"The swallows are a most inoffensive, social, and useful tribe; they all, except one species, attach themselves to our houses; amuse us with their migrations and marvellous agility, and clear our outlets from troublesome insects. Whoever contemplates the myriads of insects that infest our atmosphere in summer, cannot but feel grateful for their friendly interposition."

SECTION III. 1. Name those tables of weights and measures that should be first taught to children. Justify your selection by the uses to which the selected tables are applied.

2. Write down the arithmetic required for Standards III. to VI. Give reasons for not following the usual order of rules as given in ordinary works on arithmetic, especially in regard to vulgar and decimal fractions.

3. Suggest some different methods for multiplying £3 11s. 9 d. by 99. Show which you consider to be the shortest or simplest way. Would you think it advisable to teach young children more than one method? Give your reasons.

SECTION IV. 1. Arrange the following words in order according to the difficulty of writing they present to beginners, and give your reasons :-man, mat, mamma, mask, mast, men, meat, mend, mane, most, mind.

2. Give a rule for spelling words in which the sound of ie and ei is identical. Give also the double meanings of bridle, letters, bandy, dock, decline.

3. What other ways are there of spelling plough, vexed, wagon, riband, increase, chestnut, odour, shew, dram, cigar, cloak, cheque, draft ? Account for this

double usage in as many cases as you can.

SECTION V. 1. What is the advantage to young children of having lessons on such subjects as a spider, wool, sugar? Enumerate the qualities or peculiarities in each case to which you would specially direct their attention.

2. Under what branches of study would the following subjects for lessons naturally fall? Explain the meaning of the names you employ. (1) a mountain, (2) a lion, (3) iron, (4) the bark of trees, (5) the backbone, (6) punctuation, (7) tides, (8) ventilation, (9) harmony, (10) honesty, (11) articulation, (12) levers.

3. Show that it is a great advantage to pupil teachers

to reproduce their own lessons on geography, grammar, etc., to the upper classes of a school, but that they require to be modified in their reproduction. In what respects, for example, would lessons on France, complex sentences, or Magna Charta, require to be curtailed ?

SECTION VI. 1. Is it a sufficient definition of good discipline to say that "it is the power exercised by the teacher over the children "? Give some distinguishing marks of good discipline.

2. What are the principal faults of questioning that produce a habit of guessing in children? Show the bad effect of such a habit, and give illustrations from your own experience in teaching Geography.

3. Show that what is called stupidity in children may arise from faults on the part of the teacher. Name some of the faults.

SECTION VII. Write fall notes of a lesson on one of the following subjects.

(a) Some useful trade.

(b) The railway that passes through or near your own neighbourhood.

(c) Mountains.

(d) The manufacture of a horse-shoe, or a tea-cup, or a needle, or thread.

MUSIC.

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, Ré, 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,

Key C.

{r:-:-a-m-f: m2:--:-: s:

2. Write the scale of D, or Ré, placing a sharp immediately before every note requiring one, and marking the places of the semitones.

2. Give an example of transition of two removes.

3. Write over each of the following pairs of notes the name and quality (major third, perfect fourth, or other) of the interval it forms.

3. Write over each of the following pairs of notes the name and quality (major third, perfect fourth, or other) of the interval it forms.

4. Write over each of the following the name of the major scale or key, and under each the name of the minor scale or key of which it is the signature.

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

5. Write, in a, a measure of C time; in b, a measure of time; and, in c, a measure of time, introducing at least one rest in each.

a

5. Write short phrases in four-pulse measure, in threepulse measure, and in six-pulse measure, in either primary or secondary forms; each phrase to contain at least one silent pulse.

6. Write the minor scale of D minor descending and ascending.

6. Write the minor scale ascending and descending in all the forms with which you are acquainted.

This paper is voluntary.

LANGUAGES.

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.

1. Translate:

LATIN.

Suevorum gens est longe maxima et bellicosissima Germanorum omnium. Hi centum pagos habere dicuntur, ex quibus quotannis armatos, bellandi causâ, ex finibus educunt. Reliqui, qui domi manserunt, se atque illos alunt. Hi rursus invicem anno pòst in armis sunt, illi domi remanent. Sic neque agricultura nec usus belli intermittitur. Sed privati agri apud eos nihil est, neque longiùs anno remanere uno in loco licet. Neque multum frumento sed maxime lacte atque pecore vivunt. Suevi, a German nation. longe by far. pagus= community. bello I war. fines territory. quotannis -yearly. maneo=I remain. reliqui= the rest. invicem in turns. frumentum = corn.

=

Parse bellandi, domi, agri, lacte.

=

=

pecus cattle.

2. (a) Write out in full the declensions of fama, consul, spes.

(b) Decline together the plurals of fortis vir, pulchra facies.

(c) Decline in full ille, quicunque.

(d) Give the third person singular and plural of the perfect indicative active of amo, doceo, possum, and of

the imperfect subjunctive passive of duco, moneo, audio; also the supines of lego, solvo, corripio.

(e) Name the prepositions which govern the genitive

case.

3. Translate into Latin:

(a) The mother loves the daughter.
(b) I have read your letter (epistola).

(c) A wise man (sapiens) teaches his sons many things. (d) All men must die (morior).

(e) To know nothing is disgraceful (turpis). (f) Who gave you this apple (pomum) ?

(g) I am afraid he will die.

(h) The brave man is affected (moveor) by no dangers (periculum).

(i) A beautiful face is an ornament (decus) to a

woman.

(j) Who doubts that (quin) it is difficult to do this? SPECIAL SECTION.-Scotland.-Candidates who wish to attend the Latin Class at a University may (if they have answered Sections II. and III.) take this section in place of Section I. 4. Translate :

Sed, ubi ille adsedit, Catilina, ut erat paratus ad dissimulanda omnia, voce supplici postulare "Patres conscripti ne quid de se temere crederent; eâ familiâ ortum, ita ab adolescentiâ vitam instituisse, ut omnia bona in spe haberet; ne æstimarent, sibi patricio homini, cujus ipsius atque majorum plurima beneficia in plebem Romanam essent, perditâ republicâ opus esse, cum eam servaret M. Tullius, inquilinus civis urbis Romæ.” Ad hoc maledicta alia cum adderet, obstrepere omnes, hostem atque parricidam vocare.

Parse dissimulanda, postulare, majorum, republicâ.

1. Translate:

GREEK.

Ἐν δὲ χιὼν πολλὴ καὶ ψύχος οὕτως ὥστε τὸ ὕδωρ ἐφέροντο ἐπὶ δεῖπνον ἐπήγνυτο καὶ ὁ οἶνος ὁ ἐν τοῖς ἀγγείοις, καὶ τῶν Ἑλλήνων πολλῶν καὶ οἶνες ἀπεκαίοντο καὶ ὦτα. Καὶ τότε δῆλον ἐγένετο οὗ ἕνεκα οἱ Θρᾷκες τὰς ἀλωπεκίδας ἐπὶ ταῖς κεφαλαῖς φοροῦσι καὶ τοῖς ὠσί, καὶ χιτῶνας οὐ μόνον περὶ τοῖς στέρνοις ἀλλὰ καὶ περὶ τοῖς μηροῖς· καὶ ζειράς μέχρι τῶν ποδῶν ἐπὶ τῶν ἵππων ἔχουσιν, ἀλλ ̓ οὐ χλαμύδας.