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one sound to the syllable laa, the Examiner beating time.

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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 proper names (as C, D, E, or Do, Re, Mi, &c.). Each passage should be preceded by the key-tone and chord.

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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. The key to be chosen to suit the voice of the Candidate. 1. Easy.

2.
lid s mfmrms d || d m s d'dr msls ||
3.

4.
ll d' t d's ls d'st d' || d m r d s ls d'||
5. More difficult. 6.
|| d d's m t d'flrd || d t, d s m d 8, s ft, d ||
7.

8.
|| d m d s, m, d m s, fit, d || ds. d mrt, sfm |
9.

10.
|| 1 m d m 1, 1 se 1 rm 1 || 1, 0 t, 1. r, filt, se, 1.||
11.

12. || a d's m ta 1 s t di dls d || ds, mm, se, 1, f m s, mrs, d |

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3.

Time Test. One or more of the following passages to be sung on one sound, the Examiner beating time. 1. Easy.

2. | 1 :-1:-1:111:111:411:1: 11:-:-)

:1

:

4. | 1 :-1:11/1:-1:-1.

:1 11 :-:1 :-:-1-:-:1 . lhe :-111:111:

1
11
1:11:11.1:1

:

1 7. 11

:1.,111 :1 : 1.11 :- 1 :1.1,1:1

5.

6.

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1

8.

-11

:1.,1:1 (1:--|

Ear Tests.

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 after. wards to give the sol-fa names. Each passage should be preceded by the key-tone and chord. 1. Easy.

2.

3. 4. 5. || a ds s d d || d m s d || m r d || 1t d' || d s fm || 6. More difficult. 7. 8. 9. 10. 11. || d s fə s || d m r s || s t d' f || m r s d || 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) Multiplication of fractions. (2) A complex sentence. (3) The passing of an Act of Parliament.

2. Write out some of the chief principles to be observed in the lighting and ventilation of schoolrooms.

3. Point out some of the principal uses of a blackboard for teaching arithmetic, geography, and object lessons.

4. Name some of the subjects appropriate for home lessons, and give a sketch of a week's home lessons for scholars in the fourth standard.

5. Give brief explanations of any difficulties in the following passage, proposed as a reading lesson to scholars in the second standard :

Who is this that cometh from the south, thinly clad in a light transparent garment ? Her breath is hot and sultry : she seeks the refreshment of the cool shade ; she seeks the crystal brook to bathe her languid limbs. The tanned haymakers welcome her coming, and the sheepshearer, who clips the fleeces of his flock with his sounding shears.

6. State how you would explain to a scholar in the third standard the value of the full remainder obtained in the division of 349 by 42, when the division is performed by the factors 6 and 7 successively.

7. Draw the plan of a schoolroom, and show how it may be applied in the teaching of scale and proportion in map drawing to scholars in the first standard.

8. Show the use of ballad poetry in the teaching of history, and illustrate your statement by some historical ballad.

9. What are the chief difficulties to be encountered in teaching infants to read ? Detail the apparatus required for children below seven years of age.

10. Explain the terms Kindergarten, Froebel's Gifts, and state fully the educational use. of the second and fourth gifts.

11. Illustrate by diagrams, with suitable explanation, the teaching of plain sewing by the demonstration method.

12. Name five or six portions of plays of Shakespeare suitable for scholars in the fifth and sixth standards, and show how you would handle one of those selected.

13. Distinguish the teaching of the rule of three by the method of unity and by proportion.

14. Make a list of twenty lessons on familiar animals, and explain the order in which you have arranged them.

15. Give a brief sketch of a first lesson on the adverb,

16. Write the words “ Geographical Analysis” in text hand, and give rules for the length of the letters p, h, 1,

and y.

LANGUAGES.

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(Two hours allowed for each Language.) 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) Hæc eodem tempore Cæsari mandata refereban

tur, et legati ab Æduis et a Treveris veniebant: Ædui questum, quod Harudes, qui nuper in Galliam transportati essent, fines eorum popularentur ; sese ne obsidibus quidem datis pacem Ariovisti redimere potuisse : Treviri autem, pagos centum Suevorum ad ripas Rheni consedisse, qui Rhenum transire conarentur ; iis præesse Nasuam et Cimberium fratres. Quibus rebus Cæsar vehementur commotus maturandum sibi existimavit, ne, si nova manus Suevorum cum veteribus copiis Ariovisti sese conjunxisset, minus facile resisti posset. Itaque re frumentaria, quam celerrime potuit, comparata, magnis itineribus ad Ariovistum

contendit. (6) Exigua parte æstatis reliqua Cæsar, etsi in his

locis, quod omnis Gallia ad Septentriones vergit, matura sunt hiemes, tamen in Britanniam proficisci contendit, quod omnibus fere Gallicis bellis, hostibus nostris inde subministrata auxilia intelligebat ; et, si tempus anni ad bellum gerendum deficeret, tamen magno sibi usui fore arbitrabatur, si modo insulam adisset, et genus hominum perspexisset, loca, portus, aditus cognovisset ; quæ omnia fere Gallis erant incognita.

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