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SECTION II. 1. In the following sentence explain the peculiar difficulties presented by the words printed in italics in the early stages of reading:

He would take no pains to teach any boy, who could not at least write what boys of eight years old can write.

2. What especial care would you bestow upon the less advanced readers in your class, before, during, or after the reading lesson? How can home lessons be utilized for teaching reading?

3. What preparation is required in a reading lesson, both for the individual words and for the general sense of the passage? How may a reading lesson be divided to secure both the mechanical and intelligent mastering of a passage? State the proportions of time given to each division.

SECTION III. 1. How can mental addition and subtraction of money be used to illustrate the first steps in simple addition and subtraction? What other illustrations would you employ?

2. The Education Code states: "The weights and measures taught in public elementary schools should be only such as are really useful." To what common uses may the avoirdupois, liquid, and square measure tables be applied ? Give examples of such mental problems as you would employ in each of these tables for fourth standard children.

3. Write down the rules for working mentally the following sums-prices of dozens, of scores, multiplying by 99, and dividing by 60.

SECTION IV. 1. What elements are common to the written letters, p, q, h, g, d, y? In what order and in what combinations would you teach these elements to infants ?

2. By what rules would you be guided in selecting the extracts for transcription, or the subjects for composition, for a class whose handwriting was well formed?

3. Give some examples of a child's first steps in learning to draw, and explain the progressive nature of each step.

SECTION V. 1. By what illustrations have you given

children their first ideas of mountains and rivers, (a) from their own experience, or, (b) on the blackboard?

2. Name some stories from English history that you have found to be most attractive to young children, and explain simply the causes of their attractiveness.

3. Show that grammar and composition may be taught simultaneously from the first. Give examples of such simple sentences as may be formed by third-standard children to illustrate the positions of the verb and adjective in a simple sentence.

SECTION VI. 1. Show that inattention in a class may proceed from the faults of the teacher, or from causes other than faults in the children themselves.

2. Show that harshness and untruthfulness in a teacher influence the character and behaviour of children out of school.

3. What bad effects are produced by imperfect classification, both upon the more and less advanced members of a class ?

SECTION VII. Write full notes of a lesson on one of the following subjects:

(1) Some battle in English history.

(2) Moods of verbs.

(3) A first lesson on multiplication of money. (4) Fishes.

GEOGRAPHY AND HISTORY.

THREE HOURS allowed for this paper.

Candidates are not permitted to answer more than one question in each Section. GEOGRAPHY.

SECTION I. Draw a map of―

(a) The Western side of Great Britain, to include the basins of the principal rivers, from the Clyde on the North to the Severn on the South.

Or, (b) The Coast of Africa, South of the Equator. Or, (c) Canada, showing the Physical features only. SECTION II. 1. Define the geographical terms employed in the following description, and give examples of each from the continent described :

"The surface of Europe is diversified by mountains,

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plains, plateaux, and valleys; it lies almost wholly within the North temperate zone; its coast is deeply penetrated by inland seas and numerous gulfs."

2. Write a short explanation of the following:

The loss of a day in travelling round the globe eastwards; the length of a polar day; the equality of day and night at the equinoxes; and the greatest height of the sun in summer.

SECTION III. Describe a coasting voyage from— (a) Amsterdam to Bordeaux,

Or, (b) Bordeaux to Genoa,

Or, (c) Genoa to Constantinople,

noting the mouths of the rivers, the principal capes, and the historical incidents suggested by the journey.

SECTION IV. Enumerate six of the most important of the British Colonies, and give their seats of government and their native races.

Give also a brief account of the colonization of Australia, from its settlement to the present time.

SECTION V. Name the chief rivers of Hindustan, the mountain ranges of Africa, and the principal commercial cities of North America.

HISTORY.

SECTION I. Arrange in chronological order and give the dates of as many as you can of the following: the accessions of Canute, Henry VII., Anne; the battles of Blenheim, Poictiers, Bosworth; the discoveries of America, Australia, Cape of Good Hope; the deaths of Wallace, Charles I., General Wolfe; the peace of Utrecht, of Bretigni, and of Amiens.

SECTION II. Write a brief account of one of each of the following groups :—

(a) Canute, Edward the Confessor, the Black Prince. (b) Wolsey, Strafford, Lord Bacon.

(c) Marlborough, Wellington, Nelson.

SECTION III. 1. What insurrections took place in the reign of Henry VII.? State the false claims put forth by the leaders, and their subsequent fates.

2. Give a brief account of the events that occurred in Great Britain between the years 1649 and 1660.

3. What constitutional changes marked the Revolution

of 1688-9? Name some of the distinguished men of the reigns of William III. and Anne.

SECTION IV. 1. Give some account of the Jacobite rebellion of 1715, and of the punishment of the defeated rebels.

2. Enumerate, with dates, the chief events of the latter half of the eighteenth century, and some of the more distinguished persons who took part in them.

3. Give a brief description of the battle of Trafalgar or Vittoria, and state the political results of the battle you have described.

GRAMMAR.

TWO HOURS AND A HALF allowed for this paper.

(No abbreviation of less than three letters to be used in parsing or analysis.)

SECTION I. Parse fully the words in italics in the following passages :--[Syntax should not be neglected in the parsing.]

Farewell! A word that must be and hath been,
A sound which makes us linger; yet-farewell!
Ye! who have traced the Pilgrim to the scene
Which is his last, if in your memories dwell
A thought, which once was his, if on ye swell
A single recollection, not in vain

He wore his sandal-shoon and scallop-shell;
Farewell! With him alone may rest the pain,
If such there were, with you the moral of his strain.
SECTION II. Analyse the following sentence:-

"Governors are appointed for the good of the people; and the Constitution, which appoints them and invests them with their power, follows that law of nature which has determined the end of government, and which admits this form of government as the proper way of arriving at it.'

SECTION III.

Write out the existing rules of grammar that forbid some of the usages employed in the following

sentences:

"Between two girls which hath the merriest eye."
""Tis not the many oaths that makes the truth."
"You may deny that you were not the cause."

Grammar.

"He pretends to be that he is not." "Is she as tall as me?"

"Consider who the king, your father, sends." "I would not be thee."

"The maid is entered into Orleans."

"Plenty and peace breeds cowards."

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SECTION IV. (Only one of these questions is to be answered).

1. What do you understand by "parsing"? What points must be fully stated in parsing the principal verb of a sentence, a relative pronoun, or an adverbial conjunction?

Give

2. Show that more than one verb is required to complete the conjugations of the verbs to go, to be. some defective English verbs, and explain why "shall and " will" do not take the suffix "s" in the third person singular.

3. What is meant by gender? Give some of the ways in which the genders are distinguished in English. Give examples from poetry which attribute gender to things without life.

SECTION V. Give the force of the prefixes or suffixes in the words italicized in the following passages, and state in each case the source from which they are derived :

It is impossible from the circumstances of mankind that the thoughtless should be benevolent.

Careless men, seized with the newness of such objects, become thoughtful, and willingly contemplate the incessant changes of the earth's surface.

The rulers of a kingdom are not bound to communicate such matters, but may extract and select.

SECTION VI. Write full notes of a lesson on one of the following subjects:

(a) Irregular comparison of adjectives.

(b) The terminations of abstract nouns.

(c) Auxiliary verbs.

SECTION VII. Write a letter, as to a friend in a dis

tant country, descriptive of:

(a) The severity of the late winter.

Or, (b) Some recent invention.
Or, (c) Some public institution.

Or, (d) Your home enjoyments.