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The Pamphlet Collection of Sir Robert Stout: Volume 27
Appendix—K
Appendix—K.
| I. | —What do you understand exactly by the organisation of a school? Describe in full the organisation of the best school you have ever seen. | ||||||
| II. | —Describe the best arrangements you have seen in action for securing proper ventilation in a school. What expedients would you
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employ in a school in which these arrangements did not exist? Write full notes of a lesson on fresh air, and the best way of securing it. |
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| III. | —Explain the processes of hearing and of seeing; and say by what sort of school exercise the eye and the ear may be trained. Distinguish between sense, sensation, sensibility, and sensitiveness. | ||||||
| IV. | —What have you learned about the mental laws and processes concerned in the act of remembering? Distinguish between those school lessons which ought, and those which ought not, to be committed to memory; and give your reasons. | ||||||
| V. | —In the study of arithmetic, what kind of mental power is specially called into exercise? Give an example of the mode in which you would teach some arithmetical rule, with a view rather to the intellectual training of the learner than to the attainment of a correct answer to a sum. | ||||||
| VI. | —What do you mean by the "converse" of a proposition? Give some examples. Say whether there are any cases in which the converse of a proposition is necessarily true. | ||||||
| VII. | —In recent official instructions, examiners are counselled to ask children rather for the meaning of short sentences and phrases than for definitions or synonyms of single words. Why is this caution necessary? Give some examples of what is meant, and mention some exceptional cases (if any) in which it is useful and right to require formal definitions of separate words. | ||||||
| VIII. | —Analyse the faculty called attention; and show to what extent it is, or is not, dependent on the will. Specify the sort of lessons or other expedients by which the habit of fixed attention can best be formed and strengthened. | ||||||
| IX. | —What is meant by "Induction?" Sketch out a lesson by which the inductive method is employed, taking one of these subjects:—
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| X. | —What part of the moral character of a child is specially within the range of a teacher's influence? Mention any means, other than direct lessons, by which you hope to aid in the formation of right principles and habits among your scholars.page 60 |
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| XI. |
—"One may be a poet without versing; and a versifier without poetry."—Sir Philip Sydney. Suppose, in giving an "English" lesson to your highest class, you wished to make the meaning of this sentence clear, what examples and explanations would you give? |
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| XII. | —Sketch out a list of suitable subjects for lessons in elementary science, in the lower Standards of a school in which it is intended to take up either Mechanics or Animal Physiology as a specific subject in Standard V. |