9. Give a short sketch of the history of the Norman Conquest of England.

10. Write an account of the character of King Edward the Third, and mention the leading events of his reign. 11. What do you know of the dwelling-houses, dress, amusements, and domestic habits of Englishmen in the time of the Tudors?

12. What is meant by the "Revival of Learning? When did it take place, and to what causes is it to be attributed? Mention some of the leaders in the movement in England and elsewhere.

13. Mention the chief warriors, statesmen, and writers who flourished in the reign of Elizabeth, and give a particular account of one of them.

14. At what dates and under what circumstances did (a) Ceylon, (b) Jamaica, (c) Gibraltar, (d) the Channel Islands become part of the British Empire?

15. Name the sovereigns of the House of Brunswick, with the dates of their accession. Trace their descent from the last reigning dynasty, and state on what their right to the throne is founded.

16. Give a short sketch of the British Constitution, or of the making of a new law, or of the proceedings of a criminal trial.

MUSIC.

Three hours allowed for this and the School Management

Paper.

The Tonic Sol-fa questions are on the other side. Candidates must keep entirely to one set of questions or the other. They are not permitted to answer more than FOUR questions.

STAFF NOTATION.

1. Write the pitch names (C, B, or Do, Si, etc.) and the duration names (crotchet, minim, etc.) of the following notes, and write the signs for rests of corresponding value.

Pitch names.

Duration names.

Rests.

2. Describe the intervals (major third, etc.), formed by the following pairs of notes:

3. Write the scale of E major.

4. Write the time signatures (, g, etc.) of the following:

5. Write any form of the scale of D minor, ascending and descending

6. Explain the following terms:

(1) Dolce. (2) Allegro. (3) Diminuendo.
(4) Rallentando.

TONIC SOL-FA NOTATION.

1. Re-write the following:-(1) halving the value of every note, and (2) again doubling the value of every

note.

2. Describe the intervals (major third, etc.) formed by the following pairs of notes:

3. Describe the mental effect (1) of Fuh, (2) of Lah, (3) of Soh.

4. Write the signs

(1) for three-pulse measure, (2) four-pulse mea. sure, (3) six-pulse measure.

The pulses need not be filled with notes.

5. State which notes of the common (major) scale are altered by the Lah, or minor mode.

6. Explain the following terms :

(1) Dolce. (2) Allegro. (3) Diminuendo.
(4) Rallentando.

Directions for the Examination, by the Musical Instructor of each College, of Candidates, in Practical Skill.

1. Each Candidate is to be examined separately. Not more than three Candidates at a time should be admitted to the room in which the examination is conducted.

2. Successive Candidates should not be tested with the same passages.

3. If a pianoforte is used for the EAR TESTS, the Examiner will take care that the Candidate under examination is out of sight of the keys.

4. The staff notation tests will be found equally applicable to the system of "movable Do." A complete set of tests under the tonic sol-fa system is given separately. Candidates should have equal credit for skill in either notation.

5. The musical capacity of Candidates unable to sing from notation can be determined by their power to imitate correctly some of the passages of the EAR TESTS sung or played to them by the Examiner.

6. In classifying Candidates, credit should be given for readiness as well as for accuracy.

7. Candidates may sing from the printed copy of the tests. For this purpose six copies are forwarded to each Examiner.

STAFF NOTATION

Note Tests.

One or more of the following passages to be sung to the sol-fa syllables or the syllable laa. The key-note and chord to be sung or played by the Examiner.

One or more of the following passages to be sung on

one sound to the syllable laa, the Examiner beating

One or more of the following passages to be twice slowly played or sung to the syllable laa by the Examiner, the Candidate to repeat the sounds also to laa, and afterwards to give the proper names (as C, D, E, or Do, Re, Mi, etc.). Each passage should be preceded by the key-tone and chord.