6.

There were two statues one erected to the memory of
Addison and one to Shakespeare.

7. Charles Lamb had an impediment of speech he stut-
tered.

8. A paragraph has a sentence known as the "topic statement."

9.

Someone asked what do you want and Silas for it was the same Silas Marner gasped a woman dead in the snow where's the doctor.

10. Some of Scott's works are Quentin Durward, Rob Roy, Lay of the Last Minstrel, and the Talisman.

11. His head was sore on account of his (wife's, wifes', wifes) numerous outbreaks.

12. The tomb of Edward the Confessor still retains (its, it's) old magnificence.

P. Q.-1. Only such details (as, that) make the subject clear should be included.

R

2. This was just the place for my friend and (I, me) to spend a week.

3. The day being so wonderful, we stopped at a farmhouse and had (them, the housewife, the farmer's wife) spread a luncheon out of doors for us.

4. He had no one to comfort im or sympathize with him at a time when he needed it most.

5. A policeman came out with the German spy (who, whom) we had been looking for.

6.

In the olden days, the safety pin was a rare and expensive article. Now (it, they) can be purchased in Woolworth's for five or ten cents a dozen.

7. A company, of (who, which, whom) Godfrey was one, went to Marner's cottage.

8. Then Eppie came into his life which brought him once more into contact with people.

9. Only men as wealthy as (he, himself) were able to

play.

S-1. The best laid plans of mice and men often go wrong in other words they don't work out as expected.

2. That is about all they want in this world is to have

good looks.

3. The son brought something back that he did not know what it was.

4. Must write and tell you about my wonderful trip.

T. U. V.-1. There (is, are) so many interesting things I do not know where to begin.

2. When I came back to it, I (did, done) it with ease.

3.

I am feeling better at this writing than I (did, have) for a long time.

4. There was a tomb with a knight in full armor (lying,

laying) on the top.

5. He kept Eppie as if she (was, were) his child.
6. If Godfrey (had, would) not let Dunsey sell Wildfire
for him, Dunsey would not have robbed Silas Marner.
7. It was an odd custom, one that (lead, led) me into
many stores.

8. Much excitement was caused when Silas Marner came
into the house with the child and (said, saying) that
he thought its mother was dead.

9. The reader might wonder about (us, our) going crabbing in a row boat.

10. We returned homeward (letting, leaving) the Abbey (disappear, disappearing) in the distance.

11. Anyway he decided to (lend, loan, borrow) a lantern, for it was dark and it was drizzling.

As a system of exercises built up inductively from the students' papers, it is interesting to notice the kind of errors thatare made and the kind of drill work that is essential. I am one who believes that formal grammar should be taught in the high school as a systematic study in the rules of language. But certainly emphasis should be laid upon those principles

of grammar study that are most likely to be violated. The index given above shows the grammatical and rhetorical needs of sopohomores of the classical, commercial, and normal preparatory courses.

Pronouns and verbs are the two parts of speech that need the most attention, with conjunctions a close third. If the number of drill sheets that I have made on a given fault may be considered as an indication of the relative frequency of its appearance on the papers of sophomores, the following schedule may prove of interest:

I find that out of four classes aggregating 112 pupils, the number making the errors listed in the preceding chart is as follows:

Having a tendency to make errors in sentence structure... 49 Making errors in capitalization...

45

Using then or so as a conjunction...

43

Failing to effect agreement of pronoun and antecedent.... 40

If the classes that I have had this year may be considered as typical, these lists give the kind of errors most likely to be noticed in the work of high school sophomores. And if the homeopathic principle of medicine may be applied to language

ills, the proper cure should consist of frequent doses of the very errors that they commit, so that they will build up a natural resistance to avoid them.

M

A Teacher's Ideal

SAY I not be impatient with the spirited life of of youth about me,-remembering that its joys, in cheerful yesterdays, were mine also. May I mark well my words, knowing that the effect of a single sentence, dropped into the heart of youth, may be very great, and remain when I am gone. Though I be limited to certain lines of instruction, may I venture as far as I dare upon the highway of the humanities, teaching that the great success is not what one may possess, but what one may become; and that the new triumph, in the arts as in commerce, is service to humanity. Lest I drift too far out on the pleasant waters of theory, may I be reminded of the needs of daily life; for though the mind wander in the mobile land of dreams, the feet must still tread the solid earth. And whatever else I do or forbear, may I instill a gentler life, a calmer activity, and a saner purpose into at least a few who will carry the burdens of the generation dawning. And however long I remain amid these surroundings, may my daily task not exhaust my spirit; but may the ever-coming stream of new life keep me cheerful and young in heart. And as I become less a student of books, year by year may the great book of experience yield its wisdom to me, may it deny me nothing that shall enlarge my sympathy for humanity and my gratitude for the gift of life. And lastly, may my students still kindly remember me when they are knocking at the golden castles of their hearts' desire, on the great highways of life.

MAX EHRMANN,

Loose-Leaf Geography

EDITOR'S NOTE.-In the Hartford, Connecticut, Sunday Globe of July 16, 1916, there appeared the following description of a new plan for the teaching and study of Geography. The writer of the Globe's article was the Editor, Frank G. Macomber. The Author of the plan was Principal B. Norman Strong, of the Arsenal School District of Hartford; and the Publishers of the Outlines were and are the Publishers of EDUCATION. After eight years' trial of this new method of presenting Geography in the schools, we feel sufficiently sure of the excellence of the method to pass on to the readers of EDUCATION the article referred to. It reads as follows:

T

HE geography of the earth has been a problem to be conjured with since time immemorial. Rocks and rills, flat lands and mountain lands, mean more than the name implies, in the study of geography. Rivers are more than streams of varying depths, and seas and bays perform more than a scenic function, while trees, brush and vegetation, fertile and arid soil, are prominent factors in the study of geography. Geography is an allimportant factor in the life of a people, too. Rain and wind, heat and cold, are also its elements. Railroads and waterways depend on the geography of a land. The quality of the ground often determines the industry of a community, while waterfalls play a like role.

It was the geographical position of Asia Minor that permitted the establishment of the ancient trade routes from the continent of Europe to the Orient. And when the Ottoman Turks decided, in their greedy way, to kill the goose that laid the golden eggs of tribute that the European traders paid them, they directly forced the merchant princes of Europe to finance adventurous spirits in their experiments with geography.

The known face of the earth at the time the Spanish queen