2. From which of the sources of the English language are the following words derived? Give also the signification of each interlunar forecast atheists — gangrene harbinger sincere - hero murderer-enchant-profane-priest-witness.

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3. Explain the differences from modern grammatical usage in the following passages:

(a) Pretend they ne'er so wise.

(b) Unless there be who think not God at all.
(c) I shall be named among the famousest.
(d) I am sorry what thy stoutness will produce.

4. Explain the meaning of the following:-thy prime decree-carelessly diffused-the sphere of fortune-how counterfeit a coin-that specious monster-my capital secret-adder's wisdom-seven-times folded shieldgymnic artists-Fame's wings, one white, the other black-villatic fowl.

5. In what senses are the words italicised in the following passages used by Milton ?-bear it not too sensibly-humours black-so fond are mortal men-a secular bird-appoint not heavenly disposition-crude old age-answer thy appellant.

6. What allusions to Milton's blindness, and to the state of his own times, may be gathered from Samson Agonistes?

7. Scan the following lines:

(a) A little onward lend thy guiding hand.

(b) See how he lies at random, carelessly diffused. (c) As if they would confine the Interminable.

(d) Many are the sayings of the wise.

(e) O, how comely it is and how reviving. (ƒ) Among them he a spirit of frenzy sent. And calm of mind, all passion spent.

SCHOOL MANAGEMENT.

Students who are remaining in the Training College after this Examination must omit Section VII, and are not permitted to answer more than one question in each of the other Sections.

Students who leave the Training College to take charge of Schools after this Examination, and Acting Teachers, should answer the whole of Section VII. and one question in each of the first five Sections.

SECTION I.

1. Give a brief account of the methods of teaching pursued in the first schools established by Bell and Lancaster.

2. Give some short rules that would impress on your scholars the value of habits of punctuality, cleanliness, and courtesy.

3. What do you understand by "Notes of Lessons"? Why cannot the exact form and order of questions, that are required for oral lessons, be given in such notes ?

SECTION II.

1. Write out fully such explanations of words phrases and grammatical difficulties, as would be needed for a reading lesson to a first class on the following passage:

The building was a spacious theatre,

Half round, on two main pillars vaulted high,
With seats, where all the lords and each degree
Of sort might sit in order to behold;

The other side was open where the throng On banks and scaffolds under sky might stand. 2. Give examples of the different sounds expressed by the letters c and i and the dipthong ou. Account for some of these peculiarities.

3. Explain the advantage of giving to older children short biographies of authors whose works are used for reading lessons. Illustrate your reasons by passages from Samson Agonistes or from some standard poem with which you are acquainted.

SECTION III.

1. What descriptions of slates, easels, and blackboards are best adapted for teaching drawing, geography, and music in a class?

2. Analyse the letters of the word "camphorated" into the elementary shapes employed in your system of teaching writing.

3. Which of the following lessons would you consider suitable as subjects of composition for a class of fourth standard children: the battle of Waterloo, the boundaries of their own county, coal, the steam engine, a clock?

State your reasons in each case as to the suitability or unsuitability of each subject.

SECTION IV.

1. What are the chief uses of mental arithmetic? Give some examples introductory to a first lesson on division of money.

2. Shew how a child's ordinary knowledge of money transactions may be utilised for illustration of addition of fractions.

3. Give such a series of examples of vulgar fractions, producing terminating decimals, as would fully illustrate the general rule for converting the denominator into a multiple of ten.

SECTION V.

1. Point out the necessity of a good knowledge of geography for the teaching of history, and illustrate your explanation by the geography of the Highlands of Scotland, and of Wales.

2. What do you understand by "Historical Grammar"? Give some examples of the names of animals, and of inflexions of verbs.

3. What natural laws interesting to children would require to be clearly stated in a lesson on the pendulum of a clock, the flight of a bird, and the breathing of a fish?

SECTION VI.

Write full notes of a lesson on one of the following subjects

(1.) The causes of foul air in a room lighted with gas.

Or (2.) Some agricultural implement.

Or (3). Habits of domestic animals.

Or (4.) Our postal system.

Or (5.) Ready money dealings.

SECTION VII.

(See directions at the head of the paper).

(a) In drawing up time tables to be submitted to the Inspector, what difference may be made as to the times of marking the registers in day and evening schools? What alteration of marks is required in the case of a scholar who leaves before the close of the school attendance?

(b) What is the object of the child's school book? What entries should be made in it when a child leaves your school?

(c) What rule would you lay down for your guidance in those few cases in which you might consider it necessary to inflict corporal punishment?

(d) If a child enters school on Monday, the sixth of January, (allowing for a week's holiday at Easter and at Whitsuntide, for three weeks' holiday in June and for five occasional half holidays,) at what date might he be expected to have completed 250 attendances, if we suppose that eight per cent. of the scholars are absent at each attendance from unavoidable causes?

(e) Make out a list of apparatus required for teaching Geography, Arithmetic and Natural History.

(f) Explain some system for introducing fresh warm air into a schoolroom without producing draughts.

BRITISH HISTORY.

SECTION I.

1. Describe the positions of the walls of Antoninus and Severus. What was the state of Scotland after the withdrawal of the Romans? By what races Lowlands of Scotland chiefly peopled?

were the 2. By what tribes were the kingdoms of Kent, Northumbria and Wessex formed?

Name some of the more distinguished Saxon kings of United England with their dates of accession.

3. Explain the terms thane, churl, villein, fief, danegeld, witan.

SECTION II.

1. Describe the character of the government of William Rufus.

Name the chief events of his reign, and relate the circumstances of his death and burial.

2. Give a brief account of the reign of William the Lion.

On what conditions was Scotland released from its vassaldom to England?

3. Describe the position of Chateau Gaillard. In whose reign was the fortress lost, and with what political results ?

SECTION III.

1. By what judicial reforms was the reign of Edward the First distinguished?

Name other English sovereigns who have governed wisely by guiding the feelings of their people.

2. Describe briefly the conquest of France by Henry the Fifth.

How were his projects of conquest assisted by internal dissension in France?

3. Explain the words attributed to James the Fifth of Scotland, "It (the Crown of Scotland) came with a woman and will go with a woman."

Write a short account of the persons alluded to.