2. Conduct in a sick room.

3. Habits that have a tendency to impair or to improve health.

MUSIC.

SECTION I.-Explain the following terms:

1. Key, tone, time, interval, signature.

2. Harmony, chromatic, discord, modulation.

3. Resolution, enharmonic.

SECTION II.-State in what key the following passage is written, and write the same air on the blank staves in the key of the sub-dominant.

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SECTION III.-Write for the above passage on the blank staves below:1. A second.

2. A second and a bass.

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SECTION IV.-Give notes of a lesson to children :

1. On the scale.

2. On the signatures of keys.

3. On modulation.

SECTION V.-Write chords for the following figured bass, and mention any discords or modulations that occur.

GEOGRAPHY AND NATURAL HISTORY.

SECTION I-1. How are day and night, and the changes of the seasons, caused?

2. Explain and illustrate the terms "hemisphere," "zone," "tropics," "archipelago,' estuary," and "snow-line."

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3. By what causes are the principal currents of the atmosphere and ocean produced?

SECTION II-1. Draw a map showing the rivers and mountains of England, Scotland, Syria, Hindostan, or the Canadas.

2. Describe the climate, physical features, and productions of one of the above-mentioned countries.

SECTION III.-1. In what parts of the world are the territory of the Hudson's Bay Company-California-New Zealand-Port Philip-MadrasHeligoland-Cape Clear?

2. Enumerate the mineral productions of England and Wales, and give some account of the districts in which coal and iron are found.

3. Describe the deserts of Asia. What names are given to uncultivated tracts of level country in Asia and America?

SECTION IV.-Prepare the notes of a lesson on one of the following subjects:

1. Distribution and uses of water.

SECTION V.-1. To what classes of animals do the monkey, horse, bear, wolf, lynx, sloth, and kangaroo respectively belong? Show the adaptation of the structure of one of these animals to its habits of life.

2. Show some remarkable proofs of design and wisdom in the structure of the human frame.

ENGLISH HISTORY.

SECTION J.-1. Give a brief account of the institutions and manners of the Anglo-Saxons in the time of Alfred.

2. Who were the Normans? Describe their manners at the time of the Conquest.

3. Enumerate the Kings of the Plantagenet line. Give some account of the queens of the first three Edwards.

SECTION II. 1. Trace the descent of Henry VII. Describe his character, and enumerate briefly the chief events of his reign.

2. Give some account of the second and the last wife of Henry VIII. What education did the daughters of that prince receive?

3. Arrange the principal events in English History of the sixteenth century in chronological order.

SECTION III.-1. Who were the principal agents or instigators of the persecution in the reign of Mary?

2. Name the principal ecclesiastics of the reign of Elizabeth. When, and for what reason, did the Roman Catholics cease to attend the service of the Church?

3. Trace the progress of the Reformation under the Tudor line.

SECTION IV.-1. Who were the principal statesmen in the reign of Elizabeth?

2. What females in English History were most illustrious for character or attainments in the sixteenth century?

3. What European princes were contemporary with Henry VIII.? Mention the principal events of their reigns which have a bearing on English history.

4. What advances were made in civilization from the accession of Henry VII. to James I. ?

SECTION V. Give an account of some female remarkable for moral courage, filial affection, or active philanthropy.

GRAMMAR AND HISTORY OF THE ENGLISH LANGUAGE.

The last section may be omitted by the candidates.

SECTION I.-1. Make lists of words to illustrate the sounds represented by each of the vowel signs.

2. Arrange the consonants in order; which of them have variable sounds? When are s and d pronounced like z and t, and for what reasons?

3. State and account for the redundances and deficiencies in our alphabet.

SECTION II.-1. Define an adjective, a pronoun, a verb, and an adverb. How many kinds of adverb are there?

2. How many tenses are there? How are they formed? What is the power of each? Classify the irregular past tenses, or preterites, of verbs. 3. Define a preposition. Explain the meaning and give the derivation of the words "above," "beneath," "under," " 99 66 among, if," and "but." What part of speech is "than?" When is it followed by the objective

case?

SECTION III. Write a clear and simple paraphrase of the following passage. Give the rules in syntax for the concord or government of the words in italics :

:

He is the happy man, whose life e'en now

Shows somewhat of the happier life to come :
Who, doomed to an obscure but tranquil state,

Is pleased with it; and, were he free to choose,

Would make his fate his choice; whom peace, the fruit
Of virtue, and whom virtue, fruit of faith,
Prepare for happiness, bespeak him one
Content indeed to sojourn while he must
Below the skies, but having there his home.
The world o'erlooks him in her busy search
Of objects more illustrious in her view;
And, occupied as earnestly as she,
Though more sublimely, he o'erlooks the world.
She scorns his pleasures, for she knows them not;
He seeks not hers, for he has proved them vain.
He cannot skim the ground like summer birds
Pursuing gilded flies, and such he deems
Her honours, her emoluments, her joys.
Therefore, in contemplation is his bliss,

Whose power is such that whom she lifts from earth

She makes familiar with a world unseen,

And shows him glories yet to be revealed.

SECTION IV.-1. Prepare a list of common words derived from the Anglo-Saxon language.

2. Give the meaning and derivation of technical terms commonly used in lessons upon Geography or Natural History.

SECTION V.-1. Give an account of the changes which the English language underwent until the time of Chaucer.

2. Enumerate the authors who flourished during the Tudor dynasty. Give some account of one of the most distinguished.

3. In what reigns did the following authors flourish:-Chaucer, Sir Thomas More, Spencer, Milton, Dryden, Addison, Cowper, Robertson, and Gray? Give some account of the writings of one of them.

THE GOVERNMENT CERTIFICATE, ONE OF ATTAIN

MENT RATHER THAN OF MERIT.

THE following remarks upon the training and qualifications of teachers, and upon the Government certificates as tests of competency, are well worthy the attention of all who take an interest in the education of the poor. They are extracted from a statement, drawn up by the Council of the Whitelands Training Institution, in consequence of a communication addressed to them by her Majesty's Inspector of Schools, the Rev. F. C. Cook, requesting an account of the course of instruction pursued at Whitelands, and the extent to which they wish it to be carried in each subject. After stating, among other things, that the usual period during which the children of the poor remain at school, is on an average eighteen months, and that period often interrupted by absence; and that there is little likelihood of its being much extended, the council proceed :

"If it be imagined that from such an education no good results can be expected, the answer of experience is that in all well-conducted schools the results on the character and dispositions are great; that in many cases even such education fixes the tastes and principles of the child, and decides the course of his life. It can be no matter of indifference so to train students as to qualify them to effect results so important to the people. And the practical question for the council has been, by what system of training the students can be fitted to exercise a lasting influence on the hearts and minds of the young with whom once in their lives, and, in a large number of cases, for a short season only, they are thus placed in contact.

"On this point the council record their clear experience, that the efficiency of the student is materially affected by the impression which is made while under training on her character and habits. Her future success as a teacher is found to depend less on her literary acquirements than on her moral qualities; and these are fixed by the degree to which religious principle is wrought into her heart and conduct. It is, therefore, on the religious character of the management of a training school, on the example of practical religion set by the managers, on the judicious discipline enforced, on the careful and persuasive instruction given in the Word of God, that the great efficiency of the system of training will be found primarily to depend. Whatever promotes this is material; what is unconnected with this is subordinate; all that interferes with this is injurious.

"The council would add their conviction, that extreme demands for literary acquirements made on the limited time and powers of the pupils, if carried to such an extent as to overtask their physical powers, to prevent their concentration on essential points, and to exhaust their spirits, are not favourable to that moral formation of character on which the efficiency of the teacher is found to depend."

The Council state their opinion, that the cultivation of the intellectual powers of a student in a training school must not be imperfect or superficial, but equal to the demands of the times, and thoroughly accurate; such as will qualify a mistress to teach well those children who remain at school the longest period of school instruction. In stating how far they conceive that intellectual instruction should be carried, they lay: down three leading principles :

"First, That the subjects selected for instruction as of primary importance (a thorough acquaintance with which must be considered indispensable)

should be those which will qualify the student to conduct efficiently the work of a good elementary school.

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Secondly, That these subjects (neither too numerous nor difficult to be compressed within a course of two years' tuition given to persons imperfectly prepared) should be so taught that the pupils may thoroughly understand what they go forth to teach.

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Thirdly, That the pupils should be trained, on a careful system, to teach in a clear and lively manner what they know.

"Under the last head falls the training system carried on by model lessons and the work of the practising schools, and by lectures on the art of teaching. Under the former heads are included a thorough knowledge of grammar and of the terms of the language, the simple rules of arithmetic, the forms and nature of common objects, a general idea of the outlines and structure of the earth and universe, some acquaintance with the great outlines of history, especially as they bear on Revelation, some information on the history of the church, and a knowledge of the leading events and characters of our own history; with a practical acquaintance with domestic economy.

"In order to prevent a range of subjects being chosen so wide as to -compel an excessive and yet superficial reading, the council suggest that, after full consideration and free communication between the various existing training schools, a limited range of subjects should be selected, and the standard books from which they are to be taught should be named."

"In awarding the certificates, on which the future position of the teacher will in a great degree depend, the council think that the tests now adopted to fix their rank should be differently characterized. It will appear from their previous remarks, that they have been led to the conclusion that mere literary attainment, and even theological knowledge, is an incorrect test of competency; that a teacher of limited attainments will often, through her principle, energy, and temper, produce results far greater than can be secured by one of superior intellectual powers. The success of the teacher will, in fact, be proportioned, not so much to her literary qualifications as to her moral qualities, and will turn far more on her character and motives than on her knowledge and talents.

"And further: where the attainments of two teachers are equal, the success of the one who has been trained to teach in a clear and lively manner will surpass tenfold that of the untrained mistress. And the success of the teacher who has acquired self-control and desire for self-improvement will be steady and progressive; while another may, from the want of those qualities, deteriorate from year to year.

"The competency of the student, therefore, cannot be fully tested by the most careful set of questions which an examiner can propose. Such a test will only prove the capacity or readiness of the individual, not the character or competency of the teacher. The council have remarked that some of their best students-those who are found in after-life to conduct schools admirably, from the energy, devotedness, and Christian temper which they apply— are placed in the award of certificates below those who are vastly their inferiors.

"The government certificate is therefore only a certificate of literary attainment. It marks the progress of the student in her intellectual acquirements, but it is silent on those far more important points on which her success as a teacher will depend-her capacity to teach others, and her religious character. These, therefore, must always be ascertained by a careful reference to the parties who alone can know them, the managers of the training school."

The council are of opinion with Mr. Cook, that Government certificates should rather be termed "certificates of attainment" than certificates of merit; and they see no objection to Mr. Cook's suggestion of introducing the rule, that the inspector should require from each