For Admission as Pupil-Teacher of the Fourth Class. (One hour and a-half allowed.) Maximum Marks. 10 1. Describe and give examples of the major and minor diatonic scales. Explain why they are so called, and show how the minor is related to the major. 2. What is a tetrachord? Show how the scales of G and F are derived from C by means of tetrachords. 3. Define subdominant, dominant, submediant, subtonic, and supertonic. Write the supertonic, subdominant, and submediant to A, F, D flat, and F sharp. 4. Write out the true form of the minor scale ascending and descending, and show which are the characteristic notes of the minor. 5. Write on the treble clef the signatures and tonics of the minor scales with sharps, and on the bass clef those of the minor scales with flats. 6. Name the keys with 4 sharps, 5 flats, 5 sharps, and their relative minors. What does the term relative mean as applied to major and minor keys? 7. What is transposition? What are the advantages of transposition, especially in vocal music? Transpose the passage [Fig. III., Music Sheet] into the keys of B flat and D. For Admission as Teacher of the Third Class. (Three hours allowed.) 1. Explain the terms chromatic and enharmonic, and write out the chromatic and enharmonic scales of C. 2. Write the names of the intervals [Figs. IV. and V., Music Sheet], and the number of semitones each interval contains. 3. What is meant by the inversion of an interval? What do the 2nd, 3rd, 4th, 5th, 6th, and 7th become when inverted? What are the inversions of a minor 3rd, a major 7th, a minor 6th, a perfect 4th, and an imperfect 5th? 4. Explain the following terms:-Diesis, quarter tone, comma, minor tone, diatonic semitone, chromatic semitone. 5. What is meant by a perfect, an augmented, and a diminished interval? Give examples with the fifth. How many semitones are contained in a major 7th, and how many in its inversion? 6. Enumerate the various registers in the human voice; say which clefs are in common use; and represent the passage [Fig. VI., Music Sheet] in the bass clef. 7. Give the meaning of the terms:-Dal Segno, legato, trill, appogiatura, arpeggio. 8. Explain why A sharp, which is a semitone above A, and identical with B flat on keyed instruments, cannot be the fourth sound of the scale of F. 9. Write out the chromatic scale of E flat major, ascending and decending. Write the mediant, dominant, and leading note to A flat, C sharp, E flat, and F. 5 10. In what key is the passage [Fig. VII., Music Sheet]? Transpose it into F minor. 5 4 4 5 4 4 7 For Admission as Teacher of the Second Class. (Three hours allowed.) 1. Explain as briefly as possible the characteristics of the four different systems of teaching vocal music. 2. Give examples of (1) The chord of the Sixth, (2) The chord of the Sixth and Fourth, and explain what is meant by the First and Second Inversions. 3. What is meant by the progression of parts in harmony? Explain the three different motions. 4. What notes of the scale may take a chord of the 6th? Name the limitations with respect to the chord of the 6th and 4th. 5. Write major common chords, and first and second inversions in the following keys :-D, A, B flat, and F sharp. 6. Explain the terms "Fundamental discord," and "Chord of the Dominant 7th." Give examples of the latter in four positions. 7. Explain and give examples of the principal resolutions of the chord of the 7th into the triad on the key-note, and into its 2nd inversion on the dominant. 8. Indicate the major and minor chords in Example 1, and distinguish chords in fundamental position from 1st and 2nd inversions in Example 2 [Fig. VIII., Music Sheet]. 9. Add three parts to the Basses (unconnected) [Fig. IX., Music Sheet]. 8 10. Analyse the piece of Harmony [Fig. X., Music Sheet]. HISTORY. 22nd December-9.30 to 12.30. For Admission as Pupil-Teacher of the First Class. (One hour and a-half allowed.) Maximum Marks. 1. Describe the discoveries made in Australia by Portu- 20 guese and Dutch navigators. 2. When, where, and under what circumstances did 10 Captain Cook take possession of the eastern part of Australia? 3. What were the causes and the events of Sturt's 20 exploratory journey in 1829? 4. Give an account of the coast discoveries and of the 25 progress of settlement in Queensland. 1. What was the nature of the dispute regarding inves- 10 titure in the reign of Henry I.? and how was it settled? 2. Give a description of the dwellings and amusements 15 of the people during the Norman period. 3. Under what circumstances was Magna Charta 20 obtained from King John? What are its provisions regarding the church, the barons, traders, and freemen? 4. Describe shortly the efforts made by Edward I. to 12 bring the whole of Great Britain under the rule of one sovereign. 5. What were the causes and events of the popular 18 rising under Wat Tyler? For Admission as Teacher of the Second Class. Maximum Marks. 12 10 8 14 10 12 (Three hours allowed.) 9 1. Show by a genealogical table the descent of the Young Pretender and George I. from James I.; and explain the authority by which George peacefully succeeded to the English throne. 2. Relate the causes, course, and results of the Seven Years War. 3. What were the causes and the course of events of the American War of Independence to the time of the formal Declaration of Independence. Maximum Marks. 3. If a straight line be bisected and produced to any 18 point, the rectangle contained by the whole line thus produced, and the part of it produced, together with the square on half the line bisected, is equal to the square on the straight line made up of the half and the part produced. 4. If a straight line be divided into any two parts, four 12 times the rectangle contained by the whole line and one of the parts, together with the square on the other part, is equal to the square on the straight line which is made up of the whole and that part. 5. In every triangle the square on the side subtending 20 an acute angle, less than the squares on the sides containing that angle, by twice the rectangle contained by either of these pendicular let fall on it from the opposite angle, and the acute angle. 4. Comment upon the right of England to tax the sides, and the straight line intercepted between the perAmerican colonies. 5. What circumstances led to the passing of the Reform Bill of 1832? What were its main features? And how did it affect the franchise? 6. Give particulars regarding the Afghan War of 1842, the circumstances that led to it, and its after effects in Scinde. 7. In regard to the British Constitution: Define the term "constitution," and mention the great leading principles that characterise it. Quote Blackstone's remarks on the absolute rights or liberties of Englishmen. 8 2. Quote the geometrical axioms. 2. To describe a parallelogram that shall be equal to a 6 given triangle, and have one of its angles equal to a given angle. 3. If a straight line be divided into any two parts, the 10 sum of the squares on the whole line and on one of the parts is equal to twice the rectangle contained by the whole and that part, together with the square on the other part. 4. If a straight line is bisected and produced to any 12 point, the sum of the squares on the whole line thus produced, and on the part produced, is twice the sum of the squares on half the line bisected and on the line made up of the half and the part produced. 5. The perpendiculars let fall on two sides of a triangle, from any point in the straight line bisecting the angle between them, are equal. 6. Construct a right-angled triangle, having given the hypotenuse and the difference of the sides. 6 7. Show that in a straight line, divided as in Euc. II. 11, 12 the rectangle contained by the sum and difference of the parts 3. If the equal sides of an isosceles triangle be produced, is equal to the rectangle contained by the parts. the two exterior angles are equal. 4. To draw a straight line perpendicular to a given straight line of unlimited length, from a given point without it. 5. If two triangles have two angles of the one equal to two angles of the other, each to each, and the side adjacent to the equal angles of the one equal to the side adjacent to the angles of the other; then shall the two triangles be equal in all respects. For Admission as Pupil-Teacher of the Third Class. (One hour and a-half allowed.) 1. Quote Euclid's twelfth axiom. On what grounds has it been objected to? Quote Playfair's axiom; and show why it is preferable to Euclid's twelfth axiom. 2. If one angle of a triangle be greater than another, then the side opposite to the greater angle shall be greater than the side opposite to the less. 3. To describe a triangle having its sides equal to three given straight lines, any two of which are together greater than the third. 4. The opposite sides and angles of a parallelogram are equal to one another, and each diagonal bisects the parallelogram. 5. To describe a parallelogram that shall be equal to a given triangle, and have one of its angles equal to a given angle. For Admission as Pupil-Teacher of the Fourth Class. (One hour and a-half allowed.) 1. To describe a triangle having its sides equal to three given straight lines, any two of which are together greater than the third. 2. To describe a parallelogram equal to a given rectilineal figure, and having an angle equal to a given angle. NEEDLEWORK. 22nd December-2 to 5. (Three hours allowed.) For Admission as Pupil-Teacher of the Second Class. Maximum Marks. 15 5 13 2 14 16 4 16 THEORY. 1. (a) What are the chief faults made in hemming? (c) What is the rule for correct hemming? 2. (a) What are the marks of a well-made button-hole? (b) What is the rule as to the size of button-holes? 3. How would you teach a join (a) in hemming, (b) in top-sewing? By what means would you endeavour to make your instructions intelligible to a large class? PRACTICE. 1. On the largest piece of calico (a) Turn down and tack a hem -inch wide. (c) Put on, as a patch, the piece of calico, 2 inches 2. (a) Make the piece of calico, 3 inches by 3 inches, into a band, properly finishing one end and tacking the other. (b) Gather and stroke down the larger piece of calico, and stock it into the band. Tack it all, and properly finish half. 3. On the band (a) Show one inch of stitching. 6 9 (b) Work a button-hole. 1. (a) Enlarge to full size from the miniature pattern supplied, and cut out, from the tissue paper provided, a pair of knickerbocker drawers for a child from seven to nine years of age. (The long way of the tissue paper is to be taken as the selvedge way of the material. Each of the squares on the miniature pattern represents a square inch.) (b) Cut a waistband in two parts for same. (c) Cut bands for the bottoms of the legs. (d) Cut down an opening at each side the required length. 2. (a) Cut a triangular piece, 2 inches on the side, from one corner of the large square of flannel. (b) Put the smaller piece as a patch on the larger. (c) Show a few rows of darning as for a thin place. (d) Tack a hem, one inch wide, along one side, and on it (i.) Cut and work a button-hole. (ii.) Work two inches each of two patterns of feather-stitch. 422 1 15 5 2 9 6 3. With the wool supplied cast on 30 loops, and with 13 4 needles knit 10 rounds, breaking and joining the wool once, and cast off. 1. (a) Explain clearly (i.) the position of the needle, (ii.) the manner of holding the material, in topsewing and in hemming respectively. (b) What faults arise in each instance from neglect of the proper positions of needle and work? (c) Show by diagrams the correct shape of each of those stitches. 2. State what are the principles to be taught in darning, and show briefly the importance of each. 3. (a) How would you teach a class herring-bone stitch? (b) What material or apparatus is required (i.) by the teacher, (ii.) by each pupil? (c) Show by a diagram the correct shape of the stitch. PRACTICE. 1. The mull-muslin is to be made up into an apron gathered into a band. (a) Tear off a strip, 2 inches wide, for the band. (b) Fix and tack the bottom for open hem stitch, and (c) Fix and tack a narrow hem down each side. (e) Gather and stroke down the apron, and stock it (f) On the band (i.) Sew on a button. (ii.) Cut and work a button-hole, one end round, the other braced. 2. On the stocking-web (a) Show a plain darn as for a thin place. (b) Cut a hole about half-an-inch square and darn it. For Admission as Pupil-Teacher of the Fourth Class. THEORY. 1. (a) What is the difference between (i.) The running stitch and the gathering stitch; (ii.) The hemming stitch and the setting-in stitch? (b) Give a reason, or reasons, for the difference in each case. For Admission as Teacher of the Third Class. THEORY. 1. (a) What differences are made in patching calico, 12 mull-muslin, flannel, print, serge, or similar dress material? (b) Give reasons for the differences mentioned. 2. Distinguish between grafting, Swiss-darning, and 10 stocking-web stitch, stating for what purpose each is used. 3. Describe clearly the whole process of— (b) Setting in a gusset as for the body of a shirt. 1. From the calico supplied, cut out (a) The upper half (that part of the garment above [The portion required is half the length and half the (b) A separate sleeve for same; (c) A piece for the band (half the full length required). 10 7 7 2 2. Join the sleeve by a sew-and-fell seam, and set it in, 14 properly finishing an inch in every direction from the point of junction at the under part of the sleeve; the remainder to be done in neat tacking. 3. Gather and stroke down at the front and back that 15 part of the garment requiring it. Tack on the band, and properly finish one inch over both the plain and gathered parts. 4. Hem and whip six inches of frill, and set on to the 10 band. Work one inch of the hem, and tack the remainder. 5. With the wool supplied cast on 21 loops, and with 13 two needles knit a heel, turn it, and cast off. For Admission as Teacher of the Second Class. THEORY. 1. Explain, as to a pupil-teacher, by what stages you 10 would lead a class to be able (a) to mend a hole in a stocking; (b) to cut out a chemise. 2. Write a short essay on the practical advantages of 10 teaching needlework simultaneously rather than individually. 3. Show by diagrams on the chequered paper supplied the correct shape of each of the following stitches:-Hemming, seaming, running, gathering, setting-in, herring-bone, marking in cross-stitch, and whipping. 8 |