(m) Does it contain all the laws of the State?

(n) How are State laws not found in the constitution enacted? (0) Name the two houses of your State legislature.

(p) Describe them. How are the members chosen? For how long?

(7) What is the governor's veto?

(r) What is meant when we say that a law is "unconstitutional"? (8) Who enforce the laws of your State?

(t) Name four executive officers of your State government.

(u) Give the duties of each.

(") What is the highest court in your State and where does it sit? (w) How many judges are on your highest State court? Are they appointed or elected, and for what terms of office?

II. Government in the State-How it is carried on-The county: (a) How many counties in your State?

(b) How are they formed? How did they originate?

(c) In England the reeve governed a shire; hence "shire-reeve" or "sheriff."

(d) In France a count governed such a territory; hence "county.” (e) Are your county laws made by commissioners or by a board of supervisors?

(f) Name and locate your county seat.

(g) Name and describe the work and duties of six executive officers of your county.

III. Government in the United States-How it came about-What it does for the people:

(a) What do you know about the Declaration of Independence? Who adopted it; when and by whose authority?

(b) What do you know about the Articles of Confederation? Why did they result in a weak National Government?

(c) What do you know about the Constitution; when it was formed; by what body and how adopted?

(d) Name four things done by the Federal or United States Government that a State may not do.

(e) Who may carry the mail?

(f) Who may regulate foreign intercourse?

(g) Who may coin and issue money?

(h) Who may make treaties?

(i) What is a treaty, and how is it made?

(j) What are ambassadors and consuls?

(k) Who governs United States territory?

(7) Name different kinds of United States money. Why is one as good as another?

IV. How United States Government is carried on:

(a) How many branches to our Government?

(b) What is Congress? How many Houses? How many Members? How are they chosen? For how long a period? What are the duties of Congress?

(c) What is the presidential veto? Is it final.

(d) What is the President and how is he chosen? For how long a period? Who is now President?

(e) May the President ever be elected by the House of Representatives? When and how?

(f) How many presidential electors are chosen in your State; how determined; how selected? How do they vote?

(g) What is the President's Cabinet? How and by whom appointed?

(h) Name the members of the present Cabinet and describe the work of each.

(i) Who is the Vice President; what are his duties and how is he chosen?

(j) What is the Supreme Court of the United States? How is its membership decided?

(k) What are its duties and functions?

(7) How does the Constitution divide the powers of government between National and State Governments?

(m) Can the Constitution be amended? How and by whom?

I. Some rights and duties:

SIXTH GRADE.

(a) Name some individual rights and duties.

(b) What are the rights to life, liberty, personal security, and property? How does the Government secure these for us?

(c) What is civil liberty? What is unrestrained license?

(d) Can there be liberty without law?

(e) What is the writ of habeas corpus? How and for what purpose may it be obtained? May it be suspended? How, by whom, when, and by what authority?

(f) Are there rights without duties?

(g) What is the duty of the citizen to his Government and vice. versa?

(h) Describe the Right of Eminent Domain.

II. Going to law:

(a) How are property rights asserted and defended?

(b) Describe "summons," "judgment," "default," "verdict "

what are they?

(c) What is the trial jury-how obtained?

(d) Name three rights of a person accused of crime.
(e) Describe the nature, size, and duty of a coroner's jury.
(f) Describe the nature, size, and duty of a grand jury.

(g) Describe the nature, size, and duty of a petit jury.
(h) Which investigate cases? Which try cases?
(i) What is an indictment? What is bail?

(j) What is the duty of the State attorney in a criminal suit? (k) Name the different courts, their duties and functions. III. Parties and elections:

(a) Describe parties and elections. Why do we have them? (b) What is the ballot? Describe the one used in your State. Tell how the names appear upon it.

(c) How do you vote? Where? When?

(d) What is a caucus? A primary? A convention? What are the differences?

(e) How do parties work? What are "the boss,' (f) Describe the direct primary system.

""the machine"?

(g) Why should officers be nominated largely at the primaries?

Give also an argument against it.

(h) How is the mayor named and elected in your city?
(i) How is the sheriff named and elected in your county?
(j) What is the Australian ballot?

IV. Some questions dividing the voters:

(a) What are some of the great questions that now divide the voters or have done so in the past?

(b) Describe the trust problem, the tariff, money question, Government ownership, disputes between capital and labor, initiative and referendum, recall.

ARITHMETIC.

The purpose in teaching arithmetic is to train pupils to a high degree of accuracy and rapidity in computation, to lead them to think clearly, to reason accurately, to inculcate habits of order, neatness, perseverance, and to lead them to acquire a knowledge of facts and affairs related to arithmetical work, so that they will be able to apply readily their knowledge of arithmetic to every-day problems of life.

Rapidity and accuracy in computation can be secured only through much practice and drill. Pupils should be required to get correct results and to detect and correct even the slightest error.

Use great care in assigning work in order to eliminate nonessentials and to complete the required work within the time limit. Impossible and improbable problems should be omitted from all topics in arithmetic.

FIRST GRADE.

(To be given with oral English and seat work.)

(a) Teach numbers and the smaller combinations with objects. Have pupils handle the objects.

(b) Teach pupils to recognize readily at sight the number for each of the figures from 0 to 9, inclusive; also to make these figures. (c) Count to 100 and read and write numbers learned.

(d) Teach the easy combination of small numbers whose sum, product, dividend, or minuend is not greater than 12.

(e) Complete the essentials of a good number primer used as supplementary work in English.

SECOND GRADE.

(a) Review work of first grade.

(b) Counting forward and backward to 100 by 2, 3, 4, 5, and 10. (c) Drill in use of the 45 combinations in addition and the corresponding differences.

(d) Teach +, -,, and give seat work as follows:

(e) Teach X,, and drill in combinations to 24.

(f) Use of inch, foot, yard, dozen, pint, quart, gallon, quart, peck, bushel, in practical measurements. Have pupils use the measures.

(g) Coins in United States money.

(h) Days in week, weeks in month, and months in year.

(i) Roman notation to XIII.

(j) Telling the time of day by hours, half hours, and quarter hours.

(k) Give easy, every-day, practical, concrete problems.

(7) Drill thoroughly in addition and subtraction of abstract numbers which do not require "carrying" or "borrowing." If the class is bright and the teacher has time, carrying and borrowing may be taught near the close of the work for this grade.

(m) Aim for accuracy and speed.

(n) Give thorough drill in all combinations taught.

(0) Complete essentials of the basic text.

How to Measure the Success of Second-Grade Work in Arithmetic.

(a) Can pupils count accurately and rapidly to 100, as well as read and write numbers to 100?

(b) Can they measure their own heights accurately?

(c) Are they able to measure a quantity of potatoes or other commodities, telling the exact number of bushels and pecks?

(d) Can they tell the time of day?

(e) Are they able to find the day of the week and month on the calendar?

THIRD GRADE.

(a) Review work of first and second grades.

(b) Drill in rapid writing and reading of numbers to 100,000. (c) Roman notation as met with in lessons or to C.

(d) Drill in rapid addition and subtraction of small numbers.

(e) Addition of numbers requiring “carrying."

(f) Subtraction of numbers requiring "borrowing."

(g) Rapid multiplication and division tables in which the multiplier or divisor is a number from 1 to 9, inclusive.

(h) Multiplication, using not more than three figures in the multiplier.

(i) Addition and subtraction of United States money; also multiplication and division to $1,000.

(j) Buying and selling, giving attention to making and counting change.

(k) Avoirdupois weight, and have pupils weigh each other and other material.

(7) Continue work in dry measure, liquid measure, time, and length to 1 mile.

(m) Square measure, including 1 square yard.

(n) Square, rectangle, distance around each, and area.