that is all; no moral impetus is given MODAL EDUCATION.-"It seems that, are strengthened and sharpened, and the regarding education as the cultivation of the intellect, and the acquiring accomplishments alone, is a mistake into which educators have very frequently fallen; or if they have gone a step farther, it is scarcely beyond the addition of the formation of the taste to the above attainments. The creating distinct and strong moral habits--the close study of individual character - the watching minute traits, and striving to discover for what ends they were made and implanted, do not seem to have been objects contemplated in the education of the day. The consequence is, that the intellectual and rational powers no moral habit formed-no food supplied for the exercise of those powers when brought into operation. They are left to find their own support; and it is needless to say how often they imbibe poison, not food. Whereas true education surely should influence the will, and give it right tendenciesshould not be satisfied with bringing out works from the human machine of the highest capacity, but rather should aim at placing a main-spring on those works, and giving them an impetus in a right direction."-Monro. Examination Papers. GENERAL EXAMINATION OF TRAINING SCHOOLS, (CONTINUED FROM NO. XXIII.) State how you would organise a school if placed under your charge in one of the following cases,-draw a plan, showing the arrangement of your classes,-and give a copy of your time-table: 1. 60 children mixed, with no pupil teacher, but with a mistress who attends all day and can teach reading and sewing. 2. 80 children mixed, with a pupil-teacher, and a mistress who attends in the afternoon to teach sewing. 2. 120 boys, in a town, with two pupilteachers. Section II. 1. Give the heads of a lesson on one of the following subjects:-1. Lime. 2. The seeds, stems, and flowers of plants. 3. The transformations of insects. Section III. Section IV. 1. In what particulars may the following defects in the character of a teacher shew themselves to the children of his school and their parents: selfishness, untruthfulness, improvidence ? ian graces find their exercise in the work of 2. In what way may the following Christa teacher, and under God's blessing, with what probable results: humility, love, a fervent spirit? Section V. * 1. On what does "value" depend? Why are gold and silver valuable? Give examples of things without value, and show why they are without it. 2. How must money be lald out to become "capital?" Give examples of different ways of so laying it out. Show by an example what would be the condition of a community without "capital." Give 3. What is the use of taxes? examples of the state of countries where no taxes are paid. Shew that it is just to make every one pay them. What have the 1. What are the proper sources of authority taxes to do with the national debt. in a school? 2. What are the characteristic dangers to himself of the schoolmaster's profession? 3. What do you understand by the education of a child? What are the resources of a schoolmaster for accomplishing it? In this and the following section, Candidates had the option of answering from the Irish Commissioners' books or from M'Cullock's; but no account would be taken of answers from both books. The first three questions are from the former, and the second three from the latter. 1. Give examples from Dr. Arnott of the wonders of civilization. 2. Give examples from Adam Smith of the division of labour. 3. Give an abstract of the lesson on the British Constitution. Section VI. 1. In what manner are stratified and unstratified rocks found associated with one Division I. Section I. another? What are the divisions of stratified rocks! 2. Give some account of the different kinds of organic remains, and of the strats in which they are found. 3. Give some account of the organs of digestion and respiration. Give an abstract of one of the lessons entitled as follows:-1. The animal economy. 2. Aqueous vapour. 3. First lines in optic PHYSICAL SCIENCE. Describe and explain one of the following instruments:-1. A barometer. 2. An airpump. 3. An electrifying machine and the Leyden jar. Section II. Describe and explain one of the following machines :-). A locomotive engine. 2. A hydraulic ram and a fire-engine. 3. A •lock. Section III. 1. What must be the diameter of an iron wire to sustain 11 cwt., the tenacity of the iron being 25 tons per square inch? 2. How long will ten men be in pumping dry the hold of a ship which contains 3,000 cubic feet of water, the centre of gravity of the water being 14 feet below the deck, and cach man being supposed to yield 1,500 units of effective work per minute! 3. Describe the wheel and double axle, and show how the relation of the power to weight may be determined in this machine. Section IV. 1. What experiments serve best to show the expansion of metals, and the currents produced in liquids and gases by the application of heat? 2. Give some account of nitrogen and of its compounds. 3. By what different methods may the chemical constitution of water be ascertained. Division II. 1. Show how it may be determined, by geometrical construction, whether the wall of a reservoir will stand or not, and prove fully the rule you use. 2. Wanting to determine the quantity of water discharged per minute from a pipe, I place under it a vessel, in the bottom of which is a rectangular aperture which I can close by means of a slide. I find that when the dimensions of the aperture are 4 inches by 3, the water stands steadily in the reservoir at a height of three feet. What is the efflux per minute from the pipe, neglecting the effects of contraction?} 3. Given the number of units of work, u, which a man can do on each stroke of a pump, the depth, a, of the water in the well beneath the bottom of the barrel, and the section, k, of the barrel; it is required to find the length of the stroke, so that the whole work on each stroke may just be expended in raising the water. 4. What experiments show the influence of the state of the surface of a body on the radiation of its heat, and what experiments shew the existence of a latent heat 5. Explain fully what is meant by the law of chemical equivalents, and what by that of gaseous volumes. Give some account of chemical nomenclature and chemical nota tion. 6. What are the chemical properties of oils and fats? What application is made of those properties to the uses of life! |