Question 5.-20 per cent. did not attempt this question, and 60 per cent. failed. Common errors were:-(i.) 6d. in the £was made to reach £2 10s. (i.e., 24 per cent.); this was added to £4, and the sum stated as 7:4: 100, which gives £574. (i.) £2 were taken from £100, and sum stated as 4: 4 :: 974, (iii.) 6d. in the £ was added to £44, and result called gross income; and (iv.) 6d. in the £ was taken from £44.

Question 6.-Various answers were given, the most common being:-(i.) £60 7s. 7 obtained from, as 117: 100: £7018. (ii.) £59 18. 3% obtained from, as 100: 921 as 100 90 :: 7048 and (iii.) £53 4s 3d. obtained from, as 10: 7: 7018.

Question 7 [MALES].-Comparatively few gave the rule for finding the area of an equilateral triangle. 10 per cent. did not attempt the example, and 30 per cent. were incorrect.

Question 8 [MALES].-A common error was considering one square to be three-fourths of the other. 50 per cent. were incorrect or did not attempt the sum.

Question 7 [FEMALES]-55 per cent. were incorrect. Common errors were:-(i.) Attempting to subtract from the sum of the three complete fractions; and (ii.) calling the numerator of the incomplete fraction a whole number, and adding 1 to the other fractions. Several were correct in method, but incorrect in their mechanical work.

For Admission as Teacher of the Second Class.

Question 1.-Essays, more or less lengthy, were generally written. The answers of the female candidates were the more methodical and intelligent.

Question 2.-A few male candidates solved the examples in this question by Algebra: as both can be done easily by Arithmetic their answers were not accepted.

Question 3.-28 per cent. attempted neither. (a) 16 per cent. attempted this, and, judging by the methods used to arrive at the answer, no one would have worked the sum correctly had the amount been £618, as it should have been, instead of £168 as printed. The majority divided £168 in the proportion of 34 to 5. (b) It can be easily shown that there were 85 oranges and lemons, but nineteen out of forty-two who attempted this sum did not reach thus far; ten got as far but could not proceed; two gave the answers only; one solved it by Algebra; and of the remaining ten answers there were but six genuinely correct, the others being pure guess-work. The following are examples :-(i.) 15 times no. of oranges-8 times no. of lemons=280 (should be 240) and 280÷7=40=no. of oranges. (i.) 45 lemons at 5 for 4d. =3s., and 40 oranges at 2 for 3d. =5s. How these numbers were arrived at was not shown. (iii.) 2 oranges for 3d. =8 for 18.40 for 5s., and 5 lemons for 4d.=15 for 1s.=45 for 3s. This candidate also forgot to explain.

100

Question 4.-This could have been easily solved without an assumed capital, a weakness that four-fifths were guilty of, as for example:-He gains of 1+2 of 4-5 of of his capital; this worked out gives of his capital-i.e., 8 per cent. 24 per cent. failed completely, most of them stating that a gain of 20 per cent. on of his capital, together with a gain of 40 per cent. on, are equal to a gain of 60 per cent. on the two-i.e., on of his capital.

Question 5.-25 per cent. either did not attempt or soon gave up, and over 40 per cent. were more or less incorrect; many do not appear to be able to distinguish between money and stock. A common statement was-As 5:100: 100; this gives 2000, which was called stock, and was taken as the amount of stock in each investment. The solution is very easy, as for example:924 =18=cents of stock bought of each kind; this leaves £92 still to invest in the cheaper kind of stock; making 19 cents at 92 and 18 cents at 97: the rest is easy.

5

Question 7 [MALES].-(a) The distinguishing features and the general formula of each system were required. These were generally lost sight of. Instead of which examples of two or more pulleys were taken, and worked out to find the relation of P to W in such examples. (6) Many failed to find the correct answer to the example in the third system; they had either 8 cwt. or 7 cwt., obtained as follows:-W=23P-i.e., W=8P; and if W=1 cwt., then P=8 cwt. ; or W=(23 − 1)P-i.e., W=7P. The former is the work of the fourth pulley, and the latter is meaningless. It should be W=(2n-1)P; in this example n=4, therefore W=(16-1)P=15.

Question 8 [MALES].-The answer was often given as 50-5 or 50.5 instead of 50:50.

Question 7 [FEMALES].-Very few worked this example without taking £100 as a trial principal.

Question 8 [FEMALES].-Only 50 per cent. were perfectly correct in this easy sum. Some found average weight; others four bales of each kind. One compared the different weights, and 20 per cent. were incorrect in the mechanical work.

The following remarks on Vulgar Fractions, Proportion, and Practice may be of use to some :—

Vulgar Fractions.-The solution of a complex fraction is often a confused mass of figures, difficult to follow, and is accompanied by little or no explanation. The fragmentary method is common; each part of the fraction is worked as a separate sum,

and the sign of equality is sadly misused in collecting the different parts together again. Fully worked-out sums are of rare occurrence, step after step being left out. Comparatively few take full advantage of cancelling as an aid to simplify the work, and fewer still apply the G.C.M. in cancelling. Many do not seem to know that compound fractions are to be reduced to simple fractions before addition or subtraction takes place; and very few know the reason for this. Answers are frequently left in an improper fraction, or are not reduced to their lowest terms.

Proportion.-No cancelling should take place before the several statements are gathered together in the shape of a compound fraction; the statements in the 2nd and 3rd terms forming the numerator, and those of the first term the denominator.

Practice. The value of each line should be given. dividing fraction should always have 1 for the numerator.

Grammar School Scholarship.

The

Questions 1 and 4.-Many candidates did not see that what was required of them was to find the G.C.M. and the L.C.M. respectively; and a great many used the numbers of each question to make most absurd calculations, imagining, or probably sometimes pretending, that they were doing something sensible.

Question 2 should have been done right by every candidate who was considered fit to compete for a Scholarship. Aliquot parts were not always taken, and instead such fractions as 41, &c., appeared; and there was much blundering in the mechanical work.

Question 3.-This question was done right more frequently than any other; but, easy as it is, it was not always done right.

Question 5.-"The sum of 5 and 13 of 3" was often reckoned wrongly (i.) by adding the three mixed numbers, thus 51+1+3=10; (ii.) by adding 54 and 14, and multiplying the result by 33. This is a weak point that should not be overlooked.

Questions 6 and 7 were done right by the great majority. In the work of question 7, many candidates, strange to say, used 33 per cent. for 43 per cent.

15

Question 8.-Comparatively few did this right. Several found the number in the second division, and thought that that was the number in the army.

Question 9 was done incorrectly by many. (i.) Some thought the path was inside the court, although the question says it is outside. (i.) Some did not know how to find the area of the outside path. (iii.) Some found the area of the court instead of the path.

Question 10.-A good many thought there should be three answers to this question; others made the mistake of supposing that the result of the division of 63184 pence by 31 pence must be pence.

Question 11 was understood by very few.

Subjoined are a few weak points of a general kind to which it is considered advisable to draw attention:

(i.) Questions of about equal difficulty were often answered by the same candidate very differently, indicating a want of ordinary care or of revision of the method adopted.

(ii.) There was a considerable amount of blundering in the mechanical work-in copying figures, multiplying, &c. (iii.) The signs +,=, &c., were often misused. Here is an example from one paper: "60-8=52÷2=26+8=," &c.

(iv.) Cancelling should be done in a column for rough work at the side of the paper. Through this not being done, the original figures of a proportion statement or other such work have often been with difficulty recognised.

(v.) Often the details of the work were insufficient. Here is an example from the working of question 9: "Area of path=2012 ft." The steps by which this was obtained were not given.

(vi.) Some papers were filled with utter nonsense, the figures being meaningless. When a candidate does not know how to work a problem he should leave it.

In sentence 3, the different extensions were not properly
distinguished. A few made the last phrase, "resting
his head upon his hand," a separate clause.
Some of the methods of exhibiting the analysis were most
perplexing to the reader. The old tabular form is the
clearest.

Question 2.-In only a very few cases was the parsing found inconsistent with the analysis.

The commonest errors were :

(i.) In the word "still," kind of adverb not given. (ii.) "carry": Mood not known, voice ignored, object governed very rarely indicated. The subject was frequently stated to be " you," although the pronoun "thy," referring to the same person, occurs in the sentence. With "you" as subject the verb was frequently stated to be sing. numb.

(iii.) "Well": Degree of comparison given by only three or four of all candidates.

(iv.) "had learned": Not many know how to deal with a compound verb. The specimens of parsing contained in circular sent to all schools some years ago have evidently not been studied.

(v.) "in": The antecedent of the preposition not recognised.

(vi.) "hours": Kind of noun and its case generally wrong. (vii.) "stand": Was parsed as past participle, present participle, and infinitive mood with number and

person.

(viii.) "resting": In this, as well as in the participle "learned," the word it is attributive to and the word it governs in the obj. case not given.

Question 3.-The errors were fairly well corrected, but the reasons given were in many cases absurd. Some gave correctly the rules of syntax violaled, but failed to show how they applied to the particular sentences under consideration. The sign of interrogation was omitted by nearly every one.

Question 4.-Very few appear to understand clearly the distinction between the thing itself and its name, hence the want of success in answering this question. Those who did obtain marks generally contented themselves with correcting the faults without showing clearly why the definitions, as given, were faulty.

Question 5.-This was almost a complete failure. A great number ignored the word "dissyllabic" altogether, and those who took any notice of it were generally mistaken as to its meaning.

Question 6.-The distinction between "geniuses" and "genii" was much better understood than that between "later" and "latter." Some very ridiculous guesses were made in attempts to answer this question.

For Admission as Pupil-Teacher of the Second Class.

In question 1 (i.) 90 per cent. of the examinees failed in Analysis, a result attributable to a general misconception of the meaning of the passage. It would, I think, tend to improvement in this branch of grammar if, before attempting to analyse passages involving difficulties similar to those in the question, students were required to first arrange such passages in direct and complete form, supplying ellipses where necessary. That this practice is not followed out in our schools to a desirable extent is indicated by the feeble attempts on the part of a large majority of the examinees to analyse an extract that should not be considered too difficult for those seeking admission as Pupil-Teachers of the Second Class. Blunders such as the following were the rule rather than the exception :

In the second passage (ii.) only 20 examinees were thoughtful enough to see that the phrase "to render him such service" stands in apposition with the subject "it." In this, as in the former passage, there was shown much confusion of idea as to the manner of classifying the clauses, which, though the sentence is not a complex one, were classified as "adverbial" and "adjectival," with a total disregard to the meanings of these terms. It should not be difficult to train students even of moderate capacity to so understand the simple divisions and subdivisions of sentences given in our school grammars as to render errors such as the above all but impossible. The parsing was defective, and from causes similar to those assigned for the faults in analysis. The word "pocts" was shown to be "nom. case to the verb passed"; "intend indic. mood, 3rd, agreeing with I"; "still an adverb modifying knowing." About 50 per cent. of the examinees were clear enough to see that the word "still" in the context should be parsed as a conjunction. Only 13 examinees parsed "critics" as nom. case after the verb (have) turned; most of the others regarding turned as having a transitive rather than an intransitive force. Question 3 was answered satisfactorily by nearly all the examinees. In question 4 the number who

correctly explained the meaning of the term "passive voice" was surprisingly small. "When the object becomes the agent" was written by several, while many more confined themselves to explaining how the passive was formed, though this point was beside the question. Sentences (i.) and (iii.) in question 5 were treated with a very fair degree of intelligence in the large majority of the papers, but sentence (ii.) proved a difficulty to all but a few. About twenty of the examinees showed clearly and intelligently that the comparative conjunction "than" should not be used in connection with the positive adjective "kind," but that the sentence should read, "He is as kind as, or kinder than his brother." The result of the examination shows 93 passes and 102 failures.

For Admission as Pupil-Teacher of the Third Class.

Question 1.-Very fairly answered. A common error, however, lay in taking "who clever" as a clause, and frequently also the last clause of the second passage was said to modify "doesn't mind."

Question 2.-Fairly done. Owing to the mistakes in analysis noted above, the case of "who" was often wrongly given, and 'just after" treated as one part of speech was said to modify "doesn't mind." The words joined by "in" were frequently given incorrectly, or not given at all.

Question 3.-85 per cent. of the examinees passed in this question. Hardly any examinees showed, however, that the adverbial clauses introduced might be of more than one kind, e.g., purpose and result.

Question 4.-Moderately done.

Question 5.-90 per cent. of the examinees failed entirely in this question. See "Mason," page 29, par. 61.

Question 6.-Only 45 per cent. of tho examinees passed in the question as a whole. Guessing was very common. The meaning of "votary" in particular was not often given correctly. It was frequently associated in some way with elections-"one who has a vote," "able to be voted," "a vote," and "a person who calls the names of persons who vote," being a few of the answers given.

For Admission as Pupil-Teacher of the Fourth Class.

Question 1.-Fairly done. Common errors lay in making "they" (line five) the subject of a clause "they are content to follow," and in regarding “content to follow" as attributive to "they."

Question 2.--The parsing of the comp. verb was often not full enough, nor in accordance with the model supplied by the Department, and "becn" was not unfrequently called an aux. of voice. In dealing with "end" the parsing did not always agree with the analysis.

Question 3.-The answers were, on the whole, moderate. Several examinees found in the phrase "whereto they tend " a reference to a future state of existence.

as

For Admission as Teacher of the Third Class.

Question 1.-The analysis both here and in the other papers showed the undesirableness of allowing the use of two text-books differing so widely in their treatment of this branch of grammar "Morell" and "Mason" do. Independently of this, however, considerable weakness was shown. Only two or three examinees saw that "which" (line two) was used conjunctively, not restrictively. The complement "two" and the extension "to live" were frequently treated otherwise. Miscomprehension of the meaning of the passage "therefore give... due" caused numerous mistakes in respect to the direct and dative objects.

Question 2.-More than 85 per cent. of the examinees passed in this question. Considerable diversity was shown in parsing can need," some examinees calling it potential mood, others treating it according to "Mason:" Either way, if consistently followed, was accepted, but sometimes "can" was called an aux. of pot. mood, and then "can need " stated to be indicative.

Question 3.-Only a third of the examinees discussed fairly intelligently the difficulties presented by "Methinks," "worth," and "yours."

Question 4.-Notwithstanding its importance in analysis, less than 10 per cent. of the examinees showed any knowledge of this matter. A common form of answer was to take such a word as "that" and give examples of its use as a relative pronoun and as a conjunction.

Question 5 was answered fairly by about a fourth of the examinees. The answers showed the usual crop of roots invented for the occasion, e.g., glosso, shiny; paroda, a place of worship; pitho, a saying, and the like.

Question 6.-The sentences were frequently such as to leave a doubt whether the meaning of the words was known or not. Deprecate was commonly confounded with depreciate, and epithet with epitaph, while for glossary such sentences as Did you see the glossary on the boots?" were occasionally met with.

Question 7.-The reasons frequently needed to be more fully given. Moderate intelligence was shown, but some answers were ingeniously absurd.

Question 8.-Not more than a fourth of the answers were of even moderate merit. The passages "Therefore. . . . due and "Surely stone" were generally misunderstood. "Although money may be made from minerals, still by investing and increasing it thereby many a man has become happy," and "The use of gold keeps the commercial world whirling in busy happiness as God meant it should be" are two of the many curious ways in which the concluding sentence was rendered.

Questions 9 and 10.-About half the examinees passed in each of these questions. In punctuation the misuse of quotation marks was common, and it was frequently not seen that "then you play by ear" was an interrogation.

For Admission as Teacher of the Second Class.

Analysis and parsing were satisfactorily done, 65 per cent. of the examinees passing in question 1, and nearly 90 per cent. in question 2. In the remainder of the paper, however, much weakness was shown, and only about a third of the examinees gave evidence of having a fair all-round knowledge of the subject. Punctuation was particularly poor, less than 20 per cent. of the examinees passing in question 9; here, as in the preceding paper, misuse of quotation marks being common, and especially of those denoting a quotation within a quotation.

Question 3 was well answered by only a third of the examinees. The first and fourth sentences, though very fully discussed in "Mason," were the worst done.

Question 4.-The answers were on the whole weak. Several examinees confounded the marks of a good paraphrase with the "merits of paraphrasing."

Question 5 was only moderately answered. The distinction, such as it is, between Metonymy and Synecdoche did not seem to be known.

Question 6 (a) was, next to those on analysis and parsing, the best answered in the paper.

Question 6 (b).-It is a significant fact that more than a third of the examinees entirely omitted this question, and that a fourth of the answers given by those who did attempt it were worthless. One examinee boldly declared "A noted allegory in English is Lalla Rook. This work, written by Sir Thomas Moor during the Stuart period, is perhaps one of his masterpieces."

Question 7.-Indifferently answered.

Question 8.-Moderately well answered, though the explanations were frequently wanting in clearness.

For Grammar School Scholarships.

Two hundred and twenty-one (221) candidates--150 boys and 71 girls-presented themselves for examination, and of the former 53.3 per cent. and of the latter 62 per cent. gained 50 per cent. of inarks or over in this subject, the best answering among the boys

being represented by 82.7 per cent., the worst by 14 per cent., and among the girls by 78 per cent. and 13.3 per cent.; the average for all the boys was 45 3 per cent., and for the girls 52.3 per cent. While on the whole a goodly number obtained 50 per cent. or over of marks, still very poor answering was too common, the following not being the worst samples that might be quoted:1. (a) One of the 5 per. pronouns-N. who; poss. who's; obj. whom.

1. (b) These verbs are not at all understood by a large percentage of the examinees, who mix them up with other verbs and produce all the voices, moods, tenses, &c., of an ordinary verb-sometimes covering as many as 5 pages, and ending the paper with "No time to finish.

Imp. mood-May thou, may ye or you;
-Shall thou, shall ye or you.

Indic. mood of may-Pres. perf. I may have, &c.
-Past per. I might have, &c.
Pres. progress., I may be, &c.

Past.

I might be, &c.

Pres. perf. progress., I may have been ; Past. I might have been. Pot, mood-I may may, &c.; -I may can, &c. -I may shall, &c.

It, com. noun; it a prep. rel. "home" to "he" and governs "be."

That, rel. pro. antec. "this," nom. after "is." That, dem. adj. pro. qual. "this"; that, rel. pro., &c., nom, after can be.'

That, rel. pro. antec. "it," &c., obj. govd. by "can be." That, rel. pro., &c., nom. to "is remains"; that, com.

noun.

Remains, noun com., &c., nom. after "is," pres. part. of "to remain.'

Remains, an adj. qual. "that"; past part. of trans. v. to remain.

Remains, past part. of "to remain," forming with "is" a comp. verb.

Remains, com. noun, &c., obj. govd. by "is."

2. (b) What, an onterrogative pro., &c., poss. owning "heroes."

What, comp. rel. used as an adj. qual. negroes.
What, obj. by "who"; an adv. man. mod. "who shall

2. (c) This, an adv. of man. mod. "knows"; interrog. pro. nom. to "knows."

This, rel. pro. 1st sing. nom. to "knows"; a v. trans.
act. indic. weak, 3rd sing.

As, pro., &c., nom. to "far"; prep. relating "granting"
and "from" and gov.
"from."

As (2nd), an adj. qual. "begging." He, obj. after
"from" (com. ans.)

He, obj. by "granting"; com. noun obj. after "of."
Begging, an adj. qual. "peace.'

No. 3 was very poorly answered, the average for all being only 16.3 per cent.-boys 15'8 per cent., girls 17.4 per cent. The answering under (a), (b), and (c), respectively, was for the boys 10.9 per cent., 6 per cent., and 30:3 per cent. ; and for the girls, 217 per cent., 10.9 per cent., and 19-7 per cent. Under (a) were 183 total failures-boys 130, girls 53; under (6), 201-boys 139, girls 62; and under (c), 147-boys 93, girls 54. Under (a), 22-boys 11, girls 11-received full marks; under (b), 13-boys 7, girls 6; and under (c), 36-boys 27, girls 9.

4 (a). Illative word to "Who . . . too."

(b). Adversative word to "There . . . side."

(c). Disjunctive word to "He said that he . . . speaker.'

4 (a). Who.. name, prin. cl.

Would stab. too, adj. cl. to
Did not. .. axe, prin. cl.

Lie in his way, adj. cl. to

axe."

"who."

The hangman's axe did lie not in the way=P.S. Who stabs my name would stab my person too-adj. to 'hangman's," &c., &c.

66

5.

over.

(i.) "The captain with his men catches fish." As the obj. is plur. the v. must be to.

(ii.) "My brother and I live in a village." The 3rd per. should not be used for the 1st.

(iii.) This is wright; (i.) men caught-reason: men is plur., and catch is sing.

(iv.). . . tales were-reason: are is sing., and tales plur. (v.) This is wright; (iii.) laid was past tense, it ought to have been present "lay."

(vi.) This is wright; (i.) . . . caught fish: catch is past tense, and caught is present.

(vii.) "It is silly to say The Brisbane has overflown its banks, because Brisbane is a town, and a town cannot overflow its banks.

(viii.).

....

reproved sharply." When a sing. noun is connected by and, it required a verb in the plural, &c., &c.

6. In this question, 96 boys and 47 girls scored 50 per cent. or

7. Some examinees tried to answer (a), (b), and (c), instead of two of them; and, in general, very poor attempts were made. 7 (a). "This means that people who are rich should not be proud, and say nasty angery words at others." People who live in glass houses should never throw stones, because they may break the glass." (b). "A bird in the hand will be fed and looked after more than a bird in the bush and therefore will look better than two birds in the bush would." (c). "Rome was not built in one day, but it was built in a great many days," &c., &c.

MUSIC.

For Admission as Pupil-Teacher of the First Class.
Question 1 was fairly answered by the majority.

Question 2 (a).-The clefs were badly formed--the bass clef was generally given as a C instead of : (F), and was placed by several on the 3rd instead of on the 4th line. None could state why each clef is necessary, viz.-to avoid the excessive use of ledger lines in alto and tenor.

Question 2 (b).-Several gave a scale containing sixteen notes ascending.

Question 3 (b).-A few still confuse semibreve with minim rests, and also crotchet with quaver rest. Many answers were unintelligible without the questions, as examinees neglected to construct sentences.

Question 4 was answered in the following manner :-"Semibreve, breve, demisemiquaver, 64 demisemiquavers equal to a breve." Evidently possessing the requisite knowledge the writers were too careless to express themselves intelligibly. The same remark will apply to the following answers :-' "The treble clef is sung by women,' "Each of the clefs are necessary, "The treble stave is used for placing women's voices on.'

For Admission as Pupil-Teacher of the Second Class. Question 1.-Very few understand the difference between a scale and a key, the latter term being considered synonymous with the former. Although special attention was called to this point in these Notes last year (P.T. 4, question 2) yet many still

confuse "key" with "key signature" or "key note." When the notes which enter into a major or minor diatonic scale are considered generally, and without reference to any particular order or succession of them, they are collectively termed a key; and the root of the scale is called the key-note.

Question 2.-Several described correctly in words how scales are constructed, but neglected to use diagrams, so that children would not understand the explanation. Others attempted a description, although they were not familiar with the terms used. None constructed the scale descending.

Question 3.-What is "meant" by the relative minor was answered by explaining how it is formed. Some speak of single notes as if they were scales, thus-"The G will be the next scale." "The relative minor is the 5th note of a scale." 'The relative minor of any scale is the 6th note.”

Question 4.-"Triad" mistaken for "Triplet."

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Question 5.-Several gave examples of all kinds of time, and showed how to beat them, instead of confining their answers to the question.

Question 6 (a).-Many failed to mark in the bars properly, and few could determine the key. The majority, looking at the key-signature only, stated that it was in the key of A major, forgetting that F sharp minor bears the same key signature.

Question 6 (b).-In the piece marked B, several did not notice that the natural on E had the effect of a sharp, and neglected to place a sharp before D in the key of A.

Only 68 examinees out of 202 on the list in this class hold the status of Pupil-Teacher, and hence the reason for so large a percentage of failures.

For Admission as Pupil-Teacher of the Third Class.

This was decidedly the best set of papers, the percentage of passes being 82. The same faults exist as in the First Class with regard to constructing sentences in answering, e.g. :—

Question 5 was answered “Dominant, Subdominant, Relative Minor." Others speak vaguely of modulation into the Dominant and Subdominant when they mean into the "key" of the Dominant, &c.

For Admission as Pupil-Teacher of the Fourth Class.

These papers were fairly written by the majority. The chief fault was in answering more than was required.

Question 3 asked for triads on the tonics only, whereas several gave triads on each note of the respective scales of the keys named.

Question 4.-A "slur" is confounded with a "bind" or "tie" by many. Appogiatura does not take "half the time of the second note added to itself."

Question 5.-Few knew the sol-fa names of the intervals in the chromatic scale.

For Admission as Teacher of the Third Class.

Owing probably to the number of Temporary Teachers' papers many failures were found in this set. Generally the composition and spelling are far from creditable. Such expressions as "highered" (raised), "second last" (last but one), "less short,' 'sang" for " sung, """will" for "shall" (1st person future tense) are frequently used; and the following mistakes in spelling are not uncommon:-"Decended," "origonal," "seires," "plantive" (plaintive), wemon" (women).

Question 2.-Few are evidently aware of the fact that the common chords on the tonic and subdominant are major or minor according as the key is major or minor, but that the common chord on the dominant must always be major even in a minor key.

Question 5.-Notes of a lesson were very poor and consisted mostly of a description of the minor scale, of which few could give an accurate definition, the majority confusing it with minor key" or "relative minor," as though the terms "scale" and "key" were convertible. Many stated that "the minor scale is formed by taking the third below or sixth above," presumably meaning that the tonic of a minor scale is found a minor third below its relative major.

Question 2.-The two methods mentioned in question 1 are the mutable and iminutable, or in other words the old notation (mutable), and Wilhelm's method (Hullah's). Most of the examinees mistook the mutable for the tonic-sol-fa method, the advantages and disadvantages of which were not asked for. Many are not aware that Stimpson adopts the mutable method. Very few could answer question 2 intelligently, and are therefore unable to teach sol-faing.

Question 4 asks for twelve essentially different scales, yet several gave F sharp, G flat or C sharp, D flat, which are identical or enharinonically parallel scales.