writing the possessive case. 4. A word ends in a single consonant. When is it doubled on taking a suffix? 5. What principle should govern in the use of new words in the language? Of slang? 6. What is an idiom? Illustrate. Define tautology, impure diction. 7. Write five rules for the use of capital letters. 8. Write two rules for the use of the period, two rules for the use of the comma, and one rule for the use of the semicolon. 9. Discuss the use of "shall and will" in statements and in questions. 10. Compare the style of the Book of Luke with that of any one of Hawthorne's works.

THEORY AND PRACTICE.

1. Have you ever taught? Where? How long? 2. What have been your educational advantages? What have you had in professional training? 3. What do you understand by the "pouring in process"? What is education? 4. What rules would you make for a school over which you are to preside? 5. How would you create an appetite for study? 6. How does interest in study affect the order of the school room? 7. What moral qualities should a teacher try to cultivate in his pupils? 8. What is habit? How related to education? Name the essential school habits. 9. Distinguish between the science of education and the art of teaching. What is moral training? The end of school discipline? End of edu

10.

cation? End of instruction? End of religious instruction?

PHYSIOLOGY, HYGIENE, AND NARCOTICS.

1. Speak of the functions of the bones and of their minute structure. 2. What is meant by "taking cold"? Wherein does the danger lie? What precautions may be taken to avoid it? 3. Why should food be slowly and thoroughly masticated? Answer fully. 4. How does a clean skin affect the action of the kidneys and the lungs? 5. Speak of the effects of ice cream and iced drinks following a hearty meal. 6. Why is it well to break up the long morning school session by a recess, or period of relaxation? Answer fully. 7. Why will interest lag in a poorly ventilated room? 8. What would be the ideal conditions for a pupil as to seat, desk, light, and temperature of room? 9. If a child complains frequently of headache, what would you do? 10. In the light of the fact that many people use tobacco without apparent ill effects, how would you proceed to make impressive, and to demonstrate the evil and its dangers?

PHYSICAL GEOGRAPHY.

1. "But few great cities are more than six hundred feet above sealevel." Why? 2. Discuss the economic value of mountains. 3. Explain the commercial and historic importance of Mohawk Gap. 4. "A volcano is a mountain that emits

fire, smoke, and melted lava." Criticise this definition. 5. Land forms are constantly changing. Explain and name the agencies. 6. "Every river passes through the various stages of infancy, maturity and old. age." Explain and give characteristics. 7. Explain minutely how the Gulf Stream affects the climate of interior Europe. 8. Explain how climate is modified by latitude, altitude, position of high-lands, direction of winds, and distance from the sea. 9. Name the county seats on

1. What system of penmanship do you use mostly? 2. What advantages are claimed for vertical penmanship? 3. What disadvantages do you see in the vertical as compared with the slant? 4. What positions in writing would you recommend? Why? 5. How should the pen be held? 6. Discass form and movement. What do the terms, "principle" and "element" mean as applied to writing? 8. Analyze the written word: "Pennsylvania.” 9. Discuss the height of letters. 10. Discuss the shading of letters.

7.

NOTE. Candidates for special certificates to teach penmanship should answer all the above questions. Other candidates may answer the first five.

ORTHOGRAPHY.

1. Analyze the word orthography and give the meaning of the term. 2. What is a syllable and what is necessary to every syllable? 3. How are words classified as to the number of syllables? 4. What is meant by the root of a word? By an affix? A prefix? A suffix?

Give examples of each. 5. Illus

trate the difference between a digraph and a diphthong. 6. What is the rule for dividing a word at the end of a line?

ENGLISH GRAMMAR.

1. "It has been estimated that the quantity of heat discharged over the Atlantic from the waters of the Gulf Stream, on a winter's day, would be sufficient to raise the column of the atmosphere that rests upon France and the British Isles from the freezing point to summer heat." (a) What kind of a sentence is the one given above? Why? (b) Write the principal clause. (c) Write the subordinate clauses, classify, and tell what each clause modifies. 2. Write a sentence containing a noun clause used as a subject of a verb. As object of a verb. As an appositive. Underscore the clause in each case. 3. Write a sentence containing at clause used as an adjective. As an adverb. Underscore the clause in each case. 4. What is a conjunctive pronoun? Name the conjunctive pronouns. Define personal pronoun. 5. Classify the parts of

speech in the following by writing the abbreviation of the part of speech above each work: "The Curfew tolls the knell of parting day, The lowing herd. winds slowly o'er the lea, The plowman homeward plods his weary way And leaves the world to darkness and to me." 6. What kind of a sentence is the above? Classify the phrases. 7. Give the principal parts of each of the following words: write, teach, obey, eat, bring, lay, sing, see. 8. What is the distinction between a complex and compound sentence? 9. "Few were the stragglers, following far, That reached the Lake of Yennachar; And when the Brigg of Turk was won The headmost horseman rode alone." Diagram or analyze the above. 10. (1) Give case and construction of the nouns and pronouns in the above selection. (2) Parse italicised words.

CIVIL GOVERNMENT.

1. What is the object of government? Name the principal kinds of government. 2. Tell what is meant by legislative, judicial, and executive functions of our government. 3. How many articles are there in our Constitution? Of what do the first and second articles treat? 4. Name some of the duties of the President of the U. S. 5. Give the salaries of the following officers: President of U. S. Governor of Ohio. U. S. Representative. U.

S. Senator and Supreme Judges of U. S.

INFINITIVES AND PARTICIPLES.

By A. F. Waters.

It is evident that the article in the July number under this heading by J. T. Thompson was intended largely as a criticism upon the articles previously appearing upon the participle. If my articles encourage "haphazard, unwarranted, and unindorsed teaching," I am sorry they found their way into print. However, nobody is compelled to accept the views of either of us, and I have confidence that those who read the articles will be fairly able to judge of their merits. Were it not for the spirit of the criticism I should probably not take notice of it, as the only point of criticism worth notice, was discussed in these pages about a year ago. However, I feel it a duty to call attention to a few of his statements and reply more fully to the old criticism which he repeats.

The statement that "They (verbals) take upon them the modifications of nouns or adjectives," is not warranted. The Noun-Verbal, as he calls it, can never take the modiifications of a noun, nor the Adjective Verbal those of the adjective. Both take only the modifications of the verb. He holds up his hands in holy horror wanting to know how students will learn English grammar, "if one teaches that one class of the abstract verbal

in "the best standard authorities" is "Abstract verbal-noun made use of?") He then becomes hysterical over the expression "participial abstract verbal-noun," a term certainly never used or suggested by me, but one entirely consistent with his own classification.

The criticism that is made, and which I wish to meet fairly, is, that I have not adopted the classification and nomenclature of what he terms "best standard authorities;" to be more explicit, that I have no right to speak of a Participle used as a noun. I bow reverently to the scholarship of the authorities cited, and am not unmindful of the force of the criticism. But, if there should be a haven of rest for grammatical cranks and these "best standard authorities," who differ so much among themselves, should have anything to say about a fellow whose only sin was that he had gone astray on some minor issue on which they themselves could not agree, I would risk my chances alongside of some pious, orthodox brother who was trying to live them all.

Some of these "standard authorities" have attempted to apply Latin syntax to English speech; others have written from the standpoint of philology trying to make the grammar of the English of today conform to that of the language a thousand years ago; however, the greater number by far have copied after these two classes in order to be scholarly. But few of the texts named are used at all in the public schools where no attempt is made at anything beyond practical gram

mar.

"Grammatical purity" says Adam Sherman Hill, Professor of Rhetoric and Oratory in Harvard College, "is the first requisite of discourse, whether spoken or written. Whatever is addressed to the English-speaking people should contain. none but English words and phrases, and should employ these words and phrases in their English meanings, and should combine them according to the English idiom. The answer as to whether a given expression is English is not to be sought in inquiries concerning the origin, the history, or the tendencies of the language. However interesting in themselves, however successfully prosecuted, such investigations are of little practical value in a study which has to do, not with words as they have been or may be, but with words as they are; not with the English of yesterday, or with that of tomorrow, still less with the theorist's

ideal English, but with the English of today." So an English Grammar should be the grammar of the English language of today, and should be written in the English of today.

The Latin has six forms, the infinitive corresponding to our infinitive with "to," the participle, the gerund, the gerundive, and two forms of supine,-to represent essentially the same constructions that the English represents by the two, the infinitive and the participle. Now it is the height of folly "to saddle" all this Latin nomenclature upon these two forms already overworked.

The classification of words into parts of speech depends not wholly upon Syntax. In parsing a word the syntax is the last thing. If syntax determined the part of speech, the order of parsing ought to be reversed. Mr. Thompson speaks of Infinitives used as nouns, as adjectives and adverbs. Meikeljohn, one of the best standard authorities to the contrary notwithstanding, who says that the infinitive is always a noun, and that the last two constructions named are gerunds and must be carefully distinguished from the ordinary infinitive.

If the infinitive, form can consistently be made perform three syntactical functions, why for the sake of consistency must we change the name of the participle when it has the syntax of a noun? My friend who objects so seriously to

this, has no compunction of conscience at letting it do the work of an adverb, a most questionable feat, without changing its name. Whitney calls it the infinitive in ing, or the participle infinitive. Why not simply the good old term Participle. But, they say, the two have not the same origin. What of it? We are after the grammar of the language of today, not of that of the time of King Alfred or any other time. But look at the origin and development, if you will. The Infinitive as a noun had an ending distinct from its other two uses up to about the 15th century. About that time all the infinitives that correspond to ours with "to" ended in "e" and were preceded by "to." Later they dropped "e" giving us our present infinitive. So the infinitive with "to" is from two distinct forms. It is this distinction that Meikeljohn preserves by the use of the gerund and gerundial infinitive.

Likewise the Active Participle as an adjective had an ending different from the Participle as a Noun until about the time the infinitives lost their endings, when the two participle endings merged into ing. Now why try to preserve this development by different names and not that of the infinitives? Again, if we must distinguish these two participial forms on account of their origin, why call one of them an infinitive, as so many do, which puts it in a class of words already