ARITHMETIC.

(Candidates may not answer more than one question in each section.)

SECT. I.-1. Show, as to a class, that multiplication is the same as addition, and explain the construction of a multiplication table.

2. Divide 3487906 by 754, and explain each step in the process.

3. Write out the notes of an introductory lesson on simple proportion.

SECT. II-1. I gave 19 yards, at 19s. 11 d. per yard, for 79lbs. of tea at 5s. 10d. per lb.; how much did I gain or lose?

Bought 7 pieces of cloth, each 56 yards, and sold 2794 yards 3 nails; how many yards remain unsold?

3. If coals are sold at 18s. 6d. per ton, what will be the worth of 19 barge-loads, supposing each barge carried 43 tons?

What is the property-tax, at 7d. in the pound, of a farm, whose rental is 27s. 6d. per acre, and which contains 912 acres?

4. Find by practice the value of 6583, at 11. 19s. 11 d.

If 1s. 3d. is paid for 6 lb. 14 oz. of bread when wheat is 4s. 9d. per bushel, what must be paid for 23lbs. 12oz. when wheat is 5s. 5d. per bushel?

SECT. III-1. What must be added to of § to make it equal to of 33?

Add £ğ+ crown+ guinea+ shilling.

2. If of a ship cost 2731. 2s. 6d., what is of her worth?

3. Divide 04176 by 713-5. Find the value of 38674lb. troy, and 0.1986 of a year. decimally 18 cwt. 0 qrs. 14 lbs.

Express

SECT. IV.-1. What sum must be laid out at 33 per cent per annum to amount to 9807. 10s. 6d. in 4 years?

What is the discount on 3257. 10s.. due 146 days hence, at 33 per cent per annum?

2. If I gain 10l. per cent by selling tea at 6s. per lb., what do I gain or lose per cent by selling it at 5s. 10d. per lb. ?

3. What must be given for 50507. stock in the three per cents, at 85 per cent?

SECT. V.-1. What is meant by a decimal system of coinage?

2. Is our present system of coinage decimal? Prove your answer.

3. What new coins has it been proposed to introduce, and what to withdraw or change in relative value?

4. What is the difference between money of coinage and money of account? Give instances.

5. Express 17s. 6d. as the decimal of 17., and name the coins whereby you would represent that decimal.

SECT. VI.-1. Give examples of the entries that are severally made in books commonly used by tradesmen in keeping their accounts.

2. Describe, with examples, the method of double-entry.

WELSH.

1. Translate into English one of the two following passages:

"Gwell yw y tlawd a rodio yn ei uniondeb, na 'r traws ei wefusau, ac yntau yn ffol. Hefyd, bod yr enaid heb wybodaeth, nid yw dda; a'r hwn sydd brysur ei draed a becha. Ffolineb dyn a wyra ei ffordd ef: a'i galon a ymddigia yn erbyn yr Arglwydd."

2. Parse fully one sentence in the passage which you have translated; explaining carefully the literal mutations in it.

3. Translate into Welsh-"We live in a beautiful country, full of mountains and valleys, rocks and streams, meadows and woods. The climate, though wet, is healthy; provisions are cheap and good; and the inhabitants are so honest that you may leave your door unbolted at night without any fear of robbers."

DOMESTIC ECONOMY.

SECT. I.-1. Enumerate the chief vegetable substances used in food. of these classes: leguminous, cereal, acetaceous?

2. What plants are most profitable in cottage-gardening? State very 3. Enumerate the animal productions and substances used in food. vinegar in cooking

What plants belong to each

accurately your reasons. State and explain the use of

SECT. II.-1. Describe the advantages or disadvantages of all materials used for fuel. Estimate the annual cost of fuel for a cottage in one of these counties: Middlesex, Wilts, Yorkshire, Norfolk, Derby, Lancashire.

2. In what household work is it expedient to instruct pupil-teachers? State the effect of such occupation from your own experience. In what qualities is a pupil-teacher who has received no such instruction likely to be deficient?

3. What kind of laundry would you recommend as an appendage to an industrial school? Describe accurately the apparatus required for such a laundry.

4. To what extent can industrial occupations be advantageously carried on in a school of 120 girls with mistress, assistant, and two pupil teachers? State your reasons and plan of work. What oral instruction on domestic economy can advantageously be given while girls are engaged in needlework?

SECT. III.-1. Give receipts for meat-pudding, boiling rice, and haricot beans. 2. Describe the process of clear-starching. How do you take out iron-moulds? What are the

advantages or disadvantages of soda in washing?

3. Describe the best grates for coal-fires. What causes make chimneys smoke? Under what circumstances will it ascend or descend a chimney?

What is smoke?

4. What kinds of bedding are the most economical and most conducive to health? State your reasons. What are the physical effects of crowded sleeping-rooms?

SECT. IV.-1. State clearly what causes affect the value of food, and all articles used by cottagers. Upon what circumstances do the rise and fall of wages depend?

2. What articles are most frequently used in the adulteration of food? State the effects of each of these articles. How can they be detected?

3. Enumerate the diseases most prevalent among young children. Describe the symptoms of measles, scarlet-fever, hooping-cough, and croup.

4. What is the best treatment for burns, chilblains, bruises, ringworm, and sudden choking? What other instruction on matters of this kind is likely to be useful to the mistress of a school?

5. Estimate the total value of the income of a schoolmistress with a certificate of the first division in the second class, and with two pupil-teachers, supposing her to receive from the managers 35 per annum, with furnished house. Prepare a clear statement of her annual expenses, and of the best mode of investing her savings.

NOTES OF A LESSON.

(For Students of the first year, and for Teachers in charge of Schools.)

Prepare the notes of one lesson on each of the following subjects:

1. The foot, the teeth, the neck, or the respiratory organs of man.

2. Structure and habits of an animal belonging to either of these classes: Ruminants, feline, reptiles.

3. On the physical advantages of ventilation, cleanliness, exercise.

4. On the temporal and spiritual consequences of deceit, idleness, bad temper.

MUSIC.

1. The questions in Division II. 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 questions in Division II.

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.

Division I.

SECT. 1.-1. Explain the following marks of time, pointing out which are common, and which are triple time; which also are simple, and which are compound time.

How long does the influence of an

2. Explain the following, viz. sharp, flat, natural, accidental. accidental last, and does it ever affect notes in the following bar? (a) What is an interval? (b) What a tone? (c) Explain the difference between a major and a minor third.

SECT. II.-1. Name the order of the keys with sharps. Name the order of the keys with flats. 2. What is a tetrachord? What the diatonic scale, and how do you form it? What is the chromatic scale?

3. How is the minor scale formed? How does it differ from the major scale? sixth and seventh notes of the ascending minor scale raised by accidentals?

And why are the

SECT. III-1. What is transposition? Enumerate its advantages both to the instrumental performer and the vocalist.

2. What do the following intervals become when inverted: viz. a second, a diminished third, a perfect fourth, an extreme flat seventh, an extreme sharp sixth?

3. Are there any other clefs in use besides those of the treble and the bass? them, and mark the position of each on the following stave:

Give the names of

Division II.

1. Write one bar in every species of time described in question 1, section I., employing as few notes as possible, and introducing dots and rests.

2. Write the scales of D major and Bb major, and the scales of their relative minors, ascending and descending, prefixing the proper signatures to each stave.

3. In what clefs are the following notes written? Write in the bass, and in the two treble staves, the same notes as those marked respectively in the Do (C) clefs.

4. Write the following passages: No. 1 in the key of Fa (F), No. 2 in the key of Sib (Bb), prefixing the signature in each instance.

5. Put chords to the following psalm tune according to the figured direction, with the root or fundamental bass of each note in the lowest staves. Insert also the proper chords where there are no figures.

6. In the following chant, the three inversions of the dominant seventh are introduced. Point them out by the appropriate figuring for each inversion, inserting the figures between the derivative and fundamental bass staves, and placing in the lowest stave the root of each inversion.

7. Consecutive fifths and octaves are both exhibited in the following example, No. 1. Show how they may be corrected in No. 2.

The student may select any questions which she can answer completely.

Write the first line of your first answer as a specimen of copy-setting in large hand; and the first line in your second answer as a specimen of copy-setting in small hand.

1. Describe accurately the different steps by which children are best taught to learn the sounds of letters in monosyllabic words.

2. Name all the devices by which you propose to keep up the attention of children, and to prevent waste of time in a reading lesson of very easy narratives.

3. What faults are likely to be committed by a pupil-teacher in superintending a lesson in penman- . ship? How can those faults be corrected?

4. Describe the most effective way of correcting a lesson in dictation.

5. How do you propose to teach girls to write abstracts of lessons? At what time would you correct these exercises, and give practical lessons upon them to the writer or the class to which she belongs?

6. What maps are required for a school of one hundred girls? What set of maps do you prefer, and why? How would you use them? Describe the best mode of suspending them before a class.

7. What use do you make of the black-board in a lesson on geography? Do you prepare the drawing before, or during the lesson? Give reasons for the plan which you prefer.

8. What faults are pupil-teachers likely to commit in the use of apparatus? How are those faults to be corrected?

9. By what rules or principles are you guided in collecting materials, and preparing notes for a lesson on-1. Natural objects. 2. Topography. 3. Moral qualities or habits. 4. History?

10. By what means can you keep up the attention of a class of girls between ten and thirteen years old in delivering these lessons?

11. What terms ought you to avoid in giving lessons upon minerals, vegetables, and animals? Make out a list of the words which you would substitute for those objectionable terms, in order to convey distinct and intelligible ideas to young girls.

12. To what points has your attention been directed when listening to model lessons upon the subjects enumerated in question 9?

SCHOOL MANAGEMENT.

For Students of the second year, and for Schoolmistresses attending the examination.
Candidates may select any questions, but must answer them fully.

Write the first line of your first answer as a specimen of copy-setting in large hand; and the first line in your second answer as a specimen of copy-setting in small hand.

N.B. The questions marked with an asterisk must be answered by every candidate.

* 1. What are the advantages of registration to teachers, managers of schools, and parents?

2. What registers are necessary in keeping proper school-accounts? Describe very minutely the complete form of a good register for daily attendance.

What is an average? Suppose the following table to be an extract from a school-register of daily attendance:

Morning. Afternoon Morning. Afternoon. Morning. Afternoon. Morning. Afternoon.

what is the average number in attendance for whole days in the first, second, third, and fourth weeks (five days) respectively?

What is the same average when extended to the four weeks collectively? How would you have to proceed in finding the same average for a whole year?

Give in detail the steps by which you arrive at each result.

3. Describe the peculiar advantages of catechetical teaching. What are the tendencies in this system which require especial caution with reference-1. To the teacher; and 2. To the scholars?

4. What are the chief objections urged against collective lessons? How far are these objections founded on fact? How can the tendencies to which they refer be obviated? What collective lessons are most useful, (1) for training the faculties, (2) for giving information?

5. By what principles are you guided in collecting materials, and preparing notes for a lesson on1. Natural objects. 2. Topography. 3. Moral qualities or habits. 4. History?

6. To what points do you attach most importance in criticising lessons on the first and third subjects enumerated in the last question? State clearly your reasons.

7. Upon what qualities in a mistress does the good discipline of a school chiefly depend? Describe briefly the various mechanical devices by which a good mistress may bring a new school into habits of order and prompt obedience.

8. What rules are most important for the moral training of children? By what principles are you to be guided in training the bodily powers, and in cultivating the senses of children?

9. By what exercises are habits of attention best cultivated?

10. Give some account of these-mental powers, memory, understanding, imagination.

11. At what hours do you propose to give lessons to pupil-teachers? State clearly your reasons, and the result of your own experience as a pupil-teacher.

12. What are the most essential points to be kept in mind in arranging a schoolroom and preparing a time-table?

ESSAY.

The subject-matter discussed in each part of the essay should be noted in the margin.

Write an essay upon one of the following subjects:

1. The relations between a mistress and school-managers.

2. The influence of a teacher's example upon the principles, habits, and future welfare of her pupils. 3. The cultivation of the mind, considered especially with reference to practical results, and the bearing upon the general formation of character.