1. "The voice of Enid rang Clear through the open casement of the hall, Moves him to think what kind of bird it is So the sweet voice of Enid moved him."-TENNYSON. (a) Point out and analyse the noun sentence in the above passage. (b) Parse the participles and infinitive moods in the above. (c) Explain how the word "what" is used in the fifth line, and give other uses of the same word. (d) Give the meaning of the above passage in plain, simple words of your own. 2. Give examples of words compounded with the Latin preposition in (meaning in, into). Mention some words in which the affix in has quite a different meaning, and state what that meaning is. 1. Give full notes of a lesson on "Arabia and the Arabs." map in illustration. 2. Name in order, and describe the chief seaports of Africa. Draw a 1. When, where, and with what result was the Battle of Flodden Field fought? What occasioned the war between the two countries at that time? 2. Give the name and date of the last king of England who died a violent death, and describe his end. 3. Mention the most striking proofs of progress and social improvement since the beginning of this century. 1. From a given isosceles triangle cut off a trapezium which shall have the same base as the triangle and its remaining three sides equal to each other. 2. State the particular enunciation (only) of the twenty-seventh proposition of Book I. 3. If a side of any triangle be produced, the exterior angle is equal to the two interior and opposite angles, and the three interior angles of every triangle are together equal to two right angles. a (a + b) (a2 b2) 6, and divide the product by 2 by x2 + x b d f PUPIL TEACHERS AT END OF FOURTH AND FIFTH YEARS.-MALES.—]. A capitalist invested £6,940 in 3 per cent. Consols standing at 86, and sold out when they had risen 3 per cent. What was his gain, the brokerage on each transaction being per cent? 2. A sum of money amounts in ten years at 3 per cent., simple interest, to £506 15s. 1 d. To what sum will it amount in 15 years more? 3. The ready-money price of an article at a tradesman's who allows mercantile discount in the ordinary way for ready money is £8 11s., and the credit price is £9. What ought the credit price to be, in order that, while charging the same ready-money price, he may allow twice the rate of discount? 4. What is the annual income derivable from a sum of £7,850 invested in stock standing at 981, and yielding the same rate of interest at which £7,864 12s. 6d., will amount in 5 years to £9,175 7s. 11d.? 5. A market woman sold, out of a basketful of eggs, to A., one-third, less by 5, of what she had; to B., one-fifth of what she then had; and to C., three-fourths of what she then had, less by 20. She had still 80 eggs left; how many had she at first? FEMALES.-1. At what rate per cent. will £540 amount to £734 8s., in 9 years at simple interest? 2. In a class of 25 children, 19 have attended during the week. Days attended by children, 5 for 5 days; 6 for 4; 3 for 4; 2 for 3; 1 for 3: 1 for 2; 1 for a day. Find the average number of days attended by each child. 3. In standard gold, eleven parts out of twelve are pure gold. How much per cent. is dross? 4. Divide 40 guineas among A, B, and C, so that their portions may be as 7, 11, and 14, respectively. "What makes this world to be so variable But lust that folk have in dissensión? Do his neighbour wrong and oppressión, CHAUCER.-Ballad sent to King Richard. (a) What King Richard is meant, and how long ago did he live? (b) Write out the sense of the first five lines in modern English. (c) Point out any words in the above which seem to you to be derived from the French or Latin languages. (d) Parse the words in italics. (c) Analyse the third, fourth, and fifth lines. 1. Describe a journey by land from New York to San Francisco. Draw a map of the United States in illustration of your lesson. 2. Where and what are Chili, Chimborazo, Juan Fernandez, Magellan, Monte Video, Quito, Rio De Janeiro, Tierra del Fuego, Valparaiso ? Say what you know of each. 1. Would you say that the various invasions of this island from the South and the North of Europe were beneficial or injurious to the inhabitants? Give your reasons? 2. Give the names and dates of the sovereigns of England who have died a violent death, and sketch the character of one of them. 3. When were the Acts of Supremacy and Uniformity passed? What were their provisions? and what parties refused to be bound by them? 1. If ABFG, ACKH, be the squares on the sides AB, AC, of a triangle right-angle at A, and if M, N, be the feet of the perpendiculars dropped from F and K respectively upon BC produced, prove that BM is equal to UN. (Draw AR perpendicular to BC; prove the triangle CNK equal to the triangle ARC, and the triangle BMF equal to the triangle ARB, &c.) 2. If a straight line be divided into any two parts, the squares on the whole line and one of the parts are equal to twice the rectangle contained by the whole and that part, together with the square on the other part. reduce 1. Find the G.C.M. of 24x1. 22225 and 48x4 + 16x2 15, and to lowest terms. 3. A man walked 8 miles 1,320 yards in a certain number of hours, less by one than the number of miles he walked in an hour; how long did he walk? Can you explain the meaning of the negative root of the equation obtained in working this problem? ABCD is a trapezium, of which the diagonal AC is 325 yards, and the sides AB, BC, CD, DA, are 123, 208, 116, 231 yards respectively; find the area in acres, roods, and poles. ANSWERS. ARITHMETIC. CANDIDATES.-Males: 1. 1s. 3 d. for 27; 4s. 9 d. for 99. 2. £368 16s. 5d. 3. 9s. 6d. 4. £53 7s. 7 d. Females: 1. 2s. O d.+1s. +13s. 10 d. +11s. 3d. +12s. 8d. +11s. 8d.+£1 Os. 8d.+ £1 5s. 4 d. + £2 13s. 1d. + £5 19s. 0 d.; total, £13 10s 10d. 2. £19,682 5s. 11 d. 3. £342 7s. 4 d. 4. £128 6s. 5d. ozs. FIRST YEAR.-Males: 1. £2.30141724, or £2 6s. 0.3401376d. 2. 2 fur. 8 pls. 2 ft. 1 in. 3. A, £2380; B, £7735. 4. £81. Females: 1. £18 19s. 8 d. 2. 13 minutes. 3. 15 4. 112 men. SECOND YEAR.-Males: 1. £1535 3s. 9d. 2. 88 pass. 3. £10 15s. 9d. 4. 50 per cent. Females: 1. 3. 2. 2. 3. 1 pk. 1 gal. O qts. 4. £562 3s. 2d. = = 63 26.81 per cent., THIRD YEAR.-Males: 1. 1 cwt. = 3.3 per cent.; 1 qr.= .83 per cent.; 1 lb. 029761904 per cent. 2. The grant and the fees = 7.72 per cent. 3. Females: 1.035714285; 546875. 1.325319+. 4. 10s. 10 d. FOURTH YEAR.-Males: 1. £260. 4. £266 13s. 4d. 5. 420 eggs. £10 13s. 4d. 4. 5 per cent. 2. 21 days. 3. 072916; 2. £703 16s. 6d. 3. £9 10s. Females: 1. 4 per cent. 2.3.06 days. 3. 8 per cent. 4. A, £9 3s. 9d.; B, £14 8s. 9d.; C, £18 7s. 6d. ALGEBRA.-THIRD YEAR. 1. 18. 2. x+2x3. 7x2 2. 2, 3; 44 or -2. MENSURATION.-Areas of the two triangles in the trapezium = 4920 sq. yds. and 9240 sq. yds. Total, 14,160 sq. yds. 2 a. 3 r. 28 p. 3 yds. = Coming Changes. The advent to power of a Liberal Government containing two such ardent educational reformers as Mr. Mundella and Mr. Chamberlain, has given hope to those who have been long sighing for the sweeping away of abuses and weaknesses in the elementary educational systems and machinery of this country. The friends of reform are busily at work comparing together the varied experiences which the School Boards of the last ten years have enabled them to reap; and are already at work suggesting improvements in the relations between School Boards and the Education Department, in the administration of grants, the terms of the Revised Code, and the control of Training Colleges. There are also keen spirits ready to rush in wherever a breach may be made in present rules and regulations of the Education Office-spirits of whom in many cases the zeal is not of knowledge, and who would be prepared to lay down a constitution without having ever had the slightest personal experience, either administrative or executive, of the institution in the government of which they desire to take a part. Some of these ardent men will doubtless do good service to the cause of education by striking out new ideas, which more practical men will put into actual working; but in the present paper the writer would desire to point out some of the more salient reforms which an enlarged experience has shown it is desirable to effect, and for the carrying out of which there is a considerable consensus of opinion among educational administrators and elementary teachers. Among those which affect the Revised Code, are the regulations under which a child is not allowed to be presented for examination to earn payment by grant in Standard I. unless it has already attained the age of seven years; and the more general restriction that a previous attendance of 250 half-days in case of a full-timer, and 150 in the case of half-timers, must be made in the same school in the school year preceding examination. The restriction in the case of infants is a very unwise and an unjust one, and is bitterly complained of by parents who are driven by the necessity of large families to send their children out to work at the earliest date allowed by the local authority. While all proper precautions should be taken by the government that the teaching of an Infant School should be educative and intellectual, as opposed to mere mechanical grinding, on the other hand teachers and children should not be debarred from the encouragement of reaping the reward of such intellectual training in the improved mechanical teaching and learning of the three R's. At the present time the best Infant School teachers prepare the upper class or classes of their schools in the requirements of Standard I., and yet if the pupils fail to be seven years of age on the day of examination, they are prevented by the government from being "passed" as properly belonging to this Standard, and are condemned to do the same work for the next twelve months as they have previously done. In most cases this is actually the loss of a year to the child educationally, and to the parent means another year longer at school before the child can become a half, and after this a full-timer at a later stage. The second restriction, that a child must have made its due attendances at the same school, frequently works a still greater injustice to the child, the parent, and the school funds. There are thousands of instances where the parents of children, not from caprice or thoughtlessness, but from the most pressing and unavoidable necessity, are compelled, and in cases of good schools, most reluctantly compelled, to shift their children from one school to another, from causes which may be left to the imagination of the reader. Of course the government should not pay twice in the same year for the education of the same child, unless it has fulfilled in one year the requirements set down for two years, but this could readily be safeguarded by a clause to this effect. Doubtlessly, the original intention of the Department was to prevent, by the regulation referred to, the unnecessary change from school to school, but the working of the Education Act has been so stringent during the last few years that parents now in few cases shift their children unless compelled to do so. Moreover, the present restriction practically limits the parent's choice of a school-since it takes some time before a parent discovers that a school is inefficient, and by this time the school year is so far advanced that twelve months are lost by the child being removed. If the child is removed because of the sheer necessity of the parent, it practically loses a year of school life, since the next eighteen months are spent doing the same work as in the first six months, and it is not prepared and presented on the day of examination for two stages of advance as it might be: and again, the child is detained at school as a half or full-timer for a year longer than the spirit of the regulations of the local authority demands. Nor is the loss of time and money the only loss that accrues to the child, the parent, and the school funds; the pupil becomes spiritless and nauseated with performing tasks that do not demand the full measure of his intellectual strength, and regards school as a house of bondage. The love of learning is displaced by disgust, and such a child is always urging his parents to let him work." Our last remark has incidentally referred to a child doing two years' work in one. This is quite possible in the case of the more intelligent children taught by the more intelligent teachers, and should not be discouraged by the government if their boasted principle of "payment by results is to be carried out in the spirit. In our opinion the government ought to encourage these advances beyond the bare average requirements by double payments where these advances can be made, and there is no risk that in securing these results the average scholars will be neglected, as the teacher is too dependent on the percentage of passes on the number presented for examination for him to neglect the dull children. At the present time the regulations of the Revised Code legislate for children and teachers as if they were all of the same uniform mental calibre and industry, and waste the time of the teacher and of the taught in a recklessly improvident and extravagant manner under the pretence of economy. The real economy would be to encourage the work to be done in the shortest possible time, and to let the child go to work, or to higher school work as soon as possible. These appear truisms to the teachers and school managers who are |