GRAMMAR AND COMPOSITION.

COMPOSITION.

Every Candidate must perform the exercise in Composition.

Candidates are recommended not to take more than half an hour for this exercise.

Subjects for Composition.

1. The plot of Comus.

Or 2. Antient masques.

Or 3. Early rising.

Or 4. Cheap publications.

Or 5. Eastern despotisms.

Or 6. Some modern discovery in science.

GRAMMAR.

Every Candidate must do the parsing.
Part of a question well answered will obtain marks.

SECTION I.

Parse the words italicised in group (A) or (B) :— (A) What hath night to do with sleep?

Befriend

Us thy vowed priests, till utmost end

Of all thy dues be done and none left out.

If those you seek,

It were a journey like the path to heaven

To help you find them.

Even Silence

Was took ere she was 'ware and wished she might
Deny her nature and be never more

Still to be so displaced.

What! have ye let the false enchanter 'scape?
O ye mistook, ye should have snatched his wand,
And bound him fast.

Or (B)

Where I formerly played Romeo,

I now play Mercutio.

Let me enough possess, so I may live

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Whate'er of life remains, unto myself.

With how sad steps, O Moon, thou climb'st the skies!
How silently! and with how sad a face!
What! may it be that even in heavenly places
That busy Archer, Love, his arrow tries?

Every spirit as it is more pure

And hath in it the more of heavenly light,
So it the fairer body doth procure

To habit in.

(A)

SECTION II.

Analyse the passages in group (A) or (B):—

When once her eye

Hath met the virtue of this magic dust,

I shall appear some harmless villager,

Whom thrift keeps up about his country gear.

Virtue could see to do what virtue would

By her own radiant light, though sun and moon
Were in the flat sea sunk.

So dear to Heaven is saintly chastity,
That, when a soul is found sincerely so,
A thousand liveried angels lackey her,
Driving far off each thing of sin and guilt,
And in clear dream and solemn vision
Tell her of things that no gross ear can hear;
Till oft converse with heavenly habitants
Begin to cast a beam on the outward shape
The unpolluted temple of the mind,

And turn it by degrees to the soul's essence
Till all be made immortal.

(B) I would ask one of these emigrants, who think they truly love the sea, what would their feelings be, if some of the natives, encouraged by their courtesy, should venture to return the visit, and come up to London?

That which appeared so shifting and yet so coherent while judgment was passive, when it comes under cool examination, shall appear so reasonless that we are ashamed to have been deluded and to have taken a monster for a god.

The measure of choosing well is, whether a man likes what he has chosen, which, I thank God, has befallen me.

SECTION III.

Explain the phrases in one of the following groups-(A) orient liquor-bosky bourn-pillared firmament— vizored falsehood-dazzling fence of rhetoric-nectared laver-purfled scarf-nice morn.

Or (B) scenical illusion-unsophisticated aboriginespatrimonial acres-mortal throes-far-fetched conceits-callow flights in authorship-tutelar genius of childhood-a verbal consonance of a pun.

SECTION IV.

Explain the allusions in one of the following groups

(A) 'Twixt high and nether Jove-Gorgon shieldTyrian Cynosure-budge doctors of the Stoic fur-Iris' woof-daughter of Locrine-song of sirens sweet. Or (B) Actaeon in mid sprout-Medusa's ringletsGenius Loci-the Colossus at Rhodes-Don Quixote exposed to the sneers of duennas-Sybaritic effeminacy. SECTION V.

Give the origin of the italicised words in one of the following groups—

(A) Wavering morris-palmers' weeds-swinked hedger -plighted clouds

charnel vaults

sovran - flowery

kirtled-courtesy-translated-forestalling―mildew— homely-surfeit-benison-inthralled-unbleached.

childhood

Or (B) mortification--preposterous--diametrically opposite -prototype-crossgrained-supernatural-prerogative of emancipation Transatlantic freedom opinions of contemporaries-supplementary-impertinent people-a Pugan observance-irrevocable law.

SCHOOL MANAGEMENT.

Students who are remaining in the Training College after this examination must omit Section VII. and are not permitted to answer more than one question in each of the other Sections.

Students who leave the Training College to take charge of Schools after this Examination, and Acting Teachers should answer the whole of Section VII. and one question in each of the first five Sections.

SECTION I.

1. Into how many classes would you divide a school containing 50, 35, 15, 12, 4, 2, children in the 1st, 2nd, 3rd, 4th, 5th, 6th Standards, respectively, the staff of the school comprising a master, assistant and two pupil teachers? Make out a weekly list of lessons for the second class and state the teachers to whom each lesson should be assigned.

2. What do you understand by "good discipline?" What personal qualities are required in a teacher to secure good discipline? How would you deal with a child's first instance of disobedience?

3. How can a male teacher of a mixed school of 90 children with a class of infants attached to it provide most effectually for the proper teaching of the younger children, his staff consisting of an assistant mistress and one pupil teacher?

SECTION II.

1. A reading lesson is often made to consist of explanation of difficult words, spelling, exposition of the meaning of the passage, reading proper, and questioning; in what order would you take these divisions and what time would you assign to each in a reading lesson to boys of Standard IV.? Give your reasons.

2. What do you understand by the Phonic system of teaching reading? Name some of the chief difficulties attending this system in teaching younger children?

3. Name two prose authors and two poets whose works you consider suitable for boys of standard V. and VI.; give reasons for your selection in each case.

SECTION III.

1. For what reasons should paper be used instead of slates in the higher classes of schools? With which standard would you begin the transition and how would you facilitate it?

2. What are the advantages to children of writing out abstracts of lessons in their own order and language? Give some general rules for their guidance in first attempts at making abstracts.

3. On what grounds are transcription for younger children and original composition for older children preferable to dictation? What is the subsidiary use of dictation?

SECTION IV.

1. In finding the G.C.M. of two numbers, e.g., 2159, 2413, how would you prove to children that the last divisor in the process is the greatest common divisor?

2. How would you prove the ordinary rule for division of fractions, e.g., that is identical with

3. By what illustrations would you introduce to children first lessons on interest and on fractions?

SECTION V.

1. How would you utilise the position and dimensions of your schoolroom to give children clear conceptions of the cardinal points and of the reduced scale of a map?

2. Point out the incompleteness of the following definitions:

An adverb is a word used to modify verbs.
Silver is a malleable metal.

A bird is a vertebrate animal.

What do you understand by a complete definition? 3. For what classes of oral lessons may introductory remarks be of service? Give examples of such introductory remarks on a tiger, on dew, and on glaciers.