which would be treated the historical character of much of literary form and literary material, the principles of literary criticism, and the relation of literature to the other elements of culture-language, art, history, religion, government, etc. This series of courses would furnish the foundation for the work in literature, but it would never be designed to be taken by itself. The principles there laid down would find their concrete illustration in the work of the divisions. While, of course, the analogy would not hold throughout, yet the relation of the work of the fundamental or co-ordinating course to that of the divisions would be like that of a lecture course in some natural science to an accompanying laboratory course.

Co-ordination would not stop with the work of this fundamental course; the work of each division would be correlated with that and also with the work of the other divisions. No doubt the arranging of such a course would be a labor of considerable complexity; but in general it would be the aim simply to put together those things which are really related. Illustrations of a certain form of composition might be studied in all the literatures at the same time. Corresponding periods and similar tendencies might well be compared. Literary criticism as it appears in the several literatures might be combined with composition in English. Translation would become to a far greater degree than at present of service in English composition. When the attempt shall be made to co-ordinate in this field it will be found that the difficulties are due to the embarrassment of riches.

What part of the work in the department should be required? Of course not all of it, not even portions of each of the divisions. But the interpretation of life as it appears in literature should be considered incomplete and inadequate without a study of the here and now, the past and the elsewhere; the past and elsewhere being necessary to an understanding of the here and now. And so the minimum requirement in literature should consist of our fundamental or co-ordinating course, some considerable work in one of the ancient literature divisions, probably Roman; the same in one of the non-English modern divisions, probably German; the same in British and in American literature.

What of college entrance requirements in view of the presence in the curriculum of such a prescribed course? Only this, that the freshman should be required to possess the ability to read Latin and German if he is to take only the prescribed portion of the work in literature, and in addition, Greek and French, if he is to take the full amount offered in the department. Provision might be made for the early removal of any deficiencies in these requirements. That the learning of languages is better fitted for younger students, and hence should be done so far as possible in the secondary school, needs no argument.

In matters of curriculum we have passed through a period of destruction. We are now to expect one of construction. I have tried to set forth, doubtless with indifferent success, a principle that will obtain in that construction, and have tried to illustrate the working of that principle when applied in the field of literature.

Examination Questions for Franklin's Autobiography

MAUD E. KINGSLEY

1. What service did Benjamin Franklin render to his country that entitles him to be classed with Washington alone among the founders of the United States?

2. Describe briefly the Boston of Franklin's youth: What class of people composed the bulk of its population? What was the predominant religion? Under what system of government did its citizens live? What were the chief industries of the town?

3. Describe briefly the Philadelphia of Franklin's early manhood: What class of people composed the bulk of its population? To what extent did the circumstances attending the foundation of Pennsylvania still affect the religious and political condition of the city? What were the chief industries of Philadelphia?

4. What is the meaning of "the tithe of his sons"? What was a "grammar school" in Franklin's day? What colleges existed at that time in New England? What is the modern counterpart of Mr. Bownell's "School of Writing and Arithmetic "?

5. Describe the apprenticeship system of labor. Define "journeyman's wages," " "indentures," 99 66 runaway servant."

6. From Franklin's account of the affair, what seems to you the most probable explanation of the conduct of Governor Keith toward him?

7. Mention some of the advantages which Franklin's residence as a journeyman printer in London enabled him to enjoy-advantages of which he would have been deprived had he continued to practice his trade in America. What traits of character derived from his American birth and education led him to appreciate and pursue these advantages?

8. As illustrating social and business conditions in the American Colonies, define " Welsh Pennsylvanian," "wild Irishman," "bought service," "crimps bill," "the Dissenting way," "Deists," "" club." What was the value in our money of the shilling? of the crown?

9. Compare the eighteenth century newspaper (or any newspaper printed before 1840) with the American newspaper of to-day as regards (1) size; (2) variety of matter; (3) news and facilities for

obtaining news; (4) nature of editorial comment. Why were the newspapers of that day usually regarded with suspicion by the Government, and little valued generally by the conservative classes? How did the social and political condition of America in Franklin's lifetime favor the development of the American newspaper into a genuine organ of public opinion?

10. To what extent was Pennsylvania at this period a self-governing commonwealth? What was the "Assembly"? the "Post Office"? the "proprietaries"? How did the "paper money" of colonial Pennsylvania differ from the paper currency now in use? Why did its issue promote the prosperity of the colony, and why was there a limit to the amount that could be issued with safety?

11. Do you think it would be practicable for you to check your daily life as closely as Franklin proposed to do by means of his account book of the virtues? Give reasons for your answer.

12. Do you think that Franklin's project of forming a "United Party" for virtue was, is, or ever will be practicable? Give reasons

for

your answer.

13. What is an Almanac? What were the differences between the "old style calendar" and that now in use? When was the "new style" adopted? Why were the proverbs and sententious verses of Poor Richard's Almanac so universally memorized?

14. Explain Franklin's idea as to the proper conduct of the police and fire departments, and his project for public libraries. How far are his ideas adopted in modern practice? To what extent are the means employed by Franklin to secure the adoption of his ideas still available and effective?

15. Franklin ascribes his intimacy with George Whitefield solely to a feeling of disinterested friendship toward a good and lovable man. Cite passages from the Autobiography which seem to indicate that this feeling of friendship was not unmixed with emotions of spirituality aroused by Whitefield's preaching, and also with a desire to be connected with a work at once beneficial and popular.

16. Why was Philadelphia in need of military defence in 1744 and 1745? What peculiar tenet of the faith of the Society of "Friends" made it difficult to persuade the colony to defend itself? Explain Franklin's political manœuvres in the face of this religious opposition to sound policy. What was a "lottery," and why is this method of raising money generally prohibited at the present day in the United States?

17. Describe the public employments upon which Franklin entered after his retirement from active business, i. e., "Justice of the Peace," "Common Councilman," "Alderman," "Legislator." How do you justify his bribing the Indians to assent to a treaty by the promise of unlimited rum when the business should be completed? Why did he meet the Indians at Carlisle? What connection has this place with the Indians of the present day? What were the "Six Nations"?

18. What was Franklin's great scientific discovery? Describe some of his minor inventions and projects, such as his improved heating apparatus, his street lamp, his plan for cleaning streets, etc.

19. What was Franklin's plan for the union of the colonies in 1754? As he describes it, how did this plan differ from the existing union of the Canadian provinces of Great Britain? On what grounds was it rejected by the colonial assemblies? Why was it objected to in England? In this connection define the British "Board of Trade." 20. What traits of Franklin's character, invaluable to a diplomat, are clearly brought out in the story of his relations with Governor Morris while an active member of the opposition in the Pennsylvania Assembly?

21. What was the issue at stake in America in the war between France and Great Britain which broke out in 1755? Compare the nature and extent of the power of the two nations in America.

22. Explain Franklin's services to General Braddock. What was the object and what the result of Braddock's campaign? Locate Fredericktown, Fort DuQuesne, Niagara, Frontenac, and state their connection with that portion of the Autobiography which deals with Braddock's campaign. Define "hussar" and "subaltern."

23. Describe the frontier Indian warfare of this period. What was the "Northwestern Frontier" which Franklin was sent to protect? Who were the Moravians? Locate Gnadenhutten, Bethlehem, Nazareth, "the Minisink"?

24. Cite passages from the Autobiography which show that Franklin, notwithstanding his disclaimer of military renown, believed himself possessed of military capacity, and was not insusceptible to flattery in this connection? Why were the military honors paid to him by the Pennsylvania militia likely to create prejudice against him in British official circles?

25. Describe from other sources than the Autobiography the experiment by which Franklin demonstrated the identity of lightning with the electricity produced by mechanical contrivance. How was his