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GERMAN. 1. Translate :
An dem Morgen des Tages, an welchem Molière starb, fuchten seine Frau und seine Freunde, da ste saben wie schwach er war, ihn abzuhalten, an jenem Abend zu spielen,-aber vergebens. " Ein Mensch," sagte er, " leidet lange, ehe er stirbt. Ich fühle wohl das es mit mir zu Ende geht; aber es sind fünfzig arme Arbeiter da, welche von mir ihren Taglohn haben, um davon zu leben; und wer soll ihnen diesen Abend Brod geben, wenn ich nicht spiele ?" So ging er hinab und spielte den ,,Eingebildeten Kranken," dann ging er nach Hause in's Bett und starb.
2. (a) Parse the following words : Tages, suchten, stirbt, eingebildeten.
(6) Give the plural of Morgen, Frau, Hause, Bett, Abend.
(c) What is meant by a "separable prefix ” ?
(d) I have suffered much, but I shall make an end of my life with honour.
DICTATION AND PENMANSHIP.
TWENTY MINUTES allowed for these exercises. Candidates are not to paint their letters in the copy-setting exercise,
but to take care that the copy is clean and without erasures. Omissions and erasures in the dictation exercise will be counted
as mistakes. The words must not be divided between two lines: there is plenty
of room for the passage to be written. Write in large hand, as a specimen of penmanship, the word, Unpopularity.
Write in small hand, as a specimen of penmanship, the sentence
“It is a miserable state of mind to have few things to desire and many things to fear.”
DICTATION. Write the passage dictated to you by the Examiner, and punctuate it correctly.
“After some ages of oblivion, | Greece was awakened | to new misfortunes | by the arms of the Latins. | In the two hundred and fifty years | between the first and the last | conquest of Constantinople, I that venerable land was disputed | by a multitude of petty tyrants ; | without the comforts of freedom and genius, I her ancient cities were again plunged | in foreign and intes. tine war; I and, if servitude / be preferable to anarchy, they might repose with joy | under the Turkish yoke. I shall not pursue | the obscure and various destinies i that rose and fell I on the continent or in the isles; l but our silence on the fate of Athens I would argue a strange ingratitude to the first and purest school of liberal science and amusement.”—GIBBON,
Two HOURS AND A HALF allowed for this paper. Candidates are not permitted to answer more than one question
in any Section. SECTION I. Parse the words in italics in the following passage:
“Hard by, a cottage chimney smokes
Which the neat-handed Phillis dresses." SECTION II. Write in plain prose the substance of the following stanzas :
"There's grandeur in this sounding storm,
That drives the hurrying clouds along
That on each other seem to throng,
“Beneath the blast the forests bend,
And thick the branchy ruin lies,
And wide the shower of foliage flies;
SECTION III. Avalyse the following extract:“I venerate the man whose heart is warm,
Whose hands are pure, whose doctrine and whose life,
Section IV. 1. Name the different kinds of adjectives, and classify the following according to their kinds: viz., lofty, large, several, twelve, eighth, each, every, yon.
2. Name all the principal pronouns, and decline fully the third personal pronoun in all its genders and in both numbers.
SECTION V. 1. Define weak and strong verbs respectively, and name the subdivisions of the weak verbs. Are the following weak or strong-viz., weep, speak, tell, work, shall, betray, spread, write? Give reasons for your answers.
2. What is a preposition, and what various relations are expressed by prepositions ? Give a list of Latin prepositions used as prefixes to English words, and add the meaning of each, with an example.
SECTION VI. Write full notes of a lesson on one of the following subjects :
(a) The rules of syntax which govern the relation between a verb and its subject.
(6) The analysis of a complex sentence.
SECTION VII. Write out, with proper punctuation, either (1) the story of Androcles and the lion, or (2) an account of the contents of any poem which you havo read.
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. No candidate is to answer more than seven questions. SECTION 1. 1. Was the school in which you served as pupil teacher a boys', a girls', an infants', or a mixed school? What was the ordinary attendance? What staff of teachers was employed in it ? How was it organized ? Draw a ground plan of the premises, marking the dimensions of the rooms, the positions of the desks, galleries, doors, windows, etc.
2. What advantages accrue either to teachers or scholars from having a school well-organized, well-furnished, and supplied with all needful apparatus? How do these things tend to secure good order and how does good order contribute to progress
SECTION II. 1. Describe the various methods used to teach spelling in your school. Did you rely chiefly on the eye or on the ear in teaching spelling P
How did you correct written exercises in spelling?
2. By what means would you try to prevent copying, either in a dictation lesson, or in working examples in arithmetic ? Show how copying is calculated to produce general demoralization in a school.
SECTION III. 1. Make a time-table of a week's work done in school by the class or division which was last under your charge.
2. Make out an imaginary attendance register for a class of twelve children attending somewhat irregularly, for a week in which there is one half-holiday; and calculate the daily average.
SECTION IV. 1. How would you begin teaching geography to a class of young children. Give the substance of a few of your first lessons.
2. How would you commence teaching arithmetic in an infants' school; and how far do you think children under seven may be expected to go in learning arithmetic
SECTION V. 1. How was needlework taught in your school; and who generally took part in teaching it ?
Was it taught in the principal schoolroom, or in a classroom, and for how many hours in each week: Describe what progress in sewing and cutting out the first-class girls had generally made before leaving school.
2. Mention any faults of character which a sewing lesson affords the opportunity of observing; and state how you would endeavour to correct them. prefer a few long lessons in needlework each week, or a considerable number of short ones? Give reasons for your reply.
SECTION VI. 1. What were the chief hindrances in the way of the progress of the children you used to teach, and how did you attempt to remove them ?
2. Were any special means used to secure the cooperation of the parents of the children who attended your class; and, if so, what was the result ?
SECTION VII. 1. By what special means would you try to promote (a) truthfulness, and (b) punctuality among, your scholars ? State the motives which you would lay before the children as incentives to the constant observance of truth and punctuality.
2. Give your opinion as to the value of rewards and punishments; and state the principle on which you think they ought to be administered.
SECTION VIII. Write notes of a lesson on one of the following subjects:-(a) Numeration and notation. (6) The inflections of the verb. (c) Home lessons. (d) Kind. ness to animals.
FEMALE CANDIDATES FOR ADMISSION.
ARITHMETIC. You are not permitted to answer more than one question in each
section. The solution must in every instance be given at full length. A
correct answer, if unaccompanied by the solution, or if not obtained by an intelligible method, will be considered of no value. SECTION I. 1. Add together four thousand five hun. dred and ninety-eight, four hundred and sixty-seven thousand and eight hundred, seventy-three thousand