EXTRA PAPER.

Three hours allowed for this Paper.

Candidates are not permitted to answer Questions in more than one of the three Sections into which this paper is divided, unless they take the Section of Algebra, with which they may combine the first six questions in Euclid (Books i. and ii.)

No marks will be given for Papers in which this direction is not observed.

EUCLID.
SECTION I.

1. Define the terms right angle and perpendicular. Draw a straight line at right angles to a given straight line from a given point in the same.

2. Make (when possible) a triangle of which the sides shall be equal to three given straight lines.

Explain why this cannot always be done.

3. What is a parallelogram, and what its diagonal?

The opposite sides and angles of every parallelogram are equal to one another and the diagonal divides it into two equal parts.

4. In any right-angled triangle, the square which is described upon the side subtending the right angle is equal to the sum of the squares described upon the side which contain the right angle.

5. If a straight line be divided into any two parts, the square of the whole line is equal to the sum of the squares of the two parts together with twice the rectangle contained by the parts.

Prove this algebraically as well as geometrically.

6. In every triangle the square of the side subtending either of the acute angles is less than the sum of the squares of the sides containing that angle, by twice the rectangle contained by either of these sides and the straight line in tercepted between the acute angle and the perpendicular let fall upon such lastnamed side from the opposite angle.

7. If a straight line drawn through the centre of a circle bisect a staight line in it which does not pass through the centre, it shall cut it at right angles.

8. One circle cannot touch another in more than one point, whether it touch it on the inside or outside.

9. Distinguish between the angle of a segment, and the angle in a segment of a circle.

Prove that the angle in a semicircle is a right angle, whilst the angle in a segment greater than a semicircle is less than a right angle, and the angle in a segment less than a semicircle is greater than a right angle, 10. Inscribe a circle in a given triangle.

7. A person has 5 times as many shillings as half-crowns, and his money altogether amounts to £4. 10s.: how many has he of each coin?

MENSURATION AND MECHANICS.

SECTION III.

1. Find, duodecimally, the volume of air in a school-room 50 ft. 6 in. long, 20 ft. 4 in. wide. and 18 ft. high.

2. Find the acreage of a square field, of which the diagonal measures 600 yards.

3. Find the cost of building a brick wall 300 yards long, i0 feet high, and 23 bricks thick, at £9 12s. per rod.

4. Find the number of artificial yards in a conical roof, of which the height 5 feet, and the diameter of the base 12 feet.

5. Explain, and give examples of, the different kinds of levers; and show, in each case, whether power will be gained or lost by the use of such machines.

6. Describe the second system pf pulleys, in which they are two blocks, the one fixed and the other moveable, while the same string passes round all the pulleys. Calculate the mechanical advantage of such a system of pulleys. 7. What is a unit of work?

If a man can perform 2600 units of work when working at a common pump, how many cubic feet of water will he raise to a height of 30 feet in a day of 12 hours?

8. Calculate the horse-power of a steam engine, which makes 15 strokes, each 8 feet long, in a minute, and has a piston with an area of 1200 square inches the mean effective pressure of the steam being 15 lbs.

ENGLISH GRAMMAR.

Three hours al owed for this Paper.

Every Candidate is required to write out the paraphrase, and do the parsing. Besides this he is to choose one question in each of the other sections.

Paraphrase the following passage

SECTION I.

The master may assist his servant, in an action at law, against a stranger, without infringing the law forbidding "maintenance." So a master may obtain damages for beating or maiming his servant, against a stranger, whose act has deprived the master of his servant's service: a loss which must be proved upon the trial. A master likewise may justify an assault in defence of his servant, and a servant in defence of his master: the master, because he has an interest in his servant, not to be deprived of his service; the servant, because it is part of his duty, for which he receives his wages, to stand by, and defend, his master. Warren's Blackstone, p. 363. SECTION II.

Parse the following sentences, taking care to point out clearly all the relations in which each word stands to any others:

If a smith's servant, for instance, lame a horse while he is shoeing him, an action lies against the master. But in these cases the damage must be done while he is actually employed in the master's service; otherwise the servant shall answer for his own misbehaviour.

SECTION III.

"Lastly, the parties must be not only willing and able to contract, but actually must contract themselves in due form of law, to make it a good civil marriage."

1. Parse "only." Is this word ever any other part of speech? Give instances in which the meaning of a sentence may depend on the part of speech to which this word is to be referied.

2. Parse it." Give instances in which it is not immediately evident for what noun the pronoun "it" stands. Explain them.

3. The word "make" here governs two accusatives. Give other instances of this government. Can you reduce them to any general rule?

SECTION IV.

"Another incapacity is want of reason; without a competent share of which, as no other, so neither can the matrimonial, contract be valid."

1. Give the etymology of incapacity, reason, competent, matrimonial, contract, valid.

2. Give a list of English words from the same roots.

3. Write the above sentence in the language which would be used to express the same meaning in common conversation. And explain in each instance of deviation why Blackstone preferred the word or phrase that he used.

SECTION V.

Why is it necessary, in teaching Pupil Teachers to parse, that we should always require the learners to name the noun for which each pronoun stands, the words connected by each proposition, and the words or sentences connected by each conjunction ?

SECTION VI.

1. Describe the steps in the process of teaching children to parse the objective

case.

2. What is the proper definition of the noun, if we determine to begin teaching grammar with the analysis of the sim: le sentence?

3. Are parts of speech in English chiefly distinguished by their form, or by the way in which they are used in a sentence? Show how your answer bears upon the right mode of teaching English grammar,

GEOGRAPHY.

Three Hours allowed for this Paper.

SECTION I.

Describe, in words, the boundaries, the mountain chains, the river systems, of 1. Spain,

2. Scotland, or,

3. Italy.

SECTION II.

Describe, in words, the coast line of

1. Africa, from Suez to the Cape of Good Hope.

2. South America, from Panama to Cape Horn.

3. The Mediterranean Sea, from Marseilles to Corinth.

1. Draw an outline map of the Baltic Sea.

2. Describe, or draw a map of, the basin of the Danube.

3. Draw a map of that part of France which is drained into the MediterHanean.

SECTION V.

Writ full notes, and draw proper diagrams, and illustrations for a lesson. 1. To a class that has lately begun geography, on England,

2. To your first class, on Russia,

3. To your first class, on the basin of the Rhine.

SECTION VI.

State how you would treat one of the following passages, considered as a reading lesson, and be careful to draw all such illustrations, as you would eithef show or put on the black board.

1. "The climate of those parts of Australia which we know, is very fine mild, and temperate. Being in the southern hemisphere, its seasons are, of

course, the opposite of ours. December, January, and February, form its

summer, when the weather is hottest, and the fruits and corn ripen. July is the middle of winter, though the weather is never very cold, and snow is rather rárity in most parts. Its autumn is our spring, and its spring our autumn.' 2. "The Indian Ocean washes the shores of the south-east coasts of Africa and the south of Asia. It is bounded on the east by the Indian islands, New Holland and New Zealand. It contains many islands, the two large bays of Bengal and Oman, sometimes called the Arabian Sea, with the deep inlets of the Persian Gulf and Red Sea. The half-yearly winds called monsoons, prevail in its northern parts."

3. "One might imagine all the states of Europe and Asia had sent a building by of representative, to Moscow; and under this impression the eye is presented with deputies from all countries, holding congress: timber huts from regions beyond the Arctic: plastered palaces from Sweden and Denmark, not whitewashed since their arrival; painted walls from the Tyrol; mosques from Constantinople; Tartar temples from Bucharia; pagodas, pavilions, and verandahs from China; cabarets from Spain; dungeons, prisons, and public offices from France; architectural ruins from Rome; terraces and trellisses from Maples; and Warehouses from Wapping."

No. 86.

PAPERS FOR THE SCHOOLMASTER.

APRIL 1, 1858.

Prize Schemes and Half-Time Schemes.

We print in the present number an account of the first Examination for prizes conducted by the Schoolmasters' Association for the city and neighbourhood of Gloucester. Our readers well know that

the plan originated in the Staffordshire district, under the auspices of H.M. Inspector, Mr. Norris, in aid of an effort to induce children to remain longer at school. Experience has sufficiently sliewn to us on the one hand, that to make our schools more effective, the children must be retained beyond the tender age of ten or eleven, and on the other, that parents will continue to remove them the moment their industry becomes valuable to themselves. It was thought that the chance of a prize would act as a bribe, and that parental pride might make some sacrifice in the hope of seeing the children acquit themselves creditably even where the actual material prizes might slip through their hands. We are far from saying that the experiment is not worth a very extended trial. The reports of the experiment so far are rather conflicting. Success has attended many of the first efforts, but considering the zeal which may be supposed to distinguish all first efforts, not so unmixed as its advocates might desire. There are questions connected with the movement which should be answered by all interested in its success, which we will put in this shape:-Are prizes for merely intellectual superiority likely to promote moral training? Will they induce any large number of children, beyond a few clever ones, to remain longer at school? Will the employer of labour value those who have been induced to concentrate their energies, to the age of fourteen, upon a competitive examination without industrial education? If the system does be come general, will not the machinery become so proportionally expensive as to make its continuance impossible?