DIPLOMA IN TEACHING EXAMINATION.

(PART II.)

MENTAL AND MORAL SCIENCES IN RELATION TO EDUCATION.

FIRST PAPER.

REV. DR. MAHER; MR. A. PURSER; PROFESSOR WITHERS.

SECTION A.

1. Define what you understand by logical division. What chief rules have been laid down in regard to it? Illustrate the use of the process in (a) the teaching of a lesson on some such subject as 'the reign of Queen Victoria,' (b) the arrangement of books in a school library.

2. What is meant by scientific method? Within what limitations is it true to say that the general principles of method are the same in all sciences? How far are these principles applicable to the conduct of experiments or demonstrations in school?

3. By what process would you 'prove' the rule for the multiplication of one vulgar fraction by another? How far do you consider it possible or desirable to explain the ' rationale' of arithmetical rules to children under fourteen years of age?

4. Explain the logical meaning of the terms :-' proposition, undistributed middle,'hypothesis,' 'contrary,' 'contradictory,' 'conversion.'

SECTION B..

5. Give an account of the chief psychological characteristics of either the sense of sight, or the sense of hearing. To which of the properties of the sense selected do you consider its value as a source of knowledge to be specially due? State how far and in what respects you think the sense can be improved by a systematic training.

6. What is the relation of child-study' to scientific psychology? Do you consider it desirable for a teacher to keep systematic record of observations on the minds and characters of his class? Give reasons for your opinion.

7. Define attention,' and describe the conditions under which it normally appears in its intensest forms. Deduce practical rules for the guidance of a class-teacher in his efforts to rouse continuous attention.

8. What is the relation of memory to imagination? Show the bearing of lessons in English Literature upon the training and development of these two mental activities in children.

SECTION C.

9. Explain carefully what you mean by discipline,' and state what in your opinion, are the chief outward marks of ' good tone' in a school.

10. In cases where a master has failed to discover an individual offender, is he justified in inflicting collective punishment upon a class or school? Analyse clearly the ethical principles involved in your answer.

11. Discuss the power and the value of imitation as an element in the formation of the characters of children. In what types of school, and why, is the force of custom and tradition found to be strongest?

12. Explain by what principles and methods you would treat cases of (a) disobedience, (b) dishonesty, in children, taking them at the supposed ages of seven, twelve, and sixteen, and showing the difference of treatment required at each point.

SECOND PAPer.

REV. DR. MAHER; MR. A. PURSER; PROFESSOR WITHERS.

SECTION A.

1. Distinguish carefully the scope and method of Logic from those of Psychology; and show, in broad outline, how each of these sciences bears upon the practical work of a teacher.

2. How far is it possible to arrange the sciences and other subjects of school study in a logical sequence and order? Would such a logical sequence be the best guide as to the different stages at which subjects should be introduced into the curriculum?

3. Explain the connexion and difference between inference, probability, and proof. Give some cases in which probability must be accepted in place of proof in teaching.

4. Enumerate and illustrate the principal fallacies of induction and of deduction into which children are likely to fall. How are they to be trained to avoid them?

SECTION B.

5. Is it possible to mark off the period of mental growth in children into well-defined stages of development? If so, what stages would you enumerate, and what special characteristics would you assign to each? Suggest in outline how the system of instruction should be adjusted to the mental state of children at each stage.

6. Explain from the psychological point of view the distinction between cramming' and educating the mind of a child. What forms of examination, in your opinion, can be regarded as testing genuine knowledge and mental power as distinct from cram '?

7. Define instinct. What chief instincts appear in the mental growth of children, and to what use can they be turned in education?

8. Give, in outline, an account of the psychological relations between thought and language, and show what light they throw upon the theory and practice of linguistic

instruction.

SECTION C.

9. Upon what personal qualities in the teacher does the power of command mainly depend? How far, and by what means, can these qualities be developed by training?

10. To what extent is it possible, within the conditions of a secondary day-school, to educate children to good taste and good manners? Can co-operation in this matter be established between home and school?

11. Analyse, from the ethical point of view, the emotions of fear, and of emulation. Consider the advantages and disadvantages of the use of each of them as a motive in the education of boys or girls from twelve to sixteen years of age.

12. Discuss the value of play in the formation of character, and compare, in respect of their ethical influence, some of the chief forms of play in vogue in schools.

FIRST EXAMINATION IN AGRICULTURE.

FOR BOTH PASS AND HONOUR CANDIDATES. N.B.-No Candidate can obtain Honours unless he answers satisfactorily on the Honour Questions set at the Examination.

MATHEMATICS.

FIRST PAPER.

PROFESSOR GIBNEY.

1. The property valuation of a certain area that is to be taxed is £4324091 48.; the sum that is to be raised by the tax is £1515233. Find how much in the £1 the tax assessment ought to be.

2. Find the highest common factor of

6a+ 13a3 - 2a2 - 8a+ 6

6. There are two stations on a railway, and one is at a distance of two miles from my house, and the other is at a distance of two and a half miles. Whichever way the train