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Three hours allowed for this paper, with that on Music.

All Candidates must answer Question 1, and may not answer more than eight other questions.

1. Write full notes of a lesson on one of the following subjects (1) Leather; (2) Mountains; (3) Joan of Arc; (4) A Railway.

2. Name, in progressive order of teaching, the apparatus required for lessons in geography, and show how you would give a conception of scale and proportion in map-drawing to young children.

3. State the chief points to be noticed in giving a lesson on a "River," with the order in which each point should be introduced to the class. Illustrate your answers by some English or Scotch river.

4. What plan would you follow in giving a description of some famous battle? Illustrate your answer by the Battle of Flodden or Waterloo.

5. Write out brief heads of a first lesson in " Simple Subtraction," with a series of progressive examples.

6. Write out two or three problems in mental arithmetic requiring the application of three at least of the compound rules.

7. Make and explain diagrams to illustrate the following:

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8. Explain fully the principles of Mulhauser's method of teaching writing; and write the word "trustfulness" according to that method.

9. Detail some of the advantages and disadvantages of teaching reading by the Alphabetic method.

10. Define "a sentence" in grammar; and illustrate your definition by original examples of simple, complex, and compound sentences relating to events in English history.

11. Give short explanations suitable for children of the words italicized in the following passages :

"No thought was there of distant flight;
Linked in the serried phalanx tight;

Groom fought like noble, squire like knight."

As day declines, nature recovers from this languor and exhaustion; the insects again flutter across the open glades, and the larger animals saunter away from under cover in the direction of the ponds and pastures.

12. Give examples of Kindergarten exercises that may be used to stimulate invention and imitation in young children.

13. Point out some of the uses of object-lessons in infant schools, and illustrate your answers by short notes of a lesson on "the Whale" or on "Iron."

14. Show that by the aid of a blackboard or other apparatus plain darning may be taught simultaneously to a large class.


Three hours allowed for this and the School Management paper.

The Tonic Sol-fa questions are printed in italics. Candidates must keep entirely to one set of questions or the other. They are not permitted to answer more than FOUR questions.

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, or other); and UNDER each the time names for notes and rests.

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2. Complete the following as a scale of D or Re.

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2. Write a scale in the Lah mode; and one in the Ray mode.

3. Write under each of the following pairs of notes its name (second, third, or other), and quality (major, perfect, or other).

3. Write under each of the following pairs of notes its name (second, third, or other) and quality (major, perfect, or other).

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4. Write in a the signature of G (Sol); in b that of D (Re); in c that of F (Fa); and in d that of B flat (Se).





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

5. Place time signatures before each of the following passages.

5. Write a phrase in three-pulse measure in primary form, and a phrase in six-pulse measure.

6. Write the scale of A (La) minor, descending and ascending.

6. Write the upper part of the scale in the minor mode, ascending or descending, in all the forms with which you are acquainted.


Three hours allowed for this paper.

Candidates examined in England, and Female Candidates in Scotland, may answer questions in one language (only),

Male Candidates in Scotland may answer questions in two (not more) languages.

Candidates in England must omit the last question in each section.


1. Translate into English :

(a) Cæsar, quod neque colloquium interposita causa tolli volebat, neque salutem suam Gallorum equitatui committere audebat, commodissimum esse statuit, omnibus equis Gallis equitibus detractis, eo legionarios milites legionis decimæ, cui quam maxime confidebat, imponere, ut præsidium quam amicissimum, si quid opus facto esset, haberet. Quod quum fieret, non irridicule quidam ex militibus decimæ legionis dixit: 'Plus, quam pollicitus esset, Cæsarem ei facere: polli. citum, se in cohortis prætoriæ loco decimam legionem habiturum, nunc ad equum rescribere."


(b) Nemo ipsam voluptatem, quia voluptas sit, asper


natur, aut odit, aut fugit; sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt.

2. Conjugate the verbs tolli, audebat, detractis, fieret, pollicitus esset, odit, consequuntur, and nesciunt.

3. Give the rules for the government of equitatui, equis, equitibus, facto, and ratione.

4. (α) Decline both in singular and plural duæ ille magnus and hæc dies serena.

(b) Give the genitive plural of pons, sedile, hostis, serpens, canis, and juvenis, and state the general rules for the formation.

5. Translate into Latin :

(α) Having left his army, he fled.

(b) I have received the letters which you sent me.
(c) The General sent soldiers to take the city.
(d) Having completely routed the enemy, he re-
turned to the city with the spoils.

(e) Cæsar said that he would severely punish
those Gauls who had so often rebelled
against the Republic, and devastated the
lands of the Allies.

(f) Scipio, when the Carthaginian ambassadors arrived to sue for peace, was only twelve miles distant from the city, which he had resolved to enter on the following day.


1. Translate into English:

(α) “Ανδρες στρατιῶται, μὴ θαυμάζετε, ὅτι χαλεπῶς φέρω τοῖς παροῦσι πράγμασιν. Ἐμοὶ γὰρ Κῦρος ξένος ἐγένετο, καί με, φεύγοντα ἐκ τῆς πατρίδος, τά τε ἄλλα ἐτίμησε, καὶ μυρίους ἔδωκε δαρεικούς· οὓς ἐγὼ λαβὼν, οὐκ εἰς τὸ ἴδιον κατεθέμην ἐμοὶ, ἀλλ ̓ οὐδὲ καθηδυπάθησα, ἀλλ ̓ εἰς ὑμᾶς ἐδαπάνων.”

(b) Κῦρος μὲν οὖν οὕτως ἐτελεύτησεν, ἀνὴρ ὢν Περσῶν τῶν μετὰ Κῦρον τὸν ἀρχαῖον γενομένων βασιλκώτατός τε καὶ ἄρχειν ἀξιώτατος, ὡς παρὰ πάντων ὁμολογεῖται τῶν Κύρον δοκούντων ἐν πείρᾳ γενέσθαι. Πρῶτον μὲν γὰρ παῖς ἔτι ὢν, ὅτε ἐπαιδεύετο καὶ σὺν τῷ ἀδελφῷ καὶ σὺν τοῖς ἄλλοις παῖσι, πάντων πάντα κράτιστος ἐνομίζετο. Πάντες γὰρ οἱ τῶν ἀρίστων Περσῶν παῖδες ἐπὶ ταῖς

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