SECTION II. Write in simple prose one of the following passages: (a) I love the season well When forest glades are teeming with bright forms, The coming-on of storms. The softly warbled song Comes from the pleasant woods, and coloured wings Or (b) At length the freshening western blast And first the ridge of mingled spears And plumèd crests of chieftains brave, SECTION III. Analyse the following passage:Cæsar, who is commonly esteemed to have been the founder of the Roman Empire, possessed very eminently all the qualities, both native and acquired, that enter into the composition of a hero, but failed of the honour, because he overthrew the laws of his own country, and raised his greatness by the conquest of his fellow-citizens more than of their enemies. SECTION IV. Write out the plurals of cow, cloth, deer, datum, quarto, factory, species, and the past tenses of the verbs strike, swing, sing, tear, split. Give words (not more than six) derived from the Latin duco, I lead; fundo, I pour; with their meanings. Write out the classes of pronouns with two examples of each. (These form one question.) SECTION V. Give the force of the prefixes in the words printed in italics in the following passages: Scenes so singularly opposed are peculiar to beds of slate, which are both vast in elevation and easy of destruction. The comparative durableness of the rock forbids vegetation, but the exposed summits are not subject to laws of rapid destruction. The imprudent zeal with which the nobles had supported the royal prerogative in opposition to the Commons in the commotions of the previous year, enabled Charles to depress one of the orders and to destroy the balance to which the Constitution owed its security. SECTION VI. Write full notes of a lesson on one of the following subjects: (a) Relative pronouns. (b) Substantive clauses. (c) The channels through which Latin words have been introduced into our language. SECTION VII. Write a letter descriptive of (a) The Arctic Expedition of 1876. Or (b) The rescue of the Welsh miners at Pontypridd. Or (c) A pupil teacher's course of studies. Or (d) The natural beauties of your own neighbourhood. Underline any words you know to have come down to us from other sources than Anglo-Saxon. FEMALE CANDIDATES. ARITHMETIC. THREE HOURS allowed for this paper. Candidates are not permitted to answer more than one question in each section. The solution must in every instance be given at such length as to be intelligible to the Examiner, otherwise the answer will be considered of no value. SECTION I. Add together nine millions nine hundred and nine thousands and ninety-nine; seven hundred and forty thousands and forty-seven; six millions twenty thousands and two hundreds; eight thousands and eighty-eight; thirteen millions one hundred and thirty thousands and four hundreds. From the sum subtract four millions four hundred and six thousands three hundreds and sixty-seven; and divide the remainder by ninety-four. SECTION II. Divide £7,483,192 2s. 74d. by 803, and prove your sum by multiplication. SECTION V. (Clothing and Washing.) 1. Explain the benefit of flannel and other woollen material for clothing: and describe the method by which such material should be washed. 2. State the different materials required for washing, and the use of such materials: would any difference be made in the use of these materials when washing coloured print dresses, knitted worsted stockings, and flannel shirts? SCHOLARSHIP QUESTIONS, 1878. NOTE. The time allowed for each Paper in the following series was three hours, if not otherwise mentioned. Candidates were restricted to one question in each section. 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 a lesson. No Candidate is to answer more than seven questions. SECTION I. 1. What were the arrangements of your school, as to the position of windows, stoves, desks, and galleries? Why have these points to be considered in planning a school? For what lessons is a gallery specially adapted? Describe the construction of a gallery suitable for older children, or for infants. 2. Show the advantages of varying the classification of a school according to the subjects of instruction. What are the advantages and disadvantages of teaching boys and girls together in the same school? 3. What lessons were you in the habit of giving during your apprenticeship for which full notes were required? What method were you instructed to follow in drawing up notes for an introductory lesson on some new rule in arithmetic ? (For Females only.) 4. A girl can hem, seam, fell, and plait, and can also fix all the above; construct a scheme for the next two standards in needlework? Name some garment or garments suitable for both standards. SECTION II. 1. What should be the next steps in reading after a child has mastered the forms of the letters and powers of the vowels? Give examples of a few such lessons. 2. Explain how the reading of dialogue and recitation may be employed to remedy want of intelligence in reading. For what reasons should more than one set of reading books be employed in each class ? 3. Which subjects of instruction can be best taught by reading books, and which by oral lessons? Give reasons in each case for your classification. SECTION III. 1. A class can multiply by numbers up to nine (inclusive): what intermediate steps of reasoning and practice are needed that they may be able to multiply intelligently by such a number as 67? Give more difficult examples of each step. 2. By what method would you teach Rule of Three sums ? State clearly the two methods commonly employed, and compare their advantages. 3. By what illustrations on the blackboard would you prove to children that of = 21, and 7 — 2 = ? SECTION IV. 1. What are the chief difficulties to be encountered by a child beginning small-hand copies ? How would you deal with them? 2. What general rules of composition would you give to a class which was required to write out from memory the substance of a short story? 3. Name some common faults of letter-writing among children. From what causes do they proceed? How would you correct them? SECTION V. 1. State fully the purposes for which a blackboard may be used in reading, writing, and geography lessons. 2. A complaint is frequently made, that geography, as taught in schools, is confined to lists of capes, heights of mountains, etc.: how far are such lists useful, and for what purposes ? Illustrate from your knowledge of British capes and mountains. 3. What order should be followed in teaching the parts of speech? Give your reasons. |