1. What is a chord?

Music.

Junior and Senior.

What is the smallest number of notes that can form a chord, and what are the intervals between the notes? What is the lowest note called?

2. Why should a common chord also be called a chord of the fifth? How does a major common chord differ from a minor one? Of which kind are the chords on the tonic and dominant of major and minor keys?

3. Why cannot a common chord be formed on the 7th degree of the scale? How would you describe the combination of that note with its 3rd and 5th?

4. What is an inversion of a chord? How many inversions has a common chord? what are they called, and why?

5. What is a figured bass? Give all the ways in which a common chord and its inversions may be figured.

6. Write in four parts (treble and alto on treble stave, tenor and bass on bass stave), the common chords of B minor, F major, C minor, and A2 major and their inversions. Figure the bass.

7. What is a cadence? Write a perfect or authentic cadence (according to the directions given in Question 6) in the keys of F minor, G major, E minor, E major, and D major. Explain the plagal cadence.

8. Write the melody of " God save the Queen" in four keys with not less than three sharps or flats.

Music.

Higher Local.

1. Write counterpoint of the first species in two, three, and four parts to the following Canto Fermo, letting it appear in all the parts in different exercises :

2. Harmonise in four parts the choral, "Ein feste Burg," and introduce passing notes and suspensions in all the accompanying parts.

3. Give a sketch of what you would consider a good first Piano, Organ, or Singing lesson to an entire beginner. In the case of the Piano lesson the pupil may be considered quite ignorant of the notation and rudiments of music; in the Organ lesson, to have played the piano, but to be entirely unacquainted with the organ; and in the Singing lesson to have studied the theory of music only.

4. Explain the leading features of the form of Beethoven's first Sonata in F minor, and say how it chiefly differs from the Haydn Sonata which has been studied.

5. (i) Sounds differ in pitch, intensity, and quality. Say to what these differences are due, and explain in detail the theory of the composite nature of sounds.

(ii) Give the complete series of overtones, up to the tenth, of

a sound whose fundamental tone is

note its vibration number.

and write under each

(iii) Do sounds become more or less composite as they ascend in pitch? Why? Give an example of a perfectly simple tone.

Teachers' Examinations.

THEORY AND PRACTICE OF TEACHING.

SPECIAL SUBJECTS:

MILTON'S TRACTATE ON EDUCATION; LIFE AND WORK OF
FROBEL.

1. Draw up a scheme illustrating the normal development of the Intellect.

2. Explain and fully illustrate the mental process of Association. How can it be turned to practical account in teaching?

3. From what common errors may a knowledge of Logic save the teacher? Give a few hints on the Art of Reasoning in the form in which they may be usefully presented to a school class.

4. Setting aside mere information, what solid advantages may be gained by careful preparation for a public examination? How would you secure such for your own pupils? What dangers should be specially guarded against, and how?

5. Comment on the following educational maxims, and state in a few words the main teaching of their respective authors :"Pas trop gouverner" (Richter).

(i)

(ii) "One thing well" (Jacotot).

(iii) "The end of study is knowledge, and the end of knowledge is communication" (Comenius).

6. Describe, with a plan, a carefully constructed, duly furnished, and well ventilated schoolroom.

7. What classical authors does Milton recommend? On what principle does he choose them? Explain by reference to the

context.

(i) "Instilling their barren hearts with a conscientious slavery." (ii) "This was one of Hercules' praises."

(iii) "That they may know the tempers."

Of what special value to the teacher is the knowledge here referred to, and how should it affect his treatment of individual

cases?

SONNENSCHEIN'S ROYAL RELIEF ATLAS OF

ALL PARTS OF THE EARTH.

Consisting of Thirty-one accurately embossed Maps; with Physical, Political, and Statistical Explanations facing each Map. By. G. PHILLIPS BEVAN, F.G.S., F.S.S., etc. Each Map is framed in

separate Cardboard Mounts, guarded, in a new style, and the whole half-bound in one volume, royal 4to, 218.

"If ever Atlas deserved the title 'Royal,' this does. The embossed maps are superb,. and have the additional merit of not being over-crowded with names. To form an adequate idea of their rare beauty, they must be seen."-The Practical Teacher.

"The Atlas measures about twelve inches by ten, and is so bound as to lie perfectly flat wherever opened. . . Every one who wishes his children to understand physical geography should buy the 'Royal Relief Atlas.' It will come as a revelation to them."-Teacher.

"Unique in its kind.

Turning to the map of Scotland, for instance, the eye ·

is at once struck by the rugged mountain masses of the Central and Northern Highlands, and is able clearly to trace the depression of the surface which constitutes the vale of the Forth and Clyde. Not only the mountain system, but the natural drainage and watersheds of each country are clearly indicated."-The Scotsman.

SONNENSCHEIN'S

LINEAR
MAPS.

BLACKBOARD

(Outline Wall Maps, with Blackboard Surface, rolling up.) Adopted by the London and other School Boards.

FIRST MAP, ENGLAND and WALES, 4 ft. 9 in. by 4 ft., 16s. -
SECOND MAP, EUROPE, 5 ft. 6 in. by 4 ft. 6 in., 21s.

THIRD MAP, TWO HEMISPHERES, in preparation.
FOURTH MAP, AFRICA.

OTHERS TO FOLLOW RAPIDLY.

"Every good teacher illustrates his lessons with sketch maps, giving speciali prominence to the feature then forming the subject of instruction. This is just what is ready to hand on the map under review. It is therefore easy to see that it will effect a great saving of time. It meets a practical need in a practical way. No school where the geography of our native land is taught should be without it.”— TEACHER (in Review of "England and Wales)."

THE CHILD AND CHILD NATURE. By the Baroness Marenholtz Bulow. With a few Illustrations. Third Edition, 3s.

"CONTENTS.-Introductory-Child-nature-The First Utterances of the ChildRequisites of Education-Early Childhood-Froebel's Method-The KindergartenThe Child's First Relations to Nature, to Mankind, to God.

"The name of the authoress is well known as that of one of Froebel's most affectionate and enthusiastic discples, and as one of the most skilful expositors of the theory of the Kindergarten system. The book will be of special value to those who desire a more exact knowledge of Froebel and his work."-Academy.

BY THE SAME AUTHORESS.

HAND WORK AND HEAD WORK: Their Relation to one another. 3s. CONTENTS.-On Labour and Kindergartens for the People-Establishment and Organization of Kindergartens for the People-Training of Kindergarten Teachers"Transition Classes "-The Kindergarten System and Industrial Schools-Objections to the System answered.

"All who have charge of the training of the young, whether as Mothers or Schoolmistresses, will find this work full of deep and earnest thought, and one that cannot fail to prove wholesome and instructive reading."-Times.

LONDON: W. SWAN SONNENSCHEIN & CO.

Part I., Analysis of Words and Pronunciation, just published, 1s. cloth.

THE COMMON-SENSE METHOD OF TEACHING FRENCH,

By H. POOLEY and K. CARNIE.

This method is the outcome of many years' experience, aided by the careful practical study of the Systems in use in the elementary Schools of Paris.

French is a living language, and to be of practical use, must be taught conversationally from the outset.

The C. S. METHOD exercises the pupil in articulation and pronunciation, whilst at the same time he is acquiring, without conscious effort, a large vocabulary of French words, which are brought into daily use. The study of French Grammar is postponed until the pupil can read and understand fluently and intelligently.

"We quite admit that to begin to teach a language by its grammar is a blunder."The Times on SIR J. LUBBOCK's Speech at University College, Bristol, Nov. 5th, 1888. "The teaching of a foreign language so constantly fails, because the science which treats of the facts of the language is attempted before the learner is in any way made familiar with the facts themselves. The cart is put before the horse."-RICHARD MORRIS, M.A., LL.D., President of the Philological Society.

LONDON: W. SWAN SONNENSCHEIN & CO.

Third Edition now ready of SIR GEORGE W. Cox's (BART.)

LITTLE CYCLOPEDIA OF COMMON THINGS.

Fully Illustrated, 664 pages, large 8vo, 7s. 6d.

"Has deservedly reached a third edition. For handy reference and information on subjects of common interest it is to be preferred to the big encyclopædias. You get an explanation, for example, concerning the raw materials and products of manufacture, the practical applications of science, and the main facts of natural history, chemistry, and most other departments of knowledge within brief compass the numerous illustrations are often a material help in clearing away difficulties and misapprehensions that widely prevail with regard to common things. The volume has also the important recommendation of being remarkably cheap."-Scotsman.

LONDON: W. SWAN SONNENSCHEIN & CO.