The Pupil Teacher's Manual of Government Examination Questions. By J. Pardoe. Simpkin and Co. The purpose to be served by this little book, is that of giving direction to the course of reading pursued by Pupil Teachers during their service of five years, and at the same time to school them up in answering questions, a craft quite distinct from "getting up" the subjects. The questions have been selected from the Minutes of the Committee of Council on Education, published since 1846, and hence have the advantage of considerable variety. All the subjects falling in the way of pupil teachers are here taken up, and dealt out severally to each year of the apprenticeship. We have no doubt of the usefulness of such a work as this, and though many teachers have been accustomed to do something of this kind in manuscript, they will soon see the superiority of a cheap copy of printed questions, There is a value in working from the Council Office questions which we think is not generally understood. Teachers must have remarked with no small dismay,how often their children have been completely floored by a question put by an Inspector, or one of their school managers. And their mortification was the greater because of the certainty they felt of the children's ability to do what, from some cause or other, they failed to do, and that when it is most desirable they should have acquitted themselves with credit. The solution is simple enough. Inspectors and school patrons are accustomed to use a vocabulary, many degrees above that used by the class to be found in elementary schools. One is the language of literature, or nearly so; the other, the language of the common people. Further, the authorised examiners employ a set of phrases perfectly familiar to the lettered classes, but which have no meaning at all to children in national schools. Hence when questions are put about "broad principles," "undesigned coincidences," "disinterested motives of action," superinducing motives,' converse positions," &c., the children look 6 99 66 blank, the teacher feels annoyed, and perhaps the examiner scolds. These remarks do not apply to all examiners; we know some who are models for their simplicity, and who never fail to draw out of the children whatever information they may possess. But so long as there are exceptions, teachers, ́especially those who have to do with Government examinations, will be wise not to trust too much to questions constructed by themselves. Their pupils will not only be "up" to their vocabulary, but, if tolerably shrewd, will know what groove their master's mind runs in, on any given subject. By working from the Council Office questions, their pupils will learn to read into the meaning of questions set by different hands, and will, moreover, be led to new lines of thought on the different subjects of their study. Examination Papers in History, Science, and Literature. By C. Marshall, M.A. London, Wyand and Co.-This volume contains between three and four thousand questions constructed by Mr. Marshall. The answers to these questions are to be gathered by the pupils from the matter contained in the ordinary text-books now used in elementary schools. The sets of questions in this work are of a different character from those in Mr. Pardoe's book just noticed. Thus the set on English History which stands first in order, contains about seven hundred questions, ranging purposely after an irregular method over the whole of our history. Such a set of questions, where there is time for working them out as written exercises, must have a tendency to whip up a class of boys, rather sharply and to good profit. And the same may be said of the other sets on Science, English Language, and Geography. Schoolmasters, who have the training of pupil-teachers, will find the range of questions in this work of great value, as they will also the searching character of the questions themselves. In another edition of this work it would be an improvement were the questions numbered. SIR,-I was surprised to find my communication came to hand illegible, and cannot account for it. The information I requested is respecting the certificates and examinations for drawing. Is a certificated teacher at liberty to be examined in drawing at the general examination of pupil teachers in his district, and, if successful, in gaining a prize for one or more departments, does he receive a pecuniary grant for teaching pupil teachers previous to his obtaining a certificate of full competency? If you will answer this I shall feel greatly obliged. Enclosed is a little piece of original music and words, composed to imitate the church bells of a village in Wiltshire, and which is at your service. I am, Sir, yours. &c. [The grant is made only to those who have Certificates.-ED.] EVAN. SIR,-In your number for May you kindly called the attention of your readers to the new Broad Sheet for regulating the studies of pupil te chers. You will, I am sure, be surprised to learn that very few masters or mistresses in this district have received a copy of it. I expect there has been some neglect at the Privy Council Office. One master received a printed statement informing him that the questions for 1858 will be regulated by that sheet; and another, upon enquiry of the inspector for this district, has been informed by him to the same effect. It is, therefore, a matter of the greatest importance that all schools under inspection should be furnished with a copy immediately. In the new sheet the subjects of examination are more fully defined, and some Algebra is substituted for the Euclid. These are great improvements: but unless teachers are made acquainted with the change, how can they be expected to prepare their apprentices for the next examination? June 5, 1857. I am, Sir, yours, &c., CAUTUS. SIR,-Will you have the kindness to inform me how it is that I, with a certificate of 1st of 3rd class, gained at last Christmas examination, am paid only at the rate of £10 instead of £18? And also, whether my next payment will be in the same rate? An answer will greatly oblige, [See the Minute of August 20th, 1853.-ED.] M. C. June 18th, 1857. SIR,-If you or any of your correspondents would kindly inform me through the medium of your papers of the best method of writing out the "composition of a class report," expected of pupil teachers at the end of their second year, and likewise, the composition of an account of the organization of the school, and of the methods of instruction used," at the end of their fourth year, I should feel greatly obliged. A short example of each would serve as a guide to myself, and, possibly; others, and be thankfully received by Yours obediently, [See Introductory Text Book to School Management, advertised in the present number. ED.] SIR,-Having felt considerable difficulty in drawing maps, I would feel highly obliged to you or any of your numerous correspondents by informing me, through the medium of your valuable periodical, what treatise they would recommend on on the subject. Any instructions would be gratefully received. SIR,-I have, at the request of a friend, subscribed for your periodical, and beg to thank you for forwarding it to me, especially the last number, as it was not paid, I acknowledge to have derived much knowledge from its contents. I intend to con tinue it for other six months at least, and enclose you 1s. 6d. in stamps, which trust you will receive safe. I am very anxious to learn the art of drawing maps, in which I am very deficient, in consequence of it not being much in practice in the school I was taught. I would like even to get instructions for drawing out line maps. Should you have no objection against inserting my query in your valuable paper next month, perhaps your correspondent could inform me of some treatise upon the matter, or give me instructions how to proceed. 1 am, Sir, yours, &c., D. M. R. Sir,In a school containing upwards of 120 children there are three pupil teachers; a fourth was asked for, but refused, on account of the average falling below 160 The committee, however have retained the services of the candidate on their own responsibility. Now it happens that the capitation grant has so raised the total income for the year, that seven-tenths of it exceeds the teacher's salary by £10. The question, therefore, has arisen what is to be done with the £10? Some of the committee regard it as a subscription towards the general expenses of the school, to be applied as they think proper; others, that according to the 4th condition, it belongs to the teacher; and a third party, that it would be in accordance with the spirit of the rule to pay any part of it, or the whole, to the disappointed candidate for past services, and the remainder, if any, to the teacher. I shall feel exceedingly obliged if you will inform me which of the opinions is the correct one. I should also be glad to know of a small manual of Domestic Economy from which answers could be obtained to the questions in the Papers for the Schoolmaster for April. I have Tegetmeir's, but it does not seem comprehensive enough. A SUBSCRIBER FROM THE COMMENCEMENT. [On the Capitation Grant we have remarked elsewhere. For Domestic Economy try the Finchley Manual, or the one published in Gleig's Series. -ED.] Sir, I find some difficulty in parsing the words marked in the following lines to my entire satisfaction, and I should feel obliged if ary of my fellow-teachers would parse them through the medium of your magazine. I remain, yours, &c., Boast, Erin, boast them! tameless, frank, and free; Rough nature's children; humorous as she; And he, yon chieftain, strike the proudest tone Of thy, bold harp, Green Isle; the hero is thine own! G. B. N. P. SIR,-Your kindness on a former occasion induces me to request a repetition of the favour of a small space for a few further observations on 1. "The government of the Infinitive Mood," 2. "Besides versus beside." I. I proceed to the points of inquiry, which I raised before, about the government of to parse and to exert in the sentences- |