4. Give a reason for (or against) each of the following precepts:

(a)" Avoid saying don't.'" (^)

(b) "Avoid repeating your own commands and the pupils' answers."(^) (c) "Avoid speaking in loud tones, especially in matters of discipline." (*)

(d) "The study of geography should be invested with human interest." (*)

(e) "A clear aim should be fixed in each recitation." (^)

Answer either (5) or (6):

5. Give a brief account of the origin of the kindergarten. Describe in outline a kindergarten, and tell how it differs from an ideal primary school." (20)

6. (a) Describe the practice of Pestalozzi in the matter of moral instruction; of reproof; of punishment. (*)

(b) “And so Pestalozzi was led to what he considered his great discovery, viz., that all instruction must be based on Anschauung'" (¿. e., on observation or perception).—QUICK.

Illustrate Pestalozzi's use of this principle. (*)

(c) What were Pestalozzi's ideas regarding home education? Mention one way in which these ideas were given to the world. (*)

METHODS OF TEACHING

Time, three and a half hours

I.

So live, that when thy summons comes to join

The innumerable caravan, which moves

To that mysterious realm where each shall take

His chamber in the silent halls of death,

Thou go not like the quarry-slave at night,

Scourged to his dungeon, but sustained and soothed

By an unfaltering trust, approach thy grave,

Like one who wraps the drapery of his couch

About him, and lies down to pleasant dreams.—BRYANT.

Write out and answer the questions you would ask to lead pupils (a) to understand the above selection; (b) to understand the meanings of the more difficult words. (c) How would you secure a proper reading of the passage? (1)

2. (a) Describe and illustrate four devices for teaching sentence-making in the third year of school.

(b) State the aim of each device. (*)

3. Answer (a) or (b) : (°)

(a) Illustrate how and to what extent you would use imitation by the pupils in teaching music.

(b) Describe a lesson to introduce the dotted quarter note followed by an eighth note.

4. Explain how and for what end you would employ drawing in nature study, and in reading or in language lessons. Make a drawing to illustrate

your answers. (1o)

5. Describe an effective method in each of the following, and give

reasons:

(a) the study of spelling;

(b) recitations in spelling; and

(c) the correction of written exercises in spelling. (1o)

6. Outline the procedure in taking up the cylinder with second year children to teach proportion and foreshortening. (*)

7. Show how you would develop with a class the subject (a) of the notation of decimal fractions; (b) of descending reduction of denominate numbers. Illustrate and give reasons. (1)

8. Outline a series of lessons intended to teach the subject and the predicate of a sentence, stating the specific aim of each lesson. (1o)

9. (a) What topics would you take up in treating of the drainage of the State of New York? (b) What considerations guided you in the selection and arrangement of these topics? (c) Outline a lesson on one of these topics. (10)

10. (a) Describe the experiments appropriate to a series of lessons on the germination of a bean. (b) State what the pupil should be expected to observe in such a course. (1)

EXAMINATION FOR LICENSE AS PRINCIPAL OF ELEMENTARY

SCHOOLS

APRIL, 1900

HISTORY AND PRINCIPLES OF EDUCATION

Time, three hours

1. The (higher) aim of education is "to qualify the human being for the free and full use of all the faculties implanted by the Creator, and to direct all these faculties toward the perfection of the whole being of man, that he may be enabled to act in his peculiar station as an instrument of that Allwise and Almighty Power that has called him into life.”—Pestalozzi.

"The culture which each generation purposely gives to those who are to be its successors, in order to qualify them for keeping up and, if possible, for raising the improvement which has been attained, is the aim of Education."-J. S. MILL.

Contrast these two views of the aim of education, pointing out what they have in common, in what they differ, and the effect of the application of each on curricula.

2. "It is due to a

(1)

prejudice, inherited from antiquity, against these arts (i. e., the material or manual arts) that their great educational value has not been seen. This value is threefold: .."-THOMAS DAVIDSON.

(a) Discuss the view presented in the first sentence of the quotation.

(b) What do you understand to be the three-fold educational value of these arts?

(c) State concisely reasons for and against the introduction of these arts into the elementary course of study. (1)

3. (a) Distinguish between mechanical memory and logical memory. Illustrate.

(b) Distinguish between training and instruction. Illustrate.

(c) What are the distinctive conditions and aims of elementary and of secondary education?

(d) What is meant by self-activity? Illustrate the application of the principle of self-activity in education.

(1)

4. (a) Explain the principle of concentration as enunciated by Herbart and his followers. Distinguish between concentration and correlation.

(b) What considerations may be urged in support of the principle of correlation?

(c) Give with reasons your views as to the proper scope and limitations of the application of the principle of correlation in elementary school work. (1)

5. (a) Trace the connection between feeling and intellect; between feeling and will or action. State educational corollaries and illustrate their application.

(b) "As a final test by which to judge any plan of culture should come the question, 'Does it create a pleasurable excitement in the pupils?'" -HERBERT SPENCER.

Criticise and discuss this statement. (")

6. “Rabelais, Montaigne, Locke, Rousseau, form a succession."

(a) Give reasons for this statement, naming two important principles which these writers held in common.

(b) Name one distinctive feature in the educational theory of each. (1)

N. B.—Answer one of the following:

7. Give from your own experience or other sources an account of the important changes that have taken place in elementary education in the United States during the past fifteen years, and give with reasons your estimate of the value of each change.

(")

8. Describe the educational labors of Henry Barnard and those of Horace Mann. (")

METHODS OF TEACHING

Time, three and one-half hours

1. (a) Regarding a course of lessons in reading, in one of the early years of the elementary school, briefly indicate, with illustrations, two effective ways of leading pupils to understand the meanings of new words. (*)

(b) What considerations would guide you in selecting passages to be memorized, and how would you lead pupils to commit to memory such passages? (')

(c) Give four directions, such as might be helpful to a young teacher, for guiding pupils to read with proper expression. (*)

(d) State in detail what manual work you deem it profitable to introduce in connection with the study of some specified selection. (*)

2. "Relationship between man and his environment is the very soul of geography."

(a) Explain and illustrate the meaning of this statement.

(*)

(b) In the light of the view expressed above, describe a method for the study of a river or of any other topic in geography, indicating facts to be observed and explanations to be given. (*)

3. (a) Explain fully what is meant by the "formal steps of instruction." (°) (b) State the principles underlying the formal steps. (°)

(c) Give your judgment as to the utility of this doctrine. (*)

4. It has been held that in the teaching of English composition the thought and work of the class should be directed first to whole compositions, then to paragraphs, then to sentences, then to clauses and phrases, and then to single words.

(a) State and either defend or combat the principle involved in such a sequence. (*)

(b) Illustrate the application of the same principle to other subjects. (')

5. (a) Discuss concisely the subject of drill in teaching, distinguishing excellent and poor ways of drilling. Illustrate. (8)

(b) Without touching on points treated in (a), describe, with reasons and illustrations, two typical modes of effective review in history. (*)

6. (a) Write directions for teachers about to begin with their classes the division of common fractions.

(*)

(b) Give, in outline, arguments against the "Grube method." (')

(c) Show briefly how the simple equation may be made a part of elementary arithmetic, indicating the topics to which it is applicable. (3)

(d) Give reasons for or against the use of cases, rules, and formulæ in teaching percentage. ()