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SECONDARY EDUCATION (SCOTLAND).

LEAVING CERTIFICATE EXAMINATION.

EXAMINATION PAPERS 1918.

n-

LONDON; PUBLISHED BY HIS MAJESTY’S STATIONERY OEPIOE.

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1918.

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x (3315615

SECONDARY EDUCATION (SCOTLAND),


EXAMINATION PAPERS 1918.

LONDON: PUBLISHED BY HIS MAJESTY'S STATIONERY OFFICE

To be purchased through any Bookseller or directly from H.M. STATIONERY OFFICE at the following addresses:

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23, FORTH STREET, EDINBURGH; or from E. PONSONBY, LTD., 116, GRAFTON STREET, DUBLIN.

1918.

Price Qd. Net.

CONTENTS.

PAGE

EXAMINATION PAPERS - - - - 3

APPENDIX— List of University and Professional Authorities by whom

evidence of having passed at the Leaving Certificate Examination is accepted in lieu of Preliminary Examina- tions held by them - - - - - 93

Conditions as to Exemption :— University of Oxford - - - - - 94 University of Cambridge - - - - - 94 Scottish Universities - - - - - 96 University of London - - - - - 97

EXAMINATION PAPERS. 3


The Leaving Certificate Examination is held annually by the Scotch Education Department. In 1918 it com- menced on Tuesday the 19th March.

Candidates must be (a) pupils of a School at which, or in connection with which, the Examination is held, who have been in regular attendance at the School from January to the date of the Examination; or (6) Junior Students ; or (c) Pupil Teachers actually engaged in a State-aided School.

EXAMINATION PAPERS.

ENGLISH

LOWER GRADE-—(FIRST PAPER)

Tuesday, 19th March—10.30 A.H. to 1.0 P.M.

All Candidates should attempt FIVE questions, namely, the whole of Questions 1, 2, 3, and 4, with ONE or other of the options given in Question 5.

[The value attached to each question is shown in brackets after the question^]

N.B.—Write legibly and neatly. Marks will be deducted for bad writing.

1. Write a composition of about two pages on any one of the following —

(a) The bravest deed you ever heard or read of. [Tennyson and Stevenson thought the last fight of the Revenge the bravest deed in British history; others would name the charge of the Light Brigade, or the conduct of the troops on the Birkenhead. These are

u [16.2.18] (33)5616 Wt 1913—882(84) 1750 7/18 E & S A 2

4 LEAVING CERTIFICATE EXAMINATION.

only suggestions ; choose the deed which you admire most, whether it is one of these or not, and describe it.]

(b) My garden. [Describe your garden, if you have one ; or the ideal garden which you would like to lay out.]

(c) How I would furnish and decorate a house.

(d) A trip in an aeroplane. (30)

2. Read the following four stanzas two or three times ; then tell the story in your own words :—

Wearied arm and broken sword Wage in vain the desperate fight;

Round him press a countless horde, He is but a single knight:

Hark ! a cry of triumph shrill Through the wilderness resounds, As, with twenty bleeding wounds,

Sinks the warrior, fighting still. Now they heap the fatal pyre,

And the torch of death they light; Ah ! ’tis hard to die of fire ;

Who will shield the captive knight ? Round the stake with fiendish cry

Wheel and dance the savage crowd. Cold the victim’s mien and proud,

And his heart is bared to die. Who will shield the fearless heart ?

Who avert the murderous blade ? From the throng, with sudden start,

See there springs an Indian maid. Quick she stands before the knight;

4 Loose the chain, unbind the ring ; I am daughter of the King,

And I claim the Indian right! ’ Dauntlessly aside she flings

Lifted axe and thirsty knife ; Fondly to his heart she clings,

And her bosom guards his life ! In the woods of Powhattan,

Still ’tis told by Indian fires, How a daughter of their sires

Saved the captive Englishman. (20)


3. (a) Give the exact meanings of the following words as used in the above poem : — desperate, horde, pyre, mien, avert. (5)

(6) Give a general and detailed analysis of the following sentence :—

“If there he any in this assembly, any dear friend of Caesar’s, to him I say that Brutus’ love for Caesar was no less than his.” (5)

4. (a) Connect up the following simple sentences into two or three well-constructed complex or compound sentences :—

“ I found sufficient pause to look at the tremendous sea itself. It confounded me. High watery walls came rolling in. At their highest they tumbled into surf. They looked as if the least would engulf the town. The receding wave swept back with a hoarse roar. It seemed to scoop out deep caves in the beach. It looked as if its purpose were to undermine the earth. Some white-headed billows thundered on. They dashed themselves to pieces before they reached the land.” (5)

(6) A. letter to a gentleman not personally known to you should begin “ Dear Sir,” and should conclude “ Yours faithfully.”

Show in the same way how to begin and conclude letters—

(1) to a firm of merchants, applying for a situation ;

(2) to a lady not personally known to you;

(3) to a gentleman personally, but not intimately, known to you ;

(4) to your headmaster ; (5) to a school friend. (5)

5. Either (a) Tell, in your own words, with illustrative

quotations, the story of any English poem that deals with kindness to animals ; or with a Border foray ; or with the fairy


world ; or with the death of a child. Give the name of the poem, the author (unless anonymous), and the period. (20)

Or (b) Choose any one of the following Waverley

novels : — “ The Antiquary, ” “ Guy Mannering, ’’ “ Rob Roy, ” “ Old Mortality,” “ Redgauntlet.” In what part of Scotland are the chief scenes laid ? Recount briefly the hero’s move- ments from place to place. (20)

Or (c) What is the best sea-story, or collection of

sea-stories, that you know by any one of the following authors :—Michael Scott, Marryat, Stevenson, Kipling ? Give some

. account of it, and of what you have learned from it about life at sea. (20)

ENGLISH

LOWER GRADE

Tuesday, 19th March—10 A.M. to 10.20.

This paper must not be seen by any Candidate.

To be read out by the Teacher at 10 A.M. in the presence of the Supervising Officer, first with ordinary rapidity, a second time slowly and in short clauses, as indicated by the vertical lines, and a third time more rapidly, to enable Candidates to revise and punctuate. No other assistance whatever beyond the reading, which should show the sense of the passage, may be given to the Candidates.

To be loritten by the Candidate on the separate sheets provided, which must be collected before the Lower English Paper is distributed.

N.B.—Candidates should be requested to write legibly and neatly, and should

be informed that marks will be deducted for bad writing.


PASSAGE FOR DICTATION.

Contraband trade, | thong]i it strikes at the root j of legitimate government [ by encroaching on the revenues, | though it injures the fair trader | and debauches the minds | of those engaged in it, | is not usually looked upon, [ either by the vulgar ] or by their betters, [ in a very heinous point of view. | On the contrary, | in those counties where it prevails, | the cleverest, boldest and most intelligent | of the peasantry | are uniformly engaged | in illicit transactions, | and very often with the sanction | of the farmers and inferior gentry, j Smuggling was almost universal in Scotland [ in the reigns of George First and Second ; | for the people, | unaccustomed to imposts | and regarding them as an unjust aggression | upon their ancient liberties, | made no scruple | to elude them | whenever it was possible to do so. (10)

ENGLISH

LOWER GRADE (SECOND PAPER—HISTORY)

Tuesday, 19th March—2 P.M. to 3.30 P.M.

All Candidates should answer FIVE questions, viz.—-the TWO

in Section A, ONE question from Section B, ONE

question from Section 0, and a FIFTH question ichich may he taken either from Section B or from Section 0.

[The value attached to each question is shown in brackets after the question.]


SECTION A.

[Both questions in this section must be answered by ALL

Candidates.]

1. Place the following events in the century appropriate to each on the accompanying table :—The rebellion of Simon cle Montfort ; the death of the Emperor Charles V. ; the landing of St. Augustine; the Treaty of Wedmore; the reign of Malcolm Canmore ; the battle of Plassey; the institution of the Danegeld; the Crusade


of Richard I. ; the Thirty Years’ War; the Relief of Lucknow; the Synod of Whitby ; the death, of Joan of Arc; Magna Charta; the battle of Bannockburn; the birth of Sir Walter Scott; the death of Oliver Cromwell.

(8)

2. State briefly— either

(a) Three reasons why Scotland was richer in the nineteenth century than in the eighteenth,

or (b) Three reasons why the British Empire

must possess a strong navy, or

(c) Three causes that contributed to the victory gained by the American Colonies in the eighteenth century. (6)

SECTION B.

3. How and when was Scotland converted, to Christianity ? (^ 2)

4. Draw a rough sketch-map of the Borders, showing the position of the Solway, the River Tweed, and the Cheviot Hills. Mark on it any four of the following places, indicating the exact situation of each by a dot:— Berwick-on-Tweed ; Carlisle ; Roxburgh Castle ; Philip- haugh; Melrose; Flodden. Write a short note about each of the four you choose, stating why it is important in Scottish History. (12)

5. Tell the story of Mary, Queen of Scots, from the date of her return to Scotland to the date of her flight to England. (12)

6. Give a short account of (a) the Solemn League and Covenant, (b) the massacre of Glencoe, (c) the Darien Scheme. (12)

7. In what poems or novels does Sir Walter Scott depict any two of the following : — the condition of Scotland in the reign of Robert III.; the condition of Scotland in the reign of James V.; the career of Robert Bruce ; the exploits and sufferings of the Covenanters. Give a brief account of what you have read in Scott’s writings about the two subjects you select. (12)


8. Why did the Jacobite party find adherents in Scotland more readily than in England ? What attempts did they make to overthrow the house of Hanover, and why did they fail ? (12)

9. Name three Scotsmen whom you regard as having done great things for Scotland, and give an account of one of them, justifying your opinion as to his greatness. (12)

SECTION C.

10. Give some account of any two of the following :— Isaiah, Solon, Pericles, Hannibal, Cicero, Judas

Maccabseus, Alfred the Great, John Calvin, Archbishop Cranmer, Drake, Gustavus Adolphus, Captain Cook, Napoleon III. (12)

11. What circumstances and events led to the con- quest of England by the Normans, and how far was it a fortunate event for England ? (12)

12. What events in the history of England are connected with the following places :—Calais, Agincourt, Orleans? (12)

13. To what centuries do the following inventions belong, and what was the effect of each on the Britain of the time :—gunpowder ; printing ; the steam engine ?

(12)

14. Describe the foreign policy of Queen Elizabeth. (12)

15. Narrate the events which led either (a) to the Bestoration of 1660, or (b) to the Revolution of 1688. (12)

16. How did Great Britain come to possess Cape •Colony ? Give some account of the growth of the British Dominion in South Africa. (12)

17. Napoleon described Great Britain as his principal •enemy. What reasons had he for this view ? (12)

18. Give some account of any two of the following :— George Canning; Dr. Chalmers; Lord John

Russell; Elizabeth Barrett Browning ; Lord Tennyson; Lord Wolseley. (12)


ENGLISH—LOWER GRADE (Chronological Chart referred to in Question 1 of Second Paper).

Tuesday, 19th March—2 P.M.

f Name of School Fill this in first ^Name of Pupil


ENGLISH

LOWER GRADE (THIRD PAPER—GEOGRAPHY)

Wednesday, 20th March—1 P.M. to 2.30 P.M.

Answer the whole of Sections A and B, and THREE

questions from Sections C and D.

[The value attached to each question is shown in hrackets after the question.']

N.B—Write legibly and neatly. Marks will be deducted for bad writing.

SECTION A.

[Answer the whole of this Section.]

1. On the accompanying map of the World—- (a) Insert in their proper places the following names :

-—Valdai Hills, Riyer Congo, Atlas Mountains, Arabia, River Tagus, Philippine Islands, Porto Rico, Abyssinia, Vancouver Island.

(b) Mark the position of each of the following towns by a dot, and print the name of each town close to the dot: — Copenhagen, Gaza, Kandy, Teheran, Pretoria, Leghorn, Los Angeles, Havre, Para.

(c) Print the name of each of the following animals over the region where each is found native :—Gorilla, grizzly-bear, giraffe, llama, kangaroo, cobra, jaguar, walrus. (13)

SECTION B.

[Answer the whole of this Section.]

2. On the accompanying map of the British Isles— (a) Insert in their proper places the following names :

—Sidlaw Hills, River Tees, Anglesey, Killarney Lakes, St. George’s Channel, AVicklow Mountains, Loch Linnhe, River Spey.


(b) Mark tke position of each of the following towns by a dot, and print the name of each town close to the dot:—Crewe, Cambridge, Plymouth, Peebles, Sunderland, Sligo, Dingwall, Queenstown.

(c) Show by clear pencil shading the following hilly or mountainous areas, and print the name of each over the area:—Southern Uplands of Scotland, Cumbrian Mountains, Dartmoor, the Ochil Hills, the Mourne Mountains. (13)

[Answer THREE questions from the remaining two Sections. One question must be taken from Section C., one from Section D., and the third either from C. or D.]

SECTION C.

3. What are the chief industries of the following towns :—Paisley, Barrow-in-Furness, Ipswich, Swansea ? How has the situation of each town affected its industries ? (8)

4. What is the average annual rainfall of the district in which your school is situated ? Compare the rainfall of your district with the rainfall of East Anglia and of the English Lakes. What are the reasons for the differences ?

(8)

5. Select four of the following names and state what you infer from the name as to the position or nature of the place, and as to the people who gave it that name :—Usk, Inverurie, Lancaster, Whitby, Athelstaneford, Northamp- ton. (8)

6. What geographical advantages have made London the most important city in Britain ? (8)

SECTION D, _ 7. In this country the weather is warmer and the

period of daylight is longer in summer than in winter. Explain these facts. Illustrate your answer by diagrams.

(8) 8. A traveller goes from London to Cairo by the

ojerland route via Brindisi under ordinary peace conditions. Describe his journey and name the principal towns he passes through. (8)


9. Describe the lumbering industry of Canada and show how it is affected by natural conditions such as climate and physical features. (8)

10. Describe the every day life of any one of the following:—Chinese, Eskimo, Arab, South Sea Islander. Refer to such points as food, clothing, homes, occupations, recreations, means of transport. (8)

11. What great feats of exploration are associated with the following names: — Livingstone, Amundsen, Franklin, Magellan ? Tell in greater detail what you know of any one of these explorers. (8)

ENGLISH

HIGHER GRADE

Tuesday, 19th March—10.30 A.M. to 1.0 P.M.

Candidates should attempt the whole of Section A, and TWO questions from Section B.



SECTION A.

{The whole of this Section should be attempted—i.e., Questions 1, 2, and 3.]

1. Write a composition, of about two pages, on any one of the following subjects :—

(а) The Arthurian Legends. (б) A League of Peace—what it means, and how

it might be accomplished. (c) The rival attractions of a professional and a

business career. (d) The future of the airship and the aeroplane.

(25)


2. (a) State briefly and without metaphor the main argument of the following passage.

(b) Bring out the principal metaphors by which Locke elaborates and illustrates his argument.

“The eagerness and strong bent of the mind after knowledge, if not warily regu- lated, is often an hindrance to it. It still presses into farther discoveries and new objects, and catches at the variety of knowledge, and therefore often stays not long enough on what is before it to look into it as it should, for haste to pursue what is yet out of sight. He that rides post through a country may be able, from the transient view, to tell how in general the parts lie, and may be able to give some loose description of here a mountain and there a plain, here a morass and there a river, woodland in one part and savanas in another. Such superficial ideas and observations as these he may collect in galloping over it. But the more useful observations of the soil, plants, animals, and inhabitants, with their several parts and 'properties, must necessarily escape him; and it is seldom men ever discover the rich mines without some digging. Nature commonly lodges her treasure and jewels in rocky ground. If the matter be knotty, and the sense lie deep, the mind must stoop and buckle to it, and stick upon it with labour and thought and close contemplation, and not leave it till it has mastered the difficulty, and got possession of truth. But here care must be taken to avoid the other extreme : a man must not stick at every useless nicety, and expect mysteries of science in every trivial question or scruple he may raise. He that will stand to pick up and examine every pebble that comes in his way is as unlikely to return enriched and loaden with jewels as the other that travelled full speed.”

JOHN LOCKE.

(15)


3. (a) Define precisely the meaning of the italicized words in the above passage as there used; add the derivation where you can. (5)

(b) From what particular arts, studies or pursuits are the following metaphors derived, and what exactly do they mean ? :—

I have set my life upon the cast, and I will stand the hazard of the die ; to draw a bow at a venture ; the arena of politics ; to stand at bay ; he is flying at higher game; the lowest stratum of the population ; a pair of star-crossed lovers ; he received a severe check ; a magnetic personality; Brougham’s speech struck a discordant note. (10)

(c) Write brief notes on the grammar or idiom of the words italicized in the following sentences:—

(i) “Fine time for them as is well wropped up, as the Polar Bear said to himself, ven he was practising his skating.”

(ii) “ He is the eldest son of my oldest friend.”

(iii) “ Ask, and it shall be given you; seek, and ye shall find.”

(iv) “ Will he open to sorry Me ? ” (v) “ What shall I render unto the Lord

for all his benefits towards me ? I icill pay my vows unto the Lord now in the presence of all his people.” (5)

SECTION B.

[Two questions should be attempted from this Section.]

4. What characters in Chaucer’s Prologue are connected with the Church'? Which of them does Chaucer describe most sympathetically, and which most satirically ? What would you infer as to Chaucer’s opinion of the Church in his day ? (20)

5. Show from any tragedy of Shakespeare’s which you have studied (a) how he engages your sympathy and


respect for the hero; (6) how he yet makes you feel that there is a measure of justice in his fate. (20)

6. Select any three of the following passages, and point out any peculiarities in their diction, imagery or rhythm, stating to what period of English poetry and, if possible, to what author you would assign each on such evidence alone:—

(a) “ Suddenly waken’d with a sound of talk And laughter at the limit of the wood, And glancing thro’ the hoary boles, he saw, Strange as to some old prophet might have seem’d A vision hovering on a sea of fire, Damsels in divers colours like the cloud Of sunset and sunrise, and all of them On horses, and the horses richly trapt Breast-high in that bright line of bracken stood ; And all the damsels talk’d confusedly. And one was pointing this way, and one that, Because the way was lost.”

(b) “ Then came the jolly Summer, being dight In a thin silken cassock coloured greene, That was unlyned all, to be more light ; And on his head a girlond well beseene He wore, from which, as he had chaufied been, The sweat did drop ; and in his hand he bore A boawe and shaftes, as he in forrest greene Had hunted late the Libbard or the Bore,

And now would bathe his limbs with labour heated sore.”

(0 “ Wisdom in sable garb arrayed, Immersed in rapturous thought profound,

And Melancholy, silent maid, With leaden eye that loves the ground, Still on thy solemn steps attend : Warm Charity, the general friend, With Justice, to herself severe,

And Pity, dropping soft the sadly pleasing tear.” (d) “When the liquor’s out, why clink the cannikin ?

I did think to describe you the panic in The redoubtable breast of our master the mannikin, And what was the pitch of his mother’s yellowness, How she turned as a shark to snap the spare-rib Clean off, sailors say, from a pearl-diving Carib, When she heard, what she called, the flight of the feloness.”

(e) “A happy rural seat of various view ; Groves whose rich trees wept odorous gums and balm ; Others whose fruit, burnished -with golden rind, Hung amiable—Hesperian fables true, If true, here only—and of delicious taste. Betwixt them lawns, or level downs, and flocks Grazing the tender herb, were interposed, Or palmy hillock ; or the flowery lap Of some irriguous valley spread her store, Flowers of all hue, and without thorn the rose.”


(' /’) “ A multitude noteless of numbers, As wild weeds cast on an heap :

And sounder than sleep are their slumbers, And softer than song is their sleep ;

And sweeter than all things and stranger The sense, if perchance it may be,

That the -wind is divested of danger And scatheless the sea.”

(20)

7. What light do Burns’s poems throw on the life of the Scottish people of his day—their work, amusements, religion, superstitions ? (20)

8. “ The four elements of the novel are Plot, Character, Description, and Dialogue.” Take any novel you know, and consider (1) whether these four elements are well represented ; (2) in which of them the writer seems to you to excel. (20)

9. What forms of Prose Literature flourished in Britain in the eighteenth century ? Name five of the chief prose writers of that century, and give a fuller account of the works of any one of them. (20)

10. Imaginary autobiography, imaginary travels, imaginary history, an imaginary commonwealth—give a short account of an example of one of these from English literature. (20)

HISTORY

HIGHER GRADE

Tuesday, 19th March—2 P.M. to 4.30 P.M.

All candidates should ansioer six questions, viz., Section A, TWO questions from Section B, TWO questions from- Section C, and a SIXTH question which may be taken either from Section B or from Section C.

\The value attached to each question is shown in brackets after the question.}


u 5615 B


SECTION A

[The whole of this Section must he attempted by ALL candidates.']

1. (i) Write a short note upon each of the following terms, mentioning the period of British History, and, where possible, the reign with which you associate it:—Forest Laws ; the Jews in England ; the triumph of the long- bow ; the capture of treasure ships; the abolition of slavery ; the scramble for Africa. (18)

(ii) Explain any one of the following, and add an illustration from British or European History:—

(a) ‘ It is Geography that makes History.’ (fc) ‘ The old order changeth, yielding

place to new, And God fulfils Himself in many ways, Lest one good custom should corrupt

the world.’ (c) ‘ Trade follows the Flag.’ (7)

SECTION B

2. What sovereigns of England, between the reigns of Alfred the Great and Edward I., may be described as foreigners V How far did the rule of these foreigners affect the character of English institutions, customs, and language? (15)

3. (a) ‘ The great and noble Edward.’ (6) ‘ Edward the tyrant and murderer.’

The first of these descriptions represents the view of the character of Edward I. generally held in England; the second, the view generally hold in Scotland. How far do the facts of history justify either, or both? (15)

4. Illustrate the importance of sea-power (a) in the reign of Edward III., and (h) in the reign of George III.

(15)

5. Write an estimate either of what England owes to the House of Tudor, or of what Scotland owes to James 1. and James IV. respectively. (15)


6. What were the main ecclesiastical problems which troubled England between 1603 and 1688 ? How far were they solved (a) in the reign of William III., and (fr) in the nineteenth century ? (15)

7. Explain how the British Empire was increased between 1701 and 1815 at the expense of (a) France, (b) Spain, and (c) Holland. (15)

8. How have inventions and discoveries altered the conditions of (a) the iron industry, and (6) the cotton industry? (15)

9. Whom do you regard as the three greatest soldiers in British History ? Give in each case your reasons for your choice. (15)

10. Discuss one of the following topics with special reference to the sixty years between 1854; and 1914::—

The methods of taxation ; the relations of the Colonies to the Mother Country ; Egypt and the Soudan; means of travelling and of sending communi- cations ; the care of the sick. (15)

SECTION C

11. Write a sentence or two giving the main facts about any five of the following events, with their approximate dates, and a paragraph giving a fuller account of the remaining one :—

The battle of Marathon ; the ostracism of Aristides ; the rise of the Confederacy of Delos ; the Athenian expedition to Syracuse; the retreat of the Ten Thousand ; the invasion of India by Alexander the Great. (15)

12. What light is thrown upon Greek History by (a) the Homeric poems, and (b) the plays of Aristophanes ?

(15)

13. Give a brief account of any two of the following:—

The invasion of Italy by the Gauls ; the relations between Rome and Carthage before the time of Hannibal; the legislation of Tiberius Gracchus ; the political career of Cicero ; the origins and ideals of the Imperial system under Augustus. (15)


14. (a) 1 Rome was the Britain of the Ancient World.’ (b) ‘ Rome was the Prussia of the Ancient World.’

How far do you agree with either of these statements, and which of them appears to you to be the juster parallel ? (15)

15. Illustrate or criticise one of the following statements :—

(a) ‘ Christianity, in the Middle Ages, brought to Europe not peace, but a sword.’

(b) ‘ When the nations of Europe ceased fighting about religion, they began to fight about trade and commerce.’

(c) ‘ Charles James Fox was right when he said that the fall of the Bastille was the best and greatest event of human history.’

(d) ‘ Great Britain, in the nineteenth century, was the friend and protector of small nations.’ (15)

16. How far is it true to say that the greatness, of France has always depended upon the greatness of her rulers? (15)

17. What various reasons explain the decline of the power of Spain ? (15)

18. Write a brief explanatory note on any two of the following:—

The coronation of Charlemagne and its significance in European History ; the career of John Hus ; the rivalry of Francis I. and Charles V. ; the Hanseatic League ; the rise of Russia as a European Power ; the misfortunes of Poland ; the career of Garibaldi.

(15)

19. Trace the history of Prussia during the Napoleonic Wars. (15)

20. What historical reasons support the claim that Alsace and Lorraine should belong to France ? (15)

21. Discuss the political and economic influence exercised by the United States of America upon Europe betvireen 1783 and 1903. (15)


GEOGRAPHY

HIGHER GRADE

Wednesday, 20tli March—1 P.M. to 3.30 P.M.

FIVE questions only to be answered, namely, the whole of Section A, TWO questions from Section B, and TWO

questions from Section C.

[The value attached to each question is shown in brackets after the question.']


SECTION A.

[Candidates should, attempt the whole of this Section.]

(See Figs. 1-4.)

1. (a) A hill A 750 feet high (see Fig. 1) descends eastwards to the sea in a ridge, terminating at a level of 200 feet in a coastal plain two miles wide. Towards the south the hill falls more rapidly to a stream, one point B on which, is 190 feet above sea-level. South of B the land rises again to G 950 feet, sinks in a saddle to D 750 feet, and rises again to E 1,150 feet. Eastwards the land descends uniformly until it falls in a steep scarp 200 feet high, from the foot of which a coastal plain stretches to the sea. The foot of the scarp is 200 feet above sea-level. The scarp, which dies away to the north, is shown by shading.

Represent these facts by drawing on Fig. 1 form-lines (approximate contour lines) at intervals of 100 feet.

(NOTE.—It will be found advisable to sketch the form-lines first in pencil. Then draw them in ink and number


them. A few heights along the west and south sides of the map are given as a guide.)

(b) Figs. 2 and 3 represent two types of coast-lines. Contrast the two types and name any parts of Europe where similar coast-lines are found.

(The numbers on Figs. 2 and 3 indicate heights in feet.)

(c) Part of the road shown in Fig. 4 is visible from the hill A, and part is invisible. Mark plainly on the Figure how much of the road is visible from A.

(The numbers on Fig. 4 indicate heights in feet.)

The squared paper below Fig. 4 may be used if desired. (36)

SECTION B.

[Two questions to be answercA from this Section.]

2 “ The weather of the British Isles is largely con- trolled by three fairly permanent pressure centres. One is situated near Iceland, another near Azores, and the third, which is high in winter and low in summer, lies over the continent of Europe.”

* Expand and explain this statement. (16)

3. An explorer in an unknown country is equipped with a theodolite, a chronometer indicating accurate Greenwich time, and a book of astronomical tables, liovr might he proceed to find his latitude and longitude ? (16)

4. Describe the origin and development of a river system. Illustrate by reference to the rivers of Scotland or of any other area which you have studied. (16)

5. Describe any geographical excursion in which you have personally taken part. State the objects of the excursion and the observations and conclusions that were made. (16)


6. What are the chief desert areas in the Old and New Worlds ? Account for their position and for their comparative extent. ' (16)

SECTION 0.

[Two questions to be answered from this Section.]

7. Describe the relief of the Pennines of England. How has their configuration determined the position of the coal-fields and affected the nature of the industries on each side? (16)

8. Give a brief account of the mineral resources of one of the following :—-

India, Canada, Australia, South Africa. (16)

9. Draw a sketch map of one of the following :— Italy, Asia Minor, South America.

Show high ground, rivers, and six towns. Insert a line of latitude, a line of longitude, and an approximate scale of miles. (16)

10. Discuss the geographical factors that affect the growth of large towns. Illustrate your points by particular examples. (16)

11. Write a brief essay on one of the following subjects :—

(а) Mungo Park, (б) The North-East Passage, (c) Early circumnavigations of the globe. (16)

LATIN

LOWER GRADE

Monday, 25th March—-10 A.M. to 12.30 P.M.

[The value attached to each Section is shown in brackets at the head of the Sectioni]



I.—TRANSLATION. (35)

The courage and resource of a Rhodian admiral.

Rhodiis navibus praeerat* Euphranor, animi ina^nitu- dine ac virtute magis cum. nostris homini bus quam cum Graecis comparandus. bic ob notissimam scientiam atque animi magnitudinem delectus est ab Rbodiis, qui imperium classis obtineret. qui ubi Caesaris dubitationem anim- advertit, “ Videris mihi,” inquit, “ Caesar, vereri, si baec vada1 primis navibus intraris,2 ne prius dimicare cogaris quam reliquam classem potueris explicare.3 nobis rem committe : nos proelium sustinebimus — neque tuum indicium fallemus — dum reliqui subsequantur. bos quidem diutius in nostro conspectu gloriari magno nobis et dedecori et dolori est.” Caesar, ilium adbortatus atque omnibus laudibus prosecutus, dat signum pugnae. pro- gressas ultra vadum quattuor Rbodias naves circumsistunt Alexandrini atque in eas impetum faciunt. sustinent illi atque arte sollertiaque4 se explicant; ac tantum doc- trina5 potuit, ut in dispari numero nulla transversa6

bosti obiceretur, nullius remi detergerentur7, sed semper venientibus adversae occurrerent. interim sunt reliquae subsecutae.

(:) vadum, “a shallow.” (s) intraris — intraveris. (3) explicare, “ to deploy.” (4) sollertia, “ dexterity.” (5) doctrina, “ training.” (6) transversa, broadside on.” (7) detergere, “ to break off, snap.”

II.—GRAMMAR. (15)

[N.B.—The questions refer to the 'passage set for translation.']

1. Parse, giving the principal parts of each verb, and accounting for the mood of each :—obtineret, intraris, potueris, subsequantur, detergerentur.

2. Explain the construction of dedecori, in the fifth sentence.

3. Mark the long vowels in videris, dimicare, reliqui, prosecutus, obiceretur.


III.—SENTENCES. (40) 1. It is believed that be is dead.

2. The army fought for three days and nights.

3. It is right to think (use cogitare) before you speak.

4. While they remained at Athens, they were poor.

5. They had to be trained both at home and in the field.

6. Do you not know why we are leaving home ?

7. Make use of my help, whenever you have need of it.

8. Whether he was here or there, he always rose (surgo) in the morning.

9. Whether did he pitch his camp at night, or not ?

10. He was born on the 1st of December.

IV.—GENERAL QUESTIONS. (10)

1. Write a short note on any two of the following :— tribuni plebis, Gapitolium, senatus auctoritas, sella curulis, rostra.

2. What do you know of any three of the following : —Q. Fabius Maximus, P. Scipio Africanus Minor, Tib. Gracchus, 0. Verres, M. Antonins ?

LATIN

HIGHER GRADE—(FIRST PAPER)

Monday, 25th March—10 A.M. to 12 NOON


N.B.-Write legibly and neatly. Marks will be deducted for bad writing.


I. Translate into English :—

(1) Hannibal in Southern Italy.

Ad Hannibalem, cum ad lacum Averni esset, quinque nobiles invenes ab Tarento venerunt, partim ad Trasi- mp.nnm lacum partim ad Gannas capti, dimissique domes enm eadem comitate qua usus adversus omnes Romanorum socios Poenus fuerat. ii memores beneficiorum eius perpulisse magnam partem se iuventutis Tarentinae referunt, ut Hannibalis amicitiam ac societatem quam populi Romani mallent; legatosque ab suis missos rogare Hannibalem ut exercitum propius Tarentum admoveat. si signa eius, si castra conspecta a Tarento sint, hand ullam intercessuram moram quin urbs dedatur. in potestate iuniorum plebem, in manu plebis rem Tarenti- nam esse. Hannibal collaudatos eos oneratosque ingen- tibus promissis domum ad coepta maturanda redire iubet: se in tempore affuturum esse, hac cum spe dimissi Tarentini. ipsum ingens cupido incesserat Tarenti potiundi. urbem esse videbat cum opulentam nobilemque, turn maritimam et in Maced oniam oppor- tune versam ; regemque Philippum hunc portum, si transiret in Italiam, cum Brundisium Romani haberent, petiturum. sacro inde perpetrate ad quod venerat, et dum ibi moratur, pervastato agro Cumano usque ad Miseni promontorium, Puteolos repente agmen convertit ad opprimendum praesidium Romanum. sex millia hominum erant, et locus munimento quoque, non natura modo tutus, triduum ibi moratus Poenus, ab omni parte tentato praesidio, deinde ut nihil procedebat, ad popu- landum agrum Neapolitanum magis ira quam potiundae urbis spe processit. (20)

(2) Aeneas and his company find one of the comrades of Ulysses marooned on the Island of the Cyclops.

Postera iamque dies primo surgebat Eoo, Humentemque Aurora polo dimoverat umbram : Cum subito e silvis, macie confecta suprema, Ignoti nova forma viri miserandaque cultu Procedit, supplexque manus ad litora tendit. Respicimus Isque ubi Dardanios habitus et Troia vidit Arma procul, paullum adspectu conterritus haesit, Continuitque gradum ; mox sese ad litora praeceps Cum fletu precibusque tulit: “ Per sidera tester,


Per snperos atque hoc caeli spirabile lumen, Tollite me, Teucri ! quascumque abducite terras : Hoc sat erit. Scio me Danais e classibus unum, Et bello Iliacos fateor petiisse Penates. Pro quo, si sceleris tanta est iniuria nostri, Spargite me in fluctus vastoque immergite ponto : Si pereo, liominum manibus periisse iuvabit.” Dixerat, et genua amplexus genibusque volutans Haerebat. Qui sit, fari, quo sanguine cretus, Hortamur ; quae deinde agitet fortuna fateri. (25)

II. Translate into English either (1) or (2), answering the relative metrical questions :—

(1) A Friend in Need.

Ausculta paucis, nisi molestumst, Demea. principio, si id te mordet, sumptus, filii quern faciunt, quaeso hoc facito tecum cogites : tu illos duo olim pro re tollebas tua, quod satis putabas tua bona ambobus fore, et me turn uxorem credidisti scilicet ducturum. eandem illam rationem antiquam obtine : conserva, quaere, parce, fac quam plurimum illis relinquas : gloriam tu istam obtine. mea,1 quae praeter spem evenere, utantur sine. de summa2 nil decedet: quod hinc3 accesserit, id de lucro putato esse omne. haec si voles in animo vere cogitare, Demea, et mi et tibi et illis dempseris molestiam.

1 mea — classical meis. 2 summa, “ your estate (capital).” 8 hinc, “from my funds.”

In what metre is the above extract written ? Scan any four successive lines, marking the quantities. (25)

(2)

Aequam memento rebus in arduis servare mentem, non secus in bonis

ab insolenti temperatam laetitia, moriture Delli,

seu maestus omni tempore vixeris, sen te in remoto gramine per dies

festos reclinatum bearis interiore nota Falerni.

quo pinus ingens albaque populus umbram hospitalem consociare amant


ramis ? quid obliquo laborat lympba fugax trepidare rivo ?

hue vina et unguenta et nirnium brevis Acres amoenae ferre iube rosae,

dum res et aetas et sororum fila trium patiuntur atra.

In what metre is this written ? Scan the last four lines, marking the quantities. (25)

III.—GENERAL QUESTIONS.

Answer any one of the following : — (1) Name the Roman popular assemblies, adding

a very brief account of the nature and power of each.

(2) How did the Romans come into possession either of the Spanish peninsula or of Egypt ?

(3) Give an account of the life and works of any one Roman poet. (10)

LATIN

HIGHER GRADE—(SECOND PAPER)

Monday, 25th March—1.30 P.M. to 3.30 P.M.

[The value attached to each Section is shown in brackets at the head of the Section.']


I.—COMPOSITION. (40) Translate into Latin Prose :—

In this trouble and confusion, it was thought proper to summon the assembly of the people. Opinions differed very much in it ; and the heat of debate giving reason to fear some sedition, Apollonides, one of the principal senators, made a discourse very suitable to the conjunc- ture. He intimated, “ that never city was nearer its


destruction or preservation than Syracuse actually was at that time : that if they all with unanimous consent should join either the Romans or Carthaginians, their condition would be happy : that if they were divided, the war would neither be more warm nor more dangerous between the Romans and Carthaginians, than between the Syracu- sans themselves against each other; as both parties must necessarily have, within the circumference of their own walls, their own troops, armies, and generals ; that it was therefore absolutely requisite to make their agreement and union amongst themselves their sole care and application ; otherwise, their cause was lost.”

II. —Sentences. (20)

Translate into Latin :—

1. While he was detained in harbour, he took good care to repair his ships of war.

2. In the country he refused to pay any attention to affairs of state, saying they were no concern of his.

3. The king was afraid that no one would show pity to his subjects, if they were taken captive.

4. No one will prevent him from performing his duty to his friends.

5. The quicker you finish the war, the sooner will you enjoy the blessings of peace.

III. —Grammar. (10)

Translate, with a note on the syntax of each word or expression italicised,—

1. Nostri quinque horis proelium sustinuerunt.

2. Quintus niisit filium ad Caesarem, accusatorem mei.

3. In his libris vult efficere ariimos esse mortales.

4. Deleri totus exercitus poticit, si fugientes persecuti victores essent.

5. Forsitan aliquis aliquando eius modi quippiam fecerit.


GREEK

Lower Grade

Wednesday, 27th March—10 a.m. to 12.30 p.m

[The value attached to each Section is shown in brackets at the head of the Section.]

N.B--Write legibly and neatly. Marks will be deducted for bad writing.

I. (45)

Translate into English :—

’Eire! S’eyyvs rjcrav, ii<e\evcrev elcreXdeiv Sei'o^wvra eyovra, Svo ovs /3ov\olto. iveiSr] Se ivSov rjcrav, rjcnT(i(,ovTO }ih> TrpMTOV dWrfKowi koI Kara top (dpaKiov vop.ov Kepara otvov TTpovirivov' Trapfjv 8e /cat M.7](i>ocrdBr)<; rw 'tevOrj, bcnrep ivpecrfievev avr/S TravTOcre. eTretra Se ‘Bevofycov r]pyeTo Xeyeiv" ‘'FiTrep.\pa<; Trpbs ip.e, w %ev6r], els KaXyrjSova jrpuTOV MrjSocrdSrjv tovtovl, 8e6p.ev6s pov a-vpTTpodvprjdrjvai1

8ia/3rjvaL to o-rparevpa e’/c rrjs ’Aorta?, /cat vmcryvovpevos poL, el ravra Trpdijaipi, ev TTOLpo-eLU, a>s ecfrj Mr)8oo-d8y)S ovtos- Tavrct elTrcbv iTnjpero top M.rj8ocrd8pv el dXtjdrj raSra etTj. 6 S’ e<f>ri. avdis rjXOe M.r]8ocrd.8rjs ovtos err el eyd> Sie/Srjv TrdXiv eirt to crTparevpa e/c Haplov, VTncryyovpevos, el d-yoipi to (TTpaTevpa wpos ere, raAXd re ere (plXco poi yprjcrecrdou /cat dSe\(/>a) /cat rd irapd OaXaTTy poi yft/pta air erv /eparets ecrecrdaL vapd crov. em tovtois irdXiv ypeTO top M^SocrdS^P el eXeye raSra. 6 Se avvefr) /cat raura. Wl pvp, ecjyqf

difrjyricraU tovtoj tl crot dTreKpivdprjr ev KaXy^Sdpt TTpdiTov. 1 o-vp.Trpodvfie’io-Sac, “to share in the desire.” 2 atpr/yela-dai, “ to tell.”

II.—Grammar. (15)

[N.B.—The questions refer to the passage set for translation.]

1. Parse the following, giving the principal parts of each verb : eire/n/za?, Sta/h^pat, rjXde, yprjcreadabj ypeTO.

2. Explain the mood of (a) fiovXoiTo, (6) Trpd^cupi.

EXAMINATION TAPERS. 31

3. (a) Supply (in Greek) the words that are under- stood in the elliptical sentence 6 S’<h/>p. (b) Add a note on the various constructions that are used in Greek after verbs of saying, (c) Account for the case of raWa.

III.—Sentences (30)

Translate into Greek :—

1. I saw him fall from the sky.

2. Whatever you do, remain here.

3. There is no one whom he will not obey.

4. I have pain in my feet.

5. What care I for your opinion ?

6. He was afraid his friend would not come.

7. He makes a journey to Athens twice in the day.

8. If you ask (KaXeco) him, he will come.

9. Would I had died before you !

10. Let no one come here.

IV.—General Questions. (10)

1. Write a short note (about six lines) on any three of the following :—Cyclopes, Pegasus, Diomede, Periander, Themistocles, Pericles, Sappho, Socrates.

2. Choose any two of the following places ; state wrhere they are and what they are famous for :—Byzantium, Thermopylae, iEgina, Mytilene, Miletus, Cyrene.

, GREEK

Higher Grade—(First Paper)

Wednesday, 27th March—10 a.m. to 12 noon.

[The value attached to each Section is shown in brackets at the head of the Section. ]

N.B.—Write legibly and neatly. Marks will

be deducted for bad writing.


I. (40)

1. Translate into English.:—

’EireiS"^ tolvvv vjjuv iyvcoKevcu ra St/caia inrapêi,, ottcms /cat rrpaâi ravT icf/ vplv ecrrat 8el (jKoirelv, ecrri 8e ravr', iav vTTo\r](j)drjTe kolvo'i TTpocrTarat tijs TrdvTwv i\ev6epias sivcu. eiKOTw? Se' poi So/eet 'âXeTTcoTaTOvvp.iv eivou vpa^cu ra Seovra tois pikv yap ixWols aTTacnv dvdpdnrois els dyd>v icmv 6 irpbs rovs TrpoSijXov? J.ydpov<;, £>v dv KpaTyjcrcocnv, ovSev ip.TToSd>v avrois KUpLocs tS>v dyaOcov eivai ' vpiv S’ a> dv^pes ’KOrjvaioL Silo, oSros 0’ 6 /eat rots dAAots, /eat ^rpo<Tecr0, erepos tovtov nporepos Kal pel^cov' Set yap u/xds /3ov\evopevov<; Kparr/crai, T(t)v rdvavTLa Trj iroXet Trap’ vpiv irparTeiv yprjpevcov. orav ovv ppSev fj Std tovtovs d/eoftret1 t&>v Seovraiv yevecrOai, TToWcov SiapapraveLv vpds et/eorw? avpâlvei, tov /reVrot

ttoAXous dSectj? TavTTjv Tpv tol^lv aipelcrdai Trjs iroXtretas, tcrcos pev at irapd tcov purOoSoTovvTcov avrovs di(£e\etai pdXurT atrtat, ou prjv dWd Kal vpds dv rts ^X0L St/eatw? atrtdcrât. ^XPVV J^P “ dvhpes ’AOrjvaZoL rrjv avTTjv eêtf SbdvoLav vpds nepl rrjs ev Tjj TroXtreta rctfecus, rjvjrep nepl T7j5 iv rats crrpaTeiabq eêre. rts ovv iariv avTY] ;

1 From KovLSy “(lust.”

2. Explain the constructions S)v dv KpaTpcrcoonv and toO pevroL ttoXXov? . . . aipeicrdab.

3. Define precisely the force of tcrws and od /at)/' dXXct.

II. (35)

Translate into English, either (1) o?’ (2), answering the relative grammatical questions :—

(1)

Odysseus counsels the young Neoptolemus to deceive Philoctetes.

Tyv (piAoKTrjrov ere Set xpvxvv orreos Xoyotcrti' e’/e/eXe'/Z/et? Xeywv. brav cr’ ipcora tls re Kal iroffev Trdpet, Xeyeiv, ’AytXXe’o/s /rat? ‘ rdS’ ovyt KXenreov ' TrXets S ws tt/tos oIkov, e/eXiirwz' to vavrueov (TTpaTevp ’Ayaidv, eydos iyBrjpa? peya, Ob <r ev Xtrats1 crretXa/'re? e£ cIkcov poXeiv,


fi.6vr)v eôvres rrjpS’ aXcocriv ’IXtou, ovk rj^Lmcrav tu>v ’AyjXkeLa>v ottXcov 1X0optl Sovvai KvpLax; aLTOVfxevcp, aAA avr (JovcrcreL irapebocrav keyaiv ocr av OeXrjs KaO' rj/xcov ecrâr’ ectôltuv KaKa. tovtov yap ovSev dXyvveZ p? ' ei S’ epydcrei p.rj ravra, Xvnrjv vdcnv ’Apyeiobs /SaXets. el ydp ra rovSe rofa /at) XpipOpcreTab, ovk ecTTb Trepcrab crob to Aaphdvov ireSov.

1 iv An-alf, “ midst (or with) prayers.”

1. Scan the eleventh line from the beginning and the fourth from the end, indicating the quantity of each syllable, and marking the caesura in each line.

2. Comment on any unusual senses of words in the above passage.

3. Write a note on the construction drav cr’ epona

The mysterious disappearances of the epic poet Aristeas.

’ApbCTTeyv ydp Xeyovcrb, iovra tcov dcrrcov ovSevbs yevo<; vnoheeaTepov, icreXOovTa is Kva^rj'iov1 iv ItpoKovvycrcp dirodave'bv, /cat top Kva<f>ea /cara/cA-T/tcravTa to ipyacrrijpbov otyecrOab dyyeXeovTa Tolub npocryKOvcrb rd veKpS. ecr/ceSacr- pivov Se pSy tov Xoyov dvd Typ TroXbv a><? TeOvecos ely o ’ApbcrTeys, is dpcfrbcr/Sacrbas* TObcrb Xeyovcrb aTTbKpeecrOab dvSpa Kv^bKyvbv yKovra Of ’Apraicys voXbos, (fidvra crvvTvyebv re ot lovTb ini Kv&kov Kal is Xoyovs dnbKecrOab. /cal tovtop pev ivTCTapevaiS’ dpbfibcrfiaTeebv, tovs Se npooryKOPTas ra! veKpco ini to Kvacfylov napeZvab eyovTas rd npocrtpopa d>s

dvabpycropevovs ‘ dvobyOevTos Se tov olKyparos oijTe TeOveciiTa ovre ^dvTa (falvecrOab ’Apberreyv. peTa Se efiSopco erei <favevTa avrbv is UpoKOvvycrov nobycrab rd enea raiiTa rd pvp ott’ 'EXXyvwv ’ Apbpdcrnea /caXeerai, nobyerapra Se df>avbcrOyvai to Sevrepov. radra pev at noXbes aorat Xeyovcrb, rdSe Se otSa MeraTroi/rtrotcrt rotcrt iv ’IraXaTj crvyKvpycruvTa perd ryv dfdvbcrbv ryv Sevrepyv ’A/ncrre'w erecrt TecrcrepaKOPTa Kal StT//cocrtotcrt, a/? iyd> crvp/SaXXopevos4

Ta ip UpoKovvyeroj re /cat MeTanovTbco evpbcrKOp. MeranoPTbPOb u 5615 C


<f>a<jL avTov 'KpKTTerjV <f>avevTa cr<f>b is rrjv yutprjv KeXevcrai f3<j)p.bv ’AvoWtovoslSpycrciordcu kclI 'Apurriui Tov YLpoKovv-qaLov iirQyvvjJulrjv iyovra, dvSpLavra nap’ avrbv Icrrdvcu ' (f)dvcu yap cr(j)L rbv ’AnoWcova ’IraXLcoricvv p.ovvoLcn Srj dmKecrdai is rrjv ydppv, Kill avros oi e-rrecrOaL 6 vvv icov ’ApLcrreyjs.

1 Kva(j)ri'iov, “fuller(cleaner)’s shop.” 2 d^ttr/Sao-fy, “dispute.” 3 ivTcTajitvas, “vehemently.” * a-vn^aWofievos, “comparing.”

1. Give the Attic forms corresponding to KaraKXptcr- avra, redvecora, TroXte?, <r(j)L.

2. Write a grammatical note on the phrase iirl to Kvacjirj'iov rrapeivai.

GREEK

Higher Grade—(Second Paper)

AVednesday, 27th March—2 p.m. to 4 p.m.

[TTwj value attached to each Section is shown in brackets at the head of the Section.]

N.B.—Write legibly and neatly. Marks will be deducted for bad writing

I.—Homer. (20)

Translate into English :—-

The fertile island Syrie, visited by the Phoenicians,

vycros ns hvplr) Kt/cX.^cr/cerat, et ttov aKoveis, ’Oprvylrjs xadvirepOev, o9l rporraX rjeXloLo, ov tl TrepLTr\r]6rjs Xlyv rocrovf aW dyaOrj p.ev, ev/3oros2 eiiprjXos, olvovXydrjs voXvTrvpos.3

TTelvrj S’ ov TTore Srjpov icrepyerai., ovSi tls dXXp

vovcros ivl o-rvyepri iriXeraL SeiXoicrc fSporoio-LV ' dXX’ ore yrjpdcrKOicrL ttoXlv Kara cf>vX’ dvOpdircov, iXdiov dpyvporoifos ’ArroXXcov ’AprepiSi ^vv ols dyavals fdeXiecrcrLv iirouyojjLevos Karirrefvev. ev9a Svco voXces, Slya Si utficri rrdvra SiSacrraL • rfjcnv S’ dpf Dripperl rrarrp epos ep/Sao-lXeve,


Krrjcnos ’Op/xeviS^s, e7n,ei/<eA.os a6<xv(xTouriv. ivda Se c&oipt/fes vavcr'iKkvTOi r/XvBov av^pes, TpcoKTcn,4, pvpi ’ ayovres advpp.aTa6 vyfi p.e\a.ivr). ecrKe Se varpos ep-elo yvvr) QoLvicrcr evl olkoi, KaXrj re peyaXy] re kcu ayXaa epya ISvla ’ rrjv S’ oipa. c&otviKes TroXviraLTraXoi0 pyrepoTrevov.7

1 wepin\r]8Tis \irjv rocrov, “ so very full of people.” ' * cvfioTos, “ witli good pasture.” 3 no\vnvpos, “ abounding in corn.”

4 Tpaxtqs, “ a greedy knave.” 5 aOvppa, “ a plaything.” 0 jr-oXvin-aiiraXos, “exceeding crafty.” 7 rjvepoTrevco, “I deceive.”

II.—Composition.

Translate into Greek :—-

A. —1. Missing the mark (o-kotto's) he hit the child.

2. No one will choose war, when it is in his power to be at peace1.

3. Before we were created our souls were in existence.

4. Would that you had lived in the reign of Cyrus.

5. He said that he must get comrades, if there should be need of a battle.

B. —Antiochus, who had advice of what was trans-' acting, took occasion thereupon to return a third time into Egypt, under the specious pretence of restoring the dethroned monarch, but in reality to make him.self absolute master of the kingdom. He defeated the Alexandrians in a sea-fight near Pelusium, marched his forces into Egypt, and advanced directly towards Alexandria, in order to besiege it. The young king consulted his two ministers, who advised him to summon a grand council, composed of all the principal officers of the army, and to deliberate with them on the measures proper to be taken on the present exigency. After many debates they at last decided to come to a reconciliation with Antiochus. /

III.—General Questions. (10)

1. Describe either (a) the battle of Platsea; or (b) the career of Alcibiades.

2. What do you know of either (a) Pindar, or (b) Aristo- phanes, or (c) Plato ?


FRENCH

Lower Grade

Friday, 22nd March—10 a.m. to 12.30 p.m.

To secure full marks, the whole of this paper should be answered.

The value attached to each question is shown in brackets after the question.

N.B.—Write legibly and neatly. Marks

will be deducted for bad writing.

I. Expand the following summary into a continuous story, which must contain all the facts of the summary, but need not employ its exact w-ords. Conclude the story in any way that seems to you appropriate:—-

Frederick the Great’s strict discipline—all camp lights to be put out by 10 o’clock—one night goes round to see for himself—lights in tent—enters—officer sealing letter—explanation demanded—“ letter to wife—battle next day ”—letter may go, but with postscript: “ con- demned to death for disobedience’’—letter despatched— officer allowed to take part in battle before execution—■ conclusion.

to put out = eteindre ; teat = tente (fem.) ; to seal = cacheter ; postscript = postscriptum (masc.) ; disobedience = desobeissance (fem.) ; to take part in = prendre part d.

(25)

II. Translate into English :—

The Christmas Tree.

Vous savez comme les fetes de Noel sont importantes dans les pays anglais ; et, pour le reveillon1 de 1’an dernier, la femme d’un negociant de Chicago avait organise une soiree enfantine, oil je conduisis Victor. II a huit ans maintenant, c’est presque un petit homme, mais je le soigne comme un bebe, et, tons les soirs, je le horde dans son lit Done, je le mene a cette reunion d’enfants ; il s’y regale de poudding, devalise2 avec les aiitres gamins


xin petit sapin charge de jouets et de bonbons, et s’amuse comme un roi. Assis an coin d’une table, je le regardais et j’etais heureux de sa joie . . . . Et je me disais que c’etait quelque chose de delicieux dans la societe chretienne que cette fete de Noel, on la vue du bonheur des petits semble communiquer un peu d’innocence et de purete aux homines murs et aux vieillards qui, tous, les ont plus on moins perdues Le march and de sable3 avait passe, comme disent les mamans, et Toto allait s’endormir. J’avais prepare, bien entendu, a son intention, une belle surprise pour le lendemain matin et je lui dis: “ Toto, n’oublie pas, avant de te coucher, de mettre tes souliers dans la cheminee, n’est-ce pas?” Ilrouvrit ses yeux ensommeilles et dit : “ Oh, non, et je voudrais que le petit Noel4 m’apporte une boite de soldats de plomb en pantalon rouge, comme il y en avait de tout vivants dans le jardin oil ma bonne me menait promener, quand j’etais petit.”

(30) a Cliristmas dinner. 2 strip. 3 Wee Willie Winkie. 4 Santa Claus.

III. Translate into French :—-

(a) Once upon a time there lived a little girl and her mother, who were so poor that often they did not have enough to eat. One morning, the little girl went alone into a forest, and sat down and cried, for she had eaten nothing for several days. Then an old woman came up to her and said, “ Don’t cry like that, my dear. Look, I will give you something which will keep you from ever being too hungry. Here is a little pot I’ve brought you. When you are hungry, you will say to it, ‘ Boil ’ and you will find it full of nice hot soup ; when you tell it to stop, it will obey you.”

You may fancy how quickly the little girl ran home to tell her mother the good news. (25)

(b) —1. Why did you not come home sooner? It is half past nine.

2. Your racquet1 is too light and mine is too heavy ; neither suits2 me.

3. It is impossible to find out where they had come from.

4. If you make more than four mistakes, yoi" know what will happen.


5. My mother and I were sitting at the drawing- room window.

6. I went to Belgium in 1901 [write in full]: the next year I came home.

7. We are not allowed to play in the orchard3 in autumn.

8. He saved the life of a boy who had fallen into the river.

9. After spending six hours in school, they have to do exercises in the evening.

10. She whipped all her children and sent them to bed. (20)

1 mie raquette. 2 convenir. 3 le verger.

FRENCH


Friday, 22nd March—10.15 a.m. to 12.15 p.m.

To secure full marks, the whole of this paper should he answered.

The value attached to each question is shown in brackets- after the question.

N.B.—Write legibly and neatly. Marks


I. Translate into French :—

Once upon a time the queen of one of the greatest, kingdoms in the world had made an enemy of the most powerful of her husband’s ministers. Now, there came to the court an ambassador, so rich and so elegant that all the ladies fell in love with him, and the queen herself, in memory, no doubt, of the way he had conducted state-affairs, was so unwise as to give him certain jewels, which could not be replaced. As these jewels were a- gift of her husband’s, the minister urged the king to ask that the queen should wear them at the next ball. He was absolutely certain, of course, that the jewels had been


taken away by tbe ambassador, who was far off, beyond tbe seas. Tbe queen seemed irretrievably ruined. Well, Sir, four men made up their minds to save her, four soldiers with large hearts and strong arms. They set off. The minister knew of their departure and posted men on the roads they would have to follow, hoping to prevent their reaching their destination. Three of them were slain or disabled; but the fourth managed to reach the coast, after killing or wounding all who tried to stop him, crossed the sea, and brought back the jewels to the queen, who was able to wear them on the appointed day. This magnificent feat saved the queen’s honour and alL but caused the ruin of the minister. (35)

II. Translate into French :—

1. Wait till I come back from France.

2. You look better than the last time I saw you.

3. Some animals can see, however dark it is.

4. The teacher is fond and proud of his pupils.

5. Babies often sleep twelve hours on end.

6. He had been told not to leave the garden.

7. The man with the black velvet coat.

8. How much have you still left of your twenty pounds ?

9. Say what you like, you have lots of friends.

10. He has his hair cut every three weeks. (20)

IH. Choose some book (English or French) which you have read in school during this or last session, and write an account of it in French. Your answer should contain at least as many words as does the passage in Question I. above. A little, but not too much, should be said about the author ; the main part should be a brief description of the contents. (20)


FRENCH


Friday, 22nd March—2 p.m. to 4 p.m.




I. Translate into English :—

Le Misanthrope.

Mon coutelier m’a dit que ce rasoir couperait .... et il ne coupe pas ! (Avec amertume). Et Ton vent que j’aime le genre humain ! . . . . Oui, tout en ce monde n’est que mensonge, vol et fourberie ! Exernple : hier, je sors .... a trois pas de cbez moi, on me vole mon mouchoir .... J’entre dans un magasin de nouveautes pour en acheter un autre. II y avait ecrit sur la devanture : “ Prix fixe ” .... Je marchande et on me diminue neuf sous. Infamie ! Je paye et on me rend . . . . quoi ? Une piece de quatre sous pour une de cinq ! . . . . Aussi j’ai cqngu un vaste dessein. J’ai des canailles d’amis qui, sous pretexts que c’est aujourd’hui ma fete, vont venir m’offrir leurs voeux menteurs. Je leur menage une petite surprise .... une petite fete Louis XV, avec des gateaux de Tepoque. Je leur servirai des riz au lait sans lait. . . . et sans riz ! A minuit je monte sur un fauteuil et je leur crie: “Vous etes tons des gueux! j’ai assez de vos grimaces, fichez-moi le camp ! ” (Grelottant) Brrr ! je me refroidis dans ce costume .... j’ai passe une nuit blanche .... j’ai reve que j’embrassais un notaire et trois avocats ! pouah! (Ouvrant son sucrier.) C’est la bile qui me tourmente. [Eenversant les morceaux de sucre sur la table.) Ah ! je reconnais bien la les enfants des hommes. J’en ai laisse cinq morceaux .... On est le cinquieme ? Avec mon portefeuille sans doute . . . . un portefeuille nourri de quatre billets de mille. Je 1’ai egare dans Pappartement ou dans I’escalier . . . . Je me suis parie un cigare qu’on ne me le rapporterait pas .... Eh bien, j’ai gagne. Triste ! triste ! je vais me repoucher. (25)


II. Translate into English the following extract:—1

Bajazet, conditmne a viort par le sultan, son frere, est prisonnier dans le palais. Bajazet est aime de Roxane, qui lui offre de le sauver s’il consent d Vepouser.

Roxane.

Je vous entends, seigneur. Je vois mon imprudence ; Je vois que rien n’echappe a votre prevoyance : Vous avez pressenti jusqu’au moindre danger Ou mon amour trop prompt vous allait engager. Pour vous, pour votre honneur, vous en craignez les

suites ; Et je le crois, seigneur, puisque vous me le dites. Mais avez-vous prevu, si vous ne m’epousez, Les perils plus certains ou vous vous exposez ? Songez-vous que sans moi tout vous devient contraire ? Que c’est a moi surtout qu’il importe de plaire ? Songez-vous que je tiens les portes du palais ? Que je puis vous 1’ouvrir ou fermer pour jamais ? Que j’ai sur votre vie un empire supreme ? Que vous ne respirez qu'autant que je vous aime? Et, sans ce meme amour qu’offensent vos refus, Songez-vous, en un mot, que vous ne seriez plus ?

(20) 1 The note at the top is intended for your general guidance only, and

need not be translated.

III. Translate into English :—

On aura beau percer des boulevards, abattre les anciens quartiers, changer la face de Paris, et—selon mon humble avis—Penlaidir, on n’arrivera pas a lui faire perdre son prestige inoui. J’ai avale, pour mon compte,— et digere,—sous forme de poussiere de platre, bien des vieux pignons, pleins de caractere, et j’ai vu construire, a la place, de grandes maisons betes comme des oies et des edifices qui ressemblent a des monies a patisserie ; malgre tout, je trouve Paris toujours admirable. C’est que Paris est beau par sa geographic meme. Quel que soit Tamour de Tuniformlte, la passion de la surface plane et de la ligne perpendiculaire, on ne nivellera pas la montagne Sainte-Genevieve, on ne captera pas la Seine pour la faire couler dans un canal droit comme la rue de Rivoli. Paris conservera toujours son merveilleux paysage . ... A ce propos, tout a ete dit. Rassurez-vous, je ne vais pas vous


conduire jusqu’a-u pout d’Austerlitz pour vous montrer le class! que coucher de soleil derriere Notre-Dame, ni vous faire grimper a 1’eglise du Sacre-Coeur, vers la nuit tombante, pour vous donner, devant le panorama de la ville qui s’allume, une impression de mer phospborescente. Je cause, voila tout, et je me promene a travers mon immense sujet. Continuous a flaner ensemble, voulez- vous ? (20)

FRENCH


Friday, 22nd March—1.30 p.m. to 2 p.m.

'This paper must not be seen by any Candidate.

To be read out by the Teacher at 1.30 p.m. in the presence of the Supervising Officer.

To be written by the Candidates on the

separate sheets provided, which must

be collected before the Second

French Paper is distributed.

DIRECTIONS FOR TEACHER.

1. Head the passage aloud distinctly and deliberately, but not slowly, the object being to bring out the meaning of the whole as clearly as possible. Observe the liaisons as marked.

2. Inform the candidates that they may not ask for the repetition of any word or phrase.

3. Dictate the passage slowly, repeating each group of words (as indicated by vertical lines) twice over, and pronouncing every ivord very distinctly. The punctuation should be indicated thus:—(.) ‘ un point,’ (,) ‘ virgule,’ (;) ‘point virgule.’

4. After, an interval of five minutes read the text over again in the same manner as on the first occasion, but do not on any account repeat separate words at the reguest of individual candidates.


DICTEE.

Cetofficier, | quejecrois voir encore, [ etquej’entends comme s’.il parlait, | etait un homnre de cinquante ans, | trapu, j la tete dans les epaules, | le nez long, gros et tout droit, | le front tres large | avec des cheveux noirsêt luisants, | quelques polls de moustaches | et les yeux vifs.

| Pendant qu’il ecoutait, | sa tete tournaitâ droite et a gauche, | comme sur un pivot.; | on voyait son grand nez

| et le coin de son ceil, [ mais il ne bougeait pas les coudes | de dessus la table, j On aurait dit | un de ces grands corbeaux | qui semblent dortnir dans les pres | ala fin de I’automne | et qui voient pourtant | ce qui se passe autour d’eux (101

GERMAN

Lower Grade

Tuesday, 26th. March—10 a.m. to 12.30 p.m.

To secure full marks, the whole of this Paper should be answered, and the German script used, at least in Question IV. (a) and (b).


N.B.- Write legibly and neatly. Marks


I. Write out a German version of the passage read out. (15)

[The passage will be read out at 10 a.m., and Candidates shoidd use the first page of their books for this answeri]

II. Translate into English:—•

(a) The Magic Wishing-Cloth.

Jlcmm âtte fie t>a§ gefngt, fo flanb unb lag auf bent SBftnfdh tfiifiletn SSrot, @al$, gefiraieneS 01etf$, gefodfier unb etne $Iaf<fie SBetn nefifl @Ia§, unb 9Jieffet unb ©afieh gut, nfie e8

44 LEAVING, CERTIFICATE EXAMINATION.

tfym btefcgmal fâtte c§ bem jtomgei'ofme felbfi in fetne§ SSatet3 SÎoffe not^ nte gefc^mecft. 3tl§ cv fetn fiecnbet âtte, tranf er unter 2Bovten be§ 2)anfeg bie ©efunbîeii fetner iictben 2BoI)Itatetumen unb gtng nac^ fctnem ©djiffc ju, um iceiter

fasten. 3)a fam t^m ba§ jimge 3)?ab(|en nac^ unb rtef: „ 9itmm mtt, — id? jierfie o^rte bt(^!" @r aBer antnjortete: „ SteBe§, gutcg Jttnb, mtineBmen farm {$ bid) ni^t, id) miitbe bi(^ nur in§ SSerberBen fufyrcn ; ge^t e$ mir aBet mieber gut, fo fomme id) unb [)oIe bi(^ aB."

„ 92un, fo finite betn SBort!" fpra^ ba§ 2Mbd)en, „ unb nimm §um 9Inbenfen ba§ iffiunfcftiiÎein, unb Braude cS fo, mie bu e§ Bet tnetnet stutter gefefen I)afl. 23eviv>aljre e3 gut unb oergt^ mein nid)t!" —

Dev ^BnigSfoifn nafjm fiocêtfreut ba§ teerte SBiinfc^btng in ^mBfang unb ging auf fein ©cfiff, too bie IKannfâft nor hunger Hagticê OeftcBter fcBnitt. 2)et ^BntgSfo^n aBer lac^te, Ite§ eine gtofie âfel auf bag SSetbecf fâffen, Breitete ba§ ÊitÎein batauf unb fptad;:

„ £>ecfe bic^, mein 2Bunf(^tti(BeIetn, îtr afle bie SJteinen mit SBbtn." (20)

(6) At Sunset.

gafir moBI, o golbne Sonne, 3)u gefft ju beiner Dtuf); Unb noil oon betnev SBonne @et)’n mir bie 2tugen ju.

S^toer ftnb bie Stugenliber ; IDu nimmft bag Sidjt mtt fort, ga^r moBI! unr feB’n ung mieber >§ter unten ober bort.

>§ier unten, mann fuB mieber ®ieg <§auBt nom S<BIaf erBoB, 2)ann Blicfeft bu B^rnieber, Unb freueft bic| baroB.1

Unb trdgt beg £obg Oejteber 9)ticB ftatt beg Craning emBor So fâtt’ iiB felBfi B«nttBer 3u bir aug BBBerm ^Bor,


ilnb bcutfe betnem 'Sttafyle ^iir jebett fcfebnett ^£ag, 3®o id) in metnem £alc

betnem ©trimmer lag. 1 bavob = bariiSer. 2 Oefteber = wings. (15)

III. Parse fully each of the following words taken from the above prose passage (II. (a)) :—bergtfj, fdptitt, fdjmffen, lag, tvanf, ttef, ©tab, @abef, 2Botten, ©efidjter.

In the case of each verb, give the Present Infinitive, Present Indicative (1st Person Singular), and Past Parti- ciple. If a noun is used in the Singular, give the Nominative Plural with Definite Article ; and if the noun is used in the Plural, give the Nominative Singular with Definite Article. (10)

IV. Translate into German :—

(а) So she went on and on until she came to the World’s end. There she came to the Sun, but he was too hot and terrible, and used to eat little children. She ran off quickly and came to the Moon, but he was too cold and wicked ; and as soon as he noticed the child he said, “ I smell human flesh.”1 So she ran off as quickly as possible, and came to the Stars, who were friendly and nice to her, and each of them sat on his own little chair; but the Morning Star stood up and gave her a beautiful stick, and said: “Unless you carry this stick, you cannot enter the Glass Mountain, where your brothers are.” * (20)

1 human flesh = SJicnfcfienffetfcf).

(б) (1) These red pencils are shorter than the black ones.

(2) Where was your brother going to when I met him last night ?

(3) The teacher laid his book on the table and began to read.

(4) Seven times eight is fifty-six.

(5) We have been living in London for two years now.

(6) I am proud of my brother ; he has died for his country.


(7) I am glad to hear that you succeeded in finding your ring.

(8) If he does not know when the train arrives, he ought to ask. (20)

GERMAN

Lower Grade

Tuesday, 26th March—10 a.m.


The passage should be read out by the Teacher at 10 a.m. in the presence of the Supervising Officer. It should be read out twice, not too quickly, nor too slowly.

No notes may be made by the Candidates while it is being read.

Immediately after it has been read out the Candidates should proceed to reproduce the substance of it in German.

Before it is actually read, the Supervising Officer must write upon the blackboard the following words : to surprise — vif>emfd)en, to awaken = rretfett, to crow = frdfjen. - He should also explain that Candidates are not to aim at reproducing the passage in all its details, and in the same words or order of words as the original. They should attempt to tell the story in German in their own way. Grammatical accuracy is considered very important, and special value is attached to anything that shows a knowledge of idiomatic German.

STORY TO BE READ OUT

An English countryman once went to France to sell some horses. It was the first time he had ever been away from his home and family, and he was not unnaturally rather overwhelmed by his strange surroundings. When he arrived at Calais, he was greatly surprised to hear the


men speaking in French and even the children talking away in the same language. Of course he did not understand a word they said ; and after walking about the town for some time he retired to bed, and soon fell asleep, much puzzled by his new experiences. Early in the morning he was awakened by the cock crowing, and the moment he heard it, he cried out in surprise and delight: “ Thank goodness ! that’s English again at last.”

GERMAN


Tuesday, 26th March—10.15 a.m. to 12.15 p.m.

The whole of this Paper should be answered.

The value attached to each question is shoion in brackets after the question.



I. Translate:— A Search in the'Snow.

<Sme§ iKorgeng tegamt bet <Sd)me ju f^meljen unb Ijeftiger 9tegen folgte, fo baf @b£fyte jwet £age lang tl)t ©uiên aufgeten imifhe. 9lm btitten 91atttmttage begab fte ft(^ tniebet an tfjt SBetf. (Sine tflibaufgelbfte ©cfnteemaffe, in bie fte bet febem ©tbtitt tief einfanf, bebetffe bte @tbe. ©pciênb inie intmet, âtte fte etnxi bie >§alfte be§ Sffiegeg bt§ ju ben iibetângenben êlfen jut'ucfgelegt; alg fte am Ulanbe be§ T'fabcb, jut Itnfen «§anb, bet einem jungen, bictt ttbet bet SButjel abgebtccênen ilannenbaumcên etmag ©cbmatjeg, 3)tete(ftgeg aub bem gef^moljenen @dfnee betaugftecfen faff. 2Bab e§ mat, bermcctte fte tm erften Stugenblttf nicbt ju entfêiben. 9lf§ fte ftcf) biicfte unb ben ©egenflanb boOenbb aug bem ©i^nee êtbotjog, ba mat e§ etn ©elbtafcbcben mit einem <Staf)Itanbe unb einem ©cîlbên bon bemfelben SWetaU. 2)te gatbe beg Bebetg mat ni$t ju etfennen ; eg mat bon bet SRaffe

tieffc^matj, unb bet metahene Oianb bertoflet. 2)ag êtj beg SKabêng feting bet biefem gttnbe fo gemaltig, baf fte mef)tete


(Secunben marten mufjte, I»tg tf»re jitternben -§dnbe ba§ ju bjfnen cermo^ten. ©te 5âfê entîelt eintge £alet, etma8 fletne 3)tiinje nub etnen non ôltertem ^rotj, al§ ob nun bte Stettung tbrer ©c^mefter aufer Bmetfel fet, barg fte ben gunb in ituer Jlleibertafcê. (20)

II. Translate :—

2>n etn freunbltcê? ©tdbtcên tret’ tc^ etn, 2>n ben Strain liegt roter Qtbenbfcêtn. 3tub etncm offnen ênfier eben, Uber ben reicbjten SBhuneuffot -§tnmeg, t)brt man ©olbglocfentbne fi^meben, Unb etne ©tinune f(êtnt etn Sta^tigaflendmt/ 2)a^ bte ffituten bebett, 2)af bte Sitfte leben, 2) a§ in therein 9tot bie Otofen Ieud?ten nor.

Sang îelt i^ ftaunenb, lufibeflontmen. SBie it| înau§ nor§ Tor gefommen, 3^ meift eb ma^rlicb felber nic^t. 3t(^ flier, mie liegt bte SBelt fo lii^t! 3) er «§immet mogt in bnrburnem ©ettu'tÎe, gtiicftndrt§ bte ©tabt in golbnetn Stau^ ; 2Bic raufc^t ber (Srlenbacb, tnte raufcbt im @runb bie

3Jtufyte! 3d) bin mie trnnfen, irrgefut)rf — D 9)tufe, bu âft mein §erj berii^rt 2)tit einem Stebe8i)au^! (20)

III. Translate :—

Pericles.

SDaft 5PeriHe§ auf etnem ganj anbern SBoben fteê al§ bem ber gembf)nlid)ett Beitbilbung, merfte man [d)on in feiner âltnng. SJtan fat) fetnen Oeftc^tgjiigen an, bap er mit fjofien ©ebanfen befc^dftigt ju fein bffegte; man empfanb eine unmiflfurliê (S^rfur^t nor bem feierltcên ©rnfte, ber fein ganje§ SBefen burdb^ brang, nor ber unerfîttterlicên gefiigfeit unb 33efttmmtêit feiner fPerfonIid;feit. (Sr âtte bei feinen ^f||tIofbên eine 9Jtenge non ffeinen Sntereffen, meldie bie Sffftaggroelt am meiften in Setnegung feên, nerac^ten, etne Oteifie non fflorurteilen ablegen geternt unb baburd) an gveificit ber ©eele getnonnett, fomie an aifat^t itbcr


mtbete 2}?enfcf;en. 2118 betm (Sintritt etner ©onnenfinfierntS bag §anje ©c^tpttolf toerjagte, Btelt ev fetnem (Steuermannc ben Mantel dot bte 2lugen unb fragte tfjn, maTum ct mep etptecfe, njenn etn fernerer unb gToprer Oegenfianb t§tn ba8 ©onnentic^t beTberge. Sttnerltt^ bet leBenbtgfie 2}JenP, mar er auprltc^ rptg, fait unb tinnier ft cl) gteic^, o§ne burt^ ©trenge unbraul)e8 SBefen juoerleên. ■©erne nolle Uberlegenltett ofenbarte ftc^ in ber Otebe. 35enn er ilfatte ftc^ in 3enon8 ©cûle gemofmt, bte 2)tnge non nerfc^tebenen ©tanbpunften anjufeên unb fetne ©egner burd; unermartete 'Stnmenbungen jtt uPerraPen. (Seine aSerebfamfett mar bte retfe ,0;ruc§t pfftlofopfitper 2)ur^)BtIbung, ber unmittel&are 2tugbrucf etne8 ber SWenge Wetiegenen Oetfieg; barunt mufte er mte fetn anberer ju erprecfen, ju ermuttgen, ju tiberreben; plagenbe Oletcbntffe, berett jmtngenber ^raft ftd) ntentanb entjieljen fonnte, ftanben t^m ju ©eliote, unb bte rul>tge Bunerftc^t, mit meltêr er rebete, marten t^n noffeitbS unmtberfteÎid;. (30)

GERMAN

Higher Grade (Second Paper)

Tuesday, 26th March—2.30 p.m. to 4.30 p.m.

The whole of this Paper should he answered, and the German script used throughout.


I. Translate into German :—

The little old village and the country round it were very dear to the children. Whenever they were free from lessons or other work, they used to wander about in the neighbourhood ; and they knew no greater pleasure than a ramble into the fields and woods. Often they would sit together under some old tree, that seemed to whisper to them wonderful tales of bygone times. On these occasions they talked of their little childish joys and sorrows, or made many a plan for the future. Their friendship grew from day to day and they could not bear the thought of ever living apart from one another. Marie wept bitterly

u 5615 D


whenovor her brother was to be punished for some small offence. She confessed his faults as her own, and gladly suffered punishment for them when in fact she was quite- innocent. They left this romantic spot with great regret,, and always remembered it with love and gratitude.

(35)

II. Write, in German, a short autobiography of yourself.

[Such points as these might be- touched upon : birth and parentage, childhood, earlier schooldays, later schooldays, your likes and dislikes, some outstanding features in your character.] (20)

III. Translate into German:—

(1) Even if the doctor had come in time, he could not have saved my brother.

(2) Whether I am to stay longer at school or not, depends on my father.

(3) I have had my name enrolled (etttfcfjmben) so as to be ready when the time comes.

(4) I remember all the conditions, on which I insisted.

(5) At last I had to speak, cost what it would. (15)

GERMAN




To be read out by the Teacher at 2.0 p.m. in the

presence of the Supervising .Officer.

To be written by the Candidates on the separate sheets provided, which must be collected before the Second German Paper is distributed.


DIRECTIONS FOR TEACHER.

1. Bead the passage aloud (including the English title) distinctly and deliberately, but not slowly, the object being to bring out the meaning of the whole as clearly as possible.

2. Inform the Candidates that they may not ask for the repetition of any word or phrase, and warn them to use the German script.

3. Dictate the passage slowly, repeating each group of words (as indicated by vertical lines) twice over, and pronouncing every word very distinctly. The punctuation should be indicated thus—(,) ‘ Fomina (;) ‘ ©emtfolon (.) ‘ qSunft

4. After an interval of five minutes read the text over again in the same manner as on the first occasion, but do not on any account repeat separate words at the request of individual candidates.

Passage for Dictation.

The passage describes the early years and education of Johann Peter Hebei.

Seine (Sftern nxmn | rei^tfâjfene unt> fromme, | after unftemittefte SBeftergkute j in etnem fletnen 25otfe, | bte tftr ©rot

| tm Scfticeife itjre§ 2tngeit$t§ j oerbtenen unb effen mufitett. ‘[ 3m griipng gtngen | ©atcr unb Gutter | be§ ret(|Itcêren 93erbtenfte3 megeu | in bie na^)fte Stabt, | urn erjl, j menu ber Sinter natyte, | icieber nacft Jpaufe guriitfjufe^ren. | S)er Heine ©eter j mar nod) nidjt jmei 3at>te alt, | at§ er f(ôn fetnen Sater j bnr^ ben $ob berlor. | Unberjagt arfteitete after | -ipeftelS oerv ftiinbige Sutter meiter, | um it)rem lieften So^nlein J etne gute (Srîef)ung geften | unb etma^ Sermogen j înterlaffen 511 fftnuen. I 3fytein reblicften ©eginnen | gaft ber <§err, \ auf ben fie oertrame,

| rei^lidên Segen. | ©r ermedte | bte <§erjen iftrer ^reunbe j fur ben falentbotten ^naften, | ber enblit^, | nacftbem er bte niitigen

SSorfenntniffe | ftd; ermorften fiatte, | auf bie Unifterfitat ge|nt fonnte, | um ftc^ fiir ben ©eruf | beS @eijHicf)en oorjuftereiten.

(10)


GAELIC

Lower Grade

Tuesday, 26tli March—10 a.m. to 1 p.m.

[TTie vahle attached to each question is shoicn in brackets after the question^]


be deducted for bad writing and spelling.

1. Reproduce in Gaelic the story read out. (20)

[The stony wilt be read out at 10 a.m., and candidates should use the first page of their books for this ansiccri]

2. Translate into English :—

Bha a’ mhaduinn ceutach, agus 6g-ghathan na greine ag oradh nan reidhlean agus nan slios. Bha gach stiic is mullach air an leth-fhalach le sgaile de cheo tana anns an robh an gorm, an donn agus am buidhe air am measgadh gu maiseach. Aig iochdar a’ mhonaidh bha a’ choille mhor dharaicha’ sineadh a mach gu fad a mar bhrat-urlair uaine beartach. Cha d’rinn ceolraidh nam preas an cadal- maidne. Bha an lon-dubh, an smeorach agus am bru- dheargan le mor dhedthas a’ taomadh a mach an ceileireadh boidheach mills. Bha uiseag no dha ag cur nam both dhiubh1 gu h-ard anns na speuran, agus bha iomadh eun eile ag gabhail pairt anns a’ chomhsheirm eibhinn. Bha an druchd a’ dearrsadh air gach sop is gagan mar shradagan drillseach2 daoimein. Rathad-mor cha robh ann no iomradh air a leithid, agus b’ann le socair agus faicill a dh’fheumadh luchd-diollaid triall feadh nam monaidhean. An trath fhuair iad a! cheud shealladh de an ceann-uidhe,' sheas iad a dh’aon togradh a ghabhail beachd air an duthaich eireachdail a bha mu’n timchioll.

(20) 1 .i. gu h-eibhiun air mire. a .i. dealraeb, boillsgeaeli.

3. Describe at some length in Gaelic the scenery and home life of your native district.

Or,

Give, in Gaelic, the substance (with occasional quotation) of any Gaelic song or piece of poetry you are fond of. (25)



(а) Nis togaidh na Gaidheil an ceann Is cha bhi iad am fang na’s mo ; Bidh aca ard fhoghlum nan Gall, Is tuigse neo-mhall ’na choir ; Theid innleachdan ’n oibribh air bonn Chuireas saoibhreas ’n ar fonn gu pailt, Bidh an diblidh cho laidir ri sonn, Is am bochd cha bhi lorn le airc.

(б) Tha a ghaineamh fein anns gach sruthan; Cha’n ’eil toil air nach tig traghadh ;

Is dona an cairdeas gun a chnmail, Is cha’n fhaighear duine gun fhailinn.

(c) Tha clann nan daoine cur suim an solais Air glbir is stdras theid bun os ceann,

Is mar sin cha’n fhiach leo bhith gabhail eolais Air ni ach goraiche is prois nach gann ;

Ri deanamh gleadhraich le or is seudan Cho faoin’s cho feineil o linn gu linn.

An uair bn choir dhoibh le ceol is teudan Bhith moladh Dhe tha cho glormhor grinn.

(2CT)

5. Translate into Gaelic

(1) This is the young man whose finger was broken.

(2) Would you like some oat-bread ? No, thank you ; I prefer wheaten bread.

(3) My burden is heavy, but yours, is heavier than mine.

(4) We saw in Edinburgh a house nearly 100 feet high.

(5) Where is the man who was cutting this tree ?

(6) If a man will not work, neither shall he eat.

(7) I wish that hen of mine would lay two eggs a day instead of one.

(8) There is a small plant that grows on the very top of a high rock. (151


GAELIC

Lower Grade


This paper must not he seen by any Gandidate,

The passage should he read out by the Teacher at 10 a.m. in the presence of the Supervising Officer. It should be read out twice, not too quickly, nor too slowly.

No notes may he made by the Candidates ivhile it is being read.

Immediately after it has been read out the Candidates should proceed to reproduce the substance of it in Gaelic.

Before it is actually read, the Supervising Officer must write upon the blackboard the following words: “ Conachar, Emania. Emania = Eamhain ; plain of Emania = Faiche na h-Eamhna.” He should also explain that. Candidates are not to aim at reproducing the passage in all its details, and in the same words or order of tvords as the original. What is desired is that they should attempt to relate the story in Gaelic, in their own diction and idiom.

“ Three years afterwards another misfortune befell Conachar. A flock of birds appeared about the palace and settled down to feed on the plain of Emania. They were of a strange kind and of extraordinary beauty, and it was thought they had come from the land of youth or from some island unknown to ships. Men went out to see them and to wonder at them, for they were not shy. But they ate up everything on the plain: not a blade of grass escaped them. This angered Conachar; and he and many of his chieftains yoked their chariots and went out to hunt the birds. The faster the horses ran, the faster flew the birds in low flight, seeming not to be afraid or to be flying from their pursuers. The birds were calling to one another in sweet voices. They kept just ahead as if the furious panting of the horses blew them along. If the chariots stopped they stopped also.


“At sunset only three birds were visible, flying without haste before the tired horses. Soon, even these were hid in the snow that began to fall in the darkness. The sound of the snow drowned the voices of the birds, and the men •could pursue no longer. They took shelter in a hut .standing all alone in the snow.

“ As they were sitting in the hut one of the chiefs heard a noise in the distance, and he went out and walked on towards the sound. He had not gone far when he saw a great handsome house, which he entered with caution. The lord of the house was a young warrior; his wife was a woman like a queen and was attended by fifty maidens. They saluted the chief kindly and made him very welcome.”

GAELIC


Tuesday, 26th March—10.15 a.m. to 12.15 p.m.

The whole of this Paper should be answered.


N.B. -Write legibly and neatly. Marks will

be deducted for bad writing and spelling.


Oilean nan Gdidheal.

A thuilleadh air na nithean sin, tha cothrom eile aig a’ Ghaidheal a thaobh an ur-labhraidh a thainig a nuas chuige mar dhileab o na linntean a dh’fhalbh. Cha tugadh beachd flor-chothromach riamh air a’ mhodh bhlasda anns am b’abhaist do na seanchaidhean a bhith ag aithris nan sgeul is a’ seinn nan dan. Le bhith an comhnuidh a’ sireadh maise cainnte, rainig iad air alt ciatach snasmhor, airchor is gun d’eisdan sluagh le tlachd is toil-inntinn ri am briathran. Bha sin uile aithnichte ann an riaghladh an gutha agus an eugais. Agus cha’n ’eil teagamh nach e so as aobhar air a’ mhodh ehuirteil, agus air a’ ghiiilan eireachdail a chuireas iongnadh air


coigreacli an uair a labhras e aims a’ Ghaidliealtacbd ri Inchd-aiteacbaidh na dutbcha sin, ged a bhiodh iad aig a’ cheart am iosal gu leoir ann an crannchur, agus aineolaeh gn tur air cainnt a’ Ghoill. An uair a bheirear fa-near gur ann gie ainneamh a gbeibhear an gnathachadb suairc so am measg an t-sluaigh cboitcliionn ann an tirean eile, faodar a bhi ag comh-dbunadh gu bbeil na beusan flatbail ud nadurrach do’n Ghaidheal. (26)


An Samhradh.

(1) Uainn gach mighean sgios is gruaim, Is na biomaid uair fo’n ainneartan ;

Crathamaid air chul gach bron Le fonn’s le ceol’s le canntaireacbd.

Is binne an tathaich sud mar cbeud Na gleadhraich eitigh chabbsairean,

Is mi am pillein ciibhraidb culghorm fraoich?

’Sna bruthaichean, saor o’n champaraid.

Biodh easlaint eitigeach gun chli An didean riomhach sheomraichean ;

Biodh eucailean gun speis, gun bhrigh, An aitribh righrean’s mhoruaislean;

Biodb slainte chunbhalach gach ial Am buthaibh fial gun strodhalachd

Aig Gaidheil ghasda an eididh ghearr. Fir speiseil chairdeil ro-gheanach.

Moladh na Pioba-moire. (2) Is ded-greine leis an luchd-ealaidh

Tha an Albainn gu leir ’san Lunnainn A’ phiob as maith gleus is gearradh,

Lai dir fallain eutrom ullamh. Is mor an t-eibhneas i ’ga leannan

Bhitb aige ’na sgeith ’ga cumail: Fonn-chedl reidh a ere na h-ainnir,

Beusan glana ’na treun chulaidh.

Is e cheud cheol a bha air an talamh A’ phiob-mhor as boidhche guileag :

Is i bha aig Fionn aig Goll ’s aig Garadh Ann an talla nan laoch fuileach.

Is mairg a chitheadh air sedl calla Caismeachd chaithriseach nan curaidh :

Mhosgladh i le seid d’a h-anail Gu fe'um ealamh an Fheinn uile. (38)


3. (a) In the lines “uainn gach mighean ”—“o’n champaraid,” write down the words that have vowel rhyme or assonance.

(b) How many stressed syllables do you observe in each line of the quatrain “ biodh easlaint ”— “mhoruaislean” ? Write down this quatrain, and underline the stressed syllables. (10)

4. (1) Translate into English, or into Scottish Gaelic of present-day literary form :—-

Ba lucht comh-aimsire d’a cheile Mo-chua is Colam Chille, agus ar mbeith i ndfthreibh an fhasaigh do Mo-chua ni raibhe de spreidh shaoghalta aige acht coileach is luchog is cuil.1 Is e feidhm do-niodhan coileach dho, iairmheirghe an mheadhoin oidhche2 do choimhead. An luchog, iomorro, ni leigeadh dho acht chuig uaire de chodladh do dheanamh, agus ar mbeith tuirseach dho do ghabhadh an luchog ag sliobadh a chluas, go ndusgadh amhiaidh sin e. An chuil, cheana, is e feidhm do-niodh, bheith ag siubhal ar gach line d’a leaghadh ’na shaltair, agus an tan do-niodh sgioth 6 bheith ag cantain a shalm, do chomhnuigheadh an chuil ar an line go tilleadh a ris do radh a shalm dho.

1 cuil ,i. cuileag. 2 iairmheirghe, etc., midnight prayers.

(2) Parse the verbs ba, leigeadh, do-niodh, giving in each case the first person singular present indicative. .

(3) Note, giving examples, one (or more) of the ways in which the above piece of Irish Gaelic differs from Scottish Gaelic.

(4) Give the equivalent in Irish Gaelic of: tha mi a’ moiadh ; thainig iad; seachd fichead bo ; cinn nam fear ; bha e aig a’ bhaile. (26)


GAELIC


Tuesday, 26tli March—2.30 p.m. to 4.30 p.m.


Section I.

All the questions in this Section should, if possible, be answered.

1. Write in Gaelic prose a sketch of the Highland exile as portrayed in the following verse from “ The Canadian Boat Song ” :

“ From the lone shieling of the misty island Mountains divide us and the waste of seas ; Yet still the blood is strong, the heart is Highland And we in dreams behold the Hebrides.” (40)

2. Turn into idiomatic Gaelic :—-

(a) All my old opinions were only stages on the way to the one I now hold.

(b) It is a chief principle in military affairs to go where you are least expected.

(c) What remains to be done, they will quickly do, and then wonder, like me, why that which was so necessary and so easy was so long delayed.

(d) That which is strange is delightful, and a pleasing error is not willingly detected.

(10)

3. Discuss shortly but precisely any grammatical points in the following :—

(a) Gu ma slan a chi mi mo chailin dileas donn.

(b) Fhad’s a dh’fhasas flur air machair Mairidh cliu na h-ainnir chaoimh.

(c) Bha iad a’ tiodhlacadh Eachann Dubh an diugh.

(d) Dh’fhalbh an ceud fear, ach cha do thill ach a’ cheud fhear dhiubh. (10)


Section II.

Om and only oue of each of the pairs of alternatives should be ansioered.

The answers may be either in English or in Gaelic.

Either,

4a. Matthew Arnold says : “ English poetry got much of its melancholy from a Celtic source.” From your own knowledge of Gaelic literature, .how far would you feel justified in saying that it contains a melancholy element ?

(15) Or,

4b. Explain fully what is meant by (a) Oran Luaidh, (b) lorram. Name any one which you know, quote a verse or two from it, and, if you can, mention the author.

(15) Either,

5a. State shortly but precisely what historical circumstances are referred to in each of the folio-wing quotations:—

(a) Cha’n fhaighear ruadh bhoc nan allt Le cu seang ’ga chur gu srath ;

An eirig gach cuis a bh’ann Feadaireachd nan Gall’s gach glaic.

(b) Deich bliadhna fichead is corr Bha casag de’n chlo m’ar druim :

Fhuair sinn ad agus cleoc, Is cha bhuineadh an seorsa ud dhuinn.

(c) Soraidh bhuan do’n t-Suaithneas Bhan, Gu la-luain cha ghluais o’n bhas ;

Ghlac an uaigh an Suaithneas Ban, Is leacan fuaraidh tuaim a thamh.

(d) Alasdair Mhic Cholla ghasda, Lamb dheas a sgoltadh na caisteil,

Chuir thu an ruaig air Ghallaibh glasa, Is ma dh’dl iad cal gu’n chuir thu asda a

o, (15)

5b. Answer two of the following :—

What do you know of—

(a) The Norse invasions of the Highland sea-board, and the effect on the language of these localities.


(b) The Statutes of Icolmkill.

(c) The influence of the ’45 on Gaelic literature. (15)

GAELIC




To be read out by the Teacher at 2.0 p.m. in the

presence of the Supervising Officer.

To be written by the Candidates on the separate sheets provided, which must be collected before the Second Gaelic Paper is distributed.

DIRECTIONS FOR USE.

1. Read the passage aloud distinctly and deliberately, but not slowly, the object being to bring out the meaning of the whole as clearly as possible.

2. Dictate the passage slowly, repeating each group of ivords (as indicated by vertical lines) twice over, and pronouncing every word very distinctly.

3. After an interval of five minutes read the text over again in the same manner as on the first occasion, but do not on any account repeat separate ivords at the request of individual candidates.

DICTATION.

“Am measg nam Bard | abhaaimneilo shean | annan Gaidhealtachd Alba | b’e Oisian gu inor a b’airde cliu.

| Bha na duain arinn e | coimhlionta anns gach buaidh, | leis an urrainn teangaireachd | an t-anam a mhosgladh

1 gu li-ard smuaintean | agus gu mor ghniomharan. | Chlo-bhuaileadh | uime sin | na duain a rinn e | air


claraibh cridheaclian nan Gaidlieal. | Bha iad ’g an sior- aiseag | o athair gu mac | anns gacli ionad | anns an do labkradli Gaidhlig | re iomadh linn, j B’i ranntacM Oisian | toil-inntinn gach cnirme | agus gacli comhal- achd | anns na h-oidhcliean fada geamhraidli | mu cliagailt a’ gbealbliain sbuilbbire ; agus mu sholus an locbrain | daraich no ghiuthais.” |

ITALIAN

Tuesday, 26th March—10 a.m. to 1 p.m.

The whole of this Paper should be answered. Candidates will not be allowed to pass unless they reach the necessary standard both in composition and in translation.




Part I.

1. Write an Italian version of the passage read out. (20)

[The passage will be read out at 10 A.M., and Candidates should reserve the first page of their books for this answer.]


(a) L’aspettazione di quella guerra solenne, per cui doveva esser rivendicata la liberta e restituita la patria a un. popolo tanto illustre, tanto amato, che aveva tanto patito ; il sapere cheancheil popolo delle class! piii povere capiva, sentiva che quella era una guerra giusta, santa, ch’era necessita e dovere di farla, il vedere quei poveri giovani della campagna, rozzi, ignoranti di tutto, venire anch’essi a fare i soldati con tanto buon volere e con tanto buon cuore, e partecipare cosi presto, se non dell’entusiasmo, deH’allegrezza comune; I’udire che dappertutto seguiva


lo stesso, che dappertutto accorrevano ad iscriversi fra i Yolontarii centinaia e centinaia di giovani d’ogni con- dizione, e che i padri ele madri stesse li accompagiiavano, e il popolo li salutava e li benediceva ; che in quella meravigliosa unanimita di speranze e di voti, si com- ponevano le discordie politiche e non si udiva pin che un sol grido : tutto questo metteva negli animi nna serenita, nna letizia cosl plena e viva che pareva felicita. Ogni mala passione ci fuggiva dal cuore ; si perdonavano antiche offese, si sopiyano antichi rancori, si cercavano o si ritro- vavano per ufficio d’amici comuni, i nemici, e si metteva una pietra snl passato. Che giovialita ; che affettuosa armonia tra gli amici ! Come tutti i nostri pensieri eran pin alti, piu puri, e tutti i nostri affetti piit forti. La primavera non rideva soltanto nei fiori, non si sentiva soltanto neH’aria e nel sangue; rideva nelle anime, si sentiva nei cuori. (18)

(6) Tu parti, o rondinella, e poi ritorni Pur d’anno in anno, e fai la state il nido E piu tepido verno in altro lido Cerchi sul Nilo, e’n Menfi. altri soggiorni:

Ma per algenti o per estivi giorni lo sempre nel mio petto amore annido, Quasi egli a sdegno prenda in Pafo e’in Gnido Gli altari e i templi di sua Madre adorni.

E qui si cova e quasi augel s’impenna, E, sotto molle scorza uscendo fuori, Produce i vaghi e pargoletti Amori.

E non gli pud contar lingua ne penna, Tanta e la turba ; e tutti un cor sostiene, ISTido infelice d’amorose pene. (12)

3. Translate into Italian :—

My father was one of the most punctual men and bankers ; but, to my surprise, at half-past twelve, the appointed hour, he had not appeared. I felt all the impatience of a convalescent who has nothing particular to do, and, unable to sit still and reserve my strength, I tvalked up and down the room, looking out on the waters of the river, just where it leaves the dark-blue lake; but thinking all the while of the possible causes that could detain my father. Suddenly I was conscious that my father was in the room, but not alone : there were two persons with him. Strange ! I had heard no noise, I had


not seen the door open ; but I saw my father, at his right hand our neighbour Mrs. Drummond, whom I remembered very well, though I. had not seen her for five years. She was a woman about fifty years of age, in silk; but the lady on the left of my father was not more than twenty, a tall, slim figure, with fair hair, arranged in folds that looked almost too massive for the slight figure and the thin face they crowned. (25)

Part II.

4. Explain the meaning and the use of: questo, codesto, quello, quei, quegli. (5)

5. Write (with translation) five short Italian sentences, one to illustrate the use of each of the following : -mi, -ti, -ei, -vi, -ne. (5)

6. Write out in full the present and the future indicative of: andare, stare, cercare, rompere, servire, ftorire. (6)

7. Translate into Italian :—

We were playing at your uncle’s house the whole day.

He cannot finish the work until the day after to-morrow.

The paper is good enough, but the pens are as bad as the ink.

Be good enough to wait a little while. She is looking for rooms, but has not found

any yet. In this town there are more than a thousand

houses, and. about seven thousand five hundred inhabitants. (9)

ITALIAN


This Paper must not he seen by any Candidate.

The passage should he read out by the Teacher at 10 a.m. in the presence of the Supervising Officer. It should he read out twice, not too quickly, nor too slowly.


No notes may be made by the Candidates ivhile it is being read.

Immediately after it has been read out the Candidates should ■proceed to reproduce the substance of it in Italian.

Passage to be read out:

The philosopher Aesop was one day walking on the high road when he was met by a traveller, who asked him how long it would take him to get to the next town. “ Walk on,” replied the philosopher seriously. “ But,” remon- strated the other, “ I should like to know about what time I shall reach the town.” And Aesop again said “Walk on, I tell you.” “ This man must be mad,” thought the traveller, resuming his journey. The philosopher watched him walking for some time and then he shouted after him: “ Going on at that rate, you should arrive at the next town in an hour.” “ And why,” said the traveller, turning round, “ did you not tell me that before ? ” “ Because,” replied the philosopher, “ I could not give you my opinion before seeing you walk.”

SPANISH

Tuesday, 26th March—2 to 5 p.m.

The whole of this Paper should be answered. Candidates will not be alloived to pass unless they i each the necessary standard both in composition and in translation.




Part I.

1. Write a Spanish version of the passage read out. (15)

[The passage toill be read out at 2.45 p.m., and Candidates should reserve the first page of their books for this answeri]



(a) En 1534 zarpo de Sanliicar una expedicion a las ordenes delgaditano don Pedro de Mendoza, personaje que habia militado en las guerras de Italia con bastante lucimiento. La expedicion, costeada por Mendoza qne era rico, se componia de 2,300 voluntarios espanoles y un centenar apenas de alemanes; pero debeinos anadir que una parte de los gastos los hicieron en Tenerife Alonso Lopez y otros caballeros de la isla, que levantaron tres companfas de soldados, fletaron tres embarcaciones y se proveyeron de annas, municiones y caballos. Hablando de estos islenos dice el historiador canario Viera y Clavijo : “ Sabido es que estos canarios fundaron en La Plata las primeras poblaciones, construyeron buenas fortalezas e hicieron cara a los peligros y trabajos mas borrorosos de la intemperie, del bambre y de los barbaros. Llegaron a comerse los caballos, y por ultimo los indios se los comieron a ellos.”

Carlos Quinto babia conferido a Mendoza el titulo de Adelantado de los paises que poblara. El desembarco de la expedicion se hizo en la diestra orilla del gran rio de la Plata, donde se fundo la ciudad de Santa Maria de Buenos Aires que ha llegado a ser la mas importante y populosa de la America del Sur. (12)

(b) ESCENA VI.

Dichos, Carmen, Luisa y Ramon.

ISABEL.

Carmen con su marido y Luisita. £ Como va ? i Luisita ! j Querida !

CARMEN.

d No llegamos tarde ? Ramon viene rinendo.

RAMON.

i Calle usted ! La toilette de las senoras es inaguan- table. j Tres boras para vestirse! Y siempre iguab Luego quieren que las abone al teatro. d Para que ? Cuando tengo interes en ver una comedia o en oir una opera tengo que dejarlas en casa ; con ellas, ya se sabe, llegaria al segundo acto lo mas pronto.

MARIA ANTONIA.

i Que mona estas, Luisita ! u 5615 E


LUISA.

Ya eyes a papa. Como lie estado tres boras com- poniendonie ... i Que exageracion !

RAMON.

(, Y Gonzalo ?

ISABEL.

Saldra en seguida .... £ Que noticias de Enrique ?

RAMON.

Ninguna. No bemos tenido carta. No se en que

piensa ese mucbacbo.

CARMEN.

(Bajo a Isabel.) Yo si. Ya le dire a usted, Isabel. Estoy muy disgustada. No quiero que sepa nada Ramon, ya le conoce usted.

LAURA.

I Ha estado usted en. la Bolsa esta tarde ?

RAMON.

'Si, no bay nada ; esta tranquila.

LAURA.

Tengo 'que consultar a ustedes. Traigo un proyecto en la cabeza, no se si sera un disparate.

RAMON.

No; usted siempre sabe lo que se bace, querida Laura ; puede usted andar sola por el mundo.

LAURA.

Bien solita ando ... gracias a los consejos y a la buena amistad de ustedes.

CARMEN.

Me admira esa resolucion que tiene usted para los negocios. A mi me asusta solo pensar en ellos. Si por desgracia me quedara sola, me seria imposible decidirme como usted a especular en la Bolsa.

LAURA.

j Pobre de mi si bubiera pensado lo mismo! Mi padre me dejo un capital muy modesto, que ya bubiera


desaparecido si yo me hubiera acobardado ante los negocios. Pop fortuna confie a Gonzalo mi capital, y en sus manos se ba duplicado en poco tiempo. (15)

3. Translate into Spanish :—

A pleasant railway journey of four hours brought us from Cordoba to Seville. Long before reaching the latter town the famous Giralda tower appeared above the green fields and, as the railway runs close to the town, between it and the river, all the principal buildings are seen before one arrives at the station. There was the usual delay at the custom-house which worries travellers at the entrance of almost all the large Spanish towns, and it was nearly dark when we reached the Fonda de Europa—a thoroughly national hotel, with a court of orange-trees and a fountain in the centre of it.

From the quiet of Cordoba it is a great change to the noise and bustle of the central part of Seville, with its beautiful shops and crowded streets, in which one would think that the whole population amused themselves all day long. (20)

Part II.

4. State briefly the rules for the accentuation of Spanish words. Give the meaning of the following words when they are unaccented and also when accented:—si, si; ve, ve; mas, mas; este, este; de, de; cartes, cartes; continuo, continuo; llegara, Regard. (8)

5. Form short sentences showing the use of the prepositions par and para. (6)

6. Explain the use of the past tenses in Spanish, viz., the imperfect, the aorist (past definite), and the perfect (past indefinite), giving examples. (6)

7. Re-write the following sentences, putting the principal verb in the aorist (past definite) tense and paying attention to the tenses of the dependent verbs :—

Nos pide el profesor que no vacilemos en hacer preguntas sob re lo que no comprendamos.

Les digo a ellas que tengan animo porque estoy seguro de que todo saldra como desean.

El jefe quiere que yo empiece en seguida el trahajo.

Hago lo mejor que puedo en este asunto. (6 )


8. Translate into Spanish :—

‘ Take off your hat and sit down here.

The older the wine the better it is.

When we have bought all the things which we need we shall not have much money left.

I cannot help liking him, for he has been so good to me.

Did you post the letter in good time ?

On receiving the account I sent him the sum of two thousand five hundred and fifty pesetas. (12)

SPANISH

Tuesday, 26th March—2.45 p.m.

This Paper must not be seen by any Candidate.

The passage should be read out by the Teacher at 2.45 p.m. in the presence of the Supervising Officer. It should be read out twice, not too quickly, nor too slowly.

No notes may be made by the Candidates while it is being read.

Immediately after it has been read out the Candidates shoidd proceed to reproduce the substance of it in Spanish.

Passage to be read out:—

The Power of Music.

A famous musician called Palma, who had many debts, was continually being pursued by the people to whom he owed money. One day one of them managed to get into Palma’s house, and, angrily demanding his money, refused to go away until he received it. Not knowing what to do, Palma took his violin and began to play. Hearing the beautiful music the man gradually became quiet and at last, forgetting all about his money, he cried “ Bravo ! ” and asked Palma to play more. Palma did so for a time and then, taking advantage of his oppor- tunity, he stopped and said : “ My dear Sir, I have not


got any money in the house. Could you lend me five pounds ? ” The man took out his purse and handed the sum to Palma, saying : “ Take the rnonej7', but the next time I come to your house please don’t play your violin to me.”

MATHEMATICS

Lower Grade—(First Paper)

Wednesday, 20th March—10 a.m. to 12 noon

Before attempting to answer any question, candidates should read the whole of it very carefully, since time is often lost through misapprehension as to what is really required.

All the figures should be carefully drawn, and, where geometrical constructions are employed, the construction lines should be shown. Proofs of geometrical constructions need not be given unless specially asked.

All the steps of the proofs must be given. Preference ivill be given to proofs which depend on first principles, and in all cases it should be clearly shoivn on ivhat assumptions the demonstrations are based.

The value attached to each question is shown in brackets after the question. In addition 10 marks are allowed for neatness and good style.

Section I


1. It is desired to know the distances of two objects P and Q from a point 0 and also their distance from each

■other. Seen from 0 the object Q lies 37° to the North of East and P lies 54° to the North of East. The observer walks 300 yards northwards from 0 and then he sees P and Q in the same line exactly East of his new position. Find the distances OP, OQ and PQ by means of an accurately drawn figure. (18)

70 LEAVING OERTIFICATE EXAMINATION.

2. Two parallelograms stand on the same base and between the same parallels; prove geometrically that the- parallelograms have the same area.

ABGD is a parallelogram whose adjacent sides AB,. BG are bisected in E, F respectively ; prove that the area of the triangle EBF is one-eighth of the area of the parallelogram. (18)

3. Prove that equal chords of a circle are at the same distance from the centre of the circle.

AB is a chord of a given circle and 0 is a point, on AB produced; state and prove a construction for- drawing through G a line GDE, meeting the circle in I) and E, so that the chord DE shall be equal to the chord AB.

(18)

Section II

One and only one question out of each of the pair& of alternatives should be answered.

Either

4a. Describe a semicircle on a straight line AB and take a point G on the circumference so that the angle BAG shall be 30°. Draw the tangent at G and let it meet AB produced in E; join G to the centre 0 and prove- that the triangles AGB and EGO are equal in all respects.

(18)

Or

Ab. State what the locus of a point P is in each of the- following cases :—

(i) When a given finite straight line subtends a given angle at P ;

(ii) when P is equidistant from two given intersecting straight lines ;

(hi) when P is equidistant from two given parallel straight lines.

Give the proof in case (ii). (18)

Either

5a. ABC is a triangle in which AB is the base and AG is greater than BG. AG is produced through C to Z> so that GD is equal to GB; BE is drawn at right angles


to DB and meets AO in E. Prove that CE is equal to CB and that the angle QBE is half the sum of the angles CAB and OB A. (18)

Or

5b. Draw two unequal circles touching each other externally at P. Join; their centres A and B, and through P draw two chords PC, PD of the circle whose centre is A, making equal angles with the line of centres APB. Prove that these chords are equal.

Produce the chords to cut. the other circle in E and F and prove that the chords CD and EF are parallel.

(18)

MATHEMATICS

Lower Grade—(Second Paper)

Thursday, 21st March—10 a.h. to 12 noon

Before attempting to answer any question, candidates- j should read the whole of it very carefully, since time

is often lost through misapprehension as to what is really required.

Square-ruled paper is provided for the graphical work.


Section I


_ 1. Show that 8x2 — 2x — 1 and 2x2 + 5x — 3 are each divisible by 2x — 1.

Hence, or otherwise, prove that

(2x2 + 5x - 3) (4x2 - llx - 3) •= (8x2 - 2x - 1) (x2 - 9) . (14)

It LEAVING CERTIFICATE EXAMINATION.

2. Solve the equations

(i) 7x — 8y = 33,

\ 12 , 2x . (>') ^

3x + 4i/ = 3 ;

= 3. (12)

3. Factorise completely the following expressions :—

(i) 27a2 - 75b2 ;

(ii) (x2 — 2y2)2 — x2y2.

Simplify

7 1 • xL + x — 12 x2 — 5x + 6 ’ (16)

4. Talcing half an inch to represent unity for the x-scale and one-tenth of an inch to represent unity for the y-scale, draw the graph of y ~ x2, calculating the values of y for x equal to 0, 1, 2, 3, . . . up to 10.

On the same diagram and with -the same scales, draw the straight line which is the graph of y = 8(x — 1).

Read off the diagram, to one decimal place, the roots of the equation

x2 = 8(x — 1). (16)

Section II

One and only one question out of each of the pairs of alternatives should be answered.

Either.

5a. Four years ago a father was three times as old as his son, and eight years hence the father will be twice as old as the son. Find the present age of each. (16)

Or,

5b. 5 lbs. of tea and 42 lbs. of sugar cost the same as 8 lbs. of tea and 24 lbs. of sugar, while 8 lbs. of tea and 10 lbs. of sugar cost £1 13s. 10d. Find the prices of tea and of sugar per lb. (16)

Either,

6a. The discount on a debt of £P paid n years before it is due, when simple interest at r per cent, is allowed, is given by the formula

o Pnr 100 + nr


Find what rate per cent, is allowed when a discount of £30 6s. 8d. is given on a debt of £247 paid 3-| years before it is due. (16)

Or,

65. Prove that

(x + a) (x + b) (x + c) = x3 + (a + 6 + c)xa + (5c + ca + ab)x + a5c,

and use this formula to write down the expansions of

(x + 2) (x 4- 3) (x + 4); (x — 2)2 (x — 3) ; and (x — 4)s. (16)

MATHEMATICS

Lower Grade:—(Third Paper)

Thursday, 21st March—1 p.m. to 2.30 p.m.

Before attempting to answer any qiiestion, candidates should read the whole of it very carefully, since time is often lost through misapprehension as to what is really required.

All the working must be legible and shown in its proper position in the answer, and the different steps of the calculation should be shortly indicated in words.


1. One inch = 2‘54 centimetres. Find, correct to the second decimal place,

(a) the number of square centimetres in a square inch;

(5) the number of cubic centimetres in a cubic inch,

(8j

2. Make the following calculations with as little working as you can :—

(a) 72050 articles at 7s 6d per thousand.

(5) 729 tons 15 cwt. 2 qrs. at £7 15s per ton. (11)


3. A piece of silk, 725 metres long, was bought in France for 3190 francs. Taking a metre as equal to 1'1 yards and a franc as equal to £' 04, find the cost of the silk per yard in British money, to the nearest penny.

(11)

4. I have £500 to invest. With half of this sum I buy National War Bonds yielding 5 per cent, per annum, subject to deduction of income tax, and with the other half I buy National War Bonds yielding 4 per cent., free of income tax. Find my net yearly income (that is, after deduction of income tax) when the tax is at 3s 9d per £1.

(11)

5. The total area of the six faces of a cube is 30 square feet 54 square inches. Find the weight in ounces of the cube if a cubic foot of it weighs 2000 oz. (13)

MATHEMATICS


Wednesday, 20th March—10 a.m. to 12 noon


All the figures shoidd be carefully drawn. All the steps of the proofs must be given. Preference will be given to proofs which depend on first principles, and in all cases it should be clearly shown on what assumptions the demonstrations are based.


Section 1

All the questions in this section should, if possible, be answered.

1. Prove geometrically that parallelograms on the same base and between the same parallels are equal in area.

EXAMINATION; PAPERS. 75

Draw OAB and OB, perpendicular lines such that OA = 0'5 in., AB = 2 in., OB = 1'5 in. On BB, on the side remote from 0, describe a triangle BBC in which DO = 3 in. and BO = 1 in. Construct a triangle with its vertex at B and its base along OAB and with its area equal to that of the quadrilateral ABCB. Measure the base of the triangle and calculate the area of the quadrilateral to two places of decimals. (18)

2. Draw a triangle ABC in which AB is greater than AG, bisect the base BO in M and draw AN perpendicular to BG. Express MB2 in terms of AM, BM, MN and AC2 in terms of AM, CM, MN, writing out carefully the enuncia- tions of the theorems you apply ; then prove that

AB2 - AC2 - 2BC-MN.

If A'OA and B'OB are perpendicular diameters of a circle and P is any point on the circumference, prove that the difference of the squares on PA and PA' is four times the area of the triangle PBB'. (18)

3. Prove that the angle AOB which an arc AB of a circle subtends at the centre 0 is twice that which it subtends at any point on the remainder of the circumference.

A triangle ABC, in which AB is greater than AC, is inscribed in a circle whose centre is 0 and a circle is circumscribed about the triangle BOC. If AC produced cuts the second circle in B, prove that the angle BBA is the supplement of twice the angle BAG and that BB is equal to DA. (18)

Section II.

One and only one question out of each of the pairs of alternatives should fee answered.

Either

4a. The internal bisector of the angle A. of a triangle ABC meets the base at D ; prove that BB is to BC as AB is to AC.

A is the centre of a given circle, B a given point outside the circle and P any point on the circumference;


if tlie bisector of tbe angle BAP meets BP at Q, show that as P moves round the circumference of the given circle Q describes the circumference of another circle which has its centre on AB. (18)

Or

46. ABODE and PQRST are similar polygons of which AB and PQ are corresponding sides ; prove that they can be divided into similar triangles and that the areas of the polygons are in the ratio of the squares on AB and PQ.

In a county map the distance between two towers is 3 inches, the actual distance between the towers being 5 miles ; how many square miles of country are represented by 18 square inches on the map ? (18)

Either

5a. Show, with proof, how to construct a plane through a given point parallel to each of two given non-intersecting lines.

Through any point P on the edge AC of a tetrahedron A BOD a plane is drawn parallel to the edges AB and GD. Prove that the four points where it meets the edges are the vertices of a parallelogram. (18)

Or

5b. Show, with proof, how to draw a line perpendicular to a given plane from a given point not in the plane.

If P is a fixed point and AB a fixed line, find the locus of the foot of the perpendicular from P to a variable plane which passes through AB. (18)

MATHEMATICS


Thursday, 21st March—10 a.h. to 12 noon



Square-ruled paper and four-place logarithmic tables are provided.


Section I


1. Show that x - 3 and x + 1 are factors of

x4 — 5x2 — lOx — 6,

and find by division the remaining factor.

If the equation

3x2 + 7x — 8 — a(x — 1) (x — 2) + b(x — 1) + c

is true for every value of x, find the values of a, b and c. (14)

2. A cubic foot of lead weighs 710 lbs., and a ton of lead costs £31. Taking tt - 3j, calculate to the nearest shilling the cost of the lead required to cover a hemi- spherical dome, 30 feet radius, with sheet lead inch thick.

[N.B.—The area of the curved surface of a hemisphere is twice the area of its base.] (14)

3. Solve the equations

(i) (a2 - b2) (x2 + 1) = 2(a2 + 62)x.

(ii) x2 — 3xy + 2y2 — 6, x2-xy + y2 = 21. (15)

4. Make a table of values of (x -f 1) (5 — x) for x equal to — 1, — 0, 1, l£, . . . up to 5, and use the values to draw the graph of (x + 1) (5 — x) for the given range of x, taking one inch for unit on each axis.

On the same diagram and with the same scales, draw the straight line which is the graph of ^(x + 9).

From your diagram find to 2 places of decimals the roots of the equation

3(x + 1) (5 ~'x) = x + 9. (15)


Section II

One and only one question out of each of the 'pairs of alternatives should be answered.

Either

5a. Prove that a’n X an = am +" when m and n are positive integers.

Assuming that the above rule of multiplication holds for every value of m and n, find what meaning must he given to a”7.

Multiply xf — 10x2 by xi + 2x~ i, arranging your result in descending powers of x ; then verify your working by finding the values of the given expressions and their product when x = 64. (16)

Or

5b. Define the logarithm of a number and from your definition prove that

log = log x + log y — log z.

Verify, by finding their values by means of logarithms,

1 83 . , ■ , !l that is a close approximation to y71

close approximation to a/( 14o) ’

/147 140

^ 62

and-02 a

(18)

Either

ба. Find, without using the formula, the roots a and /3 of the equation

x2 — ux v = 0

and prove that a + /3 = u and <x/3 = v.

Express (a — ft)2 and (a2 — 6a/3 + /S2) in terms of u

and v, and show that

(a2 - Qap + pj + 16a^8(a - p)1 = u*. (10)

Or

бб. Find the sum of n terms of an arithmetical progression whose first term is a and common difference d.

>- • .Find (i) the sum of all the odd numbers between 50 and 160, and (ii) the sum of all the multiples of 3 between 50 and 160. (16)


MATHEMATICS

Higher G-rade—(Third Paper)

Thursday, 21st March—1 p.m. to 3 p.m.


Square^ruled paper and four-place logarithmic tables are provided.


Section I


1. In the triangle ABC, AD, the perpendicular from A to BC, meets BC in D. If AD = 10 cms., /_DAC ~ 26° 30' and L DAB = 38° 10', find the lengths of the sides of the triangle to two places of decimals. (IB)

2. AYrite down the expressions for cos (A + B) and cos (A — B) in terms of A and B and prove that

2 cos A cos B — cos (A —- B) + cos (A + B),

2 sin A sin B = cos (A — B) — cos (A + B).

What do these become when A — B?

Prove the identities :—

(i) cos (A + B) cos (A — B) = cos!A — sin2B,

(ii) 2 (sin 39 — 2 sind) (cos 39 2 cos9) = sin 69. (13)

3. Draw the graph o£ y — 2 cos (x — 60°), taking values of x at intervals of 10° from 0° to 90° and choosing 1 inch on the x-axis to represent 10° and 2 inches on the y-axis as unit.

Determine from your graph (i) the value of x between 0 and 90° for which cos x + V3 sin x — 1'5, and (ii) the

greatest value of cos x + */3 sin x when x is an acute angle. (18)


Section II

One and only one question out of each of the pairs of alternatives should he answered.

Either

4a. Using the formula

tan A (s — 6) (s — c)

s(s — a)

B

}•

C and the similar formulae for tan 5- and tan g > calculate the

logarithms of

tan tan 9, and tan 0 UJ LJ *-/

for the triangle in which a = 24'6, 6 = 32'5, c = 27'I), and find A, B, 0. - Check your result by adding the angles. (18)

Or 46. Prove that A, the area of the triangle ABO, is

given by A —- -|-6c sin A.

If 0 is the centre and R is the radius of the circle circumscribed about the triangle ABC, prove that the area of the triangle OBG is |-i23 sin 2A, and then show that if the sum of the areas OCA, OAB is equal to the area OBC either B or C must be a right angle. (18)

Either

ha. Find, using your Tables where necessary, all the values of x between 0° and 180° inclusive which satisfy each of the equations :—•

(i) cos2x + 3 sin x = 2,

(ii) sin 4x = 3 sin2 2cc. (18)

Or 56. Establish the relations

e 2 tan 1

sin 6 — 1 -f tan o 9 ’

cos 6 =

tan21

1 + tan2 ~ lj

6 If 9 cos 0 + 7 sin 0 = 3, find the values of tan and LJ

hence, using your Tables, obtain all the values of 0 between 0° and 360° which satisfy the given equation. (18)


ANALYTICAL GEOMETRY

Additional Mathematical Subject

(Higher Grade)

Wednesday, 20th March—4 p.m. to 5.30 p.m.


The co-ordinate axes may he assumed to he rectangular.

In all cases where numerical coefficients are given accurate figures should he drawn.


1. Find an expression for the area of a triangle in terms of the co-ordinates of its vertices.

Show that the three straight lines whose equations are

x — 2y + 4 — 0 , 2x — y — 4 = 0, and

x + i/ + 1 = 0

form a triangle, and calculate the area of the triangle. (18)

2. Establish an expression for the distance between the points (xi, yf) and (x2, yf).

A point P moves so that its distance from the point (— 3, 0) is twice its distance from the point (3, 0); find the equation of the locus of P, and draw the curve. (18)

3. From the point A(2, 2) two straight lines AB and AG are drawn to cut the line x = 2y at B and G ; if L ABC = L BCA — 45°, find the equations of AB and AG.

The line y — mx meets the line x = 2 at the point A and the line x = 4 at the point B ; from A, a line is drawn parallel to y — 2x and from B a line parallel to y = 3x.

u 5615 p


If the liu.es so drawn through A and B cut at G, calculate the co-ordinates of 0, and then find the locus of C for all values of m. (18)

4. The points (4, O'), (- 2. 0), and (1, 1) are the vertices of a triangle; find the equation of the circum- scribing circle of the triangle and state its centre and the length of its radius.

A is the point (3, 3) and B is any point on the circle whose centre is A, and which passes through the origin 0. If G is the point of intersection of the medians of the triangle OAB, show that the locus of G is the circle

+ y2 — 4x — 4y + 6 = 0 . (18)

5. Find the equation of the tangent at any point on the circle

a;2 + y2 + + 2by -|-c = 0. Find the equations of the tangents to the circle

^ ~ 4x — Sy = 0

at the points where it is cut by the straight line

x + y = 12 .

Give also the co-ordinates of the point in which the tangents intersect. (18)

GEOMETRICAL CONICS


(Higher Grade)

Tuesday, 26th March—2.30 p.m. to 4 p.m.


All ordinary symbols and contractions are allowed.

All the steps of the proofs must be given. Preference will be given to proofs which depend on first principles, and in all cases it should be' clearly shown on what assumptions the demonstrations are based.



1. The tangent and normal at a point P on a parabola whose vertex is A meet the axis at T and G respectively and PN is the ordinate at P ; prove that TN is twice AN, and that NG is constant.

If M is the middle point of PG and N' is the projection of M on the axis, show (i) that SN' = AN, and (ii) that as P describes the parabola, M describes another parabola whose vertex is S, the focus of the given parabola. (18)

2. Prove that the locus of the middle points of a series of parallel chords of a parabola is a straight line, and that the tangent at the point where the line cuts the parabola is parallel to the chords.

The tangents at the points P and § on a parabola whose focus is S meet at T, and the line through T parallel to the axis cuts the curve at R ; prove that

SP + SQ = 2SR + 2TR. (18)

3. From the foci S,S' of an ellipse, perpendiculars SY, S'Y' are drawn to the tangent at any point P ; prove that the rectangle SY■ S'Y' is equal to the square on half the minor axis.

ASS' is produced both ways to meet the corresponding directrices at X and X', show that the angles SXY and S'X'Y' are equal. (18)

4. The tangents at the ends of a chord QQ' of an ellipse whose centre is G meet at T and GT cuts QQ' at V and the ellipse at P ; prove that the rectangle OV • GT is equal to the square on GP.

GP and GQ are any two semi-diameters of an ellipse; PV and QU are drawn parallel to the tangents at Q and P respectively to meet GQ and GP at V and U ; show that the triangles GVP and GCQ have the same area. (18)

5. From a point P on a hyperbola whose centre is G a line is drawn parallel to one asymptote to meet the pther asymptote at M ; -prove that the rectangle OM-MP is constant.

u 5615 G


When one asymptote of a hyperbola, two points on the curve and the tangent at one of the points are given, show how to construct (i) the other asymptote and (ii) any number of points on the curve. (18)

ELEMENTS OF DYNAMICS


(Higher Grade)

Monday, 25th March—4 p.m. to 5.30 p.m.



1. What do you understand by the term mass ? What is the relation between the mass of a body and its weight at different places on the earth’s surface, or on another planet ?

A weight rests on a platform. How is its pressure on the platform affected if the platform rises

(1) with acceleration /,

(2) with constant velocity v ? (15)

2. Explain the mechanical principle of the leverv

illustrating your explanation by reference to the cases of an oar, a pair of tongs, a wheelbarrow, and pincers.

A false balance enables a dealer to cheat his cus- tomers by J oz. on every lb. If the balance, without the dealer’s knowledge, is turned round so that the goods are placed in the scale-pan which formerly held the weights, find, to the nearest oz., what weight is given to a customer who asks for 20 lb. ? (15)

3. A particle, moving in a straight line with an initial velocity u, and with a constant acceleration / in the same direction, travels s feet in t seconds. Prove the formula

s — ut + zft2.


A passenger train and a goods train move in the same direction on parallel tracks at speeds of 60 and 40 feet per second respectively. When the engines are abreast, the steam is shut off on the passenger train and the brakes

' are applied, the consequent retardation being 1 foot per second per second. After what time and after what distance will the engines be abreast again, if the speed of the goods train does not change ? (15)

4. State the theorem known as the triangle of forces.

Two weights, each of 1 lb., hang freely from the ends of a light string which passes over two smooth nails in a wall. Draw careful diagrams to show the resultant pressure on each nail (i) when the nails are at the same level, (ii) when the part of the string between the nails is inclined at an angle of 45° to the horizontal. Determine hy measurement the magnitude of each resultant. (15)

5. A body of uniform density floats partly immersed in a uniform liquid ; find the conditions of equilibrium.

Find the least vertical pressure necessary to hold down under water a cubic foot of -wood of specific gravity 0'4.

[The weight of a cubic foot of water is 1000 oz.] (15)

6. State the law which connects the volume, pressure and temperature of a given mass of gas when these all vary.

A given mass of gas under atmospheric pressure fills a volume of 2 ‘ 5 litres when its temperature is 15° Centi- grade. What will the temperature be if the gas occupies a volume of 1'5 litres under a pressure of 1'5 atmo- spheres? (15),

HIGHER DYNAMICS


(Higher Grade)

Monday, 25th March—4 p.m. to 5.30 p.m.

before attempting to answer any question, candidates should read the whole of it very carefully, since time is often lost through misapprehension as to what is really required.



Section 1


1. ABODE is a regular pentagon: forces P, 2P, 2P act along AB, AG, AD respectively. Find (using the tables) the magnitude and direction of the resultant.

(18)

2. A particle is projected with a velocity of 160 feet per second in a direction inclined to the horizontal at an angle whose tangent is f ; plot its position at the end of each of the first six seconds, taking g = 32.

Prove that the trajectory is a parabola, whose directrix is 400 feet above the point of projection. (18)

3. A body is partly immersed and floating in water. Show that its equilibrium is stable for vertical displace- ments (in which the body is merely pushed down or raised out of the water) and is stable also for rotatory displace- ments (in which the body is turned through a small angle about a horizontal axis) provided the centre of gravity G of the body is below the centre of gravity II of the displaced liquid.

Give an account of the theory of the metacentre, which is required in order to discuss the stability when G is above H. (18)

Section II

One and only one question out of each of the pairs of alternatives should be answered.

Either

4a. A particle moves with constant velocity i; in a circle of radius r ; find its acceleration.

An engine weighing 9 tons travels round a curve of 605 feet radius at a speed of 25 miles an hour. What horizontal force towards the centre of the curve must the rails exert on the engine ? State carefully the units in which your answer is expressed. (18)


Or

46. In Newton’s second Law of Motion, “ Change of motion is proportional to the force applied, and takes place in the direction in which the force acts,” explain the sense in which the word motion is used. Mention different types of force.

A uniform stream of fine particles falls on a table, the velocity on reaching the table being v feet per second. At t seconds after the commencement of the deposition, the pressure on the table is double the weight of the particles already deposited ; find t. (18)

Either

5a. Any number of parallel forces of fixed magnitudes act at fixed points ; prove that there is one point through which their resultant always acts, however their direction alters.

A uniform plane triangle is hung in a horizontal position by three vertical chains from the middle points of its edges. What must be its least weight if a man weighing 11 stones may vralk anywhere over it without tilting it ?

(18)

Or

56. Describe a method of determining experimentally the coefficient of friction between two given materials.

A rigid uniform bar, of weight 12 lbs., inclined at 30° to the horizontal, rests in limiting equilibrium with its lower end on a horizontal rough plane, being kept in position by a horizontal thread attached to its upper end. Find the tension of the thread and the coefficient of friction between the bar and the ground. (18)

BOOKKEEPING

Wednesday, 27th March—10 a.m. to 1 p.m.

[The value attached to each question is shown in brackets after the question. In addition, 25 marks are allowed for writing, ruling and style!\


I. On 30th April, 1917, the books of John Scott showed the following balances :—Cash at Bank, £678 10s.; cash in hand, £35 6s. 2d.; stock, £748 ; bills, receivable, £275 ; bills payable, £324; due to Craig .& Co., £168; due by G. Smith, £84; and by Macnab & Sons, £38. Transactions during May are as follows :—

1917.

May 1. Bought of Gray & White, goods Sold to G. Smith, goods - . -

2. Paid Craig & Co., by cheque, £168, less 2-|- per cent, discount.

3. Sold to Macleod & Co., goods - 4. G. Smith pays £14 in cash and £70

by cheque. Macnab & Sons pay in cash £38, less

2f per cent, discount. 5. Sold to Macleod & Co., goods - 7. Received Macleod & Co.’s acceptance

at 2 months’ date for - - - 8. Bought of Craig & Co., goods - 9. Cash sales - - - - -

Sent cash, to Bank - - - - 10. Paid Gray & White, by cheque, £376,

less 2% per cent, discount. 12. Bill receivable, due this day, paid to

Bank ------ 14. Sold to Macnab & Sons, goods 16. Macnab & Sons accepted draft at

2 months’ date - - - - 18. Bill payable, due this day, paid at

Bank ------ 22. Bought of W. Stewart, goods - 24. Sold to Macnab & Sons, goods - 31. Drew cash from Bank - - -

Paid wages in cash - - - - Paid trade expenses to date in cash -

£ s. d.

376 0 0 27 7 9

126 9 8

69 7 4

195 17 0 115 9 2

60 7 7 90 0 0

275 0 0 488 0 0

488 0 0

324 0 0 114 6 8 394 1 7

50 0 0 40 0 0 16 0 0

Allow £20 for rent and taxes for the month.

Stock in hand at 31st May valued at £470.

Make the necessary opening entries. Record the above transactions in Day Books, Cash Book, and Journal (Bill Books are not required). Post thence to Ledger. Frame Profit and Loss Account for the month and Balance Sheet at 31st May, 1917.


Rule off all accounts and bring down the balances where necessary. (105)

II. (1) Robert Smith’s acceptance for £280 due May 8th is not met at the Bank. You agree to accept .a composition of 15s. in the £1. Make the requisite Journal entries.

(2) In closing your books on 31st December, 1917, you resolve:—

(a) To write off as a bad debt the amount of £71 6s. 6d. due to you by John Jones and to meet this loss out of the year’s profits.

(b) To set aside out of the year’s profits £200 as a reserve against bad debts.

Make the necessary Journal entries dealing with the above. (20)

COMMERCIAL ARITHMETIC

First Paper

Wednesday, 27th March—2 p.m. to 2.30 p.m.

This paper will be taken up at the end of half-an-hour, when the other paper will be given out.

The sums are not to be copied out, and all the calculations required are to be performed mentally.

More importance will be attached to accuracy than to quickness.


Fill this in first

Name of School

Name of Pupil


1. Add the following :—

£ s. d. 99 12 SI-

764 7 3 49 18 li

1,176 14 6 59 12 9|

983 15 2 77 16 8|

2,912 13 1|-

(13)

2. Write down the values of the following:—

97643 x 13_

£77 15s 8d x 8

12i oj0 of £i;764 13s 4cZ

18-2 x •05 1 •125

244 articles at 2s 9d per dozen

786 + 2-931 + 79-01 + -213

(6)


3. Express :—

£‘02375 in pence

S^d as a decimal of £1

2*48 kilometres 4- 96 "4 metres in centimetres :

(6)

COMMERCIAL ARITHMETIC

Second Paper

Wednesday, 27th March—-2.30 p.m. to 4 p.m.


All the working must he shown in its proper position in the answer, and the different steps of the calculation should he shortly indicated in words.

Algebraical symbols may he used if properly explained.

The value attached to each question is shown in brackets after the question. In addition, 7 marks are allowed for neatness, arrangement and style.

1. Find the cost of 2,763 articles at £2 6s. each.

(7)

. 2. A bankrupt’s estate was estimated to pay a dividend of 15s. in the £1. Through an unexpected recovery of debt amounting to £76 12s. 8d., this was increased to 16s. 4d. in the £1. What was the amount of his liabilities ? (8)

3. Find, to the nearest penny, what must he paid in London for a hill of $31286‘50 on New York when the rate ruling is $4‘85. (8)


4. Explain shortly what is meant, by Interest and Discount. Find, to the nearest farthing, the present worth of £491 6s. 8d. due years hence at 4-|- per cent. (12)

5. If the rate of freight from Liverpool to Buenos Ayres were 95s. per ton weight or per 40 cubic feet measurement, at ship’s option, what would he the total freight on 6 cases each measuring V 6" X 4' 6" X S' 4" and each weighing 35 cwts., and on 2 cases each S' 6" X 3' G7' X 4 ft. and each weighing 25 cwts. ? (13)

6. If I sell £9,400 2f per cent. Irish Land Stock at 54 and buy with the proceeds 5 per cent. War Loan at 94, how is my income affected ? (10)

7. If a man buy sugar at £48 per cwt. and sell 1 ton 16 cwt. 2 qrs. 14 lbs. for £2,000, what percentage of profit or loss has he made on his outlay ? (10)

APPENDIX. 93

APPENDIX.

LIST OF UNIVERSITY AND PROFESSIONAL

AUTHORITIES BY WHOM EVIDENCE OF

HAVING PASSED AT THE LEAVING CERTIFI-

CATE EXAMINATION IS ACCEPTED IN LIEU

OF PRELIMINARY EXAMINATIONS HELD BY

THEM.

Tie Lords of Council and Session (for tire purposes of tire Law Agents Act);

Tire University of Oxford ;

The University of Cambridge ;

The Joint Board of the Scottish Universities, for the Preliminary Examination ;

The University of London ;

The- General Medical Council;

The Royal College of Surgeons of Edinburgh ;

The Pharmaceutical Society of Great Britain ;

The Society of Solicitors before the Supreme Courts ;

The Chartered Accountants of Scotland ;

The Institution of Civil Engineers ;

Girton College, Cambridge ;

Royal Holloway College, Englefield Green, Surrey ;

The Chartered Institute of Secretaries.


MEMORANDUM

AS TO

EXEMPTION OF CANDIDATES WHO HAVE PASSED AT THE LEAVING CERTIFICATE EXAMINA- TION, FROM EXAMINATIONS OF THE UNIVER- SITIES OF OXFORD AND CAMBRIDGE.

My Lords are informed that Passes at the Leaving Certificate Examination of the Scotch Education Depart- ment are accepted by THE UNIVERSITY OF OXFORD under the following conditions :—

(1) No evidence as to a Pass shall he accepted unless the Candidate has passed in Greek, Latin, and Elementary Mathematics, at one Examination.

Subject to the conditions hereinafter contained, a Candidate shall he deemed to have passed, who

a. In Elementary Mathematics, has passed at least the Lower Grade standard of the Scotch Education Department. A Pass in the Higher Grade or in Honours will be accepted.

b. In Latin and Greek, has passed the Higher Grade standard.

(2) Any Candidate, who, having satisfied the above conditions, has gained Honours in Greek, Latin, French or German, shall be considered to have passed an Examination equivalent to Responsions together with an Additional Subject.

Also, that the following Recommendations have been approved by the Senate of THE UNIVERSITY OF CAMBRIDGE

1. That a student who in one and the same year has passed in the Higher Grade in both Latin and Greek in the Leaving Certificate Examination of the Scotch Educa- tion Department be excused from Part I. of the Previous Examination with the exception of the paper on the Greek Gospel or its substitute.

That a student who in one and the same year has passed in the Higher Grade in both Latin and Greek in the Leaving Certificate Examination of the Scotch Educa- tion Department be admitted to the paper on the Greek Gospel or its substitute in Part I. of the Previous Examination on payment of a fee of five shillings.

APPENDIX. 95

2. That a student who has passed in the Higher Grade in Mathematics in the Leaving Certificate Examination of the Scotch Education Department be excused from the Papers on Mathematics in Part II. of the Previous Examination.

That, if in addition he has passed in the Higher Grade in English, he be excused from the' English Essay in Part II. of the Previous Examination ; and if he has passed in the Higher Grade in Science he be excused from the Paper on Paley’s Evidences and its substitutes.

That, if in accordance with this regulation he be excused from the papers on Mathematics, but not excused from either or both of the remaining papers of Part II. of the Previous Examination, he be admitted to the English Essay or to the paper on Paley’s Evidences (or one of its substitutes), or to both, on payment of a fee of five shillings for each paper.

3. That a student who has passed in the Higher Grade in French, or German, or Mathematics (including Dynamics) in the Leaving Certificate Examination of the Scotch Education Department be excused from the additional subjects of the Previous Examination.

4. That, for the purposes of the foregoing Regulations, a Pass in Honours in the Leaving Certificate Examination of the Scotch Education Department in any subject be accepted as equivalent to a Pass in the Higher Grade in the same subject, provided that in the case of Mathematics a candidate who has passed in Honours shall have passed also in the Pligher Grade in Arithmetic.

5. That the necessary evidence on behalf of any student who claims exemption from any portion of the Previous Examination by virtue of the foregoing Regula- tions be presented in his first term of residence to the Pegistrary, and that a fee of 11. for the registration of each certificate of exemption from Part I. (or any portion of Part I.), or from Part II. (or any portion of Part II.), or fhe Additional Subjects, be paid at the same time to the Pegistrary.

Evidence entitling a student to exemption from any portion of the Previous Examination may be accepted for registration at a time later than that above specified provided that in every such case an additional fee of ”• be paid to the Registrary.

Scotch Education Department, April, 1909.


MEMORANDUM.

Passes at the Leaving Certificate Examination of the Scotch Education Department are accepted by the Joint Board of Examiners of the four Scottish Universities of St. Andrews, Glasgow, Aberdeen and Edinburgh, in lieu of the Preliminary Examinations in Arts and Science and in Medicine under the following conditions, viz.

I. —In lieu of the Arts and Science Preliminary Examination.

Passes in the Higher Grade in Latin, Greek and Mathematics are accepted as exempting pro tanto from the Arts and Science Preliminary Examination on the Higher Standard, and passes in the Lower Grade in those subjects as exempting pro tanto from the same examination, on the Lower Standard. Passes in the Higher Grade in English, Modern Languages- and Dynamics are accepted as exempting from the Arts and Science Preliminary Examination in those subjects. A pass in Science is accepted as an equivalent for the Preliminary Examination in the subject of Dynamics.

II. —In lieu of the Medical Preliminary Examination.

The Intermediate Certificate of the Scotch Education Department exempts its holder from the entire Medical Preliminary Examination, provided there are endorsed upon it all the four subjects prescribed as essential by the General Medical Council. When all the necessary subjects are not endorsed on the Certificate, passes in individual subjects are accepted if the Department notify to the Clerk of the Senatus or to the Joint Board that Lower Grade passes have been obtained in such subjects.

Passes in the Higher Grade in all the subjects of the Medical Preliminary^ Examination are accepted as exempting pro tanto from that examination, but passes in the Lower Grade will only be so accepted provided the examinations in all the requisite subjects have been taken and passed at one or not more than two examinations.

Scotch Education Department, May, 1912.

APPENDIX. 97

MEMORANDUM

AS TO

EXEMPTION OF CANDIDATES WHO HAVE

OBTAINED A LEAVING CERTIFICATE, FROM

THE MATRICULATION EXAMINATION OF THE

UNIVERSITY OF LONDON.

My Lords are informed that the SENATE OF THE UNIVERSITY OF LONDON has passed the following resolution —

“ That the Scotch Leaving Certificate be accepted in lieu of the Matriculation Examination in accordance with the terms of Statute 116, provided that the Candidate has passed in the Higher or Honours grade in all the subjects required by the Regulations for the Matriculation Examination on one and the same occasion.”

■ Scotch Education Department, December, 1902.

Printed under the authority of His Majesty’s Stationery Office By Eyre and Spottiswoode, Ltd., East Harding Street, E.C.4,

Printers to the King’s most Excellent Majesty.

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SCOTCH EDUCATION DEPARTMENT,-July, 1918.

Report of the Committee of Council on Education in Scotland, 1917-18. [Cd. 9091.] Price 2d.;'post free, 3d.

Report of the Committee of Council on Education in Scotland, 1917-18. Appendix IV, (Tables from the Forty-fifth Report of the Accountant.) [Cd. 9098.] (In the press,)

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E. LOWER III.

MAPS.

LEAVING CERTIFICATE EXAMINATION, 1918,

JENGHjISH LOWER (THIRD PARER)

MAPS.

FILL THIS IN FIKST.

'

Name of Pupil

TO BE PINNED INSIDE THE CANDIDATE’S BOOK OF ANSWERS

AND THUS SENT TO THE DEPARTMENT.

(OVER.

* .<?

<\0‘l4 ^•-4- '’-4 %ir

GEOG. HIGHER.

MAPS

LEAVING CERTIFICATE EXAMINATION, 1918.

GEOGRAPHY HIGHER.

MAPS.

FILL THIS IN FIRST.

Name of School

Name of Pupil

TO BE PINNED INSIDE THE CANDIDATE’S BOOK OF ANSWERS

AND THUS SENT TO THE DEPARTMENT.

u (33)5616 [OVEB

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