GEOGRAPHY. SECOND YEAR STUDENTS. 1. Draw a map of the Currents of the Atlantic. What are Ocean Currents caused by, and what are their great uses? 2. Describe the mountain systems of Europe and Asia. 3. Draw a map illustrating the Geological character of one of the following districts: (1) England, south of the Thames. (2) England, north of a line joining Hull, Derby, und Liverpool. 4. Describe the Llanos and Pampas af South America. 5. What do you mean by "Volcanic Action?" Show how Volcanoes are formed. Do you notice anything remarkable in the geographical distribution and situation of Volcanoes? State what relations exist between Earthquakes and Volcanoes. 6. Define the terms strike-outcrop-anticlinal-dykc-and lode. Illustrate your definitions by sketches. DRAWING. I. Explain the meaning of the term "Visual Angle; "and show by a sketch of windows in this room, what is the result of similar lines placed at different distances from the eye, vertically or horizontally. 2. What is the angle given by Butler Williams in his "Manual of Model Drawing," as best adapted for viewing objects? What is the angle given for a similar purpose in the Government system of Perspective? And what is the usual practice of our best artists when sketching from Nature? 3. Give an example of suggestive geometric form (horizontal), with waved lines and curved branches, so as to exemplify the principles of symmetrieal variety, using the ivy leaf to fill up voids. 4. Explain by drawings the difference between Natural and Conventional Greek Ornament, the honeysuck e considered as a type. 5. Within a circle of two inches in diameter, place five smaller circles touching the circumference, and also joining each other. Show also the rule for finding the centres of the small circles. 6. How many different methods for constructing an ellipse are you acquainted with? Give instances of the same. 7. In what does projection differ from perspective? Apply both to a one-inch cube, taking any distances for the perspective representation that you may consider suitable. 8. Explain the general uses of the Centrolinead, in connection with any perspective problem you may remember. 9. Draw from memory, either a fuchia, a passion flower, a heartsease, a square table, a wheel-barrow, or an open box;-and show in what manner the com bination of leaves, balanced by counterparts of themselves, may be made conducive to the art of designing. 10. Show the method of obtaining the shadow (45) of a square (an inch) projecting from a wall, either by projection or perspective. SHAKSPFARE-GRAMMAR. SECOND YEAR STUDENTS. 1. Trace, briefly, the rise and progress of the English Drama, illustrating the several periods by examples. 2. Explain, briefly, the phrases Tragedy, Comedy, Theatre, Orchestra, Act, Scene, Exit, Applause. Cue, Property, Spectacle, Plot, Denouement, Dramatis Personæ, Dramatic Unities.-How does the modern Romantic Drama differ from the Classical? 3. Give a brief account of Shakspeare's writings, arranging them in groups, and making remarks on the chronology. 4. Give the sources of the plot of King Lear--how altered by Shakspeare? Give the dates of the quarto and folio editions. How do they differ? 5. Describe very briefly the several characters in the order of their appearances. 6. Write a short Essay "On the Madness of Lear." 7. N.B.-Only three of the above questions are to be answered. "Sure, her offence Must be of such unnatural d gree, That monsters it, or your fore-vouch'd affection Fall into taint which to believe of her, Must be a faith, that reason without miracle (a) Paraphrase the above passage. (b) Analyse the above passage. (c) Parse the words printed in italics. 8. Parse the following sentence:— "Our father, he hath writ, so hath our sister, 9. Define a Copulative Verb, a Participle, a Possessive Case, and Imperative Mood, and a Relational Adverb. 10. Lay down rules for the position of "the Double Object" after the Verb. No. 83. PAPERS FOR THE SCHOOLMASTER. JANUARY 1, 1858. Examination for Certificates With the new year many of our readers may probably begin to prepare themselves for the next examination for certificates of merit. Numerous enquiries are constantly made of us at the conclusion of the year in connexion with it, which would seem to be more reasonably made at its commencement. We therefore recommend all that are interested to study well the official document that sets forth the subjects of examination, specific as well as general, which we print in this number. This document is accompanied with certain explanatory notes too diffuce for our space, but we recommend all who feel a doubt about the limits of any of the subjects in which they will be examined, to obtain for themselves from the Committee of Council on Education the document in its integrity. We shall be glad as heretofore to make our pages auxiliary to this class of our readers who, intent upon obtaining or improving their certificates need something of suggestion to enable them to shape their labours to the object they have in view. Many masters and mistresses of schools hold their office on condition of succeeding at the examination for certificates. If they fail, they are thrown adrift. If they knew that they would fail beforehand, they would probably have sat at the examination for Queen's Scholarships instead, and gone into some Normal Institution. It is to be lamented that they cannot now present themselves at both examinations which take place on two executive weeks, so that if they failed as candidates for certificates, and succeeded as candidates for Queen's Scholarships their path would be plain. The practical hindrance arises from the fact that the result of the examination for certificates is not made known till the middle of February, whereas a Queen's Scholar is compelled to enter upon residence at his Training College before the 1st of that month. An application for the removal of this obstacle has been made, and a promise obtained that it shall be entertained before Christmas, 1858. ELEMENTARY INSTRUCTION IN THE FIRST HALF OF THE NINETEENTH CENTURY. A Lecture delivered at the Annual Meeting of the Schoolmasters' and Schoolmistresses' Association of the diocese of Gloucester, on November 20th, 1857, by Mr. Gill, of the Normal College, Cheltenham. (CONCLUDED FROM PAGE 233.) Another practice of the intellectual system was to make the reading lesson a occasion of recalling former instruction, and to make it a vehicle of information on a variety of topics. Here were two sound principles, revision and suggestion; but which, unless wisely applied, might be the source of much evil. In fact, these principles have often been grossly abused; and chiefly in two ways. The first abuse has been to introduce irrelevant matter-matter which did not tend to elucidate that which was read. Some ludicrous instances are given in certain manuals on method, where they are set forth as models. The second abuse, has been to occupy so much time in explanation as to prevent that amount of practice in reading without which progress in the art is impossible. It is to this abuse, partly, that the reading in elementary schools is inferior in the present day to what it was fifteen or twenty years ago. Another thing to which the intellectual system owed much of its renown was the introduction of English derivation into elementary instruction, with the results which were attained therein. The mode of conducting this exercise madeit at once exciting and instructive. It led the pupils to analyse words, and to give precisely their import. As a mental discipline it was invaluable. On this exercise Dr. Hodgson remarks,—“This searching analysis of words is most valuable as a mental exercise. It is to be regretted that where this system of teaching most prevails equal care is not always devoted to accurate instruction in the nature of things." The following extract from a report on the state of education in Dundee, as given by Pillans, will serve to illustrate the good points, as well as the extravagancies, of the intellectual system : "Suppose the following passage to have been read, there would follow the examination subjoined: During the time of an eruption, streams of liquid fire issue from the crater, and descending down its sides, overwhelm and destroy the country through which they pass.' What do you mean by the word eruption? It means a breaking out.' What part of speech is it ? A substantive noun. Is it a simple or compound word?' It is a compound." Are there more compoun ls with a similar termination ?' Yes, irruption, What does that mean?' A breaking into.' "Any other of the same class?* Yes, interruption.' 'What is its meaning?' 'A breaking in between.' And so on. 'What part of speech is the word descending ?" it is a participle. What is the verb? To descend.' What is the meaning of the word descending ?' 'Coming down. In the expression 'descending down its sides' does it appear to you that there is any impropriety, or is there any word in it that might be omitted without weakening the expression, or altering the sense?' "Yes, the word down might be omitted.' 'Do you know any word in the English language that expresses such a repetition of words? Yes, tautology.' 'There is a whole family of words having a similar termination: do you remember any of them?' Yes, theology, geology, astrology, zoology, ornithology, and so on.' 'What parts of speech are these?' 'Substantives. Are there any adjectives related to these words?' Yes, theological, geological, &c.' What is the meaning of theology?' The science of divinity." What do you call a person who treats of divinity?" 'A theologian.' What is the distinction between geology and geography?' The first means the doctrine of earth; the last means the description of the earth, its countries, seas, inhabitants, &c. In the passage before us what is the meaning of the word country?' It means a tract of land. Has it any other meaning?' 'Yes, an empire, or kingdom. Any other still?' 'Yes, one's native country.' Any other meaning still?' Yes, country as opposed to town.' What do you call a person who resides in the country?' A countryman.' Has he any other name?' Yes, a peasant.' When employed in farming operations, what is he called?" there any other word of similar signification ?' 'Yes, a clown.' 'Yes, a lout.' 'Any other still? A clodpole and a clodhonper. verb which signifies to dwell in the country?' 'Yes, to rusticate." jectives of the same class?" Yes rustic and rural.' Any substantive?' 'Yes, rusticity.' What is the distinction between rustic and rural ?' 'Rustic is generally attributed to persons, rural to things.' Give an example.' of rustic manners. Rural scenery." 399 'Is A swain.' A man We might, in addition to what we have already noticed, refer to the introduction of oral lessons in grammar and geography, aud to class teaching in arithmetic, that science having hitherto like writing been taught individually; but we hasten on to point out that the cause of elementary instruction is indebted still furtherto the intellectual system, its founder, and promoters, than for the improvements now named in the matter and method of instruction. Hitherto in monitorial schools the master had simply to hold the reins and to administer the lash; now he must actually take part in the tug at school work. He must infuse life into the methods, vigour into the monitors, and activity through the classes. In the manner in which this was done it was found difficult, often impossible, to overtake all the work; yet something was gained t the cause of popular instruction, in the acknowledgment which it implied that contact with a mature mind was an advantage to the pupil. A glance at what was achieved by this system will fitly close this part of our subject. There can be no question that its tendency was to infuse life, vigour, and activity through the school. Its aim was entirely practical, and this aim it eminently achieved. Lads became under its influences-not remarkable for brain, for muscle and sinew-but for activity, sprightliness, and practicalness. The system was adapted, and indeed designed, to make them first intelligent, then quick-never profound. The mental faculty to which it chiefly addressed itself was the memory-but the memory in Socrates' understanding of it -quick to receive, sure to keep, ready to deliver." Beyond this it failed to proceed. One of its defects was that already pointed out-it did not make its |