OVTLINES or STVDY Normal Covrse CHARLES *H-CLrCMM£lC* MA THE HOMC CORRESPONDENCE SCHOOL Class IB11.54_ Book > Q . 7 Copyright }^° COPYRIGHT DEPOSm NORMAL COURSE SYLLABUS .t-^- ©utlines of Stub? In RITHMETIC, Grammar Geography, ^ Physiology Orthography, Penmanship Composition, ^ ^ Letter Writing, Civil Government, Pedagogy 1 By Prof. Charles H. Clemmer, M. A. Yale University ; National Normal ; Superintendent of Public Instruc- tion. Scott County, Iowa ; Superintendent City Schools, Grafid Forks, N. D. ; State Institute Conductor ; Second J 'ice- President, N. E. A. ; Manager N ttional and Michigan Corresponde>ice Schools, Penton, Michigan. THE HOME CORRESPONDENCE SCHOOL, SPRINGFIELD, MASS IHiiieteen MunDrcD a n D One TH? -.'BHARY «lF CONGRESS, Two Cof:ts Receives MAY. r 1902 CO>»YRI«HT ENTRY CLASS (L- XXa No. f Of -L. U- 2» COPY B. Copyright, igoi, .C7 The King-Richardson COiMPANy. To the Student. These syllabi consist of three parts: (a) outHnes and helps in study, {^) practical suggestions, (c) critical and searching questions on the lessons. With the aid of (a) and (7?) and of text-books, you will prepare lessons as guided by (r) and forward all work for correc- tion and criticism. After examination, your papers will be returned with such corrections, criticisms, and helpful suggestions as may appear necessary. While students are privileged to send lessons at their conven- ience, they are urged to work according to a definite study- program. In preparing lessons, no particular text-books are reqyired. Students are advised to secure the best, but they may use any that are obtainable. A list of text-books recommended accompanies each syllabus. These books can be purchased direct from the pub- lishers or they will be mailed from our office upon receipt of the price. THE HOME CORRESPONDENCE SCHOOL, Springfield, Mass. UNITED STATES HISTORY. A general and logical consideration of the subject, with special reference to industrial, social, and political development. Text-books rccommtudL'd for study or refcroice : Anderson's New Common School U. S. History, Harnes' Brief History of the United States, Eclectic United States History, .... Eggleston's History of the United States, . Ellis' History of the United States, Gordy's History of the United States for Schools, Johnston's United States History, McMaster's History of the United States, . ^lontgomery's Leading Facts in American History. .Swinton's School History of the United .States, Thomas' History of the United .States, Fiske's History of the United States for Schools, UNITED STATES HISTORY. LESSON" ONE. 1. Define History. U. S. History. 2. History is usually considered under four heads; viz.. Geography, Biography, Events, and Philosophy. Arrange them in their order of importance. 3. Periods of U. S. llisfor}/: Discovery and Exploration, 14!)'2— lG0r-:30. Colonial period, from early colonial settlements to the Revohition, 1775. Eevolutionary — from the breaking on.t of the Revolution lo the organization under tlie Federal Constitution, 1789. Constitutional — from 1789 to the present time. 4. Xafions that hare oirued portions of our Domain: England : Atlantic (\~iast from Maine to Florida. Spain: Florida, Texas, California, and south and west of Colorado; Cnba, Porto Rico, Philippines, Guam, Louisiana. France : Mississippi A^alley and most of the land drained by the Great Lakes, Louisiana. Holland: New Jersey, Delaware, Hudson Valley in Xew York. Sweden : Settlements on the Delaware. Russia : Alaska. Aborigines. 1. Savage Indians. Lived west of Hudson Bay and southwardly be- tween the Rocky Mountains and the Pacific Ocean, to Xorth Mexico. Had little or no agriculture. Lived chiefly on fish and game. Migratory. S NORMAL COURSE. 2. Barbarous Indians. InlialMtod all of North America east of the Rocky Mountains. 3. Half civilized Indians. Oceuin'ed ^lexico and the mountainous country as far south as Chili. 1. Describe the Barbarous Indians as to (n) agriculture and numu- facturcs, (h) villages and houses, (c) government, {(I) religion, {e) confederacies, (/) society. 2. Using the above outline, describe the Half Civilized Indians. 3. Xame the ])rineipal tribes of Barbarous Indians. Wbich tribe was least advanced out of savagery; which tbe nmst ad\anced? What was the most famous confederacy? ■1. Name tlie most interesting of the Half Civilized Indians. Describe their cities. Mouiid-Buihiers: (r/) Relics? (b) Theories? Pre-Cohimhian Explorers : Phoenicians (?) Chinese (?) Irish and Welsh ( ?) Northmen : Iceland. Settled 874. Greenland. Settled 986. New England sighted by Bjorne (986), visited by Leif Ericsson (1000), and by Thorfinn Karsefni, who attempted to colonize. EXERCISES- 1. Why are the Icelandic chronicles thought to be true? 2. Where was Vinland, and why was it so named? 3. Why did the Vinland Voyages interest Europe so little? 4. Draw a map, tracing on it the voyages of the Northmen. UNITED STATES HISTORY. LESSON TWO. discovi-:ri:i{.s and explor];i!s. At la II fir Coast: 149'i. Columhus— W-^st Indies. 1493. Columbus — West Indies. 1497. Cabots — Cape Breton, Labrador. 1498. Sebastian Cabot — Cape Breton or Labrador to Albemarle Sound. 1498. Columbus — Sighted South America. 1498. Pinzon and Solis — Florida to Chesapeake Bay. 1500. C^ibral Discovers Brazil. 1501. Cortereal — ]\Iaine to Xewfoundland. 150L A"es])acius PLxplores Brazilian Coast. 1506. Dcnys — Gulf of St. r>a\vrence. 1512. Ponce do Leon — Florida. 1520. Ayllon — South Carolina. 1524. Verrazano — South Carolina to Nova Scotia. 1534. C*artier — River St. Lawrence. Gulf Coast: 1498. Pinziin and Solis — Fxplorc (lulf of ^lexico and Florida. 1519. Pineda. 1528. Narvaez — Florida to Texas. 1543. Followers of De Soto sail from Mississippi River to Mexico. Pacific Coast: 1513. Balboa discovers the Pacific Ocean. 1520. Magellan sails around Soutli America into the Pacific, 1543. Cabi'ilJo — j'acific Coast to Oregon. 1579. Drake — Pacillc Coa>l. 1592. De Fuca — Pacilic Coast to B-ritish America. Tlir Iiitrrior : 1519-21. Cortes coiKiuers '^[exieo. 5 NORMAL COURSE. 1534-3G. De Vaca — -From Sabine Kiver to Gulf of California. 1539. Fray Marcos — Search for the Seven Cities. Wanders over ]\Iexico. 1540-43. Coronado — Gila River, Tiio Grande, Colorado Kiver. 1540. Ahircon — Colorado River. 1541. De Soto — ^Yanders over Fhji'ida, Georgia and Ahibama, and reaches the Mississippi River. 158:^-1000. Spaniards in the Valleys of tlie Gila and Rio Grande. 1673-1682. Marquette. Joliet, F[ennepin and French in the Mississippi Valley. 1792. Gray— Columbia River. 1804-5. Lewis and Clark — Mississippi Valley and Oregon. Classify these explorers and discoverers according to the following form: NAME NATION ALITV DATE RE(;iONS EXI'LORED 8. 9. 10. EXERCISES- Trace each voyage on the map. Give the story of Columbus: (a) education, {h) plans and theories, (c) discouragements, (d) triumphs. . E.\i)lain whv the voyages of Columl)Us, Gama, Vespucius and Magellan should be considered the four great voyages. How did invention assist in bringing about the discovery of America? What was the Line of Demarcation? How did Brazil come to belong to Portugal? How does the amount of exnloration of the various countries compare? What were the aims and motives of the Spanish discoverers? Why were mariners led to search for the "Norlhwest Passage"? AVhat brought English sailors to the New World? UNITED STATES HISTORY. 11. What brought French sailors to tlio Xow World? 12. What motive impelled Marquette and Joliet? 13. Tell the story of De Soto. 14. De Gama discovered the Soutlieast Passage (1497) ; Magellan, the Southwest Passage (1520); McClure, the Northwest Passage (1854); Xordenskjold (1879), the Northeast Passage. Which is the most important event? Give reasons. LESSON THREE. SETTLEMENTS. Hayti— By Cohunbus. 149;?. 1562. South Carolina (French), Port Royal. Failure. 1564. Florida (Frencli), near St. Augustine. Failure. 1565. St. Augustine (Spanish), by Menendez. Success. 1582. Santa Fe (Spanish), by Espejo. Success. 1584-5. Roanoke Island (English). Failure. 1587. Roanoke Island (English). Failure. 1602. ilassachusetts (English), Buzzard's Bay. Failure. 1620. Landing of Pilgrims, Plymouth Colony. 1628-30. Massachusetts Bay Colony. Settled by English Puritans. 1691. The two colonies united. 1692. Salem Witchcraft. 1622. New Hampshire founded. Settled by colonists from Massachusetts and England. 1607. Virginia settled at Jamestown l)y Englisli emigrants. 1619. First legislative asscnd)ly. Slavery first mentioned. 1676. Bacon's Rebellion. 1623. New York settled at New Amsterdam by the Dutch. 1664. Conquered by the English. 1691. Leisler's execution. 1740. Negro plot. 7 nor:mal course. 1634. MarylaiKl settled at St. Mary's. 1692. Toleration ceased. 1763. Mason and Dixon's Line settled. 1634-36. Connecticut settled at Wethersfield, Windsor and Hartford. 1638. New Haven settled. 1639. The first constitution adopted. 1665. The two colonies united. 1636. Rhode Island settled at Providence. 1644. Its plantations united. 1()3S. Delaware settled by Swedes. I(i55. Conquered by the Dutch. 1664. Conquered by the English. 1682. SoIdtoPenn. 1703. Became a separate colony. 1643. The New England Union formed. 1651. The Navigation Acts begun. 1663. North Carolina settled at Albemarh'. 1711. The Tuscarora War. 1664. New Jersey settled at l']lizal)ethtown. 1670. Charleston settled. 1675. King Philip's War begun. ' 1682. Pennsylvania settled near Philadelphia. 1683. Philadelphia founded. 1702-1;). (,)ueen Anne's War begun. 1710. Port Eoyal (Annapolis) taken. 1733. Georgia settled at Savannah. 1740. The Spanish War. EXERCISES- 1 . What was the Mayflower Compact ? 2. Describe the troubles of the New P^ngland settlers with the Indians, giving an account of all wars. 3. Whv was the New England Confederation formed? By whom was it managed? I'MTEl) STATES HISTORY. Kill out llu' loilowiii^- l;il)li'. eoNcrinii' tlu' history ot the colonies from MV20 to tlic French and Indian War: COLONY TWO OR MORE IMPORTANT EVENTS DATE ■ 5. Tell the story of the fonnding of Rhode Island. (i. Tell the story of the "Charter Oak." 7. How did the English get possession of New York ? 8. Give five instances of religious intolerance on the part of American colonists; five of religions toleration. 9. Fill out the following tahle concerning the people that settled the mid- dle and southern colonies : COLONY CHARACTER OF SETTLERS OBJECT OF SETTLEMENT INDUSTRIES 10. Draw a map giving the houndaries of the tliirteen colonies and locating principal rivers, cities, etc. NORMAL COURSE. LESSON^ FOUR. j 1744-48. King George's War. 1745. Louisburgh captured. 1754. Surrender of Fort Necessity. Albany Plan of Union. 1755. Braddock's defeat. Conquest of Nova Scotia. 175G. War declared (French and Indian). 1758. Capture of Loi;isburgli. Capture of Fort Duquesne. 1759. Capture of Quebec. 1760. Conquest of Canada. 1762. Capture of Havana. 1763. Pontiac's conspiracy. Peace of Paris. 1764. Stamp Act passed. 1766. Stamp Act repealed. 1767. Parliament lays ta.xes on commerce. Americans give up trade in the articles taxed. 1768. Boston occupied by British troops. 1770. Boston Massacre. Taxes removed, except that on tea. 1773. Boston Tea Party. 1774. Boston Port Bill; Massachusetts Bill; Transportation Bill; and tlie Quebec Act passed. First Continental Congress. 1775. War. EXERCISES. 1. Distinguish between the occasion and the cause of the revolt of the colonies. 2. What do you consider the occasion, and what the cause or causes? 3. What were the American- views of taxation ? The British ? 4. What were the "Navigation Acts"? 10 UNITED STATES HISTOET. 0. Who were the ''Sons of I.iberty"? (). Wliat were the "Five Intolerable Acts"? T. What was the substance of Franklin's Albany I'lan of Union? Explain its importance. S. When and where was the first Colonial Con,iiress field? What did it accomplish ? !). What was the "Declaration of Rights"? 10. When and where was the first Continental Congress held? , Results? Significance of the word Coniiiiental. 11. When and wdiere did the second Continental Congress meet? How long did it last ? 12. Do you think that the "almighty dollar" had anything to do with the American Revolution? If so, explain. LESSOX FIVE. Make out tables summarizing the information given below. You may use any form that seems desirable. Nature of Coloninl Governments. 1. Commercial Corporation. 2. Proprietary. 3. Royal. 4. Charter. 5. Voluntary Association. Colonial Governments. 1. Virginia— London Company, l(i07-1624; royal province. l()2-t-16TT. and l(i84 to the Revolution : proprietary. 1G77-1GS4. First Colonial Legislature elected. 1619. 2. ^[assachusetts — Plymouth Colony, voluntary association. ^[assa- chusetts Bay Colony, governed by a Puritan company with a patent and a charter. IGSii. charter annulled by James IT., royal piovinee till the Revolution, though in ir.O? a new eharler was granted. 11 NORMAL COURSE. 3. New Hampshire — First, proijrietary. 1GJ:1, under Massachusetts. 1680, royal province. 1680-1741, alternately under Massachusetts and separated. 1741 onward, a royal province. ■1. ]\Iaryland — Proprietary. I(i91-1716, royal province; 1716 onward, proprietary. 5. Conneeticiit — Saybrook Colony, proprietary until union with Connecti- cut Colony, 16-14. Connecticut Colony and New Haven Colony both had government by voluntary association. - '[{^(VZ, royal charter ob- tained uniting Xew Haven Colony with Connecticut and allowing people to elect own governor and legislature. 1687, charter govern- ment destroyed under Andros ; revived by King William. t;. Rhode Island — First, voluntary association. In 1663, charter obtained granting a governor and legislature elected by the people; Independence lost under Andros, but regained. 7. Xew York — First, proprietary under Duke of York. No charter. Louislaturc aMowcd 1()S3. Royal ])rovince after the Duke of York became king. S. New .T(M"sey — Proprietary until 17(i';?. From 17()".^ onward, a royal pi'oviiice. 0. Pennsylvania — Rroprietary under Penn, who gave a charter allowing people to elect the legislature and the governor's council, but the gov- ernor was appointed by the proprietor. In 1692, Penn lost his pro- ])i'ietarv I'ights and Pennsylvania was under the governor of New York. ]*ro|)ri('tar\- go\(M'nuient soon restored and continued under Penn's sons till the ReNolution. Id. Delaware — First, undei' Peiin's proprietaj-y government. Separate legislature allowe(l 1703, Inil under the same governor as Penn- sylvania. 11 and 12. North and South Carolina — Fnder one proprietary govern- ment till 1729, when both became royal provinces, the King appoint- ing governors for each, but allowing the people to select their own assemblies. 13. Georgia — Until 1752, proprietary under trustees of a company that had a temporary grant of the soil of Georgia. Eoyal province from 1752 onward. 12 INlTEl) STATKS HISTORY. EXEUOISES- 1. ^'anie the four Freiu-li Wars, giving causes of each. 2. What treaties of peace ended these wars ? 3. What colonies were comparatively free fi-oni Indian tr(nil)]es? Can you explain why ? 4. Describe the educational opportunities of the colonists. 5. Make a list of the different colleges established during colonial days, giving dates, and names of founders. 6. Describe society in colonial days. Means of transportation. Home comforts. P'ire arms. Agricultural implements. Commerce. Manufactures. LESSOR SIX. In New England. 1775. Concord and Lexington. American successes. Continental Army formed. Washington Commander in Chief. Tieonderoga. American success. Bunker Hill, June IT. British success. 1775-76. Siege of Boston. 177r>. Evacuation of Boston. March 17. //( Canadii. 3 775. Arnold before Quebec. British success. ^Montgomery's march to Montreal. Capture of Montreal. 1776. Defeat and death of Montgomery at Quebec. Americans return to Tieonderoga. 1776. Howe sails for New York. Washington marches to Xew York. Declaration of Independence, July 4. Battle of Long Island, August 27. British success. Evacuation of Xew Y^ork, Sept. 16. British success. 13 nor:\ial couiiSE. j Capture of Fort Washington and Fort Lee. British success. ' Washington's retreat across jSTew Jersey. Battle of Trenton. Dec. 26. American success. Fort Moultrie, S. C. American success. June 28. 1777. Battle of Princeton. Jan. 3. American success. Washington at Morristown. ] Burg03aie and St. Lcger's movement from Canada to capture Xew ' York state and cut the colonies in two. Burgoyne captures Ticondcroga July 5. I St. Leger's defeat at Fort Stanwix by General Herkimer, and re- treat to Oswego. August. i Battle of Bennington. August 16. American success. j Battle of Bemis Heights ; drawn battle. Sept. 19. 1 Battle of Stillwater. Oct. 7. American success. ] Surrender of Burgoyne. Oct. 17. i Howe sails from New York to Chesapeake Bay and moves against Philadelphia. July. j Washington moves from New York to Philadelphia. ' Battle of Brandy wine. Sept. 11. British success. '. Capture of Philadelphia. ; Battle of Germantown. Oct. 4. British success. Americans winter at Valley Forge. ', 1778. Alliance with France. : Fleet and army sent from France. , Clinton's retreat from Philadelphia to New York. June. Washington follows from Y alley Forge. Battle of Monmouth ; drawn battle. June 28. ^ Wyoming. Massacre by the Bi'itish. July 4. j Washington on the Hudson. The South invaded. Savannah captured. Dec. 28. j 1779. Conquest of Georgia by the British. ■ Clinton ravages Connecticut to draw \Vashington away from the Hudson. I Wayne captures Stony Point. July 15. ^ 14 XJNITED STATES HISTORY. Lincoln attacks Savannah. British success. September. 1780. Clinton captures Charleston. May 12. Conquest of South Carolina by the British. Defeat of General Gates at Camden, S. C. August. Battle of King's Mountain, S. C. October. American success. Greene takes command in the South. Arrival of French army at Xewport, II. I. Arnold's treason. September. 1781. Battle of the Cowpens, S.C. Jan. 17. American success. March of Cornwall is from Charleston after Morgan and Greene. Ketreat of Greene across North Carolina. Battle of Guilford Court House. jVIarch 15. British success. Cornwallis goes to Wilmington and Greene to Soutli Carolina. Defeat of Greene by Lord Kawdon at Hobkirk's Hill. April 25. Defeat of Greene hy Lord l^awdon at Eutaw Springs. Sept. 8. Greene holds every part of South Carolina and Georgia except Charleston and Savannah. Arnold's invasion of Virginia. January. Cornwallis moves f I'om Wilmington to Yorktown. Washington's rapid march from New York to Yorktown. August. Cooperation of French fleet. Surrender of Cornwallis. Oct. 19. 1782. Suspension of hostilities. Peace negotiations at Paris. Evacuation of Savannah and Charleston. 1783. Peace. Sept. 3. Evacuation of New York. Forts north of the Ohio held by Britisli for twelve years. LESSON SEVEN. EXERCISES. 1. What were two objects of the expedition to Lexington and Concord? 2. Why were Samuel Adams and John Hancock especially obnoxious to King George III. ? 3. Describe the Battle of Bunkf-r Hill. 15 NORMAL COURSE. 4. "What was tlu' object of the invasion of Canada by Montgomery and Arnold? Results? 5. Why did the British seek to control the Hudson ? 6. What attack did they make from above? 7. Describe the American defense and loss of New York City. 8. Explain how Lee's disobedience of Washington's orders made it neces- sary for Washington to retreat through Xew Jersey and cross the Delaware. 9. Why was Washington's position upon the heights of ]\[orristown, K J., a strong one? ](>. What was the result of tiie fighting and maneuvering from Long Island to Morrist'own? IL Describe the second attempt of the British to capture N^ew York State, giving the plans of Burgoyne, St. Leger and Howe. 12. Explain how Washington prevented Howe from sending aid to Bur- goyne. 13. State four important results of the surrender of Burgoyne. Why is it called one oF the "decisive battles of the world"? 14. Wlvdt was the "Conway Cabal"? 15. \A'hy did Clinton evacuate Philadelphia? 1 6. What spoiled Washington's plan at the Battle of Monmouth ? IT. Why did Clinton send marauding expeditions into Connecticut in ir;*). 18. What was tlie military object of the storming of Stony Point? Result? 19. Describe Clai'k's campaign. Its object? Result? 20. Give an account of the career of John Paul Jones. 31. Explain the two British plans of conquering the colonies, as illustrated (a) in the first part of the war, (&) in the last part. 22. What was the "'Gloomiest Time of the War"? Explain why. 23. Was Andre's execution justifiable? Give arguments pro and con. 24. How did the campaigns in the South differ from those in the North ? 25. Why was General Gates superseded by General Greene? 2r). Describe Greene's retreat across North Carolina. 27. Name five famous American generals who held important commands in the Southern army. 16 UNITED STATES UISTOIIV. •^S. Explain why Coniwallis let't Wiliuiii/^ton for Virginiii. •.^!». What was tlie extent ot British snecess at tiie Soutliy ;>(). Dcscrihc the military and naval nioxcnients rosnl1in_u' in the siin-endei* of Coniwallis. 31. Why did Clinton send Arnold to burn New London? '32. Do not fail to trace on the map the movements of the different armies, locating all }irincipal points, in this exercise consult the most com- plete maps available. o'o. After mastering the details of a cajupaign, draw, from memory, a mili- tary map illustrating the campaign jiist studied. o4. Draw a nuip showing boundaries of the F. S. as acknowledged by Great Britain at the Peace of 178o. 35. Explain why Washington was a militai-y genius of the highest order. 3(). Explain how money was raised to carry on the war. What names arc associated with American financt's during the Hevolution? LESSON EIGHT. 1T81-89. The Confederation. 1781. The Articles of Confederation go into force. Einancial troubles of Congress concerning the pay of soldiers. 1783. Treaty of Peace with Great Britain negotiated by Benjamin Frank- lin. John Jay and John Adams. Terms with respect to territory? Provisions of the treaty not carried out, (a) confiscation of property of Tories, (b) collection of private debts due from American to British subjects. British retaliation, (a) retention of garrisons at Ogdensburgh, Os- wego, Niagara. I']rie, Sandusky. Detroit and ^Mackinaw until June 1. 171>6, {h) legislation adverse to American commeree. 1784. Land cession by Virginia. 1786. The craze for paper ]noney. Shays' Rebellion. The ^Mississippi Question. The Annapolis Convention. September. 17 NORMAL COl RSE. 1787. Philadelphia Convention. May-September. George Washington, President. Framed the U. S. Constitution. The Ordinance of 1787 adopted. 1 788. Eatitication of the Constitution. Settlement begun in Ohio. 1789. The Constitution goes into force. The Old Confederation. Government all vested in a single body which represented states, not individuals. It was, therefore, called a congress rather than a parliament. It had no executive and no judiciary. It could not tax nor enforce its decrees. The New Constitution. 1. People represented directly in the Plouse of Representatives. Hence power to tax. Old equality between the states preserved. Controls commerce, currency and finance. Establishes absolute free trade Ix'twocn the states. Provides a strong executive. Provides a judicial system for deciding questions arising under Federal laws; also the constitutionality of state and Federal laws. EXERCISES- George Washington, James ]\Iadison, Alexander Hamilton, John Marsliall and Thomas Jeft'erson were foremost in establishing the American Fnion. Give the contribution of eacli. The Articles of Confederation were sent out for adoption Xov. 17, 1777, and did not go into force until ]\Iarch, 1781. Explain the delay. What were the provisions of the Ordinance of 1787 ? Explain how slavery came to be prohibited north of the Oliio, and per- mitted south of that river. Draw a map representing the territorial claims of the different states. What considerations led to the adoption of the present constitution ? IS UNITED STATKS HISTUKV. 7. Describe the opposition io its arlo})tion, giving arguments used by its opponents. LESSOX XIXE. \V((slilii(/t(tii's Adniiiiistrdlioiis. 17(Si>-lT97 . A' ice- President, John Adams. Executive Departments, 178;): State — Thomas Jefferson. War — General Henry Knox. Treasury — Alexander Harni Iton . Chief Justice — John Jay. 1789-91 — Adoption of first Ten Constitutional Amendments. Xorth Carolina ratifies the Constitution. Rhode Island ratilies the Constitution. Census Act. Naturalization Act. Patent Act. Copyright Act. Paying Debt. Capital at Philadelphia until 1800. Death of Franklin, 1790. Vermont admitted, 1791. Mint established at Philadelphia, 3 791. National Bank established at Philadelphia. 1791. Invention of Cotton Gin, 1793. Whiskey Insurrection, 1794. Genet. Jay's Treaty with Great Britain. Treaties with Spain. Algiers and Tripoli. Presidential candidates. Political parties. Issues. Washington's farewell address. 19 N011MA.L COURSE. Adniinistratioii of J aim Adaws. 1797-1801. Biography of Adams. Vice-President, Thomas Jefferson. Difficulties with France. "X. Y. Z. Correspondence." Alien and Sedition Laws. "French Spoliation Claims."" Virginia and Kentucky Eesolutions of 1798. French troubles. Publication of "Hail Columbia." Death of Washington, 1799. Treaty with jSTapoleon. Appointment of Chief Justice Marshall. Presidential campaign. Candidates. Issues. Result. . EXERCISES. 1. Discuss Hamilton's plan for ])aying the national debt and raising money, giving arguments pro and con. '2. What was the substance of Jay's Treaty? ;!. Describe tlie conduct of Citizen Genet. 4. When were political lines first drawn? Give policies of each party. 5. On what grounds was the collection of the whiskey tax resisted? G. Contrast Washington as president with \A'ashington as a soldier, 7. Explain the occasion for Washington's a])pointment as commander of the army in 1798. 8. Give an account of Tru.xtuns naval victories. What was their effect u})on Europe? 9. What were the purposes of the Alien and Sedition Laws? To what extent were they enforced ? 10. What is the difference between the Virginia Resolutions of 1798 and the Kentucky Resolutions of 1799? 11. Explain Adams's personal sacrifice for peace. 20 INTTKD STATES HISTORY. LESSON TEN. Thomas Jefferson's Adiiiliiislrailons^ 1801-1809. Biograph}' of Jefferson. Vice-President, Aaron Burr, 1801-1805. Inaugural address. Purchase of Louisiana, 1803. Lewis and Clark Expedition, 180^1-1806. War with Barbary states. Eolation in ottice. Xew Xaturnlization Jjinv. Ohio admitted. 180;aved his country from becoming a mon- archy. Explain. 6. What is your estimate of the value of Jefferson's public services? Give reasons. 7. Explain why a Vi^ar with England was preferred to a war with France, altliougli France had given us more cause for resentment. 00 UNITKD STATKS HISTOUV 8. Why was Madison, a luaii of pcaci', powerless to prevent war? !K Tabulate the principal naval and military engagements according to the following: NAME OF ENGAGEMENT COMMANDERS DATE RESULT 10. Explain how Perry's victory turned the scales of war in the Northwest. 11. Explain the "strategy" of the war of 1812. Was it fought in vain? Reasons for your answer. 12. Give an account of the Hartford Convention. What was its effect upon politics? LESSON ELEVEN. Administrations of ■James Monroe. 1817-1825. Biography of Monroe. Vice-President, Daniel D. Tompkins. Increase of national feeling. Era of good feeling. Seminole War. Agreement relative to the Great Lakes. Protection to home industries. Internal impro\ements. Erie Canal. Cession of Florida. Missouri Compromise. Reelection of ]\[onroe almost unanimous. Spanish American Republics. Monroe Doctrine. Tariff of 1824. Visit of Lafavette. .NORMAL COURSE. l*l■e^^i(U!lltial clc'ctioii. Candidates. Result. AdiHinisfiyition of John Quinvij Adams, 1825-29. Biography. Vice-President, John ('. Caliionn. Cornerstone of Bunker Hill ^Foniuncnt laid, 1825. Internal improvements. Erie Canal opened, 1825. i'an-American Congress pro])ose(l. Ditficulties ^^'ith the Creeks. Anti-Masonic party. Death of Adams and Jefferson. Era of ill feeling. Protective Tariff of 1828. Election of Andrew Jackson. Adiiiinislratioiis of Andrcir Jackson. 1829-1837. Biography of Jackson. Postmaster-General given cabinet seat, 1829. Removals from office, 1829. "Spoils System," 1829-31. Independence of Mexico recognized, 1829. The first Mormon Church, 1830. Webster-IIayne debate, 1830. Veto of bill for renewing U. S. Bank Charter, 1832. Calhoun Advocacy of N'ullification, 1831-32. South Carolina's Nullification Act, 1832. Compromise Tariff Bill, 1832. Cholera's first appearance in America, 1832. Black Hawk War; the Seminoles; Osceola, 1832-1842. Jackson's reelection against the opposition of Clay and Webster. Cherokees in Georgia, 1830-1838. McCormiek reaper ]3atented, 1834. 24 UNITED STATES HISTOR\ Kise of the Aholilioiiisls. Xat Turner Insurrcctidii. Surplus revenue'. Klection ot* Vnn liurcii. EXEKOISK^. 1. Explain the occasion for tlic Monroi' Doctrine. State it. What were the immediate ctrects of its promulgation!^ 2. Discuss the ^Missouri Connn-omise. Wliat names are associated with it? Was it a wise measuiv":' Reasons for y(nir .inswei'. 3. Is credit f(n- the "l^ra (vf (iood Feelini;"' ilue to .Monroe y Discuss. 4. Deseril)e the intei'ind imjtrovenieiits inaugurated undei- dohn (). Adams. 5. What were the <)])po^iiig \ icws ahoui internal improvcincnts ? About tariff'? About the Tiiited States Hank? (I. E.\i)]aiii the meaning of tlie following teians: "Kotation in Otftce*'; "Spoils System""; "Xullilicat ion"" : "State IJights."" What names are associated with Ih.em? 7. What was Henry Clay's Conipi'oniise Taritf? 8. What were the great political (piestions duiing Jackson's adminis- tratiojis. 9. Give an analysis of the character of Amlrew daekson. 10. Give a summary of his ]ud)lie services. IL Distinguish between the ])olitics of dohn ('. ("alhoun and those of Andrew Jackson. LESSON" TWELVE. Aclministratioii of Van Buren, 1837-41. Biography. Vice-President, Richard M. Johnson. Panic of 1837. Repudiation by certain states, 1837. Canadian Rebellion, 1837-1838. Abolition movement, 1834-1840. 25 NORMAL COURSK. Magnetic Telegraph patented, 1837. Settlement of Mormons at Xauvoo, 111., 1840. Establishment of Sub-Treasury. Abolition movement. Murder of Lovejoy. Election of Harrison aud Tyler. dministr(ition>i of Harrison and Tyler, 1841-45. Biographies. Death of Harrison, April 4, 1841. Tyler's veto. Passage of a Bankruptcy Law, 1841. Webster- Ashburton Treaty, 1842. Tariff of 1842. Dorr War, 1842. Rent riots in ]^ew York. Morse's magnetic telegraph. Discovery of angesthetics. The Mormons, 1830-1848. Annexation of Texas. First Treaty with China, 184 4. Election of Polk. (I ministration of James K. Polk, 1845-49. Biography. Mexican War: (ft) Causes, (h) Results, (c) Campaigns, {d) Promi- nent Generals. Terms of Treaty of Peace with Mexico. Oregon. "Fifty-four forty or fight."' Reestablishment of Sub-Treasuries. Tariff of 1846. Sewing machine invented. Gold in California, 1848. 26 TTNITBD STATES HISTORY. Wilmot Proviso. Formation of Free-Soil party. Election of Taylor. EXERCISES. 1. What names are associated with (a) the locomotive, (b) ocean traffic, (/■) reapers, (//) magnetic telegraph, (e) sewing machine? 2. What were the causes that led up to the panic of 1837 ? 3. What is meant by the "Sub-Treasury System" ? 4. Give an account of the Presidential election of 1840. 5. Tell about "Fifty-four forty or fight." 6. What were tlie causes ol' tlie Mexican War? 7. Make a table of the principal l)attles of the war, giving commanders and results . 8. Draw a map of the territory acciuired from Mexico. 9. Was the Mexican War justifiable on the part of the United States? Give arguments pro and con. LESSON^ THIETEEN. Administrations of Taylor and Fillmore, 1849-53. Biographies. Invasion of Cuba by Lopez. Death of Taylor. Compromise of 1850. Webster and the Fugitive Slave Law. California admitted, 1850. "Personal Liberty Laws." Inventors ( 1839- |(i) : Elias Howe, Jr.. Charles Goodyear, Xathaniel Haywood. Letter postage reduced to three cents, 1850. Department of Interior estal)lished, 1849. Death of Calhoun, 1850. Death of Clay and Webster, 185:^. 27 NORMAL COURSE. 'New leaders: Douglas, Jefferson Davis, Alexander .Stephens, Sumner. Chase, Seward. Slavery agitation. Election of Pierce. AdiniiiisLraliun uf Fninkint Pierce, 1853-57. Biography. A^ice-President, William H. King. World's Fair (Crystal Palace, N. Y.). 1853. Perry's Treaty with Japan, 1853. Pacific Railroad surveys, 1853. Uncle Tom's Cal)in pnhlisheil. Kansas-Nebraska Bill, 1854. "Squatter Sovereignty." American ]iarty, 185"^-5(i. Ostend Manifesto. Kansas troubles, 1851-58. Brooks's assault upon Sumner, 1856. Eepublican Party formed, 1854-56. Dred-Scott Decision. Underground railroad. Election of Buchanan. Administration of James Buchanan, 1857-61. Biography. Vice-President, John C. Brcckenridge. Mormons. Financial Panic, 1857. Ocean telegraph cable. Lincoln-Douglas debate, 1858. Discovery of gold in Colorado and silver in jSTevada, 1858. Oil fields of Pennsylvania discovered, 1859. John Brown's Eaid, 1859. Presidential nominations in 1860. Election of Lincoln and Hamlin. 28 I MIKD SIATKS HISrOKV. Secession of Soiuii Carol i n;i. Mis^issiiipi, Floriiln. Alabama, (ic'Dj-gia, Louisiana, Tt'xas. ConlV'deratc Slates of Anu'rica. Biogra])hy of JclVcvson Davis. Peace ConlVrcnci'. Evacuation of Fort Moult ri<\ Star of tiie West's attempt to liirnisli su])plies to Fort Suinter, KXKRCISKH- 1. Explain why the compromis.'s of IHoO did not settle the slavery question. 2. Name prominent persons who were opposed to slavery and tell what part eacli took in the agitati(ui. 3. What led to the formation of tlif Know-Xothing Party? Give its lead- ing principles. 4. What was the ])raetical effect of the Dred-Scott Decision? 5. What was the C'ritUMidci) ( *om|ii'omise? I). What elements c()ni])()sed the Hei)ublican Party in the election of 1S.->(k and what ]irinciples did it advocate? 7. Xame ])rominent advocates of secession. 8. (iive the arguments advanced to justify secession. LESSON FOURTEEN. Adiniiiistratioiis of Lincoln. lS(>1-(i.'i. Biography. Inauguration. Inaugural address. Sumter fired upon, April 12, 1861. Etfect of the fall of Fort Sumter (a) in tlie North, (h) in the South. Lincoln's call for :.-),0()0 lioops, April L"), ISOl. The Massachusetts Sixth Regiment at Baltimore, .Vpril 19, 1861. Proclamation of Jefferson Davis offering "letters of marque and re- prisal" against the United States. Lincoln's proclamation of hlockades against the southern ports, (n) partial, April 19; (6) general, April 23. 29 NORMAL CULRSK. THE CIVIL WAR. Confederate lines of defense. Secession of Virginia, April 1?, 1861. Secession of Arkansas. Tennessee and North Carolina, May 14, 1861. Campaigns in West Virginia. Battle of Bull Run. July 21. Importance. McClellan's organization of the Army of the Potomac. Northern plans of campaign (//) to take Richmond, (b) to open the Mississippi, (a) to maintain a hloekade. Mason and Slidell. General Butler's treatnu'nt of Negroes as contraband of war. War in Missouri: (a) Battle of Booneville, (/)) Battle of Wilson's Creek. Grant's campaigns in the West (1862): (a) Fort Henry, (h) Fort Donelson, Feb. 14; {<■) Shiloh, April 6-7. Commodore Foote's capture of Island No. 10, April 8. Farragut's capture of New Orleans. Duel between the Monitor and the Merrinuiek. McClellan's peninsular campaign: (a) Yorktown ; (h) Jackson's de- feat of Banks in tlie Shenandoali ; (c) Recall of McDowell to defend Washington; {d) General Robert K. Lee assumes com- mand of the Confederate Army; (e) Seven days fighting. Pope's defeat at the second Battle of Bull Run. Lee's invasion of Maryland : (a) Harper's P'erry. (b) Sharpsburg, (c) Antietam. September. Burnside succeeds McClellan as Commander of the Army of the Potomac. Defeat of Burnside at Fredericksburg. December. Bragg's invasion of Kentucky. Battle of Corinth. October. Battle of Murfreesboro, iJecember, bot^\■een Rosecrans and Bragg. EXERCISES- Compare the North and the South at the outbreak of the Civil War (a) as to population, (&) manufactures, (c) natural resources, (d) lines of defense, (e) military leaders, (/) navy and merchant marine. 30 I'NITED STATES HISTOHV. 2. What advantages did the South possess? The North? 3. In planning secession, how did the southern leaders argue (a) as to the chances for war, (7;) as to the action of all tlic slave states, (c) as to hope for aid from France and England? 4. How were the}' disappointed ? 5. Who were '"War Democrats/' "Peace Democrats,"' "Copperheads"? 6. Discuss the effect of the blockade. 7. What was the "grand strategy" of the North? Outline it. 8. What revolution in naval warfare was effected? 9. What was the legal status of the slave during the first part of the war? 10. Explain how men like Alexander Stephens came to cast their interests with the Confederacy. LESSON FIFTEEN. Cainijaigns and Events of 1863, 1864 and 1865. Emancipation Proclamation. Hooker's defeat at Chancellorsville. Death of Stonewall Jackson. Lee's second invasion of the North. Lee's defeat at Gettysburg l)y Ceneral ^leade, July 1, 3, 3. Grant's siege of Vicksburg. Surrender of Yicksburg, July 4. Morgan's raid through Kentucky, Indiana and Ohio. Confederate Privateers (a) Alabama, (h) Georgia, (c) Shenandoah, (d) Florida. Military conscriptions North and South. Greenbacks. Premium on gold. Southern finances. National Bank Act. Surrender of Port Hudson to General Banks. Defeat of Rosecrans at Chickamauga. Relief of Chattanooga by General Grant. General Grant appointed Lieutenant-General. 31 NORMAL COURSE. Plan of campaign : Grant to move on Eichmond by direct route and Sherman to move from Chattanooga toward the sea. Grant's Battles: Wilderness, Cold Harbor, Mine Exjjlosion at Peters- burg, July Siege of Petersburg. Early's raid and battle at the Monocacy. Sheridan in the Shenandoah A'alley. Sherman's capture of Atlanta. Sherman's March to the Sea. Red River expedition. Farragut in Mobile Bay. Capture of Confederate cruisers. Reelection of Lincobi. , Peace negotiations. Sheridan's Raid. Capture of Petersburg and Richmond. Lee's Surrender, April 9, 1865. Sherman's operations after leaving Savannah. ]jincoln's Assassination, April 14. Capture of Jefferson Davis. Losses from the war. Sanitarv and Cliristian coniiuissioiis. Army (lisb.-UKU'd. K.XKU'CISKS. I. \\\\\ did Lincoln oNcri'idc the jirodamations of I'nioii commanders free- ing slaves? '2. ^^'llat was the justification of his Emancipation Proclamation? '.). (live instances of ])oliticaI interference with military matters. 1. Who. in your opinion, wa^ ihc alilcst general in the Northei'ii Army? (iive reasons. hi the Southei-n .\i'niy? liea^oiis. 5. Give a brief account of the (iiuiucial diHiculties (both North and South) aiul tell how they were met. (). Name Lincoln's great secretaries. 7. Xame five Northern commanilers. gi\ing the [)rinci])al engagements of eacli. Five Southern commanders. H. Describe the condition of the South at the close of the war. •.\2 INITED STATES HISTOKV. LESSON SIXTEEN. Anareiv Johnson's Adnn'nisI ration, April 15, 1865-1 8fi9. Biography. Provisional Governments in the South. Thirteenth Amendment. .Reconstruction Acts. Fourteenth Amendment. Impeachment of Johnson. Amnesty Proclamation, Christmas, 1868. Atlantic cable. Purchase of Alaska. French in Mexico. Ku-Klux-Klan, 18^58-1871. Burlingame's Chinese Treaty, 1868. Bancroft's Treaty with the North German Confederation concerning Expatriation. Administrations of General (irant, 1869-1877. Biography. Completion of the Union Pacific Eailroad. Proposed purchase of San Domingo. Fifteenth Amendment. "Force Bill." Indian "Peace" or "(Quaker Policy." Fenian excitement, 1870. Weather Bureau esta1)lislied, 1870. Treaty itf Washington. 1871. Aliihtinm A\v;n\^. JST-? (.H>1.-)..")(io.(mmi t<. V. S.). Northwest t)Oundary of V. S. settled in favor of the U. S., iSl'Z. Fishery Awards to (Jival J'.i'itain. 1877 (.$5,500,000). Chicago and Boston live<, ls;i, 187';?. Credit Mobil ier, \X'i-l. Invention of the telephone. I87;i-77. .\jnnosty Bill. 187'^. a;} NORMAL COURSE. Modoc War, 1872. Commercial crisis, 1873. Ohio temperance crusade, 1873-74, Whiskey frauds, 1875. Resumption Act, 1875. Centennial Exposition, 1876. Sioux War, 1876. Admission of Colorado, "Centennial State.'^ Election of Hayes and Wheeler. Electoral Commission. Administration of R. B. Hayes, 1877-1881. Biography. Railroad strikes, 1877. Yellow fever in the South, 1877-78. Silver Bill, 1878 (Bland). Mississippi jetties. Grant's tour. Resumption of specie payments, 1879. Invention of the phonograph. Election of Garfield and Arthur. EXERCISES. 1. What two things were settled hy the war? 2. Discuss the French in Mexico. 3. What was the Freedmen's Bureau? 4. Discuss the Im})eachineut of Johnson. 5. Compare Grant as president with Grant as a soldier. 6. What, in your opinion, is the greatest event in Grant's administra- tions? Give reasons. 7. What were the aims of the Liberal Republicans? 8. What was Grant's policy toward the Red Man? 9. Discuss the election of Hayes. 10. How was the resumption of specie payments accomplished ? 31 L'NITKU S'lATES HISTDRY. LESSON SEVENTEEN. Administrations of GarfeJd nud Arilinr, 1S81-1885. Biographies. Assassination of Garfield. Investigation of Star Route frauds. Edmund's Anti-Polygamy Bill, 1882. Anti-Chinese Bill. Civil Service Act, 1883. Mississippi floods, 1882. Tariff revision. Brooklyn Bridge, 1869-1883. Standard Time, 1883. New Orleans Cotton Exhibition. 1884. Election of Cleveland and Hendricks. First Administration of Grover Cleveland, 1885-1889. Biography. Presidential Succession Bill, 188(i. Chinese Exclusion Act, 1888. Department of Agriculture created, 1888. Chicago Riots (Anarchists), 1886. Charleston earthquake. Statue of Liberty. The surplus. Mills Tariff Bill. Election of Harrison and IMorton. Administration of Benjamin Harrison, 1889-93 Biography. Oklahoma opened, 1889. Washington Centennial, 1889. Johnstown flood, 1889. Pan-American Congress. 1889. McKinley Tariff Bill. 35 Non.M VL roURSK. Pension Bill. Farmers' Alliance. Trouble with Italy. Trouble with Chili. ' Behring Sea. Ballot reform (Australian). Homestead labor troul^les. Columbian Exjujsilion. Election of Cleveland and Ste\ensoii. Seroiiil AtlniinistrafioH of Clccchtiul. Financial panic. Hawaii. Wilson Taritt' Bill, 18'J-1. Coal strikes, 1894. Coxey's Army, 1894. Election of IMcKinley and Hobart. Venezuelan boundary. EXERCISES- 1. Discuss "Civil Service Eeform" under Garfield and Arthur. 2. For what was Cleveland's first administration notable? 3. Under Harrison's administration, discuss "McKinley Tarilf Bill"' and "Ballot Reform.'" 4. Give an account of the Venezuelan boundary dispute. 5. Explain the causes of the Panic of 1893. 6. Which administration of Cleveland was more successful, the first or the second ? Give reasons. LESSON EIGHTEEN. Administratio7is uf McKinley, 1897 — Biography. Klondike. 36 TNITED STATKS HISTOKY. Dingloy Tariff Bill. ('ul)il. The Maiiu' blown up. War with Spain. Dewey's victory at Alanila. Destruction of C'ervera"s fleet at Santiago. Capture of Santiago. Treaty of Paris, 18i)S. Terms. Cost of the war. Losses. Bonds. Annexation of Hawaiian Islands, 1898. Wake Island, 1899. Samoan Islands. United States acquires Tutuila (Samoan group), 1899. Death of Vice-President Holjart. Reelection of McKinley. A'ice-President, Theodore Roosevelt. EXERCISES. 1. Daw maps illustrating the military and naval operations of tlie Spanish war. 2. Make a table of the important events of this war, giving names of com- manders of battles, and results. 3. Give a history of events leading up to the war. 4. What were the issues in the last presidential campaign? 5. Xame the President's Cabinet. 6. What is the legal status of Porto Rico, Cuba, The Philippines, Hawaii? 7. What is the so-called Sampson-Schley controversy? 8. Discuss the "Billion Dollar Trust." Xame other important so-called trusts. MISCELLAXEOUS. 1. Give names of ten prominent literary characters in the history of our country and mention their great works. 2. Name five artists, NORMAL COURSE. 3. Contrast ihe United States of 1790 with the United States of the present day (a) as to population, (&) wealth, (c) territory, (d) manufactures, (e) agriculture, (/) influence among the nations of the world, (g) commerce, (/i) cities, (i) education. 4. Make a table of the important inventions in the history of the United States, giving names of inventors. 5. Describe the development of railroads and telegraphs. 6. Explain the causes of our remarkable growth. 7. Discuss our "foreign relations"' at the present time. 8. Give a brief account of the progress of education in the United States during the last centurv. as CIVIL GOVERNMENT. A survey of the essential principles of government, including; Colonial and Revolutionary governments, Articles of Confederation, and an analysis of the Constitution. Text-hooks rcconuuended for sfndr or reference . Fiske's Civil Government in the United States Dole's American Citizen, .... McCleary's Studies in Civics Thorpe's Government of the United States, Townsend's Analysis of Civil Government, Hinsdale's American Government, Macy's Our Government, .... Si. 00 .qo I. GO l.OO 1 .oS '•25 •75 CIVIL GOVERNMENT. LESSON ONE. Government. Definition. Necessity. Office. Purpose. Kinds : Monarchical. Limited. Absolute. Oligarchical. Mixed. :\mitary. Democratic. Pure. Republican. EXEHCISES. 1. Define and give examples of the d liferent kinds of government as out- lined. 2. Distinguish l)rtween a democracy and a republic. 3. What is meant by a centralized government? 4. What is a military government ? Examples. 5. Distinguish between written and unwritten constitutions. Illustrate. 6. What is meant by local government? Illustrate. 7. Define and illustrate political rights and duties; social, economic, in- ternational. 8. Explain why governments must have the power of collecting taxes. 41 NORMAL COURSE. 9. What was the principal weakness of the government during the Ameri- can Eevolution ? 10. Define taxes. The right of eminent domain. 11. Does taxation ever become robbery? Explain. 12. Which is the more powerful branch of Congress? Why? 13. How does the modern republic differ from the ancient republics ? 14. What is the basis of the American system of government? 15. What is the essential difference between the American Eepublic and the French liepublic? 1(). Classif}' the governments of tlie world according to the outline. 17. What are the advantages of the monarchical form of government? What are the weaknesses ? 18. What are the advantages of a republican form of government? Does it possess any elements of weakness ? Explain. LESSON TWO. Colonial Govern inents. Commercial corporations. Proprietary. Eoyal. Charter. Voluntarv Association. EXERCISES- 1. Define the different kinds of colonial governments as outlined, and give an example of each kind. 2. What were the London and Plymouth Companies? 3. What rights were guaranteed to the colonists by their charter? 4. What was the Mayflower Compact? 5. When was Virginia first allowed to elect a colonial legislature ? 6. In what important respects did the Massachusetts Charter of 1692 differ from that of 1629 ? 4i: CIVIL GOVERNMENT. 7. What was the government ot tlie (Jonnt'cticut Colony and the New Haven Colony till 1G65? 8. What were the liberal provisions of the Conneciicut and Rhode Island charters of 1G62? 9. How long did these charters remain in force? 10. Describe the governiticiits of Rhode Island and Connecticut till 1665. How did they diflV'i- from tlic (Irst government of Massachusetts? 11. Who appointed governors in ])ro|)ri('tary colonies? In royal colonies? To whom were they responsible? 12. Who controlled taxation in all colonies? 13. In what respects were the governments of all colonies alike? l-t. Show the similarity of the colonial government to the English system. 15. Were the colonial legislatures always two-chambered? What excep- tions ? 16. What was the basis of representation in the popular assemblies? IT. F.xplain the three kinds of local government; viz., [own, county, and mixed. 18. What was tlie Governor's Council? How were its members appointed? How did Ihe Pennsvlvania Council differ from other councils? LESSON THREE. The Revolution. Causes of ill feeling between England and her colonies a European idea of a colony and its objects. & Restrictions in manufactures and trade. c Writs of Assistance. d Special and general search warrants. Direct causes. a Colonial. /; English. Indirect causes. (I Coloiiial. h English. 43 NORMAL COURSE. EXERCISES. 1. What was the English idea of a colony? 2. Describe some restrictions that were made in colonial manufactures and trade. 3. What was a "Writ of Assistance"? Its purpose? 4. What was a special search warrant? A general search warrant? 5. Describe the M'ew England Confederacy. Object? G. What was the Albany Congress of ITS-t? Purpose? How many colonies were represented ? 7. What was the Stamp Act Congress of 1765? Ilow many colonies were represented ? 8. What was the occasion of the circular letter of Massachusetts of 1768? Purpose ? 9. What was the object of the town committees of correspondence in Massacbusetts in 1772? 10. What was the object of tlie colonial committees of correspondence in 1773? 11. What was the occasion of the first Continental Congress? What did it accomplish? What declaration was drawn up? 12. When did the second Continental Congress assemble? Who composed it? How long did it govern the country? 13. Give a history of the Declaration of Independence. 14. Explain why the Continental Congress was not a sovereign body in the full sense. 15. What functions of sovereignty did it exercise? 16. What were the Articles of Confederation? Give their history. 17. What were their defects? 18. Describe the situation in 1786 that led to the Convention of 1787. 19. What were the three great questions before tlie Convention ? LESSON FOUE. Departments of Governmeul. 1. Legislative. 44 civil- OOVEHN'MKNT. 2. Executive, o. Judicial. DrfniidoitK of vdcli : / louse of Beprcse II l(t fives. \\'hat does it represent? How (•oin])osena]itica(i()n^ I'oi- iiicnilxTsliii) ? How are lucnihcrs a[)|)orti(»n('(l y Length of term ? Compromise as to slaves? How are vacancies filled? Senate. What does it represent? How are members chosen? How are members apportioned? Ijcngth of term ? Qualifications for membership? Vacancies — how filled? President of Senate ? When does he vote ? President pro tempore? When may he vote? Power as to impeachment ? Presiding officer in impeachment ? Vote necessary to convict ? Judgment ? EXERCISES. 1. What was the Connecticut Compromise? 2. What did the advocates of a strong government want the Senate to represent ? 3. Why are U. S. Senators chosen by state legislatures and not by the people ? 4. What is meant by the "continuous existence" of the Senate? 45 NORMAL COURSE. 5. Xame the officers of the House. Of the Senate. 6. Define impeachment. 7. Who may be impeached ? Xame the famous impeachment trials. 8. What are the arguments for electing IT. S. Senators by direct vote? Give the objections. 9. AVhieh branch of the Legislative Department is more closely in touch with the voters? Explain why. 10. Xame the U. S. Senators from your state. Your Representative in Congress. Give their politics and tell when their terms of office expire. 11. What is a representative-at-large ? How elected? 12. What are the main provisions of the law of 1866 relating to the elec- tion of Senators? 13. Explain the duties of each House in impeachment cases. 14. Describe the different modes of voting. LESSOX FIVE. Congress. Times, places and manner of holding elections? Power of Congress over state regulations? Electoral districts? How formed? Unfairness of many electoral districts? Time of assembling ? Interval between the election of Eepresentatives and their taking their seats ? Membership? How determined? Quorum ? Eules of proceeding? Punishment of members for disorderly conduct? Expulsion of members? Journal of proceedings ? Yeas and nays? Adjournment? Compensation of members? 46 CIVIL GOVERNMENT. Privilege from arrest. Responsibility for debate ? Eight of members to hold other offices? EXERCISES- 1. \\'hat is meant by "Gerrymandering"? Give au illustration. v\ What are the advantages of the "district system" in electing Repre- sentatives ? o. What are the arguments in favor of electing Representatives-at-large? 4. What are the disadvantages of the long interval between a Representa- tive's election and the beginning of his services? 0. Do .Senators labor under the same disadvantages? t). What is the number of the present Congress? 7. What are the duties of the Speaker of the House of Representatives? Salary ? 8. Describe the different modes of voting in the House. 0. Why are some of the proceedings of Congress kept secret ? 10. V\'\v,\t new rule did Thomas Reed enforce while Speaker? 11. \\\v,\t is the meml^cM'ship of the House of Representatives? Of the Senate ? 1'^. Explain the manner of electing Congressmen. What are their salaries? LESSON SIX. Legislation by Congress. What bills must originate in the House? Amendments by the Senate? E.\])lain the process by which a bill becomes a law. Veto power? Manner of passing bills over a veto? What is the "pocket veto"? Powers of Congress. To provide revenue? 47 NORMAL COURSE. To borrow money? To regulate commerce? As to naturalization? As to bankruptcy ? As to counterfeiting? As to post offices and post roads? As to patents and copyrights ? To constitute judicial tribunals? To punish piracy? To declare war, grant letters of marque and reprisal? To provide for armies and navies ? To suppress insurrections and repel invasions? To call out, arm and discipline the militia? To exercise authority over District of Columbia and all places pur- chased, by consent of legislatures, for the erection of forts, etc.? EXERCISES. 1. What is the advantage of the veto power? 2. What are the arguments against the veto power? 3. Distinguish between direct and indirect taxes. 4. Define duties, imports, excises, internal revenue, income tax. 5. How does the United States Iioitow money? 6. What is the Inter-State ('omnicrec Commission? Duties? 7. Explain the steps by wliich a foreigner may become naturalized? 8. What are tlie ol)jects of ;i Xational Bankruptcy Act? Do we have one at present ? 9. What does the "regulation of commerce" mean? 10. What is meant by reciprocity? Give illustrations. LESSON^ SEVFA^. EXERCISES. 1. Explain how Congress regulates tbe value of money. 3. What is meant by "16 to 1" ? 48 CIVIL GOVERNMENT. 3. What is our standard of weights and measures? 4. Why protect inventors and authors? 5. How are pati'Uts obtained? Copyrights? (). Define piracies and felonies on the higli seas. What is meant by the Law of Nations? 7. How are wars best prevented ? 8. What are marque and reprisal? 9. What is it to declare war? 10. Why should Congress have the power? il. Distinguisli between the militia and the regular army. 12. What is the i)rcsent strength of the U. .S. Army? 13. Of what is our navy composed? 1-1. Xame five distinguished army officers. 15. Xame five distinguished na\al officers. 16. How many classes of post offices in the United States? 17. Why should we have other than state courts? 18. Why other than the U. 8. Supreme Court? 19. How many circuit coui'ts? How constituted ? 'I'erritory? 20. What is meant by counterfeiting? Penalty? •^1. Explain what is meant by the "Elastic Clause" of the Constitution. 22. Explain how the interpretation of this clause divided the American peopk' into two great political parties after 1789. 23. Why should Congress have power over bankruptcy and naturaliza- tion ? 24. How is I be Citv of Wasbiiiglon governed? LESSON EIGHT. CuiK/rcss fi/rhiildcn To restrict slave trade. a. Limitations ? h. When abolished ? To suspend habeas corpus. a. Exceptions? 49 NORMAL COURSE. To make such laws as a. Bill of attainder. b. Attainder of treason. c. Ex post facto law. To lay direct taxes. a. Exception ? To lay tax or duties o]i domestic exports. To favor the ports of one state over those of another by regulation of commerce or revenue. To require vessels bound to or from one state, to enter, clear, or pay duties in another. To draw money from the treasury without appropriations and with- out published statements. To make appropriations for the support of armies beyond two years. To repudiate a. Territorial claims. h. Contracts. c. Public debts. d. Claims for the loss or emancipation of slaves. e. Debts or obligations in aid of insurrection or rebellion against the U. S. To grant title of nobility; To prohibit free exercise of religion. To make laws respecting an establishment of religion. To abridge a. Freedom of speech or press. b. Eight of people to peaceably assemble and petition the govern- ment. To infringe on the right of the people to keep and bear arms. To require a religious test as a qualification to any office or public trust under the U. S. EXERCISES- 1. What is the Writ of Habeas Corpus? 2. What are bills of attainder? 50 CIVIL (iOVEllNMEM'. 3. Illustrate the meaning ol' ex post facto laws. 4. Why are war appropriations limited to two years? 5. What is repudiation ? 6. Is repudiation recognized as right in bankrupt laws? 7. What are the arguments for civil and religion? freedom? 8. Distinguish between freedom and license. LESSOR XINE. 77/ c States are forbidden To coin money. To emit bills of credit. To impair contracts. To enter into any treaty, alliance or confederation. To lay duties. a. Exception? To enter into any agreement or compact with another state or -witli a foreign power, or engage in war. a. Exception? To pass bills of attainder. To pass ex post facto laws. To make anything but silver and gold a legal tender. To grant letters of marque and reprisal. To permit slavery. Stales are subordinate To U. S. Constitution. To U. S. laws. To U. S. treaties. To T". S. judiciary. States are bound By the U. S Constitution. By constitutional amendments. 51 NORMAL COIRSK. Ojficiah hound hi/ (/(i/li or (ifp'nii(itii)ii hi siijipmi Uic I' . S. Cunatitulioii (I. Senators. h. l^epresentatives. r. ^Members of state legislatures. d. Executive and judicial officers of hoth tlie FnitcMl States aud of the several states. KXKK'CISKS. 1. Distiuguisli between an oiilb and an aniimalion. Wbo are permitted to attirm ? 2. Why is the Constitution of the F. S. the supreme law? 0. Why should states be restricted as to treaties? As to coining money? 1. What is a legal tender for the ])aynie]it of debts? 5. Give the oath that is taken by all state otRcers. G. What were "wild-cat" banks? T. What is money? 8. Name the different kinds of money issued by i:he L. S. 9. What was the Legal Tender Act of 1863? 10. What is meant by the impairments of contracts? LESSON TEN. Bights of the States. To representation a. Li the House. h. In the Senate. c. Basis? To determine time, place and manner of electing Senators and Representatives. a. P]xceptions? To train the militia by IT. S. manual and to appoint oflfieers. To iiave full faith and credit given in each state to public acts, records and judicial proceedings of every other state. a. Power of Congress? 52 CIVIL (i()Vp:RNMENT. To liave their citizens ciijov all privileges and inun unities of citizens in the several states and ol' the United States. To preserve state boundaries. To have fugitives delivered. 'J'o have guaranteed a. A repuhliean form of government. b. Proteetio)! against invasion. r. Protection against domestic violence. To reserve powers not delegated to the U. S. nor prohibited by it to the states. EXERCISES- 1. What is the basis of representation in Congress? 2. Why shonld Congress have any control over determining the time, place and manner of electing Representatives aiid Senators? 3. Why should states be permitted to train the militia and ai)point its officers ? 4. What is meant by a "republican form of government"? 5. Explain what is meant by "reserved powers." Give an illustration. (). How is Congress limited in making new states? 7. How conld new states be formed from old states ? 8. Is citizenship delined and fixed by the United States Constitution? Why? 9. Explain why women are permitted to vote in national elections in a few states. ](». Ex})lain the ai^plication of the fifteenth amendment in determining citizenship. LESSON EivEVEX. Rights of iiuUvidiinIs As to domicile, in peace and in war. Soldiers shall not be quartered, in time of peace, in any house with- out the consent of the owner, nor in time of war, except in a manner to be prescribed by law. 53 NORMAL COURSE. Treason. Two witnesses to the same overt act, or a confession in open court, necessary to convict of treason. Security of the people in their persons, houses, papers, and effects against unreasonable searches and seizures. No warrants shall issue but upon probable cause, supported by oath or affirmation, particularly describing the place to be searched, and the person or tilings to be seized. In capital or otherwise infamous crime a. Grand jury must indict. b. Cannot be })ut twice in jeopardy of life or limb for same offense. c. Cannot be comitelled to be a witness against himself in criminal cases. (L Cannot be deprived of life, liberty or property without due process of law. e. Private property cannot be taken for public use witliout just compensation. ]n criminal prosecutions. ". Kind of trial? b. When tried? c. Where tried? c/. .Accusation ? e. ^lust be confronted by witnesses. /. Entitled to counsel. (J. Bail must be reasonable. k. Punishments must not be cruel or unusual. In civil actions. a. Jury trials, wliere value in controvers}' exceeds twenty dollars. b. .Second trinls as to matters of fact ? Privileges and immunities of citizens of the F. S. cannot be abridged by any state. States cannot deprive individuals of life, liberty or property with- out due process of law, nor deny to any person within its juris- diction the equal protection of the laws. r.I 9 CIVIL GOVERNMENT. EXKRCISES- Define treason against the U. S. Distinguish betAveen natural rights and legal rights. 3. Distinguish between grand juries and petit juries. 4. "A man's home is his castle."' Explain. 5. What jH'otGction is alTorded by tlie ti'inl by jury? 6. Define warrant. Indictment. 7. Do all states have grand juries y 8. Will the state provide counsel in civil actions? 0. "A man is presumed to be innocent until lie is found guilty." Explain. 10. What protection is afforded by grand juries? 11. What is the "bill of rights" of the Constitution ? \'L Mention tlie riglits of persons accused of crime. LESSON TWELVE. E:recutive. Vested in a president. Term ? Qualifications. a. Citizenship ? b. Age? c. Residence? Salary ? Oath of office ? How removed? rowers and duties. Commander-in-chief of the army and navy. Of the militia when called into actual service. May require written opinions of principal executive otficers. ^lay grant reprieves and pardons for offenses against the L'. S. a. Exceptions ? May make treaties under what conditions? 55 NORMAL COURSE. Shall nominate, and by and with the advice and consent of the Senate appoint (I. Ambassadors. h. Other public ministers. r. Consuls. (1. Jndge of Supreme Court. c. All other officers of the U. S. unless appointments are other- wise provided for. Fill vacancies during tlie recess of the Senate by granting commis- sions which shall expire at the end of their next session. Send messages to Congress." Convene Congress on e^ctraordinary occasions. Adjourn Congress under certain conditions. Eeceive ambassadors and other public ministers. Faithfully execute laws. Commission officers. ]\ray veto laws. EXERCISES. 1. Why limit the number of terms of a president to two? Is there- such limitation ? 2. Why ref[uire that he should be a native of this country? 3. Are children born alu-ond under eertain circumstances eligible to the presidency ? p]\]:)lain. i. What would be the disadvantages of electing the president by direct vote ? o. What is meant by receiving ambassadors? G. Tender what circumstances may he adjourn Congress. 7. Distinguish between reprieves and pardons. j^. How did President McKinley exercise his power as Commander-in- chief of the Army and Xavy during the Spanish-American war? LESSON THIRTEEN. Election of President. How are presidential electors appointed? 56 CIVIL GOVERNMENT. How is tlie nuinlK'i- for each state determined? Where do they meet? ]\Ianner of voting? What lists are made? Where are they transmitted after l)eing signed and certified? To whom directed? Wlio opens the certificates? In whose presence? How are the votes counted? What vote is necessary to elect a president? lender what circumstances does the House of Representatives elect the president? What quorum is necessary? How is the vote taken? How is the vice-president elected in case of non-election by votes of electors ? Why should the House elect the president when there is no election by votes of electors? Why should the president's salary not be increased during his term? What important contest raised the question "who shall count the electoral vote" ? In what respects does the present plan of electing the president and vice-president differ fi'om that in the time of Washington? Explain the unsatisfactory features of the old plan. Are there any weak points in the present plan of electing presidential electors? Explain. LESSON FOURTEEN. Tlie Vice-President. Who are eligible ? Election. a. By electors. h. By Senate. 57 NORMAL CUURSIi. Term ? Powers and duties. a. President of Senate. h. Acting president of the United States, EXERCISES. 1. Why not allow the Senate to choose their own presiding officer? 2. When does the vice-president vote in the Senate? 3. Name the vice-presidents who became presidents. 4. Who is the president /:i/'o fc/H./J0/-(? of the Senate? How elected? Duties? Methods of nominaiing candidates for president and vice-president before 1832. a. By congressional caucuses. b. By state legislatures, r. By local conventions. Since 1832. By national conventions. Nature of a National Convention. The platform ? Number of delegates from states ? Number of votes necessary to nominate? Relation of the "primaries" to district, state and national con- ventions ? EXERCISES- 1. What were the objections to nominating candidates for president and vice-president by congressional caucuses? By state legislatures? By local conventions? 2. What are the advantages of national conventions? 3. Explain why voters should attend the "primaries." 4. What are "primaries"? 5. Explain how the voters of your township or voting precinct are repre- sented in national conventions. 58 CIVIL GOVERNMENT. 6. Ill 1824 there were four candidates for the presidency; viz., Adams, Jackson, Clay and Crawford. Tell how each was nominated. 7. Explain the origin of the titles president and vice-president. 8. What is the order of pnjsidential succession? LESSON" FIFTEEN. The F resident's Cabinel. (I. Secretary of state. h. Secretary of the treasury. r. Secretary of war. (I. Attorney-general. e. Postmaster-general. /. Secretary of the navy. (J. Secretary oF the interior. //. Secretary of agriculture. EXEKCISKS. 1. Do the heads of these departments, as a hody, have any recognized legal existence or authority ? 2. Where do they iiold their jueetings? 3. Is a record kept of their proceedings? 4. Is the president hound to heed their advice? 5. Explain the ditference between the president's cabinet and the "Eng- lish cabinet." 6. What are the duties of the secretary of state? 7. Why is it improper to call him a ''prime minister" or "premier"? 8. Distinguish between ministers and cimsuls. 9. Explain why, in 1892, the gi'ade of ambassador was established? 10. What are the three grades of ministers? 11. What can you say ns to the rank and importance of the secretary of the treasury? 12. What are his duties? 13. Who are his chief assistants? of) NORMAL COURSE. 14. Who are disqualified frnni holding this |)osition? 15. With what does the department of the interior deal? 16. Descrihe the weather l)nreau. 17. Of what department is it a l)raneh? 18. What department manages the life saving service, lighthouses, etc.? ly. What are the duties of the following: Commissioner of patents? Commissioner of pensions? Commissioner of education? Land commissioners ? What are jndjlic lands ? How do settlers acquire title to them? Wliat instances can you give where Congress has given away vast tracts of puhlie lands? A^ame the president's cabinet. What is the Smithsonian Institution at ^^'ashington ? Xame the great i)id)lic l)uildings at ^\'ashington. What are U. S. revenue cutters? What are the duties of internal revenue collectors? ^0 22 23 24 25 26 LESSON SIXTEEN. The Judiciary. Supreme Court consisting of a. Chief justice. h. Eight associate justices. c. Holds annual sessions in Washington commencing the second Monday in Octoher. Subordinate courts. a. Circuit courts. h. District courts. c. Circuit courts of appeal. Justices of Supreme Court. Each presides over a circuit court, assisted by special circuit judges. The nine circuits are divided into seventy-tAvo districts in all, each having a special district judge. (50 CIVIL (iOVERNMENT. Judgei.. (I. A})[)oiiitx'(l liy president and Senate. b. Removable liy iHi])eaehnient. for wlial ? r. Tenure of office V d. Compensation!-' How fixed? When cliantiod ? c. Oatli of otiiee? J nrlsdicl ion . Original in what cases? AppeHate in what eases? U. S. disfrirf officers. (I. District attorneys. b. U. S. marshal. EXERCISES- 1. Why should U. S. judges hold office during life or good behavior? 2. What is meant by ''retiring judges" ? 3. Name the chief justices of the TJ. S. 4. Wliat is meant by "common law" ? By "statute law" ? By "equity" ? 5. What is an unconstitutional law? 6. Distinguish between a state and a territory. 7. How do territories become states? 8. How much of local government do territories enjoy? {). How are their governors appointed ? 10. How are their judges appointed? 11. What was the decision of the Supreme Court as to Porto Rico? 12. How is Hawaii governed? LESSON SEVENTEEN. EXERCISES- 1. What are taxes? Mention different kinds. 61 NORMAL COURSE. 2. What is an income tax ? 8. What is meant by "double taxation'' ? Illustrate. 4^. Explain the meaning of the "single or land tax." 5. What is a poll tax? (i. What are licenses? T. What are the duties of assessors? S. What kind of property is exempt from taxation? Why? !». Explain what is meant by a secret ballot. 10. Describe the "Australian ballot." 11. What are its advantages? 12. Is the ballot a natural right or a gift of the state? Explain your ansAver. 13. Who constitute the "state"? 14. In tbe government survey ot western lands explain the meaning of (t. The princi|)al meridian. It. The range lines. r. 'I'he base lines. (I. The township lines. 15. What important res(^rvation>; for schools were made in the town- ships ? 16. Give the origin of the township in New England. IT. Make a list of the different township officers. 18. Why do we have counties in the United States? 19. Make a list of the different county officers of your county and explain their duties. 20. What was the equivalent in A^irginia of the New England town meeting ? '21. What was the earliest form of civil community in Marjdand? 22. What systems of local government came into rivalry in Illinois? Why? 23. Tell of township government at the South. 24. What is the ideal size of a township? Of a county? Of a state? CIVIL GOVERNMENT. LESSON EIGHTP]EN. EXERCISES- 1. Leani the pivanible to the Constitution. 2. Make an outline of the government of your state, showing a. The dilTerent state offices. h. The names of incumbents. c. Tlieir duties and salaries. d. The powers of the governor. e. Tlie different branches of the legislature. /'. The number in each branch. (J. Plow often the legislature meets and hoM- long it continues in session. //. The pay of legislators. 3. Tell the important legislation of the last session of the legislature. 63 ORTHOGRAPHY. Including Syllabication, Orthoepy, and Use of Diacritical Marks. Text-books recommoidc'd for study or reference : Swinton's Xew Word Analysis $o-35 Reed's Word Lessons, .25 ORTHOEPY AND ORTHOGRAPHY. LESSON ONE. Orthoepy. Elementary sound? : Vocals. Sub-vocals. Aspirates. Letters : Vowels. Consonants. Syllables. Spelling. EXERCISES. 1. What is plionology or phonetics? 2. What is an elementary sound? 3. How many in the English language? 4. What are vocals ? Name them. 5. What are sub-vocals? 6. What are aspirates? 7. Distinguish between vowels and consonants. 8. When are lu and y vowels ? Give examples. 9. Distinguish between orthoepy and orthography. 10. What is a letter ? 11. What are cognate sounds? 12. What are cognate letters? 67 NORMAL COURSE. LESSON" TWO. The Vowels. According to the International Dictionary, a has eight sounds; e, five; i, three; o, four; and u, six. A (long) marked with a macron, as in ale. A (short) marked with a breve, as in um. A (Italian) marked with two dots above, as in arm. A (short Italian) marked with one dot above, as in ask. A (broad) marked with two dots below, as in all. A marked with one dot below, as in what. A marked with a macron and a dot, as in senate, A marked with a caret, as in cfire. Mark the following: Baste, bat, bar, bawl, cabal, carp, dance, data, flaw, flask, gallant, gas, ma, mama, path, raft, quarry, quaint, ant, laugh, almond, after, aunt, master, natiil. almsli, preface, chaotic, parent, bear, ah, art, father, grass, final, infant, luisband, was, quality, custard. LESSON TPIREE. E has five sounds: E (long) marked with a macron, as in eve. E (short) marked with a breve, as in met. E marked with a wave, as in fern. E marked with a macron and dot, as in event (first e). E as in recent (second e). Mark the following: Mete, serene, prey, vein, feigning, heir, there, whereof, depend, create, her, ever, inference, decency, novel, obey. 68 OHTHOiiFY AND ORTHOdRArHV. 1 has three sounds : 1 long- as in ice. [ short as in pin. I as in idea. Mark the following- : Time, sight, hind. tril)unal, pily, tirm, Ijird, virtue, pique, machine. LESSOX FOUR. has four sounds : long- as in ohl. short as in odd. as in obey. as in orl). ^[ark the foHowing: Do, bold, note, tobacco, sorrow, lord, order, abhor, forest, torrid, remoxe, wolf, w(nnan, other, welcome, hibor, favor. U has six sounds : U (long) in use. Mark — . U (short) in up. Mark —. U in unite. Mark — . U in rude, INIark .. (two dots below). U in full. Mark . (one dot below). U in urn. Mark ^ . ]\Iark the following: ]\ln(e, tune, duty, actuate, rumor, intrude, joyful, ])ush, under, furl, truth, purse. E as in recent (second r) . LESSOX FIVE. 1. Diphthongs are proper or improper. Define and give exani])les. What are triphthongs? Give examples. 2. A digraph is a combination of two characters to express a single sound. 69 NORMAL COURSE. The following are vowel digraphs : Aa, ae, ai, ao, au^, aw, ay, ea, ee, ei, eo, eu, ew, ey, ie, oa, oe, oi, oo, ou, ow, ua, ue, iii, uy. Use these in words. 3. A trigraph is a conibinatio]i of three chai-aeters to express a single sound. The following are vowel trigraphs : Aye, awe, eau, eou, eye, ieu, iew, owe. Use these in words. 4. What are double consonants? Point out the double consonants in the following: Chaise, chord, laugh, physic, hush, thin, thine, when, sing. LESSON SIX. The DiphtJhon,j. Proper. Improper. A proper diphthong is tlic union of two vowel sounds in a syllable, neither of which is silent ; as ou in out, oi in boil. An improper diphthong is the union of two vowi-l sounds in ;i syllable, one of which is silent; as ou in court. EXERCISES- 1. Name the proper di])hthongs and give words containing them. 2. Name ten improper diphthongs and give words containing them (di- graphs are considered improper diphthongs). 3. Classify the diphthongs in the following : Coil, steady, rough, pleurisy. fraught, weapon, boy, how. foul, cloy, east, could, day, breath, void, loud. Joyful, shower. 4. Are there diphthongs in icy, cube, do? Explain your answer. LESSON SEVEN. The Consonants. As to order : Mutes. Semi-vowels. 70 ORTHOEPY AND ORTHOGRAPHY. As to organs of speech : Labials. Dentals. Linguals. Palatals. As to nature of the sound : Sub-vocals. Aspirates. KXERCISES. 1. Explain the above terms and give examples of each. 2. Classify the letters in the following words according to the outline given above: Which, wound, singing, chide, veal. 3. When are ir and y considered consonants ? Illustrate. 4. What are aphthongs or silent letters? LESSON EIGHT. OrthngrapJty. L Words: MonosYllal)le — word of one syllable. Dissyllable — word of two syllables. Trisyllable — word of three syllables. Polysyllable — word of four or more syllables. 2. Define accent. What two uses? Accent : Primary? How marked? Secondary ? How marked ? Acute? How marked? Grave ? How marked ? Circumflex ? How marked ? 3. Mark the primary and secondary accents of the following words, using one mark for primary and two marks for secondary: Unction, rebel, accent, concert, insult, absent, compound, frequent, advertisement, con- trary, legislature, lamentable, vagary, infamous, armistice, admirable. Interesting. 71 NORMAL COURSE, 4. Words: Primitive. Derivative. Compound. Define the terms used in the outline and give examples. 5. Define prefix and sutlix. Give examples. LESSSOX XIJs^E. Words are divided into syllahles, (n) sometimes to slio'.v tlieir proper pronunciation, as a-dorn, (b) sometimes to exhilut tlieir etymological com- position without regard to their pronunciation, as ad-orn. In the United States the etymological principle is used oidy in separating prefixes, suffixes, and grammatical terminations from the radical part of the word, where it can be done without misrepresenting the pronunciation. Words should be uniformly divided so as to represent their pronunciation in the most accurate manner, l)ut where the etymological princi])le of syllabication can he employed, without violating tlie orthocpical, it is often used. In all cases of doubt consult a dictionary. Words having two or more sylla))les may be divided at the end of a line, but only at the end of a syllal)le. The jtart on either line should con- sist of two or more letters, otherwise the word should not l)e divided. It is important that the word should be divided so as to convey no misconception at first glance. Thus a word like occurrences is better divided occur-i-ences than occuri'enc-es. LE8S0X TEX. EXERCISES. Divide the following words (a) according to their pronunciation, (b) according to their composition or di^rivation : Habit, considerable, philosopliy, individual, phenomenon, progress, ani- mal, physiology, magnificent, apology, separate, biography, prisoner, profit- able, reformation, antipodes, barometer, metroiiolis, ventriloquist, contribute, democracy, polygamy, stenograjihy. theology, cylinder, integrity, metal. ORTHOEPY AND ORTHOGRAPHY. Insert the liyplie]i in lliosc })lac('s only in whii'li tlie dixision appears best at the end and the beginning of lines: Classical, patronage, })antheisnK benevolenee, superlative, nomenclature, artificial, belonging, parsonage, neigiiborhood, correspond, exclusive, acquaintance, introduction, improper, moreover, inference, emaciated, manu- facture, happiness, considering, sufficient, magnificence, disrespectful, super- numerary, haughtiness, abide, teacher, national. LESSON ELEVEN. Tke Use of the Hyphen in Compound Words. Compounds sanctioned by long continued usage are consolidated, while those of more recent or less general use are distinguished by a hyphen; as bookseller, penman, well-meaning, mirth-provoking. Phrases used as ei)ithets or as modifiers, use the hyphen; as up-to-date, never-to-be-forgotten. Cardinal numbers from twenty to one hundred are written with a hyphen; tlius, sixty-nine, eighty-three. So also fractions; as three- fourths. To-day, to-night, to-morrow shoubl be written with a hyphen. Prefixes, or similar parts, are separated by a hyphen if they stand be- fore capital letters ; as anti-Eepublican. In the following use hyphens where needed : Allwise, incense breathing, bookkeeping, shoemakmg, forthcoming, barefaced, slaveholding, needle- woman, niarketwoman, unheard of project, four footed instinct, many languaged, worn out cloth, out of door sports. The compounding of words is sometimes necessary to make the mean- ing clear; as highlands, high lands, nobleman, noble man, roundhead, round head, freemason, free mason. LESSON TWELVE. Substitutes represent sounds that are usually represented by other let- ters or combinations of letters; as short u has one substitute: o, son. 73 NORMAL COUKSE. KXKRCISKS. 1. AVhat substitutes has .r.'' Illustrate. 'i. lu alien and Christian explain the souiul of >. I). In gracious what is the substitute f(U' ri .' 4. How many substitutes has s? Illustrate. 5. Write a word in which // has the sound ot sh ; .>• the sound of z; / the sound of Y ; (// the sound of j ; pli the sound of f. 6. Explain the substitutes in the following-: Feint, they, sought, marine, fiend, l)iirv. sir, mvi-rli. choir, hviuu, view. T.ESSOX TiiiiriM':Ky. Mark diacritical ly tlie following, using proper accents and indicating the syllabication : Eyelet, laudalile. vertical, trichina, shoeing, docile, coerce, repartee, catechise, dishaliille, pneumonia, trough, thrall, resume, aching, audible, carte-blancbe, indictable, diarrhea, apocrypha, divan, watch, plagiarism, iiuerrilla. LESSOX FOFRTEEN. Words : Simple. Primitive. Compoimd. Derivative. EXERCISKS. 1. Explain the above terms and illustrate by examples. 'i. What is meant by the root of a Avoi-d ? Illustrate. 3. What is meant by the etymology of a word ^ Illustrate. 74 <)RTH(H:PY and OHTIKXiU aimiy. I. Wlieii arc words said lo l»c (iiii/hcrj'd ' 1 llusi rate. ."). (Vwv the dilTci'cnt. suurccs of the I'jiulisli lan,i;ua.i;('. (). Wliat is meant by tlic (k'rivatioii of words ? 7. Give the derivation of tlie followiii.ii' : Crncial, doniieil. oculist, niillnn'i' l)ankru[)t, satiety, rcalit}', rotation. ])u,uiiacious. uiidti-clla. LESSOX FIFTEEN. Explain the iiieaninES. 1. Give the derivation and definition of noun. 2. Distingnish between |ir(>j)cr and c-ommon nouns. 3. Give illusti'alions of the dittd'cnt kinds of coinninn nouns. 4. How may a iiro/ici- inmii Ik conic a coiiiiNnji itouii'^ Illustrate. 5. Sliow liow a coin moil iioim iiia\' hccomc a jirojirr noun. 6. When two or more woi-ds form l)Ut one name, they are taken together as one noun. ({i\e iJlustrations. 7. Form abstract noujis from hard, dull, slow, growtii, think. 8. Classify tbe following ncmns : Boy, (diaries, Xew "^'oi-k, biaglitness, jury, standing, destruction, skill, childhood, sentiment, rurniture. wheat, tea. LES80X TWO. Gender, Definition. Kinds : Masculine. Feminine. Xeut(M-. (lltA.MMAl!. KXKU'CISKS. 1. Distiii.U'iiisli lictw't'cn -^cv niul uciidcr. 2. 'riu'i'c ni'i- three wnys of (leii()tiiiuHixes:, as man-servant, iiiaid-sef\an1 ) . c. r>\- use (if dilVei'ciil words; as hoy, u'ii'l. llluslrate each of the aho\c h\ llxe e\aiii|)le>. 3. (live ii'eiidei- (if thi' roHowiii^: I'nele, uoveriiess, hird, caltK', pen. iid\, ship. fox. heir>. pools, hee. ehihl. exeeiiii'ix, sultana, e/arina. infant;!, siynora. 4. Give the feuiinine of the roHowini;- : Ael. v*. Wlien is a noun said lo he of the first person? Illustrate. 3. When is a noun said to be of the second person? Illustrate. 4. ''Mr. Smith requests the pleasure of ^fr. Larkin's company at a "'ather- ing, etc."" What is the person of Mr. >. In what ways may the plural be formed irregularly? 4. Form the plural of the following : Buffalo, potato, piano, solo, trio, cuckoo, attorney, turkey, knife, belief, Mr., father-in-law. English- man, maid-servant, Mussulman, German, Miss Jones, s,+, !). if, and. 5. Give five nouns that have no plural, five that have no singular, and five that have the sanu' form in both numbers. (i. How is the number of collective nouns determined ? 7. Give five examples of nouns which have each tM'o plurals dift'ering in meaning. LESSON THEEE Case, Definition. Nominative Subject. Predicate or attribute com])lement. Apposition (explanatory). Indejjendent. Absolute By direct address. By exclamation. By pleonasm. By position. With a participle. 84 GRAMMAR. Possessive To denote owiiei'ship. To denote authorship. To denote origin. 'J^o (h'liotc kind. Ohjcetivt' Alter a vci'h. After a pi'epositioii expressed. After a preposition understood (indirect ol)ject). Apposition (explanatory) . Subject of a verb (infinitive). Adverbial (to deuote time, distance, measure, value, direction). Cognate (related to the verb in meaning, as 1 ran a race). Objective complement (completes the predicate and belongs to the object, as They made him spealrr). EXEUCJ.SES. 1. \\'hat is tho case of an explanatoiT modifier? 2. Compose sentences in which nouns sliall be put in the nominative case in four ways; in the objective in five ways; in the possessive in two ways. 3. Write the possessive singidar and the possessive plural of farmer, ])rincess. ox, genius, deer. 4. Make tiie following indicate ])Ossession by using, first, the possessive sign, and second, the preposition of: Knight-templar, Alexander the Great, everybody else, John, James. 5. Illustrate the use of direct and indirect objects. 6. What is meant by the dative object? 7. What is meant by the adverbial objective ? LESSON FOUR. Outline for Parsinf/. Class . Sub-class * 85 NORMAL COURSE. Properties. Gender. Person . j^umber .' Case . Syntax .' Pule ; Moil el I'lirsiiif/. John loves liis horse. John, noun, |)ro])er. thii'd person, siii.uvihtr nuuilier, masculine gender, nominative case, snhjcct of loves. Rule: The sul)jeet of a verb is in the nominative ease. Horse, noun, common, third j)ers(ni, singidai' numhei-, masculine gench'r, objective case. Pule: Pile oliject of an acti\-e transitive verb is in the objective case. Parse the nouns in the following sentences, using the above model : P (ieneral Sherman's army disl ingnislu'd ilseli' during the siege of Atlanta. 'i. -John, teach the hoy mannei's. ;>. She moves a goddess. 4. He is call<'d James. ."). The wind shifting, they departed. (i. They iinide Garfield, the statesman, president. 7. She sleeps the slee[) of the just. 5. He lived in Xew York ten yea'rs. !>. They believed the tramp to l)e an lionest man. 10. (irant's success as a general was due to his perseverance. The Fro II OH II. Classes : Personal. Simple. Compound. 86 GKAMMAK. K'clal ivc. 'Simplo. Ton I pound. Double. Possessive. Interrogative. Adjective. Distributive. Demonstrative. Indefinite. l?elative. ^Modillcalioiis or projx'rties : Person. Xumber. (Jend(>r. (^ise. Uses : Subject of ibe sentence. Predicate or nttrihntt' coniplenient. Object coniplenimt. Object of a pi'eposition. Independent. EXKRCISES- ]. Detiiie tbe different kinds of pfdiiouns. (liNc examples of eacb kind. 'i. Illustrate tbe dilfereiit use< of the ])r<)noun. (Sec outline.) 3. Define antcf-edent. SubsiMpicnt . Il!u>1i'ate. 4. Name ibi'ce dilfercnt kinds of nntcccdcnts. \\'rite a sentence in wbicli tbe anteee(lcnt is understood. 5. How do we determine ibe uicndei'. number. pers(m. and case of ])ro- nouns ? (). Decline be. slie. it. wlio. wbal. tlial, 1. iIkui. you. myself, bimself, tby- self, wliot'ver. 7. Distino'uisb l)etween personal and relative pi'oiKnins. »7 NORMAL COURSE. 8. What two purposes do relatives serve in sentences? 9. Illustrate the use of irliat as a double relative. 1(1. In what three ways do nouns and pronouns resemble each other? State three ways in which they differ. 11. Give the correct use of ii'ho. which, ivhat, that. Correct and give reasons : I, you and John must remain. John, he has l:)een absent. Every one should pay his or her fare. He is noble which does his duty. This is the horse whom we admired. 'i'i. Illustrate the use of as and hut as relatives. 13. Why are the demonsti-ative pronouns this and that inflected? 14. Distinguish between the use of this and that as pronominal adjectives and as demonstrative pronouns. 15. Parse the [)ronouns in the following according to the outline given below : It snows. He footed it across the country. The book is mine. I myself was present. Teach me what is right. Whoever studies will learn. "As many as came were baptized."" What shall I do? I failed to remember who he was and what he meant. Outline for Parsing. Class, Personal. Relative. Interrogative. UKAMSIAK. Sub-class, Simple. Compound. Double. Antecedent or subsequent. Gender. Person. Number. Declension. Case. Eiile. LESSON FIVE, The Adjective. Classes : Descriptive. Common. Proper. Compound. Participial. Definitive. Articles. Definite. Indefinite. Numerals. Cardinal. Ordinal. Multiplicative. Pronominals. Demonstrative. Distributive. * Indefinite. Eelative. Interrogative. 89 NORMAL COURSE. Modifications : Comparison. Kinds. Ascending. Descending. Regnlar. Irregular. Degree. Positive. Comparative. Superlative. Uses : Modifier. Attribute complement. Objective complement. Tests : EXERCISES. 1. Define the different kinds of adjectives. Give examples of each kind. 2. Explain the use of a, an, the, all, a fctr. feir, a little, little. 3. What is the purpose of inflecting most adjectives? 4. ]n ^\•hat two ways are the comparative and the superlative degrees formed ? 5. Give ten adjectives that do not admit of comparison. 6. Compare: Hood, fur, hi int. Intc. little, many, much, near, old, tjad, iiH/h . 7. (live the positive and superlative of inner, outer, upper. 8. Cse the following as adjectives: Iron, book, cabbage, street, house, door. 0. What are adjective ph cases? llhistrate. 10. A\'hat are adjective chiiise>- ? illustrate. 11. A\'rite four sentences, using Ihe following, first as adjectives, second as pronouns: This, that, each, cither, another, any, many. 90 GRAMMAR. 12. Correct and i;i\c reasons: An eagle is tlie i)i rd of ])rey. I have a sort of a misgiving. He was more eheerrulii'r yesterday. Sing the two lirst vej'ses. lie arrivt'd sal'ely. 13. Illustrate the use of irhiii as a relative adjective. As an interrogative adjective. Outline for Parsing. Adjective : Sub-class. Comparison . CV)nst ruction . Eule. According to outlines, parse the nouns, pronouns and adjectives in the following: St. Paul, the a])ostle, was beheaded in the reign of Nero. ''Friends, Romans, countrymen! lend me your ears!'' Where are the Platos of modern times? "Wert thou as we are !'' Teach me what is right. His being sick prevented him from secui'ing a position at Tiffany's. That that that that boy parsed is not the that under consideration. "The gay will laugh. When thou art gone; the solenni brood of care Plod on, and each one as before will chase His favorite phantom : yet all these shall leave Their mirth and their employment, and shall come And nudce their l)ed with thee." — Bnjanl. What merely adorns is not permanent. He lost whatever money he had. Such as prefer may renniin. I know what was wanted. 91 NORMAL COURSE. The hat is his. There is no excuse for their remaining. This book of mine was lost. He worked at Mr. Bradstreet, the merchant's store. He never tliought of its being improper that he should smoke. I believe him to be an honest man. We never thought of their coming so soon. The governor pardoned her, an act of clemency. LESSOA^ SIX. Tlic Verh. Classes. As to form : Kegular — weak or consonant. Irregular — strong or vowel. Redundant. Defective. As to rank : Principal. Sul)ordinate. Auxiliary. As to meaning : Transitive. Active. Passive. Intransitive. State. Action. As to syntax : Finite. Infinite. Infinitives. Participles. 92 GRAMMAR. Uses To assert action, being, or state. To assume action, beiiig, or state. Participles. Infinitives. Modifications Voice : Active. Passive. Mode : Indicative. Subjunctive. Potential. Imperative. Tense : Present. Past. Future. Present perfect. Past perfect. Future perfect. Xumber : Singular. Plural. Person : First. Second. Third. Infinitive : Present. Present perfect. Participle : Present. Past. Past perfect. 93 NORMAL CO! USE. EXEKCISES. 1. AYhat arc the tests of verbs? 2. Define and illustrate the different kinds of verbs. 3. Illustrate the different uses of verbs. 4. Wliat is meant l)y the eonjua-ation of a verb? Synopsis? Name the different kinds of conjuaation. Illustrate. T). Write a synopsis of the verb walk, third jicrson, jjlural. (!. Wi'ite two sentences usinii' verbs intransitively, and then use the same transitively. 7. Write a sentence containing a noun in the ol)jective case, subject of a verb. 8. Explain and illustrate : Object complement, objective complement. 9. Explain the use of auxiliary verbs. Name five. 10. Name five complex verbs. Five reflexive verbs. 11. What are verb phrases? Illustrate. 12. Give five exam])les of copulative verl)s. 13. Define defective verbs. Name five. 14. How do redundant verbs differ from defective verbs? Voice. Mode. LESSON SEVEN. Define and illustrate tlie different voices. Explain the voice of the vei'bs in the I'ollowing: The gj-ound [dows easily. HMie house is building. "The mchmcholy days are come."" Define and illustrate the different modes. Give the different mode signs. Why is the subjunctive mode so called? Explain the use of .shaJI, ici]J. hhii/. ran. ironld. .■^JiouIJ. Define the different tenses. Illustrate the different tenses in each moilc. 94 GRAMMAR. What is meant I)y Ihe "Historical I'rescnf ? Illustrate. Explain tlic tense of the vei'hs in tlie followiii;^- : "Flowers will l)loQni when S]irinTibordinate: Causal. Temporal. Local. Manner or degree. EXERCISES. 1. What are correlative conjunctions? lllustrat e. 2. Classify; And. hut,, othenvise, hence, inasmuch, unlil. thence, although. 3. Certain combinations of words have the force of connectives and should be parsed as conjunctions or conjunctive adverbs: e.g., as irell as. Give other illustrations. Tlie Interjection. EXERCISES. 1. What are interjections? Give derivation of the M'ord. 2. Xame ten interjections. 3. What are interjectional phrases ? Illustrate. 4. Illustrate how other parts of speech when used as exclamations may be treated as interjections. 5. Look! Your house is burning. What two uses has look? 100 GRAMMAR. Ol'TLIXIOS FOI; I'AliSlNCi. Adrerb. r re position. Con iuiichoii. 1. Chiss. 1. Class. 1. Class. 2. Comparison. 2. Antecedent. 2.' What does it conneet ? ;>. Construction. 3. Object. I. Hide. Accdrdiiii;- to outlines for parsinii'. parse the italicized words in the follow- ing sentences : 1. -■L«7//^7', //r x(y/;.s- of Spain ! Airtd'c ! Advance! Tjo I Chivali'v, your ancient goddess, cries; >V^;/. is her \-oice more feeble than of i/ore, When lier war song was heard on Aiulalusia's .shoi-e? — Ili/ron. 2. If has been well said concerning the custom of pi'cfacing the art of spealving any tongue 1>tj a drilling in the parts of speech and their functions, tlial is (dfoiil as reasonable as prefacing the art of umW- iuij l)y a coui'se of h^ssons on the bones, museles and nerves of the leg. — l>[)encer. 3. There are things of which I may not speak, There are dreams that cannot die; Tliei'e are thoughts tlia/ make the strong heart ircfdr And bring a pallor into the cheek. And a mist before the eye. And the words of that fatal song- Come over me iil'e a chill: "A boy's will is the wind's will. And the thoughts of youth are long, long thoughts."' — Longfellow. 101 NORMAL COURSE. LESSON elevp:x, Diagraming. The following illustrates Reed and Kellogg's system of diagraming Soldiers . dri bell , was rung \^.V He . lives bridge <^. Explunaiiou. — The two lines shaded alike and placed ujjpermost stand for the suhjeet and the predicate, and show that these are of the same rank, and are the principal parts of the sentence. The ligliter lines, placed under and joined to the suhjeet line, stand for llie less important parts, the modifiers, and show what is moclihed. Notice that tlie lines on which prepositions are placed extend Ixdow the lines on whicli their objects are placed. In the fourth sentence. *>///// modihes the whole phrase. In the third, just modifies the preposition. Iron I IS I "^ ^ hard A 6 loves money \<- The slanting and jx'rpendieular lines used with complements do not extend below the base line. See live and six. 102 John GRAMMAR. 7 study / grammar \ James ;^ \ \ to. =r. / \ \; recite / \ history ft) y—\ Charles §^ 3 1 D-aritiimetic \ In seven, x shows that a eonjiinetion is understood. Botli is nsed to strengthen the real eonnective (tiul. Kiihcr and neither do the same for or and nor in eiflier — or. iieilJier — nor. 8 9 He (hero) ^ came and Congress , made ^ general j Grant We 11 learn do doi ng In eleven, the line re])resenting the participle is broken; the first part representing the partici])le as a noun, and the other as a verb. LE8S0X TWELVE. Diagraming Continued. 12 wood ^ ' «*Wn V forest The line standing- for the participle is broken ; one part slants to represent the adjective nature of the participle^ and the other is horizontal to represent its verbal nature. 103 13 tellA \s,. NORMAL COURSE. I story commanded \ attention 14 home \ live All that rests on the subject line is regarded as the subject. I£is is made to modify that part of the line which represents the participle as a noun ; and accurately/ the other part, because it is an adverb. '' {^^) I " ^ is ^ human Notice that to is considered a preposition. 15 atmosphere ^ should be ^ pure face ^ \c> \ him we , live /hich who ( drinks 16 place ■k seeds i\are sown The upper, or dotted part, of the line repre- sents tohere as a connective ; the lower, or heavy part, represents it as moaifying are sown. 17 We I shall go 18 ^ ■ go it , has, rained but. I 1 return In seventeen, because, being a mere conjunction, stands on a line wholly dotted. 104 (iKAMMAK. Ill eightci'U. the chuiscs jirc of ciiiial I'ank. iiiul so I lie lines on which llicv stand are shaded alike, and the line eonnectin,u' them is not slanting. The t'oreu-oiu^i!,- illusti'ate the |irinei|)les of Keed and Kellogg's system of diagraniin-:'. Thei-e ai'e otiiei- nood systems, any one of which the student is privileged lo u>e. LESSON THIRTP]EK .1 IKlll/sis. Distinguish hetween the analysis and the diagraming of a sentence. The analysis of a sentence may he ])erformed mentally or it may be indicated on i)a])er. There is some danger that the average student will de])en(l too mueli en granhical re])resentations of analysis. Directions for (iiid/i/xis: In analyzing simple sentences, find (1) The subject, (2) the pred- icate, (3) the object, (4) the modifiers of the subject, (o) the modifiers of the predicate, ((>) the modifiers of the object. ]\Iodifiers of the subject or object must be adjectival, and may be adjectives, adjective phrases, or ad- jective clauses, ^[odifiers of the predicate must be adverbial and may be adverbs, adverb phrases, or adverb clauses. In analyzing comi)lex sentences, (1) find {a) the principal proposi- tion, (b) the subordinate propositions; (2) reduce complex propositions to simple sentences and then analyze, commencing with the principal propo- sition. In compound sentences each member should be analyzed as a simple or complex sentence. If necessary for analysis or parsing supply all ellipses. Sfnfrnres. Classification With respect to use : Declarative. Interi'ogative. 105 NORMAL COURSE. Imperative. Exclamntory. With resjieet to form : Simple. Compound. Complex. 1. Illustrate and define tlie different kinds of sentences as outlined above. 2 Write a compound sentence from which Ihe connective is omitted. Principal elements. Subject. Complete : Word. JsToun : Verbal. Gerund. Pronoun. Clause. Phrase. Incomplete: Word without modifiers. Predicate. Complete : Verb with modifiers. Verb alone. Iiaving no modifiers. Incomplete : Copula with complements (predicate noun or jiredicate adjective). Illustrate the different elements as outlined. Subordinate dements. Adjectival : Adjective. Participle. 106 GRAMMAR. XcMiii ill apposit ion. A i)ossi'Ssiv('. ]^i'('p(isi(i()iial pliiase. Athi'i'liial : Adwrl). Adverbial [iliraso. I'rcpositinnal ])lira?o. Xouii phrase. Participle phrase. Object compl(>iiieiit : . Xoiin. Verbal. (leruiKl. Pronoun. Infinitive. Phrase. Clause. Objective complement : Adjective. Participle. Infinitive. Study the outlines of principal and subordinate elements and illus- trate the different kinds. Predicates. ]Most authors call the verb the predicate. When modified, the verb itself, is called the incomplete pre(ficate. A c()in])U'te predicate is of two kinds, (d) it consists of a verb alone, (b) or of a verb with its modifiers, which may be words, phrases or clauses, (c) or of a copula verb and its atti'ibute complements, predicate' adjective or |)redicate noun. The verbs he. heroine, .^eeiii. etc., ai'e known as copidas. and the c()m})leting words, attril)ute complemeiits. Some arammarians call the adjective and the noun, when so used, the predicate adjective and the predicate noun. In the sentences: Corn i^rows : He is sick; Cattle fatten rapidly in rich ])astures, the complete predicates are (/roK's. is sick, and fatten rapidly 107 NORMAL COURSE. in rich pastures. The incomplete predicates are is and fatten. Sick is called an attribute complement or predicate adjective. Some authors would call grows, sich and fatten predicates and is a copula. Subjects are considered similarly. For instance, in the sentences : John sings, Small lakes are numerous, Julrn and small lakes are com- plete subjects, wliile hikes is an incomplete subject. LESSOX FOUETEEN. Model Analysis. Soon rested those who fought. This is a sentence ; declarative, com- 2>lex. "Those rested soon" is the principal })roposition. "Who fought" is a subordinate proposition. Tlie chuise "who fought" is an adjective modi- fier of tJtose. The princi{)al ])i'o})osition is a simple declarative sentence of which those is the subject and rested tlie predicate. Rested is modified by the adverb modiliei' soon. Resled soon is the complete predicate. The subordinate proposition is a simple declarative sentence of which ivlio is the subject and foagJit the predicate. 1. A man less diligent in business would have failed in the enterj»rise. ■^. His wish is that we should come early. 3. A de])ot is a ])lace irhcre goods are deposited. 4. The joys that cheei- u^ most in life spi'ing from worthy acts and good deeds which we have perfoi'med. o. Frankness is certaiidy connnendahle. hut iin[)udeuce is \cry otiV'Usive. (i. I will grant irhal you want. T. To study diligently when one is sick is irksome. 8. The traveler sto])ped to ask irhat was the mattei'. !). He dechwed // to be his opinion that tlu' man only elainied irli((l was his own. 10. "Wheresoever the carcass is. there will the eagles be gathered also." n. "Whoever builds a cliiireh to (iod. and not to fame. Will ne\er mark tlie marble with his name." 10b GRAMMAR. \'L IMintoyraitliy is \hv art which cnahlcs commonphicc lui'diiH rit y to look like . Iv\])I;iiii IIk' ciisi' of morn, and i;ivr the coiistnictiou of disconsolate in 11. Point out tlu' correlative eoiijiuietions in It?, and explain their use. Tn 13, ])ai-se irlml and as. Parse all adjectives in 1 1. Parse words italicized in 15 and Ki. Is there an ellipsis in IT) ? LESSON SIXTEEN. "They had neither clock nor almanac, nor l)ooks of chronology, history, or 2)hiIoso[)hy. The periods of their lives wore marked l)y those of nature. They knew the hour hy the shadows of the trees; the seasons hy the kinds of fruits and Howers ; the years by the number of harvests."' — From Paul and Vinjinia. 1. (live tlie ])rincipal and subordinate clauses in the aljove and tell what each subordinate clause modifies. 2. Which of the verbs are transitive? ;'). Xame and classify the object complements. 4. Xame the adjective and the adverbial phrases and tell what each modifies, o. Diagram : So live, that when lliy summons comes to join The innumeraljle caravan which moves To that mysterious realm where each shall take His chand)er in the silent halls of death. Thou go not. like the (juarry shirr at night. Scourged to his dungeon, but, sustained and soothf^l By an unfaltering trust, api)roach thy grave Lil-e one irho wraps the drapery of his couch About him, and lies down to pleasant dreams. — Brijanl. Ill NORMAL COURSE. Name and classify the adverbs. Parse the words italicized. What are the modi tiers of thou'! What part of speech is that (first line) ? What is the subject of the principal proposition? Classify. the phrases and clauses and tell what each modifies. Then methought the air grew denscx, perfnmed from an unseen censer, Swung b}' seraphim whose footfalls tinkled on the tufted floor. "Wretch/' I cried, "thy God hath lent thee — by these angels he hath sent thee, Eespite — respite and nepenthe from thy memories of Lcnore ! Quaff, oh quaff this kind nepenthe and forget this lost Lenore !"' Quoth the raven — "Xevermore !" — Foe. ^^'hat is the equivalent of mctJioiujht'I How is it parsed? What part of speech is sining? What does it modify? Case of IV retch? Object of cried? Explain the case of tJiec. Explain the case of respite and nepenthe. Parse nerennore. Justify the use of the jnuictuatiou marks. LESSON SEVENTEEN. EXERCISES. Correct and give reasons for corrections : 1. Each man, each child, and each woman know the liour. 2. Neither avarice nor pleasure move us. 3. I never smoke and I ncvci- intend to. 4. It snows most every month. .-). He arrived safe. G. The boy was injured by a stone and dit'd with violence. 112 GRAMMAR. 7. 'I'liL'v drove along silently and wilh entliusiasiu. cS. The shears is sharp. 9. They are a ])ronoiin. H>. When you meet my uncle or my aunt, send them home. 11. The dog, it was killed, r^. Tlu' moon shone in all its s|)lendor. l.">. Me walked into and rode through the city. 14. The detectives are hired hy and employed lor tlu' safety ol a few. 1.-). Who -did he s})eak to? 1(). The hoy, him who you saw, was not John. 1 7. The dog was his'n. 15. He owned a Knight"s-templar's sword. 19. The hoys hoat was lost in the storm. ■^0. He is taller than me. 21. I expect that he sold his horse. 2'L They had ought to see him. 23. Sit the ])itelu'r on the floor. 24. Go and lay on the lounge. 20. I ohject to the senator speaking again. 2G. Let you and I try it. 27. Between you and 1, he is in the wrong. I'unctuate and capitalize: upon a certain day near the close of the year T4T of i-ome three men riding U])on camels fro.n different directions met ahout noon in the nudst of the arahian desert they wei-e l)althasar an egyjjtian a representative of the race of ham melchoir from hindoostan of the race of shem and gaspar a grecian a descendant of japheth worshi];)])ers of tlu' true god their livt^ spent in love and ])rayer and service to him and to tlieir fellow men each had heen directed in vision to seek his unknown friends and to go in company with them from the desert of Jerusalem when arrived at Jerusalem they asked of everv one they met where is he that is horn king of tlu' jews for we have seen l)i< sinr in the east and are come In worship him. — From llcii Uiir. 118 NORMAL COURSE. there was a sound of revelry by night and belgiums capital had gather 'd then her beauty and her chivalry and bright the lamps shone o'er fair women and brave men a thousand hearts beat happily and when music arose with its voluptuous swell soft eyes look'd love to eyes wliich spake again and all went merry as a marriage boll but hush hark a deep sound strikes like a rising knell the thunder clouds close o'er it which when rent the earth is covered thick with other clay which her own clay shall cover heap'd and pent rider and horse friend foe in one red burial blent. — Byron. LESSON EIGHTEEN". EXERCISES. Outline Whittier's "Snow Bound." Explain the figures of speech in the selections of Lesson 17. Write an essay of five hundred words on some familiar topic 114 PHYSIOLOGY AND HYGIENE. Text-books rc'coinmeiidc'd for stiuiv or reference Huxley and Youmans' Physiology, $1.22 Martin's Human Body — Briefer Course, 120 Cutter's New Anatomy, Physiology, and Hygiene i-20 Dalton's Physiology and Hygiene 84 Tracy's Outlines of Anatomy, Physiology, and Hygiene, 1.00 PHYSIOLOGY. LESSOR OXE. Life Sciences: Botany, Zoolo.iiv, Physiology. Biologij is the study of life. Departments : a. Anatomy, study of the structure, form and connections of the parts of the body. J). Physiology, study of the functions and uses of the oi-gans. r. Hygiene, study of the laws of health. (1. Histology, mieroscojnc anatomy. The solid parts of tlie body are cells, fibers which have grown from cells, and inter-cellnlar substance made by cells. These cells are more or less rounded masses of protoplasm usually surrounded by cell walls. Fruiuplasiii (physical basis of life) : a. Xature : viscid and more or less granular. h. Properties: Contractility, Irritability. ^Ieta1)olism, liespii-a- tion, ]^'|)r()duction. CelU: (1. Composition : Cell l)ody. Cell nucleus, Xucleolus. h. SizerssVi to 3^17 of an inch. c. Shape; globular found in blood, flattened and thin as muscle cells, elongated to form fibers. (J. Found everywhe;'e in body. ('. Length of life, from a U^w hours to years. /. Reproduction, l)y division. Tissues are aggregations of cells. Kinds: Osseous, cartilage, muscle, epithelium or skin, adipose or fat, nervous, connective. 117 NORMAL COURSE. EXERCISES- 1. Define Human Physiology. 2. Upon wliat is the study of Hygiene hased? 3. Define function. Illustrate. 4. AVhat is an onjan '! Illustrate. 5. Define IIisfolo;/i/. Why is it sometimes called microscopic anatonnj? (). What is mean by the solid jxirfs of the Ijody? 7. Is protoplasm found in vegetables? 8. What are unicellular oi'ganisms":' 9. Define differentiated proto])lasm. 10. Draw a cell showing the three parts. 11. ^Metabolism may be constructive or destructive. Explain. 12. CV'lls determine the form and arrangement, and the function of organs. Explain. LESSOX TWO. The Bones. 1. S/inpr: (a) long, as hunu'rus ; (h) short, as carpal and tarsal ; (c) fiat or tabuhir. as shouhlcj- bbub's; ((/) irregular, as the vertebrte. 2. I'^trucfurr : more spongy at the ends and solid in the center, hollow, covered with periosteum, except at ends. 3. Chemical composition: one third animal and two thirds mineral. -1. Uses: framework of the l)ody, levers for the muscles, protection to delicate organs. 5. Growth and Novrishment. 6. Injuries, Diseases. 7. Parities and their contents. 8. Ilistologi/: Compact bone is porous. The Haversian canals, lamellae, canicnli, and lacuna? form a network whereby materials for the bone's growth and nourishment are conveyed. 118 PHYSIOLOGY. 0. TIi/(/inii\ 10. J>(Jiii' cells lonn iiilcrcclliilai' siiUslaiicc wliicli i^ivcs lianliios.s to tlio l)()iiy skclclon. ( '(irhhii/c caps llic ends of hones; used in place nf hone, a< al eml of ril)s. Coiineclirc 'rissiic. as li^aiiieiils, hinds l)ones togetlier; as tendojis, attaches muscles to hones; as periosteum, is concerned in nourishing bones. Arliculations (tnil J otitis. Jot' II Is. 1. Essential parts: Bone?, articular cartilages, synovial memhrane, synovial liquid, ligaments. '2. Kinds: Ball and socket, hinge, pivot, gliding. 3. Dislocations, sprains. EXERCISES. 1. Explain why bones are hollow. 'i. (iive several examples of each of the different kinds of hones. :]. Illustrate the nse of hones as levers. 4. Give illustrations of how bones protect delicate organs. ."). How may the mineral matter in bone he removed? (i. Describe the nourishment and growth of hones. 7. Describe a disease of the bones. 5. Explain the effect of injuries to the bones. !>. What is a simple fracture? 10. Distinguish between comminuted and compound fractures. 11. Distingnish between an articulation and a joint. 12. What is a s])rain? Why are they painful? 13. Give illustrations of the dilferent kinds of joints and e\])lain the use of each kind. 14. Name a hone and draw a transvei'se section of it. 15. What is the ofhce of the synovial memhrane? IG. Why is milk a valuable food for infants? IT. Why are the bones of old people brittle? IS. Why should a child sit straight when writing or drawing? 119 NORMAL COIIRSB. LESSON THREE.' The Sl-cJchtn. Skull, 'in bones: C'ruuiuiii, 8: inside ears, i; ; racial, N. Hyoid hone. Ycrtehnil cohnnn, 'M vertel)ra^ : T cervical, ]'2 dorsal. .") ]ninl>av. Sacra lit. (!orri/.r (tip of the spine). _.,.' T'lrt'iili/'foiir Jiihs. Stern It ni ( breastbone) . Clavicle (collar l)one). Scapula (shoulder blade). Humerus (npper arm bone). Radius (forearm bone), tlmmb sid(\ Ulna (forearm bone). Eight Carpal, lie in the wrist. Five Metacarpal, lie in the ])alni of the hainh Fourteen Flialauf/es, two Tor each thumb and (ixc for each Iin,i2,-ei-. Femur, lonj^est l)one in th.e body (thi.yh l)oni')- Os iitnoiiiintitiiiii . Tibia (lower leg-), inside. Fibula (lower leg), outside. Patella (knee cap). Seven Tarsal, lie below the ankle joint. Five Metatarsal, in front half of the sole of the foot. Fourteen Pltalanges. two in the oreat toe and three in each of tlic others. LESSOX vovn. EXERCISES. 1. Xame the bones of the sknll. 2. What are cranial sntures? 3. Point ont the resend:)lances Ijctween the bones of the npper and lower extremities. 120 I'llVSIOl.OiiV. 4. JN)iiit out tlu' dillVi'cncfs in the ruiiclions oT the arms and ilio legs. "). W'lvdi bones coiislitiite the pectoral arch or girdle? (). ^^'hat is Ihc pelvic arch or girdle? T. What is llu' use of the hyoid l)()iie? 8. Draw a vertebra and name the ditt'erent parts. 1). How do the first and second cervical vertebrge differ from the others? 10. Explain the advantages of the intervertebral disks, n. The backbone is one of the most beantifnl pieces of meclianism in Ihc body. Explain. 12. What are free or tioating ribs? 13. How do the seven npj^ei- pairs of ribs differ from the eighth, ninlli. and tenth pairs? 14. How does the sacrum in childhood diifer from the sacrum in old age? 15. What is the Foramen Magnum'? 16. What bones contain the ear cavities? 17. Locate the Parietal Bones. 18. What is the advantage of a suture? 19. What is a costal cartilage? ,20. What are the lachrymal bones? 21. Explain why a well-arched instep makes the gait easier and more graceful. 22. Why is the human spinal column well fitted to sustain the weight of the head, upper limbs, etc.? 23. The lower limbs in man are proi)ortionately much longer than the arms. What is the advantage? 24. Explain why, when one goes to sleep in church, he is usually awakened by a sharp jerk of the head downwards. LESSON FTVE. TJie Miisrle.><. 1. XumJ)er: ]\Iore than five hundred. 2. Size: Vary in length from a fraction of an inch to eighteen inches 121 NORMAL COURSE. 3. Part a: Sol't red iriicldlo part (hc'lly) tajx^ring towards each end into tendons. 4. Composition: Contractile elements, connective tissue, blood vessels, nerves, Jo per cent, water. 5. Uses: ]\love tlie body and give shape to it, inclose cavities, hold bones together at joints. G. Varieties: Simple (tapering toward each end), biceps (divided at one end), triceps (three-headed). 7. Structure: Striped tibers, tlie sareolemnia, bundles of fibers (fasciculi), the perimysium, cells. 8. Kinds: Voluntary, involuntary. 9. Arronyemeni : Origin, insertion. EXERCISES. 1. Describe a tendon. 2. Mention cavities that muscles help to inclose. 3. Most muscles are rounded. Describe some that are flat. 4. How are muscles controlled? 5. What are convulsions? (). In carving, Avhy should meat be cut "across the grain"? 7. How do the muscles stiffen after death? 8. Give examples of voluntary and of involuntary muscles. 9. Are the voluntary and involuntary muscles alike in structure? 10. Is heart muscle voluntary or involuntary? 11. What is the sareolemnia? the perimysium? 13. Is beef tea nutritive? Explain your answer. 13. Where is the "Tendon of Achilles"? 14. What is a club-foot? 15. Describe two diseases of the muscles. Give remedies. 16. Name ten of the most important muscles of the body. 17. What is the effect of alcohol and tobacco upon the muscles? 18. What do you consider the best forms of exercise for the muscles? Why? 122 I'HVSIOLOCtY. LES80i\ SIX. Kinds of Food. ]. Organic: Proteids, carboliydnitos, fats aiul oils. "2. fnorf/rniic: ^^'atel^ sail, lime. iron, snlplnn-, etc. <■). Frutcids: a. Alhuiniii. I'ouikI in tiic white oi' an egg. h. Gluten, found in grains. r. Casein, found in milk. d. Gelatin, found in hone. e. Fihrin. found in meats. /. Legumin, found in ]iease and beans. g. Myosin, found in muscle. 4. L'arhoin/drates (energy-producing) : Sugar, starch. ])otatoes, corn. rice, beets. 5. Fats and Oils (animal heat-producing) : Meats and some vegetables. Uses of Food: To supply energy and form tissue. EXERCISES- 1. State the law of conservation of energy. 'i. What is meant by oxidation? 3. How is the material which has been l)urn(>d to set free the energy needed for our muscular elforts replaced? 4. How is the normal temperature of the body maintained? 5. What is the influence of starvation upon muscular work and animal heat ? 6. Explain hil)ernati()n. 7. Why is oxygen really a food? LESSOX SEVEX. Digestion. 1. Purpose. 2. Apparatus. 123 NORMAL COURSE. a. Alimentary canal. b. Accessory organs. 3. Digestion in the inouth. a. Structure of the mouth. I). Organs of mastication : Tongue, teeth. 4. Teeth. a. Number and names. h. Structure. c. Development. d. Use. 5. Insalivation. a. Glands. h. Saliva; nature, use. c. Foods digested. G. From month to the stomach. a. Pharynx. h. Oesophagus. c. Swallowing. 7. Digestion in the stomach. a. Description of stomach. h. Coats. c. Gastric glands. d. Process. e. Movements. /. Composition of gastric Juice. g. Action of gastric juice. /(-. Nature of food digested. S. Intestinal digestion, a. Small intestines. h. Large intestine. 9. Accessory organs. Liver. a. Location. 124 PHYSIOLOGY. h. Description. r. Slruct\u'e. (I. Bile. ('. Functions. Pancreas. n. Location. h. Description. r. Pancreatic juice. 10. .[J)xorptiou. (I. Definition. b. Agents: blood vessels, lac- teals, lymphatics. EXEKCISES. 1. What is the object of digestion? 2. What are solvent juices? Name them. 3. Xame the excretory organs. 4. What chemical change takes place in the mouth? 5. Describe the process of deglutition. (). What is the action of gastric juice? T. What are peptones? S. What is chyme ? Chyle ? 9. What are the uses of bile? 10. What circumstances affect stomach digestion? 11. What is a peristaltic or vermicular motion? 12. Detine villi, lymphatics, lacteals. 13. What is dialysis? 14. Describe the process of absorptiou from the intestines, LESSON EIGHT. Hi/giciie of Digestion. 1 . (Jaaiitity of food varies with a. Affe. 12.5 KORMAL COCRSK. h Employment. c. Mental state. d Quality. 2. Coohing food. a jManner. h Use. 3. Yarietij of diet. 4. Tlegularity of meals. 5 Freqncncii of meals (). Maimer of edliiif/. 1 . Tent pc rat lire of food. 8. [\^e of roiidi meats. Water. 10. Effects of a Tea. b Coffee. c. Chocolate. d Alcohol. e. Tobacco. 11. Care of the teeth. EXERCISES. 1. What circumstances affect stomach digestion? 2. Could one live without a stomach? 3. To what is appetite due? 4. Is dyspepsia a disease or a symptom accompanying many diseased con- ditions? Explain your answer. 5. State five reasons for cooking food. 6. What are the effects of tobacco on digestion? 7. What causes a hobnailed liver? 8. Is alcohol a medicine? 126 PHYSIOLOGY. LESSON NTXE Circulation. L. Oryaii-'i. a. Heart. h. Arteries c. Yeiiif;. d. Capillaries. 2. Heart. (I. Shape. b. Size. c. Auricles. d. Ventricles. 3. Valves of tlf heart. a. Bicuspid. b. Tricuspid. c. Semilunar.- d. Mitral. Pericardium. Structure. Motions. Sounds. Work. Arteries. a. Structure. h. How blood is forced through. c. Xames of chief arteries. Veins. a. Structure. b. How hlood is forced through. c. Names. 11. Capillaries. a. Structure. b. Use. 127 10. NORMAL COURSE. ri. Blood, a. Properties. J). Corpuscles. c. Plasma. d. Hemoglobin. e. Coagulation. 13. General circulation. 14. Special circulation, a. Systemic. h. Pulmonary. c. Capillary. 15. Nervous control. 1(). Pulse. a. Nori^ial. h. Conditions affecting. 17. Effect of alcohol and tobacco. 18. Portal circulation. a. Aorta. b. Capillaries of stonuich and intestines. c. Portal vein. d. Liver. e. Hepatic veins. /'. In I'e r i () r \en a ca \' a . . Functions. EXERCISES. 1. Where do we find mucous membrane? Serous membrane? 2. Give the functions of these membranes. 3. Why does congestion of the lungs follow a stoppage of the pores of the skin ? 4. What causes freckles? Painter's colic? 5. What are the parts of a hair? 6. Wliat is ])erspiratioii ? 7. What conditions increase the secretion of perspiration? 0(iY. 3. Dirisiuiis: Corebro-spinj)!. syinj)atlietic'. 4. ('crrbro-spiiKil : Brain, cranial nervt's, s|)inal cord. si)iiial nerves. ."). ]',)(i'ni: Size and weight; parts, {a) cerebrum, {h) ct'i-ebelluni, (r) medulla oblongata ; coverings ; functions, (i. i'raiiidl Xcrres: Number and names, uses. 7. Spinal Cord: Location, description, structure, functions. 8. Spinal Xerves: Xumber, roots, function. !>. Si/iii pathetic Si/stem : Description, function. 10. Xafurr of Xervou.'^ Impulse. 11. Xerve Action. 12. Functions of the ganglia of the brain ; of the cerebellum. 10. Reflex Action. 11. Jljif/icne: Rest, sleep, effect of excitement, work, worry, alcohol, tobacco, tea, coiTee. opiinn, and mor])hine. medicines, hypnotism. LESSOX FIFTEEN. EXERCISES. 1. Why do we need a nervous system? 2. What is meant by rot>nliiiation as a|)plie(l to physiology? 3. What are nerve trunks and nervt' centers? 4. What are the main nerve centers? 5. Describe the brain and its membranes. 6. Describe the spinal cord. 7. What are the spinal nerves? 8. What are the cranial nerves? It. Describe the sympathetic nervous system. 10. Explain how grav and white nerve nwtter dillV'r in function. 11. What is a nei've center? 12. Give the functimis of spinal cord. 13. Explain the use of i-efiex centers. 14. Where is the seat of the iiitellect? Of consciousness? 15. What is the effect of cutting the anterior root of a spinal nerve? 1:3:! NORMAL COURSE. 16. What is nervous prostration? 17. How nuu-h sleep shonld the average high school student take? 18. What is the great need for the healthy development of the brain? LESSON SIXTEEN. Special Seii.'^c (JnjaiLs. 1. TJir Ei/r: Tjoeation. sinieturc. hall, coats: (n) sclerotic — cornea, (h) choroid — iris, pupil, (c) retina — blind sjiot. 2. E.rieriKiJ Orfjans: Eyelids, brows, conjunctiva. 3. Larliri/iiKiI A ppdniiu^i: Gland, nasal duct, lachrynud canals. 4. Picfnictuuj Medifi: Aqueous humor. Crystalline lens. P^inction of accommodation. Vitreous humor. ."). Vision. (■). Drfrcfs (if Visioit: Short sight, lojig sight, ohl sight, color blindness, astigmatism, cataracts. 7. Morciiieiiix of Ihc Ei/e. (S. /fip/iciir: Cai-c of the eye, effect of alcohol and tobacco, bad light, cigarette smoking. 77/ r Ear: 1. E.rlcriKil Ear: Concha, external auditory meatus. 2. The Middle Ear: Eustachian tube; i»oncs, — malleus, incus, stapes. T). The liilenidl Ear ( T^al)yrinth ) : A'cstibule, semicircTdar canals, cochlea. 4. The AndHorij Xerres. 5. Audilory Seiisaiioii : Noise, nmsic. (i. IIy(jieiie: Care of the ear, foreign sul)stances. EXERCISES. 1. How does the intensity of light affect the pupil of the eye? 2. Describe the movements of the eyeball. 3. What is the l)lind spot of the eye? 134 riivsroLocY. ■I. Drnw (liao-rains illus;tr;)tiii^- llic palli (if itai'allcl I'ays afior ciitorino- a nivopic and a liypornu'tropic eve ."). Kxplain Moodshot eves, (i. If tlicrc wcvr no cai-s could tlicrc ho any sound? Explain your answHM' {(I) accovdiiiL;- lo ])hysi()lou-y, (h) according to the laws of ])liysics. 7. Is there any difference hetween sound and noise? 8. Descrihe the working of the phonograph. J). Explain how glasses aid vision. 10. How should pupils' desks be arranged as regards light? LESSOX SEA'ENTEEX. Smell. 1. TJie Nose: Cavities, openings, olfactory nerve, olfactory ganglia. 2. The Sensation of SmeU. a. CoiuUtioiis Necessari/ for SnieJI. 4. Uses. Touch. 1. Sense of Touch : Location, test. 2. Use of the Sense of Touch. 3. Education of the Sense. 4. Delicacy of Touch. Taste. 1. The Tongue: Papilla?, circumvallate, fungiform. 2. Conditions Necessanj for Taste. 3. Location of Various Tastes. 4. Coiijieratiou of Taste and Sine]]. Voice. ■ 1. Straiiurc of tlic Lari/n.r: ("artilage. vocal cords, — false, true. 2. Speecli : How produced, pitch, tone, loudness. 135 NORMAL COURSE. Change of Voice . Defects of Speech : Stammering, stuttering, faulty articulation. Care of the Throat and Voice. EXKHCISES. 1. \yhat is meant by the musc-ular sense? 3. Explain the process of smelling and tasting objects. 3. "What is ventriloquism? 4. How is speech produced? 5. Explain the difference ])et\vecn ^■owels and consonants, (i. What is meant by antiseptic treatment of wounds? 7. What is a disinfectant? IS'ame some. S. What is the direct physiological action of pure alcohol {a) upon the skin, {h) stomach, (c) liver, {d) heart, (e) arteries. 9. What can you say of the moral deterioration produced by alcohol? 10. Describe the general action of tobacco. 136 COMPOSITION. The Elements of Composition. Exercises in Language, Essays, etc. Text-books recommended for stud}' or reference: Chittenden's English Composition ^°-°° Lockwood's Lessons in English Welsh's English Composition, Parker's Aids to Composition, 1. 12 .60 COMPOSITION. LESSON OXI']. Tlu' ni]('s and i'.\aini)lcs of lessons 1. ',], I, 5, (i, 11, ]-3, ]:] and 14 arc taken from Professor RnolfV "(Vntnrv T>ook of Facts," published by the Kin^ii- Richardson C"oini)any, SpringHcld, .Massachusetts. Students will find them reliable. Master the following;' I'ules: Capitals. — Bei;-in with a capital : — 1. Eterv sentence and every line of })ot'trv. Examples. — Foruet others" faults. How briii'ht the day! \A'hat is fame? Custom forms us all. 'Time is the warp of life; oh! tell The younii'. the fair, to weave it well."" 2. All propi'r nouns, and titles of oflice, honor, and respect. Example f<. — Henry the Fowler, Em])eror of Germany; Robert Roe, Esquire; His Honor the ^layor: Elizabeth Barrett Browning; the Red Rivt'r; Union Sipiare; the Su])erior (*ourt of the City of New York. ;5. All adjectives formed from propter names. Examples. — African, Italian, Welsh, Ciceronian. Also adjectives denoting a sect or religion. Examples. — ^Methodist, Puritan, Catholic. 4. Common nouns, where personified in a direct and lively manner: not where sex is merely attributed to an inanimate oliject. Examples. — Then Wtir wa\x's his ensanguined sword, and fair Peace flees sighing to some hai^pier land. But. the sua pui'siies bis liery course; the moon sheds her silvery beams. 5. All ajjpellations of the Deity. The ])ersonal pronouns Thoa and He standing for His nami' are sometimes cajiitalized. Examples. — The Almighty: the King of kings; the Eternal Es- sence; Jehovah; the Supreme Being; our Father. 139 NORMAL COURSE. In the standard editions of the Bil)le, the pronouns, when referring to God, are niner caintalized. not even in forms of direct address to the Deity. G. The first \v(n-d of a eoni])h't(' (juoted sentence not introduced by t]iat, if, or any other conjunction. Examples. — Thomson says, "Success makes villains honest.'" But. Thomson says that "success makes villains honest." 7. Everv noun, adjective, and verb in the title of liooks and head- ings of chapters. Examples. — Butler's "Treatise on the History of Ancient Phi- losophy"; Cousins' "Lectures on the True, the Beautiful, and the Good." 8. Words that denote the leadinrl)i(ls many cfiiiics hcsidcs lltal of iiuirdi'i'."" If llic iiicjoscil (II- s('c()ii(lai'\' (|ii()lati()ii ciuls a scntciicc. ihi'cc apn-- ti'oplu's will llici'c conic t(\Li'cllici', of wliicli the iirst will hcloii.L;' Id ihc in- closed quotation, and the other two to the oi-i.^inal. When an inclosed quotation itself contains woi'ds oi' phfases that are (|Uoted. those woi'ds oi' phrases have the douhic marks. Exiunjili-. — ••Ki'cnch >ays, 'W'hai a lesson tlic word "dilio-eTice"" con- tains!" "■ When the sentence hecomcs moi'c involved llian this, the additional marks of quotation would create conrusion. and may lhei'(d'ore Ite omitte(]. EXERCISES. Send an example of each rule. LESSOAT STX. The 7\vi; vdRAi'Ti is used to indicate a new sul)ject of remark. The sijiii is r(>tained in the Holy Scripture. l)ut in ordinary comi)osition is in- dicated to the eye hy he.u-innino- a little to the ri.uiit of the maro-inal line of the page. Accent ^Marks are used to denote the proper pronunciation of words. They are : — The Acute [']. which marks the syllahle which requires the principal stress in ])ronuuciation : or to denote a rising inflection of the voice, or a close or short vowel. 'idle (Intrc | ~ | is used in opposition to the acute to distinguish an o]ien or long vowel, or to denote the falling intiection of the voice. The Cirnimpcr [*] generally denotes a hroad sound or a eomhination of the acute and grave. The Brcre [ v | is used to d"note either a close vowel or a syllahle of short quantity. 'Idle Mucroii I - I is us(^d to (U'note either an open vowel or a syllable of long (puintity. 147 NORMAL COURSE. The Diaeresis ['] is plnced over the hitter of two vowels to show that the}' are to he pronounced in separate sylhihles, as aerial. In German this character is called the Umlaut, and denotes a modification of the sound of a vowel over whicli it is placed, peculiar to the Germanic languages. The CediJla [,] is placed under the letter c to give it the sound of s be- fore a or ; as in the words faqade, AlenQoii. The Tilde [ "] is placed over the letter n in Spanish words to give it the sound of iiij ; as, sehov, niinoii. Other Marks. — The Ellipsis or Suppression denotes the omission of some letters or words. Examples. — K g, for King; G =■'*** m, for Graliam; A....S, for Adams ; H — m — lir — y, for Humphrey. The Caret, used only in writing, shows where to insert words or letters that have been accidentally omitted. would Example. — James said he ^ he home to-night. The Index or Hand [ ig^ | points out something remarknbh\ or wnat the reader should particularly observe. The Bruce \ } ] serves to unite a triplet, or lo connect several terms to somethiuiJ: to which thev are related. f Nominative. Case ^ Possessive. Committee ■< [^ Objective. Examples. — r W. Brown. ! H. Jones. R. Smith. M. Mills. The Section [ § j marks the smaller divisions of a book or chaptiu-, and, with the help of numbers, serves to al)ridge references. The Paragraph [% ] denotes the commencement of a new subject. The parts of discourse which are called paragraphs are in general sufficiently distinguished by beginning a new line and carrying the first word a little backwards. Leaders [ J are used in contents and indexes of books and similar matter to lead the eye to the end of the line for the completion of the sense. Example. — Wharfage, $50 148 COMPOSITION. EXEKCISES. Send an example of each inile. LESSOX SEVEX. Continued practice in punctuating written compositions is absolutely necessar}', if the student wishes to become proficient in the art. The practice afforded in this syllabus is insufficient and is merely suggestive. A good plan is to have some friend eo])y well known selections, omitting all capitals and marks of punctuation. After capitalizing and punctuating, compare your work with stnndanl editions. Be sure to procure editions that have been carefully edited. Avoid cheap editions. Do your best in all manuscripts that you send for correction. This will afford excellent practice. EXERCISES. Capitalize and punctuate the following: 1. Woman without her man would be a savage. 2. John Brown having gone to sea (see) his wife requests the prayers of the congregation in his behalf. o. Every lady in the land Has twenty nails upon each hand Five and twenty on hands and feet This is true without deceit. 4. among these the most formidable was a burly roaring roistering blade of the name of abraham or according to the dutch ablnwiation lu'om van brunt the hero of the country round which rung with his feats of strength and hardihood he was Ijroad shouldered and double jointed with short curly black hair and a bluff but not unpleasant countenance having a mingled air of fun and arrogance from his lierculean frame and great powers of limb he had received the nick- name of broni bones by which he was universally known he was famed for great knowledge and skill in horsemanship being as .149 NORMAL COtTRSE. dexterous on liorseback as a tartar lie was foremost at all races and cock fights and with the ascendency which bodily strength always acquires in rustic life Avas the umpire in all disputes setting his hat on one side and giving his decisions with an air and tone that ad- mitted of no gainsay or appeal he was always ready for either a fight or a frolic had more mischief than ill will in his composition and with all his overbearing roughness there was a strong dash of waggish good humor about him this r^ntipole hero had for some time singled out the blooming katrina for the object of his uncouth gallantries and though his amorous toyings were something like the gentle caresses and endearments of a bear yet it was whispered that she did not altogether discourage his ho])es. — Waftliington Irv'niy. adieu adieu my native shore fades oer the waters blue the night winds sigh the breakers roar and shrieks the wild sea mew yon sun that sets upon the sea we follow in his flight farewell awhile io him and thee my native land good night with thee my bark 111 swiftly go athwart the foaming brine nor care what land thou liearst me to so not again to mine welcome welcome ye dark l)lue waves and when you fail my sight Avelcome ye deserts and ye caves mv native land good night — Byvon. 150 coMrosrnoN. LESSON KUUVW Paragraphi)ig. All sentt'iiccs that, ix'rtain to one distinct t()[)i(' slionld he coiiiljiiu'd into one paraiira}))!. Stud}' carefully the various sentences. Select the leadinuf statements and express them hv means of independent propositions. Very short ]iara.o-]'a[)hs should not be used unless they e.xhaust the topic. Avoid abrupt transitions from one paragraph to another. Begin each paragraph on a new line leaving, on paper the width of foolscap, a uu^rgin of about an inch. Allowing an inch for the indentation, each paragraph should begin two inches or so from the edge of the paper. If the paper used is narrower than foolscap, both margin and indentation for the paragraph should be proportionally less. EXERCISES. Write a short biographical sketch of Abraham Lincoln. Pav particular attention to capitalization, punctuation, and paragraphing. LESSON NINE. What are figures of speech? What are tropes'? What is the value of figures of speech ? Define simile. Give two examples. Give two rules for the use of similes. Define inetaphor. Give an example. What is a. mixed metapJior? Example. What is meant by "straining the niclnplior"? Define personifcntion. p].\amy)lc. What is the most common torm of jxTsonilication ? Define and illustrate mclononii/. 151 NORMAL COURSE. Classify the metonvmies below: "Strike for your altars and your fires." "The pen is mightier than the sword." Define and illustrate synecdoche. Point out the synecdoches in the following: All hands were at work. He left the family's hearth. He sold sixty head of cattle LESSON TEN. EXERCISES. Define and illustrate the figures of speech not mentioned in lesson 9. LESSON ELEVEN. Co HI mo II Mist a kcs . A and Ax. A is used hcfore all words beginning with consonants except those beginning with silent II. or when the word beginning with H is accented on some other syllable than the first. An is to be used before all vowel sounds, silent II. and when the words beginning with H are accented on some other syllable than the first. Ability (for capacity). Capacity is the power of receiving and retain- ing knowledge with facility. Ability is the power of applying knowledge to practical pnrjioses. Abortive (for unsuccessful). A ])lan may Ije abortive, but an act cannot. Acceptance (for acceptation). "No word is more vague in its gen- eral acceptance," should be "in its acceptation." Accident (for wound). "Witch hazel cures accidents.'' Accredit (for credit). Few, except very bad writers, employ it as a robust substitute for credit or believe. 152 COMPOSITION. AD:\[lNlSTr':i{ (for deal). '"Tlic hlows were adiniiiistcrcd [dealt | l)y Poliet'inaii Jolmson."" Ad.mikio (for desire). It is an eiTor to follow this verb with an inlini- tive, as "1 admire to see a man eonsistent."" J)oid)lv wi'ona-. therefoi-e, is the expression. "1 should admire to g"o with you."" AoGiv'.w ATK (for irritate, worry, anno\ ). "There w(nil(l he no danger in aii^iiravatinu' A'iolet hy this e>:|)rervion of |)ity." Better "irritating."" AciKicrLTUKALJST (for agriculturist). The first is never correct. x-Vin't. The only legitimate contraction of 1 am not is T"m not. Allow (for say, assert, express opinion), ^^'e may allow or admit that which we ha\'e disputed, hut of which we have l)een convinced; or we may allow certain premises a,s the hasis of argument: hut we assert, not allow, our own opinions. Allude (for say or mention). Allude {hom liido. liuhrc. to play) means to indicate jocosely, to hint at ])lay fully : and so to hint at in a slight, passing manner. Allusion is the byplay of language. Aloxe (for only). Alone means ''(piite by one's self,'" and is always an adjective, differing herein from only, whicli is both an adverb and an adjective. In some cases the words may be used indifferently, but as a rule there is a marked distinction hetween alone and only, as "I did it alone,'' quite hy myself; "an only daughter;"" '"they differ on one point only." Alterxately (for hy turns). This word should be used only in speaking of two objects or classes of ohjects. Whately rightly defines alter- native as a choice between two objects. Amateur (for novice). X professional actor who is new and unskilled in his art is a novice, and not an amateur. An amateur may l)e an artist of great experience and extraordinary skill. Among (for between, when speaking of two). (Jould says it should not be written amongst, but Worcester and \\'el)ster give both forms. And. The commonest case in which it is violated is where and intro- duces a relative clause, no relative having occurred before, as "I have a book printed at Antwerp, and which was once ])Ossessed by Adam Smith."" And for to is a frequent misuse. "Try to do it," not ''try and do it." Anyways (for anyway). This is a frequent misuse. 153 NORMAL COURSE. ANYWriERKs (for anvwlR'ix'). Belongs lo the class of words freciuoiitly misused. Apprehend (for comprehend). Apprehend denotes the laying hohl of a thing mentally, so as to understand it clearly, at least in part. Com- })rehend denotes the emljracing or understanding it in all its compass and extent. We may apprehend many truths which we do not comprehend. As (for that). "I don't know as [that] I can go."" Assurance (for fire insurance). Wehster and ^^'orcester agree that this word is limited to life insurance. At (for by). "I bought it at auction'" is correct Englisli, but "It is to be sold at auction'" is American only. At all. a needless expletive, as "I did not like the play at all." AvocATiox (for vocation). Vocation is one's pursuit, employment, business ; avocation refers to incidental or pleasure pursuits. Acoustics takes a singular verb. Xames of sciences, such as mathe- matics, economics, politics, physics, gymnastics, etc., are now regarded as singular in number. Awful (for very or for ugly). "Tlie crowd present was awfully bois- terous." Bad. "I feel bad," not "I feel badly." Balance (for rest, remainder). Balance refers to the ledger account, and does not properly convey the same meaning as remainder. Banquet (for dinner, supper). A banquet is a public, sumptuous feast. Beau, a word used by the uneducated instead of escort. Been to (for been). "Where have you been to?" Between (for among). Between is only for two — by and twain. Carefully avoid such expressions as "Between every stitch."' Blame it on (for accuse). A common vulgarism. Bountiful ( Un plentiful). Bountiful applies to persons, not to things, and has no reference to quantity. Bourn (for place, instead of boundary). Frequently misused. 154 COMPOSITION. Com III o 1 1 J [istc I ki s . Hi;.\\i;i;y (lor couruiiX') • i>ra\('rv is inhoni, instinctive. Coui'age is tin- |ii'()(luct of reason, calculation. ^Icn who arc simply liravc are careless, while the coui'aucons man is always caiitiotis. BiMX(i (for fetch), liia'ni;- ('.\))resses motion toward, not away. A hoy is properly told to take his hooks to school and to hi-iii^- them home. .\ gardener may say to his lielper. "(io and hriiig me yonder rake,"" hut he might lietter say. "Fetch me yonder rake."" BofXi) (for determined). '"He is hound to go West." BuHSTED ( foi' l)urst). "The pipes hursted during the cold weatlier." But (for that or if). "I have no douht hut he will come to-night."" But Tii.vi' (for that). "1 shoidd not wonder hut that was the ease." By (for ujion). "By | upon | returning it to this oftiee the finder will l)e rewarded." Calci'lat?: (for expect). "I calcnlate [expect] to go to-morrow." Cax (for may). The l)oy says, '"Can I go down street?"' when he means "'May 1?"' It is a question not of possihility hut of permission. Captiox (for lieading). Xot sanctioned hy good writers. Casket (for coffin). A newspajiei- wi'iter facetiously intimat<'(| that a man in a casket is not quite so dead as a man in a coffin. CiTiZEX (for person). A citizen is a person who has certain political rights. To say "Several citizens carried the victims of the accident into a shop/- would be as absurd as to say, "several church members." Come (for go). "I am coming to pay you a visit." Coming is right. CoMMEXCE TO ( for begin). Omit to. We begin to write. We com- mence writing. CoiMruLSlox (for obligation). The former is a j)hysicai, the latter a moral, necessity. CoxFESs TO (for confess). "1 confess to a little curiosity on this suii- ject." The natural rejoinder was, "Well, did the little curiosity absolve you ?" Cox'STiiUE (for construct). AA'riters construct: readers construe. 155 NORMAL COURSE. CONSUMMATK (for perfonu ) . "The iiiarriago was consnminatiMl [pcv- formed] at Paris, last A})]'!!."" Contemptible (for eoiiteiiiptuous). "To a geiitk-nian wlio. at tlie close of a fiertf dispute with I'orsoii. exclaiuuHl. '^ly opinion of you is most conteniptibk', sir." lie retorted, 'I never knew an o])inion of yours that was not contemptible." "" CoxTixi'AL (for continuous). A continuous action is one which is uninterrupted; continual is that which is constantly renewed and recurring, thoug'h it may he interru])ted as frequently as it is renewed. CoxTlxi't: ox is often erroneously used For continue. C'ORPOUEAi,. rre([uently misused for corporal, especially of punishment. CoPiTEGE (for jirocession). A cortege is a ])rocession. hut every pro- cession is not a cortege. Credible (for credulous). "He is very credil)le [credulous ]."" Creditable (for credible). "I am creditably [credibly] informed."' Dead axd blIvMED. dead and gone, and simihir ex|)ressions are to be deprecated. Those who ha\e died have usually bet'u buried, and they are also gone. Dearest. "A gentleman once hegan a letter to his bride, thus : 'My dearest Maria." 'I'he wife replied : '^ly dear John, T beg that you will mend either your morals or your gramimir. You c-all me your "dearest ^laria"" ; am I then to understand that you have other Marias?" "" Deduc'TIox (for induction). lnducti(^n is the mental process by which we ascend to the delivery of s})ecial truths: deduction is the process by which the law governing particulars is derivt-d from a knowledge of the law governing the class to which particulars belong. De:\ioralized (for scared). "The horse, in addition to losing all the hair on his tail, became considerably demoralizeil."" Departure. To take one"s departure is a corruption o'' the accurate form, "to take one"s h-ave."" Differ with, in opinion: differ from, in ap])earaiu-e. Die -with ( foi' die of). A man dies of smallpox, not with smallpox. Dock (for wharf or jher). A dock is an open place without a roof, into which anything is received, and where it is inclosed for safety. The shipping around a city lies at wharfs and piers, but goes into docks. 156 OOMPO.SITIOX. Done should ho usod nnly wilh Ims. had. or iinve; froqiiently misiiserl for did. Don't (for doesn't). Don't is the contraction for (h) not; doesn't the contraction for does not. Doi'BT Bi'T (for douht). "1 liave no doulit hut that it is so." Each and evi:i;y (often followed hy a phii'al verh). "When I con- sider how each of these professions are [is] crowded." Emblem (for motto, sentiment). The figure is the emblem; not the accompanying motto. Enthuse (for inspirit). This word is not sanctioned by good usage. Epithet (as necessarily decrying), is \isnally and eri'oneouslv applied to derogative adjectives. Equally as well (for equally well). "He jilays equally as well [equally well]." EvEKY ONX'E IN A wpiiLE is an absurd and meaningless expression. EvEKY (for entire or all). ''Rendered them every assistance," is ahsurdlv wrong. Every is separated, and can be a])plie(l only to a whole composed of many individuals. It is always singular in number. LESSOX TIITRTEEX. Common Mistakes. p]xECUTE does not mean to ])ut to death. The law is executed when the criminal is hanged or imprisoned. Exi'i'X'T (for su])pose). Ivxpect I'efers only to that which is to come, j and which, therefore, is looked foi'. We cannot expect backward. P'e:malk (for woman). A vulgar misuse of English. From git (for from). "Froni out the castle." Farthkh. further. Farther projteidy signides distance, further degree or ([uantity. "As he walked farther he saw they wc-re further along with the work." Future (for sul)se(pient ). "Her future life was virtuous and fortu- | nate.'' i 157 I NORMAL COURSE. First two. Often written and spoken, two first. Gent and pants. "Let these words go together, like the things they signify. Tlie one always wears the other." Gentleman, lady (for man, woman). The most important rule to observe is that where adjectives are used the nouns must he man, woman — not a polite gentleman, or a lovely lady ; Imt a polite man, a lovely woman. Girl (for daughter). A father, on l)eing requested hy a rich and vulgar fellow for permission to marry ""one of his girls," gave this rather crushing reply : "Certainly. Which one would you prefer — the waitress or the cook ?" Graduated (for was graduated). Students do not graduate, l)ut are graduated. "1 graduated [was graduated] in 187G." Great^ big. Frequently used for large. Gums (for overshoes). "Emily is outside, cleaning her gums upon the mat." Get signifies possession obtained by exertion. "He has [not has got] red hair." Had ought (for ought ). "You had ouglit to have been with me." Haven't no. Omit no. Do not us(- two words meaning no in the same sentence. Healthy, healthful, avholesome. Healthy refers to living tilings. "The man is healtliy.'" "The surroundings are healthful." "Tlie food is wholesome." Is (for are). "Their general scope and tendency is [are] not remem bered at all." It is I (not me). It is he (not him). It is she (not hei-). Jewelry (i'or particular jewels). Its use in the latter sense is alwa3^s' to be preferred. Think of Cornelia pointing to the Gracchi, "These are my jewelry." Kids (for kid gloves). Colloquial and should not be used. Last (for latest). "T have received your latest [not last] letter." Lay (for lie). Remember that lay expresses transitive action, and lie means rest. We lay the hook on the tahle and the book lies where we have placed it. Learn (for teach). Learn means to acipiire knowledge; teach, to 158 COMPOSITION. iiii|);irt it. This use of Icnni is fdund ii>. I'l'spcctahk' writers, but is now (Iccuu'd iiupi'opci'. as well as iiiclc^aiit. Leave (without an ohjcct). Annie Louise Care}' will leave the stage," amiounces an exchauuc '"Thanl7/r/// L g-o with you?" "When .s7k;/7 we see you again ?"" "Wlu'w slinll I receive it?" ''When shall I get well?" "When shall we get there?" "'Shall he come with us?" "Shall you demand indemnity?" "'Shall you go to town to-morrow?"-^ "What shall you do ahout it ?" Will, in an interrogative sentence, in the second ])erson, asks concerning the wish, and, in the third person, concerning the ])urpose or future action of others. Thus, '"Will yo\i have an apple?" "Will you go with me to my uncle's?" "11^7/ he he of the party?'' "1177/ they be willing to receive us?" "When irill lie he here?" Will cannot he used interrogatively in the first person singular or plural. We cannot say, "Will I go "f" "'Will I hel|) you ?" ""Will I be late ?" ""Will we get there in time?" "Will we see vou again soon?" Official courtesy, in order to avoid the sendilance of compulsion, con- veys its commands in the i/ok irill form instead of the strictly grammatical you shall form. It says, for example, "Vou will proceed to Key West, where you will find further instructions awaiting vou." A clever writer on the use of shall and irill says that whatever concerns one's beliefs, hopes, fears, likes, or dislikes, cannot be expressed in conjunc- tion with I irill. Are there no exceptions to this rule? If I sav, "I think I sJiall go to Philadelphia to-morrow," I convey the impression that my going depends upon circumstances l)eyond my control ; but if I sav, ''I think I irill go to Philadelphia to-morroAr." I convey the impression that mv ;hould we never talk below our very best? 14. Should students be good listeners? Explain. LESSSOX SEVENTEEN. Eeproduce Whittier"s "Snow-Bound." LESSON EIOPITE E X . Send to us. for criticisui. one of your l>est essays. It should contain not fewer than five hundred words. 164 PENMANSHIP. From the teacher's standpoint. Slant and Vertical. Text-hooks reconiimiided for stiidv or reference : Spencerian Theory of Penmanship ?o-25 For books on Vertical Writing', see Syllabus. PENMANSHIP. LESSON OXE. Tliis course is based on the Spencerian System of Penmanship. There are four different movements in writing ; tint^er, forearm, com- bined, and whole arm. 1. Is Xhe Jingcr movement adequate for practical writing? Explain. 2. What are the advantages of tha fotraini moxement ? 3. The combined mo\ement is considered the best for practical writing. Describe it. 4. In what kind of writing is the whole arm movement used? 5. Describe the right side position at the desk. 6. Describe the front position at the desk. 7. Which do you prefer? Gi\'e reasons. LESSOX TWO. 1. A correct manner of sitting at the desk and of holding the pen ha\'e much to do with the progress of the student toward becoming a ready writer. To what points must the student gixe special atten- tion ? 2. Why should the position be such as to enable the student to use his hand and pen freely ? 3. What is '" penman s paralysis'' ? 4. What causes it ? 5. A light o\er the left shoulder or from abox'c is- regarded the best. Explain. 6. W'hen is a ''front /io/ii^' unf)bjectionable ? 7. Wh)' are "cross lig/iis" anti lights from the right objectionable? 167 NORMAL COURSE. LESSOX THREE. 1. How should the pen be held? 2. Why should it be held lightly ? 3. What is the hand's s/idiiio- rest f 4. What is meant by the vmsnilar or arm rest ? 5. In beginning new lines in writing, should the position of the arm be changed, or should the paper be mo\ed upward ? 6. In writing across the page, which should be changed ? 7. Why should the shifting of the rest occur between words and not in the midst of one? 8. What do you consider essentials to good writing? Explain. LESSON FOUR. 1. What is the object of movement exercises? 2. Should drill-lessons be gi\en to pupils before they are permitted to use copybooks? Exjilain. 3. Should short movement-dn7/s precede each lesson ? 4. Should pupils of the same grade write in concert ? Why ? 5. Are there advantages in having them mo\'e to counting? Explain. 6. Send samples of five different movement exercises. 7. The tendency of primary pupils is to make v/riting a drawing exercise. Explain. 8. How would you break up such habits? LESSON FIVE. 1. About how much of the recitation ])eriod would you gi\e to moveineiit- dril/s f 2. How much time each day should a student gi\ e to practice, in order to become a good penman? 3. What is the best tune during the day for the writing exercise? Explain. 4. Why do some pupils write better w hen in intermediate grades than in high school classes ? 168 rENMAXSIHP. 5. Has the cheap tablet aiivthim; lo do u itli it ? 6. How would you correct tlu' r\ il ? 7. \\']iat attention should \k- paid to ^ood materials for writing? TJvSSOX SIX. How many kinds of lines are used in writing? How should straight lines he made ? Illustrate horizontal and oblique or slanting lines 4. Illustrate a right curve. A left cur\e. 5. By what are angles measured? 6. Why is the slant of 52 degrees called the " w^/;/ s/avf" ? 7. What is the measure of the connecti\e slant? LESSON SEVEX. 1. What is analysis of letters? 2. What is meant b\' spaci)i_^ ? 3. What is shadino f 4. Is it an essential element in penmanship? 5. How many kinds of sliaded strokes in writing? Illustrate. 6. Illustrate unitino by aiiq;/i\ by tiDii, h\ s/iorl ////;/, by broad ox oval turn. 7. Make the figures. 8. Explain your ideal method of teaching penmanship. LESSOX EIGHT. 1. What is the unit for measuring letters and figures, in medium standard writing ? 2. Illustrate the different kinds of ovals in w ritinyf. What are principles ? Illustrate the se\en ])rinciples. Name them. Which princi()les are used in making the small letters? 169 NORMAL COrRSE. LESSOR NIXE. 1. What are the different classes into which small letters are divided? 2. Name the thirteen short letters. 3. What two short letters are more than one space high ? 4. What is the base line / 5. Write the thirteen short letters, using dotted lines to show height and width. 6. Analyze r and s. 7. Write the semi-extended letters, using dotted lines to show height and width. 8. Analyze them. LESSON TEN. Name the loop or extended letters. Make these letters, giving correct height and width. Analyze them. Where should the / be crossed ? How should the / be dotted? At what point above the base line does small c cross? At what point does / cross ? Analyze q andy. LESSON ELEVEN. Make the principles which form the prominent parts of capital letters. How manv spaces high are capital letters? How far below the base line do the capitals z, y, andy extend ? Write the direct oval capitals. Write the reversed oval capitals. Write the capital stem letters. Write the stem oval capitals. LESSON TWELVE. 1. Make, measure, and analyze D E C. 2. Make, measure, and analvze the capitals in which the rexersed o\'al is the most prominent principle. 170 PEXMAXSHIP. 3. How is the sixtli principU- modified in capitals / / /" f }'/ 4. Make, measure, aiui analyze these capitals. T. ^hd•:e, measure, and anaK/t- M X .1 7" /•'. Livssox 'riiiirrREN". \ 'oiical Pc)n)ta)isliip. This course is based on the Natural S\-stcm of X'ertical Writing, i)ul)- lished in- D. C. Heath (X; Co., Boston, New N'ork, Chicago. Copv hooks ma\'l)e purchased through dealers or directh- from the pub- lishers, at 75 cents per dozen. Teachers' Ahuiual, 25 cents. Instructi\e literature on \ertical writing may be procured free of charge h\ writing the publishers. Describe the position at the desk for xertical writing. How many different movements ma\' be emploved ? Describe the forearm mo\ement. 4. Describe the combined mo\ement. 5. Describe the correct manner of holding the pen and hand for vertical writing'. LESSOX FOURTEEN. \'ertical penmanship should stand on what degree of slant? Tell how manv kinds of lines are used. What is your opinion in regard to guide line for primary practice ? How high should the loop letter be written ? How high should small letters be written? LESSOX FIFTEEX. 1. What can vou sav in faxor of \ertical writing ? 2. In regard to height, into how many classes may the small letters be divided ? 3. In what position would \-ou place the paper for \ertical writing? \. Make and measure small letters one space in height. 5. What is your opinion of blackboard drills for young pupils? 171 KORMAL COURSE. T.ESSOX SIXTKKX. In \'ertical writing should the round turns be made broad or short? Make the small letters two spaces long'. 3. Make the small letters three spaces in length. 4. How many spaces hig^h are capitals made ? 5. What is your opinion of the relative speed of vertical and short writ- ing' ? Give reasons for Aour answer. L E 8 S X S 1^: \^ E X T F. K X. 1. What kind of a pen and holder would you recommend for vertical writ- ing ? 2. How many capital letters are three spaces in length ? 3. Should writing in school l)e treated as a means or an end ? 4. At what grade should mo\ement be taught? LESSON EIGHTEEX. 1. Mention the characteristics of good w riting. 2. Do vou think the |)rimary copies should be larger in form than advanced copies ? 3. Should primary copies consist of words as a whole, letters, or prin- ciples ? 4. What is vdur opinion of having illustrations with word practice? 5. At what grade should the pupil be given special drills for speed ? 172 LETTER WRITING. Practical exercises in writing letters, notes, cards, etc. Text-hooks reLomnietiJed for stiidv or reference : Hinds and Noble's New Letter Writer, $0.75 Williams and Rogers' Correspondence, • .55 Letter Writing — Loomis, -75 LETTER WRITING. LESSON ONE. 1. Medium pointed pens and black ink are recommended for correspond- ence. ExpUiin the advantages" of each. 2. Why should strong' colors be avoided in selecting paper used in letter writing? Why should the paper be of good quality ? 3. For social correspondence, what is known as note paper is almost uni- versally used. This is oblong in shape, usually unruled, and is generally furnished in three sizes. All have four pages to the sheet. What are the names of these three sizes ? 4. What are the sizes of paper most used in business correspondence ? Directions for Folding- Inciters. Envelopes should correspond with the paper in color and style and be adapted to its size. For social letters an envelope that will admit the paper in convenient folds should be used. Where the sheet is folded but once, the en\elope is nearly square ; where it is folded twice, the en\'elope is oblong. For business letters, oblong en\ :»lopes are used, and they are a little larger than the paper after the letter has been folded correctly. For square envelopes only one fold should be necessary. In order to fold note paper correctly, the width of the paper should be less than the length of the envelope. Fold twice ; first, from the bottom upward, and then from the top down so as to make the paper, as then folded, a little smaller each way than the envelope. To fold a sheet of letter paper for an en\elope, fold from the bottom upward, so as to make the sheet, as then folded, a little shorter than the envelope ; then fold equally from the right and the left, so that the Sheet as finally folded will be almost as wide as the envelope. 175 NORMAL COURSE. The manner of folding a letter sheet is illustrated below. Cap paper, such as foolscap antl legal cap, should nexer be used for business or social letters. If necessary cut down the caj) paper ti) letter or note size. For official communications, legal documents, etc., use official envelopes — usually about nine inches long. In sending letters that are called for in this syllabus, select suitable paper and envelopes from the supply that is furnished, paying particular attention to the folding. LE8S0X TWO. 1. What is a letter? 2. Distinguish between private and public letters. 3. What are business letters ? 4. Name five different kinds of social letters. 176 Address. Saliitation. Marg:iii. LETIKK \VI{lTIN(i. SKELKION LKTTEK. Heading. Bodv. Bodv. Complimentary close. Signature. LESSON THKEE. The heading may occupy one, two, or three hues, but it should never occupy more than three. forms. Albany, N. \'., Jan. 2, 1901. 35 Tremont Avenue, Davenport, Iowa, Dec. 5, 1900. Cleves, Hamilton Co., Ohio, September 2, 1901. 177 NORMAL COTTRSE. Box 15, Dickinson, N. D., Sept. 30, 1900. Har\'ard University, Cambridge, Mass. , 5 October, 1901. 26 Broadway, N. Y. , August 31, 1 90 1. When the address and date are placed at the close of the letter, they should begin on the next line below the signature, near the left of the page. In busmess letters the address and date are always written at the top. Very truly, John Manning 73 Dartmouth St., Springfield, Mass., Oct. 3, 1901. EXERCISES. Write the following headings, arranging and punctuating them correctly. Salem Mass Dec 10 1899 68 Ashland Boulevard Chicago 111 Feb 6 1900 Mount Joy Scott Co Iowa Jan 11 1901 University of Michigan Ann Arbor May 15 1901 Write a ctjrrect heading of a letter from your home. LESSOX FOUR. Forms. Mr. John Jordan, Derby, Conn. Dear Sir, — Kelley & Graham, 100 Wabash A\e. , St. Paul, Minn. Gentlemen : — 178 LKTTKK WUlTlNfi. S. W. Mariner, Esq., Prest. Board of Education, Kno.wille, Tenn. DearSir: — Miss Murifl Kinnev, Jamestown, So. Dak. Dear Madam : — Vour order, etc. Mrs. Mary White, Rutland, \'t. Dear Madam : — Please accept, etc. EXEIICTSKS. Write the following headings, addresses, and salutations, arranging and punctuating them correctly. 1. June lo 1901 50 So Washington A\e Minneapolis Minn John J Oaks &: Co Denver Colorado 2. Write a letter to the president of the school board of New Albany, Ind., applying for a position as principal of a ward school. 3. Write the heading, address, and salutation of a letter from v(jurself to your mother, brother, or sister. LESSOX FIVE. Common forms of complimentary close used in business letters. Trul)-, Respectfully, Yours truly. Very respectfully. Yours very truly, Yours \-ery respectfully. Sincerely, Faithfully yours, Sincerely yours, Praternall}' yours. For .wr/^?/ letters, a \ariety of forms might be gi\en ; such as, ' ' .Affection- ately," ''^'oln• friend," " ^'our loxing father," "Ever yours," " \'ery cordiall}- yours," c'tc. (^^r/?iQ\-i^- lor of Laws. LL. D. Leguui Doctor, Doctor of Laws. loc. cit. Loco citato, in the place cited. Lond. London. L. S. Locus sigilli. Place of the seal. Lt. Lieutenant. M. Meridics, noon. M. Mille, a thousand. M. or Mons. Monsieur, Sir. M. A. Master of Arts. Maj. Major. Maj. -Gen. Major-( General. Mar. March. Mass. Massachusetts. Math. Mathematics ; Mathema- tician Matt. Matthew. M. B. Medicines Baccalaureiis, Bachelor of Medicine. 185 XORMAL COURSE. M. B. Miisica' narcalanrnis. Bache- lor of Music. M. C. Member of Congress. Mch. Marcli. M. D. Ulcdicinw Docior, Doctor of Medicine. Md. Maryland. Mdlle. or Mile. Mademoiselle. Mdse. Merchandise. M. E. Methodist Episcopal ; Mili- tary or Mechanical Engineer. Me. Maine. Mech. Mechanics, or Mechanical. Med. Medicine. Mem. Memorandum. Mennnifo, re- member. Messrs. or MM. Messieurs, Gentle- men. Mex. Mexico, or Mexican. Mich. Michigan. Minn. Minnesota. Miss. Mississippi. MM. Their Majesties ; Messieurs, Gentlemen ; Two Thousand. Mme. Madame. M. M. S. S. Massaehusctte)isis Medi- cirice Soeieiatis Soeiiis, Fellow of the Massachusetts Medical So- ciety. Mo. Missouri ; Month. Mon. Monday. Mons. Monsieur, Sir. Mont. Montana. M. P. Member of Parliament ; Met- ropolitan Police. M. P. P. Member of Provincial Par- liament. Mr. Mister. M. R. A. S. Member of the Royal Asiatic Society ; Member of the Roval Academy of Science. M. R. C. C. ^lember of the Royal College of Chemistry. -M. R. C. S. Member of the Royal College of Surgeons. M. R. G. S. Member of the Royal Geographical Society. M. R. I. Member of the Royal Insti- tute. Mrs. Mistress. M. R. S. L. Member of the Royal Society of Literature. M. S. Meniori'.c saerum, Sacred to the memory : Master of the Sci- ences. MSS. Manuscripts. Mus. B. Bachelor of Music. Mus. D. Doctor of Music. N. A. North America. N. B. New Brunswick : North British ; y^ota bene, mark well, take notice. N. C. North Carolina; New Church. N. E. New England ; Northeast. Neb. Nebraska. Ney. Nevada. New Test, or N. T. New Testament. N. F. Newfoundland. N. H. New Hampshire; New Haven. N. J. New Jersey. N. Mex. New Mexico. No. Ahtmero, number. Nol. pros. Nolens prosequi, I am un- willing to prosecute. Non pros. N^oyi prosequitur. He does not prosecute. 186 LKITKR WltlTINfi. Noil se([. Xo)i scqiiifiir, It doc-snot P. I'-. Protestant F.piscopal. follow. P. 1'".. 1. Prince l^^dward Island. Nov. November. Penn. Pennsyh ania. N. S. New Style ( alter 1752); Nova Per. or pr. \\\ the. Scotia. Per cent. /V/' cottuDi , 1)\' the hnn- Num. Xnmhers ; Numeral. dred. N. \'. -M. Nativity of the Virgin I'har. Pharmacy. Mar\'. IMi. I). Philosophiic Baccalaurcus, N. Y. New York. Bachelor of Philosophy. O. Ohio. Ph. D. Philosophi-.c Doctor. Doctor O. K. A slang phrase for ' ' All cor- of Philosophy. rect." Pinx. (M- Pxt. Pi)ixit, He ( or she ) Oct. October. ]Kiinted it. Old Test, or O. T. Old Testament. PI. or Plur. Plural. Or.' Oregon. Plff. Plaintiff. O. S. Old Style (before 1752). P. M. Post meridiem. Afternoon, O. S. F. Order of St. Francis. E\'ening ; Postmaster ; Past Mid- Oxon. Oxonicnsis. O.xonii, of Ox- shipman ; Paymaster. ■ ford, at Oxford. P. O. Post Office. Oz. Ounce. Pop. Population. Pa. Pennsylvania. P. P. C. Pom- prendre co)igt\ io Xrakf^ Par. Paragraph. leave. Pel. Paid. Pp. or \)\\ Pages. LESSON twp:lve. Abbreviations in General l^se. Pro tern. Pro tempore, for the time Pub. Publisher ; Publication ; Pub- being, lished ; Public. Prov. Pro\erbs ; Provt)St. Put. Pennyweight ; Penn)-weights. Prox. Proximo, next (month ). q. e. d. Quod erat demonstrandum. P. S. Post seriptum. Postscript. w hich was to be pro\-e(l. P. S. Pri\ySeal. q. 1. (y/c;■/;;/<■■ and eoinposite \\v\\v\iQiXS. 14. What is eaneellation f 15. What is the advantage of cancellatinn ? 16. On what principle does cancellation dc])end? 17. The factors of a dividend are 20, 25, 32, 18, and 21 • the di\'isors 20, 40, 36, and 3. Re(|uirc(l the (juotient. 18. I exc-hanged 20 pieces of clotli of 25 yards cacn, at 5 cents a yard, for tirkins of l)utter of 25 pounds each at 25 cents a pound. How man)- tirkins of butter did 1 rcccixc ? ig. What is the quotient of 45 X 52 x 6n di\ided by 13 x 27 x 60 ? 20. What is the quotient of 7 x 11 X 15 x 18 divided by 5 x 7 x 9? 21. What are the prime factors of 1365 ? 195 NORMAL COURSE. LESSOX TWO. Measures and Multiples. 1. V\[\vAt\s t\\Q greatest eouiDion iiieasitre oi two or more numbers ? 2. What factors does it contain ? Illustrate. 3. What factors does the least eoiuuton multiple of two or more numbers contain ? Illustrate. EXERCISES. I. Find the greatest common divisor of the following : 25, 35, 1 10, and 180. Find the greatest common divisor of the following : 374, 2295. Find the greatest common dixisor of the following : 576, 144, 720. 4. Find the greatest common divisor of the following : 6S70 and 8473. 5. Find the least common multiple of 36, 45, 54, 63. 6. Find the least common multiple of 2, 19, 38, 76. Find the least common multiple of 2, 3, 4, 5, 6, 7, 8, and 9. Find the least common multiple of 150, 175, 200. What is the least number of )ards of carpet in a roll that can be cut into lengths of 12 yards, 15 yards, or 20 vards ? LESSON THREE. Coimuon Fractious. 1. What is ?i fractional unit f 2. Name the different kinds of common fractions. Give an example of each kind. 3. What does the denominator of a simple fraction show? 4. What does the numerator show ? J. Explain the rule for di\iding one fraction by another. 6. Give the principles used in fractions. EXERCISES. 1. Multiply \^ by \ o\ ^\. 2. Reduce —-^ to its simplest form. 196 ARITHMETIC. Change 192*^ and \^% to decimals. '2 "^ '- '2 '"^ X I Jr Reduce to tlie simplest form: ^ — -, , — j-^, • ^ 500 f\ of 8i What is the value of , ,^ - \ -^ of i?i + ( i?^if)+A? What number is that to which you add ■= of itself and the result will be 27 ? 7. A house is worth $1600 ; A owns 3^ of it, and sells '3 of his share ; what part has he left and what is it worth ? 8. A will do -3 as much as B. The board of each is worth $^4 ^ day. If B is paid $i>^ a day and board, what shall be paid to A in addition to his board ? 9. Two men bought a barrel of flour : one paid $3^: and the other ^373 ; what part of it should each have? 10. A has $3,200; ^ of his money plus $1,000 is fj of B's ; what sum has B ? 11. A cistern of 960 gallons is emptied by two pipes, A and B, in 5 and 7 minutes, respectively. How much water will pass through each, if both are opened together ? 12. A 3aves }( of his income, and B, having the same income, spends i V2 times as much as A, and finds himself $62 J^ in debt at the end of the year. What was the income of each ? LESSON FOUR. What is a mixed decimal ? Illustrate. What is a complex decimal ? Illustrate. What are circulating decimals ? Illustrate. 4. Define and illustrate repetend. 5. When are repetends co-originous f Contcnninous .^ Similar f Give illustrations. 6. When is a repetend said to be cxpaiidcd ? EXERCISES. I. Add exactly 16. 2 1/^, 48. 32$. z. Divide 60 by 2.8f. 197 NORMAL COURSE. 3. The product of three factors is 5.76 : one of them is .024, another is .06 ; find the third. 4. Reduce to its simplest form I .0009 .01 .4 X .0005 -(- -002 X .0125 5. Reduce the following- to common fractions : .15, .0315, 1.5. 6. Find the x-alue of 5.003x6. LESSON FIVE. Dcnoini)iatc X timbers. What are denominate numbers f Name the tables for weight. Name the tables for capacity. What is meant by the length of a line? Area of a surface? Which is the heavier, a pound of gold or a pound of iron ? Fxj)lain. Which is heavier, an ounce of gold or an ounce of iron ? Explain. EXEltCISES. Reduce to integers of lower denominations, .385 A. i; lb. Reduce to integers of higher denominations, 46381 inches, 48394 cul)ic inches. Express as rods and decimals of a rod : 8 rd. i yd. 2 ft. 9 in. Reduce to the fraction of a mile, .35 ft. Reduce f*^, of a pint to the fraction of a Inishel ; ^ of a pound to the fraction of a ton. From a barrel containing 36 gal. 3 c|t. 1 pt. , there were sold 27 gal. 2 qt. I pt. 2 gi. How much remained ? How many inches are there in 59 ch. 75 1. ? Illustrate by drawings, the diflference between 5 square feet and 5 feet square. How much wood is there in 5 loads, each containing i cd. 5 cd. ft.? How many cups, each weighing 7 oz. 15 pwt. , can be made from 60 pounds of silver? 198 ARITHMETIC. LESSON SIX. Longitude and Time. 1 . W'lial is slandard time / 2. W'liat four meridians are established as central meridians? 3. How is the standard time of a place determined ? 4. Name these four time belts. 5. When it is 10 o'clock bv standard time in lioston, what is the time in San Francisco ? 6. How UKU' the difference in solar time between any two places be found when the difference in longitude is known? 7. Where is the day said to begin? 8. In going from San Francisco to China, do you gain or lose a day? Explain. 9. The difference in solar time between two places is 3 hr. , 50 min. , 37^/3 sec. What is their difference in longitude? 10. The longitude of Berlin is 13 degrees, 23 minutes, and 43 seconds east from Greenwich, and that of Cincinnati 84 degrees, 26 minutes west from Greenwich. What is their difference in time? LESSON SEVEN. Metric System. 1. What is the metric system f 2. What is a meter ? An are f A stere / A liter t \ gram i 3. For what is the wr/i^';' used ? The ki/ometer i 4. Illustrate how metric numbers are written. 5. How are they read ? Illustrate. 6. What is the unit in measuring ordinary surfaces? In measuring areas of countries? In measuring land? 7. Explain the use of the cubic meter. 8. For what is the gram used ? 9. What is the unit in weighing very heavy articles? 10. How is the liter used ? 199 NORMAL COURSE. EXERCISES. 1. How many hektares in 640 acres? 2. Change 625 meters to feet. 3. The produce of 8 acres was 240 bushels of wheat. What was it in hektoHters ? 4. How many liters in S casks, each containing 3.40 m. ? 5. The capacity of a bin is 40.64 cubic meters. What is the value of the grain that will fill it, at 60 cents a bushel ? 6. How many square yards of paper in a roll S ni. long and 4 m. wide? 7. How many kilometers in 65 miles? 8. If butter is worth 30 cents a pound, how much should it be a kilo ? LESSOR EIGHT. Ratio and Proportion. What is ratio ? Define each kind. \^\\'^\.\%X\-\Q antecedent ? Consequent t 3. What is direct ratio f Inverse or reciprocal ratio ? 4. What \s proportio)! f Define each kind. 5. Gi\e the principles of proportion. 6. Write a ratio whose \-alue is yi. W^rite a proportion each of whose ratios is equal to |. Write an equation which is an equality of two fractions ; write the same as a proportion. 9. Is 6: 8: : 7: 9 a proportion ? Explain. 10. How does the method of solving a problem by proportion differ from the analysis method ? EXERCISES. 1. Reduce 30:40, 13:39 to their lowest terms. 2. Clear of fractions, 2^^ : 3^,61.4 :7/S- 3. If 474 bushels of wheat cost $27/^, what will 19'^ bushels cost ? 4. If 35 men can dig a trench in 14 days, how many men will it take to dig it in 5 days ? 5. If $150 gains $12 in 8 months, in what time will it gain $17 ? 200 ARITHMETIC. 6. If the freight charges on 125 cattle, averaging 900 pounds, is $200 for 150 miles, what should be the charges on 275 cattle a\'eraging 1200 pounds, for 225 miles? 7. A lumber dealer purchased two j)iles (^f wood. One pile was 24 feet long, 20 feet high, 16 feet wick-, and contained 60 cords. The other pile was 32 feet long, 12 feet wide, and 18 feet high. Find bv Rule of Three the number of cords in the latter pile. 8. If 180 bricks, 8 inches long and 4 inches wide, are required for a walk 20 feet long and 6 feet wide, how many bricks will be required for a walk 100 feet long and 4 feet wide? g. If a bin 8 feet long, ^'^4 feet wide, and 2^4 feet deep, holds 6j l4 bushels, how deep must another bin be made, that is 18 feet long and 3| feet wide, to hold 450 bushels ? 10. If 4^2 tons of coal fill a bin 9 feet long, 5 feet wide, 5 feet high, how manv cubic feet are required for the coal of a steamer that carries coal for 3 weeks at 20 tons a day ? LESSOR m^K Pcrcc)itaQ;c. 1. V>Q.^nidy hooks. Coral reefs and is/ands. EXERCISES- 1. Distinguish between zvaves and breakers. 2. What are barrier beaches ? Sandy hooks f 3. Explain tides. 4. Explain the formation of salt lakes. 5. What is a river system ? Describe one. 6. \^\\-^X "AX^ oceanie currents f Describe the Gulf Stream. 7. What are artesian zvells f Geysers f Gi\'e illustrations. 8. Explain the formation of glaciers. What is a continental ice sheet ? Give an illustration. 9. What is meant by the glacial period f 10. Define bayou. Oxbow loops. LESSOT^ FOUR. The atmosphere : composition, uses, height, weight, comparative density, effect of elevation. Winds: causes, kinds, constant, periodical, \-ariable. Trade winds : location, cause, uses. Periodical icinds : monsoons, sea breezes, etesian northern, harmattan. Variable zvinds : simooms, siroccos. Cyclones aiul tornadoes : causes, distribution. Moisture: evaporation, saturation, condensation. 215 NOKMAL COURSE. Forms of condensafio)i : dew, frost, fog, clouds, rain, hail, snow. Distribution of rain : in the torrid zone, in temperate zones. Zones of light : how determined, position of the tropics. Climate : astronomical, physical, continental, oceanic. Climate as affected by latitude, altitude, proximity to large bodies of water, and to mountain ranges. Heat belts : names, locations, seasons. N'orthern lights. EXERCISES. 1. Define and explain zvinds. 2. What are the t7'ade 7vinds / Monsoons I 3. Distinguish between eyelones and tor)iadoes. 4. What does the term rainfall usually include ? 5. What are the rain producers of the temperate zones ? 6. What are the reasons for the heavy rainfall on the northeast and south- east coasts of South America ? 7. Define heat belts. Name them. S. What is the meaning of the word tropic I What determines the position of the tropics ? 9. When does the Arctic circle ha\e its longest daylight? The Antarctic circle ? 10. Why do the true heat belts diflter from the zones? LESSOX FIVE. • EXERCISES. 1. Describe the three principal races of mankind and give examples. 2. Where are the homes of these races ? How are these homes boimded ? 3. Who were the Aryans / 4- Tell what race or races are found in each of the following river basins : Amazon, Nile, Kongo, Ganges, Lena, Niger, Mackenzie, Volga, Amur, Plata. 5. What races are found along the shores of the Pacific Ocean? 6. What people live on the highest plateau? On the greatest desert? In the coldest lands? In the largest river valley? 216 GE()(iRAPllY. 7. T(i wliich racx* (ir races do tlic pcnpli- y feelings f Illustrate. How may psychical feelings be cultivated ? May acquired appetites be supplanted ? What is meant by the subjection of the lower nature to the higher? What does it in\'ol\e ? LESSON FOUK. The Intellect. Presentative Powers. a. Consciousness. /'. Sense perception. c. Intuition. Representative Pozvejs. a. Phantasy. b. Memory. c. Imagination. Than gilt. a. Conception. b. Judgment. c. Reason. EXERCISES. Illustrate the distinction between the presentative and representative powers of the intellect. What are the elements of memory? How many kinds of memorv ? Distinguish bet\\een memory and imagination. Give rules for the cultivation of the memory. Define comparison ; synthesis. Distinguish between inductive and deductive reasoning. Illustrate. 231 NORMAL COURSE. LESSON FIVE. The Will. The Will. a. Its liberty of choice (freedom ). b. Its motives and volitions. c. Acts of the will. Moral Actions. The Traiiibig of the Will. a. Moral instruction. h. Culture of feelings. c. Discipline under motives. Trainino; in Self- Control and .Self- Guidance. a. Hume-life. b. School-life. c. Motives : low, high. d. School incentives : artificial, natural. Character. EXERCISPJS. What is meant by the icill .-' Why do the actions of brutes ha\e no moral quality f What does everv moral act involve ? Detine volition. Is the culture of the feelings a means or an end of moral education ? Explain. Effective moral training in\ol\es what discipline of the will ? Why has the theater never been a \ery effective school of morals ? Explain how both instruction and discipline may enfeeble and dis- sipate will power. 8. Define character. Of what is it the resultant ? LESSOX SIX. St II dies in Psychology. a. Physiological Psvchologv. or the relation oi the mental acti\ities to the functions of the ner\-ous system. 232 PEDAGOGY. b. The Senses and the Sense-perceptions ; original and acquired. i\ The development, direction, and restraint of the emotions and desires. d. 77ie evolution of the higher powers. e. The characteristics and peculiarities of the powers of the intellect, or mental activities. The means of strengthening these powers, remedying defects, and preventing abuses. /'. The cultivation of the 7cill. ,;'■. Formation of habits, h. Development of character, i. The subject ion of the lo:i.'er nature to the higher. KXKKCISES. 1. What are the special senses in\-ol\'ed in sense-perception ? Tlie phys- ical conditions ? The psychical elements ? 2. Distinguish between original and acquired perceptions. 3. Mention the higher powers of the intellect. 4. What is apperception ? 5. Mention a valuable study in ps3chology not enumerated above. LESSOR SEVEN". Moral Training. It is of first importance. It should find a place in the program. It should be svstematic. Ends. a. To train the moral sense. b. To train the moral judgment. Materials and Steps. a. Stories, fables, parables, and biographies to instruct and to awaken feelings. /;. Literary gems to ennoble feelings. c. Maxims, proverbs, and the Bible to lift feeling to rule or princijile. Tixample. The teacher should never \iolate his own sense of justice nor outrage that of his pupils. 233 NORMAL COURSE. Appeals to Conscience. The conscience should be cultivated by frequent appeals. Unusiial Occun'ences. Unusual occurrences should "be used to make a moral or religious im- pression. EXERCISES- 1. Why is moral training of first importance? 2. What causes the different moral conditions of the different pupils in a school ? 3. How may morals be taught in the reading class ? 4. Explain how unusual occurrences may be used to make religious Im- pressions. 5. What do you consider the best method of teaching morals? Why? LESSON EIGHT. Suggestive Out lines of Lessons in Morals and Manners. Cleanliness and neatness. Politeness at all times, especially while at school. Gentleness in speech and in manner. Patience a?id Docility. Kindness to all living creatures. Love. a. For relatives. d. For teachers. c. For neighbors. d. For country. e. For God. Truthfulness in words and actions. Fidelity in duty, to relatives, to the unfortunate, to God. Obedience, prompt, cheerful, implicit, and faithful. a. To teachers. b. To parents. c. To law-. d. To conscience. To God. The C olden Rule. 234 PEDAGOGY. EXERCISES. Explain your method of teaching- gentleness of manners. Outline your plan for teaching love for country. How may kindness to animals be taught? Is obedience natural or artificial? How would you teach obedience to law ? LESSOX XTXE. Recreations. Objects. a. To rest and invigorate the body. b. To prevent malformation and disease. c. To aid in a symmetrical growth. d. To secure ease, grace, and dignity in the movements of the bodw Requisites. a. It should be directed to those parts of the bodv suffering most from confinement. b. It should commence and end gradually, with the uKM'e \iolent parts near the close. c. It should be regular as to time, kind, and intensit^^ increasing with increasing strength. d. It should be accompanied with music or some means of keeping exact time. €. It should be conducted in con\enient places, as to fresh air and pleasant surroundings. Movements. a. Arm, wrist, and hand mo\emt_^nts. b. Head, neck, chest, and shoulder movements. c. Trunk and spinal column movements. d. Hip, joint, leg, and foot mcjvements, and marches. Recesses : General. Special. Games : Free. Systematized, 235 NORMAL COURSE. EXERCISES. 1. What supervision should the teacher exercise over games ? Over the playground ? 2. Do you favor general recesses ? Explain. 3. Why should physical exercises be conducted in convenient places, as to fresh air and pleasant surroundings ? 4. What prominence would you give to such exercises in your program ? 5. Give an outline of calisthenic exercises suitable for an ungraded school. LESSON TEK Principles of TcacJiing. Teaching must be adapted to the varying capability of pupils of different grades. The natural order in which the powers of the mind should be exercised, and the corresponding kinds of knowledge taught, is : first, the presenta- tive ; second, the representative ; third, the thought power. The mind proceeds from the simple to the complex, from the known to the unknown, from the particular to the general. Observation before reasoning. Sense knowledge before thought knowledge. Facts before definitions or principles. Processes before rules. EXERCISES. 1. Explain the use of the following terms in designating the three periods of school life : presentative, representative, and thought ; percep- tive, conceptive, and rational ; objective, reproductive, and elabo- rative. 2. Should pupils of all grades be taught the same kinds of knowledge and by essentially the same methods ? Explain your answer. 3. Why should sense and concrete knowledge recei\e most (but not exclusive) attention in the primary grades, and rational knowledge in the higher grades ? 236 PKDAUO(JV, 4. In the intermediate i^radcs, what attention should be paid to the pre- sentati\'e, representative, and thought powers? 5. Explain the meaning of "self-activity," "adaptation," and "natural order," as applied to education. LESSOX ELK VEX. Principles of Trcn/iiiig. Primary instruction should not Ik- coiitincd to prL-sentative acti\ity and knowledge. Intermediate instruction should not he confined to presentati\e and representative acti\it\- and knowledge. Objecti\-e teaching for all grades. The development and equipment of the body and of the mind depend upon the \'igorous and rightly-adjusted e.xercise of s])ontaneous and xolun- tar3' self-acti\'ity. EXERCISES. 1. .Should knowledge or mental })ower be the leading aim of teaching? E.xplain. 2. E.xplain the meaning of the so-called Comenian maxim, " We learn to do by doing." 3. Can a school art be taught by simply imparting a theoretical knowl- edge of its principles ? 4. Give illustrations of objective, subjective, and direct instruction. 5. What school exercise tests the knowledge of pupils ? The power of pupils ? The skill of pupils ? LESSON TWELVE. The Teacher. Fitness for Teaching. Natural ability. Professional study. Experience. 237 NORMAL COURSE. Responsibility of the Teacher. For the bodily health of pupils. For the intellectual growth of pupils. For the moral training of pupils. For the religious training of pupils. Personal Habits. Neatness. Order. Courtesy. Punctuality. Literary Qualijications. EXERCISES. 1 . What is meant by the natural ability of teachers ? 2. To what extent is the teacher responsible for the bodily health of pupils ? 3. Distinguish between moral and religious training. 4. To what extent is the teacher responsiiile for the religious training of pupils? 5. What are the ideal literary qualifications of teachers ? Answer fully. LESSON THIKTEEN. Study. Objects. To discipline the intellect. To train the emotions. To develop and strengthen the ]:)hysical organism. To accumulate facts, principles, and knowledge, and to classify the same. To assimilate these stores of accumulation. To enlarge the capacities of the mind. Obstacles. Normal : immaturity, organic weakness, etc. Abnormal : ill temper, stubbornness, laziness, etc. Acquired: omitting difificult parts, reading without thought, trusting to others for help to understand. 238 PEDA<;0«Y. Bad externals : uncomfortable furniture, etc. ; bad air, lii^ht and tem- perature ; want of a system ; a fretful teacher. Necessities. Good externals. Good health and proper habits of living. Normal mental state. Lessons Assii^ned. Definite infornialiun as to how much. Points of interest and difficulty noted. Definite directions — how to be recited. EXERCISES. 1. Define study. 2. What powers. of the mind may study be made to discipline? 3. Mention normal and abnormal obstacles to study that are not enumer- ated in the outline. 4. Are contentment, peace, and good will conduci\'e to study ? Explain your answer. 5. What importance do you attach to a program for study ? Send us a sample program for study adapted to intermediate grades. LESSOX FOURTEEN. School Organization. Contract. Compensation. Repairs. Janitor's work. Examination of Pupils. Data from which to judge ; natural ability as to age, temperament, and perception. Opportunities at home and at school. Attainments : general, particular. Modes of ascertaining : noting general aptness or deficiency in clas'- or at play : by ordinary recitations. Classification. Kinds : close, loose. 239 NORMAL COURSE. Obstacles : diversity of attainments, indifference of patrons. Advantages : economy of time and expense, stimulus from class-spirit. Disadvantages : interferes with individual development, ignores diversity of talent, oilers opportunities for shirking lessons. Studies : number, kinds. Openijig Exercises. Reading. Singing. Prayer. Miscellaneous. Programs, temporary and permanent. For study. For recitation. For recesses. For games and gvmnastics. Closi)ig Exercises. Conversations, retrospect, prospect. Separating, singing, good night. EXERCISES. 1. Distinguish between the temporary and the permanent organization of a school. 2. In classifying pupils, to what extent would you recognize diversity of talent ? 3. Can you suggest appropriate opening exercises other than scripture selections, singing, and prayer ? 4. Send us an ideal program for an ungraded school. 5. Explain the importance of closing exercises. LESSON FIFTEEIST. Recitation. Objects. To ascertain how well the lesson has been prepared and how well it is understood. To assist the pupil to understand difficult points. 240 PEDAGOGY. To impart collateral information, scientific, moral. To make practical application to language culture, good manners, and habits. I\rethods. Questions and answers. Topical, diagrams and outlines, analysis and written description. Didactic, conversations, essays, lectures. Miscellaneous, objective teaching, experiments, use of apparatus. Questions. Let them be pertinent, clear, concise, and in j)lain language. Let them contain none of the answer directly. Do not read them from books or manuscripts. Do not use leading questions, or those suggesting answers. Do not prompt by word, gesture, sign, look, or tone of voice. Anszvers. Every answer should be an entire sentence and free from all gram- matical inaccuracies. Answers should be sufficiently loud to be heard by every member of the class. They should be free from slang phrases. EXERCISES. 1. Do you require your oupils to stand while reciting? Explain your answer. 2. Why should the class be so arranged that the teacher may see the eyes of each pupil ? 3. What are the advantages of frequently writing questions on slips of paper, or on the board ? 4. How may the recitation be used to teach language and good manners ? 5. Is there any advantage in having the question repeated by some mem- ber designated, before it is answered ? Explain. 6. Should the teacher repeat an answer as given by a pupil ? LESSON SIXTEEN. School Government. Objects. To secure good order. 241 NORMAL COURSE. To cultivate self-control. To secure the safety of individuals and of society. To correct and reform constitutional derangements, such as hatred, revenge, self-will, rebellion, etc. To correct and reform bad habits, such as inattention, slovenliness, disobedience, lying, and stealing. Means. Employments : plays, calisthenics, study, recitation, exercise of patience, benevolence, and resolution. Restraints : from accustomed prixileges, in personal liberty, punish- ments. Punish)ncnts. Objects : reformation of offenders, protection to society, \'indication of authority. Kinds : moral (see incentives), corporal. EXERCISES- 1. Which of the objects of school go\-ernment do you consider most im- portant ? Of punishment ? 2. What is the true relation of school go\-ernment to moral training .-" 3. What is the limitation of all punishments? 4. Give an illustration of a natural punishment, /,