correspondence: school Class _LB:1M3- Book' .\^i& COPYRIGHT DEPOSm Advanced NORMAL COURSE Syllabus ©utiines of Stub^ in •t t t IGHER Arithmetic, Physi- ography, Technical Grammar Civics, Composition & Rhet- oric, United States History Science & Art of Teaching & History of Pedagogy *>* By Prof. Charles H. Clemmer, M. A. Vale U7iiversity ; National Normal; Superifitetidetit of Public Instruc- tion, Scott Coufity, Iowa ; Superintsfideni City Schools, Grand Forks, N. D.; State Institute Conductor; Second Vice- President, N. E. A.; Manager National and Michigan Correspondence Schools, Fenton, Michigan. THE HOME CORRESPONDENCE SCHOOL, SPRINGFIELD, MASS mtneteen Mun&reD an& ©ne THE LIBRARY OF CONGRESS, Two Coptea Received MAY. 13 1902 Copyright entby KUm^. /~/^^' CLASS <»-OCXc. NO. '2^ I ^ ^ COPY B. Copyright, igoi, BY The King-Richardson Company. To the Student. These syllabi consist of three parts : {a) outlines and helps in study, {b) practical suggestions, {c) critical and searching questions on the lessons. . With the aid of {a) and ((5) and text-books, you will prepare lessons as guided by (c), and forward all work for correction 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 convenience, they are urged to work according to a definite study program. In preparing lessons, no particular text-books are required. 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 publishers or they will be mailed from our office upon receipt of the price, THE HOME CORRESPONDENCE SCHOOL, Springfield, Mass. HIGHER ARITHMETIC. Text-books recommended for study or reference: Ray's New Higher Arithmetic, $0.85 Wentworth's Advanced Arithmetic, i.oo Wentworth's High School Arithmetic (Hill), i.oo Wells' Academic Arithmetic, i.oo Robinson's Progressive Higher Arithmetic, i.oo The New Higher Arithmetic (Rich), • i.oo ERRATA. Page 3. Place a bar over 9 + 7 in exercise 10, and one over 2^ -)- 3^ in exercise 1 1. Page 8. Substitute 11 for 16 in exercise 10. Page 10, exercise 8. In the second member of the equation, the dot should be placed over the 6 and not over the 2. Page 12. Exercise 11 should read, What is the sixth root of 3010936384? Page 18, exercise 2. The dimensions of the block should be 6 feet 6 inches long, 3 feet wide, 2 feet 9* inches thick. Page 29. Exercise 3 should read, Explain the formation of Tein^ace Mountain. Page 60. Exercise 4 should read, Give the real meaning of the follow- ing interjections. Page 63.' In exercise 9, first section, substitute no for a. Page 84. In the outline of lesson eleven, appointment should read apportionment. Page 93. Under Public lands substitute commissioner for commission. HIGHER ARITHMETIC. LESSOl^ ONE. Definitions : Quantity, unit, number, integer, mathematics. EXERCISES. 1. Distinguish between ^z^r^ and applied Arithmetic. ' 2. Distinguish between Arithmetic and Algebra. 3. Give the axioms required in arithmetical investigations. 4. If the sign of multiplication were not employed, how would the follow- ing be expressed : 8x7 + 4x8 — 3x10? 5. If the signs of aggregation or multiplication were not employed, how would the following be expressed : 8x5 + 4 — 6 4x5? 6. What is the difference between a principle and a rule? 7. Distinguish between an axiom and a principle. 8. What is the distinction between a demonstration and a solution? 9. Distinguish between an analysis and a solution. 10. Find the value of [(5 + 3 -^4 + 5 — 2 X 9) X (2 + 8 -- 2)] + 9 + 7 ^ 4. 11. Find the value of [ ( 2^ -j_ 3^ X 4^ + 13 ) ^ ^^25 4-20^ + i3X2]j + V 16 X 17. 12. What are the fundamental operations of Arithmetic? Why are they called fundamental ? LESSON TWO. Notation. Modes of expressing mtnibers. By ordinary language, or words. By figures, or the Arabic method. By letters, or the Roman method. 3 ADVANCED NORMAL COURSE. ~ Essentials in systems similar to the Arabic. A radix. Digits. Principles of Arabic Notation. Roman Notation. Use. Letters employed. Principles. Scales of Notation, A radix. Principles, EXERCISES. 1. What is the distinction between the Arabic and the Roman methods of notation ? 2. What is the radix of the Arabic system ? 3. What is the system called where the radix is 2 ? Where it is 5 ? 4. How did the Arabs write numbers before they used zero ? 5. Change 3863 of the decimal scale to the scale of 8. 6. Express in the common scale 12032 of quaternary. 7. Add 6385, 4652, and 7861 (scale of five). 8. Subtract 42568 from 89678 (scale of six). 9. Multiply 6864 by 283 (scale of nine). 10. Divide 12432 by 36 (scale of seven). 11. Express by the Arabic, CDCCCXXXIX. 12. Express by the Roman 1901, 900,003. LESSON THREE. Numeration. French System. English System. Hundred thousands Ten thousands r Hundreds Quadrillions I Tens ^ Units giUj^^g, C Hundreds Trillions ■< Tens ( Units Thousands Hundreds Tens Units HIGHER ARITHMETIC. Millions {Hundreds Tens Units C Hundreds Millions < Tens ( Units ( Hundreds Thousands < Tens ( Units C Hundreds Units -< Tens ( Units Addition. Addends. Principles. Tests for accuracy. Adding by excess of tens. Adding in the reverse direction. Casting out nines. Subtraction. Definitions. Principles. Proofs of subtraction. Casting out nines. Add the subtrahend and the remainder. Units ' Hundred thousands Ten thousands Thousands Hundreds Tens Units Hundred thousands Ten thousands Thousands Hundreds Tens Units EXERCISES. Illustrate the two systems of numeration. Define addition ; also name and define each of its elements. Give the principles of addition. Illustrate the proof of addition by "adding by excess of tens." On what truth are the proofs by " casting out nines " based ? Illustrate the proof of addition by ' ' casting out nines. ' ' Define subtraction ; also name and define each of its elements. Show that subtraction is the inverse of addition, by paralleling the elements. ADVANCED NORMAL COURSE. 9. What effect upon the remainder has dividing the minuend ? 10. Give the principles of subtraction. 11. Illustrate the proof of subtraction by " casting out nines. " 12. Every number in the decimal scale is equal to an exact number of elevens plus the excess of the sum of the digits in the odd orders above the sum of those in the even orders. Using this truth, formu- late a rule for proofs in addition and subtraction by excess of elevens. LESSOIST FOUR. Multiplication. Definition. Principles. Elements. Rules. Proofs of multiplication. Invert the order of the computations. Casting out nines. Division. Definition. Elements. Principles. Rules. Contractions. Proofs of division. Multiply the divisor and the quotient. Casting out nines. Division by factors. EXEECISES. 1. Show that multiplication is a short process of addition. 2. Why must the multiplier always be abstract? 3. Determine the effect of the following upon the product, expressing the answers as principles : Adding a number to the multipHer ; subtracting a number from the multiplicand. 6 HIGHER, ARITHMETIC. 4. Illustrate the proof of multiplication by casting out nines. 5. When is division a short method of subtraction ? 6. Illustrate the principles of division. 7. Illustrate the proof of division by casting out nines. 8. Given the sum of three numbers and the difference between one and each of the others : how are the numbers found? Formulate a problem to illustrate. 9. Formulate a rule for proof of multiplication and division by excess of elevens. 10. Divide by using factors : 7,865 by 128 ; 65,877 by 252. 11. A is worth $12,000 more than B, and B is worth $7,650 more than C. C is worth $61,250. What is each worth? 12. Form a problem which in the solution will require the use of the same numbers and operations as given below : M. ^ 60+40 X 2 X16 ^ r $o.5oX -L 3::: cost of papermg. 1.5 X24 LESSON FIVE. Factoring. Definition. Principles (six). Common Divisors. Definition. Principles (six). Greatest Common Divisor. Multiples. Definition. Principles (three). Least Common Multiple. EXERCISES- 1. What factors are found in the greatest common divisor of two or more numbers ? 2. Show that a common divisor of two numbers is a divisor of their dif- ference. 7 ADVANCED NORMAL COURSE. 3. Is there any advantage in teaching cancellation without crossing out the factors ? 4. Give a problem the solving of which requires the finding of the great- est common divisor. 5. Where is the most frequent use of the greatest common divisor ? 6. Where is the most common application of the least common multiple? 7. Give a problem requiring the finding of the least common multiple. 8. What are the advantages of the "inspection method" of finding the greatest common divisor and the least common multiple ? 9. How may the prime numbers between 200 and 300 be found? 10. The common prime factors of a set of numbers are 3, 5, 7, and t6. What are their common factors ? LESSON SIX. Common Fractions. Definitions. Classification as to value. Classification as to form. Reciprocals. Relationship of fractions to division and to ratio. Principles. Reduction. Processes. EXERCISES. Classify fractions as to value. Classify fractions as to form. Give the principle of reduction of fractions to lower terms. Illustrate the process of each of the cases of reduction of fractions. What is the reciprocal of a fraction ? If I be added to or subtracted from the numerator of any fraction, what must be added to or subtracted from the denominator of the fraction to preserve the equality ? Explain the rule of dividing one fraction by another. Reduce 6J^ to an improper fraction. Explain in two ways. 8 HIGHER ARITHMETIC. 9. Give a problem which requires the dividing by a compound fraction. 10. SimpHfy : ^^^^^- 5f. 11. Find the greatest common divisor of |f, 1^, f|. 12. What is the least number of yards of carpet in a roll that can be cut into lengths. of 26^ yards, 16 yards, or iif yards? LESSON SEVEN". Decimals. Definitions. Terms and relations. Numeration. Notation. Processes. Reduction. Complex decimals. Circulating decimals. Repetends. Simple. Compound. Co-originous. Conterminous. Similar. Expanded. Principles. EXERCISES. 1. Distinguish between decimals and common fractions. 2. Illustrate pure circulates and mixed circulates. 3. Illustrate the different kinds of repetends. 4. Which is greater, y%^% ? 4. For what sum must a note be drawn at 4 months, so that the proceeds of it when discounted at the bank at 7% shall be $875.50 ? 5. If a man travels 7 miles the first day and 51 miles the last, increasing the distance 4 miles each day, how many days will he travel and how far? 6. What is the difference between the true and the bank discount of $2,500, payable in go days at 7% (allowing grace) ? 7. What sum must be invested in stocks bearing 6j4%, at 105, to produce an income of $1,001 ? 8. A man exchanges 250 shares of 6% stock, bought at 70, for 8% stock at 120. What difference does it make in his income? 9. Find the cost, at 18 cents a square foot, of paving a court in the form of a rhombus. Its sides are 45 feet, and a perpendicular drawn from one oblique angle will meet the opposite side 27 feet from the adja- cent angle. 10. Five men can do a piece of work in 9 days. How soon after begin- ning must they be joined by 2 others so as to complete the work in 8 days? 11. At what hour must a man start and how fast must he travel at the equator so that it would be noon for him for 24 hours ? 12. A ship's chronomete.r, set at Greenwich, points to 4 hours 43 minutes 12 seconds, P. M The sun being on the meridian, what is the ship' s longitude ? 16 HIGHER ARITHMETIC. LESSON FOURTEEN EXERCISES. 1. Fouf men contracted to do a certain piece of work for $8,600. The first employed 28 laborers, 20 days, 10 hours a day ; the second, 25 laborers, 15 days, 12 hours a day ; the third, 18 laborers, 25 days, II hours a day ; and the fourth, 15 laborers, 24 days, 8 hours a day. How much shall each contractor receive ? 2. A mechanic received $2 a day for his labor, paying $4. a week for his board ; at the expiration of 10 weeks he has saved $72. How many days did he work, and how many was he idle ? 3. If a pipe 3 inches in diameter will discharge a certain amount of water in 2 hours, in what time will three 2-inch pipes discharge three times the quantity ? 4. If stock bought at 92 will pay 7% on the investment, at what rate should it be bought to pay 10% ? 5. What per cent, shall I gain by purchasing goods on 6 months' time and selling them immediately for cash at cost, money being worth 7%? 6. If 6 apples and 7 peaches cost 33 cents and 10 apples and 8 peaches cost 44 cents, what is the price of one of each ? 7. If stock bought at 105 will pay 6% on the investment, what per cent. will it pay if bought at 85 ? 8. A man dividing his estate among his sons gave A $9 as often as he gave B $5, and C $3 as often as he gave B $7. C's share was $3,862.50. What was the value of the whole estate ? 9. Sold a horse at 40% profit. With the proceeds I bought another which I sold for $238, losing 20%. What did each horse cost me? 10. Bought 58 shares of mining stock ($50 each) at 40% premium, giving in payment a draft on New York for $4,000. What was the rate of premium on the draft ? 11. Sold flour at 3}^% commission. Invested fi of its value in sugar, at i}4% commission, remitting the balance $432.50. Find the value of the flour, the sugar, and my commission. 12. A' s investment in bonds pays 8%. If the dividend is 9%, what is the premium on the bonds that he purchased ? 17 ADVANCED NORMAL COURSE. LESSON FIFTEEN. EXEECISES. 1. Write notes illustrating " ordinary form," "joint note," "demand note," " principal and surety note." 2. A marble cutter imports a block of marble 6 feet 6 inches long, 3 feet wide, 2 feet 9^ inches thick, the whole cost to him being $130. He pays a specific duty of 50 cents per cubic foot and an ad valorem duty of 20%, freight and charges being $20.30. What was the invoice price per cubic foot ? 3. Sold lumber to the amount of $20,312.51, charging i^ % commis- sion, and remitted the proceeds to my consignor by draft. Re- quired the face of the draft, exchange at ^ % discount. 4. Exchange the five following notes for six others, each for the same amount and payable at equal intervals : one for $2,100, due in 41 days ; one for $1,500, due in 72 days ; one for $2,050, due in 80 days ; one for $1,320, due in 100 days ; one for $1,730, due in 125 days. 5. Which is the better investment, stock paying 6J^% dividends, at a market value of 106^%, or stock paying 4j^% dividends, market value 104^ ? 6. What is the number of square feet in a walk surrounding a circular garden which is 30 yards across, the wall being 4 feet wide ? 7. How many square yards of canvas are there in a circular tent 225 feet in diameter, the upright wall being 16 feet high, and the roof extending from the top of the wall to a point over the center 50 feet from the ground ? 8. Write a sight draft. Distinguish between a bank draft and a bank check. 9. Make out a statement and find the balance due on the following- account, December i, 1901 : — Deposited. Withdrawn. June 4, 1899 ..... $200. Nov. 22, 1899 , $75. Nov. r 175. Feb. 24, 1900 300. July 13, 1900 150. Sept. 10 ..... 58. Jan. I, 1901 600. July 30, 1901 ..... 500. Oct. I ..... 500. 18 HIGHER ARITHMETIC. lO. Make an itemized descriptive bill for the lumber to build a corn crib 8 feet wide, 28 feet long, 10 feet high from sill to plate, 10 feet wide at the top. A single plate (2x4) and ridge roof of 4-foot rise above the plate and a projection 9 inches all around ; shingles 4^ inches to the weather ; joists (2x8) and studding (2 x 4), 16 inches apart ; rafters (2x4), 2 feet apart ; ties (2 x 4) on the plate at each set of rafters ; double floor (i x 6), laid tight ; slats (i X4) to begin at top of sill and be placed one inch apart ; roof boards (1x9) laid i^ inches apart. Sills 6x6. Find the number of feet required in each class of lumber. LESSON SIXTEEN. EXERCISES. 1. A field containing 6 acres is laid on a plan to a scale of i inch to 20 feet. How much paper will it cover ? 2. If a cistern 6 feet in diameter holds So barrels of water, what is the diameter of a cistern of the same depth that holds 1,200 barrels? 3. Find the area of a square whose perimeter is the same as that of a rectangle 48 feet by 28 feet. 4. The area of a circle is 7,569 square feet. Find the length of the side of a square of equal area. 5. If the ridge of a building is 8 feet above the beams, and the building is 32 feet wide, what must be the length of the rafters? 6. How many rods more of fencing are required to inclose a square field whose area is 5 acres, than to inclose a circular field having the same area? 7. The radius of a circle is 5 feet. Find the diameter of another circle containing four times the area of the first. 8. Find the solid contents of a cube whose edges are 6 ft. 6 in. 9. Separate 405 into three factors which will be to each other as 2, 2>^, and 3. 10. How many cubic feet are there in the frustum of a cone whose alti- tude is 6 feet and the diameters of the bases 4 feet and 3 feet re- spectively ? 19 ADVANCED NORMAL COURSE. 11. How many cubic feet are there in a piece of timber 30 feet long, the greater end being 15 inches square and the less 12 inches square? 12. If a cubic foot of iron were formed into a bar ^ inch square, without waste, what would be its length ? LESSO^T SEVENTEEN.. EXERCISES. 1. Find the diameter of a wheel whose circumference is 50 feet. 2. What is the radius of a circle whose circumference is 31.416 feet? 3. The distance around a circular park is i ^ miles. How many acres does it contain ? 4. What is the area of a circular pond whose circumference is 200 chains ? 5. The area of a circular lot is 38.4846 square rods. Find the diameter. 6. The area of a circular lot is an acre. What is its. diameter? 7. The circumference of a circle is 200 feet. Find the side of an in- scribed square. 8. What is the area of a circumscribed square about a circle whose diam- eter is 8 feet ? 9. What is the diameter of a circle, if the area of an inscribed square is 512 square feet ? 10. At $0.50 a rod, what is the cost of building a square fence about a circular pond whose diameter is 35 rods ? 11. The diameters of two concentric circles are 35.75 and 16.25 ^^^t respectively. Find the area of the ring. 12. The diameter of a ball weighing 32 pounds is 6 inches. What is the diameter of a ball weighing 4 pounds ? LESSON EIGHTEEN. EXERCISES. I. A drover sold some oxen at $28, cows at $17, and sheep at $7.50 per head, receiving $749 for the lot. There were twice as many cows as oxen and three times as many sheep as cows. How many were there of each kind ? 20 HIGHER ARITHMETIC. 2. What will be the difference in the cost of fencing two fields of 25 acres each, one square and the other in the form of a rectangle, whose length is twice its breadth, the fence costing $o.62}4 a rod ? 3. At what time between 5 and 6 o'clock are the horn' and minute hands of a watch exactly together ? 4. A boy agreed to work for a merchant 20 weeks, on condition that he should receive $20 and a coat. At the end of 12 weeks the boy stopped working, and it was found that he was entitled to $9 and the coat. What was the value of the coat ? 5. A general, forming his men into a square, had 284 men remaining ; but increasing each side by one man, he wanted 25 men to complete the square. How many men had he ? 6. Divide $500 among three men in such a manner that the share of the second may be greater by }4 than that of the first, and the share of the third }4 greater than that of the second. 7. If a piece of silk cost $0. 80 per yard, at what price should it be marked so that the merchant may sell it at 10% less than the marked price and still make a profit oi 20% ? 8. A man bought a farm for $4,500 and agreed to pay principal and interest in four equal annual installments. How much was the annual payment, interest being 6% ? 9. What is the amount of an annuity of $325 which is 5 years in arrears, compound interest at 6% ? 10. What must be the dimensions of a rectangular bin that will hold 350 bushels of grain, the length being twice its width and its width twice its depth ? 21 PHYSIOGRAPHY. Special Reference to " Commercial Geography.' Text-books recommended for study or reference : Davis' Physical Geography, $1.25 Maury's Physical Geography (revised and abridged), 1.20 "Warren's New Physical Geography (revised), 1.50 Butler's Physical Geography, 1.08 Appleton's Physical Geography, 1.60 Guyot's New Physical Geography, 1.60 Adams' Commercial Geography, 1.25 Tilden's Commercial Geography, i.oo McFarland's Commercial Geography, 1.25 PHYSIOGRAPHY. LESSOR ONE. The Earth as a Globe. The Relation of the Earth to the Sun. Relation of the earth to other planets. Age of the earth. Shape and size of the earth. Origin of the earth's shape. Consequences of the size and shape of the earth. The earth's rotation. Circles and surface measurements. EXERCISES. Explain why the earth is globular in form. Distinguish between planets and stars. What constitutes the solar system ? What are the consequences of the earth's rotation ? Draw a cut showing the different zones and give the width of each. Define ecliptic, perihelion, aphelion, solstice. Are degrees of latitude and longitude always of the same value ? Ex- plain. Illustrate by a cut the change of seasons. LESSON TWO. The Atmosphere . Composition of air. Pressure of the atmosphere. Temperature of the atmosphere. 26 ADVANCED NOKMAL COURSE. Circulation of the atmosphere. Winds and storms. Rainfall and dew. Relation of climate and vegetation. Relation of climate and animals. Climate and man. Frost, snow, and ice. ■ Phenomena. EXERCISES. 1. Name the important elementary substances. 2. Explain the use of air in the economy of nature. 3. Define mean annual temperature ; isothermal lines. 4. Name the important planetary winds. 5. Why are dew and frost formed more abundantly on clear and calm nights than on cloudy and windy nights ? 6. Explain the abundance of rain within the tropics. 7. Why is the study of climate important ? 8. Why does man find little opportunity for development in the south temperate zone ? LESSON THREE. Climatic Control of Land Forms. Direct and indirect climatic control. Changes of cHmate. Ledges and waste slopes. Streams of dry climates. Bad lands. Continental mterior drainage basins. Salt lakes, playas, salinas. Waste-filled troughs, sheet floods. Sand dunes, dust plains. Dry regions formerly moist. Plants and animals of arid regions. 26 PHYSIOGRAPHY. Ice sheets and glaciers, past and present. Drumlins. Marginal lakes. Glaciated regions. EXEKCISES. 1. • Explain why narrow valleys among arid uplands are encumbered with stones and gravel. 2. Explain the formation of " bad lands." Why are they so called? 3. Distinguish between playas and saluias. Give examples of each. 4. There are regions now dry and barren, with marks of a former moist climate. Explain and give examples. 5. Explain the formation of sand dunes. Give examples. 6. Describe the vegetation and animals of arid regions. 7. What arc " drumlins " ? Give examples. 8. Describe Lake Agassiz. What is meant by the ^/aczaZ/^rzc?^.^ LESSON FOUR Shore Lines. Classificatio7i of Shore Lines. Sand reefs. Inlets. Coastal plain cliffs. Irregular shore lines. Headlands. Sea cliffs. Benches. Beaches. Effect of climate on shore lines. Coral reefs. FVinging reefs. Barrier reefs. Atolls. The Land. Relief forms of continents. Changes in land formations. The different kinds of islands. Structure of the continents. Plains and plateaus. The life history of mountains. The growth and distribution of volcanoes. 27 ADVANCED NORMAL COURSE. EXERCISES. 1. What are sea caves ? Examples. 2. What coast resembles that of Norway ? 3. What is meant by a retreating sho7^e line? 4. Define and give illustrations of coral^ fringing^ and barrier reefs. 5. What agencies produce changes in land formations? * 6. What is meant by the general term weathering f Give illustrations. 7. What are folded mountains ? Domed mountains ? Give examples. 8. Explain volcanic phenomena. What can you say concerning the dis- tribution of volcanoes ? LESSON FIVE. The Water. Drainage of the continents. Waters bordering the continents. River systems and their parts. Rivers and their valleys. The movement of water underground. Hot and mineral springs. Geysers. Falls and rapids. The distribution of lakes. The Sea. Form of the ocean. Ocean depths and temperatures. Composition and density. Marine life. The ocean flloor. Ocean currents and temperatures. Tides. EXEECISES. 1. Draw a diagram of dike and mesa. 2. Explain the intermittent action of some geysers. Where are the gey- ser regions ? 28 . ^1 PHYSIOGRAPHY. 3. Explain the formation of Terrace Mountains in the Yellowstone Na- tional Park. 4. How are ocean depths measured ? 5. What are mediterraneans ? Give an example. 6. How are animals of the deep sea enabled to live under the enormous pressure of several tons to the square inch ? 7. Draw a chart of the currents of the Atlantic ocean. 8. How does the temperature of the ocean vary? Mention curious tidal phenomena. LESSON SIX. Commercial Geography. The Basis of Commercial Geography . Definition of commerce. The Natural Conditio7is Affecting Commerce. Climate ; its. elements, temperature, and rainfall. Winds ; as affecting climatic conditions. The influence of soils. The forms of the earth's surface. Ocean currents and winds. Influences affecting the sites of towns and harbors. Human Control of Commerce. The influence of races upon commerce. The effect of bad government upon commerce. The influence of predominant religions. The expedients used to facilitate trade. Transportation . The use of winds and steam in transportation. The use of animals and conduits in transportation. Electricity as a means of carrying commodities. The comparative expense in transportation methods. EXERCISES. 1. Define climate. Winds. Ocean currents and their influence upon commerce. 2. What other influences affect the human control of commerce ? 29 ADVANCED NORMAL COURSE. 3. What effect have races upon commerce ? 4. Give the effect of density or sparsity of population upon commerce. 5. Give a short sketch of the various means of transportation, and the comparative expense of each. LESSON SEVEN. The Commercial 'Geography of the United States. Climate, natural features, and distribution of natural products. Vegetable food products, beverages, tobacco, and the trade in them. («) The United States as an agricultural nation. (3) A comparison with other nations or sections. Animal food products and the trade in them. The horse and cattle industry. Dairy products and their consumption. The sheep industry in the United States. The poultry and 0.%^^ trade. Fishing industry ; whales, sponges, and furs. The vegetable and animal fibers. Oils of liber plants. Cotton, wool, silk, and flax trade, (a) Cotton and wool fabrics compared with other countries. (/5) The sources of the silk commerce. (^) The importance of the United States in silk manufacturing. The wood crops of the United States. (a;) The commodities they yield. {b') The trade in wood crops. (^) Largest wood producing countries. (<^) Largest lumber producing countries. The manufacture of furniture in the United States. The commercial products obtained from trees. A comparative study between the United States and other countries in regard to the fiber industry. EXERCISES. I. What can you say concerning the climate and rainfall in the United States ? 30 PHYSIOGRAPHY. 2. Give a short sketch of the animal industry in the United States. 3. What sections are important for mineral production ? Name the minerals found and the trade in them. 4. Where is the manufacturing industry carried on to greatest extent? What can you give as the reason for the location of manufacturing establishments near the source of production of material ? 5. Where is the largest cotton production ? 6. Explain the process of preparing cotton for the market. 7. From what source is the silk of commerce derived ? 8. From what materials is paper made ? 9. Give an outline of the lumber industry of the United States. LESSON EIGHT. The Commercial Geography of the United States {co7iti7itced). Coal, petroleum, iron ore, tin, and their products. («) Depth of the mineral products. {b) A comparison of coal products by countries. {c) Utility of iron as a metal. Precious metals and trade in them. («) Gold and silver products by countries. {b) Copper and brass products by countries. (r) Zinc and aluminum ; production and uses. {d) Lead and sulphur ; production and uses. Building stones. {a) Limestone, sandstone, and slate. {b) Clay products. Precious stones. {a) Diamond and ruby production. {b) Other precious stones. The distribution of manufactures. {a) The United States as a manufacturing nation. {b) Causes which influence the distribution. Conditions that favor the development of manufacturing. (a) Population as a factor (3) Other factors, 31 ADVANCED NORMAL COURSE. Manufactured products ; their utility and supply, (a) Machinery and implements. (3) Leather and foot wear. (c) Clothing and head wear. (d) Clock making. Canning industry. (a) Valuation of food stufTs thus produced. ((5) Location of industry. EXERCISES. 1. To what depth are minerals accessible? 2. Give the location of mineral products in the United States and the trade in them. 3. Name the precious metals and the country giving the largest produc- tion. 4. What effect has population upon manufacturing ? 5. What other conditions promote manufacturing development? Why? 6. Define the location and value of the canning industry in the United States. LESSON NIKE. T/ie Commercial Geography of the United States {^continued^. Transportation rates. ((3;) Decline of the freight rates in the United States. Trading posts. («) River ports ; names, location, and importance. {b) Lake ports ; names, location, and importance. (f ) Canals ; usefulness. Coasting and sea trade. («) Coast cities ; location and rank in importance. (ti) Sea trade ; foreign exports and imports. The foreign trade of the United States. Europe as a commercial center compared with the United States. 32 PHYSIOGRAPHY. The Commercial Geography of the United Colonies and Cuba. Porto Rico. (a) Agricultural advantages. (<^) Other commercial industries. The Hawaiian Islands, Guam, Tutuila, the Philippine Islands. {a) Their import and export trade. Cuba.. («) Its fertility. (<5) The staple crops. (r) Development of trade. EXERCISES. 1. Give the reason for the decline of the freight rates for the last thirty- years. 2. Name and locate the important river ports in the United States. 3. Name the lake ports in the order of their importance. 4. Of what special advantage is the use of the canal in transportation ? 5. Name and locate the principal coast cities. 6. What is the condition of our trade with Europe ? 7. What has been the development of our trade with Porto Rico during the last three years ? 8. For what industry is Porto Rico noted ? 9. What commercial relations have the Philippines with the United States ? 10. Name four principal industries of Cuba. LESSOR TEN. The Commercial Geography of Canada and Newfoundland. The situation of Canada (commercially). («) Chief products of eastern Canada. {b~) Canadian forestry, (c) The climate. (<^) Agriculture as an industry. ( Powers or activities. Intuition — defining power. Perception — comprehending power. Judgment — discriminating power. Conscience — executive power. Feelings. Satisfaction and dissatisfaction. Approbation and disapprobation. Obligation and duty. Affections and desires. Beauty and sublimity. Which power do you consider the most important ? Reasons. 7. What is a moral being ? 8. How do you teach morals in your school ? LESSON SEVEN. Principles of Teaching. Ends and Means of Education. Adaptation. Natural Order. EXERCISES. I. Teaching must be adapted to the varying capability of pupils of differ- ent grades. Why ? 131 ADVANCED NORMAL COURSE. 2 The natural order in which the powers of the mind should be exer- cised, and the corresponding kinds of knowledge taught, is : first, the presentative ; second, the representative ; third, the thought power. Make a practical application. 3. The mind proceeds from the simple to the complex, from the known to the unknown, from the particular to the general. What knowledge precedes thought-knowledge ? Why does observa- tion precede reasoning ? 4. In the intermediate grades, what attention should be paid to the pre- sentative, the representative, and the thought powers ? 5. Why should sense and concrete knowledge receive most (but not exclusive) attention in the primary grades, and rational knowledge in the higher grades ? 6. What do you consider the leading aim of teaching? Explain, 7. Give illustrations of objective, subjective, and direct instruction. 8. What school exercise tests the knowledge of pupils ? The skill of pupils ? LESSON EIGHT. Methods of Teaching : A nalytic and Synthetic, Inductive and Deduct- ive. Oral Instruction. Drills. Tests. Study. Lectures. EXEECISES. 1. Distinguish between analytic and synthetic methods of teaching. 2. Illustrate the two methods in teaching reading. Can history be taught synthetically ? Explain. When is a method inductive ? When is it deductive? Distinguish between objective oral teaching and indirect oral teaching. What is the special end of the drill as a teaching process ? Explain how drill may be abused. 7. It is claimed that " school instruction and study are never much wider or better than the tests by which they are measured. " Explain. What are the usual tests ? 8. As we pass up in the school grades, the amount of oral teaching de- creases and the amount of book study increases. Explain. 132 SCIENCE AND ART OF TEACHING. 9. What errors are to be avoided in the union of oral teaching and book study ? 10. Discuss the lecture plan in teaching. LESSON NIKE. The Lesson Methods of Study. Assignment of Lessons. EXERCISES. 1. What is a lesson ? 2. Should a child memorize language, the meaning of which he does not fully understand ? Explain your answer, 3. What is the value of the so-called " model lessons " ? 4. What is the distinction between objective teaching and illustrative teaching ? 5. Illustrate two common errors in assigning lessons. 6. Give five objects of study. 7. What powers of the mind may study be made to discipline ? 8. Explain the fcllowing directions in assigning lessons : — • Definite information as to how much. Points of difhculty and interest noted. Definite directions how to be recited. LESSON TEN. The Recitation : A tins, Methods — Their Merits and Defects. Written Exa ni inatio ns . EXERCISES. I. Objects of the recitation : — To ascertain how well the lesson has been prepared and how well it is understood. To assist the pupil to understand difficult points. To impart collateral information, scientific, moral. 133 ADVANCED NORMAL COURSE. To make practical application to language culture, good manners, and habits. Explain how the recitation may be used to teach good manners and habits. 2. Methods of conducting recitations : — Questions and answers. Topical, diagrams and outlines, analysis and written description. Didactic, conversations, essays, lectures. Miscellaneous, objective teaching, experiments, use of apparatus. Outline your methods for conducting recitations with the primary '^grades. With the intermediate classes. 3. Why should the class be so arranged that the teacher may see the eyes of each pupil? 4. Questions. Let them be pertinent, clear, concise, and in plain 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. Give the objections to the use of leading questions. 5. What is meant by the " primary tone," as often heard in the pulpit, at the bar, and in the forum ? 6. Discuss the concert method of conducting recitations. 7. Discuss the use and abuse of written examinations. 8. What other bases of promotion can you suggest ? LESSON ELEVEN. The Teacher s Preparation. Text-Books. EXERCISES. 1. What daily preparation should the teacher make ? 2. What special preparation should he make ? 3. What use should the teacher make of the text-book ? 4. What use should the pupil make of it ? 5. Should the teacher use a text-book in giving instruction or in con- ducting a recitation ? Explain. 6. What three items does the proper assignment of a lesson involve ? 134 SCIENCE AND ART OF TEACHING. 7. What, in your opinion, are the essentials of a good text-book? 8. Should the teacher's preparation be confined to methods and subject matter ? Explain. 9. How can teachers avoid a formal routine in teaching ? 10. Describe your ideal teacher. LESSOISr TWELVE. Child Study. EXERCISES. 1 . What does the word child mean in child study ? 2. What is the problem of child study ? State it succinctly. 3. What writers have greatly stimulated the scientific study of children? 4. Explain the difficulties involved in child study. 5. At what age are the nine intellectual powers active in the average child? 6. At what age is memory active ? When does imagination begin ? Conception ? . 7. When are the perceptive powers most active ? Does this infer that the perceptive power lessens ? 8. At what age do the representative and thought powers become the leading powers in the child ? 9. What is the word learning period of child life ? When does judgment become the leading thought power ? [Q. How early do children reason ? Explain why, in childhood, the development of all the psychical powers depends much on the growth of the body ? LESSON THIRTEEN. Dangers to be avoided. Prejudice against certain pupils. Allowing pupils to direct their own studies. Attempting to teach too much. Attending to outside matters in school hours. 135 ADVANCED NORMA.L COURSE. Comparing one child with another. Wounding the sensibiHties of pupils. Riding hobbies in teaching. Neglecting physical training. Being variable in discipline. Talking too much. Following text-books slavishly. . Losing temper. Failing to arouse interest of patrons. Confining education to school. Regarding knowledge as more important than the child. Neglecting definite moral training. EXERCISES. 1. Which do you consider the most serious of the above dangers ? Give reasons. 2. How can teachers arouse the interest of patrons ? 3. Explain how some teachers confine education to school. 4. Send us a program for physical training suitable for an ungraded school. 5. Submit an outline of definite moral instruction adapted to ungraded schools. lesso:nt fourtebf. Graces to be Cultivated. "O'er wayward youth wouldst thou hold full rule And sun thee in the light of happy faces, Love, Hope, and Patience — these must be thy graces, In thine own heart they must first keep school. ' ' — ■ Coleridge. ESEECISES. 1. What is your interpretation of the above ? 2. It is claimed that the teacher's influence with a child is in direct pro- portion to her love for that child. Discuss. 136 SCIENCE AND ART OF TEACHING. 3. Explain why the teacher should cultivate hope. 4. Does patience ever cease to be a virtue ? 5. Name other graces to be cultivated by teachers. LESSON FIFTEEN. Tlic Teacher s Authority and Rights. To arrange the time-table or program. To assign seats to pupils. To control the movement of pupils within the room. To decide the mode of recitation. To determine methods of instruction. To govern the school. To inflict corporal punishment, provided it be reasonable and for sufficient cause. To punish a pupil for offenses committed on his way to school and from school if such offenses tend to injure the school, or bring the teacher or his authority into disrespect. To detain pupils after school hours for discipline. To suspend pupils. The above are the important prerogatives of the teacher. They are to be interpreted as qualified below : — Prerogatives of the board : The adoption of courses of study ; the selection of text-books ; the expulsion of pupils ; the making of general rules and regulations. Prerogatives of the superintendent. These are defined by law or by the board which employs him. They usually include general methods of instruction and government and the execution of the general rules of the board. The state makes certain studies compulsory, but the board must pre- scribe what additional branches are to be taught. The teacher has no legal right to introduce a study or a text-book on his own motion. According to recent decisions, parents can select subjects from those prescribed by the board in the course of study. Boards can make regularity of attendance a condition of membership and can sus- 137 ADVANCED NORMAL COURSE. pend pupils for violating the rule of attendance. Teachers are not justified in barring the door against a tardy pupil. In case of absence, the teacher may require a written excuse from the parent. Pupils over twenty-one years of age have no exemption from the rules of the school. EXEECISES. 1. . Are you opposed to corporal punishment? Discuss. 2. For what offenses may a teacher suspend a pupil ? 3. What notices must a teacher give when pupils are suspended ? 4. Under what circumstances can ' ' janitor' s work ' ' be exacted of the teacher ? 5. What should be specified in the teacher's contract? LESSOR SIXTEEN. History of Education. A7icient education. The education of each of the following ancient nations as to home life, elementary education, higher education, and purpose of education. Also criticisms, class distinctions, progressiveness, the position of individuals, the condition of women. China. Confucius. India. Buddha. Political caste. Pantheism. Persia. Zoroaster. Egypt. The caste system. The Jews. The Rabbis. The Talmud. The schools of the Rabbis. Education among the Greeks. Athenian and Spartan education. The schools of Athens : grammar, gymnastics, music, rhetoric, and philosophy. Socrates and the Socratic method. Plato and the Republic. Religion and art in education. The beautiful and the good. The education of warriors and magistrates. 138 SCIENCE AND ABT OF TEACHENG. The education of woman. Aristotle. Pythagoras. Lycurgus. Education at Rome. Education of the primitive Romans. Physical and military education. The institutes of oratory. General plan of education : reading and writing, grammar and rhetoric. Schools for philosophy. The education of women. The function of poetry in education. The teaching of morals. Varro. Cicero. Quintilian. Seneca. Plutarch. Marcus Aurelius.* EXEECISES. Criticise the education of woman in China and in India. Describe the educational system of Egypt. What were the schools of the Rabbis ? Who were the Stoics ? The Epicureans ? Contrast education at Athens with that at Sparta. Describe the educational system of Rome. LESSON" SEVENTEEN Medieval Education. Early Christian : Catechumen schools. Chrysostom. Basil the Great. Catechetical schools. Clement of Alexandria. Origen. Tertullian. St. Augustine. Monastic education : Monasteries. The Benedictines. Alcuin. Boni- face. Thomas Aquinas. Duns Scotus. Abelard. The Trivium. The Quadrivium. Scholasticism : Benefits of scholasticism. Work of Charlemagne. Work of Alfred the Great in education. Feudal education : The education of a knight. The education of women. 139 ADVANCED NORMAL COURSE. Educational results of the Crusades. Rise of the universities. Mohammedan education. EXERCISES. 1. What were the catechumen schools? 2. What studies comprised the trivium ? The quadrivium ? 3. Mention the benefits of scholasticism. 4. Give the educational results of the Crusades. 5. Describe the rise of the universities. 6. What are the essential features of Mohammedan education ? LESSON EIGHTEEN. Modern Educatio7i. ■ The Renaissance, and the theories of education in the sixteenth cen- tury. Erasmus. Rabelais. Montaigne. The Reformers : Luther, Melancthon, Sturm. The fesuits. Loyola. Educational work. Seventeenth century education : Bacon, his writings and teachings ; Ratke, his pedagogical teachings ; Comenius, his educational prin- ciples ; Milton, his scheme of education ; Locke, Fenelon, La Salle, the chief features of their works ; the Pietists and their work. Modern ediccators : Rousseau, Pestalozzi, Froebel, Herbart, Horace Mann, Herbert Spencer. Women as Educators. The theory and practice of education in the nineteenth century. EXERCISES. 1. Who w&re the Immanists ? 2. Mention three prominent sixteenth century educators. What was the scheme of Comenius for a school system ? Give an account of the work of Pestalozzi. Send an essay on the Theory and Practice of Education in the Nine- teenth Century, 140 COMPOSITION AND RHETORIC. Practical drills in composition. Critical study of style. Text-books recommended for study or reference : Genung's Outlines of Rhetoric, |i.oo Mead's Elementary Composition and Rhetoric, . .90 Waddy's Outlines of Composition and Rhetoric, i.oo Hill's Elements of Composition and Rhetoric, i.oo COMPOSITION AND RHETORIC. LESSON ONE. Composition and Rhetoric. Sentences. Grammatical classification. Simple. Complex. Compound. Rhetorical classification. Long. Short. Periodic. Loose. Balanced. EXERCISES. 1. Define and illustrate the periodic sentence. 2. Distinguish between loose and balanced sentences. Give examples of each. 3. What is the effect of using too many loose sentences ? 4. How do too many periodic sentences affect the style ? 5. For what kind, of writing are balanced sentences well suited? 6. For what kind of writing are they not suitable ? 7. Why should periodic sentences not be very long ? 8. In a conditional clause, what effect is caused by placing the " if- clause ' ' first, and not last ? 9. Write a sentence in which a participle is placed before the word which it qualifies and note the result. 10. ' ' Either you must take this extremel^^ perilous course, in which suc- cess is uncertain, and failure disgraceful, as well as ruinous, or else the liberty of your country is endangered." Omit either and note the effect. Classify the sentence. 143 ADVANCED NORMAL COURSE. 11. What do short sentences impart to Style ? To what style of composition are long sentences adapted ? 12. What is the effect of too many short sentences? Of too many long sentences ? LESSON" TWO. Construction of sentences. Clearness. Emphasis. Unity. Strength. Harmony. Expansion of sentences. Contraction of sentences. EXERCISES. 1. In constructing sentences, where should modifiers be placed? Pro- nouns? 2. What is meant by ' ' squinting construction ' ' ? Illustrate. 3. Distinguish between the principal subject and the grammatical sub- ject. 4. What should be the position of the principal subject and the principal predicate ? 5. Illustrate how unity of thought may be destroyed by a loose arrange- ment of relative clauses. 6. His was a mission requiring nerve and caution and which never was referred to lightly. Correct and give reasons for correction. 7. Why should the use of parentheses be avoided ? 8. In constructing sentences, how is strength of expression secured? 9. Define and illustrate tautology, redundancy, and circumlocution. 10. What is meant by the hartnojiy oi a sentence? Give an example of faulty cadence. 11. Illustrate expansion of sentences. Contraction. 12. What is the value of such exercises? 144 COMPOSITION AND RHETORIC. LESSON THEEB. Diction^ Means of acqidri7ig a vocabulary. Note new words. Use a dictionary. Study etymology. Seek good society. Read the best books. The essentials of good diction Purity. Propriety. Precision. EXERCISES. Define diction. .Style receives its character, in a great degree, from the words em- ployed. Explain. What is the meaning of purity ? What are the tests for pure words ? Give examples of obsolete words. Newly coined words. Provincial- isms. Vulgarisms. Colloquialisms. What is meant by the naturalization of words ? Illustrate. In forming new words, what rules should be observed ? What are hybrids ? Examples. What is the law of verbal formation ? What are the rules ior propriety f What is the meaning of precision ? What are negative words? Privitive words? Equivocal words? Examples. LESSON FOUE. Figures of Speech. Metaphor. Metonomy. Simile. Personification. Synecdoche. Apostrophe. 145 ADVANCED NORMAL COURSE. EXERCISES. 1. What is a figure of speech? 2. Distinguish between a simile and a metaphor. 3. What are faded me|;aphors ? Give five examples. 4. Define mixed metaphors. Which is more forcible, the metaphor or the simile ? What distinction do some authors make between b^opes and figures of speech ? In what respects are synecdoche and metono^ny alike ? How do they differ ? 9. What are strained metaphors ? 10. How do&s pei'sonificatioji differ from metaphor? 11. Why is apostrophe generally unsuited to suph compositions as a begin- ner naturally writes? 12. What is the effect when figures are employed too freely ? LESSON FIVE. Figures of Speech {conchided). Allegory. Exclamation. Vision. Interrogation. Antithesis. Chmax. Epigram. Anti-climax. Irony. Litotes. Hyperbole. EXERCISES- 1. What is an allegory ? Example. 2. How does the parable differ from the fable ? 3. What is the principal difference between apostrophe 2.v\A personification f 4. In what respect is vision closely akin to apostrophe f 5. In what kinds of writing is apostrophe chiefly found? 6. Distinguish between antithesis and epigram. 7. In what does the force of epigram lie ? 8. What are the disadvantages in the use of irony ? 146 COMPOSITION AND RHETORIC. 9. Under what circumstances should hyperbole be used ? 10. ^hall's, exclamation f What is its value ? How is it abused? 11. Give an example of interrogation. 12. What is climax f What is the derivation of the word? LESSON SIX. Mastery of Materials. Importance of Arrangement. Parts of a composition. The introduction. The discussion. The conclusion. Two methods of arrangement. The analytic method. The synthetic method. EXERCISES. 1. Name four sources from which materials for composition may be de- rived. 2. Why is the arrangement of materials important ? 3. Is an introduction necessary ? What is its use ? 4. What qualities should it have ? 5. What directions can you give for preparing the discussion ? 6. Why is the conclusion the place for an appeal to the feelings ? 7. When may a recapitulation be especially useful in the conclusion ? 8. What is meant by the analytic method of arrangement ? 9. What are its advantages ? 10. How does the synthetic method differ from the analytic method ? What are its advantages ? LESSON SEVEN. Choice of Words. Accurate use^ Present use. 147 ADVANCED NORMAL COURSE. Intelligible use. Scholarly use. EXERCISES. 1. What exercises lead to the accurate use of words? 2. How do newly-coined words secure a recognized place in a language ? 3. How should technical terms be used ? 4. Under what circumstances would you use naturalized foreign words ? 5. What is meant by the scholarly use of words ? 6. What do Saxon derivatives stand for and what is their value? Illus- trate. 7. What is the value of derivatives from the Latin and Greek ? Illustrate. 8. What is meant by " fine writing " ? 9. Read a page of some standard author and classify words that are unfamiliar to you. Are they foreign or native? Are they nouns, or verbs, or adjectives ? [Q. Distinguish between the following synonyms : Distant, remote ; expel, banish ; raise, heighten ; employ, occupy ; unending, boundless ; endure, bear ; declare, utter ; ready, prompt ; rare, unusual. LESSOF EIGHT. Exercises in Phraseology. Define phraseology. Illustrate the change of phraseology by using synonyms. 3. By denying the contrary of a proposition. 4. By circumlocution. 5. By euphemism. 6. By recasting the sentence. Give ten variations of the following theme : The die is cast. Abridge the following expressions into phrases or words : — When profits are small. A trust that must not be betrayed After he died. A book that is meritorious. ua COMPOSITION AND RHETORIC. 9. Make similes and metaphors by selecting the proper elements from the following phrases : Lightning's flash, thunder's roll, sea of fire, stormy petrel, broken column, golden links. 10. It was once a common mode of expression to use both a Saxon and a Latin word, so as to give perfect clearness to the thought, as in the Liturgy. Does this style deserve to be cultivated ? Explain. LESSON NINE. Exercises in Paraphrasing a7id Paragraphing. 1. What directions can you give for paraphrasing ? 2. Send a paraphrase of a short familiar poem. 3. What are the advantages of exercises in paraphrasing ? 4. Distinguish between an abstract and amplification. 5. What are the advantages of each ? 6. What is the ideal structure of the paragraph ? 7. What is meant by climax in the paragraph ? Give an illustration. 8. In a magazine article or a book, find two paragraphs that fail to con- form to the ideal structure. Criticise them. 9. How do you account for the variation in length of the paragraphs of standard authors ? 10. Select a well-constructed paragraph and classify its sentences according to the way in which they begin and end. LESSON TEN. Critical Study of Style. Special properties of style. Wit. Humor. Pathos. Beauty. Sublimity. Classification of wit. Satire. Mock heroic. Sarcasm. Burlesque. Parody or travesty. Pun. 149 ADVANCED NORMAL COURSE. Beauty in writing. Beauty of expression. Beauty of thought. Imagery. Alliteration. Smoothness. Rhythm. Sublimity in writing. Vastness of dimension. Power in nature. Awfulness. Moral greatness. Simplicity and conciseness of expression. Different styles of writing. Strong. Elegant. Bombastic. Dry. Concise. Metaphorical. Simple. Diffuse. Antithetical. Affected. Idiomatic. Climacteric. Florid. Epigrammatic. Satirical. Humorous. Styles of great authors, as : Miltonic, Addisonian. EXERCISES. What is style f What is meant by adaptatiori in style ? What is the advantage in studying several great authors for style ? What is your ideal style ? What are the essentials of wit ? How does humor differ from wit ? What is the foundation of pathos ? Has it any connection with humor ? Distinguish between the sublime and the beautiful in style. What is rhythm in prose ? What is an epigrammatic style of writing ? 150 COMPOSITION AND RHETORIC. LESSOR ELEVEN. l-XBRCISES. 1. Write an advertisement expressed clearly and concisely. 2. Write a telegram limited to ten words. 3. Write euphemisms for the following : — The man is crazy. He is drunk. 4. Illustrate the change of sentences from the literal form to the meta- phorical. 5.. Write a sentence in metaphorical language and change to the literal style. 6. Write a short editorial on some current topic of interest. 7. Write two crisp paragraphs for the editorial page of a newspaper, 8. Write a short communication for publication in a newspaper. LESSON TWELVE. EXERCISES. 1. Submit an outline for writing a biographical sketch. 2. Submit to us for criticism an essay on The Decline of Spain. Outline : a. Introduction. b. Causes Principal events. I. 2 3- 4- Results. 151 ADVANCED NORMAL COURSE. LESSON THIETEEN. EXERCISES. 1. Submit a biographical sketch of some prominent American statesman using the outHne that you furnished in Lesson 12. This sketch is to be submitted for general criticism. 2. What is the value of such exercises ? LESSON. FOURTEEN". EXERCISES. 1. Submit outlines for essays on : — The Power of Gold. The Rise of American Literature. The Industrial Growth of the Southern States since the Civil War. Patriotism in Art and Literature. 2. Send us an outline of either Tennyson's " Locksley Hall" or "In Memoriam." LESSON FIFTEEN. EXERCISES. 1. Send a reproduction of Pope's " Essay on Criticism" or " Essay on Man." 2. Send to us an essay on the following subject, using the given outline : The Correspondence School. Introduction. a. The Chautauqua. b. The establishment of the Correspondence School. Discussions. a. The difference between the Chautauqua and the Correspond- ence School. 152 COMPOSITION AND RHETORIC. b. The wonderful growth of these schools. c. Prejudices that have been overcome. d. Plan of work. e. Benefits. Conclusion. The future of Correspondence Schools. LESSON SIXTEEN. EXERCISES. Send to us an original essay that will represent your best effort. You can select your own subject. The outline, as well as the essay proper, should be original. Using as a model the book reviews as they appear in magazines, sub- mit a review of some popular novel with which you are familiar. LESSON SEVENTEEN. Prosody and versification. Meter. Rhyme. Stanza. EXERCISES. 1. T)Q!^xi& prosody . What is its derivation ? 2. What is versification ? 3. Upon what does ineter in English almost wholly depend ? 4. How does English meter differ from the classical meters ? 5. What is scanning ? Illustrate. 6. Name and illustrate the different kinds of poetic feet. 7. Name and illustrate the different kinds of verse. 8. Define alliterative rhyme. Assonantal rhyme. Consonantal rhyme. Examples. 9. Explain why war and car, breathe and tease, are not perfect rhymes. 10. What is the composition of the Spenserian Stanza? The Sonnet Stanza ? 153 ADVANCED NORMAL COURSE. LESSO?^ EIGHTEEN. Poetry. The different kinds of poetry. Lyric. Didactic. Pastoral. Dramatic. Epic. Elegiac. Satirical. EXERCISES. I. What is your favorite definition of poetry? 2 3 4 5 6 7 8 9 ID What are the distinguishing features of lyric poetry? What are its chief varieties ? Give examples of elegiac poetry. Give examples of pastoral poetry. What is an epic poem ? Name the great epics and give their authors. What are the main divisions of the drama ? Distinguish between a comedy and 2. farce. What constitutes melodrama ? Is the poet ' ' made ' ' or is he ' ' born ' ' ? Give us your views with reasons. 154 WK<^* \902 IVIAY 13 1902 ' COPY DEL. TO CAT, orv. MAY 14 1902 fylAY 21 1902 LIBRARY OF CONGRESS 022 158 789 3.