have kept this purpose steadily in view have always been valued, and generally been permanent. For such Societies there will always be room, and plenty of work to do, whatever changes may take place in the social or intellectual status of teachers, and however the aspect of educational affairs may become altered. Literature may be so cheapened and improved that classes for mutual instruction may, in some subjects, be given up without much loss; the establishment of free public libraries may supersede the necessity for interchange of books by the members of an Association; educational exhibitions and collections of specimens may be formed by other public bodies; but no external agency whatever can supply the lack of free confidential intercourse among members of the profession, or render such intercourse unnecessary. Few things would give a stranger a higher notion of the practical good sense of the general body of elementary teachers, than a glance at the list of subjects which have been discussed in their various Societies during the last few years. On the whole it will be seen these subjects have been habitually chosen for use rather than for display; and that a sense of the importance of good teaching and good management, as distinguished from good scholarship merely, has generally suggested the themes of discussion. So long as this continues to be the case, Teachers' Associations will flourish, and new topics of the highest value and interest will never be wanting to occupy the attention of the members. If we conclude these remarks by naming a few points on which discussion might advantageously be founded, it is less in the way of advice to the older Associations than with a view to the information of those teachers in country districts who may be about to incorporate themselves for the first time. The moral training of Pupil Teachers. The extent to which Monitorial Agency is still needed, or can be properly employed. The formation of School Libraries and Museums. Means of retaining influence over pupils after leaving school. School fittings, and their arrangements. The extent to which Teachers can wisely join in Christian and benevolent efforts, apart from their school. The Teacher's relations to Committee and Managers. The Teacher's relations to the Parents of the Children. The best employment of a Teacher's leisure. How to secure punctual attendance. School offences, and the treatment suited for each. The points to be kept in view in constructing a Time-table. "Parents and tutors will naturally be anxious to impress those under their charge with the religious opinions which they themselves hold. In doing this, however, they should not omit to lay a foundation for charity towards people of other religious opinions. For this purpose it may be requisite to give a child a notion that there are other creeds besides that in which it is brought up itself. And especially let it not suppose that all good and wise people are of its church or chapel. However desirable it may appear to the person teaching, that there should be such a thing as unity of religion, yet as the facts of the world are against his wishes, and as this is the world which the child is to enter, it is well that the child should in reasonable time be informed of these facts. It may be said in reply, that history sufficiently informs children on these points. But the world of the young is the domestic circle; all beyond is fabulous, unless brought home to them by comment. The fact, therefore, of different opinions in religious matters being held by good people should sometimes be dwelt upon, instead of being shunned, if we would secure a ground-work of tolerance in a child's mind."-Friends in Council. NORMAL COLLEGE. THE FOLLOWING ARE AMONG THE QUESTIONS PROPOSED AT THE RECENT CHRISTMAS EXAMINATION. ENGLISH LANGUAGE. 1. Treat the extract from Blackstone in the following ways: (a) Paraphrase it. (b) Parse, grammatically, the words in italics. (c) Analyze, etymologically, the words in capitals, and give other derivatives from their root words. (d) Analyze, logically, the extract commencing with "Thus ended at once," and ending with "nine hundred." And also that commencing with "For whenever," and ending with "the society itself." Blackstone. Cap. THE SUCCESSION OF THE ENGLISH MONARCHS. Thus ended at once, by this sudden and UNEXPECTED VACANCY of the throne, the old line of SUCCESSION; which, from the Conquest, had lasted above six hundred years; and from the union of the HEPTARCHY, in King Egbert, almost nine hundred. The facts themselves thus APPEALED to, the King's endeavour to SUBVERT the CONSTITUTION by breaking the original contract, his VIOLATION of the FUNDAMENTAL laws, and his withdrawing himself out of the kingdom, were EVIDENT and NOTORIOUS; and the consequences drawn from the facts, namely, that they amounted to an ABDICATION of the government; which abdication did not AFFECT only the person of the King himself but also all his heirs, and rendered the throne ABSOLUTELY and COMPLETELY vacant, it belonged to our ancestors to DETERMINE. For whenever a question arises between the SOCIETY at large and any magistrate vested with powers originally delegated by that society, it must be decided by the voice of the society itself; there is not upon earth any other TRIBUNAL to resort to. And that these CONSEQUENCES were fairly DEDUCED from these FACTS, our ancestors have solemnly determined in a full PARLIAMENTARY CONVENTION representing the whole society. 2. Treat the extract from Milton in the following ways: (a) Paraphrase it. (b) Parse, grammatically, the words in italics. (c) Analyze, etymologically, the words in capitals, and give other derivatives from their root words. (a) Analyze, logically, the words beginning with "Thus they in Heaven," and ending with "Satan al ghted walks." And also that beginning with "a globe far off," and ending with "less vexed with tempest loud." Milton's Paradise Lost. Book III., 416. Of this round world, whose first convex DIVIDES It seem'd, now seems a boundless CONTINENT, As when a vulture, on Imaus bred, To gorge the flesh of lambs or yearling kids, On hills where flocks are fed, flies towards the springs Of Ganges or Hydaspes, Indian streams; But in his way lights on the barren plains Of Sericana, where Chineses drive With sails and wind their cany wagons light: So on this windy sea of land the fiend 1. Complete the sets of consonants of which p, sh, d and k are severally members, illustrating by examples where necessary. (Relating to the above extract from Milton.) 2. (a) Say what and where the following are:-Imaus, Ganges, Hydaspes, Sericana. (b) Explain fully the following expressions : 1. Are any but active verbs ever followed by an objective case? If so, give examples. Are verbs that are ordinarily active ever used in any other way? If so, give examples. (Relating to the above extract from Milton.) 2. Make out a list of all the adjectives in the above extract, arranging them in columns as being pure English words, or as derived from the Latin, or any other source. Give also in a table of three columns the terminations used to make English adjectives in words derived from the Anglo-Saxon, the Latin and the Greek languages. 1. Add a co-ordinate sentence of each kind to the following principal sentence, The works of God are glorious. 2. Make out a list of the different sorts of subordinate sentences, giving an example of each kind. Arena. 1. Explain the following words or expressions by their etymologies: - Ploughishare. Homœopathic. Methinks. Solstice. Make the welkin ring. Gymnastic. A sleeveless errand. Nostril. Infant. Earing and harvest; and Woe worth the day. 2. Select all the figures of speech occurring in the above extract from Milton, and say of what kind they are. 2.* Give an account of Milton and his works, comparing him with others of our great poets. PEDAGOGY. 1. How will you endeavour to secure early and regular attendance in your school? 2. What is meant by the Perceptive Faculties? How will you cultivate them in your scholars? What is Conception, and in what manner will you use it in your own teaching? How will you try to strengthen the Memory of the children, and in what way will you endeavour to form among them habits of Reasoning? 3. What are the most important points to be regarded in teaching (a) Reading and (b) Writing? 4. Describe the school registers recommended by the Committee of Council on Education, and state precisely the objects to be attained by each book. 5. What arrangements would you adopt in order to discover and register the progress of the pupils in a school of 150 children? Give a specimen of the book you would use for this purpose. 6. How would you explain the nature of a fraction to young children? (a) by the use of diagrams; (b) by the principles of arithmetic purely? 7. Write out the notes of a lesson on the common door-lock, the atmosphere, or the common pump; distinguishing carefully between the facts you would communicate, and the information you propose to elicit from the children by questions. Describe also the objects or diagrams with which you would think it necessary to provide yourself before beginning. 8. What means do you intend to employ in order to secure distinct, slow, and accurate reading in your schools? Describe the class of reading exercises which, in your opinion, are best adapted to this purpose. ANCIENT HISTORY. 1. Make a chronological table, as complete as you can, of the principal events in Roman history. 2. Name the principal historians of Rome, and give such particulars as you know respecting the period at which they wrote, and the value of their several contributions to the history. 3. "The languages of the Greeks and Romans are generally said to be two different branches of the same stock." Explain this, and show wherein consists the identity, and wherein the diversity, of the two races. 4. Give a list of the kings of Rome, and state for what each reign was distinguished. 5. What was the origin of the Punic Wars? Give a brief summary of their progress and their results. 6. State who the following persons were, and for what they were distinguished:-Brutus, Regulus, Cato the Censor, Sallust, Licinius, Coriolanus, and Horace. GEOGRAPHY. 1. Name the six countries of the world of the greatest territorial extent, and also the six with the greatest number of inhabitants. 2. Describe the trade winds and the monsoons, aud give explanation of the causes which produce them. Say also what is the probable cause of the prevalence of West winds in our latitudes. 1. Draw a map of England, Hindostan, or Russia, and also of the Amazon, the Danube, or the great lakes of North America. 2. Draw a map of the coasts of the Pacific with its islands, showing, by shading, the districts in which the volcanic agency is the most violent. 1. Throughout the whole British Empire (not merely the United Kingdom) name all the towns, and give their position, having a population of more than 100,000 inhabitants. 2. Describe the three Scandinavian countries physically, and say what are the chief exports and imports, and the ports through which the maritime trade is carried on. 1. Name the chief ports of America, giving their exact physical position, the number of inhabitants, and such other particulars as you can. 2. Describe the Gulf Stream, giving its course, cause, and effects, illustrating the same by a map or diagram. 1. What are the chief exports of Russia, imports of England, manufactures of Belgium, and natural productions of the Spanish Peninsula? 2. Name, with their tributaries, the six longest rivers of the Old World, the two longest of the New World. Give the extent of the basin of each, with main physical peculiarities, particularly its characteristic flora and fauna. 1. Give in a table particulars of our colonies, as stated below: 1. Name the countries of Europe most distinguished for their mineral wealth, and say what metals are obtained from each. 2. Show how we obtain the distance, size, and bulk of the heavenly bodies, and illustrate the same by actual calculations or formulæ respecting the moon. 1. Name the parts of the world where the inhabitants are chiefly of nomadic habits; and also those in which useful animals are so abundant that they are destroyed without any consideration of the value of the carcass. 2. Make a diagram illustrating the theory of eclipses. Give the exact limits, both in latitude and distance from the nodes, within which an eclipse is possible, and also those within which it is inevitable, with regard to both the sun and moon. 1. Say exactly what and where the following are:-The Waiho. Pampas. The Gobi. Innspruck. Llanos. Ferro. Las Salinas. Agulhas. The Selva. Karroos. The Despoblado. 2. Define the following expressions:-Libration in Latitude. Libration in Longitude. Eccentricity. Perturbations. Nutation. Precession of the Equinox. Azimuth. Mural Circle. PHYSICAL SCIENCE. 1. Make a diagram of the wheel and axle; give a formula showing the conditions of equilibrium; and describe as many practical applications of the machine as you can. 2. Describe Davy's Safety Lamp. Show wherein consists the value of the invention; and explain the action of wire gauze upon flame generally. 3. Show how the common fire-engine differs from a simple forcing pump, and illustrate your answer by diagrams of both. 4. Describe the construction of the air-pump, and enumerate concisely the truths which may be illustrated by experiments with that instrument. 5. Write out a brief description of the ordinary flour mill. 7. Explain why ice floats in water; and why boiling water is not always at the same temperature. 8. What are the chemical constituents, and the most important properties, of coal gas? Describe briefly the method of obtaining it. 9. Give a rule for determining the actual weight of a given bulk of any substance whose specific gravity is known; and describe also the method by which the specific gravities of solids and liquids are respectively obtained. 10. Describe the preparation and properties of oxygen gas, and name its principal compounds (a) with sulphur, and (b) with phosphorus. 11. In what time will an engine of 100-horse power, moving a train of 90 tons, complete a journey of 80 miles, supposing the friction to be 7 lbs. per ton ? 12. What is meant by the "index of refraction"? State the general theory of refraction, and describe some of the most important phenomena which illustrate it. GEOMETRY, MENSURATION, AND TRIGONOMETRY. 1. The opposite sides and angles of parallelograms are equal, and the diagonal bisects them. 2. Demonstrate one of the following propositions: 11. 12; III. 37; IV. 15; VI. 20. 3. The circles described on the three sides of a triangle, so as to pass through the point of intersection of the perpendiculars upon them from the opposite angles, are equal to each other. 4. What is the logical order observed in the arrangement of Euclid's Definitions? Describe any other possible arrangement, and give your reasons for preferring either to the other. 5. What is the converse of a proposition? Give examples from Geometry, and show how Euclid generally treats such truths. When are the terms of a proposition logically convertible? 6. Define the following terms:- Ratio, Analogy, Convertendo, Componendo, Dividendo, Ex æquali, Triplicate, and Compound Ratio. Give, in Euclid's language, the truth relating to each. 7. If a postage stamp be 1 inch long and of an inch wide, how many would paper a room 11 feet 6 inches long, 9 feet 3 inches wide, and 12 feet 2 inches high? 8. What is the cost of a wall of brick-work 29 feet 6 inches long, 17 feet 3 inches high, and 44 bricks thick, at £4 5s. per red? 9. How many tons of granite, 13 cubic feet of which weigh one ton, will be required to build a hollow cylindrical tower 175 feet high, the exterior diameter of which is to be 12.5 yards, and the interior 11-75 yards? 10. How may the height of a distant and inaccessible hill be determined? Are the same data always absolutely necessary? 11. Show how the position of a ship may be determined, by observing from it the bearings of three fixed points whose positions are previously known. 12 Describe the method you would employ in measuring the area of an irregular field, and the instruments you would require. 13. How is the expression T = 3.14159 obtained? and what is the main trigonometrical truth on which the verification rests? 14. Express the sines of each of the angles of a given triangle in terms of its sides; or Find the radius of a circle inscribed in a triangle whose sides are given. (4) If 2 Sin (xy)=1, and Sin (xy) Cos (x + y); then r=45°, and y = 15°. |