Educational Systems of the Chief Colonies of the British Empire ...

(iv.) CANDIDATES FOR THIRD CLASS CERTIFICATES.

(a) Organisation, Management, and Law.

1. Describe practical methods of lighting and ventilating school buildings.

2 What considerations determine the classification of a new pupil? 3. State the uses of a time-table, and the principles that should govern its construction.

4. If you found your class getting listless and sleepy, what causes would you suppose to be at work, and what would be your remedies?

5. How should (a) want of punctuality, (b) copying, and (c) impudence be treated?

6. Outline a lesson for pupils in Standard II. on truth-telling.

7. Give your opinion as to the value of rewards and punishments; and state the principle on which they ought to be administered.

8. State the duties of teachers (as defined by the School Ordinance) with reference to promotions, official returns, contagious diseases, and religious instruction.

(b) Reading, Spelling, and Writing.

1. State the advantages and disadvantages of teaching elementary reading by the word (Look-and-Say) method.

2. State the uses and limits of simultaneous reading and pattern-reading in the first three Standards.

3. What is meant by distinct articulation in reading: Name any words which present special difficulty to learners; and mention any form of exercise that is most useful in correcting faulty articulation.

6. State the uses of word-building. With any two of the following words illustrate a method of teaching word-building: Forbidden, peaceful, baker, foretell.

7. Write in vertical style six capital letters so as to show the proper forms and proportions of their parts.

8. Describe the best way of conducting a class lesson in writing.

1. State somewhat fully the value of grammar as a subject of instruction below the High School.

2. Give notes of a lesson on any one of the following? Relative pronoun, indirect object, adverbial clause, "the verb agrees with its subject in number." Show which of the values referred to in the first question your lesson illustrates.

3. Show how you would lead a pupil in Standard V. to analyse :

You asked me why, tho' ill at ease,
Within this region I subsist,
Whose spirits falter in the mist,
And languish for the purple seas.

What use to the pupil should such an exercise be?

4. Show how you will prepare pupils in Standard II. to write a composition on Wolfe, the uses of clouds, the pumpkin, the Eskimo, or the hen. 5. After pupils have reproduced in writing an historical tale, outline a method of revising the exercise.

6. Show how you will prepare pupils to correct the error of sentencetructure in "This great and good man died on September 17th, leaving behind him the memory of many noble actions and a numerous family, of whom three were sons.

(d) Elementary Science.

1. Make a lesson plan for Standard IV. pupils on the dissemination of seeds. Show how the lesson illustrates the leading aims in nature study. 2. Outline a lesson plan on the hawk-the adaptation of its structure to its mode of life. Make illustrative drawings to accompany the lesson.

3. Give notes of a lesson on the composition of soils, or on the drainage of soils, to pupils in Standard III,

4. How will you lead pupils to account for the difference in modes of cultivating soils for beets and for oats?

5. Give notes of a lesson on how to disinfect a room in which a patient has had measles, or on how to recover a person apparently drowned.

6. Give notes of a lesson to boys on smoking cigarettes.

7. Mention precautions that a teacher should take to preserve the eyesight of his pupils.

(e.) Geography and History.

1. What are the respective uses of the ordinary map, relief map, and globe in teaching geography?

2. Outline a lesson plan for any two of the following: Cape, uses of mountains, formation of rivers, climate as affected by prevailing winds and rainfall.

3. Make notes for a lesson on any one of the following: The mining districts in the North-West Territories, the exports of British Columbia, the commercial centres of the Dominion with their trade routes, the drainage of Asia, the products of the Argentine Republic.

4. Give two illustrations of how the geography of a country has affected its history.

5. Make a lesson plan for teaching the life of Champlain, Lyon McKenzie, Sir John Macdonald, Cardinal Wolsey, or Nelson. Show that your plan illustrates one or more of the aims you have in view in teaching history.

6. Write notes of a lesson on any one of the following: Magna Charta, Quebec Act, Canadian Rebellion of 1837, Reciprocity Treaty, 1854. State the purposes of the lesson.

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