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1. Outline a lesson to a senior class on the treatment of a cut finger.

2. (a) Give a blackboard diagram to illustrate the structure of the eye.

(b) Describe the work of the various parts of the eye in the act of vision.

3. Prepare a lesson plan for calisthenics with junior pupils.

4. What general precautions should be taken to avoid the communication of a contagious or infectious disease?

5. Discuss means by which your pupils may be led to pay more attention to personal hygiene.

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1. Give reasons for studying the history of education,

2. Give the leading feature of either Chinese education or the education of the Jews.

3. Outline one of the following systems of education: Spartan, Athenian, Roman.

4. What education was obtainable by the early Christians?

5. Describe (a) Knightly education and (b) Monastic education so as to bring out their similarities and differences.

6. Summarize the educational work of either Comenius or Rousseau.

7. Contrast the work of the Jesuits with that of Froebel.

Grammar, Composition and Spelling.

Time-Two and one-half hours.

1. (a) Discuss after Hinsdale the distinction between school studies and school arts.

(b) Show what bearing the distinction has on the teaching of grammar and composition.

2. (a) What are the main purposes to be kept in view in the teaching of analysis?

(b) Illustrate each of these by a series of questions, giving the answer in each case, on the following selections:

For who, to dumb forgetfulness a prey,

This pleasing anxious being e'er resigned,
Left the warm precincts of the cheerful day,
Nor cast one longing lingering look behind!

On some fond breast the parting soul relies,
Some pious drops the closing eye requires,
E'en from the tomb the voice of nature cries,

E'en in our ashes live their wonted fires.

3. State with reasons, the order you will follow in teaching grammar to the different standards of the Public School.

4. Write notes on (a) stories, (b) memory gems, (c) written exercises used in Standard II, using the headings (i) nature, (ii) purpose, (iii) how taught.

5. Illustrate by five examples how the etymology and history of words may be studied in the higher standards.

6. Outline a lesson on a formal invitation and its reply. State the standard to which you would give this instruction.

7. Select the words and indicate how you would teach a spelling lesson based on the following selection to Standard II:

The poor savage who had fled but had stopped, though he saw both his enemies fallen and killed, as he thought, was so frightened with the fire and noise of my piece that he stood stock-still, and neither came forward nor went backward, though he seemed rather inclined to fly than come on. I hallooed again to him to come forward, which he easily understood, and came a little way, then stopped again, and then a little farther and then stopped again; and I could then perceive that he stood trembling, as if he had been taken prisoner, and was about to be killed as his two enemies had been. I beckoned him again to come to me and gave him all the signs of encouragement that I could think of, and he came nearer and nearer, kneeling down every ten or twelve steps, in token of acknowledgment for having saved his life.

Time-Two hours.

School Management.

1. Distinguish teaching as a science and as an art. Illustrate each phase by reference to lessons in geography, arithmetic and literature.

2. Give four characteristics of successful teaching and show wherein lie the elements of success of each.

3. (a) What is the school function of punishment?

(b) When and how should punishment be administered?

4. (a) Indicate the value of (i) neatness, (ii) promtpness, (iii) attention in school conduct.

(b) How do you propose to secure each in your school?

5. (a) What constitutes a school offence?

(b) Name three of the more common school offences and tell how you would deal with each of them.

6. Give the provisions of The School Ordinance in relation to: (i) Contagious diseases,

(ii) School libraries,

(iii) Engagement and dismissal of teachers.

FIRST CLASS.

Reading and Literature.

Time-Two and one-half hours.

1. Outline, giving reasons,, the nature of your teaching of literature in Part II, Standard III and Standard VI classes.

2. (a) Describe the various methods employed for teaching young children the first steps in reading. State which you prefer and give your reasons.

(b) Indicate definitely your teaching of the following selection to a Part I class:

Rob has his old cob or nag in a cab. He and Mab will go out in it to see a pet cub, that Rob has in a lot not far off. But they cannot go yet, as Rob has some jobs to do. He has to rub the mud off the cab. He will dip that big rag that he has in his hand in the tub, and wet it, to rub the mud off. He has to put oil in the hubs of his cab, too. His dog, Rab, is to go with him; but Mab's cat, Tab, can not go.

3. "As an intellectual disciple (Language vs. Science), language makes good its claim to preference on the following grounds": (Laurie).

Sketch the author's arguments for each of these grounds.

4. What characteristics should writing have to entitle it to rank as literature? Illustrate your answer.

5.

THE FAIRIES.

Do you wonder where the fairies are
That folks declare have vanish'd?

They're very near yet very far,

But neither dead nor banish'd.

They live in the same green world to-day
As in by-gone ages olden,

And you enter by the ancient way,

Thro' an ivory gate and golden.

It's the land of dreams; oh! fair and bright

That land to many a rover,

But the heart must be pure and the conscience light
That would cross its threshold over.

The worldly man for its joys may yearn
When pride and pomp embolden,

But never for him do the hinges turn
Of the ivory gate and golden:

While the innocent child with eyes undim
As the sky in its blueness o'er him
Has only to touch the portal's rim,
And it opens wide before him.

Some night when the sun in darkness dips
We'll seek the dreamland olden,

And you shall touch with your finger tips
The ivory gate and golden.

-THOMAS WESTWOOD.

(a) What effects, according to Laurie, should be produced by careful teaching of the selection?

(b) Indicate your method in teaching this selection to Standard V. (c) Give two instances of figurative expression and show how you would explain these to your class.

(d) How would you test the pupil's appreciation of the poem? (e) To what extent would you employ oral reading as an aid to the interpretation? Why?

(f) What difficulties might a pupil encounter in the oral reading? How would you help to overcome these?

(g) How would you determine that the pupils were reading with intelligent expression?

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NOTE—Only six questions are to be answered.

1. "Among no two nations of antiquity were the theory and practice of education the same. It has always varied with the different social, political and religious conditions of the people."-Painter.

Select any two of the oriental nations and show this to be so.

2. In what respects did Roman education differ from (a) Spartan, (b) Athenian?

3. Discuss the relation of the early Christian Church to education.

4. Specify the extent and content of education during the Middle Ages.

5. Who and what were the Humanists?

6. Outline and criticize the principles and methods of either Herbart or Fræbel.

7. Discuss the principal educational tendencies of the present day.

Philosophy of Education-Rosenkranz.

Time-Two and one-half hours.

1. (a) Discuss the author's view of:

(i) Gymnastics.

(ii) Self-government.

(iii) Politeness.

(b) What is the function of each in school life?

2. (a) Show clearly the place of punishment in a philosophy of education.

(b) In what respects does the form of education reach its limit in the idea of punishment?

3. Briefly explain the fundamental principle of the author's philosophy.

4. (a) Distinguish the intuitive and imaginative epochs of education.

(a) Give with reasons, the school work best suited for each epoch.

5. (a) Indicate the function in teaching of:

(i) Text book.

(ii) Experience.

(iii) Oral instruction.

(b) Give the characteristics of a good text book for school use.

6. (a) Trace clearly the development of the individual will into character.

(b) Show that character building has an important place in school work.

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