TONIC SOL-FA NOTATION.

Note Tests.

One or more of the following passages to be sung to the sol-fa syllables. The key-note and chord to be sung or played by the Examiner.

dmsfmrds d|| dms d' dr mrds d ||

d't d't ls d' m' r' d' d mrds 1t d' ||

|| dd's ft d' m 1 rd || d t, d s m d s, t, r ft, d ||

dmd s, t, dr s, f, t, dd s, d mr s, t, fm||

|| 1 m dt, 1, 1 se 1 f m 1 || 1, d t, 1, m, se, 1, t, se, 1, ||

11.

|| dd, s m ta 1 s fe s d ma r m d ||

12.

ds, mr se, 1, f m de r fe, & d ||

The above may be given in any key suited to the voice of the Candidate.

Time Tests.

One or more of the following passages to be sung on one sound, the Examiner beating time.

One or more of the following passages to be twice slowly played or sung to the syllable laa by the Examiner, the Candidate to repeat the sounds also to laa, and afterwards to give the sol-fa names. Each passage should be preceded by the key-tone and chord.

1. Easy.

2.

3.

4.

ddss d d d mss || mrd || 1 t d' ||

|| mrld s d' ta 1 d d' se 1 ||

SCHOOL MANAGEMENT.

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) A Cape. (2) An introductory lesson on short division. (3) Moods of verbs.

2. Explain generally how headaches and faintness may be caused by a vitiated atmosphere, and state in what part of the schoolroom a thermometer should be placed for a proper test of the atmosphere.

3. Show the advantages of gallery teaching for lessons on objects. For what other lessons is a gallery useful? Give your reasons.

4. Point out the difficulties of identifying nouns and verbs in the following sentences, and show how you would obviate these difficulties for children acquainted with those parts of speech only?

"He cast one look behind. She said, Look at me.” "How do you form your letters? That letter has a curious form.

"He did it without help. Do not help him.”

"The cold is severe in winter. It has been a cold season. Do not catch cold."

5. Give explanations of any unusual words or grammatical difficulties which are italicized in the following passage, in language suitable for a class in Standard V. or VI. :

When red have set the beamless sun,
Through heavy vapours dark and dun;
When the tired ploughman, dry and warm,
Hears, half asleep, the rising storm
Hurling the hail and sleeted rain

Against the casement's tinkling pane;
The sounds that drive wild deer and fox
To shelter in the brake and rocks.

6. What preparatory observations as to difficulties of spelling should be made before proceeding to write from dictation the following passages P

The watery dykes display luxuriant verdure; bulrushes and water-flags have attained their freshness; willows are rich with foliage in sylvan nooks; agreeably hidden in a leafy arbour, you may catch glimpses of the shier denizens of the more secluded labyrinths of the forest.

7. Explain how diagrams, models, and other visible illustrations may be usefully employed in teaching the notation of tens and hundreds.

8. Write out the rule for converting a pure circulating decimal to a vulgar fraction, and work an easy example in such a way as to show the reason of the rule.

9. Name the qualities you would select in giving an object lesson to infants on "steel"; and state the ex

periments or illustrations by which you would elicit the ideas, before giving the names of the qualities.

10. Detail some of the geometrical properties that may be taught to young children by folding square or rectangular pieces of paper, and give illustrative diagrams.

11. Detail the apparatus required for lessons on a coal-mine and on the seasons, and draw the diagrams required for the latter.

12. Make a table showing all the principal parts of a simple sentence, and give a short sketch of your method of teaching the term "predicate."

13. Give briefly, with examples, the rules of concord of the verb with its subject, when they are connected by disjunctive conjunctions, in the order in which they would naturally arise.

14. Write out the chief topics to be selected for a lesson on the reign of one of the Kings of England, and expand one of those topics into brief notes of a lesson.

15. Explain the purpose of using different coloured cottons in teaching young children to sew, and give the proper measurements for the parts of a child's pinafore.

16. What are the chief points to be attended to in correcting the composition, e.g., a letter, of an older class.

LANGUAGES.

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 language.

LATIN.

[N.B.-Male Candidates in Scotland, who wish to enter the Latin class at the University, must not omit any part of this section, but other Candidates may confine themselves to the parts marked with an asterisk.]

1. Translate into English :-
:-

*(a) C. Valerius Procillus, quum a custodibus in

fuga trinis catenis vinctus traheretur, in ipsum Cæsarem hostes equitatu persequentem incidit. Quæ quidem res Cæsari non minorem, quam ipsa victoria, voluptatem attulit, quod hominem honestissimum provinciæ Galliæ, suum familiarem et hospitem, ereptum e manibus hostium, sibi restitutum videbat; neque ejus calamitate de tanta voluptate et gratulatione quicquam fortuna diminuerat. Is, se præsente, de se ter sortibus consultum dicebat, utrum igni statim necaretur, an in aliud tempus reservaretur; sortium beneficio se esse incolumem. Item M. Mettius, repertus, et ad eum reductus est. (b) Eadem nocte accidit, ut esset luna plena, quæ dies maritimos æstus maximos in Oceano efficere consuevit: nostrisque id erat incognitum. Ita uno tempore et longas naves, quibus Cæsar exercitum transportandum curaverat, quasque in aridum subduxerat, æstus complebat: et onerarias, quæ ad anchoras erant deligatæ, tempestas afflictabat: neque ulla nostris facultas aut administrandi, aut auxiliandi, dabatur.

*2. (a) Conjugate the verbs:-Vinctus, incidit, attulit, ereptum, and necaretur.

*(b) Give the rules for the government of equitatu, quod, se præsente, and igni.

3. Account for the mood of traheretur, necaretur, and reservaretur.

4. State what you know about the divisions of Gaul in the time of Cæsar. Where was Gallia citerior, and why so called?

5. Translate into Latin:

*(a) In summer the days are longer than the nights.

*(b) He said that he was a Roman citizen.

*(c) He gave his sister that beautiful flower.

(d) On the death of the general, the soldiers threw away their arms and fled.

(e) As soon as he arrived at the camp, he informed the Emperor that a great battle had just been fought on the banks of the river,