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The Pamphlet Collection of Sir Robert Stout: Volume 41
Examination of Candidates for the Elementary Teacher's Certificate
Examination of Candidates for the Elementary Teacher's Certificate.
September, 1879.
Arithmetie.
1. Multiply six hundred and fifty thousand one hundred and twenty three by five thousand and eighty-nine; prove the result by division.
| (1) | 25½ guineas to sixpences. |
| (2) | 5000 poles to acres. |
| (3) | 560 miles to inches. |
| (4) | 156256 oz. to tons. |
- dividend, factor, multiple, measure, interest.
4. Reduce each of these fractions to its lowest terms:
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5. Simplify:
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6. Find, by practice, the cost of 16 oz. 6 dwts. 17 grs. at £13 10s. 6d, per oz.
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| (a) | 4s. 7½d. to the decimal of 20s. |
| (b) | 2 qrs. 21 lbs. to the decimal of 1 ton. |
8. Multiply 23.156 by 1.25, and by 12.5; prove the results by division.
9. Find the simple interest and amount of £235 10s. 6d. for 5 years 5 months, at 5¼ per cent.
10. What sum of money must be invested at 6 per cent. to produce a return of £125?
11. If 20 men can reap a field in 24 days, in how many days will 30 men reap it?
12. How many bushels of wheat at 3/7 of £1½ a bushel will pay for 15 muids of oats at 5/6 of 2 guineas a muid?
(Note, 1 Muid = 3 bushels).
School Management.
1. Write down the four Standards of Attainments in Reading, Writing, Arithmetic, Geography, and Grammar, under which you would arrange children for inspection.
2. There are 20 children in a class: show how you would keep a register of their attendance, the names being called twice daily. (A sheet of this size to be use.)
3 The four daily attendances being respectively 22.5, 21.6, 24.5 and 23.7; what must the daily attendance of the fifth day be to give a weekly average attendance of 23?
4. Draw a plan (on a sheet of paper of this size) of a school-room required for about 50 children, showing the best arrangement and position of desks, scats, windows, &c.
5. Write notes of oral lessons on: Eagle, barometer, locust, rice, pen, salt.
6. Explain the advantage of oral teaching in connection with illustrations on the black board.
7. "The punishment should be adapted, as far as possible, to the nature of the fault." Illustrate the above quotation.
8. Which do you consider the best method of teaching Grammar and English Composition? Give your reasons.
9. How would you explain to children the nature of fractions?
10. What are the advantages of the study of Arithmetic?
11. Illustrate, as to a class of children, the following:—
Eyes and no eyes.
Make hay while the sun shines.
A stitch in time saves nine.
| (a) | What practical experience have you had in teaching? |
| (b) | Give an account of the chief difficulties which you have met with as a teacher. |
13. Do you intend to become a teacher?
English.
1. Write down the parts of speech, giving the definition of each, and numerous examples,
- I, thou, he, she, who,
3. Explain the following terms and give several examples: inflexion, case, gender, number, tense, conjugation, auxiliary, prefix, affix.
4. Distinguish between a transitive and intransitive verb; and give two sentences illustrating the use of each kind of verb.
5. Point out the distinction between a phrase and a sentence, giving examples.
| (a) | James and Charles run home from school. |
| (b) | The man speaks well and wise; but he acted foolish and thoughtless. |
| (c) | Who did you come with? |
| (d) | Which did he say? |
| (e) | Were it true? |
| (f) | That's her. |
| (g) | It's me. |
7. Write a description of any place that you are acquainted with; or write the life of some distinguished man or woman.
| (a) | Slowly and sadly we la d him down. |
| (b) | Tell me not in mournful numbers that life is but an empty dream. |
9. Analyse passages (a) and (b) in question 8.
10. Show that you understand the proper use of the following words: bow, bough, e'er, air, hair, heir, hungry, greedy, lie, lay, remind, remember, seen, scene, political, politic, honourable, honorary, intelligent, intelligible.
11. Write the passages to dictation.
12. Read the passage selected by the Examiner.
Geography (Descriptive and Physical).
- strait, isthmus, gulf, peninsula, lake, island, cape, bay, mountain, table-land, valley; and give examples.
2. Give the position of the following mountain-ranges; and say what countries, if any, they separate: Pyrenees, Caucasus, Alps, Himalaya, Nieuwveld, Alleghany, Apennines, Ural.
| (a) | Say what you mean by the bed, banks, basin of a river. |
| (b) | Trace the courses of five important European rivers. |
| (c) | Where are the following:
|
- Iceland, Malta, Corsica, Ceylon, Sumatra, St. Helena, Mauritius, Newfoundland, Cyprus, Madagascar, Elba, Java, Jamaica.
- Londonderry, Trafalgar, Waterloo, Blenheim, Rorke's Drift, Cape Town, Copenhagen, Sebastopol.
- Ireland, Germany, France, England, Russia, Scotland, New South Wales, Austria, Bengal, Turkey, Transvaal, United States, Egypt, Cape Colony, Holland.
7. Suppose you were to start in the Steamer Melrose from Table Bay on a voyage to Natal, and to stop at every port on the way, at what places could you stop?
Draw an outline map, illustrating your answer.
8. What are the uses of railways and canals? Name some with which you are familiar.
9. What do you understand by the climate of a country? Name the causes which operate on climate.
Dutch (Optional Subject).
| A. | —"Het jachthuis zelf was eenvoudig en slechts van hout getimmerd; doch bevatte ruimte genoeg om des noods een tijdclijke huisvesting aan den Graaf en aan zijn meest verhevene gasten te verschaffen; terwijl eenige kleinere gebouwen, welke dicper in 't bosch en minder in 't gezicht gelegen waren, de jagers van minderen rang konden bergen, en tot stalling dienden voor paarden en honden. Geene gracht noch muur verdedigde het hoofdgebouw, 't welk dan ook niets aanbood, dat een vijand in de verzoeking had kunnen brengen om er een aanval op te beproeven, daar het, als van den weg af gelegen, geen punt opfeverde, dat de moeite waardig was om versterkt te worden, en bovendien geen anderen buit verschaffen kon dan de weinige meubelen, waarmede het voorzien was." |
| B. | —" De menschen gaan naar buiten om de zorgen te vergeten; ze willen adem scheppen en gelukkig zijn. De meesten wandelen met bloemen in d hand, versche ruikers, vooral van seringen. Gij, burgers cener bedompte, drukke stad, ontvlucht uwe benauw-de huizen en straten op naar't open veld, dat schittert van de klaverbloemen. |
1. Write down all the nouns, adjectives, pronouns, and verbs in A.
2. Give the gender of the nouns in A and B, and the rules (if any) for the gender.
3. Select all the regular verbs in A and B.
4. Give the positive of best, ergst, meest and minst.
- beenen and beenderen;
- bladen and bladeren.
- dekens and dekenen;
- kleeden and kleederen;
- vaders and varderen;
- wortels and wortelen.
5. Parse the passage in B beginning with "Gij Burgers" and ending in " klaverbloemen."
II. Translate into Dutch:
The strength of the lion is enormous. The virtue of the citizens is the safety of the state. In winter the days are shorter than the
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nights. The soldiers carried ladders with them, that they might easily enter the city. The stag praised his branching horns, but found fault with the excessive slenderness of his legs.
French (Optional Subject).
| (A) | Christophe Colomb, le plus célèbre des navigateurs modernes, naquit l'an 1441 dans un village près de Gênes. Après avoir fait quelques voyages sur mer, il goûta la marine et étudia la géographie. Persuadé que la terre est ronde, il croyait aussi fermement qu 'il y avait des pays habitables daus l'autre hémisphère; et plusieurs observations le fortifiaient dans ce sentiment. Le maître d'un navire portugais ayant un jour couru fort loin dans la mer Atlantique, avait pêchè une pièce de bois artistement travaillée; et cette pièce avait été amenée par les vents d'ouest, et probabalement d'une terre habitée. On avait aussi trouvé de temps en temps sur les côtes occidentales des îles Açorcs des arbres d'une espèce jusqu'alors inconnue, et qui y avaient été poussés par les mêmes vents. Un jour la mer avait jeté sur ces côtes les cadavres de deux hommes, qui ne ressemblaient ni aux Européens, ni aux habitants d'Asie, ou d'Afrique. |
| (B) | J'acceptai la proposition du docteur, dans l'espérance que je pourrais, sous un si savant maître, me rendre illustre dans la médecine. Il me mena chez lui sur-le-champ, pour m'installer dans l'emploi qu'il me destinait; et cet emploi consistait à écrire le nom et la demeure des malades qui l'envoyaient chercher pendant qu'il était en ville. Il y avait pour cet effet au logis un registre, dans lequel une vieille servant qu'il avait pour tout domestique, marquait les adresses; mais outre qu'elle ne savait point l'orthographe, elle écrivait si mal, qu'on ne pouvait le plus souvent déchiffrer son écreture. Il me chargea du soin de tenir ce livre, qu 'on pouvait justement appeler un registre mortuaire, puisque les geus dont je prenais les noms, mouraient presque tous. |
- naquit, inconnue, goûta, croyait, couru, résolut, pourrais, etait, savait, pouvait.
- chapeau, bras, œil, travail, chou, père.
- le, ce, quel, tout, premier, mauvais, bon, beau, blanc, sujet.
- aimer and faire.
| (I) | I shall see you on Sunday. |
| (II) | My sister's piano is better than that of your daughter. |
| (III) | You have two brothers, and I have four. |
| (IV) | Whose house is this? |
| (V) | Your little cousin, whom we much like, will dine with us tomorrow.page 35 |
| (VI) | A merchant had lost a purse; a carpenter found it and carried it home. |
German (Optional Subject).
| (A) |
Bewährter Diener! Redlich Herz! Tritt näher!
So lenke denn die alterschweren Tritte
O, eile, eile
|
(Diego geht ab. Die Musik lässl sich noch von einer entgegengesetzten Seite immer näher und näher bören).
Erregt ist ganz Messina—Horch! ein Strom
Verworrner Stimmen wältzt sich brausend her—
Sie sind's! Das Herz der Mutter, mächtig schlagend,
Empfindet ihrer Nähe Kraft and Zug.
Sic sind's! O meine Kinder, meine Kinder!
(Sie eilt hinaus).
Die Braut von Messina.
| (a) | Decline together, in the singular and plural:
|
| (b) | Write out the present, imperfect, and future ind. of gehen, empfinden, erheben. |
| (c) | Give rules for the comparison of adjectives, and write down ten which are irregular in comparison. |
| (B) | Gotthold Ephraim Lessing wurde zu Kamenz am 22 January 1829, als der älteste von zehn Söhnen des Diaconus und spätem Pastor Primarius der Stadt, Johann Gottfried Lessing, geboren. Johann Gottfried Lessing war neben seinem Predigtamte zugleich ein gelehrter Theologe. Er hatte ferner neben den beiden klassischen Sprachen nicht nur die orientalischen gründlich studirt, sondern sich auch, was seinem Sohne besonders zu Gute kam, die Kcnntniss der französischen und der Englischen in einem ungewöhnlichen Grade angeeignet. Von diesem Vater empfing Lessing das Interesse an der Theologie das ihn sein ganzes Leben hindurch begleitet hat. Seine Mutter war die Tochter des Pastor Primarius von Kamenz, in dessen Stelle Lessing's Vater später aufrückte. So stammte also Gotthold Ephraim von beiden Seiten aus einer theologischen und geistlichen Familie, und dieser Abstammung entsprach auch die erste Erziehung die der ungewöhnlich begabte Knabe empfing. Er ward zum Beten angehalten, sobald er die ersten Worte stammeln konnte, und erhielt den ersten mündlichen Unterricht von seinem Vater durch Lesen in Bibel und Katechismus. |
| (a) | Parse the words angeeignet, stammte, empfing, erhielt, giving the principal parts of each. |
| (b) | Give examples of adjectives used as adverbs, and infinitives used as substantives. |
| (c) | Give the German for:
|
- Mahomed was born in the great Asiatic Peninsula (Halbinsel) called Arabia, some twenty years after the Roman Emperor Justinian. His father's name was Abdalla; the place of his birth was Mecca. His father died when the lad was only two months old, and left nothing but five camels and one old female slave. In his sixth year his old grandfather, and in his ninth his uncle, Abu-Taleb, adopted (zu sich nehmen) him. Both kept him well employed, and the latter took him as his companion (use mitnehmen) on his business journeys which he was accustomed to undertake in the district of Damascus. Afterwards he came to know the men and manners of distant lands, and made himself acquainted with the Mosaic and the Christian religion.
Kafir (Optional Subject).
- I. Kehaloku ngelinye ilixa abehamba ngalo endhle, etete neneewadi yake, ngesiko lake, ndambona ebandezelekile, kakulu emxhelweni; ute nxa ebefunda watyandyuluka ngcsililo kwanjengoko kwangapambili csiti—" Yo? Ndiyakusuka ndenzentonina ukuze ndisindiswe?" Ndabona kanjako ebhekabheka, ngati unxamele ukubaleka; wema kodwake noko, ngokuba ekuqondeni kwam, kube kumkohlite ukuba angasinga ngapina. Ndondhelake ndabona umfo okutiwa ngumshumaycli, esiza kuye;—ufike wabuza wati—"Ulila nganina?" Ute ukupendula. Mnumzetu, ngayo lencwadi ndiyipete ngesandhla,
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ndiyaqonda ukuba, ndimiselwe ukufa, ukuze emveni koko ndiye ekugwetyweni; ndiyevake ukuba kum ayiko imvume, yokuyivuma indawo yokuqala—amandhala kanjako akako okuyenza eyesibini. Ute u-Mshumayeli; Kunganina ukuba ungavumi ukufa kantinje obubomi bupahhva zizinto ezininzi kangaka ezimbi? Ite ukupendula indoda leyo, Kungokuba ndiyoyika ukuba lomtwalo usemhlana, uyakunditshonisa kubunzulu obunzulu ngapezu kobenewaba, ndize ndiye kweyela e-Tofeti, kantike Nkosi ukuba andilungilc ukuya entolongweni, andilungile nokuya nasekugwctyweni ndize ndiahlule apo ndiye ekubulaweni; Ingcingane yezizintoke ibanga ukuba ndilile. - Uteke u-Mshumayeli, umeleninake ukuba bunje ubeme okubo? Ipcndulc yati kungokuba—andazi apo ndingasinga kona. Umnikeke umpeto wolusu lwegusha (we-parchment) kwakubalwe kuwo ngapakati lamazwi, "Balekani umsindo ozayo."
- Iwufundileke indoda leyo, yaza imondele ukumkangela u-Mshumayeli yati, ndiyakubalekela pina? Uteke u-Mshumayeli esalata ngapaya kwentili ebanzi, wati uyalibonana ela-Sangwana? Ite indoda leyo Hayi. Uteke omnye lowo, uyalibonana ela-Bhaso likanyayo? Ite ngati ndiyalibona. Uteke u-Mshumayeli yondela kwela baso, uti ngqo unyuke uye kulo, wosewulibonake i-Sango; owoti wakun-gongoza kulo uyixelelwe into owenza yona.
- (B) Kuhle ntonina akuha lomfana ekudlile konke ahenako? Qata indlala, ingeyakudelwa nalondlala kuba kutivva apa yayindlala enzima; elalizwe abeye kulo lomfana libelisiti kakade libe namaxesha endlala eshushu etshutshisayo. Ipangclelene lendlala ke nokupela kwempahla yake, kuhle izinto ezimbi ngaxesha nye, zabonakala ngamini nye izinto abengazanga azibone. Amashwa kakade yinto eyenza isipango ukufika kwayo; kupclc impahla yake, kwapela ukudla nasebantwini abesazana nabo. Nakuba ibiko kakade lendlala kvvelilizwe cbcngekayiqondi yena, ibimpahlile ngenxa zonke engayiboni yena kuba ebese nenkomo. Babeqa'uka abantungamacala onke engenalufifi yena lokuba babulawa yindlala, ebese nezinto yena ezigxotayo kuye inxwaleko enjalo, ebesanele yilemfuyo yake, isamq'uba. Elibele nje yena yilemihlali yake akaboni ukuba ucotelwa lilishwa. Engazanga nje ayibone indlala ebengacingi ukuba iselikufupi naye. Ke nomoni emhlabeni apa angake azilibazise ngezinto zake azenzayo, ngezinto zake azitandayo, angake ati lemihla adlobayo, Hai ukuba mhandi kwelilizwe kufumane kutetwa xa kutiwa u-Tixo uko, nokufa kuyasizuma, nesihogo yinto ikoyo, buxoki babafundisi obo, buhilihili bamagqoboka oko, angake ati okwencne umntu ongamkonziyo u-Tixo sifumane sinunuselwa xa kutiwa guqukani natshabalala, buyani neyela emngcipekweni ongonapakade. Nnobeteta czonto lomfana kumakolwane ake okuya ebesabluta, esanxila, esarexeza, nambla yakupela impahla akuba ennasakuboni ukudla, uqale wabona akuba indlala yinto ikoyo na emblabeni.
Translate into Kafir:
The King and the Prisoners.
There was once a Prince who now and then paid a visit to the chief prison in the land over which he ruled.
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One day he saw in the prison-yard five prisoners, with chains on their wrists, going to their work.
He made them halt before him, and then asked them, one by one, how they came to be in prison.
The first man said that he had done no wrong, but that the chief witness against him had told a lie.
The second said that the Judge who had put him in prison had a spite against him.
The third said that he had been found guilty through a mistake.
The fourth said that he had been taken for another man.
For these reasons they all begged the prince to pardon them.
But he turned to the fifth man, and said, "And why are you here
"Alas!" he replied, "I stole a purse and dare not ask your pardon."
"Then," said the prince, "you are not fit to to live with such honest men as these, who say that they have done no wrong!"
Turning to the jailer, he said, "Take off this man's chains and send him away. He has not added to his crime the sin of telling a lie."
Dates of Examinations, 1880.
School Examination begins Tuesday, 5th April.
Note.—Local committees must send names of candidates, with fees, to the Registrar of the University, Cape Town, on or before 1st March.
Examination for Elementary Teacher's Certificate begins Tuesday, 21st September.
Note.—Candidates must send their certificates of age and conduct to the Superintendent-General of Education, Cape Town, before 1st August.
Examination for Middle Class Teacher's Certificate begins Tuesday, 14th December.
Note.—Candidates must send their certificates of age, training, and conduct to the Superintendent-General of Education, Cape Town, before 1st October.