9. What is the distinction between active, passive and neuter verbs? 3; 3 and 4. 2 pts., 5 each. 10. Correct: He treated me with great negligence. I expect he has gone home. NOTE-If a word to be parsed is wrongly used it should be corrected before parsing. Punctuation includes capitalization and spelling. GEOGRAPHY. 1. Describe a Peninsula, and give the etymology of the word. 2 pts., 5 each. 2. Define and give an example of a gulf, bay, strait, sound. 5 pts., 2 each, 3. What is the exact shape of the earth? Give three proofs that it is round. 4 pts., 21⁄2 each. 4. How many and what motions has the earth? 2 pts., 3 each. 5. Why are the Polar Circles located 231⁄2 degrees from the poles? 10. 8. Between what degrees of latitude does the United States lie? Into what three sections is it divided? 9. 2 pts., 5 each. What are clouds, and how are they formed? From what source is the moisture of the Mississippi Valley chiefly derived ?3 pts., 3% each. 10. Name the two principal rivers in France. In what direction do they flow? Name one city on each river. 5 pts., 2 each. HISTORY. 1. What is the most prominent characteristic of U. S. History as compared with other histories. 2. For what objects has the United States engaged in war? 10. 10. 3. Tell the story of the invention and first use of the telegraph. 10. 4. Give some account of the discoveries and settlements of the French in this country. 10 5. a, With what nations have we international boundaries? b, How have these boundaries been determined? a. 3; b, 7. 6. a, Where and, b, in what way was the war of the rebellion ended? a, 3; b, 4. 7. Give a sketch of Charles Sumner. 8. What State was last admitted into the Union? 10 10. 9. a, What had the ordinance of 1787 to do with the origin of Indiana? b, What other States had the same origin? a, 6; b, 4. 10. a, With what other study is history most closely associated? b, a, 4; b, 6. NOTE-No answer to exceed ten lines. THEORY OF TEACHING. 1. What relation does the school bear to the family? 20. 2. 3. What must determine the rules and regulations of a school? 20. 20. 4. Why should a teacher never scold his pupils? 20. 5. What are the duties of the school in respect of physical education. 20. LITERATURE. If we think of it, all that a University or final highest school can do for us is still but what the first school began doing-teach us to read. Our education depends upon what we read after all manner of professors have done their best for us."-Carlyle. In this age of schools and books, cheap books, not cheap in what they contain, there are few good readers, appreciative readers, eager readers. Our education does not do for us what it should do. In our school books on this subject there are so many beautiful selections from standard authors, that if teachers would study these selections as to their beauty of thought and expression, study them in their relation to the entire poem or story from which they have been taken, study their author's life and character as a writer, a much greater love for good reading might be cultivated. Many more appreciative readers would be sent out from our schools. The boys and girls from the common schools would be acquainted with our best American authors. They would feel somewhat acquainted with the great Shakespeare and Milton. Their minds would be filled with many inspiring and beautiful sayings of learned men. They would be eager to read good books, and if they should never have the advantages of anything higher than a country school they could still be intelligent men and women. How few among the many who have read "Thanatopsis," by our loved Bryant, have ever appreciated, ever felt the beauty, the tenderness, the sweet hope, the pathos, the deep truths it expresses. How many in reading the grand speeches of our great orators and statesmen, Patrick Henry, Daniel Webster or Henry Clay, know anything of the occasion that called them forth? How many know anything of the great services these men rendered their country? How many in reading "Antony's Oration." or "The Quarrel Scene between Brutus and Cassius," or "Hamlet's Soliloquy," know anything of the tragedies from which they are taken, or of the times they represent? How many ever commit some beautiful passage and store it away in the memory among their treasures? A single beautiful sentence full of thought, soul-stirring and ennobling, may well be the subject of an entire lesson. A short biography of its author, a conversation on the times in which it was written, the object of its author in writing it, a critical study of the sentence in regard to the truth it teaches, the peculiarity and fitness of the language, should all receive attention. METRIC SYSTEM OF WEIGHTS AND 11 History-Originated from the desire on the part of the French Government to have a uniform system, as every province had its own system. The French Academy decided to meas ure a quadrant of the earth on the meridian passing through Paris, which was done by astronomical methods, in connection with the principles of surveying, toward the close of the last century. This distance was divided into 10,000,000 equal parts, and one of these parts was taken as the unit called the meter. The various denominations are derived from this unit in the manner indicated in the following outline. This system was adopted by the French Assembly in 1795, in accordance with the new order of affairs brought about by the Revolution. In 1841 its use was made obligatory. At present the system is legalized in nearly all civilized countries. In 1866 it was recommended by act of Congress to adopt its use in all government offices. To-day scientific men throughout the world use this system. It is claimed for this system that it has a natural and unchanging unit; but many objections are urged against this assumption. From the first measurements five standard meters were made, two of which were placed in the custody of the French Academy. But as other measurements demonstrated that errors had been made in the first 2. What must determine the rules and regulations of a school? 20. 20. 3. What is a habit? 4. Why should a teacher never scold his pupils? 20. 5. What are the duties of the school in respect of physical education. 20. LITERATURE. If we think of it, all that a University or final highest school can do for us is still but what the first school began doing-teach us to read. Our education depends upon what we read after all manner of professors have done their best for us."-Carlyle. In this age of schools and books, cheap books, not cheap in what they contain, there are few good readers, appreciative readers, eager readers. Our education does not do for us what it should do. In our school books on this subject there are so many beautiful selections from standard authors, that if teachers would study these selections as to their beauty of thought and expression, study them in their relation to the entire poem or story from which they have been taken, study their author's life and character as a writer, a much greater love for good reading might be cultivated. Many more appreciative readers would be sent out from our schools. The boys and girls from the common schools would be acquainted with our best American authors. They would feel somewhat acquainted with the great Shakespeare and Milton. Their minds. would be filled with many inspiring and beautiful sayings of learned men. They would be eager to read good books, and if they should never have the advantages of anything higher than a country school they could still be intelligent men and women. How few among the many who have read "Thanatopsis," by our loved Bryant, have ever appreciated, ever felt the beauty, the tenderness, the sweet hope, the pathos, the deep truths it expresses. How many in reading the grand speeches of our great orators and statesmen, Patrick Henry, Daniel Webster or Henry Clay, know anything of the occasion that called them forth? How many know anything of the great services these men rendered their country? How many in reading "Antony's Oration." or "The Quarrel Scene between Brutus and Cassius," or "Hamlet's Soliloquy," know anything of the tragedies from which they are taken, or of the times they represent? How many ever commit some beautiful passage and store it away in the memory among their treasures? A single beautiful sentence full of thought, soul-stirring and en nobling, may well be the subject of an entire lesson. A short biography of its author, a conversation on the times in which it was written, the object of its author in writing it, a critical study of the sentence in regard to the truth it teaches, the peculiarity and fitness of the language, should all receive attention. METRIC SYSTEM OF WEIGHTS AND 11 History-Originated from the desire on the part of the French Government to have a uniform system, as every province had its own system. The French Academy decided to measure a quadrant of the earth on the meridian passing through Paris, which was done by astronomical methods, in connection with the principles of surveying, toward the close of the last century. This distance was divided into 10,000,000 equal parts, and one of these parts was taken as the unit called the meter. The various denominations are derived from this unit in the manner indicated in the following outline. This system was adopted by the French Assembly in 1795, in accordance with the new or der of affairs brought about by the Revolution. In 1841 its use was made obligatory. At present the system is legalized in nearly all civilized countries. In 1866 it was recommended by act of Congress to adopt its use in all government offices. To-day scientific men throughout the world use this system. It is claimed for this system that it has a natural and unchanging unit; but many objections are urged against this assumption. From the first measurements five standard meters were made, two of which were placed in the custody of the French Academy. But as other measurements demonstrated that errors had been made in the first |