14 



Indiana University Studies 



7. What sort of noise did they make when flying through the air? 



8. What change was brought about in the appearance of the corn- 

 fields by the grasshoppers between morning and night? 



9. What did the settlers do to protect their favorite plants? 



10. Why didn't the grasshoppers eat the broom corn and sorghum? 



'Ancient Ships 



1. To whom is the study of the growth of modern ships interesting? 



2. How do the records of warships compare in number with the 

 records of the ships of commerce? 



3. What peoples were the best shipbuilders among the ancient na- 

 tions? 



4. How did the ancient vessels compare in elegance and swiftness 

 with the more showy productions of the Middle Ages? 



5. What kind of voyages were sometimes made by ancient ships 

 when propelled by oars only? 



6. What was the total number of men required on some of the 

 ships? 



7. Explain clearly what a "white villa-dotted shore" means to you. 



8. From what source do we secure the ideas which enable us to 

 make models of the ancient warships? 



9. What does a "bank of oars" mean? 



10. Why do we question the statement that the great galley of 

 Philopator had forty banks of oars? 



The directions for giving the tests as individual tests and 

 for scoring the results are reproduced below : 



DIRECTIONS FOR GIVING THE SILENT READING TEST 



1. Grades II and III are tested on "Tiny Tad"; Grades IV, V, and 

 VI on "The Grasshoppers"; Grades VII and VIII on "Ancient Ships." 



2. The teacher then hands the pupil a card with the selection 

 appropriate for his grade printed on it, with these directions: "Read 

 the story on this card silently. Read the story from beginning to end 

 without stopping or repeating any of it. Read the story rapidly but 

 carefully. Do not stop reading to ask about difficult words; read such 

 as best you can. Be prepared to tell the story or to answer any ques- 

 tion about it when you are through. Do you understand?" Make the 

 directions clear to the pupil before beginning the reading. 



3. Secure the time record as follows : When the pupil shifts from 

 the bottom of the first column to the top of the middle column, note 

 the position of the second-hand. When he shifts from the bottom of the 

 middle column to the top of the third column, note the second-hand 

 again. Record the number of seconds required to read the middle 

 column. Be sure that your record indicates the time for reading the 

 middle column only. If possible, use a stop watch. 



4. If the pupil has been reading "Tiny Tad," ask him to tell you 

 the story of Tiny Tad as well as he can. In the meantime write as 

 rapidly as you can just what the pupil says. Ask the pupil to tell it 



