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1. Make a Time Table of a week's work done in school by the class or division which was last under your charge.
2. Make out an imaginary attendance Register for a class of 12 children attending somewhat irregularly, for a week in which there is one half holiday; and calculate the daily average.
1. How would you begin teaching Geography to a class of young children? Give the substance of a few of your first lessons.
2. How would you commence teaching Arithmetic in an Infants' School; and how far do you think children under 7 may be expected to go in learning Arithmetic ?
1. How was Needlework taught in your school; and who generally took part in teaching it? Was it taught in the principal school-room, or in a class-room, and for how many hours in each week? Describe what progress in sewing and cutting out the first-class girls had generally made before leaving school.
2. Mention any faults of character which a sewing lesson affords the opportunity of observing; and state how you would endeavour to correct them. Do you prefer a few long lessons in needlework each week, or a considerable number of short ones? Give reasons for your reply.
1. What were the chief hindrances in the way of the progress of the children you used to teach, and how did you attempt to remove them?
2. Were any special means used to secure the cooperation of the parents of the children who attended your class; and, if so, what was the result?
1. By what special means would you try to promote (a) truthfulness and (b) punctuality among your scholars ? State the motives which you would lay before the children as incentives to the constant observance of truth and punctuality.
2. Give your opinion as to the value of rewards and punishments; and state the principle on which you think they ought to be administered.
Write notes of a lesson on one of the following
(a) Numeration and Notation.
(b) The Inflexions of the Verb.
(d) Kindness to Animals.
Candidates must keep
The Tonie Sol-fa questions are printed in Italic. entirely to one set of questions or the other. mitted to answer more than FOUR questions.
1. Write over each of the following notes its pitch name (A, B, Do, Re, or other); and under it its duration. name (Crotchet, Quaver, or other).
1. Describe pitch.
Bass and Soprano parts.
Give the octave marks used in
2. Write the scale of Eh (M); placing a flat before each note requiring one, and marking the places where the semitones fall.
2. Write a scale ascending and descending, indicating the places of the leaning tones, marking those which have the strongest leaning tendency.
3. Write over each of the following pairs of notes the name and quality (major third, perfect fourth or other) of the interval it forms.
3. Write over each of the following pairs of notes the name and quality, (major third, perfect fourth or other) of the interval it forms.
4. Write over each of the following the name of the scale or key of which it is the signature.
4. Name the tones of a chord of F, of a chord of S, and of a chord of D, and say how the former is related
to the latter.
5. Express in musical notation the following in a more simple form.
5. Write a two pulse measure containing a silent half-pulse.
6. Put time signatures to the following.
6. Mark the place of the accents in the following, so as to make No. 1 in three pulse; No. 2 in two pulse; and No. 3 in four pulse measures. Two measures of each.
Directions for the Examination, by the Musical Instructor of each College, of Candidates
in Practical Skill. (See first Schedule to New Code.)
Not more than three Candidates at a time should be admitted to the room in which
The Examiner will require a Pianoforte or Harmonium; he will take care that each Candidate under examination is out of sight of the keys.
The Examiner will sound the note
then play, or sing
to the vowel AA, slowly and softly, any one of the passages marked A, any one marked
The Examiner will himself name the notes of which any one of the passages is
The passages marked B are more difficult than those marked A; those marked C more difficult than those marked B.
The Examiner should avoid testing two successive Candidates with the same passages.
The Examiner, beating time, will sol-fa, or recite without musical intonation, any one of the measures marked A, and then any one marked B; calling upon the Candidate, after each has been so sol-faed or recited, not more than three times, to give the Duration names (Crotchet, Quaver, or other) of the notes composing it. Or,