USA > Missouri > St Louis County > St Louis City > Education in Indiana. An outline of the growth of the common school system, together with statements relating to the condition of secondary and higher education in the state and a brief history of the educational exhibit. Prepared for the Louisiana purchase exposition, held at Saint Louis, May 1 to November 30, 1904 > Part 11
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3. Without the use of a formula, either expressed or implied, describe what is meant by Moment of Inertia.
4. Define weight, stress, strain, elasticity, density, specific gravity, work, spe- eific heat, water equivalent of a calorimeter, electrical difference of potential.
5. Deduce an expression for the value of "g" in terms of the length and period of a simple pendulum.
6. Describe any method of determining the temperature of a furnace when you have no thermometer that will indicate more than 100 C.
7. With an external resistance of 9 ohms, a certain battery gives a current of 0.43 amperes, while with an external resistance of 32 ohms, the enrrent falls to 0.2 amperes. Find the re- sistance of the battery.
8. When large amounts of electrical power are to be transmitted long distances alternating enrrents are employed instead of continuons enrrents. Why?
9. Explain why a piece of iron is attracted by a magnet.
10. Give the cause of the color of bodies.
SCIENCE OF EDUCATION. (Ansier eight, but no more.)
1. To what extent, in your judgment, is there a science in education? Give reasons for the opinion you express.
2. In instruction we go from the known to the related unknown, it is said. On what principle of mind is this founded!
3. What do you consider the most im- portant laws of memory?
4. If you are teaching a child the idea of a square corner, of what value would it be to have him construct a square corner?
5. What are the arguments for and against out-door recesses?
6. What, in your opinion, should be the outcome of all government of chil- dren in the school!
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EDUCATION IN INDIANA.
7. "Action is the principle of character." What does this mean, and is this correct !
8. "Keep thy heart with all diligence; for out of it are the issues of life." Explain the ethical and pedagogical principle embodied in this quota- tion.
9. To what extent, in your opinion, is it the duty of the school to train the ehild in social usages and customs? 10. Of what value would it be to a teacher to study thoroughly the Greek and Roman ideals and systems of edu- cation.
e. FOR SECOND DIVISION LIFE STATE LICENSE.
Questions to be Used on the Last Saturday in April.
NOTE .- The following resolution was adopted by the state board of education, Octo- ber 31, 1887:
Resolved. That the examination for professional license include the following branches: Algebra, Civil Government, American Literature, Science of Education, and tiro of the following three subjects: Elements of Physics, Elements of Botany or Latin (Latin grammar, two books of Cæsar, and two of Virgil); and
Further resolved, That the examination for state license shall include, in addition to those of professional license, Geometry, Rhetoric, General History, English Literature, Physical Geography. and tiro of the following three subjects: Chemistry, Geology, Zoology,
SPECIAL NOTICE TO APPLICANTS.
In view of the fact that the manuscripts of applicants for both life state and profes- sional licenses are sent to the several members of the state board of education for grada- tion. it is essential that applicants for such licenses observe the following rules:
1. Write on one side of the paper only. using legal cap.
2. See that the answers to the questions in each branch are entirely separate from those of any other branch, and securely fastened together.
3. Write full name and postoffice address upon each set of answers.
4. Furnish your county superintendent copies of recommendations, as they are to be filed for future reference and can not be returned.
5. Necessary postage for sending manuscripts should be furnished the county super- intendent by the applicant.
6. A fee of five dollars should be collected from all applicants for this license.
PHYSICAL GEOGRAPHY. (Any eight, but no more.)
1. Describe and account for the annual changes in the climatic conditions of southern California.
2. (a) Describe the distribution of rain- fall in the United States.
(b) Annual rainfall in Indiana.
(c) Account for our summer rains. Our winter rains.
3. (a) What importance do you attach to the field work in physical geogra- phy? Why?
(b) Outline some field work for second year high school students.
4. Describe some of the important geo- graphical features that have favored the development of the United States.
5. Show that the character of soldiers and their success in warfare are de- pendent largely on geographical conditions.
6. Discuss northern and southern Indiana as to (a) topography: (b) soils; (e) drainage.
7. (a) What is a contour map?
(b) Draw a contour map of Indiana, with a contour interval of 100 feet.
8. Account for our dally weather changes. and the intensity of these changes during our winters.
9. Discuss the Great Salt Lake basin as to (a) origin; (b) former conditions; (c) former and present drainage.
10. The Piedmont Belt: (a) Location: (b) present topography: (c) former con- ditions; (d) distribution and ocen- pations of the people.
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EDUCATION IN INDIANA.
ZOOLOGY. (Any eight, but no more.)
1. Give chief characteristics separating animals from plants. Distinguish between development and differ- entiation.
2. What is meant by physiological divi- sion of labor? Give an example showing how division of labor gives an advantage in the struggle for existence.
3. Prove that the color of wild forms is of great value. How may the equal color brilliance of the male and fe- male bird of certain species be ex- plained?
4. What changes are brought about in animal forms as the result of do- mestication? How may these changes be explained?
5. Name the animal sub-kingdoms. As- sign to proper sub-kingdom the following forms: Lobster, oyster, shark, house fly, coral, turtle, spider, jelly fish, paramecium, whale.
6. Explain respiratory mechanism in in- sects, fish and air-breathing man- mals. How may these differences be explained?
7. What factors determine character and number of faunal forms of a given region? Why are not all species cosmopolitan?
8. Illustrate (by at least two examples) the economic relations existing be- tween lower life forms and man. Show the effect of disturbing the "balance of life."
9. Give characters of any two of the ani- mal sub-kingdoms. Name the more important tissues of the animal body, giving their principal func- tion,
10. Give the life history of any animal you may select.
CHEMISTRY. (Any eight, but no more.)
1. Show how the atomic theory ex- plains the laws of combining pro- portions.
2. How is the qualitative and how the quantitative composition of water determined?
3. Name four substances found in the at- mosphere, and give a way of deter- mining the presence of each.
4. Give a method of determining the oxy- gen from the air free from the other gases in it.
5. Characterize nitric acid and give an explanation of its action on metals.
6. What results are obtained by heating the following nitrates: (1) Potas- sium nitrate, (2) silver nitrate, (3) ammonium nitrate?
7. The weight of a litre of oxygen is 1.429 grams and its molecular weight is 32. The weight of a litre of a second gas is .089 grams. What is its mo- lecular weight?
8. When chlorine acts as a bleaching agent or as a disinfectant, what principle is involved?
9. Give the different steps involved and the different substances produced in the Le Blanc method of making sodium carbonate.
10. What weight of oxygen will it take to burn completely 50 grams of pure alcohol ((2 1), OH)? What volume of carbon dioxide will be produced? (44 grams carbon oxide =22.39 litres.)
GEOMETRY. (Any eight, but no more.)
1. The areas of two similar triangles are to each other as the squares of any two homologous sides. Demon- strate.
2. Prove that the perpendiculars from the vertices of a triangle pass through the same point.
3. Give what you consider to be three fundamental theorems of plane geometry.
4. Demonstrate the Pythagorian theorem.
5. What is the value of the square upon the side opposite the obtuse angle of a triangle? Demonstrate.
6. Two chords that intersect in a circle are mutually proportional. Demon- strate.
7. The areas of two circles are to each other as -. Complete and demon- strate.
8. A house and barn are upon the same side of the road, but at unequal dis- tances from it. I wish to so locate a well upon the road that I can build the shortest possible walk from the house to the barn, touching the road at the well. Show how you would locate the well.
9 and 10. Find the volume of the frustum of a pyramid.
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EDUCATION IN INDIANA.
RHETORIC. (Iny eight, but no more.)
1. What is the difference between cor- rectness and effectiveness in rhet- oric!
2. What is meant by " fine writing!"
3. What is the relation of the paragraph to the whole discussion?
4. What is meant in rhetoric by "cohe- rence " !
5. What are the essential rhetorical ele- ments in argumentation ?
6. Explain somewhat the difference be- tween rhetoric as a science and as an art.
7. What are the characteristics and what the uses of the climax?
What are rhetorical figures and what their value? How many principal figures? Name them.
9. What is meant by grace in rhetoric!
10. With what justice can it be said that liberal culture assures a good rhe- torical style?
ENGLISH LITERATURE.
(Iny eight, but no more.)
Give an example of the influence of literature (poetry, fiction or the ora- tion) upon the development of the American people.
2. Write a sketch of a leading character in one of the following works: (a) Vicar of Wakefield, (b) lvan- hoe, (c) Dombey & Son.
3. Connect one of the following charac- ters with one of Shakespeare's plays, and explain its influence upon the development of the play: Portia, Ophelia, Miranda, Macbeth. Cassius, Iago.
4. "As You Like It is a romantic come- dy." Explain in detail what this sentence means.
5. Contrast the prose of Macaulay with that of Carlyle, in regard to vocabu- lary, paragraphs and the qualities of style.
6. Describe briefly the characteristics of two periods of English literature, naming in each period four of the more important authors and their chief works.
7. Using an illustration one novel of each of the following writers, tell some- thing about its author's ability to handle plot and to portray char- acter: Scott, Dickens, Thackeray, George Eliot.
8. Discuss briefly this question: " Are the recent historical novels to be preferred to the 'dialect stories' of a year or so ago? "
9. Discuss briefly methods in teaching literature-(a) In reference to pur- pose or aim. (b) As to value of studying literary criticism or com- ment on the part of others, in com- parison with the author's works themselves.
10. Mention the chief works of (1) De- Quincy, (2) Macaulay, (3) Carlyle, (4) Ruskin, (5) George Eliot.
GENERAL HISTORY. (Any eight, but no more.)
1. Write, briefly, of the reign of Charle- magne.
2. Discuss, briefly, the influence of King Alfred.
3. Magna Charta-
(a) Time.
())) State what you consider its most important feature.
4. Write briefly, of the life, character. and influence of Joan of Arc.
5. State three important facts in the life of Luther.
6. Discuss Carthage and her people.
7. Name a contribution to our civiliza- tion made by Greece; by Rome.
8. Mention two great causes of the French revolution.
9. State causes and results of the Franco-Prussian war.
10. Give an account of the rise of English power in India.
GEOLOGY. (Any eight, but no more.)
1. What agencies bring about the decay of rock? Explain fully how each of these act.
2. Give the geological growth of North America, locating the oldest and the youngest formations.
3. In what does the geologieal wealth of Indiana consist? In what part of the state is each of the leading products found?
4. Illustrate by diagram the different kinds of mountains and tell how each is formed.
5. What has been the effect of the glacial period on the surface of Indiana!
9. Trace baek to its origin in the sun, the heat produced by a lump of anthra- cite coal.
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EDUCATION IN INDIANA.
7. Explain coral formation and locate the coral formations of the United States.
8. Draw a diagram showing the forma- tion of springs, and show how ar- tesian wells may be made.
9. What is a fossil! What fossils, if any, are found in Indiana? Locate.
10. How do you account for the existence of gas and oil fields! Locate the most important.
11. State fully your preparation for teach- ing geology.
NOTICE .- The state board of education, at its meeting March 22, 1895, resolved that it reserve the right to call before it any ap- plicant for life state or professional license for oral examination in addition to the written examination based upon the ques- tions herewith submitted.
For the state board of education:
FASSETT A. COTTON, State Supt. Public Instruction, President.
W. W. PARSONS,
Prest. Indiana State Normal School, Secretary.
NOTES TO THE EXAMINER.
1. In October, 1885 (p. 52, record), the state board of education made the following order: Ordered, That the Reading Circle examinations in the science of teaching be ac- cepted by the county superintendents in place of the county examination on that subject, and that the average of their four successive yearly examinations in the science of teach- ing be accepted by the state board in the examination for state certificates.
2. The state board of education reserves the right to call before it any applicant for oral examination, in addition to the written examination based upon the questions sub- mitted for life state and professional licenses (p. 429, record).
3. Please send manuscripts on Monday following the examination.
f. FOR LIFE STATE LICENSE.
For Graduates of Higher Institutions of Learning Only.
SPECIAL NOTICE TO APPLICANTS.
The following rules govern the examination of teachers for life state licenses:
1. For Graduates of Higher Institutions of Learning Only .- The state board of edu- cation revised its rules governing applicants for life state licenses by the addition of the following resolutions:
Resolved, That the rules of the state board of education relating to examinations for and the granting of life state licenses shall be and are hereby amended by the addition of the following: All graduates of higher institutions of learning in Indiana, or other in- stitutions of equal rank in other states approved by this board, which require graduation from commissioned high schools, or the equivalent of the same, as a condition of en- trance, which maintain standard courses of study of at least four years, and whose work as to scope and quality, is approved by the state board of education, shall on complying with the conditions enumerated below, be entitled to life state board licenses to teach in Indiana: Provided, however, That graduation by the applicant shall have been accom- plished by not less than three years' resident study and by thorough, extended examina- tions in all subjects pursued privately and for which credit has been given by the insti- tution: And, provided further, That the requirements as to three years' resident study shall apply only to applicants graduating after this date, January 18, 1900.
First. Such applicants must have held one or more sixty months' or professional licenses.
Second. They must present to the state board of education satisfactory written testi monials from competent superintendents, special supervisors, teachers, or other school officials to the effect that they have taught and managed a school or schools successfully for a period of not less than thirty months, at least ten of which shall have been in Indiana.
Third. They must pass thorough satisfactory examinations in any three of the follow- ing subjects: (1) General history of education; (2) The school system and the school law of Indiana; (3) Educational psychology; (4) Experimental psychology and child study; (5) Leading school systems of Europe and America: (6) Science of education, and (7) The principles and methods of instruction.
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EDUCATION IN INDIANA.
Fourth. Before entering upon the examination, such applicants shall present to the state board of education satisfactory evidence of good moral character, and shall pay five dollars each (the fee prescribed by law), which can in no case be refunded.
Fifth. A license will be granted to those who make a general average of 75 per cent .. not falling below 65 per cent, in any subject.
In view of the fact that the manuscripts of applicants for both life state and profes- sional licenses are sent to the several members of the state board of education for grada- tion, it is essential that applicants for such licenses observe the following rules:
1. Write on one side of the paper only, using legal cap.
2. See that the answers to the questions in each branch are entirely separate from those of any other branch, and seenrely fastened together.
3. Write full name and postoffice address upon each set of answers.
4. Furnish the member of the state board of education conducting the examination copies of recommendations, as they are to be filed for future reference, and can not be returned.
5. The expense of sending manuscripts should be furnished by the applicant.
6. A fee of five dollars should be collected from all applicants for this license.
HISTORY OF EDUCATION. (Answer eight, but no more.)
1. What defects in the education in India and China were due to the home life of those peoples?
2. In what respects was education among the Jews superior to that among other Orientals?
3. What educational advantages could Egypt have afforded Moses during his residence in the palace?
4. What were the differences in the methods of education in Athens and Sparta!
5. Mention some of the chief Roman edu- cators and give their principles and methods.
6. What direction and impulse were given education by christianity ?
7. State advantages and disadvantages which came to education from the Monastic system.
8. Give an account of the rise of the uni- versities of Britain and Europe, and give the main differences in the educational methods of the two countries.
9. What is the status of education in France today?
10. In what respects, if any, do modern methods of education excel those of antiquity and the middle ages?
SCIENCE OF EDUCATION. (Answer eight, but no more.)
1. Briefly discuss the place of the imagin- ation in education.
2. Briefly discuss the statement that the grammar school age is the period of drill, mechanism and habituation.
3. Name what are, in your judgment, the five most prevalent faults or weak- nesses of American teachers.
4. What may be the educational value of the school recess?
5. Should the educational process follow the so-called natural bent of chil- dren? State reasons for answer.
6. What should be the aim of the teach- ing of history in the grammar school?
7. "Man, in this country, has attained no small part of his education by the preaching and practice of the gospel of work on the American farm." Briefly discuss this statement and describe what educational move- ment or movements have been founded on this idea.
8. What mistake or mistakes have been made in the practice of schools from regarding the child as an adult.
9. Is the school life itself, or is it a prep- aration for life, or is it both? Give reasons for your answer.
10. Discuss briefly the place of " thorough- ness," so called. in the education of young children.
LEADING SCHOOL SYSTEMS OF EUROPE AND AMERICA.
(Any eight, but no more.)
1. Briefly disenss the educational contro- versy going on in England in the fall of 1902.
2. What advances have been made in education in Germany under the present emperor.
3. What is the method of teaching history in the schools of Germany?
4. How has the Herbatian philosophy in- fluenced American schools?
5. Discuss the educational system of Switzerland. What, if anything, have we to learn from it?
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EDUCATION IN INDIANA.
6. Name three leading centers in the United States for the scientific study of education.
7. Discuss briefly the influence of Francis W. Parker upon American schools.
8. What provision is made in France for the art instruction of the people!
9. What contributions have been made to American education by the Sean- dinavian countries?
10. What was the Greek ideal of educa- tion? What, if anything, have we to learn from it!
SCHOOL SYSTEM AND SCHOOL LAW OF INDIANA.
(Any eight, but no more.)
1. What do you consider the greatest weakness in Indiana's system of education, as a system? Discuss fully.
2. What legal authority has the county superintendent of schools! What qualifications are required for elec- tion?
3. When may teachers be exempt from further examination!
4. The statute authorizes the revocation of a teacher's license upon either one of four charges. What are they!
5. What is meant by a de facto board! What are the powers of such a board?
6. In what way was the power of town- ship trustees curtailed by the en- actment of a law requiring township advisory boards? Explain fully.
7. Discuss fully the sources of local school revenues.
8. How may a school library be estab- lished in a town or city of say 3.000 inhabitants!
9. What are all of the sources of school revenues in Indiana?
10. What are the duties and powers of county boards of education?
PRINCIPLES AND METHODS OF INSTRUCTION.
(Ansicer eight. but no more.)
1. State the difference between method and device.
2. Explain your method in teaching longi- tude in geography.
3. Indicate the devices that should be em- ployed in the process of teaching longitude in geography.
What principles of mind should be observed in the process!
5. What principles of the subject of geo- graphy should be regarded?
6. State the main principles derived from the nature of mind that underlie method in grammar.
7. Name the principles derived from the nature of the subject-matter of grammar that underlie the method in grammar.
8 and 9. Give a brief explanation of your method in teaching grammar.
10. Explain and illustrate the difference between principle and method.
EDUCATIONAL PSYCHOLOGY. ( Any eight, but no more.)
1. What are the effects oft arrest of de- velopment of the nervous system before birth, and during childhood, adolescence. and at maturing! Edu- «ational inferences!
2. What psychological explanations have been given of truancy, bullying and teasing, stealing, fighting, deceiv- ing, hunting, collecting, boys' clubs, etc .!
3. Discuss the law of transiency of in- stinets (James) in its educational bearings. Is this law in harmony with President Hall's doctrine that rudimentary psychic processes are the necessary stepping stones to the highest development?
4. What is the order of development of the interest and ability of children in the grades, in history, definition of objects, drawing, regard for law, and freedom from superstition?
5. What are the main facts known about the period of adolescence?
6. Give a psychological and educational interpretation of play. Discuss opinions regarding it of Spencer, Groos, and Hall.
7. What does Dr. W. T Harris mean by his three orders of thinking!
8. What is the mental training value of the study of a foreign language like Latin? Is this training value of use in all other subjects!
9. If you wish to gain the utmost possible proficiency in telegraphy or some other similar occupation, what would you have to do and what would be the course of your prog- ress!
10. Discuss the doctrine of apperception in its educational applications.
8-EDUCATION.
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EDUCATION IN INDIANA.
EXPERIMENTAL PSYCHOLOGY.
(Ing eight, but no more.)
I. Discuss the use of instropection in experimental psychology.
2. Explain the purpose and manipulation of the following instruments: The perimeter, color mixer, kymograph, æsthesiometer, chronoscope, ergo- graph, and automatograph.
3. Show how a psychological experiment is to be written up by describing one of the simple experiments upon after-images, stereoscopic vision, or visual illusions.
1. Write a syllabus of questions to ascer- tain what differences exist in the ability of individuals to recall sen- sations of taste.
5. Describe experiments for ascertaining what the simple sensory elements in the skin are?
6.
What are the primary color sensations, and what are your reasons for se- leeting these! What is meant by color tone, saturation, intensity! What must a color theory explain and what seems to you to be true in the different theories proposed!
7. Describe tests for nearsightedness, astigmatism, color blindness, de- feetive hearing and loss of muscu-
lar control. Where these defects exist among pupils, what should be the practice of the teacher and school authorities?
8. Describe experiments by which the bodily effects of the emotions or mental work may be studied. Draw diagrams of the apparatus that should be used.
9. What experiments show that the space perceptions of the adult are made up chiefly of the results of experi- once? What is the relation of movement and the sensations from movement in space perception? Cite experiments made in proof of your statements.
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