them of serious knowledge, high accomplishment and refined taste—.” The second subordinate clause is "(which) particularly struck him in England." It is used adjectively, modifying that in the first subordinate clause. These two clauses, together with the remainder of the sentence (a third clause modifying "taste") constitute the complex objective modifier of "says," the predicate of the principal clause.

4. "Known" and "esteemed" are past passive participles used as adjective modifiers of “American;” “erring" is a present participle used as an adjective modifier of" taste."

5. The expression, “the late Mr. Charles Sumner” is an appositive modifier of “American," the expression, "taste fastidious, perhaps, to excess, but erring on virtue's side," is an appositive modifier of “taste."

6. [1] A co-ordinate conjunction is a conjunction which is used to join elements of equal rank; as, [a] He, who works and waits, wins. [6] Study serves for delight, for ornament and for ability. [c] A king must win, or he must forfeit his crown forever.

[2.] A subordinate conjunction is a conjunction which is used to join elements of unequal rank; as, [a] Every man is a volume if you know how to read him. [b] We eat that we may live.

[3.] A copulative conjunction is one that joins on something additional and of related meaning; the connective most used in such cases is and; as, "The rains descended and the winds blew." See also [1] [a] above.

[4.] A disjunctive [or adversative] conjunction is one which joins on something in contrast or in opposition with what precedes it; the connective chiefly used in such sentences is but; as, “Talent is something but tact is everything." "Brutus loved Cæsar much, but he loved Rome more."

SCIENCE OF EDUCATION.-1. "According to psychology, there are three distinct activities of the mind, knowing, feeling and willing. These three powers are related to one another on a basis of equality, and yet the will should become the monarch of the mind. It is expected that all the other activities of the mind will be brought into subjection to the will." [See McMurry, page 205; also any good treatise on psychology.]

2. The will is that power of mind which chooses, decides and controls action. Sully says, "Thus, it is feeling that ultimately supplies the stimulus or force to volition, and intellect which guides or illumines it." [McMurry, pages 205 to 210 inclusive.]

*

3. "Will effort, to be valuable, must have its roots in those moral convictions which it is the chief aim of the school to foster and strengthen We were always forced to the conclusion that education aims at the will, and more particularly at the will as influenced and guided by moral ideas.” [McMurry, pages 212, 213.]

4. Under the given conditions, and no others, there is no doubt whatever as to what his decision would be, if he could be positively assured that his guilt would never be discovered. He would retain the money. But if there enters into the consideration, the possibility of discovery, and the consequences of it, these elements would, in all ordinary cases, deter him from retaining the money.

5. Spiritually, as well as concretely, we naturally tend to approach that to which our attention is directed, or on which it is centered. If we permit, through lack of exercise of the will, an unholy desire to possess us, if the mind gives it entrance, it becomes rooted and is difficult to unlodge and banish. But if in the early stages of the workings of the desires, the will is brought to bear with special force, the desire is easily dispersed. Hence, the strength of the desire may be affected by the action or non-action of the will.

6. The desire may be so strong and the fruits so valuable, as to impel the will to bring about all the exertion necessary to the attainment of the desire. We may have a certain desire and its attainment may be very difficult, but very necessary; here the will is compelled to arrest itself in the commanding and directing of the activities that must overcome the difficulties that lie in the way of the attainment of the desire.

7. By inner freedom is meant "the obedience of the will to the highest moral incentive; it is the ability to set the will free from all selfish or wrong desires and to yield implicit obedience to moral ideas.”

"I call that mind free which masters the senses, which protects itself against animal appetites, which contemns pleasure and pain in comparison with its own energy, which penetrates beneath the body, and recognizes its own reality and greatness, which passes life, not in asking what it shall eat or drink, but in hungering, thirsting and seeking after righteousness."

8. Transcendental freedom of the will is the fundamental or fore-ordained freedom as distinguished from acquired freedom of the will, through experience. It forms the basis of active existence, is the spiritual vitality of man himself, and every human being possesses it.

GEOGRAPHY.-1. The best "method" is the inductive one because it is in harmony with the way the mind acts in its efforts in acquisition. It corresponds with the primary law of mental development, from the particular to the general. The mind naturally learns facts before it learns to classify them into general systems.

2. The influences that have come from its enjoyable climate, the great fertility of its soil, the unsurpassed extent and variety of its productions, and the number and extent of its navigable water courses.

3. The extent to which the "questions" in the text-book should be used depends altogether on their nature and bearing upon the ultimate purpose in view. If they are arranged logically, and through them a broad common purpose runs, leading on to higher and broader aims the "questions" should be used. If they are simply map, puzzle and other questions unrelated to any central idea, then they should not be used.

4. The inclination of the earth's axis towards the sun [or, rather, towards the plane of the ecliptic] varies slightly between fixed limits. The point at which the axis of the earth would pierce the celestial sphere makes a certain circuit of the heavens, which would be correctly indicated by a wavy line; this imaginary wavy line is caused by the precession of the equinoxes, and by a wabbling motion of the earth, which destroys the constancy of the angle which the axis of the earth makes with the plane of the

ecliptic. Wherever the axis of the earth points is the north pole of the celestial sphere. The axis of the earth has no inclination towards the north pole; it is always in line with it.

5. The United States system of land surveying is what is called "the rectangular system." It was reported to Congress on May 7, 1784, by a committee of which Thomas Jefferson was chairman. The basis is the congressional township, six miles square, containing 36 sections, or square miles. The bounding lines run north and south, and east and west. The beginning point is always the intersection of the principal base with the surveying meridian.

6. Manufacturing, commerce, fishing, quarrying, ship-building, dairyfarming, etc.

7. A strip extending due west from the old Indian territory and lying due north of the northernmost portion of Texas. It belongs now to

Oklahoma.

8. The continous land connection which North America has with South America, and the entire separation of both from foreign lands by large bodies of water.

READING.-1. To give him an apperceptive basis." At first he has no knowledge whatever of symbols, nor has he any related knowledge in any other line; hence the foundation must be laid. The experience gained in learning a collection of words, together with the words themselves afford the child material that will enable him largely to work out his own salvation in enlarging his vocabulary.

2. Preparation is the "getting ready," and may be defined or explained from various standpoints. With the primary class, the teacher should get everything ready that she is going to use in illustrating the lesson to be given so that she can act promptly and systematically; in her own mind she must have thought out the different steps she should take to make the lesson produce the best effect. Presentation will be easy if the preparation has been complete. It should be uninterrupted, earnest, and lively, so as to enlist and hold attention. It will embody the concrete forms and their accompanying abstract ideas in such a way as to make clear the object in view; one element in presentation is the individuality of the teacher. Application, in this line, is the act or process of advantageously applying what has been earned to the attainment of the related unknown. A knowledge of these things will enable the teacher to so organize and systematize the work that the largest possible per cent. of teaching energy will be effectively utilized.

3. Otherwise, the reading would be but the calling of words. The words are so arranged as to express ideas; and we must see them just as the author saw them. As our eyes pass along the line of words, our minds must create the picture therein embodied, and let them so take possession of us as to live them just as the author lived them.

4. We must keep in view the idea that the pupil is to be strengthened in his power of interpretation. Choose only the best selections in the readers and use much supplementary work. [See pages 7, 8. and 9 of State Course of Study].

5. To an elementary extent. Pupils in the seventh year can interpret readily certain selections from Irving, Longfellow, Whittier, etc. Their imaginations are strong and their relations to society, to the school, and to the different institutions surrounding them are, at this period, expanding so rapidly, that their general mental strength is much greater than is usually supposed.

ALCOHOL AND NARCOTICs. —1. A physician prescribes a very small quantity, just enough to bring about the effect desired. The condition of the system is such as to respond readily to the special dose of the physician; but in health the person is under no such systematic treatment, and a healthful body is often affected by alcohol quite differently from what it is, in disease. The sense of taste in a healthful person is very likely to acquire a craving for alcoholic stimulants, whenever an opportunity occurs. is not true in the case of a person who is sick.

This

2. Much of the effect of alcohol is felt in the brain; its cells become vitiated and their appeearance when affected by alcohol is very different from that when in a normal condition. The alcohol has a strong affinity for the water and the albumen that make up a part of the brain substance. Such a direct and injurious effect on the material upon which depends the workings of the intellect is a step towards insanity.

3. By uniting with certain of the materials that make up these coats, their properties are destroyed, and they no longer permit the process of endosmosis and exosmosis to take place freely through them.

4. On account, here, also of its effect on the nerve cells and centers. It also has the effect, when used freely of putting the nerve cells in that sensitive condition which is one of the conditions of delirium tremens. “A touch and the muscular system goes off into spasms."

5. The first effect if taken in small quantities is to increase the number of respirations; in a short time however, the number decreases until it falls below the normal. Some narcotics diminish the power of the capillaries of the lungs to perform their function of oxygenating the blood.

THE Cincinnati, Hamilton and Dayton railroad has arranged to run all its suburban trains out of Cincinnati by electricity. Trains are run on the regular tracks as far out as Hamilton, twenty-five miles, and it is believed that the time is not far in the future when most, if not all, trains will be run by electricity. The C. H. & D. does more suburban business than any ⚫other road that runs into Cincinnati.

UNIVERSITY EXTENSION.-Pres. Harper and three or four of the professors of Chicago University recently spent two days in Indianapolis in arousing an interest in University Extension work. The meeting was fairly well attended, and a course for Indianapolis was arranged for.

THE Catholic Winter School of America to be held in New Orleans, bids fair to become a permanent institution. It was a great success last year, and judging from the list of lecturers for this year, there will certainly be no falling off.

TOWNSHIP INSTITUTE OUTLINES.

FOURTH INSTITUTE.

GUIZOT'S HISTORY OF THE CIVILIZATION OF EUROPE.

TEST-WORK-NOTES, TOPICS, AND QUESTIONS,

FOR USE AT TOWNSHIP INSTITUTES.

THE CHURCH.

LECTURE V.

[The outline as found in the State Manual, to which are added notes, suggestions and references. The references are to pages in the book itself.]

I. Notice the elementary organisms in primitive European civilization: (a) Municipal system. (b) Feudalism. (c) Monarchy. (d) Church. (See pages, 35, 43, 44, 45, 46, 53, 54).

II. The nature of religion which developed the church. (See pages, 127, 128, 129, 130).

III. Show that force is not essential to government. (See pages, 131,

132).

IV.

VI.

(134).

Nature and functions of church government. (Page 133).
The essential conditions of legitimacy in all church government.

VI. Explain: (a) How the clergy is not a caste; (b) how the church chose those who should exercise power. (134, 135, 136, 137).

VII. Show how the church conserved the essentials to legitimacy. How the church disregarded these essentials. Was individual reason suppressed in the church? Purpose of church councils. (137 to 144, inclusive). VIII. The problem before the church at the incoming of the Barbarians. How met? (145, 146.)

IX. What favored the encroachment of the spiritual power over the temporal? Consider the struggle over investitures in this connection. (147 to 151, inclusive.)

I. Influence of the separation of the governors from the governed, in the church. (156.) Why did this occur? (156.) How was the influence of the christian public exerted in this period? (157 to 161 inclusive.)

II. What did the church do for the advancement of the individual? (a)

In the laity? (b) In the clergy? (161, 162.)

III. How did the church benefit society? (a) As to slavery? (162, 163.) (b) As to civil and criminal legislation? (163, 164.) (c) As to the penitential system? (167, 168.) (d) As to war? (168.)

IV. Character of the influence of the church on the intellectual development of Europe (169, 170).

V. The attitude of the church on questions of politics, as to the questions of power and liberty (171, 172.)