(a) United States; transportation and commerce by the great inland water routes (Grade 5A). (b) The protection of trees in cities. LICENSE No. 1, JUNE, 1911. (10) 53. 1. Make and solve a practical problem in each of the following types: Finding what fractional part one number is of another; finding a whole when a fractional part is given. (8) 2. Explain, as to pupils, the solution of the first problem given in answer to 1. (4) 3. What is one of the types not mentioned under 1? Illustrate it. (4) 54. 1. Show graphically that three-fifths (of 1) is equal to 3 5. 2. Describe how pupils should be taught the reduction of a common fraction to a decimal. Illustrate. (10) 55. State and solve a practical problem (a) in finding the cost of goods that have been sold at a per cent loss; (b) in finding the rate of interest; (c) in finding the area of a trapezoid. Use a drawing to illustrate (c). 56. 1. What is climate? (2) 2. State the conditions which affect or determine climate. (8) 3. Show how pupils may be led to make correct inferences regarding the climate of two of the following countries: England, Mexico, British Columbia, Brazil. (6) 57. 1. What may be three legitimate purposes of reviews in the classroom? (3) 2. Describe three good methods of reviewing in history. (6) 3. With reference to the history of the Civil War, show how these three methods of reviewing may properly be used. (9) 58. On each of two of the following topics plan a lesson, giving materials, experiments, and observations to be made from nature: (12) 1. The relation of sunlight to plant life. 2. The propagation or transmission of heat. 3. The structure, functions and care of the teeth. LICENSE No. 1, JUNE, 1910. 59. 1. State, with reasons, the principles that should guide you in selecting words to be taught to a class of beginners in reading. (4) 2. State, with reasons, your method of teaching these words. (4) 60. 1. State the principles which should guide a teacher in selecting words for a spelling-list. (3) 2. How should homonyms be taught? Illustrate. (3) 3. How would you lead children to discriminate between the words hope, expect, suppose? (3) 61. Represent the blackboard work to be used in explaining "multiplication by one figure" to a class that has learned the multiplication tables. 62. Show how to teach: 1. The mensuration of the surface of rectangles. (2) 2. The mensuration of the surface of triangles. (2) 63. Give, with reasons, your opinion on each of the following points concerning the teaching of penmanship to beginners: 1. Should the writing be large or small? Define "large" and "small" writing. (1) 2. Should a beginning be made with sentences, words, letters of the alphabet, or the elements of letters? (1) 3. How is the principle of imitation to be utilized in teaching penmanship? (2) 4. Should a beginning be made with the pen, the lead-pencil, the slate pencil, the blackboard crayon, or the sand-table? (1) 64. If an automobile is sold for $1,025 at a profit of 25 per cent, how much did it cost? 1. Concerning this problem, give an arithmetical solution. (4) 2. Give a model explanation of this solution. (6) 65. Show the complete (unabridged) form for blackboard demonstration of the following processes: 1. Of adding three-figure numbers: e.g., 356 and 878. (6) 2. Of multiplying three-figure multiplicands by twofigure multipliers (6). 3. Of dividing by a one-figure divisor. (6) 66. State four points in European history which should be taught in connection with the study of 1. Discovery of America. (4) 2. Early settlements in America. (4) 3. War of American Independence. (4) 67. Tell how a teacher should deal with the subject of irrigation. (10) 68. Outline a lesson suitable for the third school year on the change from winter to spring (including causes or signs, and stating class activities). Indicate illustrative material. (12) LICENSE No. 1, JANUARY, 1910. 69. What is meant by a unit of measure? (3) (b) State and solve a problem in which the number 70. Show by aid of lettered diagram that multiplier and multiplicand (when either is concrete) can be interchanged without altering the product. (10) 71. 1. Explain as to a class borrowing in subtraction. (8) 2. Find the difference between 178 and 342 by the Austrian method and explain briefly each step of the process. (8) 72. State a practical problem (a) in discount, (b) in commisson, (c) in percentage to find what per cent one number is of another. (9) 73. Choose a decisive battle and describe a proper method of treating it as a topic in history. (12) 74. Show how to lead children to interpret contour lines on a map; illustrate with a diagram. (8) 75. Specify the topics which should in general be comprised in studying (a) a river, (b) a city. (12) 76. Give the topics to be covered in a lesson (for pupils about 13 years old) on the structure and functions of the skin. (12) LICENSE No. 1, JUNE, 1909. 77. Describe the analytic-synthetic method of teaching the phonetic elements to a first-year class in reading. Illustrate. (12) 78. 1. State, with reasons, whether script or print is preferable for first reading lessons. (4) 2. Describe how the transition from reading the one form to reading the other may be made (i. e., print to script, or script to print). (6) 79. Explain as to a class the steps in the rapid (mental) addition of numbers of two orders, e.g., 38 and 56. (10) 80. 1. Why should pupils be taught ways to check (or verify) results in arithmetic? (2) 2. What method of checking results should be taught in the case of each of the four fundamental rules? (12) 81. State three cases in percentage, giving a typical practical problem in each case; and show, as to a class, the method of solving each problem. 82. Describe the conduct of an exercise in dictation, suitable for a fourth-year class, giving: 1st, the particular aim or aims of the exercise; (2) 2d, the material (about six or eight lines of your own composition of a fable or an incident); (3) 3d, the indication, by means of vertical |