SECTION III. 1. "Pray without ceasing." Write out the notes of a lesson on this text. 2. On what lessons from Holy Scripture would you chiefly dwell, in teacha child to love God? 3. "Give us this day our daily bread." How is the full meaning of this explained in the Church Catechism? Illustrate it, as to your first class, from examples in the Old Testament. SECTION IV. 1. Write out (as nearly as you can in the words of Scripture) one of the following parables :: (a) The Wise and Foolish Virgins. (b) The Prodigal Son. (e) The House on the Sand, and the House on the Rock. Explain the parable which you write out. 2. What were the words of Our Lord (a) about little children; (b) the lilies of the field; (c) God and Cæsar; (d) The Resurrection; (e) The Devil? 3. Enumerate the chief events which occurred to St. Paul (a) at Antioch (b) Iconium; (c) Philippi; (d) Athens; (e) Corinth; (f) Ephesus; (g) Jerusalem; (h) Cæsarea. Draw an outline map of the Eastern end of the Mediterranean Sea, and write the names of these places in the proper parts. SECTION V. 1. Write out the questions and answers relating to Baptism in the first portion of the Catechism. 2. Why is Baptism explained twice over in the course of the Catechism? What particulars, exactly, are contained in the first account of Baptism, and not in the second? What in the second and not in the first? 3. "Thou art not able to walk in the commandments of God, nor to serve him, without his special grace." What does "" special grace" signify in this passage the Catechism teach us of obtaining special grace? SECTION VI. What means does 1. What (describe them) are the Collects used in the order of Morning Prayer? What in the order of Evening Prayer? 2. In what part of the Daily Service does the General Thanksgiving come? 3. When is the Prayer for the High Court of Parliament to be used, and when not? 4. When is the Prayer for all conditions of men to be used, and when not? Why so? 5. How does each of the three last mentioned Prayers begin. SCHOOL MANAGEMENT. Three hours allowed for this Paper. 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. Show how the time table of a school should be drawn up, so as to exhibit the time given weekly to each subject taught in each class. 2. What explanation would you give of the following terms, as applied to the management of a school? Discipline Standard of Instruction Principle of Classification 3. In some schools the children stand during all but the writing lessons; in some they sit during all these lessons. What fault may be found in each of these practices and what arrangements may be substituted instead. 4. A good school register ought to show at any time how long each child has actually attended a school since its first admission. What entries would be necessary to give this information in the case of children placed on the register of a school in 1854? 5. Why should a school register show for every week (a) the average number present during the week, and (b) the total number who have been present even once during the week? 6. At what time of the day was the attendance regi tered in the school in which you were apprenticed? How was it done? What would have been the difference in the average attendance for the year if the registers had contained only the number present at the time fixed for coming into school? 7. Were particular classes placed in your charge during your apprenticeship? For what periods did you take charge of them? By whom, and in what manner, were you superintended and directed in this practical part of your instruction ? 8. What arrangements were made for your lessons out of school hours. during your apprenticeship? Should you adopt precisely the same plan, if you had the charge of pupil teachers, in a school of your own? Give your reasons. 9. Did any industrial employment form part of the business of the school in which you were apprenticed? With what kind of industrial work would it be most useful for masters and mistresses to be familiar. 10. State (a) for what lessons, and (b) in what way, you would use the black board? 11. What is a dictation lesson, and what are the advantages of it? 12. In teaching the first elements of arithmetic, what means would you use besides figures on the slate or black board? MUSIC. 1. Classify the orders of measure, or kinds of time, most commonly employed in musical compositions, and explain the difference between relative and absolute time. 2. Write out as many major diatonic scales or keys as you are able, prefixing to each its appropriate signature. 3. Show on a staff of eleven lines the average compass of each register of voice, and represent such register separately on a staff of five lines, with its proper clef. ARITHMETIC. Three hours allowed for this Paper. 1. How many miles will a wheel whose circumference is 16 feet, traverse in 7,825 revolutions? 2. What sum of money will be required to allow 359 persons each £3 68. 108d. Prove the work. 3. The purchase money of a parcel, containing 907 articles of equal value, is £1,703 9s. 24d. show the cost price of each article. Test the answer by multiplication and practice. 4. 40 yards of silk are purchased for £14 18. 7d.; for what amount of money may 4 yards be purchased at the same rate. 5. A man travels 640 miles in 12 days of 16 hours duration; in how many days of 12 hours duration wlll he travel 720 miles. Three parties agree to advance £14,280 for business purposes, in the several proportions of 4, 5, 6; the clear gain is £872 10s. What amount of capital and gain belongs to each ? 7. State exactly what is meant by the expression, "Multiply by ?" and work the following, 211 + 5 +7. 8. Reduce 78. 4 d. to the decimal of £3 7s. 24d. and show what decimal of £1 19s. 4 d. is 10 guineas. 9. What is meant by terms "involution" and "Evolution ?" Give examples in illustration of each, and work the following proposition, a square field contains 15A. 2R. 20P.; find its side in chains." 10. The interest on £608 for three years is £61 17s. 1d.; find the rate per cent. ? 11. If 12 per cent. be gained upon silk by selling it at 11s. 8d. per yard, at what price per yard should it be sold to clear 25 per cent.? 12. If 1lbs. of tea be worth 34lbs. of coffee, and 6lbs. of coffee worth 24lbs of sugar; and 7lbs. of sugar worth 14lbs. of soap, how many lbs. of soap are 3lbs. of tea worth? 13. Sate what books are essential to the system of "double entry," and illustrate their use, as far as may be, by the following transaction, a country draper purchases from a Belfast manufacturer five pieces of linen, each 26 yards long, for £19 10s., or 38. per yard; he sells off the whole quantity at 3s. 6d. per yard." No. 74. APRIL 1, 1857. Ellipsis in Grammar, Our readers will have observed some interesting and intelligent correspondence upon disputed points of Grammar. The subject is sufficiently important to justify the introduction of some general remarks. In Grammar, as in other departments of investigation, where difference of opinion exists, the contrariety arises from the different point of view from which the disputed subject is examined. "An old friend," who exercises the right of reply in this number, confesses to a prejudice against the system of supplying words — the habit of accounting for a word by its relation to another word understood. The advantage, however, belonging to this plan is two-fold. It prevents the uncertainty which arises from classing the same word under various parts of speech; while, on the other hand, it is more philosophical and true by its retaining the history and original force of words. What is said by Sir John Stoddart of a preposition that "it is a word to which a transient function is assigned, and which, as soon as it has discharged that office, becomes available again for its former purposes, as another part of speech" is applicable to other words as well as prepositions, and to parse words without respect of their natural force is to introduce great laxity and uncertainty. Nor is it true that the necessity, in parsing, of supplying words argues a defect in a language, but a defect rather, if it be a defect, in the speaker, who is anxious, especially in free composition, to express his meaning in no more words than necessary. In reference to the word like, we prefer to bear in mind its history. An examination of the Anglo-Saxon, and a comparison with the Latin and Greek languages, claim for it the attributes of an adjective, governing its object in the dative case. This In another period of its history, when that case became unknown, the objective case was substituted, and, as in the translation of the Bible, the preposition "to," or "unto," was introduced. practice is not unknown to modern poetry. Now comes the question whether in such expressions as "words like arrows," like should be regarded as a preposition governing arrows, or an adjective without government. According to the former plan we must forget its adjective character. According to the latter, we must forget its power of government, for we govern arrows by "to" understood. A compromise must be made. We prefer the latter method, because (1) Ellipsis is habitually allowed. (2) The use of the Bible translation and of modern poetry justifies the ellipsis "to." On the other hand we are far from recommending the practice of making present use of words to give way to their historical force. It would be pedantic as untrue to call the words underlined participles in the following phrases, "regarding the habits of the people," "notwithstanding the great deficiency," or to speak of except as a verb in the imperative mcod in such an expression as "all of them, except three, have failed." As is another word which is made in the English language to fill the office sometimes of a conjunction, and sometimes a relative pronoun, and sometimes an adverb. Its true office is that of a conjunction. In sentences where it passes for an adverb, if we were to supply the ellipsis, we should see its real character as a conjunction, joining clauses together, and such ellipsis is no proof of the defectiveness of the language, but the consequence of natural abbreviation in our mode of expressing ourselves. It is important to trace the original or what we have called the historical force of the word. The variety of the use of it may be seen in the following examples : (1) He acted as I wished him. (2) It is such a (or the same) dog as I lost. |