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5. What do you believe to be the special function of vivd voce arithmetic as a mental discipline ? How would you teach it in a Standard 11. class ? 6. What would you consider essential points when framing your geography lessons for Standard IV. ? Would you make your physical geography an offshoot from your political geography, or vice versa; or would you adopt some other method? Give reasons. Section 111. 7. Explain fully how you would teach an infant class arithmetic so that its members might be qualified to make good progress immediately after being promoted to the upper school. 8. Try to answer in a page or so the following objections to handwork for schools : (a) It takes up valuable time ; (b) the objects produced have little value; (c) drawing, with sewing for girls, gives sufficient training for hand and eye. [Answer from standpoint of method.] 9. Briefly criticize one or two methods (other than your own) of teaching writing in moderately high classes, and then describe your own method at some length. Section IV. 10. Give an outline of the advantages derivable from much fuller treatment of elementary numbers than is now usually bestowed on them. Sketch one or two suitable lessons for a Standard I. or a Standard 11. class. 11. Contrast the " unitary " method of working rule-of-three sums with that based on the doctrine of proportion—from the point of view of educational value. 12. How would you conduct your English composition work with senior pupils? State reasons for your mode of proceeding, where it seems necessary to do so. Section V. [One item in this section must be dealt with.] 13. Write an essay on any one of these subjects : — (a.) The mutual influence of discipline and method. (b.) The teacher's preparation of his own school-work. (c.) The potential utility of his own school records to the teacher. Section VI. [Only one item in this section must be dealt with.] 14. Write full notes for a lesson to a senior or to a junior class on any one of the following subjects, remembering that it is manner or method, rather than the included information, that is of greatest importance : — (a.) Your town or district. (b.) A shower of rain. (c.) The wind. (cl.) The sun. (c.) Flowers. (/.) War.

No. 95. — Theory of Education, Sections B, G, and D. — For Clast C. Time allowed: Three hours. [Candidates are required to answer questions in at least two of Sections B, C, and D.~\ Section B. — Psychology. [Candidates are to answer three questions at least.] 1. Illustrate the relationship between physiology and psychology. Give an outline of the means by which and the mode in which an external shock may be the origin of a thought. 2. Give an outline of the process of abstraction and its true result. Illustrate by reference to a concrete example. What special error in connection with abstraction should be avoided by the teacher ? 3. Amplify the following elementary statements, and show their practical value for the teacher: — (a.) " There is no such thing as absolutely passive sensuous perception." (b.) " Perception rests on a process which may be described as involuntary comparison." 4. What valuable suggestion does the expression " a train of thought " possess for the practical teacher? Trace a train of thought from its origin in an impression.

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