French History. The Examiner in French History particularly requests that an hour of each day may be devoted to the careful study of a portion of the month's Historical Section, reading the whole, and always making a written analysis of the portion studied. The questions are intended to mark chief points to be noted, and not to form the basis of the Student's work, which is futile unless thoroughly general. (a) GENERAL HISTORY, 1137-1270; (b) SPECIAL, 1512—1525. (a) 1. Estimate the position of Church and King under the reign of Louis VII. Detail his foreign policy and that of Louis VI. 2. Give some account of the 2nd 3rd and 4th Crusades. What led to the destruction of the Albigeois during the times of Phil. Augustus? Connect with his name the progress which took place in military art, taxation, education, and architecture. 3. Trace the course of the Anglo-French rupture from Bouoines to Taillebourg. Write a short Essay on the reign of St. Louis, dilating especially on the Regency of Queen Blanche? What great legal changes mark his reign? (b) 4. What events led to Guinegatte and Marignano? Consider the state of Europe at this period as tending to the great coming events of the Reformation. 5. Make an analysis of French History during the years 1515 -1525, tracing clearly the course of events which preceded the battle of Pavia. 6. Who were Bonnivet, Bussy d'Amboise, and Bourbon, of this period? Constitutional History. 1066-1154. 1. Explain, as clearly as you can, the nature of feudal tenure. What are supposed to be its sources? 2. Analyse the advantages and disadvantages of the feudal system. Illustrate your answer from the history of this period. 3. Had the Normans any court answering to our Modern Parliament? 4. Give a clear account of the Investiture dispute so far as it concerns England, with marginal notes on the chief constitutional points involved in it. 5. What were the chief sources of royal revenue during this period? 6. Write a short essay on the results of the Norman Conquest. Distinguish carefully between Constitutional and other results. Political Economy. Senior. 1. Give the advantages of division of labour. Illustrate these advantages by reference to co-operation in games. 2. Define capital. Prove that wealth consumed in luxuries is not capital; and show clearly in what way capital assists production. 3. Suppose a machine were invented for making coats, what effect would it have on (i) the general public, (ii) the tailors? 4. What are the functions of money? Imagine a country which possessed no money, and estimate the inconveniences and loss consequent thereon. 5. If the gold and silver in England were suddenly doubled,. what would be the effect on the country's wealth? Political Economy. Time-paper-Two Hours. 1. "The conversion of circulating into fixed capital is unfavourable to the working classes." Discuss and criticise this statement. 2. "A merchant contemplates turning his business into a Joint Stock Co." What advice would you give him in the matter stating reasons fully? 3. Estimate the relative advantages of "Grande" and "petiteculture." Which system has the best moral influence? 4. Show clearly that emigration can be only a temporary remedy for over population. 5. Sketch the character of the country-its soil, climate, and. people—in which capital increases rapidly. Music. Junior and Senior. 1. What is time in music? 2. Explain the use of time-signatures. Explain the functions of the upper and lower figure of the fraction used in time-signatures. 3 What is the difference between simple and compound times? 4 Explain the fact that when the upper figure is more than four, the time is compound. 5. How many kinds of time are there (considered with regard to the number of beats contained in each bar)? How are these sub-divided? 6. Group twelve semi-quavers in three different ways, marking thus the commencement of each beat; in each case write the time-signature. 7. Write bars of compound duple and simple triple times, varying as much as possible the length of the notes employed in each bar. Write in each case the time-signature, and mark thus the commencement of each beat. 8. Write the time-signatures to the following bars, and mark the commencement of each beat. -3 For Senior Candidates only. 9. Explain the following sign: M.M. J=100. 10. When did Palestrina live? Give a short account of his influence on music. Music. Higher Local. 1. Resolve and describe these chords : 2. What is a sequence? 3. Define the term cadence. Write: Perfect Cadences in C minor and G 2 major; Interrupted Cadences in B and F#; Plagal Cadences in F minor and D major. 4. What is False Relation? Explain what is meant by "false relation of the tritone" in Counterpoint. For Candidates for Classes I. and II. only. 5. (i) Give a definition of the term wave. tions. (ii) Distinguish between transverse and longitudinal vibra- (iii) What is an associated wave? (iv) What causes the difference between a musical and. a non-musical sound? Teachers' Examinations. THEORY, HISTORY, AND PRACTICE OF TEACHING. SPECIAL SUBJECTS: LIFE AND WORK OF FRŒBEL; LIFE AND WORK OF COMENIUS. 1. Distinguish the various modes of mental activity included under the term attention. Trace the growth of voluntary attention, with special references to the overcoming of obstacles. 2. What sense-elements are implied in the perception of distance, magnitude, and solidity respectively? Show that inference is a more appropriate name for much that we call sight. 3. Explain fully what is meant by deficient ventilation, and why it is injurious. Describe accurately the action of a wellknown ventilator suitable for a school or class-room. 4. Write full notes of a first lesson on Analysis of Sentences, or on Division of Decimals, showing carefully the means by which you would test the apprehension of the class (i) during the course of the lesson, (ii) subsequently to it. 5. Write a short essay on The Place of the Object Lesson in Scientific Training. 6. Indicate the chief points in which the system and methods of Comenius were at variance with the educational ideas and practices of his day. 7. What educationists have specially insisted on technical education? Compare the reception their plans have met with in England and France or in England and Germany. |