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SCHOOL MANAGEMENT.

THREE hours allowed for this Paper with that on
MUSIC.

Those who are or have been Pupil Teachers are not to answer more than one question in any Section. Candidates who have not been Pupil Teachers may answer any seven questions they think fit, except in Section VII., from which only one subject should be selected for notes of lesson.

No Candidate is to answer more than seven questions.

SECTION I.

1. Describe the desk accommodation of your school. What space should be reserved for each child for writing, what for reading, in desks? Which lessons should be given out of desks? Give your reasons.

2. How was your school room warmed and ventilated? Explain clearly the action by which the vitiated air was removed from the room. What are the chief difficulties attending ventilation in winter?

3. Explain why erasures should never be permitted in any of the registers or other school documents. If a mistake were made in marking or casting up the registers, how should it be corrected? Explain the uses of an Admission Book.

(For Females only.)

4. By what graduated steps would you teach hemming to very young children? In what order would you teach hemming, felling, stitching, seaming, and gathering? What other kinds of stitch are required for a plain night shirt?

SECTION II.

1. Which are the silent letters in the following words:-often, would, answer, track, lambkin, friend, know, furious? How is the type of printed books sometimes varied to assist young children in overcoming this difficulty?

2. Divide the following words into two classes, according as the letters which compose them do or do not represent the same sounds in a considerable number of other words:-pen, who, screen, eyes, plague, only, two, too, would, cough, there, were. Give your reasons.

3. Before reading the following paragraph with older children, what words should be previously explained? Give your explanation of each.

"The swallows are a most inoffensive, social, and useful tribe; they all, except one species, attach themselves to our houses; amuse us with their migrations and marvellous agility, and clear our outlets from troublesome insects. Whoever contemplates the myriads of insects that infest our atmosphere in summer, cannot but feel grateful for their friendly interposition."

SECTION III.

1. Name those tables of weights and measures that should be first taught to children. Justify your selection by the uses to which the selected tables are applied.

2. Write down the arithmetic required for Standards III. to VI. Give reasons for not following the usual order of rules as given in ordinary works on Arithmetic, especially in regard to Vulgar and Decimal Fractions.

3. Suggest some different methods for multiplying £3. 11s. 9 d. by 99. Show which you consider to be the shortest or simplest way. Would you think it advisable to teach young children more than one method? Give your reasons.

SECTION IV.

1. Arrange the following words in order according to the difficulty of writing they present to beginners, and give your reasons:-man, mat, mamma, mask, mast, men, meat, mend, mane, most, mind.

2. Give a rule for spelling words in which the sound of ie and ei is identical. Give also the double meanings of bridle, letters, bandy, dock, decline.

3. What other ways are there of spelling plough, vexed, wagon, riband, increase, chestnut, odour, shew, dram, cigar, cloak, cheque, draft? Account for this double usage in as many cases as you can.

SECTION V.

1. What is the advantage to young children of having lessons on such subjects as a spider, wool, sugar? Enumerate the qualities or peculiarities in each case which you would specially direct their attention.

2. Under what branches of study would the following subjects for lessons naturally fall? Explain the meaning of the names you employ. (1) a mountain, (2) a lion, (3) iron, (4) the bark of trees, (5) the backbone, (6) punctuation, (7) tides, (8) ventilation, (9) harmony, (10) honesty, (11) articulation, (12) levers.

3. Show that it is a great advantage to pupil teachers to reproduce their own lessons on Geography, Grammar, &c., to the upper classes of a school, but that they require to be modified in the reproduction. In what respects, for example, would lessons on France, complex sentences, or Magna Charta, require to be curtailed?

SECTION VI.

1. Is it a sufficient definition of good discipline to say that "it is the power exercised by the teacher over the children"? Give some distinguishing marks of good discipline.

2. What are the principal faults of questioning that produce a habit of guessing in children? Show the bad effect of such a habit, and give illustrations from your own experience in teaching Geography.

3. Show that what is called stupidity in children may arise from faults on the part of the teacher. Name some of these faults.

SECTION VII.

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

(a) Some useful trade.

The railway that passes through or near your own neighbourhood.

(c) Mountains.

(d) The manufacture of a horse-shoe, or a teacup,

or a needle, or thread.

MUSIC.

THREE hours allowed for this and the SCHOOL MANAGEMENT Paper.

The Tonic Sol-fa questions are printed in Italic. entirely to one set of questions or the other. to answer more than FOUR questions.

Candidates must keep They are not permitted

1. Write over each of the following notes its pitch name (A, B, Do, Re, or other); under it, its duration name (Crotchet, Quaver, or other); and after it, its corresponding rest.

1. Write OVER each of the following notes its name with regard to its position in the scale, third, fifth, er other; and UNDER each the time names for notes and rests. Key C.

(r:- 1: (d:-'m:-\f: (m:-|-:-|1: (s:-|

2. Write the scale of D, or Re, placing a sharp immediately before every note requiring one, and marking the places of the semitones.

2. Give an example of transition of two removes.

3. Write over each of the following pairs of notes the name and quality (major third, perfect fourth, or other) of the interval it forms.

3. Write over each of the following pairs of notes the name and quality (major third, perfect fourth, or other) of the interval it forms.

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4. Write over each of the following, the name of the major scale or key, and under each the name of the minor scale or key, of which it is the signature.

b-b:

4. Write the names of the respective Dohs when La is G, Fsharp, B, C and D, and the names of the Lahs in Keys B flat, A, D, E flat, and F.

5. Write, in a, a measure of C time; in b, a measure of time; and, in c, a measure of time, introducing at least one rest in each.

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5. Write short phrases in four-pulse measure, in threepulse measure, and in six-pulse measure, in either primary or secondary forms; each phrase to contain at least one silent pulse.

6. Write the scale of D minor descending and ascending.

6. Write the minor scale ascending and descending in all the forms with which you are acquainted.

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