any other of the uently, as a study, For the pupil to get inhabitants than lementary school. e is very much less eachers and pupils mentioned. There use of geographiarithmetic, and it ms of the child's in the case of the ee, as well as the of the earth's surriver, a mountain, -ype-form, and the dequate. For the red to one thouraphical concepts, im, and if, say one Der be definite and has a good founstantial structure. inite pheromena to his intelligence lie spread out all and in the water. on; he can learn , the things that nimals about him, night; the trains res of lives and ings he sees and own way. He is eal things all the umerable avenues e conceptions that supremest worth The practice of speaking develops in a high degree the organs of respiration It gives breath-propelling power for steady and economic tone production. Vocal training gives purity, compass, strength, and mellowness of voice, overcomes breathiness and hollowness of tone To strengthen_lung power and vocal power benefits the whole system. Right speaking is a benefit rather than a detriment to the health; wrong speaking is often disastrous. Right methods conserve the nerve forces. The day before a speech ought to be play-day, devoted to social, intellectual, and physical exhilaration. One gets condition without thinking about it. Fine speeches often accomplish nothing for lack of physical force. The best condition for eloquence is abounding health. Correct speaking is based upon certain principles. These principles may be mastered and applied, and results may be reached, not by accident, but by pursuing a science. Students of public speaking must deal with master orations. They must seek the purpose, the historic events, the special occasions. A close study reveals the plan of a speech, a step toward the logical process of formulating one's own thought on some vital question. Master orations, like our national songs, become the highest expression of our patriotism. Training in public speaking develops style. That style of delivery is best which calls least attention to itself. That literary style is best which is least obtrusive and lets thru the truth best. Involved sentences tend to cloud the understanding "Don't whip with a switch that has the leaves on if you want to tingle." The common people must be reached in home-bred Anglo-Saxon, words that strike the imagination and awaken sacred memories. The cultivation of the imagination is another of the values of training in spoken English. By associating the mind with the best thought of the ages, and by dwelling upon the most striking passages, we develop in a high degree the imagination, the literary faculty, the memory, the love of the beautiful. I would urge first the study of human nature. He who would persuade men must study their lives, their needs, their motives, their purposes; must gain their sympathy, find out their hearts. Nobody was ever injured by getting close to the toilers. Sympathy with the masses makes men forgetful of themselves, makes them come before audiences with a message, not a performance. Men should care less for the speech and more for the truth. The last and most important point is the development of character. The desire to be helpful and to lead men, implied in public speaking, makes men discard habits of thought and action which lose respect and leadership; makes them strive to be what they would be thought to be. This is characterbuilding, and character is the basis of oratory, for speech is valued by the character of him who speaks. President Jacob Gould Schurman, of Cornell university, takes a most hopeful view of the future of education in the Philippines. These words of his before the N. E. A. give something of the foundations of his faith: "We glory in our applied mechanics, which are destined to develop the physical resources of the Philippines, but far more glorious is our political philosophy, which is full of hope and promise for the Philippine nation and every people and race on the globe The kind of people we are, the way we govern ourselves, the history we have made and the political philosophy we have given to the world -all consecrate us Americans as the advocates and preachers of liberty, democracy, and national independence, and I believe that an independent Philippine republic will be the final result, as it would be the most glorious consummation of our great educational work a noble a nature ness the his desig 16. (1) respects 17. W at Dunca 18. En heightens 19. (1) Macbeth? out that t other crim of Macbet 20. Exp involved w 21. Pro sessed of point, also quences of 22. Prov nature is al duct of the the contrar 23. Whe Duncan? 1 24. (1) E (2) Which is tistic value the Knocking have been w 25. (1) De (2) What is sir, why do y effect produc quo. 26. Does I Scene, or does 27. (1) Des ate the respo how each is fu broth serve? 28. (1) Des do they symbo into the poet's 29. What a the scenes un 30. What a the drama? 31. Enumer of the drama. 32. (1) How (2) What is t line of the pass 33. What pa plot developme Malcolm? Ider 34. (1) Wha Enumerate the each performs words the poin Boliloquy." (4) 35. (1) Expla of Act I.? 36. In the Which is Shakespeare's conception of his hero,e nature led astray by the powers of darkness, or re prone to evil who finds in the powers of darkne agencies which he needs to help him carry out signs? (1) Describe the murder of Duncan. (2) In what ts was the murder a badly contrived one? What peculiar Scottish law made Macbeth king ncan's death? Enumerate the devices by which Shakespeare tens the horror of the murder. (1) What circumstances averted suspicion from >th? (2) In what scene is the thought brought at the murder of Banquo has unmasked Macbeth's crimes? (3) Prove that Banquo has his suspicions cbeth. Explain the way in which Banquo's fortunes are ed with those of Macbeth. Prove from the text that Lady Macbeth is posI of "demoniac firmness" only up to a certain also that she has no power of bearing the consees of guilt. Prove from the text that Lady Macbeth's womanis always in evidence. Regarding her as a prof the times, does she seem unnaturally cruel, or ntrary? When did Macbeth first design the murder of in? Prove. (1) Enumerate the important scenes of the drama. hich is the most revolting? (3) What is the arvalue of the Letter Scene, the Sleep-walking Scene, Locking at the Gate? (4) When must the letter Deen written? (1) Describe in detail the scene upon the heath. mat is the full significance of the words: "Good y do you start?"? (3) Bring out the very unlike produced by the witches upon Macbeth and Ban Does Lady Macbeth really faint in the Discovery or does she only pretend to do so? (1) Describe the Incantation Scene. (2) Enumere responses of the apparitions and state exactly deed," with a line in the Sleep-walking Scer thoughts are suggested by the epithet my the passage," The multitudinous sea incar 38. Bring out the suggestive contrast I. v. 27-29 and I. vi. 1.11. 39. Bring out the contrast between Macbeth and that of young Siward. 40. What effect does the announcen Macbeth's death have upon the reader's o beth? 41. (1) How had Macduff forfeited th Macbeth? (2) Compare Shakespeare's the original story. 42. Shakespeare has given thruout his ing touches of reflection-quote lines em of these reflections. 43. Give exact quotations descriptive the witches; Duncan; the heath; Lady Ma 44. Assign to each of the following pla of the drama enacted there: Forress, Inv Kill, England, Dunsinane, Scone. 45. What peculiar origin is assigned t ancient Scottish Chroniclers? 46. Describe the reaction which takes feelings of Lady Macbeth after the murde 47. "The development of a remakabl often measured by its continual juxtapos other character,-the relation between th first that of identity"-How is this true in Macbeth? 48. Cite passages proving that "Macbe to dramatic surroundings for his dark deeds 49. What does the line, "That twofold b scepters carry," imply as to the approximat composition of "Macbeth"? 50. Comment on the use of the word no "I've drugged their possets, That death and nature do conten Whether they live or die." School Sanitation. ch is fulfilled. (3) What purpose does the witches' By Dr. CHARLES S. CAVERLY, President of the erve? (1) Describe the witches of the drama. (2) What y symbolize? (3) What classical element enters e poet's conception of them? What are the two motifs of the drama? Collect enes under each head. What are the two great moral truths involved in ama? Enumerate the most striking literary excellences drama. (1) How should the following lines be punctuated, "If we should fail We fail"? hat is the basis of the metaphor in the next the passage? What part does each of the following play in the evelopment: Macduff, Fleance, Banquo, Siward, ? Identify each. (1) What is the function of a soliloquy? (2) rate the soliloquies of the drama and state how erforms that function. (3) Give in your own the points made by Macbeth in the "famous (4) What conclusion does he reach ? 1) Explain Act IV. iii. (2) What is the function ay." I. ? Board of Education. (Continued from THE JOURNAL of Aug It is becoming more and more necessa teachers, in the country districts especia come acquainted with the common defect of children. In many of the cities "scho or "medical inspectors" are now regularl examining pupils for chronic weaknesses for contagious disease. The result of th tions in our cities has shown that the sch contain defective or diseased children w ance in the school-room is not only disast but often dangerous to other pupils. In can not have such medical inspection, it that the teachers should be on the looko among the children. The school teacher for detecting incipient disease which a: those which are possessed even by parent frequently detect disease when relatives, constantly with the child and have little 1 parison with other children would overloo ers should always communicate freely upon the subject of the health of the chil ever they discover any signs of physica ination of such or the teacher the advisability some error of vised, always, to y be, too, inflamed, covered with ese latter symia. Pupils who eive especial attheir books and All pupils should their books and sible. om in childhood ackward, or stut than deafness. s. If she deems hearing by blindfar from each Ordinarily the rm's length from , as well as perdren by ordinary nd nose. Pupils 1 deafness should e parents, too, of › may have a disr attention called atment may save on from this compils who may be reasons, teachers oud enough to be the school-room. The same, of course, may be said with Every teacher can determine, with sufficient accur- es which schoolpupils are spinal by bad position of desks and seats, and treated propdinary "nervousthe school-room or undue observatudies and hours acher should rewhich the normal low, she must ale who are physicencounter chilor disorderly, and patience and skill to some physical uch pupils should pol room work is er is measured as -ws in taking care ciency with which es his course. is a class of dishildhood and are of which and the her should underese infectious and Tho not properly children of school 8 a germ disease the well. By far quire the disease ith consumptive se, even in its be Just at this time the importance of vaccination is made very apparent by the unusual prevalence of small pox thruout the country. While the school teacher has no authority to insist upon her pupils being vaccinated, she may very properly urge upon them its necessity. In the light of modern knowledge and recent experience, when performed under proper precautions it is entirely harmless in itself and an almost sure preventive of the disease. Children are peculiarly liable to derangements of the digestive organs. One of the chief requisites to healthy mental work is healthy digestion. Teachers may do something to guard their pupils against indiscriminate eating. Cold lunches in the school-room are unhealthy. No pupil, unless obliged by distance from home, should then Days kinderga bringing To see t well, to diers," an from eve approval, succeeded ing forth deed, an i A frequ ety in wor will see to not held shorten th the close o tle feet will the subject dren join in ive boy or g with renewe In makin taken that come earlies ing or draw lesson or rea Between e simple restfu As a chan children will work, hoeing blacksmith, t ringer, and li babies while b all we will not How often or "The child to-day," will b The 1 By MA Sand is the the sand table ing the classe school. I keep in st spools, etc., an of his home. It is surprisi dren will arran leafy twigs wh home at lunch 1 is like it. The later the town, and direction. A ranch may mill, and fields, i table with earth Their county being molded of by blue paper. followed for a m Productions, t sack of flour, whe creameries, silver tin for rst days in school. s that, to the little ones fresh from home or the garten, are so full of responsibility and pleasure, ng to each baby heart a new pride and joy. the tiny tots as they try so hard to sit or stand o keep the lines straight, or to walk "like soland to note the genuine happiness which beams every feature at the teacher's word of praise or al, when, after much persistent labor, a child has ded in making an acceptable word or letter, callrth perhaps a That is good, James," is, inin inspiration. equent change of program is necessary, for variwork freshens the energies. The wise teacher e to it that the attention of these little folks is eld too long at one kind of work. Better to n the lesson a few minutes, particularly towards se of a session, when little eyes will wander, litt will become restless, and thoughts stray from bject at hand. Then how heartily will the chiloin in a motion-song, always a delight to the act7 or girl, who thus refreshed, returns to his work enewed vigor. making our daily plan of work, care should be that studies requiring the closest application arliest in the day, and that seat-work, as a writdrawing lesson, should be followed by an oral or reading in which the pupils stand. ween each study it is well to have a song or some restful exercise. a change from the usual physical exercises the en will enjoy imitating the motions of a farmer at hoeing, raking, sowing the seed, sawing, or the mith, the shoemaker, the wood-chopper, the belland like active employments, sure to please the while bringing into play all the muscles. Above will not be chary of commending. often "Janet's line is doing such good work," he children in my last line are a lot of busy bees " will bring the idlers to orderly industry. The Possibilities of the Sand Table. By MABEL KIMBALL, Yuba City, California. d is the child's delight, and to the primary teacher nd table suggests one of the best means of traine classes, beginning with the very first day in eep in stock a supply of cardboard houses, blocks, etc., and with these he can construct an imitation home. surprising with what interest and care the chilwill arrange the building and fences and plant the twigs which represent trees. How they hurry at lunch to observe if their little plot on the table it. Then we take the street they live on, and The town, thus developing their sense of distance rection. anch may be represented, the house barn, windnd fields, and sometimes we fill one end of our with earth and grow real grain. ir county can then be developed, the mountains molded of the damp sand, and the rivers marked paper. In this a simple map will have to be ed for a model. ductions, too, can be shown, by placing a tiny f flour, where mills abound, a pat of butter for the example, which they pornaps vnina vi place on the map," or a spot of Cimerian dar peared to my childish imagination, from the expression "as black as Egypt." I first show them pictures of the cour them the story of the pyramids, sphynx, river, and how the waters come over the things grow. Then I give them sandpay clumps of palm trees, cut out and colored, paper camels that will stand up; and the picture of Egypt, placing the pyramids, fro and the camels, some starting for the across the desert, some resting under th them the crude representation is real, a will remember, not a name. Number wor developed pleasantly at the sand table. The children can set out an orchard, ea ing so many rows with so many trees in a so many trees do not live how many are many more shall we plant, etc, thru vari tions? Then perhaps, if the time permit little talk on orchards, and the children tell are planted they must be cultivated, spra thinned, picked, and packed for the canner Often the children may be permitted to table without the teacher's direction to ingenuity and keep them usefully employed To the inventive teacher the sand ta source of invaluable help. addition" I know of. To be sure, much d point of view. But probably not one of up the duties that lie before us if the rew worth the effort. Let us count our mercies in the thought of them. So much depends on these first days. If th only be realized in all its force by every te children. First impressions are powerful And the reports that go home to paren week of school go a long way toward fixin reputation. "How do you like your n will be asked in thousands of homes. Let not one child will be justified in stating t is cross." If you are glad to get back t the children will know it, and the year w gun. If the teacher does not enjoy schoo expect her pupils to find pleasure in it. First days! How often we wish for th are gone. "If I could only begin anew of many a sigh that might have been pr first step had been fully considered before Beginnings are too important to undertak preparation, prayerful preparation: Strengthen me, O Lord, for the great w assigned to me. It is thy work. Withou not succeed. Grant that thy children wh placed in my care may be abundantly bles not one of them may be lost because of is lacking in me. is lacking in me. Help thou me to conq sion and every temperamental weakness an en whatever may enable me to bring th joy into the young lives that are gather phy and drawing been saving time 7 day this week, a rawing, and given ow we don't feel er subjects," she nt some material attention of her nest, now to the tools; or now to piqua siue of the slate up. Let's make some pictures "Now notice the color of the foliage and the shape Leaf-Collecting. Teachers who have attempted to make collections of to us, I have time leaves, and found them unsatisfactory, owing to the difficulty in pressing them, and their brittleness when pressed, will find the following an excellent method: ng. upon one side and We will tell you Procure from a photographer a frame about five by Place in the frame with the under surface of the leaf Baltimore. THE SCHOOL JOURNAL, NEW YORK, CHICAGO, and BOSTON, Is a weekly journal of educational progress for superintendents, prin- From this office are also issued three monthlies-THE TEACHERS' KELLOGG'S TEACHERS' CATALOG. 144 large pages, describes and illustrates our own publications,-free. KELLOGG'S ENTERTAINMENT CATALOG. Describes the cream of this KELLOGG'S NEW CENTURY CATALOG. Describes and classifies 1700 of supervisor v ་ education by h and clear-sigh almost as mu velopment of 1 sympathetic in light many inst children of St they owe to he Miss Brooks Her parents w followed Boone ginia. At the ing in Missouri the ferment of gle. One of he acy and one wa hold Missouri to laid waste the l Miss Brooks and thus earne Northern Illind famous institu Richard Edwar Miss Brooks t and the practic ity of her wor |