501. Outline a method of teaching percentage, and give your reasons for each step. 502. Outline the method by which you would have children's compositions written and corrected. 503. "Those formal studies (grammar, spelling, etc.), should not be discontinued, but subordinated to the higher study of literature." Criticise this dictum, and show how you would put it into execution. 504. Describe the method by which you would teach the drawing of historic ornament and its application. PRINCIPALS, 1891. CITY OF BROOKLYN. Write on the following texts: 505. The idea of Rosseau that children, instead of being punished, should be left to the natural consequences of their disobedience has much plausibility. Tasks or impositions are the usual punishment of neglect of lessons, and are also employed for rebelliousness; the pain lies in the intellectual ennui, which is severe to those that have no liking for books in any shape. Where corporal punishment is kept up, it should be at the far end of the list of penalties.-Bain. 506. So important a part does the recitation, under the skillful teacher, play in the school economy, that in comparison, as it seems to me, the written examination is nowhere; and I am coming more and more to the opinion that a pupil who has acquitted himself with credit in the daily recitations should pass on to the next grade un questioned, despite any failure in the stated written examination of his class.-Howland. 507. No principal zealous for the highest success can neglect the programme of exercises for the several rooms of his school.-Howland. 508. By the very act of promotion the principal has decided that the class has satisfactorily completed the earlier grade, and should allow no fancied insufficiency to stand in the way of an immediate, unconditional advance upon the new subject; and no teacher should for an instant stop to question the qualifications of the class. -Howland. 509. The examination, too, should be within his (the principal's) knowledge and control. I have sometimes heard the complaint of principals that "the examination had taken him completely by surprise; that the class had gone all to pieces." What real room for surprise except that he had not himself known it sooner? Where have been his eyes, his ears, his thought, his untiring effort for the last forty weeks?-Howland. 510. Obedience on the part of pupils must be immediate and absolute. PRINCIPALS. CITY OF BROOKLYN. Write briefly on the following texts: 511. While there is no material priority as between the two subjects of Rational Arithmetic and Grammar (which is rational from its very nature), of the two we may pronounce Grammar much the harder, and requiring a riper state of the faculties. In point of difficulty, I would compare Grammar to the commencement of Algebra; meaning by Grammar-Analysis of Sentences, the Definitions of the Parts of Speech, and the equivalent functions of the single word, and the clause.—Bain. 512. The logical sequence in learning oral language is: first, the object; second, the idea; third, the word; and therefore, the same order should be followed in learning to read written or printed language.-Hughes. 513. Roughly speaking, then, we may mark off three steps in "form study and drawing," to which we have been slowly brought by the evolution of method; first, observation; second, making-clay and paper being the materials; third, drawing in all its forms. 514. Every rule you teach should be first of all made the subject of an oral lesson and demonstration. The method of experiment and induction will often enable you to arrive at the rule, and show its necessity. One of the first rules in which the difference between a skilled teacher and a mere slave of routine becomes apparent, is the early rule of subtraction. * * * * There are two ways in which, with a little pains, the reason of this rule may be made clear even to the youngest class.— Fitch. 515. Word building and analysis-the investigation of the parts of words and the separate significations of each part-form a most useful exercise.-Fitch. 516. One essential object contemplated in the study of our own language is a knowledge of the meanings of its words.-Fitch. 517. The study of geography ought to begin at home, and from a basis of actual personal experience should advance to the consideration of other countries and of the earth as a whole.-Geikie. 518. It does not seem possible in the elementary schools to do more than to give a brief outline in the form of biography, and a sketch of general or American history. Interest, however, can be stimulated, and, therefore, time saved, by a judicious and moderate use even in the lowest grades of original material. "History must be seen," and contemporaneous literature is the kodak which the instructor must use if he is to convey a vivid, as well as a correct, impression of the past.Lucy M. Salmon. CHAPTER V License to Teach Ungraded Classes Examination in December, 1918. 519. "Number as quantity' as opposed to 'number as enumeration' must be employed with mentally defective children." 1. With this in mind indicate the subject-matter which the teacher should present in early lessons in number. 2. Outline a good method of presenting this subjectmatter. (10) 520. 1. Give the three steps to be observed in formal sense-training. 2. What determines the sequence to be observed in training the several senses. 3. Illustrate. (9) 521. To develop the power of “grasp” in a low grade child, what types of physical training should be used? Outline a good method of accomplishing this. (9) 522. Give in detail Montessori's (or any other) method of teaching children to write. THE ORGAN GRINDER. (10) 523. One day a man came down the street. He carried an organ on his back. He had a bright red cap on |