MUSIC. (Three Hours allowed for this Paper.) DIVISION 1. Excellence in these answers, if combined with high practical ability, will suffice for the highest class of certificates. Section 1. 1. Write out the substance of a lesson on beating time, with examples of all the ordinary cases. Section 2. 1. How is a very gradual increase or decrease of velocity or of loudness expressed? When a note is to be forced how is it distinguished? 2. How many sounds are there in a tetrachord? How many tetrachords are there in a major scale? Give the names of the sounds of the tetrachord. 3. What rules ought to be observed with regard to the turn in singing? Write out the following melody with a direct and with an inverted turn introduced. Section 3. 1. Supposing that in a musical composition the time were to change from to 6, what change would be required in the manner of beating? What would be the value of each of the beats in each case? 2. In what scale is the following passage written? State how you deter mine it. 3. What is meant by Reading in Time? should be read in time. Show how the following passage SUPPLEMENTARY PAPER. Candidates may select one or more questions from this section, and will receive marks according to the merit of the answers; but no answers to this part of the paper will be read if the answers to the first part be unsatisfactory. 1. Explain, as you would to a class, what is meant by the terms prime, harmonic chord. 2. What rule is observed in arranging chords for more than and for fewer than four voices? On what principle is the rule based? 3. What are sequences? Explain the differences between tonal and real sequences. 4. Is there anything objectionable in the arrangement of the following chords? d 5. In musical composition what relation ought to exist between the chords in order to produce the best effect? 6. Give a list of the consonant and dissonant intervals, distinguishing what are anomalous, perfect, and imperfect. PERSPECTIVE. 1. Explain what is meant by a Perspective representation of an object. Give such a representation of a right-angled triangle, when one of the sides which contain the right angle is vertical and the triangle is (1) above, (2) below the eye. 2. Define the following terms :-the intersection of the original plane, the parallel of the original plane, the vanishing point of a line, and the centre of the picture. Illustrate your definitions by a diagram. 3. Make an accurate drawing of a cube, supposing the plane of the picture to be parallel to one of the sides, and the cube to be below the eye on the left. Place upon it another cube of half the linear dimensions exactly over its centre. 4. Draw an accurate perspective representation of a square, the sides of which are parallel and perpendicular to the plane of the picture; having given the centre and distance of the picture, the side of the square, and the seat of one of its corners. WELSH. 1. Translate into English one of the following passages : "Pan eisteddych i fwytta gyd â thywysog, ystyria yn ddyfal beth sydd ger dy fron a gosod gyllell ar dy geg, os byddi ddyn blysig. Na ddeisyf ie ddanteithion ef: canys bwyd twyllodrus ydyw. Nac ymflina i ymgyfoethogi dod heibio dy synwyr dy hun. A beri di i'th lygaid ehedeg ar y peth nid yw? canys golud yn ddiau a gymmer adenydd, ac a eheda ymaith megis eryr tu a'r wybr.' "Mor belled ag y gellai golwg y llygad gyrhaeddyd, i'r dehau, i'r aswy, ac ym mlaen, nid oedd dim i'w weled ond yr un dorf yn ymsymmud. Rhessau hirion o asynod ac ychain, yn llwythog o bebyll duon, crochanau anferth, a llawrlenni amryliwiog; hen wragedd a hen wŷr, heb allu mwyach gerdded, yn glymmedig wrth bentwr o ddodrefn teuluaidd; babanod wedi gosod mewn cyfrwygydau, a'u pennau bychain wedi ei gwthio allan drwy yr agoriadau culion, ac yn cael eu gwrthbwyso yr ochr arall i'r anifail gan fynnod neu yn wedi eu clyinmu a'u sicrhau. Y cyfryw ydoedd y dorf gymmysgliw, trwy yr hon yr oeddym i fyned am oriau lawer." 2. Parse, in full, the first period in whichever of the above passages you have translated. 3. Translate into Welsh one of the two following passages : "Take care that your children come punctually to school, andt that they all have clean hands and faces. It is an old, but true, saying tha Cleanliness is next to Godliness.' If, however, you wish your scholars to behave well in these respects, set them a good example yourself: an idle,careless, dirty teacher does almost as much harm as good in a school-no matter what may be his acquirements." "This is a great and glorious land we live in; rich in many of the most precious gifts of Providence, and powerful, beyond what could have been expected, among the nations of the earth. The people, however, are torn by civil factions and religious dissensions: exposed to the extremes of misery and prosperity: fond of sensual enjoyment, notwithstanding their boasted spirituality; and easily deceived by designing men, notwithstanding their constant pretence to a more than ordinary share of common sense." 4. In this sentence “A gwybyddwch hyn, pe gwybuasai gwr y tŷ pa wyliadwriaeth y deuai lleidr, efe a wyliasai, ac ni adawsai gloddio ei dŷ trwodd," explain, clearly, the reasons of all the initial mutations of letters. Why is "pe" used here instead of "os"? 5. Compare the grammatical treatment of the negative particles "na” and "not" in the Welsh and English languages. Special Report by Her Majesty's Inspector of Schools, T. W. M. MARSHALL Esq., on the Roman Catholic Training School of St. Mary's, Hammersmith. MY LORDS, January, 1853. IN compliance with your instructions, I have visited the above institution, and proceed to offer some account of its constitution and existing state. From its establishment in 1847 the Catholic Poor School Committee had recognized the indispensable necessity of establishing a training school for masters; but finding in England no institution conducted upon principles which they could accept as entirely satisfactory, they naturally turned to the continent of Europe. Acting under the advice of the ecclesiastical authorities, they selected as their model the establishment of the Abbé de Lamennais, which has rendered such signal services to education in the north-west of France, as well as in the French American islands. After concerting measures with a view to the accomplishment of this design, they endeavoured to obtain a suitable site in the neighbourhood of London, and finally selected the premises known as Brook Green House, Hammersmith. This house was built at the end of the last century, expressly for a school, and had at one time accommodation for as many as seventy boarders. Having secured this property, which is copyhold of the manor of Fulham, for the sum of 3,140l., they proceeded, after consultation with the Secretary of the Committee of Council on Education, to make extensive alterations and additions. The rooms to be occupied by the Principal and Vice-Principal, and the dormitories, required no material change; but there have been added a chapel, refectory, lecture-room, and large kitchen, and, subsequently, a practising school, measuring sixty feet by twenty-six feet, exceedingly well furnished and arranged, besides three classrooms, washing and cloak rooms, the whole being surmounted by a capacious chamber partitioned into twenty sleeping apartments for students. The garden attached to the house comprises three acres of land, bounded in its whole extent by a high brick wall. This has been laid out and arranged for the recreation of the students, well stocked with fruit trees, and yields ample food for the piggery and cowshed, which have been constructed upon an approved plan. The premises were finally conveyed to trustees, namely, the Earl of Arundel and Surrey, the Earl of Shrewsbury, Y the Honourable Charles Langdale, and Charles Towneley, Esq., M.P. The first duty of these gentlemen was to secure the services of a competent Principal, whom they were fortunate enough to find in the Rev. John Melville Glenie, M.A. It was not until November 1851 that Mr. Glenie, whose high qualifications are recognized by all who are acquainted with him, entered actively upon his duties. An official examination was solicited at this time, not so much with a view to immediate success or profit, as to acquire for the students such practical experience of its nature as might enable them to guard against future failures. I have a second time visited the institution in the month of December 1852, and with the assistance of the Principal, who kindly offered me every requisite information, I am now able to give some accounts of its present state, and of the principles upon which it is conducted. The number of students actually in the house at this time is twenty-five. The greater part of the work in the house and garden being, however, performed by a few of the number, they cannot all be regarded as regular students. The pupilteachers attached to the practising school also live entirely in the house, an arrangement which cannot but be exceedingly advantageous to them. The following time-table of the present course of studies has been communicated to me by the Principal: |