Committee of Council on Education.

SUBJECTS FOR EXAMINATION AT DECEMBER 1856.

The following alterations have been made in the Scheme of Examination for Certificates at Christmas next since the statement put forth in the January Number of this Paper:

The following document has just been issued from the office of the Committee of Council on Education :

NOTICE OF EXAMINATIONS FOR CERTIFICATES, or for REGISTRATION.

Committee of Council on Education,

Council Office, Downing Street, 1st January 1856. SIR,-You are probably aware that periodical Examinations of teachers are held by the Committee of Council in the first part of the month of December, and in the Easter week, of each year.

I. The December Examinations are held at the several training schools under inspection (a list of which is printed at the end of this letter), and comprehend both the students in residence, and also such untrained teachers as, being desirous to obtai certificates of merit, are allowed by the authorities of the several colleges to resort thither for the purpose of being examined.

II. The Easter Examinations are held in some of the principal towns throughout the country, and are open to those teachers who (being about thirty-five years of age) desire, without undergoing the examination for a certificate of merit, to be registered as competent to keep an elementary school and to instruct apprentices.

III. Both in December and at Easter, opportunities of special examination are afforded to certificated or registered teachers who wish to pass in drawing or chemistry. IV. The first step to be taken, in all cases where the examination of a teacher is desired, is to apply in writing, according to the direction given at the head of this letter. If such application be omitted, or be not made in time, candidates will in future be absolutely excluded from the examinations at which they desire to present themselves.

The greatest inconvenience has been recently occasioned by the influx of unexpected candidates at the last moment, and often without any notice whatever. It is impossible, under such circumstances, to know what number of her Majesty's Inspectors to employ, nor can rooms, stationery, and examination-papers be provided in duly-ascertained quantities.

I am, therefore, to give this public notice, that no teacher will in future be admitted to the December Examination whose name has not been communicated to the Committee of Council, in writing, before the 20th day of the preceding November; nor at Easter, unless the name has been communicated before the 14th day preceding Easter Sunday. Her Majesty's Inspectors will receive positive instructions to allow no other candidates to attend except those who are officially authorised.

V. The names of pupil-teachers who intend to compete for Queen's Scholarships in December, must be communicated to the Principal of the college at which they are to be examined before the 10th day of the preceding November, in order that the Principal may be able, at the proper time, to make a correct return to this office of the number of candidates to be provided for.

The foregoing regulations have been dictated by actual experience of what is needful to preserve order and regularity in the conduct of more than thirty simultaneous examin

ations, attended by some 2500 candidates, who have to be distinguished from each other as male or female; as belonging to different religious bodies; as students of the first, second, or third years; as teachers in charge of schools; and as candidates for Queen's Scholarships. I have, &c. R. R. W. LINGEN.

To the Correspondent of the School.

LIST OF TRAINING SCHOOLS

Under Inspection, at which Apprentices who have successfully completed their Apprenticeship may attend to be examined for Queen's Scholarships, and Teachers (having obtained permission of the Correspondent) for Certificates of Merit.

Training Schools for Masters only.

Name and Address of Correspondent.
Rev. S. Clark, Battersea.

Rev. W. Reed, Carmarthen.

H. P. Manley, Esq., Carnarvon.

Rev. Derwent Coleridge, Chelsea.
Rev. Arthur Rigg, Chester.

Rev. M Parrington, Chichester.

Rev. A. R. Ashwell, Culham, Abingdon.

Rev. J. G. Cromwell, Durham.

Rev. W. David, Training College, Exeter.

Rev. J. M.Glenie, Brook Green Ho., Hammersmith.
Rev. C. R. Alford, Highbury Park, London.
Rev. W. Gover, Saltley, Birmingham.
Rev. P. Jacob, Winchester.

Training Schools for Mistresses only.

Rev. J. Menet, Hockerill, Bishop's Stortford.
Rev. H. Foster, 76 West Street, Brighton.
Rev. W. Smith, Fishponds, Bristol.
Rev. J. Latham, Little Eaton, Derby.
J. S. Reynolds, Esq., Gray's Inn Road.

T. Allies, Esq., 11 John Street, Adelphi, London.
Rev. A. B. Power, Norwich.

Rev. F. Cheadle, St. Barnabas, Nottingham.
Rev. Precentor Heathcote, Salisbury.

Rev. R. Greenall, Stretton, near Warrington.
Rev. Harry Baber, Whitelands House, Chelsea.

Masters and Mistresses.

Henry Dunn, Esq., Borough Road, London.
Rev. C. H. Bromby, Cheltenham.

S. S. Laurie, Esq, 22 Queen Street, Edinburgh.
W. Gray, Esq., 58 Frederick Street, Edinburgh.
J. Douglas, Esq., Dundas Vale, Glasgow.
David Stow, Esq., Normal School, Glasgow.
(Rev. J. Scott, Wesleyan Training School, Horse-
ferry Road, Westminster.

Rev. H. G. Robinson, Training College, York.
Rev. E. J. Randolph, Dunnington, York.

Examination Papers.

GENERAL EXAMINATION OF TRAINING SCHOOLS.-CHRISTMAS 1855.

FEMALES.

HOLY SCRIPTURE.

1. The Supplementary Questions are not to be attempted by any candidate of the first year who has not answered one question in each of the preceding sections. No such candidate may answer more than two of the Supplementary Questions.

2. Candidates of the second year, and teachers in charge of schools, may not answer more than six questions, but may choose them from any part of the paper.

SECT. I.-1. What practical lessons are to be learned from the history of Rebecca, Miriam, and Hannah?

2. What lessons are taught by events in the Old Testament associated with the following places : Gilgal, Shiloh, Hebron, Beersheba, Bethel, Tabor, Bethlehem ?

3. Name the principal events in the lives of Eli, Jonathan, Asa, Uzziah, Josiah; and state very briefly the religious lessons which those events teach or illustrate.

4. What punishments are recorded to have been inflicted for the sins of pride, falsehood, and irreverence, in the Old Testament?

SECT. II-1. Write out the prophecies which most distinctly describe the place, time, and circumstances of the birth of our Lord.

2. Write out the prophecies relating to the New Covenant. Explain the terms, and show the fulfilment.

3. At what time did these prophets flourish: Amos, Habakkuk, Zachariah, and Malachi? Give a succinct account of the contents of one of these books.

SECT. III-1. Give an exact analysis of the contents of the Sermon on the Mount; and write out the last portion in the words of Holy Writ.

2. On what occasions was St. Peter approved or rebuked for his answers to our Lord? Quote the words of our Saviour on two of these occasions, and show their practical application to the hearts of all believers.

3. Explain these texts: "The law was our schoolmaster to bring us to Christ, that we might be justified by faith;" "Christ is the end of the law for righteousness to every one that believeth."

SECT. IV.-1. Compare the miracles wrought by St. Peter and St. Paul. In what respects do they resemble or differ from the miracles of our Saviour?

2. What events are associated with these places in the New Testament: Samaria, Tarsus, Lystra, Beræa, Cenchrea, Tyre, Crete, Miletus? State briefly what spiritual truths are learned from these

events.

3. Describe exactly the circumstances that led to the imprisonment of St. Paul.

4. What do we learn about the constitution of the primitive Church from the Acts of the Apostles?

Supplementary.

1. Give instances of figurative language used by the Prophet Isaiah; and show what spiritual truths are illustrated by each passage which you quote.

2. Describe the line of argument used by St. Paul in addressing heathens, Jews, and weak or prejudiced Christians. Support your statements in each case by references to his speeches or writings.

3. Enumerate the pastoral and Catholic Epistles. Why are they so called? one of these epistles.

Give a summary of

4. Analyse very carefully one of the following portions of Holy Scripture: Romans, chapters v. to viii.; 1 Corinthians, chapters xii. to xiv.; Galatians, chapters i. to iii. Add to this analysis not less than six verses from the passage in the words of Holy Scripture.

5. Explain the following passages; illustrate them fully from Holy Scripture; and state clearly the spiritual lessons which they suggest: "Your conversation is in heaven." "Fellow-citizens with the Saints." "Ye are dead, and your life is hid with Christ in God." "Ye also as lively stones are built up a spiritual house, an holy priesthood, to offer up spiritual sacrifices acceptable to God, by Jesus Christ."

6. On what occasions are these persons mentioned: Epaphras, Demas, Alexander, Phoebe, Diotrephes? Prepare the sketch of a lesson upon moral qualities or defects illustrated by the conduct of two of these persons.

CATECHISM, LITURGY, AND CHURCH HISTORY.

SECT. I.-1. Explain the following terms used in the Catechism; illustrate them by reference to Holy Scripture; and state very briefly the chief practical lessons which they suggest: Inheritor, Member of Christ, Communion of Saints, Sanctifieth, Ghostly Enemy, Sacrament, Pledge to assure us

thereof.

N.B. This exercise must be written in the form of a lesson.

SECT. II.-1. Write out one of the following articles, with illustrations from Holy Scripture: 1. Of good works. 2. Of sin after Baptism. 3 Of the unworthiness of the ministers which hinders not the effect of the Sacrament. 4. Of the Lord's Supper.

SECT. III.-1. What forms of confession are prescribed by our Church? Describe accurately the contents of each form.

2. What doctrines are more distinctly taught in the Athanasian than in the Nicene Creed? 3. Give an account of the prayers used in the Ember-weeks, and of the collects for Advent. 4. What lessons are selected from the Old Testament for Good Friday, Easter-day, Whit-Sunday, Trinity Sunday? State clearly in what respects each lesson is appropriate to the services of the day. SECT. IV.-1. In what points did the first English Prayer-Book differ from the forms previously used?

2. What additions have been made to the Prayer-Book since the accession of Charles II.?

3. What persons were most concerned in the revisions of the Prayer-Book in the reigns of Elizabeth and of Charles II.?

Supplementary.

1. At what time did the following ecclesiastica flourish, and for what were they severally remarkable: Anselm, Fisher, Whitgift, Sandys, Bramhall, Butler, Barrow?

2. What heresies arose in the first four centuries? What effect had those heresies upon the doctrinal statements universally received by the Church?

3. Who were the principal Christian writers in the first, second, and fourth centuries? Give an account of the life or writings of some of these writers.

4. Give some account of the chief persecutions of the early Church, especially of that in which the British Church was concerned.

5. Describe the circumstances which led to the Reformation; name the chief agents, and the principal events.

6. Show that the constitution and doctrine of our Church are in accordance with Holy Scripture and the authentic records of early Christendom.

7. Name the Bishops of Rome who have been concerned with the affairs of England, and state the results of their conduct on each occasion.

8. Give some account of the origin and progress of the great religious societies connected with the Church of England.

GRAMMAR.

SECT. I.-1. Enumerate the modes by which nouns and adjectives are derived from other parts of speech.

2. Illustrate the rules for the construction of the relative pronoun by passages from some poem or prose writing.

3. Explain the derivation and exact meaning of these words: could,''ought,' 'aught,' 'brand,' 'token,' 'cud,'' draught,' 'clause,'' sentence,' etymology,' 'syntax,'' ellipse.'

SECT. II.-Parse the words in italic in the following passage; explain their connection with other words in the sentence; and give the rule of syntax which is applicable in each instance:

"Brutes graze the mountain-top, with faces prone

And eyes intent upon the scanty herb
It yields them: or recumbent on its brow,
Ruminate heedless of the scene outspread
Beneath, beyond, and stretching far away
From inland regions to the distant main.
Man views it, and admires; but rests conteni
With what he views. The landscape has its praise
But not its Author. Unconcerned who formed

The paradise he sees, he finds it such,

And such well pleased to find it, asks no more.

Not the mind that has been touched from Heaven,
And in the school of sacred wisdom taught

To read His wonders, in whose thought the world,
Fair as it is, existed ere it was.

Not for its own sake only, but for His

Much more, who fashioned it, he gives it praise;
Praise that from earth resulting, as it ought,

To earth's acknowledged Sovereign finds at once
Its just proprietor in Him."

SECT. III-1. Express the full sense of the above passage in plain and correct prose.

2. Write a paraphrase of the following passage:

(This is intended for students of the second year, who have, however, the option of taking the former

passage.)

SECT. IV. 1. Explain these expressions clearly as to a pupil-teacher: 'sentence,'' subject,” 'enlarged subject,' predicate,' enlarged predicate, adjunct.'

2. Analyse this proposition: "The girls having been carefully instructed by the mistress, read the passage with much intelligence."

3. Analyse this passage:

"But poverty with most, who whimper forth

Their long complaints, is self-inflicted woe,
The effect of laziness or sottish waste."

Supplementary Questions.

1. Of what elements is the English language composed? In what proportion do they severally enter into its composition? Give instances of words belonging to each element from the passages which are set for a paraphrase.

2. Enumerate the figures of rhetoric commonly used by good writers, with examples from Cowper and Milton.

3. Name the chief writers who flourished in the following reigns, and give an account of the life and writings of one author in each reign: Elizabeth, Anne, George III.

4. What are the most valuable works which you have read by female authors, with especial reference to moral habits and practical duties? Give a clear but succinct account of the contents of one of these writings.

5. What book of poetry have you read this year? Give general summary of its contents; and quote some of the passages which impressed you most strongly for their bearing upon the formation of character.

GEOGRAPHY.

SECT. I.-1. Draw a map to show the indentations of the western coast of Great Britain between the Solway and the Land's End.

2. Draw a map of Scotland, with names of rivers and principal heights.

3. Draw a map of Ireland, naming the chief towns and the rivers.

SECT. II. (These questions may be illustrated by drawing.)

1. Trace the coast-line of Europe from the Elbe to the Straits of Gibraltar.

2. Describe the course of these rivers-the Loire, Danube, Elbe; name their tributaries, and the chief cities on their banks.

3. Describe the physical features, climate, and productions of Turkey in Europe. SECT. III.-1. Name all the British possessions in the Western Hemisphere; and describe the physical features, climate, productions, and population of one of the principal of these possessions. 2. For what reasons are the following places most important to England: Malta, St. Helena, Ceylon, Hong Kong, Singapore, Van Diemen's Land? Give a full account of one of these places.

SECT. IV.-1. State briefly where each of these places is situate, and for what it is most remarkable: Astrakhan, Bucharest, Sinope, Magdeburg, Bale, Cairo, Benares, Helsingfors, Peshawur, Pitcairn Island.

2. Enumerate and give some account of the principal plains of the Eastern Continent.

3. Classify the rivers of the Western Continent according to their length; name the chief cities on each.

Supplementary.

1. What artificial lines are used to indicate variations of climate? Explain the meaning and use of these lines.

2. Name the countries most remarkable for a dry, moist, or medium climate. To what special causes is the difference attributed in each case?

3. In what regions are the following animals and vegetable products found: the giraffe, alligator, chimpanzee, ant-eater, humming-bird, rice, bread-tree, olive, caoutchouc, gutta-percha?

4. What connection may be traced between the physical features of certain countries in Europe and the history or condition of the inhabitants?

5. Name the principal imports of England; and state what indications those imports give as to the physical character or civilisation of the countries from which they are brought.

6. Upon what natural and artificial products does, the prosperity of this country chiefly depend? Give some estimate of the value of the most important of these products.

ENGLISH HISTORY.

SECT. I.-1. Name the chief events in the history of England connected with these persons : Agricola, Adrian, Severus, Galgacus, Paulinus.

Describe

2. Give some account of these kings: Redwald, Edwin, Hardicanute, Edward the Confessor. 3. What Saxon queens are named in history? Describe briefly the character of each. the most remarkable institutions of the Saxons.

SECT. II.-1. At what date, and under what circumstances, did the following kings ascend the throne of England: Harold, Stephen, Henry IV., William III., George I.?

2. Name the chief events connected with Wolsey, Thomas à Becket, and Sir Walter Raleigh. 3. Name the queen-consorts in these reigns: William I., Edward I., Edward IV., James II., George II., George III. Give some account of two of these queens.

SECT. III.-1. What events in the following reigns had most effect upon the political constitution of England: Henry III., Henry VII., Charles II., William III.?

2. Who were the most distinguished statesmen and commanders in these reigns: Elizabeth, Anne, George III.? Name one or more great events associated with each name.

3. What kings of France are named in English history in connection with these reigns: Richard I., Henry VIII., Elizabeth, Charles I.? State what you know of one of these princes.

SECT. IV.-1. At what time, and under what circumstances, were the following possessions annexed to the British Empire: Jamaica, Gibraltar, Canada, Malta, and Cape Colony?

2. Give an account of the introduction and progress of the following manufactures: woollen cloths, cotton, hardware, pottery.

Supplementary.

(Students are not expected to answer questions on more than one epoch.)

First Epoch.

Describe the progress of the Romans in this island. What traces of their power still remain? Name the divisions of this island in the fourth century.

Arrange in chronological order the chief events of the Anglo-Saxon history.

Give a clear account of the buildings, costume, and households of the Saxons in the tenth century. What were the most striking points of contrast between the political institutions of the Saxon and the Norman kings? State the effect of those differences upon the condition of the people.

Second Epoch.

For what personal qualities were the princes of the Plantagenet line generally remarkable? Show the effect which the character of the most able of these princes had upon the condition of the people. Give some account of the immediate results and permanent consequences of the Crusades, with especial reference to the habits and condition of the people.

What circumstances promoted the growth of large towns, and the independence of the mercantile classes, from the fourteenth to the sixteenth century?

On what occasions were the following princes connected with English history: Philip Augustus, Louis XI., Louis XII., Francis II., Henry IV., Ferdinand of Aragon? Describe briefly the character of each, and the chief events in their reigns.

Third Epoch.

Give a full

Give some account of the social and domestic habits of the English in the sixteenth century. What statesmen had most influence in the reigns of Henry VIII. and Elizabeth? account of one of these in each reign.

Arrange in chronological order the chief events of the sixteenth century.

Describe the character of some of the principal royalist and republican leaders in the civil wars of this time.

Fourth Epoch.

Describe the foreign policy of William III.

Arrange the chief events either of the seventeenth or eighteenth century in chronological order. Name the statesmen who had most influence in the reigns of George I. and George II. To what party did each belong? Describe briefly the chief transactions in which each was concerned. Name the chief events of English history since the accession of William IV.

What progress has been made since the commencement of this century in the education of the labouring classes?