3. What do you understand by the following expressions:-The king can do no wrong. The king never dies. Lex non scripta. The king's majesty, his heirs and successors. Præmunire. Confirmatio chartarum. Poyning's laws. 1. Say for what the following places are noted:-Agincourt, Towton, Hastings, Runnymede. 2. Say for what the following are noted:-North Allerton, Clarendon, Bannockburn, Verneuil, Tewkesbury, Stamford. 3. Give an account of the progress of agriculture, and of arts and manufactures during (1) the Anglo-Saxon period; (2) the period from the Conquest to the death of John; and (3) from the death of John to the accession of Henry IV. 1. Answer such parts of question 2 as you are able. 2. Explain the following names and terms:-The Lollards. The Mad Parliament. The Statute of Entails. The Statute of Mortmain; and, Trial by Grand Assize. 3. Explain the following particulars respecting parliament:-Its constituent parts. Of what the House of Peers consists. Any points of difference as regards the speakers of the two houses. The difference between its adjournment, prorogation, and dissolution. Persons not eligible to sit in the House of Commous. The limitation of the power of the upper house as regards money bills. PEDAGOGY. Let the answers be given with as much brevity as consists with the full expression of your meaning. 1. Say what advantages are attendant on collective teaching, and what are the possible evils to be guarded against. Name a few practical matters to be attended to in giving a collective lesson. 2. Draw up the outlines of a lesson on one of the following subjects:-sugar, bread, paper, glass. 3. Name some common errors in government and teaching, which you will endeavour to avoid. 4. Show why and how you will cultivate the perceptive and reflective faculties of the children. 5. What directions will you give to a class of children, with respect to pause in reading? Specify particularly those pauses which are not indicated by the punctuation. 6. Give the rules for the use of the rising and falling inflection in reading; and describe the methods by which you intend to familiarize your pupils with the practice of them. 7. Describe the manner in which you will explain the rule of 1ng multiplication to a class of beginners; and state to what extent you will employ the abstract principles on which the rule is founded. 3. What advantages and disadvantages would arise if we were to employ one clef in music, say, for example, the Sol clef? 1. Express the value of the duration of the following time characters : 2. Mention three species of eren, and three species of uneven measure, and give examples of even and uneven measure of two or three bars in extent. 3. How would you introduce the subject of rhythm to a class of children? 1. Why is the major scale of Do designated the natural scale? 2. How many major scales are there in music? Represent seven of them on the staff. 3. In teaching the reading of music or singing of the various scales, in what order would you take them? State your reasons. 1. What are the signatures of the scales or keys of Fa, Sol, La, Re, si b, Mib, Lab? 2. What is meant by characteristic note? Answer one of the following: a. Name the notes which are characteristic of the scale of Do in relation to that of Re, and vice versa of Re to Do. b. Of Sol to Si, and Si to Sol. c. Of Mi b to Fa, and Fa to Mi b. d. Of Do to La, and La to Do. 3. Show how you would commence instruction in musical composition. 1. Write the scale of Re in common or 44 measure, each note being a minim. 2. (a.) Show how you can tell the particular sharp or flat sounds required to form any scale from the following series :- Do, Sol, Re, La, Mi, Si, &c., and Fa, Do. (b.) What do you mean by enharmonically parallel keys? 3. What alteration is required in the notes of a scale in order to form the scale of its fifth above or below, or its dominant and subdominant? 1. What is the difference between a scale and an octave? To what extent does the etymology of the word explain its meaning? 2. Why is it impossible to determine in what key the following passage is written? Name one key or more to which it might be referred. 3. Harmonize without fault one of the ascending scales of Do, Fa, and Sol. BOOK-KEEPING. 1. Name the chief books used in book-keeping by single entry, and explain their uses. 2. Give an account of the mode of balancing the ledger, and explain how the balance-sheet is written. 3. Explain the following terms, as used in book-keeping :-Dr., Cr., folio, posting. SCRIPTURE. 1. Draw a map of the course of the Jordan, with the Arnon and the Jabbok. 2. Draw a map of Palestine, giving the locality of the tribes. 3. Draw a map of Palestine, describing the mountain and water systems. 1. Give some description of Gilead. 2. Describe Bashan and Gilead. Give the principal products of each. 3. Describe the Roman provinces, east and west of the Jordan. 1. Give some particulars of the Jewish passover. 2 and 3. Give particulars of the three great annual feasts of the Jews. ZOOLOGY, GEOLOGY, AND ANIMAL PHYSIOLOGY. 1. Arrange the sub-kingdoms of animals in their proper order, according to Cuvier. 2. Arrange the sub-kingdoms of animals according to Cuvier, Carpenter, and Owen and Jones (3 tables). 3. Give the classification of rocks according to Lyell. 1. Describe the articulata. 2. Give the peculiarities of the mollusca and the radiata. 3. Describe, as fully as you can, the theory of the formation of strata. 1. Name the class of vertebrata, and describe the lowest as fully as you can. 2. Tabulate the orders of the mammalia, grouping them according to mode of production, form of extremities, and nature of food. 3. Give the mineral composition of the aqueous rocks. Name the principal ones. Account for the different forms of stratification. 1. Put each of the following into its proper class and sub-kingdom:- dog, sea-egg, leech, horse, snail. 2. Classify the following:-mandril, opossum, bat, porpoise, oyster, wasp, horse, heron, crab, worm. 3. What are the chief constituents of bone? How may the animal portion be extracted from the mineral, and the mineral from the animal? Enumerate the bones of the skull and face. 1. Give the notes of a lesson on the oak. 2. Give the notes of a lesson on the horse. 3. Arrange and name in order the divisions of the bones of the human spine, and describe the structure of a single vertebra. DRAWING, PERSPECTIVE, AND PRACTICAL GEOMETRY. Draw one of the following models: 1. The cube. 2. The semicircular archway, or single cross. 3. The baluster cottage, or obelisk. Make a copy of one of the following drawings: 1. Sheet No. 2. 2. Sheet No. 14. 3. Sheet No. 20. 1. Bisect a right line 5 inches long, and erect a perpendicular at each extremity. 2 Divide a line of 7 inches into six equal parts. 3. Find the mean proportional of two lines, whose lengths are 4 inches and 1 inch respectively. 1. How do we determine the positions of the perspective centre, the points of distance, and the vanishing points? What are the uses of these various points? 2. In the diagram before you, let A, B, C, D, be an accurate perspective drawing of a square on a scale of 1 inch to 1 foot, and pp the ground line of the picture. Required the actual size of the square, its distance within the plane of the picture, the height of the spectator's eye above it, and the distance of the spectator from the plane of the picture. Required, also, the positions of the perspective centre, the horizontal line, and one point of distance. 3. Make a perspective drawing of an obelisk, of which, in the diagram before you, A is the elevation, and B the ground plan, the length of the axis of vision being 9 inches, and the height of the eye 2 inches. A HINT TO TEACHERS. The schools in which the certificated teachers are employed, are certainly among the most efficient in my district, and I am in justice bound to say, that the managers express general satisfaction with their character, conduct, and attention to duty; but I also hear remarks made on the want of common sense, the display of vanity and overweening estimate of self, exhibited by many of the young teachers of both sexes who have been students in training schools, and I have no doubt that the exaggerated importance attached to the possession of the parchment certificate has had a tendency to encourage these feelings. Needless offence to the parents of the children is not unfrequently given by teachers on their first taking charge of schools, by not adopting a mild and conciliatory manner to the former, who are keenly alive to the expression of any little kindness and courtesy on the part of the teachers. It is of great importance for masters and mistresses, when they take charge of their schools, to secure the good will, and to obtain, as far as may be, the co-operation of the parents; and this may be done by the exercise of a little common sense, without any compromise or sacrifice of authority on the part of the teachers. They would do well to remember, upon being appointed to a school, that they are in all probability perfect strangers to all with whom they are brought in contact, and who will not be disposed to give them credit for superiority in teaching, or in anything else, without seeing proofs of it. They should bear in mind, especially in localities where a school has been opened for the first time, or where one long established has been neglected, that they will have many prejudices to encounter which are not to be removed in a day; that measures, right and proper enough in themselves, cannot be introduced all at once; and that the circumstances under which they have hitherto been accustomed to teach, and the rules and regulations by which the model or practising school in the training institution which they have just left is conducted, may not be applicable for the present to the elementary school where they are now employed. Above all, they should studiously avoid giving offence, by their conduct and demeanour, to anybody with whom they may be connected as teachers. The observance of a few particulars like these, when united with diligence in the discharge of duty, is the true way to gain influence, to assert the real dignity of their position, and to make their school popular and efficient. Nor is such conduct on the part of the teacher in any way inconsistent with that due liberty of action, and feeling of dependence upon self, which all judicious managers of schools would be ready not only to concede, but also to encourage.—The Rev. J. J. Blandford's General Report for the year 1854-5. LETTER TO THE EDITOR. SIR,-Having repeatedly noticed the great interest taken by a gallery when a lesson is being given on any branch of manufacture, and. feeling sure that the tendency of such lessons, if properly handled, is to cultivate mechanical ingenuity, as well as the thinking powers, I have often wished that the teachers located in manufacturing districts would furnish their brethren of other parts with the information necessary for lessons on the various branches of manufacture. Being myself located near a paper-mill, I have humbly endeavoured to put together such information as may easily be converted into a lesson or lessons, and have sent it to you, thinking you might deem it worthy of insertion in the Record. I am, Sir, yours truly, C. S. NOTES OF A LESSON ON THE MANUFACTURE OF PAPER. INTRODUCTORY.-Draw from the children the fact that the great seats of manufacture in England are in the North, and also elicit why. Mention that the lesson is to be on a manufacture, which, although being now gradually removed to the North, in consequence of the introduction of steam power, was almost exclusively, and is still largely carried on, on the banks of the small streams running into the Thames and the English Channel. Invite the children to stretch their imaginations, and accompany you through a paper mill. The first place to be visited is the Rag House. Here the rags are sorted and cut by women. A deep box, with the top partly of woven wire, is in front of the sorter, and a sharp knife placed upright, with the edge turned from the sorter, is used to cut the rags into pieces of from three to four inches square. All buttons, seams, &c., are removed, and the rags having been briskly rubbed on the wire top (which disengages much of the dust they hold), are put into boxes on the right-hand side of the woman, sorted according to quality. (Here it will need to be pointed out that though white paper has to be made, rags of all colours are used.) The rags having been sorted and cut are taken to the Duster. This is a revolving cylinder, mounted like a squirrel cage, through the centre of which passes an axis from which proceed a number of spokes, nearly long enough to touch the cage. The rags are put into this cage, and turned five or six times in a second, which operation shakes out all remaining dust. They are then taken to the Boiler. These are of all descriptions, but the most common form is that of an iron cylinder, very similar in form to a dusting case. Here they are boiled with lime or caustic soda for a few hours, the boiler being turned on its axis three or four times per hour. On coming from the boilers, the rags are somewhat changed in colour, but do not yet look as though they would make anything better than brown paper. They are next taken to the Washing Engine.-Where they undergo the operation called washing. This is effected by the repeated passage of the pulp, while immersed in water, between a fixed set of knives, and another set revolving on an axis from 120 to 150 times per minute. At this stage, the rags are beaten into cakes called half stuff, which look similar to a bunch of flax matted together. Bleaching is the next operation, and is performed in the Bleach House The half stuff is removed into chests of water impregnated with chloride of lime, and there left, until by the action of the chlorine it becomes white. Deep-coloured rags are taken first to an air-tight chamber, into which pure chlorine is conducted from a retort containing black oxide of manganese, common salt, and sulphuric acid. From the bleach chests the rags are again removed to the Washing Engine, to undergo a fresh washing. This is for the purpose of expelling all the chlorine from them, because, when made up with the paper, the tendency of this gas is to weaken it, and render it liable to decay. (On this account the paper for printing parliamentary statistics is preferred unbleached.) The next operation is performed in the Beating Engine.-This is of the same construction as the washing engine, but the knives of the roller and plate are closer to each other, and the roller is moved with greater rapidity. Here the rags are ground for several hours, till they are reduced to pulp, which has the appearance of very thin cream. The thicker the paper is to be, the thicker will the pulp be. In many mills, the size, which is a preparation from pieces of sheep skin and other animal substances, is introduced in this engine. Sometimes the sheet is first made, and then dipped into the size. The pulp is now conducted (on the assumption that the paper is machine-made) to the Machine House.-Here it is first received from a tap, on to a plane of iron wire, having about 3,600 holes in the square inch, which, from its having a constant lateral motion, is called the shaker. Through these holes so much water passes, that by the time the pulp reaches the end of this wire plane, a touch of the finger will make an impression which will be visible on the finished sheet. But it is still tender and wet, and by passing over a wire cylinder, called a dandy, it receives the parallel marks so distinctly seen in cream-laid paper, and the maker's name and date as seen in foolscap. From the wire, the pulp-now paper-passes on to an endless felt, which carries it between a pair of cast-iron rollers, where much of the remaining water is forced out. A continuation of this felt conveys it over three drying cylinders, which are kept heated by steam, and the finished paper is then either wound on a roller, or cut by a knife worked by the machinery into any required size. Thus, by walking from one end to the other of a room not more than 60 feet long, we may see what appears to be a thin liquid converted into paper fit for the press. Iping, Sussex. C. S. SOCIETY'S DEPOSITORY. The attention of committees, managers, and teachers of schools, is directed to this branch of the Society's operations. School materials of every description, such as Lesson-Books, Copy-Books, Maps, Slates, Pens, Pencils, and Diagrams, are now on sale at the Depository, at very reduced prices. The following additions and alterations have been recently made in the Society's Catalogue: : Book slates, 6d., 9d., 1s., 1s. 6d. each. Superior oak slates, 8+6, 3s. 6d.; 11+7, 4s. 6d. ; 12+8, 5s. 6d. per dozen. Tuning forks, 1s. each. Box of extra large size models, £2; Ditto, small size, 6s. Multiplication table, on large sheet, 2d. each. Lesson boards, for whole sets of lessons, 1s. 3d. each. Lesson stands, for infant schools, 4s. 6d. each; ditto, larger, 5s. 6d. and 6s. 6d. each. Sketch books, 3s. per dozen. Envelopes, 7d., 8d., and 9d. per 100. Note paper (five quire) packages (superior), 1s. 6d. ; half-ream packets, 3s. each. Mathematical instruments, in leather case, 4s. each. Bow compass, in box, ls. 4d. (forming a set of instruments.) Colour boxes, 6d.. 9d., 1s., 1s. 6d. each. Memorandum books, 2d., 4d., 6d. each, Crampton's school pieces, and Darnell's copy-books are now done up in neat packets of 1 dozen each, at the same prices as formerly. |