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1. Give some account of the British Church in the first four centuries.

2. What persons were chiefly instrumental in converting the Anglo-Saxons?

3. What is known of the life and opinions of St. Patrick?

4. Give an account of the Venerable Bede.

5. Give a summary of the revisions of the Prayer-Book, and a full account of the latest.

6. Give an account of the divers translations of the Bible into English.

7. Name the principal ecclesiastical writers in these reigns-Elizabeth, Charles II., Anne, George III. Give an account of the works of one of these writers.

8. Name the chief Christian writers in the first three centuries. Why does the earlier date add to the importance of such writings?

9. Show the effects of heathen persecutions upon the progress of Christianity.

10. What circumstances led to the schism between the Eastern and Western Churches?

11. Give a succinct account of the operations of one of the great missionary institutions connected with the Church of England.


(Candidates are not permitted to answer more than one question in each section.)

SECT. I.-1. What is meant by numeration and notation? Multiply 527 by 290, and explain each step in the process.

2. What is the meaning of the terms dividend,' 'divisor,' 'quotient?' Divide 3275 by 9, and explain each step in the working.

3. Write out the notes of an introductory lesson on fractions.

SECT. II.-1. 1175 casks contain each 3 gallons, 3 quarts, 3 pints, and 3 half pints; how much do they all hold? Make out a bill for the following articles: 39 yards of Irish cloth, at 2s. 4d. per yard; 17 yards of muslin, at 7s. 24. ditto; 13 yards of cambric, at 10s. 6d. ditto; 27 yards of linen, at 2s, 5d. ditto.

2. Divide 3571. 12s. 2d. amongst 3 men, 4 women, and 6 children, giving to each man twice as much as to a woman, and four times as much as to a child. What quantity of shalloon that is threequarters of a yard wide will line 74 yards of cloth that is 1 yard wide?

3. Find, by practice, the value of 3713 at 41. 13s. 7d.; 39 cwt. 0 qr. 10 lbs. at 17. 17s. 10d. per cwt. How far will a man travel in 27 days of 10 hours each, at the rate of 3 miles 1 fur. 13 po. per hour? SECT. 111-1. Add together, of, and 9. Find the sum of of a yard, of a foot, and of a mile.

2. A person has of a coal-mine, and sells of his share for 1717.; what is the whole mine worth? If of a yard cost of a £, what will of an English ell cost?

3. Divide 04176 by 713-5. Express deeimally. Reduce 10 ozs. 18 dwts. 16 grs. to the decimal of a lb. troy.

SECT. IV.-1. What is the interest of 2841. 10s. for 2 years 4 months and 25 days, at 3 per cent per annum?

2. If the carriage of 5 cwt. 3 qrs. for 150 miles cost 31. 7s. 4d., what must be paid for the carriage of 7 cwt. 2 qrs. 25 lbs. for 64 miles, at the same rate?

3. Three persons make a joint stock: A puts in 1847. 10s., B. 967. 158., C 767. 5s.; they gain by trade 2207. 12s.; what is each person's share of the gain?

SECT. V.-1. What is meant by balancing an account? Give an example.

2. Explain the uses, with examples, of the following books: Day-book, cash-book, invoice-book, bill-book, ledger.

SECT. VI.-I. Explain the principle by which the mixed number 33 may be reduced to an improper fraction.

2. Show the correctness of the rule for the division of fractions, namely, "Invert the divisor, and proceed as in multiplication."

3. Explain the meaning of the terms ratio,' 'proportion; and show why in a rule-of-three sum we multiply the second and third terms together, and divide by the first.


SECT. I.-1. Draw a map of the south-west of England, with names of rivers and chief towns.

2. Enumerate the indentations and rivers on the western coast of Great Britain, with an outline map.

3. Name the coal-fields of Great Britain, and give an exact account of the largest, with an outline map of the counties in which it is situated.

SECT. II.-1. Draw a map of one of these countries: Hindostan, Canada, Ceylon, or Australia; and give a brief account of the climate, productions, and physical features.

2. Give an exact account of the British possessions in the West Indies.

SECT. III.-1. Name the rivers of Germany, and the chief cities on each, their length respectively, and the countries through which they flow.

2. Compare the height, direction, and appearance of the Cevennes, the Pyrenees, Sierra Nevada, and the Apennines.

3. Name in order the principal seaports on the coasts of Holland, Belgium, France, and Spain, and state concisely for what they are severally remarkable.

SECT. IV.-1. Draw an outline map of Asia or of North America.

2. Name in order the United States, with the chief towns and characteristic features.

3. Where are the following cities situated: Aden, Tobolsk, Bockhara, Lahore, Shanghai, Port Natal, Tripoli, Valparaiso, Baltimore, and Fredericton. For what are they severally remarkable?


1. Name the chief table-lands on the surface of the globe, and describe carefully the appearance and climate of the most remarkable ones in each quarter of the world.

2. Describe the phenomena of an arctic winter.

3. What imaginary lines are used by geographers to indicate the comparative temperature of different places? State the mean annual temperature of London, Paris, Constantinople, Calcutta, and New York.

4. What physical causes determine temperature?

5. Account for fog, hoar frost, and dew.

6. Give an account of the atmosphere, and of the effects produced by its movements and increase or decrease of density, &c.

7. Explain an eclipse as in a lesson for a class of girls.

8. Describe the characteristics of the New World as contrasted with the Old.

9. Enumerate the zones of vegetation, with the prevalent form of vegetable life in each.

Division A.

SECT. I.-1. Mention, with dates, the several dynasties under which England has been placed from the invasion by Cæsar to the present time.

2. State particulars in which Alfred advanced the welfare of his people.

3. Name the chief events in the reigns of Athelstan, Ethelred, and Canute.

4. Give a brief sketch of domestic and industrial habits in the time of Alfred.

SECT. II.-1. Who was the last of the Welsh native princes? and how did the title' Prince of Wales' originate?

2. When was this kingdom placed under an "interdict?" What were the social effects of such a sentence, and by what further denunciations was it followed up?

3. Enumerate the principal events in the reigns of Henry II., Edward I., and Henry VI.

4. Give a very short account of the origin and progress of the Crusades. What renowned persons were engaged in them?

SECT. III.—1. Who was the first queen regnant of England? porary sovereigns, and the most conspicuous events of her reign. 2. What led to the death of Lady Jane Grey?

Mention her parentage, contem

3. Enumerate the most renowned Englishmen of the sixteenth century, naval, political, and literary, with a brief sketch of the life and character of one of them.

SECT. IV.-1. Mention any queens (regnant or consort) of England remarkable for either personal or political virtues, with a sketch of the character of one of them.

2. Contrast the dress and diversions of the people in the fourteenth century with those of the present time.

3. Name the sovereigns contemporary with Queen Victoria, and her colonial possessions. Trace her succession from the Conqueror.

Supplementary Questions.

SECT. I.-1. Relate the immediate cause of the rupture between Henry II. and Thomas à Beckett. Do you see any advantage to the people in the indecisive manner in which the quarrel between the king and the archbishop terminated?

2. Give the dates, reigns, and some of the circumstances of the annexation of Ireland and of Wales to England.

3. State the nature of the dispute between the Roses, and describe the battle which terminated the quarrel.

4. When was the feudal system completed? Describe its characteristic features.

SECT. II.-1. What European sovereigns were contemporary with Henry VIII.? State the cir. cumstances favourable to himself under which he acceded to the throne.

2. Narrate carefully the circumstances of the fall of Wolsey and the rise of Cranmer.

3. How came the title "Defender of the Faith" to be applied to our Sovereigns; and in what sense can it now be appropriately retained?

4. Name the sovereigns contemporary with Queen Elizabeth, and give some account of her relation with them.

SECT. III.-1. Narrate the last visit (excepting as a prisoner) of Charles I. to Whitehall, and how it was the occasion of his final rupture with the Parliament.

2. Describe the circumstances and the results of the chief battles between Charles I. and the parliamentary forces.

3. Name the most distinguished persons in the reigns of Charles II. and James II., and give some account of the character of one in each reign.

SECT. IV.-1. Account for the possession of the Canadas by the Crown of England.

2. Enumerate the principal literary and political characters of the eighteenth century, with a brief account of any one of them.

3. Give the date of the great French Revolution, and name the chief persons engaged in it. Of what social circumstances, proximate or remote, do you consider it to have been the result?

4. Give some account of the origin and gradual rise of the British empire in India.


SECT. I.-1. Make out a table of the declensions of the English pronouns, personal, relative, and demonstrative.

2. Give examples of English words in which differences of (a) number, (b) gender, (c) person, (d) case, (e) mood, and (f) tense are marked by changes in the form of the word.

3. Show in what respects the English alphabet is deficient, and in what respects redundant; and enumerate the elementary sounds, distinguishing vowels, mutes, and liquids.

SECT. II.-Paraphrase the following passage, rendering its meaning in clear and simple prose:

"Whose freedom is by suff'rance, and at will
Of a superior, he is never free.
Who lives, and is not weary of a life
Exposed to manacles, deserves them well.
The state that strives for liberty, though foiled
And forced to abandon what she bravely sought,
Deserves at least applause for her attempt,
And pity for her loss. But that's a cause

Not often unsuccessful: power usurped

Is weakness when opposed; conscious of wrong,
'Tis pusillanimous and prone to flight:
But slaves that once conceive the glowing thought
Of freedom, in that hope itself possess
All that the contest calls for; spirit, strength,
The scorn of danger, and united hearts,
The surest presage of the good they seek."

SECT. III.-1. Parse fully the words in italics in the following sentence: "That he sold so valuable

a performance for so small a price was not to be imputed to necessity, by which the learned and ingenious are often obliged to submit to very hard conditions."

2. Parse the words in italics in the passage from Cowper, and supply the word required to compiete the construction of the last line, giving its parsing in full.

Supplementary Questions.

1. Paraphrase the following passage:
"Meantime, refracted from yon eastern cloud,
Bestriding Earth, the grand ethereal Bow
Shoots up immense, and every hue unfolds,
In fair proportion, running from the red
To where the violet fades into the sky.
Here, awful Newton, the dissolving clouds
Form, fronting on the sun, thy show'ry prism,
And to the sage-instructed eye unfold

The various twine of light, by thee disclosed
From the white mingling maze. Not so the boy :
He, wondering, views the bright enchantment

Delightful o'er the radiant fields, and runs
To catch the falling glory, but amazed
Beholds the amusive arch before him fly,
Then vanish quite away."

2. Write out an analysis of the above passage from the commencement to the word 'maze' in the 10th line.

3. State what English words are derived respectively from mitto, fero, sto, pono, solvo, mos, pes, radix, insula; and explain the origin and syntax of the following: 'than,'' if,'' self,'' twain,' ' notwithstanding.'

4. Examine the construction in the following expressions; The King of Prussia's cavalry'-' It is they who are the real conspirators''-'Either John or I was in fault'' Neither John nor I were in fault.'

5. Give examples of the figures of speech most commonly used in English poetry.

6. Through what successive stages has our language passed since the time of the Anglo-Saxons? 7. To what reigns, and what periods in the history of English literature, do the following writers respectively belong: Sir John Mandeville, Robert of Glo'ster, Chaucer, Wicliff, Raleigh, Steele, Burnet, Scott, Shenstone, Wordsworth? State what you know of the life and writings of one of them.


SECT. 1.-1. Give clear directions for making bread, and state your opinion of the advantages or disadvantages of home-baked bread.

2. What saving may be effected by the use of barley, oatmeal, Indian corn, and rice, in poor families? State briefly the nutritious qualities of these articles respectively.

SECT. II.-1. Give a full account of milk and its uses.

2. Describe the qualities and uses of vinegar.

3. What is the comparative cost of coffee, tea, cocoa, and porridge; what support and nourishment do they severally give?

4. Describe the tea-plant; the mode of preparing the leaf; and state whether tea should be made in earthenware or metal pots, and why.

SECT. III. What advice would you give about the clothing of children between three and twelve, with regard to health and economy! State how you intend to teach needlework in the first class of girls, and explain clearly how a patch should be made in an old garment.

SECT. IV.-1. Give directions for preparing linseed and mustard poultices, and for applying leeches. 2. Describe the first symptoms of fever, and the causes which render persons liable to contract eruptive febrile diseases.

3. Describe the symptoms and treatment of croup and hooping-cough.


1. What are the principal nutritive substances? In what kinds of food are they severally found? State their comparative merits.

2. Describe the process and uses of respiration.

3. What effects are produced by the abuse of stimulants?

4. What are the effects of intemperance in eating upon the body and mind?

5. What are the advantages of insuring early? Enumerate the various kinds of insurance, and show their comparative advantages.

6. Explain the effects of strikes upon wages.

7. Explain the process of combustion, as in a lesson to a class of students.


For Students of the First Year.

Candidates may select any questions, but will be expected to answer those questions fully and


Write the first line of your first answer as a specimen of copy-setting in large hand; and the first line of your second answer as a specimen of copy-setting in small hand.

1. Describe the best mode of giving a reading-lesson to a class consisting of children between 5 and 7,7 and 9, and 9 and 12 years old.

2. State the progress which you would expect to have been made in each of these classes, supposing the children to have been properly instructed.

3. What series of reading-books do you use? Give an account of the contents of the first and last books of the series; and 6 questions on one lesson from the highest book, with the answers.

4. Write out directions for a pupil-teacher in conducting a lesson in penmanship in the highest class of a school.

5. Describe exactly a lesson in dictation for well-instructed girls in the second class.

6. By what exercises are the elements of English composition best taught?

7. In what order do you propose to teach the elements of grammar? What text-book do you use?

8. What lessons in geography do you propose to give in the first, second, and third divisions of your school?

* The answers to this Section must be arranged in the form of Notes of a Lesson.

9. How many hours weekly do you propose to allow for arithmetic, grammar, and English composition, including dictation, in the first class of a good school?

10. Write out the heads of the lectures (if any) on moral training which you have lately attended. 11. What dispositions and habits in children give the most trouble in school? How would you propose to correct them?

12. What rules best secure punctual attendance? To what extent, and under what circumstances, would you admit a relaxation of these rules?

13. Prepare notes of a lesson on one of these subjects: Ruminating animals-Respiration-Snow.

For Candidates of the Second Year, and for Schoolmistresses attending the Examination.
(The Essay must be written by every candidate.)

1. In a school of 80 or 150 girls between seven and twelve years of age, describe-
(a) The best dimensions and arrangement of the room, furniture, desks, and forms.
(b) The best distribution of the teaching power.

2. What lessons are best done in parallel desks, in the gallery, or in open classes respectively? Give your reasons.

3. Describe the best mode of lighting, ventilating, and warming a school-room for 100 girls.

4. Explain the distinction between analytic and synthetic methods, with examples of both.

5. What are the advantages or disadvantages of simultaneous instruction? To what extent, and in what subjects, do you propose to use it?

6. What system of registration do you propose to adopt in order to show the progress of the children? Specify the details.

7. What information upon domestic matters can be derived from the reading-book which you propose to use in the first class? Give a full analysis of one lesson from the book on this subject.

8. What power would you give to a pupil-teacher in matters of discipline? State your reasons. 9. Write out the heads of the last two lectures upon mental faculties which have been given in your institution.

Write an essay on one of these subjects: The moral influence of a schoolmistress on her pupilteachers-Self-denial-The effect of sympathy between the mistress and children-Cheerfulness-Humility- -The peculiar temptations of a schoolmistress, and the effects of such temptations, if not overcome, upon her school.


SECT. I. The length or duration of notes is expressed by variations in their forms. Show these variations by a time-table.

SECT. II.-1. Instead of the following notes and dots, write rests of equal duration :

2. Place the proper time-signatures before each of the following bars:

3. Write the signatures of the following major scales: Re, Sib, Mi, Lab, Si.

SECT. III.-1. What is an interval? What an inversion? Tell what each of the following intervals becomes when inverted, and write down the inversions:

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2. What major and minor scales do the following signatures indicate ?

3. Show by a diagram the construction of a diatonic scale major, and explain the usual method of ascending and descending the minor scale.

Division II.

1. What is a scale in music? Illustrate your description of its use by a comparison of it with the alphabet in reading.

2. Transpose the following passage into the key of Bb and D; and state what you conceive to be the advantages of transposition, especially in vocal music :

3. Enumerate the various registers in the human voice; say which clefs are in general use; and represent the following passage in the bass clef:

4. Of how many sounds does a common chord consist, and what are the derivatives of the common chord?

5. How many inversions has the discord of the seventh, and how are they produced?

6. What is a discord by suspension? Is there any rule for the preparation of the discords of the fourth and ninth ?


The Students of the first year had four papers set them on this subject:

1. Free-hand Drawing.-To copy on an enlarged scale a given outline of flowers and leaves, without means of measurement.

2. Practical Geometry.-To work the following problems, the requisite figures in each case being supplied for that purpose:-1. Bisect a given angle. 2. Describe an equilateral triangle, each of whose sides touches a given circle. 3. Divide a given line into seven equal parts. 4. Within a given trapezium inscribe a circle. 5. Within a given rectangle describe a semi-elliptical arch, of which the base of the rectangle is the conjugate axis. 6. Within a given trapezium inscribe a square.

3. Perspective.-A solid cube, whose sides are 4 feet 6 inches by scale, is to be drawn in perspective on a paper supplied for the purpose, one side touching and parallel to the picture-plane, the nearest point of that side being 4 feet to the left of the line of direction. Also draw in perspective an upright cubical parallelogram, whose base is 5 feet 6 inches each way, and its height 8 feet, placed 3 feet to the right of the line of direction, and its nearest side 3 feet within the picture, and parallel to it.

4. Drawing from Solid Models.-The Student is required, on a paper supplied for the purpose, to make an outline-drawing in pencil, as large as the paper will admit, of the skeleton-cube in wood (forming one of Butler Williams's models). The model should be placed so as to have one side parallel to the ground.

The Students of the second year had five papers set them: four somewhat similar to the above, but more difficult; and one, "Drawing Objects from Memory." To draw from memory a wheelbarrow, as large as the space on the paper will conveniently allow.

The second-year Problems on Practical Geometry, for the working of which the necessary figures were given, were as follows:-1. Divide a given line into 5 equal parts. 2. Draw a line through a given point parallel to a given line. 3. Describe an arc passing through the 3 angles of a given triangle. 4. At a given point in a given line draw an angle equal to a given angle. 5. Given 2 sides of a regular polygon; describe the whole figure. 6. Within a given equilateral triangle draw 3 equal circles touching each other and the sides of the triangle. 7. Within a given hexagon inscribe the largest possible square.


[The Committee of the National Society are thankful for any communication likely to assist School Managers and Teachers, or otherwise promote the work of Church Education; but they do not neces sarily hold themselves responsible for the opinions of the Editor's correspondents.]

To the Editor of the National Society's Monthly Paper.


IV. The Miraculous Draught of Fishes. (St. Luke v. 1-11.)

Evidently one of the earliest of the miracles (see v. 11). Our Lord now lives at Capernaum. His doctrine has become popular: as He walks along the shores of the lake, He is followed by a large multitude. From what towns have they come? They press upon Him, as a crowd will. He does not reprove them; but He sees two empty boats drawn up on the shore. The owners are by the water-side clearing their nets of weeds, for they have been out all night fishing. They little think it is the last time they shall wash them. Our Lord enters into one boat (whose ?), and begs him to push it into the lake; the lake is still and calm, and the boat becomes His pulpit. Can the crowd press upon Him now? They stand along the water's edge, on the smooth silver beach, listening. Perhaps it was a sheltered bay where these boats were drawn up. If so, they half surrounded Him. He sits and speaks, perhaps for hours. When He ceases, turning to the owner of the boat, whom He would repay, He bids him launch out into deeper water and let down his nets. He obeys; and they inclose a haul of fishes so immense, that two boats are filled and begin to sink under the weight. Simon Peter falls down at Jesus' knees. His words both in v. 5 and v. 8, and our Lord's answer, should be learnt by heart.

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