Discuss the above statement, and show its bearing upon the composition work of (a) elementary, (b) senior pupils.

2. Show fully how you would deal with each of the following errors: (a) Faulty arrangement of topics, (b) lack of unity in the paragraph, (c) wrong choice of words.

3. Explain fully the relation of Grammar and Logic. Show how this affects (a) the age at which the study of Grammar should begin, (b) the character of the work to be done.

4. Outline your method of giving instruction in letter-writing to Grade V pupils. After pupils have written a letter, show how you will proceed to correct errors.

What are these,

5. Show how correct speech and writing are dependent upon the cultivation of certain qualities of mind and heart. and how are they to be cultivated?

READING AND LITERATURE.-THIRD CLASS.

1. In your teaching of reading, what principles will guide you in (a) creating a desire to read, (b) preserving the child's natural power of expression?

2. Some pupils read by sentences, others by words.

(a) Which indicates the correct mental attitude towards the passage?

(b) How will your method of teaching the subject encourage the

correct attitude?

(c) What in your opinion are causes which produce the incorrect attitude?

3. Indicate the character of the work to be done in literature. Show clearly the difference between your procedure in the case of—

"How I turned the grindstone."

"Hark! hark! the lark."-Shakespeare.

4. Show fully and clearly how you will teach the passage-Gray's "Ode," first stanza.

SCHOOL MANAGEMENT. THIRD CLASS.

1. "Every transgression of the law of the school provides material for a lesson in ethics." Explain and illustrate.

2. Distinguish clearly between natural and artificial incentives, and state clearly your guiding principle in the selection of incentives.

3. State the principles which will guide you in the construction of a time table.

4. What does the school law say regarding contagious diseases, the use of unauthorized text-books, and the suspension of pupils for misconduct ?

PEDAGOGY.-THIRD CLASS.

1. "There is a natural order in which the powers of the mind are developed and the corresponding kinds of knowledge taught." Explain fully.

2. "Right feeling is more important than clear thinking, and a properly controlled will is more important than either." Is this true? Show by illustrations how you will attempt (1) to get clear thinking, (2) to develop right feeling, (3) to cultivate a properly controlled will.

3. Give the chief contributions to science and art of education by Pestalozzi and Spencer.

4. Explain the reason for the difference in the character of nature study in Grade I and Grade VIII.

5. State the particular value and the limit of value of oral teaching and of written examinations.

DRAWING-THIRD CLASS NON-PROFESSIONAL.

Objects for each student :

(1) A.-Any one interesting form, not angular nor spherical, e.g., flower pot, pail, jug, basket, cup, pitcher, etc.

(2) B.-A thick book, or an open box, rectangular.

1. Show a large and bold outline drawing of A, placed below level of eye; indicate all invisible edges or profiles by light lines.

2. Sketch A in another position and rapidly; accent some characteristic detail of form or texture; let your touches sparkle.

3. Place A where you will; draw it again, adding a line or two of the object it rests upon. Is there any attractive light or color? Try to make sketch 3 artistic, a little picture that the examiners will want to keep.

4. Group B with A so a large and as complete and the time given 5 minutes.

that one will partly hide the other. Secure careful an outline drawing as you can in Leave, unerased, every line you use.

5. A memory drawing of any very simple nature form recently handled in any class work; one short descriptive sentence, or apt quotation on same page. Your placing of this work will be particularly

noticed.

6. The above questions have dealt with one leading division or kind of work in drawing. Name it, and the other prominent divisions.

MUSIC.-THIRD CLASS.

1. What is a scale?

2. How many degrees on the staff? Name them.

3. Give the signatures of the following keys: A. D. Bb, F, Ab.

4. Give meanings and names in full of the following: þ, þþ, f, ff, dim., rall., cres.

5. Tell where La or 6 will be found in the following keys: D, G, A, Bb, Ab.

6. Tell how to find the pitches of the keys: A, Bb, Eb, D, Ab.

7. Define a slur, tie, and double bar.

8. Give the time names for 2/4, 3/4, 4/4, 6/8, also first time they are divided.

9. Write out 8 measures in 4/4 time, key of Ab, introducing quarter, half and whole notes, quarter, half and whole rests.

HISTORY AND GEOGRAPHY.-THIRD CLASS.

1. The primary concepts in all subjects should be taught objectively.

(a) What are the primary concepts in history and geography?
(b) What do you mean by objective teaching in these subjects?

2. (a) Outline your course in continent study, and give reasons for your arrangement of topics.

(b) Give in detail your method of teaching climate, with special reference to North America.

3. Shew how history is related to geography on the one hand and to literature on the other.

4. Outline your plan of teaching any two of the following:-
(a) The French Revolution.

(b) The Revolt of the American Colonies.

(c) The Napoleonic Wars.

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DEPARTMENT OF EDUCATION,

MANITOBA.

EXAMINATION OF TEACHERS, JULY, 1900.

ESSAY.-FIRST CLASS.

Write an essay (of about two pages of foolscap) on one of the following subjects:

1. Conversation as a promoter of intellectual culture.

2. Folarity we meet in every part of nature.

3. Condescension of Englishmen towards the United States.

4. In many respects the United Kingdom and the United States still carry resemblances that beseem a parent and a child.

5. The British system of responsible government.

6. The United States as a young giant.

GEOGRAPHY.-FIRST CLASS.

Isles the home of a powerful nation?

1. What geographical advantages have helped to make the British

2. Describe the movements of the earth and explain briefly the various phenomena which result from such movements.

3. Show how the occupations, commerce and characteristics of a people of a country are affected by its climate.

Compare in this respect Canada and the United States.

4. Compare the great continents as to area, extent and character of coast line and direction of mountain chains.