How many can survey a beautiful landscape without the most remote idea of its beauty! How many can gaze on a glorious sunset without obtaining a glimpse of the dawnings of the immortality beyond! How many skim over a beautiful poem without ever perceiving either its harmony or beauty! How many read, Let there be light, and there was light," without appreciating the unfathomable depths of grandeur therein contained, and how many seek in the lowest haunts of vice, those whom we have nurtured in early life, the objects of their vitiated and depraved tastes!

If the education of this intuition be properly attended to, I feel certain that the results will be adequate to the expectation.

If you deem this worthy insertion, it is at your service.
Yours respectfully,

J. H. H. [While mere appreciation of the beautiful in art and nature is compatible with an unrenewed state of heart, and the sensuous must be distinguished from the spiritual, it is nevertheless true that the neglect of cultivating in youth the love of what is beautiful, paves the way for the rapid development of evil.-ED.]

SIR,-Will you kindly tell me in your May number, what would be the best book I could procure for gaining full information in that branch of geography and astronomy which treats of the trade winds, monsoons, the gulf stream, isothermal line, snow line, and such like phenomena, which we do not find in our school geographies, and you will oblige,

Yours obediently,

NEMO.
"Earth

[The following are excellent works on the subjects mentioned:- Guyot's and Man," 2s.; J. W. Parker, West Strand. Buff's "Physics of the Earth," 58., Tayler, Walton and Co. Wittich's "Curiosities of Physical Geography," 2 vols., each 1s. Knight's Weekly Volumes, A capital account of the trade winds, monsoons, and gulf stream will be found in Vol. I. of this little work. To the above must be added a physical atlas. Johnston's "School Physical Atlas" is among the best. 128 6d. W. Blackwood and Sons, London. Or single plates can be had of this atlas, mounted on canvass, price Sd, each. For Nemo's purpose plates 2, 12, 13, and 14 would do. These same publishers announce the approaching publication of a little work on physical geography, by David Page. It will probably be worth buying. If Nemo would like to enter fully into the subjects he names, he might increase the above list by Captain Maury's "Physical Geography of the Sea," 1s.; Sampson, Low, and Co., American Booksellers, Ludgate Hill. Raemtz's "Meteorology," 12s. 6d.; Baillière, Regent Street.-ED]

The candidate 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 of your second answer as a specimen of copy setting in small hand.

1. Describe exactly and minutely the best method of teaching children to read easy monosyllables. "Give a clear account of the books, cards, or other apparatus

which ought to be used, of the arrangement of the children, and of the directions to be given to a pupil teacher.

2. Give an account of the contents of the reading books used in the first class of the practising or model schools in your own institution. Shew from the time table, and the method of conducting that lesson, how many minutes weekly each girl is actually exercised in the art of reading.

3. Describe a lesson of writing from dictation, as given in the same class. What number of words, or of lines in the third book (Irish or other books to be specified), can be properly given out and corrected in thirty minutes? Shew exactly how this is effected.

4. Describe ex ctly the best arrangements for teaching penmanship, and the faults likely to be committed by inexperienced assistants in conducting this lesson.

5. By what exercises do you propose to correct the ungrammatical expressions commonly used by school-girls? Give a list of such expressions, with the proper correction of each.

6. What letters and what combination of letters are most difficult to pronounce? Explain the causes of the difficulty, and the best method of teaching good articulation. Enumerate all the points which characterize good reading.

7. Describe the apparatus required for lessons in geography and natural history.

8. Explain fully the best method of teaching girls to draw maps.

9. How do you propose to teach notation, subtraction, and the rule of three? 10. (For Candidates who have been Pupil Teachers). At what hours did you receive lessons during the last six months of your apprenticeship? What proportion of time was allotted to each subject weekly? Do you intend to pursue the same system with your apprentices? Give clear and full reasons for your decision.

11. Prepare a fac-simile of the daily register for one class kept in your own practising school, Explain how and by whom it is kept, Give clear directions for making out the averages.

12. Enumerate the mental faculties to which a teacher should sp cially direct her attention in the education of children, and state briefly the best method of cultivating some of the most important of these faculties.

SCHOOL MANAGEMENT.

For Students of the Second Year, and for Schoolmistresses attending the Examination.

Three hours allowed for this, Paper.

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

*1. From the subjoined extract from a Class Register, calculate the average

age of the children, the average attendance for the week, the number present at all, and the average number of days attended by cach child present at all.

Make out a clear statement of the summaries to be prepared at the end of each quarter.

Explain exactly the way in which the registers are to be kept by your Assistants, and by yourself. How much time daily, or weekly, should be allowed for this work, and at what hours?

2. Give an exact account of the reading books used in the first class of your practising or model school. Explain the method of giving a reading lesson very fully, and show what number of minutes weekly are actually allowed to each girl for practice in the art of reading.

3. (For Candidates who have been Pupil Teachers). Describe exactly the work which you had to do in school during the first, third, and last years of your apprenticeship. If, in future, you have a school with a similar organization, do you propose to adopt the same plan with a Pupil Teacher? Explain clearly the reasons for your decision.

4.-(For Candidates who have been Pupil Teachers.)-Explain exactly the course of lessons which you intend to give to a Pupil Teacher in her first year, the books which she is to use, the portion of time to be allowed for each subject weekly, and the hours at which you will expect her to attend for these lessons. Show in what respects the plan you propose to adopt agrees with, or differs from, that adopted formerly by your own schoolmistress.

To what extent do you propose to introduce, or to encourage oral recitations? What are the advantages of such recitations? What pieces of poetry did you learn during your apprenticeship?

+

6. What home lessons do you propose to recommend? State the results of your own experience either as school-girl, or as apprentice, with reference to

such lessons.

7. Upon what qualities, natural or acquired, in the mistress, does the maintenance of good discipline depend?"

8. Explain, very fully, the points to which your attention should be directed in listening to a teacher who is giving a collective lesson on a moral or religious subject.

9. What are the chief advantages of collective lessons? What evil effects are produced by the abuse or excessive use of gallery lessons? State exactly the proportion of time which you propose to allow for such lessons in the first and last divisions in your school.

10. Enumerate the mental faculties to which a mistress should have a special regard in teaching, and explain simply and clearly the best method of culti vating those powers upon which the improvement of children principally depends.

11. Explain concisely the best mode of dealing with the following evils in children, envy, deceit, obstinacy, idleness, cowardice.

ESSAY.

For Students of the Second Year only.

Two hours allowed for this Exercise

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 moral training of apprentices in Girls' Schools.

2. The influence of a schoolmistress upon the mothers of her children.

3. The temptations to which persons of cultivated minds are likely to be exposed, with especial reference to the case of well educated domestic servants. Show at the same time the advantages of such cultivation when combined with discretion and sound principles.

MUSIC.

Three hours allowed for this Paper.

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.
SECTION I.

1. (1) Of what does the stave in music consist? (2) Give the names (English and Foreign) of the notes. (3) Name the notes in the spaces and on the

lines. (4) What is the mark at the beginning of every piece of music? (5) What are bars and ledger lines?

2. (1) In what way is the proper duration of musical notes indicated? (2) Make a time table, shewing the proportion to each other of the several divisions of notes, appending a corresponding table of rests.

3. Define sharps, flats, naturals, accidentals, dotted notes, double sharps, double flats.

SECTION II.

1. Give the names of all the musical clefs. Which are the two in general use?

2. (1) What do those figures indicate which are placed at the beginning of a stave, immediately after the first clef sign, and to what standard of musical quantity have they reference? (2) Name the two principal divisions of time, and the subdivisions of these. (3) Define them severally.

3. (1) What is a scale? (2) How many scales are there? (3) Define tone and semitone.

SECTION III.

1. (1) How are the tones and semitones arranged in the diatonic scale, major and minor, ascending and descending? (2) What are relative scales?

2. Define tonic, subdominant, dominant, leading note. Why so named? 3. (1) What are intervals? (2) Define inversion of an interval, and state what two notes a second, a third, a fifth apart, form, respectively, on inversion. (3) What change in the quality of intervals is produced by inversion?

DIVISION II.

1. Write s' ort passages of music in the times indicated respectively by } §. 2. Write out the most common form of the chromatic scale. Define diatonic, chromatic, and enharmonic intervals, and name the distinction between the two former.

3. Give examples of each of the following simple intervals on the blank stave. Semitone. Fourth. Minor 5th. Tone. Minor 7th.

Major 6th.

4. Write the major scale of F (Fa,) ascending and descending; also the relative minor scale of Fa; and say why accidentals are used in the minor scale of the latter.

5. In what manner do you decide whether a piece of music is in the key which is indicated by the signature, or in its relative minor? Examine the following staves, and say why No. 1 is in the key of A (La) minor, and No. 2 in the key of G (Sol) major.