School Management.

SCHOOL MANAGEMENT.

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THREE HOURS allowed for this Paper and the one on Music together.

Questions for ex-Pupil Teachers are given in Sections I.-V. (inclusive), and Section VI., Question 1. Candidates who have not been Pupil Teachers must answer questions in Sections VI. and VII.

SECTION I. In what classes of your school did you give instruction when you were a pupil teacher in your 3rd, 4th, and 5th year respectively?

Give an account of a week's work during some part of your 4th year.

SECTION II. How have you been accustomed to give a dictation lesson ? How was the exercise corrected? What expedients were adopted to prevent copying?

SECTION III. How have you conducted reading lessons ?

How were mistakes of pronunciation corrected?

Were the children examined in the meaning of what they read? in spelling?

What faults have you found to be most common? How did you correct them?

SECTION IV. 1. Write notes for a first lesson on multiplication of money.

2. If the children in your class were very backward in writing down numbers correctly from dictation, how would you endeavour to overcome the difficulty? Illustrate this from your experience.

SECTION V. 1. What extra subjects were taught in your school? What time was given to them in one week? What was the method of teaching? What books were used?

Or,

2. What grammar did you use? What exercises in grammar did you perform during the last year? Make notes for a lesson to a class on "pronouns.'

SECTION VI. 1. Write a letter describing the last inspection and examination of your school.

2. Think of some Fable; write it out in your own words, and explain the lesson it is intended to teach in

words adapted to the comprehension of children, with illustrations from school life.

3. What methods have been adopted within your knowledge for correcting these faults in children : inattention, untruthfulness, laziness, impertinence, sullenness, and with what effect?

SECTION VII. 1. Explain the physical and moral advantages of drill for children.

2. Write out some story illustrating courage-in the way in which you tell it to a class-when one or more of the children had shown some foolish timidity.

3. What games in the playground would you encourage? Let your answers show that you understand how to treat children of different ages.

MUSIC.

THREE HOURS allowed for this Paper and the one on School Management together.

The Tonic Sol-fa questions are printed in italic. Candidates must keep ENTIRELY to one set of questions or the other.

1. Write under each of the following notes its name (A, B, or other).

1. What is the name of the 3rd tone of the scale? What of the 7th ?

2. Distribute the following into bars (or measures) of common time.

2. How do the relations between the 3rd and 4th tones,

Dictation and Penmanship.

29

treatment have you been recommended to adopt in the case of a child suffering accidentally from such poisons ?

SECTION V. (Clothing and Washing.) 1. What would be the cost of an outfit for a girl of 13 years of age? What amount of materials would be required? Make a bill for the same.

2. Write out a receipt for making a baby's sock.

3. What method should be followed in washing woollen articles? What difference should be made with

coloured prints?

DICTATION AND PENMANSHIP.

TWENTY MINUTES allowed for these Exercises.

You are not to paint your letters in the Copy-setting Exercises, but to take care that the copy is clean and without erasures. Omissions and erasures in the Dictation Exercise will be counted as mistakes.

The words must not be divided between two lines; there is plenty of room for the passage to be written.

Write in large hand, as a specimen of Penmanship, the word Sufficiently.

Write in small hand, as a specimen of Penmanship, the sentence

"The mountains of their native land."

DICTATION.

You are to write the passage* dictated to you by the Examiner, and punctuate it correctly.

For Male Candidates.

(A,.)

"Gratitude is properly a virtue disposing the mind to an inward sense and an outward acknowledgment of a benefit received, together with a readiness to return the same or the like, as the occasions of the doer of it shall require, and the abilities of the receiver extend to." -SOUTH.

The passages A1, A2, were given alternately where the number of Candidates was large, and there was danger of copying.

"His abilities as a statesman are glorious; yet surprise us still more when they are observed in the ablest scholar and philosopher of his age; but a union of both these characters exhibits that sublime specimen of perfection to which the best parts with the best culture can exalt human nature.”—MIDDLETON's Life of Cicero.

(A2)

"Of all the glories of science, none equals that of a well-directed and successful attempt at diminishing the risk of danger to human life; yet, while we owe much to the labours of those who have discovered its important truths, let it not be forgotten that we owe all to that great Being who, from time to time, permits His creatures to obtain a view of those mighty governing principles with which He orders and directs the course of natural events. Should the inquiry be made as to the immediate connection between the chemistry of nature and the movements of the air, the reply must be, that the connection is most intimate. The irregular, capricious winds which constantly agitate the air of temperate regions, fulfil a most important office in the operations of nature."-Chemistry of Creation.

For Female Candidates.

(A1.)

"You are so little accustomed to receive any marks of respect or esteem from the public, that if, in the following lines, a compliment or expression of applause should escape me, I fear you would consider it as a mockery of your established character, and perhaps an insult to your understanding.”—JUNIUS.

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In general, then, we should be understood to maintain that the beauty and grandeur so much admired in the Greek statues were not a voluntary fiction of the brain of the artist, but existed substantially in the forms from which they were copied, and by which the artist was surrounded."-HAZLITT.

(A2.)

"The mind of man naturally hates everything that looks like a restraint upon it, and is apt to fancy itself under a sort of confinement, when the sight is pent up

Dictation and Penmanship.

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in a narrow compass, and shortened on every side by the neighbourhood of walls and mountains. On the contrary, a spacious horizon is an image of liberty, where the eye has room to range abroad, to expatiate at large on the immensity of its views, and to lose itself amidst the variety of objects that offer themselves to its observation. Such wide and undetermined prospects are as pleasing to the fancy as the speculations of eternity or infinitude are to the understanding.”—ADDISON.