페이지 이미지

of the Hereditary Right to the British Throne," and "The History of the Succession of the British Monarchs,” in Warren's Extracts from Blackstone. 3. To paraphrase the same passage.


1. To be able to describe* the outline maps of the four quarters of the globe.

2. To be able to describe the map of each country in Europe.

3. To be able to draw the outlines of the above maps from memory.


The outlines of the History of England (to be known thoroughly).


The first four books.


As far as quadratic equations (inclusive); with problems.


1. Drawing freehand from flat examples.

2. Linear geometry by aid of instruments.

3. Linear perspective of horizontal planes, and of rectangular solids having one side parallel with the picture plane.

4. Outline drawing from models.

[blocks in formation]

The history of the Reformation in England, with the outlines of Church history in the fifteenth and the early part of the sixteenth centuries.


To read with a distinct utterance, with due attention to punctuation, and with a just expression, a passage from Milton's "Paradise Lost," or from Shakspeare.

1. The use of logarithms.


(As in First Year.)


2. Compound interest and annuities.

School Management.

1. To teach a class in the presence of the Inspector.

2. To answer questions in writing on the following subjects:

4. The expedients to be used in teaching the elements of geography and history, the higher rules of arithmetic and book-keeping.

* The word "describe" is meant to be confined to words written, as distinguished from drawing, in paragraph 3.

Instead of (but not in addition to) this subject, students may be examined in Latin as far as the end of page 84 of Yonge's "Eton Grammar" (E. P. Williams, Eton, 1851). This grammar is mentioned only for the sake of defining the extent of knowledge required, viz., accidence, concord, genders of nouns, perfect tenses, and supines of verbs. The paper will be confined to grammatical questions and to exercises within the limit prescribed.

b. The different methods of organizing an elementary school.

c. The form of, the mode of keeping, and of making returns from, school


3. To answer questions on the subject-matter of the Reading Lesson-books used in schools.

4. To write a theme on some practical questions of education, founded on moral considerations.

English Grammar and Composition.

1. To paraphrase (December 1855) a passage from Milton's "Paradise Lost" (Book III.), or from Shakspeare's "Henry V."*

2. To analyze the same passage (according to Mr. Morell's work).†

3. To answer questions on the style and subject-matter of the work, or part of work, named.

1. Physical.


2. Political. 3. Commercial. 4. Popular astronomy.


1. The Constitutional history of England.

2. The progress of the people, and of manners and customs in England.

Physical Science.

1. The instruments most commonly used in mechanics, hydrostatics, pneumatics, electricity, and optics.

2. The elements of inorganic chemistry.

Higher Mathematics.‡

1. The sixth book of Euclid, with problems in the first four books.

2. The subjects which follow quadratic equations in Lund's edition of Wood's Algebra.

3. Trigonometry.

4. Levelling, land-surveying, and the first steps in practical astronomy.


1. Advanced freehand drawing from flat examples.

2. Advanced linear geometry by aid of instruments.

3. Linear perspective:-1, of rectangular forms, none of whose sides are parallel with the picture plane; 2, of polygons, plane and solid; 3, of cylindrically spherical forms.

4. Shaded drawing from objects.

5. Drawing of objects from memory.

Vocal Music.

1. The Bible generally.


The Holy Scriptures.

2. The evidences of Christianity.

* A passage from each author will be given; either (not both) may be taken by the candidate.


"The Analysis of Sentences explained and simplified," Theobald, London,

Instead of (but not in addition to) these subjects, students may be examined in Latin to the end of Yonge's Eton Grammar (supra). An easy passage of Latin prose, and another of Latin poetry, will be given for literal translation into English. and simple grammatical questions will be founded thereon.

School Management.

1. To teach a class in the presence of the Inspector.

2. To write an essay upon a thesis embracing the principles of education.

Vocal Music.

In addition to the above subjects, students of the third year will be examined in one of the following subjects, at their option. They will be required to specify the subject at the commencement of the third year. 1. Mental science as applied to education.

2. Experimental science (especially as applied to manufactures and agriculture.)

3. Higher mathematics.

4. Languages (ancient or modern), as a means of intellectual discipline. 5. History.

1. With regard to mental science as applied to education, it will have to be observed, in the first place, that an essay bearing upon this subject is required of all students at the end of the third year. The subject has to be regarded, therefore, not only from a general, but also, from a special point of view.

Any essay of the kind in question implies the power of giving an intelligent analysis of the human mind in its principal operations (moral and intellectual), and of accounting thereby for rules of practice in the actual business of education. The works of one or more standard authors should be carefully read, and the experimental verification of such reading should be sought in the model school of each training college.

If the same subject be further pursued as one of the specialities of the third year, their Lordships for the present will be prepared to consider such books as may be proposed to them in each training school, and they will endeavour to make such books the basis of a sufficient examination, embracing,

2. The mental faculties.

3. Moral systems.

1. Logic. The number and variety of the books proposed under this grouping will perhaps not be so great as to render an examination which embraces all impracticable.

ii. Experimental Science (especially as applied to Manufacture and


Mr. Moseley names the following works as indicative of the subjects to which the examination will be limited, but not as the only works in which the same subjects may be studied for the purpose, viz.,

Dr. Wilson's Treatise on Chemistry.

Professor Johnstone's "Elements of Agricultural Chemistry" and
"Chemistry of Common Things."

The Elements of Natural Philosophy by Dr. Golding Bird, and
C. Brooke. (Churchill, 1854.)

Higher Mathematics.

iii. Under this head Mr. Moseley proposes to include,

1. Spherical trigonometry.

2. Astronomy and the fundamental propositions of navigation.*

3. Mechanics.t

4. Hydrostatics.

6. Differential and integral calculus.

5. Optics.


See Inman's "Navigation" and Hymer's edition of Maddy's "Astronomy," The candidate should be able to compute with accuracy.

† In addition to the propositions proved in Mr. Goodwin's course, the theory of work, including the principles of virtual velocities and vis viva, and the theory of simple machines and elementary structures, taking into account friction.

given in the Rev. H. Goodwin's "Elementary Course of


tion of stu

dents in Training Schools.

iv. Languages (Ancient or Modern), as a Means of Intellectual Discipline. Any one of the following subjects, but not more than one :

1. Latin.-The Four Georgics,

Cicero's first book of the Offices,

to be translated and explained analogously to the works named under English grammar and composition for the second year.

To turn English into Latin prose. The English passage will be a translation from the specified work of Cicero.

[blocks in formation]


Wallenstein (Camp, Piccolomini, Death).

4. French. Similar exercises; the works to be,

Thierry's Conquest of England by the Normans.
Racine's Andromaque, Athalie, Iphigénie.

v. History.

The main facts of English History, as laid down in the first and second years' course; adding,

Warren's Extracts from Blackstone's Commentaries.

Hallam's History of the Middle Ages.

Macaulay's Volumes of the History of England.

Lord Mahon's History in continuation of Macaulay.

(No. 3.)

Correspondence explanatory of foregoing Minutes, dated 20 August 1853 and 28 June 1854.

Circular Letter to Principals of Training Schools.

Committee of Council on Education, Council Office,
Downing Street, 7 July 1854.

I AM directed by the Lord President to enclose copies of the Minute
of 20 August 1853, and of the Circular dated 26 November in the same year
(Minutes of 1853-4, p. 28).

I am also to enclose a copy of a Minute adopted by my Lords on the 28th ultimo. (Minutes of 1853-4, p. 35).

Adverting further to the Circular from this Office, dated 27 January 1854, wherein was transmitted the original draft of a scheme of annual examinations in Normal colleges by Mr. Moseley, I have now the honor to forward to you a revise of that scheme, and I am to state that the examinations in December next will be conducted in general accordance with it. I have the honor to be, &c.


Principal of the


Training School.




Circular Letter to Principals of Training Schools.

Committee of Council on Education, Council Office,
Downing Street, 29 July 1854.

ADVERTING to the Minute of 28 June 1854, I am directed to reply tion of stu- by a general circular to the following questions which have been asked, viz.:1. Can a first-class certificate be obtained at the end of the first year's

dents and

teachers, for Certificates of Merit.


2. How are teachers already in charge of schools to be examined? 1. The reply to the first question is contained in the 11th section of the Minute of 20 August 1853, whereby the examination of the student is distinguished from the certificate of the teacher.

It would probably tend to make the intention of the Committee of Council plainer if the word " certificate" and "certificated” were altogether banished from the college examinations.

The students of each year will form a separate class for examination, and each class will be grouped in three divisions of proficiency; according to which divisions, and to the year of the class, grants will be made to the colleges pursuant to the Minute of 28 June 1854. Thus, all the students who have resided one year will be examined and classed as one body; and, in like manner, those who have resided two years and three years, respectively in College.

Passing now from the college, and regarding the students as they enter upon the charge of schools, the lowest certificate will answer to a residence in college of one year, and the middle and upper certificates will answer to a residence of two or more years, supposing the proper examinations to have been passed at the end of each of those periods.

Before, however, any certificate whatever is issued, two probationary years must be passed in a school under inspection, and at the end of the second of those years the certificate corresponding to the duration of the candidate's Normal training, and to the division attained by him therein, will be issued; e. g., the candidate who was classed as a student in the first division at the end of his first year's residence, and who then left the college, will, subject to the probation, be certificated for the next five years in the first division of the lower degree; and, similarly, the candidate who was classed as a student in the second division at the end of his second or third year's residence will be certificated in the second division either of the middle or upper degree, &c.

In deciding between the middle and upper degree of merit for a teacher's first certificate, my Lords will be guided by the results of the college examination, by the age of the teacher, and by the Inspector's two reports, conjointly. My Lords will require proof of extraordinary merit before they rate a teacher in the upper degree, on the occasion of issuing his first certificate. My Lords do not wish to preclude themselves from the power of making such an exception; but, as a rule, they intend henceforth to reserve the upper degree for those teachers who shall have given sustained proof of practical efficiency corresponding to high attainments.

It may be convenient at this point to answer two other inquiries which have been made; viz.

(a) What will be the position of students who fail in the first year's examination? and,

(6) Will the college lose its grant for the second year on a student who is in the second or third division of that year, after having been in the first division of the preceding year?

In reply I am to state (a) that a student who fails at the end of the first year must go in for that same year's examination in the following December, and must pass it, before he can be allowed to pass for the second year's examination; from passing which, however, he will not be debarred by his previous failure.

The papers of the student who has failed to pass his examination at the end of the first year will not be looked over for the second year until those worked by him for the first year are found to be satisfactory.

(8) The second year being wholly distinguished from the first, the grants allowed for students passing in that year will depend for their amount upon the divisions in which the students may be placed for that year, irrespectively of the first year. In like manner, students who are in a lower division at the end of the second year than that which they attained at the end of the first will not thereby forfeit their claims (so far as they depend upon the examination) to the second degree of certificate. Students, however, who fail altogether to pass at the end of the second year will (in pursuance of the

* Infra, p. 28.

« 이전계속 »