MUSIC. 21st December-3:30 to 5. For Admission as Pupil-Teacher of the Second Class. Maximum Marks. 10 16 16 8 16 10 10 1. On a great stave of eleven lines show the comparative range of Bass, Tenor, Alto, and Treble voices. 2. On a treble staff write the notes с е cfa ebb fada; and on a bass staff write the notes cg BG dfca e А с В. 3. In the literal notation (the German "tablature") write the names of the notes in the passages on the music sheet marked Figure I. and Figure II. respectively. 4. The duration of notes and rests is expressed by variations in their forms. Make a table to show these variations and their relative values. For Admission as Pupil-Teacher of the Third Class. 1. (a) What purpose does the bar mark serve in musical notation? (b) Construct a bar to illustrate each of the following rhythm signatures, and indicate the accents in each:-,,, 1, 7, 4. 12 (c) State clearly the difference between and time. 2. Give the English equivalents of each of the following words:-Adagio, Lento, Sostenuto, Allegro, Vivace, Cantabile, Giusto, Calando, legato, commodo. 3. Write down the time signatures for the bars marked (a), (b), (c), (d), and (e) in Figure III. of the accompanying music sheet. 8 4. Give diagrams illustrating the mode of beating time in each of the following measures:-, C, 1, 8. 6 9 8 10 7 8 8 12 For Admission as Pupil-Teacher of the Fourth Class. 1. Under the treble clef write the key signatures of A major, B minor, and C minor; and under the bass clef write the key signatures of A flat major, D minor, and E minor. 2. Give the technical names of the notes in a diatonic scale, and the origin of "tonic," "mediant," "dominant," and "leading note." 3. (a) Show, on a staff, the minor scale both ascending and descending, (1) in its commonly assumed form, and (2) in its true form. (b) State the advantages and disadvantages of each form. 4. Show in a concise form the keys related to A minor, distinguishing those in the first degree of relationship from those in the second. 5. Give rules for ascertaining whether a passage is in the major key indicated by the signature or in its relative minor. 6. Transpose into the key of G the passage marked Figure IV. in the music sheet. For Admission as Teacher of the Third Class. 1. Construct a table of diatonic intervals counting upward from C. Name each interval; give the number of sen.itones in it; and say whether it is major, minor, perfect, imperfect, augmented, or diminished. Why are the intervals of the fourth, the fifth, and the octave from the tonic called 'perfect" instead of merely "major"? 2. Give the meaning and illustrate the musical signi ficance of each of the following terms:-Da capo, tenuto, appoggiatura, the turn, the shake, arpeggio, mezzo, meno, piu, poco, sforzato, morendo. 3. In teaching vocal music, what are the advantages and the disadvantages of-(1) The fixed do system, (2) the movable do system? 4. Re-write the tune marked Figure V. in the music sheet, placing the Alto and Tenor parts on separate staffs under their own clefs. For Admission as Teacher of the Second Class. 1. What notes of the scale may take a chord of the Sixth? State the limitations with respect to the use of the chord. 2. In Figure VI. of the accompanying music sheet are given passages in which consecutive Fifths and Octaves On blank staves show how these are to be rectified. occur. 3. Write the chord of the Dominant Seventh in fundamental position and in its inversions, with their resolutions, in the key of E flat. 4. Copy the melody in Figure VII. of the music sheet, and add Alto, Tenor, and Bass parts. Use any harmony you please. Figure the Bass. Write in Short Score. 1. (a) Write as a copy for a Fourth Class-"Japan is 50 (b) Form the words "Australia" and "Federation" 2. What should be the general plan of a Lesson on a 15 New Rule in Arithmetic? 3. Give Gladman's Scheme of an actual Lesson on 18 Writing to children under seven years of age. 4. To what causes are most of the anomalies in English 12 spelling traceable, and in what respect does "spelling" resemble "reading"? State the general principle on which spelling should be taught. 5. Mention the defects of the simultaneous method of 10 teaching reading. 6. Give briefly the marks of good Questions and 20 good Questioning, as set down in Gladman. For Admission as Teacher of the Third Class. 3. Why are rewards given in schools? State the chief 10 objections to their employment. 9 4. Give the plan recommended by Gladman for teaching "Analysis," by which the exercise becomes interesting and valuable to the learners. 5. State Mr. Fearon's estimate, as quoted by Gladman, of the importance of giving attention to "dates" in teaching history. 6. What is the most usual mistake made in teaching Geography? Name the sciences, some knowledge of which it is desirable that the teacher should have in order to be able to teach Physical Geography as a science. 7. State fully the School Value of Discipline. 8. Mention the change made in "The State Education Act of 1875" by "The State Education Act Amendment Act of 1897." 9. Give the principal duties of a School Committee. 10. Specify-(a) The grammar, (b) the Euclid, (c) the science, and (d) the algebra prescribed for the third half-year in Fifth Class. 5 5 76 11. Draw up teaching notes of a lesson on "Eclipses" 10 for a Sixth Class. 12. Write the four clauses of the "General Instructions" bearing on "The Daily Report Book." For Admission as Teacher of the Second Class. 1. Penmanship test (a) Form in plain print the word “Organization," 2. State what the office of psychology is, and name the three kinds of thought recognized by logicians. 3. Give the substance of what Bain-speaking of physiology as affecting education-remarks, as quoted by Gladman. 4. Why should children, who have gone through a good kindergarten training, be expected to make rapid progress when transferred to the ordinary school; and what are the qualities with which the good kindergarten teacher must be exceptionally gifted? State the leading aim and mark of sound teaching. 5. What should be the main purpose of the teacher when giving an object lesson? 50 8 7 6 3 8. Specify the faults that should be carefully avoided in the construction of time-tables. 9. What is the aim of school organization, and what does 12 it include? Name the leading systems of organization which have prevailed in England during the present century, and state to which of them our own system belongs, giving its advantages, and the essential part of its plan. 10. What are the marks of good reading, and on what does it depend? Give the commonest instances of faulty pronunciation. 11. How, apart from higher moral qualifications and aims, is a good teacher distinguished? 12. State the advantages and the possible abuses of home 6 lessons, 11 2. If a = 1, b = 2, c = 3, d = 0, find the numerical value of - 2x За a2bab2c+ ab2c3d• — + √/b22. 3. By how much does the sum of 3-5y+7z and 4y67 exceed their difference? 4. Multiply x2 + 2xy + y2 by - 2x3y + y* + 3x2y2 + x* − 2xy3. 5. Find the product of x2 x and x2 + 3x − Z. 6. (x - y3) ÷ x3 + x2y + xy2 + y3. 7. Assuming n to be a whole number, state whether it is odd or even when For Admission as Pupil-Teacher of the Third Class. (One hour and a-half allowed.) 1. Enunciate the "Rule of Transposition" as applied to the solution of equations; state the axioms on which it depends; and show the connection between the rule and the axioms, taking as an example the solution of 2x+7= 3x - 3. 2. Simplify 6[ a − 2 {b − 3 (c + d) } ] − 4 [ a − 3 {b-4(c-d)}]. 9. Given two numbers such that the difference of their squares is double of their sum, show that their product will be less than the square of the greater by twice the greater. 6 10. Find three numbers, A, B, and C, such that A with 10 half of B, B with a third of C, and C with a fourth of A, may each be 1,000. 11. A man walks 35 miles, partly at the rate of 4 miles 10 an hour, and partly at 5; if he had walked at 5 miles an hour when he walked at 4, and vice versâ, he would have covered two miles more in the same time. Find the time he was walking. For Admission as Teacher of the Second Class. (Three hours allowed.) 1. Assuming m and n to be positive integers, prove that a" xa"a" m+n +", and that (a")" = a"". Show also that m a" = √a", a = 1, and a = an 2. What quantity multiplied by itself becomes-29 + 6/22? 5 5 Show that no even 3. Show that 10 10+ 20+ √40 √5 80 6. If is a mean proportional between a and c, show that 4a2 962 is to 462 9c2 in the duplicate ratio of a to b. 7. Divide 183 into three parts in Geometrical Progression, such that the sum of the first and third is 2 times the second. 8. Out of 12 Conservatives and 16 Liberals how many different committees could be formed, each consisting of 3 Conservatives and 4 Liberals? 9. Show that log + log 1892 log = log 2. 7 7 7 6 9 Two 11. A and B are two stations 300 miles apart. trains start simultaneously from A and B, each to the opposite station. The train from A reaches B nine hours, and the train from B reaches A four hours, after they meet. Find the rate per hour at which each train travels. FOR EXAMINATION AS TEACHER OF THE FIRST CLASS, 1899. 2. Compare the conditions of civilisation reached by the early Indo-Europeans and the early Teutons, as reconstructed on the evidence of language. 3. Explain historically the methods of forming the past (the older perfect) in strong and weak verbs. 4. Sketch the history of English dialects from before the Conquest till the 14th Century. 5. Discuss briefly the characteristics, position, and history of Norman French in England. 6. In what respects did the grammar of 16th Century English differ most markedly from our own? 7. Describe the position of English dialects in the present day. 8. Discuss the history of the progressive forms of the verb which make use of words ending in ing. 9. Translate into good modern English the following pas sages (a) Bretons of Walys herde wel how That the Englische the monkes slow; They gadered them to consail How to venge that tyrpayl. Thre noble men were in that cite, Tho thre made a great semble; Tho thre weren alle kynges, & of the Bretons lordynges: Bledryk, of Cornewaille was sire, & lord ouer al Deueneschire, Als the water of Ex rennes ffro the hed,-ther men hit kennes,- (b) And bezonde theise Yles, there is another Yle, that is clept Pytan. The folk of that Contree ne tyle not, ne laboure not the Erthe: for thei eten no manere thing: and thei ben of gode colour, and of faire schap, aftre hire gretnesse: but the smale ben as Dwerghes; but not so lytylle as ben the Pigmeyes. Theise men lyven be the smell of wylde Apples: and whan thei gon ony fer weye, thei beren the Apples with hem. For if thei hadde lost the savour of the Apples, thei scholde dyen anon. Thei ne ben not fulle resonable: but thei ben symple and bestyalle. (c) Bribes may be assembled to pitch, for euen as pytche dothe pollute theyr handes that medle with it: so brybes wyl brynge you to peruertynge of iustyce. Beware of pytch, you iudges of the worlde, brybes wyl make you peruert iustice. Why you wil say We touche none. No mary. But my Mystres your wyfe hath a fyne fynger she toucheth it for you or els you haue a seruant a Muneribus he wyl say yf you wy! come to my master and offer him a yoke of oxen, you shal spede neuer the worsse but I thincke my Mayster wil take none, when he hath offered them to ye maister, then commes another seruant and sayes. If you wylbring them to the clarke of the kichen you shallbe remembred the better. Thys is a fryerly fassion that wyll receyue no monye in theyr handes but wyll haue it put vpon theyr sleues. FRENCH. PAPER III.-PROSE. 19th December-9:30 to 12:30. Translate into French : 1. I am at present writing this in a house situated on the banks of the Hebrus, which runs under my chamber window. My garden is all full of cypress trees, upon the branches of which several couple of true turtles are saying soft things to one another from morning to night. The summer is already far advanced in this part of the world; and for some miles round Adrianople the whole ground is laid out in gardens, and the banks of the rivers are adorned with rows of fruit-trees, under which all the most considerable Turks divert themselves every evening; not with walking, which is not one of their pleasures; but a party of them choose out a green spot, where the shade is very thick, and there they spread a carpet, on which they sit drinking their coffee, and are generally attended by some slave with a fine voice or who plays on some instrument. Every twenty paces you may see one of these little companies listening to the music; and this taste is so universal that the very gardeners are not without it. I have often seen them and their children sitting on the banks of the river and playing on a rural instrument, composed of unequal reeds, which gives forth a simple but very agreeable sound. 2. We had in this village more than twenty years ago an idiot boy who from his childhood showed a strong predilection for bees: they were his food, his amusement, his main object. And as people of this cast have seldom more than one point in view, so this lad exerted all his faculties on this one pursuit. In the winter he dozed away his time, within his father's house, by the fire-side, in a kind of torpid state, seldom departing from the hearth; but in summer he was all alert, and away in quest of his game in the fields and on sunny banks. Bees and wasps were his prey wherever he found them. He had no fear for their stings, but would seize them with his naked hands, at once disarm them of their weapons, and suck their bodies for the sake of their honey-bags. As he ran about he used to make a humming noise with his lips resembling the buzzing of bees. This lad was lean and sallow, and of a cadaverous complexion; and except in his favourite pursuit, in which he was wonderfully adroit, discovered no manner of understanding. 3. As, in the triumph of Christianity, the old religion lingered latest in the country, and died out at last as but paganism-the religion of the villagers-before the advance of the Christian Church; so, in an earlier century, it was in places remote from town-life that the older and purer forms of paganism itself had survived the longest. While, in Rome, new religions had arisen with bewildering complexity about the dying old one, the earlier and simpler patriarchial religion-"the religion of Numa," as people loved to fancy- lingered on with little change amid the pastoral life, out of the habits and sentiments of which so much of it had grown. A religion of usages and sentiments rather than of facts and beliefs, and attached to very definite things and places, it was in natural harmony with the temper of a quiet people amid the spectacle of rural life like that simpler faith between man and man, which Tibullus expressly connects with the period when, with an inexpensive worship, the old wooden gods had been still pressed for room in their homely little shrines. GERMAN II. SET BOOKS. 19th December--9:30 to 12:30. 1. Translate (a) O! vermengen Sie mich ja nicht, mein Prinz, mit der Närrin, deren Wort ich führe, aus Mitleid führe. Denn gestern, wahrlich, hat sie mich sonderbar gerührt. Sie wollte von ihrer Angelegenheit mit Ihnen gar nicht sprechen. Sie wollte sich ganz gelassen und kalt stellen. Aber mitten in dem gleichgültigsten Gespräche entfuhr ihr eine Wendung, eine Beziehung über die andere, die ihr gefoltertes Herz verrieth. Mit dem lustigsten Wesen sagte sie die melancholischsten Dinge: und wiederum die lächerlichsten Possen mit der allertraurigsten Miene. Sie hat zu den Büchern ihre Zuflucht genommen; und ich fürchte, die werden ihr den Rest geben. (b) Marinelli! Doch, Sie sollen mich nicht wild machen. Es sey so-Es ist so! Und das wollen Sie doch nur sagen: der Tod des Grafen ist für mich ein Glück -das grösste Glück, was mir begegnen konnte, das einzige Glück, was meiner Liebe zu statten kommen konnte. Und als dieses-mag er doch geschehen seyn, wie er will! Ein Graf mehr in der Welt, oder weniger! Denke ich Ihnen so recht? Topp! auch ich erschrecke vor einem kleinen Verbrechen nicht. Nur, guter Freund, muss es ein kleines stilles Verbrechen, ein kleines heilsames Verbrechen seyn. Und sehen Sie, unseres da wäre nun gerade weder stille noch heilsam. Es hätte den Weg zwar gereinigt, aber zugleich gesperrt. Jedermann würde es uns auf den Kopf zusagen, und leider hätten wir es gar nicht einmal begangen! |