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108. Required the face of a draft costing 7368 20, exchange 22 % discount, bank discount 6%.

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Thirty days after sight, a draft of $1 would cost $97%, less b. d. of $1, at 6%, for 30 d. $1X80X3=$.0055, b. d.

Cost of $1 draft, at sight,

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$.975

Bank discount of $1, at 6%, for 30 d. .0055

Cost of $1 draft, payable in 30 d. $.9695

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As many dollars draft will cost $7368.20, as the number of times $.9695 is contained in $7368.20, which is 7600 times; hence, $7600.

DEPARTMENT OF PEDAGOGY.

[This Department is conducted by S. S. PARR, Principal De Pauw Normal School.]

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AN OUTLINE IN DIDACTICS.

s Didactics will be one of the staple subjects of instruction

in the institutes of the coming season, the following is of

fered as a suggestive outline of topics for study in that line of thought:

I. THE SCHOOL Comprises, as its parts, pupils, teacher, subjects of thought, and house and appliances. Its purpose is the development of the pupils' minds by means of the subjects of instruction.

II. THE APPLICATION OF THE SUBJECTS of instruction to the minds of the pupils gives rise to organization, government and teaching.

1. Organization has for its aim economy of teaching effort. The parts organized are the course of study, classes, recitation, the daily program, the study-hour, and the records.

2. School-government aims immediately at maintaining the organization, and secondarily at discipline, intellectual and moral.

3. Teaching is the means by which the pupil is incited to master the various subjects of study. This aim is both intellectual and moral. Teaching takes the several forms of recitation, examination, opening exercises, and individual aid. It involves the use of text-books, reference-books, and other appliances.

III. THE BASES OF DIVISION. -I. The course of study is divided into "subjects" on the basis of the kinds of objects and relations of the same found in each.

• 2. Each subject (history, geography, etc.) is divided into parts which are to be done in a consecutive series. This division rests either on the logical evolution of the subject from a central principle, or on the chronological development of the pupils' minds.

3. The school is divided into classes, to put together those pupils of like capacity and knowledge, and to accommodate the pupils to the teacher's power of control and of teaching.

4. The program is divided into definite periods (unequal in length) on the basis of the number of subjects and classes, and of the pupils' power of attention.

IV. THE RECITATION is intended to secure the intellectual mastery of a definite part of the subject. This includes intellectual and moral discipline: 1. Discipline of the kinds named includes the formation of habits of-a Integrity; b Thoroughness; c Truthfulness; d Honesty; e Earnestness; ƒ Perseverance; g Order; h Industry; i Cheerfulness; j Sympathy; k Reverence.

2. Recitation includes several related processes; as, Recitation Proper, Testing, Supplementing, Organizing, Stating in Complete Form, Incitation to further Effort, and Drill.

3. The necessary conditions of the recitation are fixed time and place relations, and that mental state we call Attention. Fixed time and place relations are secured by punctually following the daily program. Attention is gained by conformity to certain mental and bodily conditions; as, a Adaptation of Subject and Method to teacher and pupil; b Sympathy and Interest of pupil and teacher; Banishment of foreign elements from Subject and from Behavior of teacher and pupil; d Mastery of Subject and Method by teacher, and of the Subject by the pupil; e Contact with Truth; f Comfort of Mind and Body, involving absence of

fear and restraint, pure air, good light, right temperature, and comfortable seat.

V. EXAMINATIONS.-These are tests, applied at convenient joints of the subject, designed to measure the pupil's knowledge of the subject as a whole, and his power to apply it and to state its facts in his own language. Examinations may be oral or written. They should require connected-not disjointed-. thought and expression. The almanac has nothing to do with fixing the time of examinations.

VI. OPENING EXERCISES usually consist of Bible readings and recitations, readings and recitations of secular prose and poetry relating to the conduct of life, singing and prayer.

1. The purpose of these exercises is to train the religious, moral and ethical nature of the child, to respond to duty and the religious sentiment.

2. Opening Exercises are differentiated from other teaching by the secondary place of intellectual action and the predominance of emotion.

VII. INDIVIDUAL AID to pupils is the means by which teaching overcomes the idiosyncrasies and special conditions of the pupil. It finds its limits in the teacher's duty to his class, which should never be sacrificed to the good of the individual.

VIII. RECITATION PROPER includes the statement of the text or other subject-matter previously prepared or assigned. It is usually followed by

1. Testing, except the statement of the lesson, which usually precedes all other processes. The usual tests are-a Questioning on meaning; Putting ideas in new forms of language; c Putting ideas in new form of thought; d Coördination with subject already learned.

2. Supplementing the pupil's knowledge may be done in various ways, as further exposition by the teacher, reference to authority, discussion by the class, and questioning to direct the

attention.

3. Organizing is the building of any given piece of knowledge into the whole to which it belongs. It is done mainly by subordinating classifications, principles and explanation to one cen

tral principle which permeates and binds all. Organization gives rise to Statement in Complete form.

4. Drill is not mere repetition. It is repetition with broader application and more complete view of the subject. The various phases of the idea are presented one after another and, finally, gathered into one connected view.

IV. THE TEACHER.-The qualifications of the teacher are natural fitness; academic knowledge of subjects and broad general culture; knowledge of the nature, laws and development of mind; acquaintance with method or the adjustment of the subjects, as means, to the culture of the mind, as purpose or end; and experience in teaching.

1. Natural fitness is comprised under quick perception, that form of imagination and judgment which allows the teacher to see things from the pupil's point of view, and a kind nature and ready sympathy.

2. Not only should the teacher have a good technical knowledge of what he teaches, but also a broad general culture, i. e., a comprehensive knowledge of those subjects in which the subjects of instruction find their limitations.

3. Psychology is a necessity to good teaching. By it the teacher knows how to adjust a subject to any given mind, or any given mind to a subject.

4. Method is the adjustment of means to end. There is, properly speaking, only one method, and this must vary to suit each class and each individual of the class. 'Methods," socalled, are either devices for accomplishing special ends, or special adaptations of some general method to suit individual cases. Method is governed by two sets of laws-those in the subject and those in the mind taught.

5. Experience is gained only by practice in the art of teaching. It is gained most economically by teaching under skilled direction and criticism.

S. S. P.

PRIMARY DEPARTMENT.

[This Department is conducted by HOWARD SANDISON, Professor of Methods in the State Normal School.]

LANGUAGE WORK.

HE work of the first year is of three kinds, no one of which can be given at any definite time in the year, that is, the different lines of work are pursued side by side throughout the year. One kind is, the correction of oral errors; a second kind, free oral expression of thought upon lessons in color, form, size, reading, general lessons, etc.; the third, copy work, from board and from book.

CORRECTION OF ORAL ERRORS.

As to the time of making the corrections, two views are held; (a) That the correction should be made at the time. (b) That the pupil should be allowed to finish the expression of his thought before the correction is made. Those who accept the latter, give as a reason, that any other course would make the child selfconscious, and that if his thought be abruptly broken, he may forget what he wished to express. On the other hand, those who hold the first view given, think that if he is corrected at the time the mistake is made, he derives the greatest possible benefit from the correction, -as then his mind is on the thought, and he would be gaining the power to use good language at the time when it is most needed-the time in which the attention is directed to something other than the language. They base their theory on this fact:-in later life, the individual will have to use language when his attention is confined to the thought, and his school-work should so train him in the use of language that he will be able to use good language as he thinks, i. e., while he is engrossed with the subject-matter.

The second kind of work for the first year is, free oral expression of thought on lessons on form, color, size, reading, general lessions, etc.

In regard to the purpose of such work, there are two thoughts. One view is, that the main purpose of the work is to give variety of expression, holding the thought of the lesson and the training

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