1814? PHYSIOLOGY. 1. Describe the largest gland in the body and explain its function. 2. Name the constitiients of the blood and state the function of each. ;?. Explain the general scheme of the circulation. (. Explain the general effects of tobacco upou the heart. ."). What is lymph? Explain the necessity of lymph to the body. 0. Discuss the value of pure air in a school room 7. Name the diffei'ent kinds of nutrients and state the purpose of each. S. Discuss hygienic housekeeping. Afternoon Questions. LITERATURE AND COMPOSITION. 1. How did the Norman Conquest influence English Literature? 2. What characterizes the Elizabethan Age in English Literature? 3. Discuss the characteristics and influence of Milton. 4. Who wrote Pride and Prejudice? The Two Voices? Hypatia? 5. To whom do the following sobriquets refer: The Ayrshire Plowman. P>ard of Avon, Sage of Chelsea? 0. Name the book and its author in which each of these characters is found : Madame Defarge, David Balfour, Casca. 7. Account for the character of American Literature during the Colonial Period. 8. What place should English grannnar have in the high school course? Reasons. LATIN. 1. Why is Latin regarded a fundamental foreign language for the high school course? 2. Translate : Postridie eius diei Caesar, ].'rinsquam se hostes ex teri'ore ac fuga reciperenr, in fines Suessionuni, qui proximi Remis erant, cxer- citiim duxit et magno itiuero ad oppidum Noviodiinum contendit. Id ex itinere oppugnare conatus, quod vacuum ab defensoribus esse audiebat, propter latitudinem fossae munquc altitudinem panels defendentibus expugnare non [lotuit. Castris miinitis vineas agei-e quaeque ad oppugnandum usui erant comparare coepit. 47 3. Give construction of tlie words in italics in above. 4. How many declensions of nouns has the Latin? (Jive the distinguish- ing marks of oach. 5. Translate: Ac iam ilia omitto (neque enini sunt ant obscura aut nou multa eonunissa postea) ; quotiens til me designatum, quotiens consulem interficere coniitus es! quot ego tuas i>etitlones ita eoniectas, ut vltari posse non viderentur, parva quadam declinatione et, ut aiunt, cori>ore effugl ! Nihil adsequeris neiiue tanem conari ac velle desistis. Quotiens tibi iam extorta est ista sica de manibus, quotiens excidit casxi aliquo et elapsa est! quae quidem quibus abs te iuitiata sacris ac devota sit, nescio, quod earn necesse putas esse in consulis corpore defigere. G. Construe subordinate clauses in question 5. 7. Translate : Hunc til olim eaelo spoliis Orientis onustuni accipies seciira ; vocabitur hie quoque votis. Aspera tum positis mitescent saccula bellis; eana Fides et Vesta, Remo cum fratre Quirinus iura dabunt; dirae ferro et comp-agibus artis claudentur belli portae; Furor impius intus saeva sedens super arma et centum vinetus aenis post tergum nodis fremet horridus ore cruento. 8. Decline the nouns m italics in question 7. GERMAN. (Questions 1, 5 and 8 must be answered.) 1. Uebertragen Sie ins Englische : 1 Es gibt im Menschenleben Augenblicke, Wo er dem Weltgeist naher ist als sonst Und eine Frage frei hat an das Schicksal. Solch ein Moment war's, als ich in der Nacht, 5 Die vor der Liitzner Aktion vorherging, Gedankenvoll an einen Baum gelehnt, Hiuaussah in die Ebene. Die Feuer Des Lagers' brannten diister durch den Nebel, Der Waffen dumpfes Rauschen unt<^rbrach, 10 Der Runden Ruf einformig nur die Stille. Mein gauzes Leben ging, vergangenes Und kiinftiges, in diesem Augenblick An meinem inneren Gesicht voriiber, Und an des njlchsten Morgens Schicksal kniipfte 15 Der almungsvolle Geist die fernste Zukunft. (Schillers Wallenstci7i.) 2. Nennen Sic fiinf Propositionen in 1. Welchen Kasus i*egieren Sie? (In Hinsicht auf obiges Zitat). 3. Erklaren Sie die Wortfolge in den 5, 7 und 14, Zeilen. 4. Was war "die Liitzner Aktion"? 48 Uebertrageu Sie ins Deutsche: In the twelfth century began tlie long and fierce contention — histing more tlian a humlred years — betwcx-n the pope and the emperors. It was simjily the continuation of the struggle to decide whctlu'r the "•world-priest" or the "wcn-ld-king" should be suinvnie. (Adap1<'d from Myers.) Schreiben Sie einen Aufsatz (von mindcstens 250 Wortern) fiber Deutschlands Verfassung. Chnmisso, Lessing, Storm. I]i welchen<' Jahrhundert lebten dieselben? Geben Sie eins ihrer Werke an. Wie kann der Schiller eine .gute Aussp-rache erlangenV FEENCH. (;ive principal parts and third person plural of simple tenses of: uniir. fuire, prendre, aortir (ten forms for each verb). 1. Name four verbs that govern the iniinitive without a pre|Hisition. 2. When does cent not take an s in the plural? 3. Give Frencli sentences containing: dont : aiixintels : destiiidx : (/kcIx. Translate into French : 1. She and I were waiting for y.ui at my uncle's. 2. Lend us the books you bought last week. 0. You will be rich when you have what your old aunt possesses. 4. We want to go to France and it is possible that we may go to Rome. Translate into English: 1. II m'a dit qu'il ne savait rien de le (pii s'etait passe, qu'il dormait. 2. Ne les plalgnez pas; j"ai du les punir; lis ne s'etaient jias liie'.i conduits. 3. Quoi que cet homme vous conseille, ne I'^coutez pas, 11 pourralt vous perdre. 4. Gardez — vous de mettre votre belle robe; il pleuvra aujourd'hui. Translate into clear idiomatic English : Pendant une mardie longiie et peuible dans uu pays aride, I'armee d' Alexandre souf frait extremement de la soif. Quelques soldats que le roi avait envoyes a la dtcouverte trouvereut uu peu d'eau dans le creux d'un rocher. et I'apporterent au roi. Alexandre montra cette eau a ses soldats, pour les encourager ii sujiporter la soif avec patience, puisqu'elle leur annoncait une source voisine. Alors au lieu de la boire, il la jeta par terre aux yeux de toute I'armee. Quel est le soldat qui. sous un tel chef, se serait plaint des privations et des fatigues? 1. Expliquez la forme du participe cnroyes. 2. Quel est le participe passe de souffrirl rinfinitif de annoncait "i 3. Conjugnez jeter au present de rindicatif. Give the English equivalent of: (1) je le crois bien, (2) n'impoi-te, (3) il fait unit, (4) tons les huit jours, (5) .ie voudrais bien, (»■)) il a du ]»artir, (7) ,1e lui ai fait part de mes plans, (8) sous ]p('u. CM au coiiront de, (10) prendre un parti. 49 8. (a) 1. What is the irregularity in the conjugation of verbs of the lever class? 2. State two functions of the In\i>erfect. Illustrate, (b) In what century did Voltaire live? SPANISH. 1. Copy the following words supplying the graphic accent when needed on the stressed -s'owel, which has been italicized : roMo, tientan, hachon. Hercules, g'orjeo, gak/n, aver/guas, venzais, buUic/o, trances. L'. Write the third singular of the present indicative, imperfect indicative, future, preterite, present subjunctive, and tlie two imperfect sub- junctives of salir, caer, ir, dat\ truer (7 forms for each verb). ."k Translate into Spanish : «. If I lived in Spain, I would speak Spanish every day. h. John, bring (traer) me the tea ; do not bring me the coffee. (Use familiar address.) c. Who is coming? — I see nobody. 4. Translate : . Distiugamos entre lo bueno y lo malo. c. ^Que le hace falta a Vd.? — Me hace falta dinero. (/. Quien da luego da dos veces. e. Juan se hizo llamar a las siete. 5. Translate: Luis XIV pregunto uu dia a uuo' de sus cortesanos : "^Sabe V. el eastellano?" — "No, Sefior," respondio ^ste al rey. "pero- lo .apren- dere tan pronto como posible." Asi se puso sin tardar n estudiar el espaiiol. Se aplieo a fin de aprender ese idioma y despuesi de haberse tornado mucho trabajo, porque le parecia a el que su soberano tenia intencion de immbrarle embajador en la corte de Espaiia, dijo cierto dia al rey: "Seiior, ahora ya se el eastellano" — ^"Muj- bleu," contesto Luis XIV, "en ese caso puede V. leer el Don Quijote en su original." fi. n. Why has este in the Spanish text the graphic accent? J). Why Is d (^-l added after parecia? c. What would be the familiar address corresiwnding to puede V.? 7. a. Give the past participles of abrir, cubrir, cscribir, poncr and morir. h. How is the passive voice of Spanish verbs formed? c. ^^'■hat verb makes use of the saiut' preterite as serf S. Translate into Spanish : a. This woman is the one we were looking for (huscar). 1). Let us speak no more of that. c. Those \\iio say it do' not know what they say. 50 COMMERCIAL GEOGRAPHY. 1. Explain the origin of markets and fairs. 2. How is commerce influenced by religion? 3. Why do manufactures flourish in the North Atlantic States? 4. Name the principal metallic products of the western States and discuss their commercial value. 5. Explain the relation of Panama to the United States. G. Describe the industries of .Tai>an and tell something about her transpor- tation facilities. 7. In what lines of manufactures does Switzerland excel? How is the commerce of Switzerland restricted? 8. Name five great trunk systems of railroads that center in Chicago. BOOKKEEPING. 1. Give the several steps to be taken in closing the Ledger. 2. Why are the items on the debit side of the Cash Book posted to the opposite side of the Ledger accounts? o. An assistaut bookkeeper hands his superior a Ti'ial Balance in which both sides agreed to the cent. Upon closer inspection several errors were found in the books which proved that the Trial Bal- ance totals were wrong. Mention some of the errors that you think were in these books. 4. Give Daybook exiilanations that would accompany the following Jour- nal entry : S. H. Brown's Ccmsignment $540 00 To Conunission $20 00 To Cash 300 00 To S. II. Brown, Principal 220 00 5. Received invoice from John B. Ellison & Sons, New York, $590.80. You paid at the bank a sight draft for same, which was attached to the bill of lading. Write the draft, and make journal entry for each party in the order named. 6. Mention two essential points of difference between single entry and double entry bookkeeping. Mention a business in which (a) single euti-y would be advisable, (b) double entry would be advisable. What two advantages has the double entry method over the single entry method? 7. You paid by check your note of $JS5, and interest $3.24. You found out later that the interest should have been $1.98, and the payee has sent a credit note for the amount. Make journal entiy to adjust. 8. Prepare statements of Losses and Gains, Resources and Liabilities, Proofs of Sfcitement from the following ledger balances and inventories : J. H. Reader, Prop $1,250 00 H. J. Curry, Prop 1,250 00 Cash $880 20 Merchandise ' 3,350 00 Accounts R('(<'ival)le 2,404 00 51 Bills Receivable $2,065 SO Furniture and Fixtures 850 GO Expense 2,0C2 90 Interest 26 10 Accounts Payable 7.400 00 Bills Payable 1,739 00 Inventories : Furniture and (ixtures on hand 875 00 Expense, items on hand 167 25 Unpaid telephone bill 21 70 Merchandise, on hand 1,500 00 Unpaid freight bill 67 25 Interest accrued on Bills Payable 5 60 Interest accrued on Bills Receivable 7 80 STENOGRAPHY. 1. Tell in a general way what your system of shorthand is based on. 2. Describe in detail how you would teach the first lesson in tn)owriting. 3. AVhat is the value of the principle of contraction or abbreviation in shorthand? •1. Outline a brief talk to advanced students on business ethics for the stenographer. 5. What knowledge of English does a shorthand student need in order to succeed ? 6. Give all tlie common forms for the salutation and complimentary clos- ing of letters. 7. Under what circumstances should the student be permitted to use the eraser in his work? 8. Write a letter recommending your best pupil for a stenographic position. MUSIC. 1. What are the characteristics of tone? 2. What is the meaning of the following words : Scale, tetrachurd, domi- nant, mediant, minor? 3. Of what major and minor key is each of these tlie signature: four ' sharps, five flats, one flat, four flats, three sharps. 4. Write below the notes the equivalent rests : d -rJ i. i d 0. What are leger lines? Why so called? 6. Explain accent, meter, rhythm, syncopation. 7. Why is the expression "Common time" incorrect? 8. Write: (a) the major scale from F sharp; (b) the hai'monic scale from A flat; (c) the pure minor scale from G; (d) the descending melodic scale from G sharp. 52 DRAWING. 1. (a) Name the orders of Greek architec-ture. (b) In wliicli style of architecture do we find developed — the cohunn? the arch? the dome? tlae rose-window? (c) What are the chai*acteristics of the Saracenic ornament? (d) What style of architecture is St. Peters, Rome? 2. (a) Define complementaiy harmony (color). Define dominant har- mony. Define analagous harmony. (b) Name the tones in a scale of nine values. (c) Paint from memory a good arrangement of some flowers and leaves. (d) Paint a good arrangement of fniit. 3. (a) Compose a landscape using three tones in lead-pencil, and give the principles that goveni the composition, (b) Paint an autuuui landscape, showing a stream of water. 4. (a) Draw a corner of a dining room, showing the ceiling, side walls and the floor. Place a window in the left wall and a sideboard on the right side of the room. A dining table and a chair near the center of the room. Show all construction lines. 5. (a) Develop line rhythm in a border, showing coi-ner. (b) Develop spaw rhythm in a border, showing comer. (c) Apply one of these borders to a booli cover, and paint it in thrct> fiat tones. 0. (a) Sketch a boy sitting on a chair— front view. Sketch not less than five inches, (b) Show by drawing, how to construct a girl's head in three different positions. 7. (a) Draw a vertical cone 2 J" in diameter, 3" high, intersected by a prism li" sq., the sides at an angle of 45° with the front plane and the axis to intersect at their centers. Draw development. 8. (a) Name a great Greek sculptor. Name his best works. (b) Name a great Italian painter. Name his most noted ]>icturos. For the State Board of Education : Charles A. Greathouse, State Siiixrintciident Puljtic Instruction, Prrsidciif. \V. W. Parsons. President Indiana State yonnal School. Sccretar;/. D. Supervisors. These licenses are issued for twelve, twenty- four and thirty-six months. The eligibility and average require- ments are the same as for other licenses of these grades. (1) Mtmc. Valid to supervise and teach music in any of the public schools of the State for the period designated. All persons ineeting the eligibility requirements for a twelve months common school may take this examination. Applicants who have not had Ihe normal training may offer in lieu of it the following: One year in an approved school of music for Class A ciualifica- tious. 53 Two years in an approved school of music for Class B qualifica- tions. Graduation from a three years' course in an approved school oi" music for Class C qualifications. Certified statements of academic and musical training must be filed before license can be issued. The minimum wage law applies to music supervisors in the same way that it applies to the regular teachers. (2) Art. Valid to supervise and teach art in any of the pub- lic schools of the State for the period designated. All the rules and regulations pertaining to music apply here if for the word music the word art is substituted. (3) IndnMrial Arts. Valid to supervise and teach industrial arts in any of the schools of the State for the period designated. All the rules and regulations pertaining to music apply here if for the word music the words industrial arts arc substituted. Teachers of special subdivisions of indii^^trial arts, as printing, pattern-making, etc., must pass examinations on those special suli- divisions. (4) Domestic Science. Valid to supervise and teach domestic science in any of the public schools of the State for the period desig- nated. All the rules and regulations pertaining to music apply here if for the word music the words domestic science are substi- tuted. Teachers of special subdivisions of Domestic Science as Cooking, Sewing, etc., must pass examinations on these special sub- divisions. Domestic Science. — The term Domestic Science as used in the Indiana Vocational Law is interpreted to mean Household Arts or Home Economics. Teachers applying for license to teach the general subject of Household Arts will answer any six of the eight questions under Domestic Science. Teachers applying for license to teach Cooking will answer any three of the eight questions under Domestic Science and the three under Cooking. Teachers applying for license to teach Sewing will answer any three of the eight questions under Domestic Science and the three under Sewing. (5) Agriculture. After September 1st, 191,^), all sujiervisors of agriculture must hold licenses in that subject. The qualifica- tions of applicants for licenses in agriculture will correspond to those of supervisors of other subjects above enumerated. 54 (6) Physical Culture. Valid to supervise and teach physical culture in any of the public schools of the State for the period des- ignated. All rules and regulations pertaining to music apply here if for the ^vord music the words physical culture are substituted. E. Kindergarten. Valid to teach for the period designated in the kindergarten schools of the State that are supported in whole or in part by public funds. The subjects in the examination are kin- dergarten theoiy and practice and English. The qualifications of teachers and supervisors of kindergartens will correspond to those of the supervisors above enumerated. The license will be issued for twelve, twenty-four and thirty-six months under the rules apply- ing to other licenses of these grades. Questions issued for supervisor' examination January, 1914. QUESTIONS FOR SUPERVISORS AND TEACHERS OP KIN- DERGARTEN, INDUSTRIAL ARTS, DOMESTIC SCIENCE (A) COOKING, (B) SEWING, AGRICULTURE, PHYSICIAL TRAIN- ING, MUSIC AND DRAWING. Examlnationfi are held on the last Saturday of each month from January to August inclusive. FEES. One dollar for Kindergarteu License. One dollar for Music License. One dollar for Drawing License. One dollar for Industrial Arts License, or a license in any of the sub- divisions of Industrial Arts, as printing, pattern making, etc. One dollar for Domestic Science License or n license in any of the sub- divisions of Domestic Science, as cooking, sewing, etc. One dollar for Agriculture License, or a license in any of the phases of agi'iculture. One dollar for Physical Training License. KINDERGARTEN SUBJECTS. Kindergarten, theory and practice ; and English. SUPERVISORS. All persons meeting the eligibility requirements for a twelve months common school license may take this examination. If training has been received in a good school of Kindergarten, Music, Art, Domestic Science, Industrial Arts, Agiiculturo or Physical Training by an applicant to teach any of these subjects, such training shall take the place of Normal Training. Charles A. Geeathouse, President. Wm. W. Pabsons, Secretary. 55 In Each List Answer Any Six, But No More. KINDERGARTEN. (The question under English must be answered in addition to tlie six questous.) i 1. Why is liindergarten training of value? 2. From which gift are the others derived? Why? o. What songs are best suited to Nature work? Name five with author or bool^ reference. 4. How is the kindergarten work related to the primary grades? 5. To what extent does every kindergartener need to be a student of nature? G. State the early history of the kindergarten in the United States. 7. Explain the effects of the child study movement upon the kindergarten. S. How has Herbartianism modified the theory of the kindergarten? ENGLISH. Write an original spring story for the four year old child. Use not less than three drawings to illustrate this story. DRAWING. Materials needed: 1. White drawing paper 10x14 inches for pencil worlc. 2. Manila drawing paper 10x14 inches for color work. 3. Drawing pencil. 4. Eraser. 5. Box of colors. 6. Water color brush. 7. Sheet of tracing paper. S. Scissors. 9. Paste. Note. — For this examination applicants may use the paper 10x14 inches in size or when necessary cut the paper to any desired size and mount on a 10x14 inch sheet. Note. — The three color water color box in general use will answer. L What do you consider the purpose of art study as a part of the school curriculum? 2. What are some of the subjects with which drawing can be correlated? How can this be done? 3. Draw an illustration for a nursery rhyme and write the rhyme. 4. Make a pencil mass drawing of a weed, grass or flower. 5. Show your understanding of perspective by drawing a street scene. 0. What structural architectural feature governed the architectural de- velopment of Egypt? Of Greece? Of Rome? 7. Give a synopsis of an article of interest to drawing supervisors pub- lished recently in any art or educational magazine. S. What color media would you recommend for use in primary grades? Why? 5(1 MUSIC. Give methods of presenting tlie dotted quarter note. Write the chromatic scale ascending and descending from e. Outline a fifteen minute lesson in music for the third grade. What are your ideals as to (a) position in singing, (b) attack, (c) enunciatatiou, (d) tone quality. Name the triads in the major scale. How would you teach a rote song? What do you expect the children to have accomplished at the end of the first year in scliooi? What is a Sonata? Symphony? Cantata? Oi>era? Oratorio? PHYSICAL TRAINING. What do you consider the most hygienic condition to be observed in a class-lesson in gymnastics? Explain your reasons. Discuss the value of gymnastic games in the course of study in physical education in public schools. What system of physical training is best adapted to school conditions? Describe fatigue. Give the physiological effects of exercise upon the nervous system. How would you treat an ankle sprained in your gjmnasium? What is the purpose of physical examination? How often should it be given? What should be the relation between physical training and medicine? INDUSTRIAL ARTS. (Answer any six.) What are the practical advantages to the average boy who takes a course in Industrial Arts? To what extent should the Industrial Arts course in the public schools touch upon the industries of the locality? a. What should be the aim or preparation of "Industrial Arts" instruc- tion in the public schools, below the sixth grade? b. What should be the purpose of such instruction for pupils from twelve to sixteen years of age? a. How would you begin the teaching of design in order tliat a pupil may design his own industrial arts projects? b. In designing these projects for constructive work, how may the aesthetic faculty be cultivated? Outline a course in Industrial Arts for the 7th grade in a rural, town or city school. Make a list of the equipment you would use for the same and estimate the probable cast. Name the tools or such equipment as you would put in the industrial wood-woi'king bench. Discuss briefly what you think should be the relation between "Indus- trial Arts" and the general school work. Explain in detail what method of procedure you would use in present- ing a new problem in work in wood to a class of twenty pupils. 57 DOMESTIC SCIENCE. (Answer any six.) L Wliat in your opinion does the term "Domestic Science" as used in tlie Indiana Vocational Law, include? 2. Why will the subject of "Domestic Science" mean very little if it is taught largely from a text-book? r>. a. Does a good cook or seamstress necessarily make a good housewife? Reasons for answer li. Why should a housekeeper economize her time that she may have leisure from household duties? 4. a. What should be the relation between the "Domestic Science" courses in the scliool and the work of each child in the home? )». IIow would you arouse an active interest in the pupils in liousehold duties? r>. AVhat "Domestic Science" work may be done in the schools, below the Gth grade? What is the purpose of such work? 0. Outline a course in "Domestic Science" for the 7th grade in a rural, town or city school. Make a complete list of the necessary equip- ment for the work and state the probable cost. 7, By what standards, at the close of the school year, will you determine whether you have been a successful teacher in "Domestic Science?" 8. a. Give the sources of household water supply ; the sources of water contamination and household methods of purification. I). How would you make the pupils keenly alive to the necessity of hygienic conditions in and about the home? COOKING. (For teachers of cooking only, answer any three of the above and these three.) 9. Wherein should a child's diet differ from that of an adult? IIow are dietary standards obtained? 10. Give the chemical and physical characteristics of starch and the prin- ciples governing the cooking of starchy foods. 11. Plan a luncheon that might properly be given to eight adults by an elementary class. SEWING. (For teachers of sewing only.) (Answer any three of the first eight and these three.) Oa. Discuss briefly the factors involved in planning a course in sewing for the Gth, 7th, and Sth grades of elementary schools. lOa. When and how should mending be taught? 11a. (1) What is textile study? (2) What knowledge of weaving is nec- essary for intelligent sewing? (3) How may it he presented? 58 AGRICULTURE. (Answer any six.) 1. Is knowledge of soils necessary to success in every division of farming, dairying, poultry raising, horticulture, livestock raising, general farming, etc.? Give in detail the reasons for your answer. 2. To what extent should laboratory exercises and practical farm project work be required of pupils in agriculture? State fully the reasons for your opinion. 3. Show fully how the subject of agriculture may be correlated with that of English, Mathematics and Chemistry respectively. 4. State fully how you would proceed in sui3ei"vising the agricultural work of seven district school teachers with qualifications as follows: (1) Three are girls raised in town and have no teaching experi- ence. (2) One is a man with no farm experience and no special training in agriculture, who has taught sixteen years in a one room school. (3) One is a graduate of an Agricultural College, but with no farm or teaching experience. (4) One is a woman raised on a farm, who has taught for four terms, but has no school training in agriculture. (5) One is a farmer with four year's teaching experience, who is opposed to introducing the study of agriculture into this school. 5. Name ten diseases and pests with which the fruit growers may have to contend. What is the remedy for each and how should each remedy be applied? C. What are the factors that should determine the kind of farming (dairy- ing, stock raising, fruit growing, gardening, etc.), in which one should engage? Explain fully and give reasons for naming factors included in your list. 7. Show fully the relation that exists between plant food elements in the soil, the different classes of foods (proteids, carbohydrates, etc.), and the composition of the bodies of animals. 8. a. How would you proceed to build up a farm composed of depleted clay soil? Answer in detail, b. Show how the following affect soils and crops: (1) Drainage; (2) Climate; (3) Altitude; (4) Barnyard manure; (5) Commercial fertilizers. For the State Board of Education: Charles A. Greathouse, State Supt. Public Instruction, President. W. W. Parsons, President Indiana State Normal School, Secretary. 59 F. By VaUdation. (1) Life License. — A life license from another State that has been granted upon an examination equiva- lent to the life license examination in Indiana may be counter- signed by the Superintendent of Public Instruction. When so signed, it becomes valid for life in any of the public schools of the State. (2) State Normal Diplomas. — A State Noraial diploma that represents three full. years' normal school work, preceded by four years' high school work, may be countersigned by the Superintend- ent of Public Instruction, provided the holder of it has taught suc- cessfully for two years since graduation. When so signed it be- comes valid for life in any of the public schools of the State. G. Exemption. (1) Persons who have taught six consecutive years in I he public schools of the State and hold a thirty-six months State license are entitled to an exemption license in the subject or subjects included in the thirty-six months State license. (2) To teachers contracting on exemption licenses, the mini- mum wQixe law applies on the same basis as to Class C teachers, the minimum daily wage of such teachers being an amount not less than that determined by multiplying 3^ cents by the general average on the exemption license increased by the addition of 2 for full attend- ance at the County Institute. 3. Licenses Issued by the County Superintendent. A. Common School. (1) Twelve Months. (2) Twenty-four Months. (3) Thirty-six Months. B. Primary. (1) Twelve Months. (2) Twenty-four Months. (3) Thirty-six Months. C. High School. (1) Twelve Months. (2) Twenty-four Months. (3) Thirty-six Months. All rules, regulations and requirements are the same for licenses issued by the county superintendent as for similar licenses issued by the State Superintendent, except that the former are good only in the county of issue. D. Exemption. Persons who have taught six consecutive years in the public schools of the State and hold a thirty-six months county license are entitled to an exemption license valid in that county in the subject or subjects included in the thirty-six months license. 60 4, State Normal Diplomas Valid as Life State Licenses. The State Normal School is empowered by law to grant, two years after graduation, to all of its graduates who have given siatis- faetory evidence of professional ability to instruct and manage a school, diplomas which entitle them to teach for life in any of the schools of the State. Until they have had two years' successful ex- perience after graduation State Normal graduates must submit to examination the same as all other teachers. State Normal Diplomas granted to graduates of the Indiana State Normal School, who have taught successfully two years after graduation, meet ail license requirements and the minimum wage law applies to such graduates as follows: (1) Holders of State Normal Diplomas, with two years experi- ence are in Class B, and their daily wage shall not be less than an amount determined by multiplying three cents by 90, provided that 2 shall be added to the 90 for attending the county institute the full number of days. (2) Holders of State Normal Diplomas with three years' ex- perience are in Class C, and their daily wage shall not be less than an amount determined by multiplying 3^ cents by 95, provided that 2 shall be added to the 95, for attending the county institute the full number of days. (3) Holders of State Normal Diplomas with five or more years experience, at least two of which have been taught as Class C teachers, are in Class D and their daily wage shall not be less than an amount determined by multiplying 4 cents by 95, provided that 2 shall be added to the 95 for attending the county institute the full number of days. (4) State Normal Diplomas meet only the license requirements and teachers holding such diplomas must be classified on the basis of all statutory requirements. (5) Holders of State Normal Diplomas have the privilege of taMng the regular teachers' examination to raise the grades used as a basis for determining their minimum wage. III. OTHER EXAMINATIONS. 1. By the State Board of Education. A. High School Equivalency. — This examination is for the benefit of those who have not had a regular high school course in a certified or commissioned school. The examination is held by the county superintendent but the papers are marked by the State Board of Education. Success in this examination qualifies for the Normal Training. The questions and requirements are as follows: First Division. — Last Saturday of January, March, May and July. Six questions in Algebra. Six questions in Latin or German. Six questions in Botany or Zoology. Fourteen questions in English. Second Division. — Last Saturday of February, April, June and August, Eight questions in Geometry. Six questions in Physics or Chemistry. Ten questions in General History and Civics. Six questions in Physical Geography. B. A passing grade is a general average of 85%, with no grade below 75%. An applicant falling below in no more than one subject in each division may be conditioned in that subject pro- vided he meets the general average requirements in the other sul)- jects of that division. This condition may be removed at some subsequent examination within the same calendar year. Both di- visions of this examination must be taken in one calendar year. C. QUESTIONS ISSUED FOR HIGH SCHOOL EQUIVA- LENCY EXAMINATIONS IN JULY (DIV. I) AND AUGUST (DIV. II), 1913. Division I. In order to be eligible to take an exainination for a teacher's license, persons not already "in the service" shall be graduates of commissioned or certified non-commissioned high schools or the equivalent and shall have had not less than twelve weeks' work in a school maintaining a professional course for the training of teachers. (61) 62 Persous not having the above high school qualifications will be required to pass satisfactory examinations on the subjects of the commissioned high school course, the questions for such examinations being prepared, the examinations conducted and manuscripts graded by the State Board of Education. These examinations shall be conducted annually and before the examination for license is taken. Such persons shall be examined in the following subjects: a. Six questions in either German or Latin. b. Six questions in Algebra. c. Eight questions in Geometry. d. Six questions in either Physics or Chemistry. e. Six questions in either Botany or Zoologj'. f. Fourteen questions in English. g. 1'en questions in General History and Civics, h. Six questions in Physical Gecgi-aphy. The passing grade is a general average of 85%, not falling below 75% in any subject. Four examinations will be held during the months of Jauuai-y-August. inclusive, for high school undergi-aduates. Each of these examinations will be offered in two divisions as follows : The first division on the last Satur- days of January, March, May and July, and the second division on the last Saturdays of February, April, June and August. Subjects for the first division : Algebra, Latin or German, Botany or Zoology and English. Subjects for the second division : Geometry, Physics or Chemistry, General Histoid and Civics, and Physical Geography. No manuscript need be sent unless applicant writes on four subjects, except when the aiiplicant lias been conditioned. By Order of the State Board of Education Each Equivalency Manuscript Mii.st he Accompanied by a Fee of Fifty Cents. ALGEBRA. 1. .Sei)arate (x^ + x+1) (x= + x + 2)-12 into three factors. 14 9 2. Simplify: ^rr— rrr 7, + .t^t^ Jiiifl check the result for at least 2(x+l) x + 2 2(x + 3) two values of x. 3. A man has to wait n hours between trains; how far can ho ride out on a car which runs ?; miles an hour and walk back c miles an hour? 4. A boatman can row a certain distance up stream and back in 5 hours. It takes iiim 4 times as long to row up as to row back. How long will it take him to row the same distance in still water? c^ 1 5. Solve for x and also for c : -, r^ = -, — , ,., • (x-c)'' (x + lj* 6. Solve for t: t^(3 + t2= l + t^. 7. Find the lowest common multiple of 3x-+llx + 6, 3x- + 8x + 4, and x3-19x-30. 8. Find all the solutions to tlie two equations: '^o .^''T^''^!^ , , x'' + y' = 4Ux-'y' 63 GERMAN. 1. Use verbs in brarkL'is in llie imperfect (past) tense. Supply missiiiii endings indicated by dashes : Fehlt dir etwas? (fragen) ieh, iudem ich ihn unter d- Kinn (fassen) and ihm in- Gesicht (seben). D- Haut (sein) trocken und heiss. Tnt di- etwas weliV Er (nicken) leise. Wo tut es weh? (fragen) ieh. Im Kopf (erwidern) er. Geh' an d Bruunen binunter, (sagen) icli, trinic' ei- Glas friscii- Wasser und dann komni wieder. (Wildenbruch, Der Letze.) 2. Setze in das Perfektum : Das Kind erhob sich, ging liinaus und kam nicht zuruck. Ich trat an das Fenster und sah ihn aaf einer Bank des Hofes sitzen, den Kopf an die Mauer des Hauses zurliekgelehnt. Eiue pliitzlicbe Unrube iiber. kam mieli ; icii rief Maunchen aus seiner Klassenstul>e. 3. Ubersetze No. 2 in Engliscbe. 4. Use the following propositions in a German sentence: Wegen, mit, dureh, gegen, an, am, nach, bei. 5. Kon.iugiex'e die drei ersten starken Zeitworter in No. 2 im Prjisens. G. a. Decline plotzliche Unruhc, with the definite article, singular and plural, b. In welchem Falle stebt seiner Klassenstvhe? Warum? 7. I"se the relative ijronoun der in a German sentence: All cases, singular. S. Dekliniere die relativen Fiirworter, Einzahl und Mehrzahl. LATIN. 1. ^Vhat is meant by a Derivative? How formed? Illustrate. 2. Translate into English : Quod vestra victoria tani Tnsolenter gloriamini, quodque tarn diu vos impiuK' iniurias intulisse ndmlramini, eOdem pertinet. Cdn- sueverunt enim di immortales quo gravius homines ex commtitatione rerum doleant, quos pro scelere eorum ulciscl volunt, his seeundiures interdum rts et diuturniorem jmpunitatem concedere. 3. Classify the clauses in the above selection. 4. Translate into Latin : As soon as Caesar found out in what place the enemy were, ho hastened toward them. 5. Give a half dozen English derivatives from the Latin word "habeo." G. Translate into English : Quidam ex Belgis nocte ad Nervios i>ei*venerunt atque his demonstrJiverunt inter singulas legiones magnum numerum impedl- mentorum intercedere. Itaque NerviT, cum prima legio in castrji venisset, eam sub sai'cinis adoriri eonstituerunt. Sed quod adhostes appropinquabat Caesar sex legiones expeditas diicebat; post eas omnia impedimenta conlocarat; inde duae legiones, quae proximo eonscTiptae erant, agmen claudebant praesidioque impedimentis erant. 7. Account for tlie subjunctives in the above selection ; the infinitives. 8. Give the synopsis of "volo." 64 Afternoon Questions. BOTANY. 1. Give examples of seeds having one ootyletlon, two cotyledons; of seeds having endos])erni, no eudos])erm. 2. Explain what is meant by alternation of generations with reference to the moss. 3. What is a parasite? A saprophyte? 4. Where are the flowers of maize or corn? 5. How are hybrids formed? (■>. What is the work of foliage leaves? 7. What is a hydrophyte? A xerophyto? 8. How do forests eontribnte to the fnrmntion of soil? ENGLISH. 1. Write sentences illnstrating the correct use of to and too, precede and proceed. 2. Write a sentence containing a noun clause used as the subject. 3. Give the grammatical distinction between the form were as used in the first and in the second of the two following sentences : "If I were you, I would go" ; "They were at school today." 4. Write a letter ordering some magazine or paper. 5. How should conversation be paragi-aphed? Illustrate. (5. Name the forms of jirose composition and distinguish between them. 7. Write an expository paragraph. 8. Name the authors of the following : The Bells; The Conrtship of Miles Standish; Hiairatlia; Ivanhoe: Macbeth; The Spy. 9. Write a descrii)tion of one of the works mentioned in question eight. 10. Write a character sketch of some diaracter in one of the works men- tioned in question eight. 11. Name tliree of the most prominent American prose writers. Give the names of some of their works. What are their distinguishing characteristics? 12. What are the three most important principles of composition? 13. How is emphasis secured in the composition as a whole? In the para- grai)h? In the sentence? 14. What is slang? What are the objections to its use? 15. What is a foot in English poetry? Name the kinds of feet commonly used? IG. WTiy is it more difficult to write poetry than to write prose? ZOOLOGY. 1. Classify Echinodermata, and name one form in each class. 2. Describe the sting of the bee. 3. Describe the external features of the earthworm. 4. What can you say of the relation of environment to the change of organism? How is this idea different from Darwin's theory of evolution? .">. Chai-acterize Anthropoda, and give the distinguishing differences be- tween the main classes. 65 (j. Draw a figure illustrating the structure and form of a one cell animal. 7. 'VMiat especial fitness is there in the form of the body of a fish as re- lated to its habits? 8., Illustrate the propriety of the names of five orders, by applying them to one of the individuals in that order. Division II. GEOMETRY. 1. Prove that two straight lines in the same plane perpendicular to the same straight line are parallel. 2. Prove that the sum of the exterior angles of a triangle is equal to two straight angles. 3. Prove that the opposite sides of a parallelogram are equal. 4. Prove that the bisectors of the angles of a general parallelogram en- close a rectangle. 5. Prove that a diameter perpendicular to a chord of the same circle bisects the chord and the arcs subtended by it. 0. Prove that the opposite angles of an inscribed quadrilateral are sup- plementary. 7. Find a point X equidistant from two given intersecting lines and at a given distance from a given point. (Discuss for one, two, three and four solutions, and for no solution.) 8. Prove that two mutually equiangular triangles are similar. 9. Prove that the perimeters of two similar polygons have the same ratio as any two homologous sides, or homologous diagonals. 10. Construct a circle which shall be two-sevenths of a given circle. PHYSICS. 1. What are the three fundamental units of measure? 2. A body falls 10 sec. With what velocity is it moving at the end of that time? 3. How would you find the density of a solid? Give reasons for each step. 4. What phenomena indicate molecular forces in solids, liquids and gases? 5. What is meant by loudness of sound, and upon what does it depend? 6. State the difference in the heat units between the amount of heat in 200 g. of water at 25° O. and the same amount of water at 35° C. 7. a. What is meant by polarization in an electric cell? b. How would you demonstrate its effect on the current? 8. By means of a digram show how a simple microscope magnifies an _ object. CHEMISTRY. 1. Give reaction in ions between calcium hydroxide and hydrochloric acid. 2. Wliat is formed when a hot copper cutting is thrust into chlorine gas? Give reaction. 3. Name three allotropic forms of carbon. Define allotropy. 4. What would be the visible effect of passing hydrogen sulphide gas into a solution of copper sulphate? Why? Give reaction. 66 5. What law is illustrated by the formulas for SO, and SO3? State the law. G. How would you distinguish a soluble sulphate from a sulphite? 7. Define oxidation, reduction. Give example of each. 8. GOO c. c. of gas measured at 740 mm pressure and 27 degrees C will occupy what volume at 720 mm. and minus 13 degrees C? Afte;knoon Questions. GENERAL HISiORY AND CIVICS. 1. Discuss briefly the conditions in the early history of China which prevented progi-ess. 2. Identify the following : Cyrus, Herodotus, Pericles. Olympus, Delphi, Cincinnatus. 3. Describe Feudalism as il existed in England and show causes for its downfall. 4. Was monasticism a good or bad thing for the mediaeval church? Jus- tify your answer. 5. What claims had William of Normandy upon the English throne? Were they strojiger than the claims of Hai-old? (1. Against what evils did the French Revoultion spend its fury? Were these evils limited to France ahme? 7. What effec-t had the war between England and Napoleon upon the United States? Discuss fully. S. In what bod.v is the government of a teriMtory vested? What repre- sentation has a territory in Congress? 0. Explain the method of electing the President. 10. Give meaning and use of the following terms as applied to Congress: caucus, bolting. si)ecial order, counting a quorum, filibustering. 11. Define taxes. :\Iention two kinds of taxes and discuss the justice of each. 12. AVliat is meant by the expression: "Unwritten Constitution"? Give incidents showing its jwwer. PHYSIC :VL GEOGRAPHY. 1. What effects result from the revolution of tlie earth around the sun? 2. Explain the cause of volcanoes. 3. What causes the fogs off the banks of Newfoundland? 4. Explain the agencies of weathering. 5. Of what economic value are mountains to man? 0. What evidence is there in Indiana of a former glacial period? 7. What natural conditions have contributed to the location of Chicago? 8. What are fossils? How are they formed? Of what use have they been to man? For the State Board of Education: Charles A. Greathouse, State Superintendent Public Instruction, President. W. W. Parsons, President Indiunn State Normal School, Secretary. 67 2. By the State or County Superintendent. A. Special For Teachers. — -In case of scarcity of teachers, a township trustee or a school board may serve the county superin- tendent with a written request for a special examination. The county superintendent then makes public announcement of the time and place of such examination and secures from the State Board of Education questions for the same. All the rules and reg- ulations relating to regular examinations apply without change to special examinations. ' >^pccial cxaniiimiions sJwuId he (lucouraged. IV. SPECIAL IMPORTANT POINTS. 1. All the examination questions for licenses and equivalency are prepared by the State Board of Education. a. All examinations except those otherwise noted are held by the county superintendents. These examinations occur on the last Saturday of each of the first eight months of the year. b. Because of the numerous requests for special examinations in September, the State Board of Education has arranged for a special examination in all counties in the month of September, 1914, but it is recommended that school trustees refuse to contract with teachers holding one year licenses granted in the month of Sep- tember, on which said teachers have already taught for one school year, and on which they propose to contract for a second year. 3. The State Superintendent does not hold examinations. 4. Applicants desiring a license good in all counties of the State must send their manuscripts to the Department of Public In- struction. A fee of one dollar must accompany the manuscript. This fee entitles the sender to three trials unless a license is made on the first or second trial. The fee is required for all licenses is- sued by the State Superintendent; common school, primary, high school, supervisors and kiudergarten. An applicant who writes upon more than one supervisor list must pay one dolhir for each list taken. 5. Manuscripts sent to the State Superintendent must be desig- nated by number. A manuscript containing the author's name will not be graded. All second and third trial manuscripts must be accompanied by the first and second trial numbers. At the time of the examination the county supenntendent should give each appli- cant a receipt shoiving his number, so that he can have it for future use in such cases as those above mentioned. This is especially im- portant when a second or third trial is taken in a different county from that in which the first trial was taken. 6. Except in the second part of sixty months examination the applicant can not designate the grade of license desired but must accept whatever license his grades and eligibility allow. (68) 69 7. a. No licenses issued by the State Superintendent are de- livered to the applicants, but all such licenses are forwarded to the County Superintendents in whose respective counties the examina- tions were taken, and then delivered by the county superintendents to the applicants. b. Teachers obtaining lincenses in one county and contract- ing to teach in another must file, when contracting, said licenses with the county superintendent in whose county they are to teach 8. At the beginning of each examination all strangers must be identified both as to given and surnames. 9. The power to revoke all county and State licenses rests in the county superintendent. The causes for revocation are incom- petency, immorality, cruelty or general neglect of the business of the school. PART II. Accredited Schools. (71) I. THE LAW. A. The State Board of Education, in addition to its present. powers and duties, shall be and is hereby constituted a state teach- ers' training board, and, as such, is authorized and directed to ar- range for a regular system of normal school instruction throughout the State ; to designate what schools and what professional depart- ments in schools shall be accredited in the state system of normal school instruction; to fix conditions upon compliance with which present and future schools and departments may become accredited as a part of such system ; to establish, inspect, pass upon and ap- prove, reject, alter, amend or enlarge courses of study and teach- ing in the several accredited normal schools and the accredited pro- fessional departments in schools of the State; and to determine upon credits to be allowed for the work of accredited schools and departments, and equivalents, if any, to be accepted for such work or any part thereof. Said board shall make no rule, regulation or requirement applying to any accredited school or department which shall not under like circumstances apply to each and every ac- credited school and department in the State, nor shall any require- ment be in excess of the requirements of the Indiana State Normal School ; it being the purpose and intent of this act that all schools and departments for normal instruction and the training of teach- ers shall maintain as nearly as possible like standards of excellence and efficiency. B. The state teachers' training board shall have power and authority to prescribe course.^ of study upon completion of which graded certificates of work done may be granted by any such ac- credited school, which certificates shall be recognized by the Indiana State Normal School so far as such certificates meet the require- ments of said school course. C. In order to encourage trained teachers to teach in the dis- trict schools and in the grades in the small towns of the State, each accredited school and the State Normal School may, subject to the rules and regulations of the state teachers' training board, es- tablish a two-year course open to high school graduates, the com- pletion of which will be accepted in lieu of a license and will en- (73) 74 litle one to teach in the district schools and the grades in the small 1 owns for three years without examination. D. After two years from graduation, upon satisfactory evi- dence of professional experience and ability to instruct and man- age a school, under rules and regulations therefor to be established by said state teachers' training board, graduates of any accredited school or department shall be entitled to diplomas to be issued by said accredited school, stating the character and amount of work completed. E. Said state teachers' training board shall grant to eacli school and department accepting the provisions of this act and agreeing to he l)ound by the ruh-s and regulatidiis of said t)oard the right to use the word "accredited" as a part of the title or name of such school or department, which right shall be revoked by said board at any time upon the refusal of any such school or depart- ment to abide by any rule or regulation of said board. F. It shall be unlawful for any school or department for nor- raal instruction and the training of teachers which has not accepted the provisions of this act or whose authority under this act has been revoked to use the word ' ' accredited " as a part of its name or title or to state that such school or department has been accredited. If any officer, emploj^e, agent, owner, or part owner, or instructor or teacher in any school or department for normal instruction and the training of teachers which has not been accredited as provided lierein or whose authority hereunder has been revoked as herein provided, shall use the word "accredited" as a part of the name or title of such school or department, or shall publish, advertise, an- nounce or say that such school or department is accredited, upon conviction of the same, he shall be fined in any sum of not more than five hundred dollars. (R. S. 1908, §6318.) Important Rulings of the State Board of Education. October 28, 1913. 1. No credit on any of the teachers' courses in any institu- tion accredited by this board shall be given for the holding of any grade of county or state license to teach except as may be provided for and authorized by the State Teachers' Training Board. 2. Hereafter no college or normal school shall be classed as a standard college or standard normal school which grants the A. B., B. S., or other academic degree for less than four full academic years' (144 weeks) work above the four years' work of the com- 75 missioned high school. Graduates of institutions granting degrees lor less than four full years of college or normal school work above and beyond the four years' high school course, who basu their ap- plications for commissions or certificates for the schools they rep- resent, on the completion of such course or courses only, shall be deemed ineligible to have the commissions or certificates of high schools granted on their scholarship. 3. The resolution "adopted April 11, 1912, shall be amended to read as follows: "On and after September 1, 1912, a high school in order to be commissioned or certified must have on its teaching staff at least one teacher who is a graduate of a standard college or standard normal school, or who possesses a scholarship equivalent to such graduate, such equivalency to be determined by the State Board of Education." 4. The ab(>ve rule adopted April 11, 1912, shall not l)e retro- active in its application. 5. The actual courses offered and work conducted in all schools accredited by the State Teachers' Training Board must conform lo the published catalogues of such schools, and copies of cata- logues must be on file in the State Department of Public Instruc- tion. 11. DEFINITIONS AND RULES. A. STANDARD COLLEGES. 1. Teachers. (a) Number. — There must be five or more teachers devoting their time exclusively to college work. (b) Work Required. — N'o teacher must be allowed to teach more than twenty -five hours per week. It is advisable to reduce the work of each teacher to fewer than twenty hours per week. (c) In Departments of Education. — The teachers must be graduates of standard normal schools, standard colleges, or univer- sities doing graduate work. They must have had successful expe- rience in public school work. They must be able to teach in a manner satisfactory to the State Teachers' Training Board. 2. Finances. (a) Endowment. — There must be an endowment of not less than $200,000. (b) Income. — In lieu of the above mentioned endowment, an annual income, exclusive of tuition, of $10,000 will be accepted. 3. Entrance Requirements. Graduation from a corajnissioned high school or the equivalent must be required for entrance. 4. Graduation Requirements. (a) Length of Year. — The school year must consist of not less than thirty-six weeks. (b) Recitation Period. — The recitation period must be at least fifty minutes. (e) The Course. — (1) The course leading to the bachelor's degree must include four full j'ears of work beyond the entrance requirements. (2) Hereafter no college shall be classed as a standard college which grants the A. B., B. S., or other academic degrees for less (76) 77 than four full academic years' (144 weeks) work above the four years' work of the commissioned high school. Graduates of insti- tutions granting degrees for less than four full years of college work above and beyond the four years' high school course, who base their application for commissions or certificates for the schools they represent, on the completion of such course or courses only, shall be deemed ineligible to have the commissions or certificates of high schools granted on their scholarship. (d) Basis of Work. — The college may plan its work upon any liour-per-Aveek basis from fifteen to twenty that it chooses. 5. Equipment, (a) Laboratories. — The laboratory equipment must be ade- quate to meet the modern requirements of college work in the sci- ences attempted. (b) Library. — The library must contain at least 5,000 volumes exclusive of public documents. It must be a growing library. The educational department should have a good collection of educa- lional and pedagogical books, and sets of the leading school jour- nals and educational reports. The library room shall not be used for recitation purposes. 6. Pedagogical Course. There must be a well organized course for teachers requiring not less than one-fourth of the time of the student who is working for the bachelor's degree. No credit on any of the teachers' courses in any institution ac- credited by this board shall be given for the holding of any grade of county or state license to teach except as may be provided for and authorized by the State Teachers' Training Board. 7. Standard Colleges in Indiana Accredited for Classes - A, B, and C. Butler College, DePauw University, Earlham College, Frank- lin College, Hanover College, Indiana University, Purdue Univer- sity, Wabash College. 78 B. STANDARD NORMAL SCHOOLS. 1. Teachers. (a) Number. — There must be five or more teachers, devoting their time exclusively to the work of the normal courses. (b) Qualifications. — The teachers must be graduates of stand- ard normal schools, standard colleges, or universities doing grad- uate ^vork. They must have had successful experience in public school work. They must be able to teach in a manner satisfactory to the State Teachers' Training Board. (c) It is the sense of the State Teachers' Training Board that for effective teaching an instructor must not be occupied with classes more than 25 periods per week and that 20 periods is pre- ferable. In considering the accrediting of schools it will be guided by this conviction. 2. Finances. The total annual income must be not less than $7,500. 3. Entrance Requirements. No student shall be admitted to the work for class A, B or C unless he is a graduate of a certified or commissioned high school or lias a certificate of equivalency from the State Board of Educa- tion. 4. Graduation Requirements. (a) Length of Year.— The year shall consist of at least three lerms of twelve weeks each. (b) Recitation Period. — The length of the recitation period shall be at least fifty minutes. (c) The Course. — (1 ) No course leading to graduation and a diploma shall be less than three years in length. (2) Hereafter no normal school shall be classed as a standard nonnal school which grants the A.B., B.S., or other academic de- g-ree for less than four full academic years' (144 weeks) work above the four years' work of the commissioned high school. Graduates of institutions granting such degrees for less than four full years of normal school work above and beyond the four years' high school course, who base their applications for commissions or certificates for the schools they represent, on the completion 79 of such course or coui'ses only, shall be deeined ineligible to have the commissions or ccrtifieates of high schools granted on tlieir scholarship. (o) No credit on any of the teachers' courses in any institu- tion accredited by this board shall be given for the holding of any grade of county or state license to teach except as may be pro- vided for and authorized by the State Teachers' Training Board. (d) Basis of Work. — The institution may plan its work on either a fifteen or twenty hour per week basis. (e) Drills. — Work in vocal music, drawing (not mechanical), penmansiiip, or physical education that requires no time other than the recitation period, is considered a drill. Such work may be taken in addition to the regular requirement, but shall not be counted one of the four credits retjuired for the class A certificate or the eight credits required for the class B certificate. Such work in crder to be counted one of the four credits required for the class A certificate or the eight credits required for the class B certificate must be given daily with double periods. (f) Adequate training school facilities shall be provided for obsei-vation study and practice in at least four grad(^s of public school work. 5. Equipment. (a) Laboratories. — -There must be adequate laboratory facili- ties for teaching the various sciences offered. (b) Liberary. — The library must contain at least 2,500 vol- umes exclusive of public documents. This library should be par- ticularly rich in stajidard books on educational subjects, educa- tional reports of states, cities and committees and sets of important educational journals. The reading table should be supplied with the leading educational papers. 6. Standard Normal Schools in Indiana Accredited for Classes A, B, and C. Indiana State Normal School, Central Normal College, Muncie Normal Institute, Tri-State College, Valparaiso University. 80 C. NORMAL DEPARTMENTS. A college or uornial school that does not meet the i"e(|iiirements of a standard college or a standard normal school may open a normal department under the following conditions : 1. Teachers. The work must be in charge of a competent director, wiio shall organize and manage the work of the department. For class A and B work a sufficient number of teachers must be employed to do the work well. To be accredited for class C the same number of teachers must be employed as in a normal school. The teachers in normal departments must meet the same gen- eral reciuirements as teachers in normal schools. 2. General Requirements. All tlie reijuirements of normal schools such as admis«ion of students, standards of work, laboratory and library equipment, length of school year, recitation period, training scliool, etc., apply without change to normal departments. A sufficient annual income for maintaining the department in a manner satisfactory to the state teachers' training board must lie provided. 3. List of Accredited Schools with Normal Departments. Convent of Sisters of St. Francis. Oldenburg, A and B ; Goshen College, A and B; Indiana Central University, Indianapolis, A and B ; Manchester College, A, B, and C ; Marion Normal Institute. A, B, and C ; Moores Hill College. A and B : North American Gymnastic Union, Indianapolis, A ; Oakland City College, A and B ; Teachers College, Indianapolis, A, B, and C ; Vincennes Uni- versity. A and B: Winona College, A, B. and C; St Mary's, Notre Dame. A and B ; Evansville City Training School, A and B ; Fort Wayne City Training School, A and B ; Indianapolis City Train- ing School, A and B: South Bend Training School, A and B, Kin dergarten. III. TRAINING SCHOOLS. A. Kinds. 1. Oliservation. — Jii slaiuhird colleges, standard normal schools, and normal departments that are accredited for the train- ing of teacliers, all class A and 13 students must observe expert teaching in at lea.st four grades of common school work. These must be selected fi-om the primary, intermediate and grammar grades. All prospective high school teachers must observe expert teaching in at least two departments of the high school work. 2. Practice. — ^All standard noi-mal schools and normal depart- ments must give all class C sludents actual practice in teaching under efficient direction. For prospective high school teachers it is necessary to furnish practice in high school work. Standard colleges doing class C work must require observation work, and are urged to furnish practice work also. 3. Rural Schools. — All schools offering the special two years' course must maintain a typical rural school and use it freely for observation in the preparation of country teachers. The work in obseiwation must include an understanding and interpretation of the teaching observed, under the guidance of a competent teacher. B. Teachers. The teachers in these training schools must be graduates of standard nonnal schools, standard colleges, or universities do- ing graduate work. They must have had successful experience in public scliool work. They must be able to teach in a manner sat- isfactory to the state teachers' training board. C. Equipment. The training school rooms must be properly heated, lighted and ventilated. The seating and general arrangement should meet modern requirements. There must be a sufficient supply of maps, globes, cliarts, books and apparatus to meet all the needs of good work. (SI) IV. THE COURSES. A. CLASS A. (Twelve Weeks.) 1. In Standard Colleges. At least two-thirds of the total aniount of work done for Class A shall be in the following subjects: Principles of Education. Principles of Teaching, Educational Psychology, School Manage- ment, History of Education, Special Pedagogy of School Subjects. The remaining one-third of the work may l)e done, either in whole or in i);n't. in the strictly professional subjects or in the field of Philosoj^liy. The eiiuivalent of not less than three hours' work per week for the term shall be devoted to the special pedagogy of at least one school subject. In connection with this work, there must be supervised observation equal in amount to at least one lesson period. Provided, that students pursuing the coui^e for Class A cer- tificates uf training may elect and receive credit for an amount of prevocational work in an approved course or courees not to exceed one-fourth the total amount of work required for Class A, but in making such substitution the strictly professional work must not be omitted. 2. In Standard Normal Schools and Normal Departments. (a) One period a day in any one of the following sul)jects: Methods I, Observation. Educational Psychology I, History of Education I, Child Study. (b) One period a day must be given to the study from the teacher's point of view^ of some one of the common school subjects. (c) One period a da.v must be given to the study from the teacher's point of view of one of the high school subjects. (d) The fourth subject may be elected from (b) or (c). *Tbe rulings on ttie training of teachers desiring to fit then)selves as si^ecial teaeliers of pve-vocatlonal subjects and tlie rulings on the training of teachers for regular vocational schools and depai'tments will be fontained in Bulletins to be issued later by the State Department of Public Instiuu'- tion. (82) 83 Provided, that students pursuing the course for Class A cer- tificates of training may elect and receive credit for an amount of prevocational work in an approved course or courses not 1o exceed one-fourth the total amount of work required for (Uass A, but in making such substitution the stricttly professional woi'k must not be omitted. Completion of one year's work or more in a standard college shall be accepted for. Class A teachers in lieu of twelve weeks' work in ;i school maintaining a professional course for tiie train- ing of teachers. B. CLASS B. (Twelve weeks in addition to Class A.) 1. In Standard Colleges. (a) At least two-thirds of the work shall be in subjects begun in Class A, or in other subjects there enumerated. The remaining one-third of the work ma}' be done, either in whole or in part, in the strictly professional subjects, or in the field of philosophy, pro- vided there is no duplication of work already done, and further provided that Class A teachers completing the training course for Class B certificates may elect and receive credit for an amount of pre-vocatioual work in an a.pproved course or courses, not to exceed one-half the total amount of work required to complete the training for Class B certificates, but in making such substitu- tion the strictly professional work must not be omitted. 2. In Standard Normal Schools and Normal Departments. (a) ISame as 2. (a) page , witli no duplication of that work. (b) Same as 2. (b) page , with no duplication of that work. (c) Same as 2. (e) page , with no duplication of that work. (d) Same as 2. (d) page , with no duplication of that work. Provided that Class A teachers completing the training coui-se for ( 'lass B certificates may elect and receive credit for an amount of pre-vocational work in an approved course or courses, not to exceed one-half the total amount of work required to com- plete the training for Class B certificates, but in making such substitution the professional work must not be omitted. Completion of one year's work or more in a standard college shall be accepted in lieu of either the first or second twelve weeks required for a Class B certificate. 84 C. CLASS. (One hundred eight weeks.) V 1. General Regulations. The requirement tliat a teaelier oi' the tliird elass "shall be a graduate of a school inaiutainiug a professional course for the training of teachers, or its equivalent/" shall be construed to mean that sucli teacher shall liave completed in a standard normal school or approvetl normal department, a course of not less than 3 years above that required for graduation from a commissioned or certified high school or the equivalent, at least one-fourth of which sliall be of a strictly professional or pedagogical charac- ter, and in which the remaining subjects shall be studied and tanght from a i)rofessional point of view, and provided that a graduate of a standard college or university which maintains a professional course for teachers' of not less than three years, ac- credited by Ihe state teachers' training board, at least one-fourth of whose work shall have been in such department, may, upon complying willi the other i-equirements of the law, be admitted to Class C. 2. In Standard Colleges. The course must meet the requirements set forth in the topic, "Pedagogical Course," under Definitions and Rules. Consider- al)le tinu must be given to observation and practice in training schools. 01- to observation alone, if proper arrangements cannot be made for i)ractice. Of the one-fourth professional work required of Class (j students, not more than one-third may be chosen from the following philosophical subjects: (Jeneral Psychology, Philo- sophy, Ethics, History of Philosophy, Aesthetics or Logic. Those desiring to prepare themselves for supervisors or special teachers of agriculture, domestic science or industrial arts sub- jects and working for a C certificate, should specialize on the pre- vocational subject they are preparing to teach. The kind and amount cf work which such a special teacher or supervisor of agriculture, domestic science or industrial arts should pursue has not yet Iteen authorized by the Board. It should represent nor- mally two full years of special work for the prospective teacher and graduation from a standard technical college or course for the supervisor. Class B teachers completing the training for Class C certificates and desiring to fit themselves for teaching the prevocational sub- jects in the public schools of the State next year, may, during the 85 present siuuiuer, devote half their time, and in exceptional cases all their time to the technical and prot"essional cispects of one or two pre-vocational subjects, receiving credit on their G certificate for same. 3. In Standard Normal Schools and Normal Departments. The course should be well organized on the model of the state normal course and must provide for the following subjects: Arithmetic twenty-four weeks. English (Irainmar twenty-four weeks. Composition twelve weeks. History and (Jivil Government twenty-four weeks. Physiology and Ifygiene twenty-four weeks. Reading and Literature twenty-four weeks. Geography twenty-four weeks. Pennmanship twelve weeks. Educational Psychology, with special reference to grade work thirty-six weeks. Principles and JMethods of Teaching twelve weeks. Observation and Practice in Training Sdiools,. twenty-four weeks. History of Education twenty-four weeks. Manual Training and Domestic yci(mce twelve weeks. Vocal Music twelve weeks. Drawing twelve weeks. Nature Study twelve weeks. Physical Culture (two hours ])er week), twenty-foui' weeks. Schools desiring to do so may substitute some other subjects for the second twelve weeks in English Grammar. The remaining eleven credits necessary to graduation may be elected from the advanced subjects : Provided that Class B teach- ers completing the training for Class C certificates may during the preseiit summer term devote half their time, and in exceptional cases all their time to professional and technical aspects of one or two pre-vocational subjects and receive credit for same, and that when any subject is once elected it must be pursued until at least three full credits are made, unless the student is exciised by the head of the department. 86 D. SPECIAL TWO YEARS' COURSE. 1. Explanation. It is the isense of the board that the two years' course open to high school graduates provided for in Section 3 of House Bill No. 708, Acts 1907, shall be open to students under the same condi- tions as the other professional coursas. 2. General Regulations. (a) Term and Recitation Period. — These must be the same as in other courses. Seventy-two weeks are required to complete the course. (b) Character of the Work. — All the subjects taught and all the work doue shall have direct reference to the needs of teachers of the rural schools or of the grades in the small towns. (c) Relation to Other Courses. — The two years' course of study shall be the same as the required subjects in the three years' course above, with the exception that only twenty-four weeks' work in Educational Psychology is required, and no work in School ')rganization is reijuired. In addition, twenty-four weeks are given to electives. (d) Observation and Practice. — The work in observation and in practice shall be given in a training school consisting of two or more grades of children pursuing the course of study for the public Sichools of the state substantially as outlined by the state department of public instruction. Each of these subjects shall be considered a full study for a term of not less than twelve weeks, and shall have not less than one-fourth of the time and attention of the student during such period. Since the teachers taking this. course are to teach in the rural schools and in the schools of the smaller towns, it is ordered by the board that the schools for observation and practice shall in- clude a rural training school of standard excellence. 3. The Course in Detail. It must be well organized on the model of that offered by the state normal school. It must contain the following subjects: English Grammar twenty-four weeks. Composition twelve weeks. Arithmetic twcnt v-four weeks. 87 Reading and Literature twenty-four weeks. Geography twenty-four weeks. History and Civil Government twenty-four -weeks. Physiology and Hygiene twenty-four weeks. Vocal Music twelve weeks. Drawing twelve weeks. Principles and Methods of Teaching twelve weeks. Educational Psychology, with special reference to grade work twenty-four weeks. Practice in Training Schools, Graded and rural . twenty-four weeks Manual Training and Domestic Science twelve weeks. Physical Culture (two hours per week) twenty-four weeks. History of Education twelve weeks. Penmanship twelve weeks. Agriculture twelve weeks Elective (from other courses) twelve weeks. V. HIGH SCHOOL WORK IN ACCREDITED SCHOOLS. A. IN COLLEGES. 1. Academy or Preparatory Department. The academy or preparatory dei)artment of any college may be given an ecjuivalency commission provided its course, equip- ment and teaching force fulfill the standards required of com- missioned high schools. 2. Sub-Freshman Work. If the college is standard and maintains sub-freshman classes, the completion in such classes of all the work required for entrance will be regarded as equivalent to the completion of a commissioned course. B. IN NORMAL SCHOOLS. 1. Regular Course. Any normal school may organize a course of not less tlian thir- 1\-two months' duration and receive an etiuivalency commission for the same, provided the course, the equipment for conducting it and the teachers engaging in the instruction, meet the requirements for a commissioned high school. 2. Credit Course. (a) Definition of Credit. — A credit of high school work in an accredited school shall be one subject with daily recitations for one term of twelve weeks. Four credits per term shall constitute the work of a student. (b) Retiuirements for Commissioned Work — 9 credits in English. 9 " in Foreign Language. 6 " in Science (o in each of 2 sciences). 8 '' in Mathematics. 5 " in History (not more than 2 of these in U. S. History) . (SS) 89 The remaining five credits to be elected from the general field of high school subjeets. Music and Drawing. — Work in each of these subjects must be given in an amount equal to one hour per week for six terms. (c) Requirements for Certified Work. — The same as for com- missioned work, with the omission of the 5 credits from the gen- eral field of high school subjects. C. METHODS OF PASSING ON THE QUALIFICATIONS OF IRREGULARLY PREPARED STUDENTS. 1. In Colleges. (a) By completing the regular certihed or commissioned high school course. (b) By satisfying the entrance requirements provided the college is a standard one. (c) By taking enough work to pass successfully the state board's equivalency test. 2. In Normal Schools. (a) By completing the regular commissioned or certified high school course or either of the credit courses. (b) By taking enough work to pass successfully the ^state board's equivalency test. (c) Advanced Standing. — Advanc(;d standing may be given students. The units of credit given should be determined by the credentials submitted from other schools or by rigid examination. In either case a complete record of the data used in determining the advanced credits should be kept on file. 90 SPECIAL LMPORTAM RULINGS. A. THE TWELVE WEEKS' COURSE. 1. Length of Term. The nvelve weeks' period shall cover not less than twelve full calendar weeks of actual school work, including necessarj^ days of classification and registration of students, legal holidays and eom- meneement exercises. It may be taken in two terms of sis weeks each, or it may be extended through two or three twelve weeks' terms. 2. Time of Entering. Students should enter at the beginning of the term. Late en- trance should not be allowed unless the school is prepared to give the student such attention as will insure valuable and continuous work. Ii these conditions exist then students may enter at any time, provided no credit is given for less than one-Ualf term's attendance. 3. Absence. Students absent not to exceed ten s(_-liool days within the twelve weeks, and who pass all the examinations and do satisfactorily all the scholastic work of the twelve weeks, shall be regarded as ful- filling all the requirements of the law. This provision is not to be construed as reducing the twelve weeks' term to ten weeks, but is intended to cover .simply and only cases of sickness. If emergency cases of absence arise not covered by the rule above, the president of the normal school or college may state the facts to the state su})erintendent for decision. 4. Credits in One Institution. All the woi-k rerjuired for tlie Class A certificate, or the addi- tional work ie(|uired for the Class B certificate, shall be done in the same institution. Xo credits shall be given by any accredited in- stitution for less than twelve weeks' work done in any other ac- credited institution. Credit shall be given for full quarters (twelve weeks'* only. 5. Preparatory Work. I The work must be taken after the legal (lualifications are met.) The preparatory high school work must be completed before 91 students are permitted to enter on any of the teachers' courses offered by any accredited school : Provided, That if the applicant for admission to any of the teachers' courses shall lack not more than two credits of completing the course in and graduating from a commissioned high school, such applicant may be permitted to make the two required credits in high school subjects necessary to graduation and at the same time be permitted to take not more than two subjects in one of the teachere' courses, but the credits so made in the teachers' courses shall not count until the high school course is completed, and the credits completing the high school course shall not count on the teachers' course. 6. Number of Students in Each Class. Except in classes in Music and Penmanship, it is believed that more than 50 students should not be enrolled and that a member- ship of not to exceed 30 students in a class is preferable. In ac- crediting schools the Board will be guided by this conviction. B. KEEPING OF RECORDS. 1. In Secondary Schools. All certified and commissioned high schools and all eipiivalency commissioned and certified schools are required to keep permanent records containing the following items for each pupil : Studies pursued, credits and grades given in each study, the number of recitations each week in each study, length of recitation, which in commissioned high schools shall not be less than forty minutes with double laboratory periods, total credits given, number of weeks' attendance per year, and total number of weeks' attendance. 2. Furnish* to Pupils. Each pupil shall be furnished a certified copy of this record at the time of gi'aduation or permanent withdraM^al from the school. 3. In Accredited Schools. When a student enters an- accredited school a copy of his high school record or his certificate of equivalency must be filed and made a matter of permanent record. 92 C. ISSUING CERTIFICATES. WJioi a student completes the work of ennj class lie must ho furnisheel a certificate staling the fact. The school issuing the same must at once send a duplicate to the superintendent of public instruction. D. WORK DONE OUTSIDE OF INDIANA. 1. No Schools Accredited. For obvious reasons Jio schools outside of Ituliaua are put on the accredited list. 2. Work Recognized. When the professional work of teachers of either regular aca- demic or pre-voeational subjects is done outside the State it may be recognized by proceeding as follows : (a) File with the state superintendent of public instruction certified credentials of high school work done. (b) File with the state superintendent of public instruction a certified statement of the nature, amount, and grade of profes- sional work done. (c) If both (a) and (b) are satisfactory the state superin- tendent cf public instruction may i.ssue a certificate stating the class of work completed. E. ADVERTISING. Every accredited school shall be required to print on its catalogue, advertising matter and bulletins, the class or classes for which it has been accredited, if the word accredited is used at all in such publications. The actual courses offered and work conducted in all schools accredited by the State Teachers' Training Board must conform to the published catalogues of such schools, and copies of catalogues must be on file in the State De- partment of Public Instruction. F. CLASSES AND LICENSES. 1. A teacher who has completed Class A w^ork is eligible for a twelve months' license. No higher grade license may be issued to a teacher of this class. Tiie teacher mav remain in this class in- 93 definitely. He can not pass out of it nntil he takes Class B work, has at least one year of experience, and makes a grade for a twenty- four months' license. 2. A teacher who has completed Class B work and has had one year's expei-ience is eligible for a twenty-four months' license, and no higher grade license may be issued to a teacher of this class. A teacher can not pass out of Class B until he completes Class C professional work, has at least three years' experience, and makes a grade for a thirty-siK months' license. 3. A teacher who has completed Class C work and who has had three years' experience is eligible to a thirty-six months' li- cense. 4. A teacher who has completed Class C work and who has had five years' experience, two of which have been taught as a Class C teacher, and who holds a thirty-six months' or higher grade of license is eligible to enter Class D. WMmM LIBRARY OF CONGRESS lllfi'!'llll» 019 737 038 5