leaving certificate examination

SECONDARY EDUCATION (SCOTLAND).

LEAVING CERTIFICATE EXAMINATION.

FURTHER CIRCULARS

AND

EXAMINATION PAPERS 1910.

LONDON":

PRINTED FOR HIS MAJESTY’S STATIONERY OFFICE, By EYRE AND SPOTTISWOO DE, LTD.,

PRINTERS TO THE KING’S MOST EXCELLENT MAJESTY.

And to be purchased, either directly or through any Bookseller, froin WYMAN AND SONS, LTD., FETTER LANE, E.C. : or

OLIVER AND BOYD, TWEEDDALE COURT, EDINBURGH ; or E. PONSONBY, LTD., 116, GRAFTON STREET, DUBLIN.

1910.

Price Fivepence.

SCOTCH EDUCATION DEPARTMENT.

AUGUST 1910,

RECENT PUBLICATIONS OF THE DEPARTMENT.

Code of Regulations for Day Schools, 1910. [Cd. 5090.] Price 'id. ; post free, id.

Code of Regulations for Continuation Classes, 1910. [Cd. 5158.] Price 2 ; post free,. i\d.

Regulations for the Preliminary Education, Training and Certification of Teachers for various grades of Schools, 1909. [Cd. 4859.] Price i\d. -, post free, 4^rf. Regulations for 1910 in preparation.

Regulations as to Grants to Secondary Schools. [Cd. 4950.] Price \d..; post free, !</.

Memoranda on the Teaching of various School Subjects :— English. [Cd. 3410.] Price 2d. ; post free, id. Arithmetic. [Cd. 3448.] Price \\d. ; post free, 2d. Languages. [Cd. 3546.] Price \\d. \ post free, 2d. Drawing. [Cd. 3662.] Price \fd. ; post free, 2d. History. [Cd. 3843.] Price l^<f. ; post free, 2d. Nature Study and Science. [Cd. 4024.] Price id. ; post free, id. Music. Price 2d. ; post free, 2\d.

The Cleansing and Disinfecting of Schools, 1907. Price Id. ; post free, l^rf.

Syllabus of Lessons on “ Temperance ” for use in Schools. Price 2d. -, post free, 2-!jd.

Syllabus of Physical Exercises for use in Public Elementary Schools. Price 9d. ; post free, \\d.

Ditto—separate Key Table of Exercises. Price 2d.; post free, 2\d. Ditto—Notes and Additions to. Price id.; post free, id.

These u Notes f which are designed to make the Syllabus more useful to Teachers, contain 27 full-page illustrations of Good and Bad Positions in the various, exercises.

The Department have reason to believe that many Teachers have not read (or received) the Memoranda on the Teaching of School Subjects or similar documents published by the Department, and that very often they are not aware of the issue of important publications till long after they have appeared.

Special attention is called to the important bearing which the Publications above referred to have upon the teaching and manage- ment of a School, and School Boards (or Managers) should take steps forthwith to supply a copy of each of these Papers to every School under their control, if this has not already been done.

The practice of some Boards of placing a standing order with their stationer or bookseller to supply direct to the Schools and Managers, as soon as issued, the Code for the year, the Memoranda on the Teaching of School Subjects, and other inexpensive official publications of special interest to the School Staff, might usefully be followed. A FURTHER LIST OF RECENT PUBLICATIONS APPEARS ON PAGE 3 OF COVER.

Official Publications cannot be purchased from this Office, but may be obtained, either directly or through any Bookseller, from OLIVER & BOYD, Tweeddale Court, Edinburgh ; or WYMAN & SONS, LIMITED,' Tetter Lane, London, E.C.

x (11)4348.

SECONDARY EDUCATION (SCOTLAND).


FURTHER CIRCULARS

AND

EXAMINATION PAPERS 1910.

LONDON: PRINTED FOR HIS MAJESTY’S STATIONERY OFFICE,

BY EYRE AND SPOTTISWOODE, LTD.,

PRINTERS TO THE KING’S MOST EXCELLENT MAJESTY.

And to be purchased, either directly or through any Bookseller, from

WYMAN AND SONS, LTD., FETTER LANE, E.C.; or

OLIVER AND BOYD, TWEBDDALE COURT, EDINBURGH ; Or

E. PONSONBY, LTD., 116, GRAFTON STREET, DUBLIN.

1910.

Price Fivepence.

INDEX.

Page CIRCULARS. —No. 349. Encloses Time Table and states

arrangements for conducting Exami- nation - - - - - 3

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 - - - - - 9

Conditions as to Exemption :— University of Oxford - - - - - 10 University of Cambridge - - - - - 10 Scottish Universities - - - - - 12 University of London - - - - - 13

EXAMINATION PAPERS 14

SECONDARY EDUCATION. 3


The Leaving Certificate Examination is held annually by the Scotch Education Department. In 1910 it com- menced on Tuesday the 15th March.

Candidates must he pupils of a School at which, or in connection with which, the examination is held, and must have been in regular attendance from January to the date of the examination.

Pupil Teachers engaged in a State-aided School may also he admitted to the examination.

Circular 349.

Leaving Certificate Examination, 1910. Written Examination.

SCOTCH EDUCATION DEPARTMENT. 16th December, 1909.

SIRT~ 1. I am directed to remind you that the first of the

written papers in connection with the Leaving Certificate Examination will be set on Tuesday, the 15th March, and I am to give the following further particulars.

2. In a few days the Department will issue a form on which exact information will he ashed as to the numbers to be examined in the various grades of each subject.

This form (H. 1) should be returned to the Department as soon as possible, and in any case so as to reach this Office not later than the 4th January.

To prevent disappointment on the day of the Examination, it is of the utmost importance that the form should be correctly filled up.

3. Candidates must be (a) Pupils 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.

No Pupil, Junior .Student or Pupil Teacher who is not a bona fide candidate may be admitted to the Examination Room, and if a candidate attempts a paper, his answers, whatever may be their character, must be sent to the Department.

u (33)4348. Wt. 1627. 875 & 1500. 9/10. E. & S, A 2

4 SECONDARY EDUCATION.

4. The following subjects will be included in the written Examination :—English (including History and Geography), Latin, Greek, French, German, Italian, Spanish, Gaelic, Mathematics, Book-keeping with Com- mercial Arithmetic, Commercial French, and Commercial German.

5. If the authorities of any school desire to present pupils in Spanish or Italian, intimation should be sent to the Department by 10th January.

6. Papers in two Grades—Lower and Higher—will be set in each of these subjects except Book-keeping and Commercial Arithmetic, Italian, Spanish, Gaelic, Com- mercial French and Commercial German, where only one Grade of Paper will be set.

7. For information as to the arrangement of the Papers and the character of the questions in Mathematics, I am to call your attention to the Note as to Mathematical Papers. I am also to call your attention to the Note as to Papers in English, the Note as to Latin and Greek Papers, and the Note as to Papers in Modern Languages. A copy of these Notes has already been sent to you.

8. As on previous occasions, the examination will be general, and not in prescribed books. In those Papers where this might operate unfairly, the Department will, as heretofore, endeavour to meet the difficulty by giving a considerable choice of questions. Candidates in both Grades of English must this year take the special- Papers in History and Geography.

9. Candidates who are presented in the Lower Grade of Modern Languages will be required, as a test of Com- position, to write a French or German version of a short and simple piece of English narrative which will be read out during the Examination. In order that there may be no misapprehension, I may explain that the passage wall be read out once or twice by the Supervising Officer, or, if desired, by one of the teachers in the presence of the Supervising Officer, and that the candidates will then be required to reproduce the substance of it from memory in French or German. Candidates will not be allowed to make notes while the passage is being read. A similar test will be applied in Gaelic, Italian and Spanish. In the second of the two Higher Grade papers a dictation test in the foreign language will be included. It will be read aloud, in the presence of the Supervising Officer, by

SECONDARY EDUCATION. 5-

the principal teacher of the language concerned. In this Grade a passage for “ Free ” Composition will also he put before each, candidate in the form of a summary.

10. In Latin, Greek, French, and German two papers will he set in the Higher Grade. In the Lower and Higher Grades of English three papers will he set; the first will deal with Language and Literature, and the other two with History and Geography respectively. In Book- keeping and Commercial Arithmetic separate papers will he set, hut a pass will not be granted to any candidate who fails to satisfy the Examiners in both branches.

11. The papers will be set simultaneously at each centre, beginning on Tuesday, the 15th March. The subjects will be taken in the order shown in the Time Table on page 8.

12. In previous years many pupils have failed to give the detailed work in Mathematical subjects. Candi- dates should be informed that in order to obtain full marks all the work must be shown. In this connection I am to direct your special attention to the circular letter (No. 339) issued by the Department on 12th December, i901.

Candidates are recommended to write out the working very carefully in the first instance, so that a second copy may not be required and the time thus saved may be utilised for answering further questions.

13. Books of Logarithms will be supplied by the Department for the use of candidates presented in Mathe- matics. They will be sent to the Head Master of the School at which the Examination is to be held. A book should be supplied, before the Examination begins, to every candidate presented in Mathematics in the Higher Grade, and also in Commercial Arithmetic. If there are any spare copies, a book may also be supplied to any candidate presented in the Lower Grade who may wish to use it.

Candidates should be cautioned against writing in, or otherwise damaging, these books, and the books should on no account be used except on the day of the Examination.

The books must be returned to the Department at the close of the Examination.

14. The Examination will be held at the school from which candidates are presented, unless the authorities are informed to the contrary. A suitable room or rooms must be provided, also pens, ink, and blotting paper. Slates


may not be used, nor pencils, except in the drawing of mathematical diagrams. Red ink and round rulers should be available for the use of those candidates who take the Book-keeping paper. Every candidate in English must be provided with a graduated ruler and a pair of com- passes ; these will be required in connection with Papers III. in both Lower and Higher Grade. Candidates may also bring, for Payer III. in Higher Grade English, a piece of squared tracing payer, or of tracing paper and ordinary squared paper. A supply of pins should be kept at hand by the School Authorities for the use of the Supervising Officer in connection with Papers II. and III. in English.

The instructions regarding the number of questions to be answered should, in all cases, be most carefully followed by candidates.

15. The use of scroll paper is absolutely prohibited. The rough work (if any should be necessary) as well as the fair copy is to be written in the books, and candidates should draw their pen through the rough work.

16. One piece of blotting paper only should be supplied to each candidate. It must be left on the desk at the end of each sitting. Writing of whatever hind on blotting paper is strictly forbidden. A fresh piece may be supplied by the Supervising Officer to a candidate who requires it and gives up the piece first supplied.

17. The books in which the answers are to be written will be supplied by the Department, and will be forwarded to the Head Master of the School at which the Exami- nation is to be held, a short time before the examination. These books are intended for use at the Examination only, and those which are not used must be returned to the Department after the close of the examination in all the subjects, together with the fly-leaf to Form H. 27a, which will be sent with the books. The carriage will be paid on arrival at the Department.

18. Any candidate introducing any book or note of any kind into the Examination Room, or detected in copying, will be liable to instant dismissal, and the case will be reported to the Department.

19. In previous years there have been several cases in which serious copying has been detected, and the Department desire to impress upon school authorities the importance of doing all that is possible to prevent such dishonesty. The Department feel bound to deal with the practice severely, and candidates should be warned before


the examination, that a candidate in whose papers, or in any one of them, indisputable evidence of copying is detected, will not he allowed to pass in any subject.

20. I am to request your attention to the following extract from the Instructions to Supervising Officers :—

“No communication whatever should take place between the candidates, who shoidd be so placed as to obviate the possibility of copying (e.g., by placing candidates of a different grade alternately, and so on). Where candidates working the same paper sit side by side, they ought to be seated, if possible, five feet apart.”

21. As last year, the Department will appoint one Supervising Officer for each room used for the Examina- tion, but when the number of candidates to be examined in one room exceeds 40, additional Supervising Officers will be appointed as follows :—

For 41-80 candidates, one Assistant. For 81-120 candidates, two Assistants, and so on.

When the number of Supervising Officers to be employed under this scale for any subject exceeds three, and the candidates are to be seated in more than one room, an additional Supervising Officer will be appointed, and the Chief Supervising Officer will only exercise a general supervision.

22. The expenses of supervision will be borne by the Department.

Any fee which it is found has been unnecessarily incurred by the Department on account of inaccurate information furnished by the School Board or Managers will be charged, in future, to the School Boards or Managers.

23. The Supervising Officers will distribute the papers and supervise the Examination. Such supervision cannot be entrusted to anyone who does not represent the Department.

24. The responsibility for the presentation of candidates from any school rests entirely with the authorities of the school.

I have, &c. J. STKUTHERS.

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LIST OF UNIVERSITY AND PROFESSIONAL AUTHORITIES BY WHOM EVIDENCE OF HA VINO PASSED AT THE LEAVING CERTIFI- CATE EXAMINATION IS ACCEPTED IN LIEU OF PRELIMINARY EXAMINATIONS HELD BY THEM.

The Lords of Council and Session (for the purposes of tLe 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 Army Council* (as qualifying for attendance at

the Competitive Examination for entrance to the Regular Army);

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.

SCOTCH EDUCATION DEPARTMENT,

April, 1906.

* The Army Council desire it to he known that in the case of Schools in Scotland, the Certificates of the Scotch Education Department are the only Certificates of the kind which receive their recognition. For detailed conditions see Circular Letter No. 392 (Army Certificates).


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 be accepted unless the Candidate has passed in Greek, Latin, and Elementary Mathematics, at one Examination.

Subject to the conditions hereinafter contained, a Candidate shall be 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 bv 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.


2. That a student who has passed in the Higher Grade in Mathematics in the Leaving Certificate Examination of the Scotch Education Department he 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 he 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 Higher 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 Registrary, and that a fee of 1L 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 the Additional Subjects, be paid at the same time to the Registrary.

Evidence entitling a student to exemption from any portion of jhe 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 11. 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 alone accepted as exempting from the Arts and Science Prelimi- nary Examination in those subjects. Passes in the Higher Grade in Mathematics are alone accepted as exempting from the Science Preliminary Examination in that Subject. A pass in Science is accepted as an equivalent for the Preliminary Examination in the subject of Dynamics.

II. ;—In lien 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.

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, December, 1908.

13 S'E'dON'DAUY EDUCATION'.

MEMORANDUM

AS TO

EXEMPTION OF CANDIDATES WHO HAA^E OBTAINED A LEAYINa 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 foRowing resolution :—

“ That the Scotch Leaving Certificate he 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.

14 LEAVING CERTIFICATE EXAMINATION.

LEAVING CERTIFICATE EXAMINATION, 1910

EXAMINATION PAPERS

ENGLISH

LOWER GRADE—(FIRST PAPER)

Tuesday, 15th March—10 A.M. to 12.30 P.M.

All Candidates should attem'pt FIVE questions (and no more), namely, the whole of Questions 1, 2 and 3, with ONE

of the options given in Question 4 and ONE of the options given in Question 5.

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

1. Write out, and punctuate, the passage for dictation.

[The passage will be read out at 10.45 A.M., and candidates should reserve the first tioo pages of their books for this answeri\ (10)

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

(а) The Life-history (in the form of an autobio- graphy, if you choose) of a Butterfly, or of a Swallow, or of a Salmon. [Do not attempt this subject unless you know something of Natural History.]

(б) Suppose yourself left for a day in charge of a “ general merchant’s ” shop in a country village ; recount your experiences from morning till night.

(c) An old soldier relates to his grandson his experiences as a trooper with Montrose, or as a Covenanter at Drumclog, or as a Jacobite in Prince Charlie’s retreat from Derby to Culloden, or with Moore at Corunna, or at the Relief of Lucknow. (30)

EXAMINATION PAPERS. 15

3. Here are two versions of the same incident. The first is by Scott, the second by Campbell, Read both poems, and then—

(a) Tell in simple language the one story which both poems relate ;

(b) Point out any facts, or details, in which the two poems differ;

(c) Say which version yon prefer, and why ; (d) Name the metre.

I.

0 lovers’ eyes are sharp to see, And lovers’ ears in hearing ;

And love, in life’s extremity, Can lend an hour of cheering.

Disease had been in Mary’s bower And slow decay from mourning,

Though now she sits on Neidpath’s tower To watch her Love’s returning.

Yet keenest powers to see and hear Seem’d in her frame residing ;

Before the watch-dog pricked his ear She heard her lover riding ;

Ere scarce a distant form was kenn’d She knew and waved to greet him,

And o’er the battlement did bend As on the wing to meet him.

He came—he pass’d—an heedless gaze As o’er some stranger glancing ;

Her welcome, spoke in faltering phrase, Lost in his courser’s prancing—

The castle-arch, whose hollow tone Returns each whisper spoken,

Could scarcely catch the feeble moan That told her heart was broken.

SIR W. SCOTT.

II.

Earl March looked on his dying child, And smit with grief to view her—

The youth, he cried, whom I exiled Shall be restored to woo her.


She’s at the window many an hour, His coming to discover :

And he looked up to Ellen’s bower And she look’d on her lover.

But, ah ! so pale, he knew her not, Though her smile on him was dwelling—

And am I then forgot—forgot ? It broke the heart of Ellen.

In vain he weeps, in vain he sighs, Her cheek is cold as ashes ;

Nor love’s own kiss shall wake those eyes To lift their silken lashes.

T. CAMPBELL.

(20) 4. Either, (A) In the poems given in the previous

question— ' (a) pick out all the words that would

not be used in ordinary modern prose ;

(h) write notes on the meaning and formation of disease, heedless, welcovie, forgot, silken ;

(c) give a general analysis of the last eight lines of Scott’s poem (from “ He came—he pass’d— ” to the end) ; and

(d) parse in these lines—gaze, glane- ^ ing, spoke, prancing, whose.

Or, (B) Do three things with the following- series of simple sentences—

' (a) work them up into a well-knit paragraph consisting of some half-dozen (complex or compound) sentences;

(6) underline all the adjective clauses and adjective phrases in the paragraph you have made ;

(c) write notes on the meaning and derivation of terrific, breakers,

v horizon, mtervals, aslant: “ We struggled on. Nearer and

nearer we came to the sea. This mighty


wind was blowing from tire sea dead on shore. The.force of the wind became more and more terrific. We had not yet nearly reached the sea. But its spray was already on onr lips. The country adjacent to Yarmouth is flat. The waters were out over miles and miles of it. Every sheet and puddle had its stress of little breakers. These set heavily towards us. We came within sight of the sea. The waves on the horizon were seen at intervals above the roaring abyss. They were like glimpses of another shore with towers and buildings. At last we got into the town. The people came out of their doors. They were all aslant. Their hair was streaming. They made a wonder of the mail. It had come through such a night.” (20)

5. Either, (A) Tell the story of Burns’s life. Mention some of the poems in which he has described the life and amusements of the Scottish people in his day, and give a fuller account of any one of them, quoting if you can.

Or, (B) What do you know of the story of King Arthur and his Round Table ? Mention any English writers who have written on this subject or referred to it.

Or, (C) “ Fair stood the wind for France, When we our sails advance, Nor now to prove our chance

Longer will tarry ; But putting to the main, At Caux, the mouth of Seine, With all his martial train

Landed King Harry. ’ ’ What poem begins thus ? Who wrote

it ? What does it describe ? Name some other poems that celebrate famous battles. Give the authors’ names, and quote if you can from one of them.

u 1318. B


Or, (D) Describe fully any two of the following characters, naming the work in which he or she appears, and giving the author and the period:—Una, Falstaff, Shylock, Hopeful, Sir Roger de Coverley, Dr. Primrose, Rev. Mr. Collins, Di Vernon, Jeanie Deans, Mr. Micawher, Mrs. Nickleby, Salvation Yeo, Mr. Grimes, Alan Breck, Mowgli. (20)

ENGLISH

LOWER GRADE

Tuesday, 15th March—-10.45 A.M.

This paper must not be seen by any Candidate.

To be read out by the Teacher at 10.45 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 assistance whatever beyond the reading, which should show the sense of the passage, may be given to the Candidates.

PASSAGE EOR DICTATION. Mr. Davies * mentioned my name, | and respectfully

introduced me to him. | I was much agitated ; | and recol- lecting his prejudice against the Scotch, j Isaid to Davies, | “ Don’t tell where I come from.” | “ From Scotland,” cried Davies, roguishly. | “ Mr. Johnson,” said I, | “I do indeed come from Scotland, | but I cannot help it.” j I am willing to flatter myself | that I meant this as light pleasantry | to soothe and conciliate him, | and not as a humiliating abase- ment | at the expense of my country. | But, however that might be, | this speech was somewhat unlucky; | for he seized the expression | “ came from Scotland,” | and re- torted, | “ That, Sir, I find, | is what a very great many | of your countrymen cannot help.” j This stroke stunned me a good deal; j and I felt myself not a little embarrassed, | and apprehensive | of what might come next.

* The teacher who reads out the passage for Dictation will spell this name to the candidates.


ENGLISH

LOWER GRADE—(SECOND PAPER—HisxoRy)

Tuesday, 15tli March—1.30 P.M. to 3 P.M.

All Candidates should attempt FOUR questions, namely, Section A, and THREE of the remaining questions, ONE of which must be taken from Section B.

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

SECTION A.

[This section must be attempted by ALL Candidates.]

1. Name the century in which each of the following events happened, and add a brief note on any three of them, connecting each with the general history of its century, or with some important series of events in that century:—The Treaty of Northampton; the Conquest of Mexico by the Spaniards ; the Crimean War ; Marl- borough’s Campaigns ; the Third Crusade; the First Reform Bill; the Execution of Mary Queen of Scots ; the Battle of Stirling Bridge ; the Solemn League and Covenant; the Discovery of the Sea Route to India. (14)

SECTION B.

[Select at least ONE question from this Section.]

2. Enumerate the chief events of Scottish History in any one of the following reigns, and describe very briefly the state of Scotland at the time :—Reign of Alexander III.; Reign of James IV. ; Reign of Charles II. (12)

3. Discuss the relations of Scotland with Norway and Denmark before 1603. What traces of Norse occupation or Norse influence still remain in Scotland ? (12)

4. How and when did the Franco-Scottish alliance begin ? What causes brought it to an end ? (12)

5. Explain any three of the following expressions, with approximate dates :—Ragman’s Roll; Lords of the Congregation ; First Book of Discipline ; the Killing Time; the Disruption. (12)

B 2


6. Give a short account of any two of the following John Balliol; William Dunbar ; George Wishart; William Paterson ; James Watt ; Thomas Carlyle. (12)

SECTION C.

7. How was the liberty of the subject secured by Magna Charta, Habeas Corpus, the Bill of Rights ? Was the power of the Scottish kings limited in any such way ?

(12) 8. How did the Wars of the Roses affect the position

of the King, the Barons, and the Commons ? (12)

9. Give a short account of any great statesman, sailor, or writer in Elizabeth’s reign. (12)

10. Describe the part played by the Presbyterians in the Civil War. (12)

11. Tell what you know of any one of the following- events, and show its historical importance :—The Planta- tion of Ulster, the Revolution Settlement, the Conquest of Canada, the Peninsular War, the Repeal of the Corn Laws, the Occupation of Egypt by the British. (12)

SECTION D.

12. What is meant by “ the Holy Roman Empire ” ? Who founded it ? And how did it come to an end ? (12)

13. What do you understand by “the Renaissance” and “ the Reformation ” ? Where and when did each of these movements originate ? Had they any connection with each other ? (12)

14. “ The wealth of both Indies,” says Bacon, “ seems in great part but an accessory to the command of the Seas.” How far does this explain the history of the 16th and 17th centuries ? (12)

15. Give a short account of any two of the following: —Saladin ; Luther ; Henri IV.; Cardinal Richelieu ; Peter the Great; Frederick the Great; George Washington ; Napoleon III. (12)

16. Compare the position of Britain in Europe to-day with her position immediately after Waterloo. (12)


ENGLISH

LOWER GRADE (THIRD PAPER—GEOGRAPHY)

Tuesday, 15th March—3.30 P.H. to 5 P.M.

Answer the whole of Section A, and any TWO questions from Section B.

(The value attached to each Section is shown m brackets after the Section.)

SECTION A. (30)

[Answer the whole of this Section.'}

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

—Bass Strait, Bering Strait, Gulf of Mexico, Fiji Islands. Hongkong, Vancouver Island, Mesopotamia, Nova Scotia, Queensland.

(5) Insert and name the rivers Congo, Orinoco, Volga, Yangtse-Kiang.

(c) Show by a dot the position of the following towns and write the name of each close to the dot: —Boston (U.S.A.), Buenos Aires, Hamburg, Madras, Panama, Shanghai, Singapore, Wellington (N.Z.).

(d) Mark the zero or prime meridian and the anti- podes of Scotland.

2. On the accompanying map of parts of Europe, Asia, and Africa—

(a) Shade the desert area thus =. (b) Name the following :—Persian Gulf, Bosporus,

Armenia, Crete, Crimea, Caucasus, Hindu Kush, Euphrates, Oxus (Amu Daria), Indus.

(c) Show by a dot the position of the following towns, and write the name of each close to the dot:—Athens, Baghdad, Baku, Damascus, Kabul, Sevastopol, Rome, Teheran, Suez.

3. On the accompanying map of the British Isles— (a) Name the Soiway Firth and the mouth of the

Tyne ; the Mersey and Humber estuaries ; the mouth of the Bristol Avon and the Thames estuary. Measure the shortest distance between each of these pairs.

LEAVING CERTIFICATE EXAMINATION. 22

(6) Name and shade the following mountainous regions :—The Pennines, Lammermnirs, Wicklow Moun- tains, Dartmoor, North Downs.

(c) Write “Wheat,” “Hops,” “Iron Ore,” over the' districts famous for these.products.

{d) Show by a dot the position of the following- places and write the name of each close to the dot::— Limerick, Londonderry, Holyhead, Plymouth, Preston, York, Dumfries, Oban, Perth, Wick.

SECTION B. (20)

[Answer any TWO of the following questions.]

4. What is meant by high and low tide ? How often does each occur ? What is their use to navigation ? Name a sea in Europe which has little or no tide. Can you give any explanation ?

5. Is it warmer or colder in the west of Scotland than in the east (a) in summer ? (6) in -winter ? (c) why ? (d) Is it wetter in the west or east ? (e) why ?

6. Write brief descriptions of two of the following, the life of the ir inhabitants, and their most important towns :—The Plains of Bengal, the English Black Country,' Flanders, Manitoba, Nigeria, the Pampas, Spain, Tasmania, the Transvaal.

7. Describe in some detail the situation of Aberdeen, Dundee, Edinburgh, Glasgow, and Stirling. Suggest geographical reasons for important cities having sprung- up in these situations.

ENGLISH

HIGHER GRADE—(FIRST PAPER)

Tuesday, 15th March—10 A.M. to 12.30 P.M.

All Candidates should attempt FIVE questions, and no more; namely, the whole of Section A, ONE question

. from Section B, and TWO questions from Section C.

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


SECTION A.

[The whole of this Section to he attempted.]

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

(а) Sea-fights of the Past and Present. Contrast the conditions of naval warfare at the time, e.g., of the Armada, or even of Trafalgar, with those which prevailed, e.g., in the recent Russo- Japanese War.

(б) Three revellers, hearing that Death is the foe of Youth, set forth to seek him out and slay him. By the way they meet an Old Man (who is Death himself in disguise) ; he directs them to a forest where they may find their enemy. Instead whereof they find a great treasure. . . . In the issue they all die by each other’s hands.

Tell this story more fully and dramatically, working out the 'conclusion in whatever way seems to you most probable and striking.

(c) Queen Victoria and Queen Elizabeth—a com- parison. (25)

' 2. Recast the following Essay in a good modern style. (Break it up into three paragraphs, and modernise the archaisms. You may expand, if necessary, to make the meaning clear; you may condense or recast such figures as seem old-fashioned ; but change nothing that is still good, clear, unaffected English.)

“ There is surely no greater wisdom than well to time the beginnings and onsets of things. Dangers are no more light, if they once seem light ; and more dangers have deceived men than forced them: nay, it were better to meet some dangers half-way, though they come nothing near, than to keep too long a watch upon their approaches ; for if a man watch too long, it is odds he will fall asleep. On the other side, to be deceived with too long shadows (as some have been when the moon was low, and shone on their enemies’ backs), and so to shoot off before the time; or to teach dangers to come on by over early buckling towards them, is another extreme. The ripeness or unripeness of the occasion (as we said) must ever be well weighed; and generally it is good to commit the beginnings of all great actions to Argus with his hundred eyes, and the ends to Briareus with his hundred hands ;


first to watch and then to speed ; for the helmet of Pluto, which maketh the politic man go invisible, is secrecy in the council and celerity in the execution ; for when things are once come to the execution, there is no secrecy com- parable to celerity ; like the motion of a bullet in the air, which flieth so swift as it outruns the eye.”

BACON.

(20)

SECTION B.

[ONE question only to be attempted.]

3. In each of the following quotations point out a construction that might be called ungrammatical. Are the constructions, therefore, bad English? If not, on what grounds would you defend each ? Correct those that you think indefensible.

(а) Duke F. Mistress, dispatch you with your safest haste,

And get you from our court. Ros. Me, uncle ? (SHAKESPEARE.)

(б) Be thou, Spirit fierce, My spirit ! Be thou me, impetuous one.

(SHELLEY.)

(c) Beelzebub, than whom, Satan except, none higher sat. (MILTON.)

(d) The nations not so blest as thee Must in their turn to tyrants fall. (THOMSON.)

(e) Doubtless thou fearest to meet Balder’s voice, Thy brother. (M. ARNOLD.)

(/) Without meaning to hurt either of your feelings. (CONAN DOYLE.)

(g) It made her mad to see their money chucked away to other people, and they getting no good of it. (MRS. HUMPHRY WARD.)

(li) I say anything disrespectful of Dr. Kenn ? Heaven forbid ! (GEORGE ELIOT.)

(j) She fancies herself better than you and me. (THACKERAY.)

(It) New means must of necessity be had recourse to. (CARLYLE.)

(15)


4. “I will tell you why ; so shall my anticipation prevent your discovery, and your secrecy to the king and queen moult no feather. I have of late—but wherefore I know not—lost all my mirth, forgone all custom of exercises ; and indeed it goes so heavily with my dispo- sition that this goodly frame, the earth, seems to me a sterile promontory, this most excellent canopy, the air, look you, this brave o’erhanging firmament, this majestical roof fretted with golden fire, why, it appears no other thing to me than a foul and pestilent co?igregation of vapours. What a piece of work is a man ! how noble in reason ! how infinite in faculty ! in form and moving how express and admirable ! in action how like an angel! in apprehension how like a god ! the beauty of the world ! the paragon of animals ! And yet, to me, what is this quintessence of dust ? ”

Read the above passage from beginning to end ; then (a) give the exact meaning of the italicised words as used in this passage; (b) point out which of these words have now changed in meaning, and account (if you can) for the change. (15)

SECTION C.

[Two questions to be attempted.']

5. Bring out and contrast the scientific ideas (astro- nomical or other) which underlie each of the following pairs of quotations. How far do these ideas help us to date the quotations ? Compare the two members of each pair of quotations in respect of poetical effect. (20)

(a) It is the stars, The stars above us, govern our conditions.

(«) And with joy the stars perform their shining, And the sea its long moon-silver’d roll; For self-poised they live, nor pine with noting All the fever of some differing soul. Bounded by themselves, and unregardful In what state God’s other works may be, In their own tasks all their powers pouring, These attain the mighty life you see.

(b) 0 Earth, how like to Heav’n, if not preferred ! Terrestrial Heav’n, danced round by other heavens In thee concentring all their precious beams Of sacred influence ! As God in heaven Is centre, yet extends to all, so thou Centring receiv’st from all these orbs.


(5) From my wings are shaken the dews that waken The sweet buds every one,

When rocked to rest on their mother’s* breast, As she dances about the sun.

* i.e. The Earth’s.

(c) The blessings of thy fathers have prevailed unto the utmost bound of the everlasting hills.

(c) The hills are shadows, and they flow From form to form, and nothing stands ; They melt like mist, the solid lands,

Like clouds they shape themselves and go. (rf) For if such holy song

Enwrap our fancy long, Time will run back, and fetch the age of gold.

(rf) Move upward, working out the beast, And let the ape and tiger die.

6. Compare the three following passages in respect of style. What merits and what faults do you find in each ? To what period would you assign each? (Give your reasons.)

(<x) For as the fire stone of Liguria, though it he quenched with milk yet again it is kindled with water, or as the root of Anchusa, though it he hardened with water yet again it is made soft with oil, so my heart enflamed erst with love, although it he cooled with the deceits of Lucilla yet it will again flame with the loyalty of some honest lady, and though it he hardened with the water of wiliness, yet will it he mollified with the oil of wisdom.

(b) In cities, and yet more in courts, the minute dis- criminations which distinguish one from another are, for the most part, effaced; the peculiarities of temper and opinion are gradu- ally worn away by promiscuous converse, as angular bodies and uneven surfaces lose their points and asperities by frequent attrition against one another, and approach by degrees to uniform rotundity.

(c) The allies had, during a short period, obtained success beyond their hopes. This was their auspicious moment. They neglected to improve it. It passed away ; and it returned no more. The Prince of Orange arrested the progress of the French. armies. Louis returned to be amused and flattered at Versailles. The country was under water. The winter approached.

EXAMINATION PAPERS. 27-

Tlie weatlier became stormy. The fleets of the combined kings could no longer keep the sea. The republic had obtained a respite ; and the circumstances were such that a respite was, in a military view, important, in a political view, almost decisive. (20)

7. Define Ode, Elegy, Pastoral, Sonnet: and, selecting one of these poetic forms, give instances of it (with authors’ names) from various periods of English Litera- ture. Illustrate your answer by quotations if you can.

(20)

8. “ Comedy generally shows us the exposure of some folly, hypocrisy or affectation. With this in English Comedy a love-story is often blended.” Illustrate this from such comedies as Much Ado, The School for Scandal, &c. ; or from such novels as Emma, Vanity Fair, Martin Chuzzlewit, Evan Harrington, &c.

Try to show how the comedy and the love-story are blended. (You need not confine yourself to the works mentioned.) (20)

9. Name five Waverley Novels that have their scenes laid (wholly or partly) in Scotland. With what part of Scotland and what period of Scottish history does each deal ? Describe your favourite among the purely Scottish characters in any one novel. (20)

ENGLISH

HIGHER GRADE (SECOND PAPER—HISTORY)

Tuesday, 15th March—1.30 P.M. to 3 P.M.

All Candidates should attempt FOUR questions, and no more; viz., the whole of Section A, and THREE other questions, at least ONE of which must be taken from Section C.

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

SECTION A.

[The whole of this Section should be attempted.)

1.—-(a) On the accompanying chart place the following events in their proper compartments :—The Black Death; the Conquest of Granada; the Conquest of


Bengal; the reign of Frederick the Great; the Battle of Sauchieburn ; the Bishop’s Wars ; the Wars of the Roses ; the Chartist Movement; the Scottish Reformation ; the Emancipation of Italy; the Peace of Westphalia; the Revolt of the Netherlands ; the Petition of Right; the Treaty of Utrecht; the Battle of Lepanto: the reign of Edward VI.

(b) Add a brief note on any one of these events, bringing out its connection with the general history of the century in which it occurred. (14)

SECTION B.

{Not more than TWO questions should be attempted from this Section^]

2. What traces, either of the Romans or of the Norsemen, may still be found in these islands (e.g., in monuments, place-names, language)? (12)

3. Describe the events which led to the signing of Magna Charta, and indicate its effect on the power of the king. (12)

4. Give a very brief sketch of the reigns of Alex- ander II. and Alexander III., and show (if you can) why they are so important for Scottish History. (12)

5. What do you know of John Wiclif and of the movement which he began ? Illustrate from Chaucer the condition of the Church in Wiclif’s day. (12)

6. Sketch rapidly the relations of England and Scotland from the death of James V. to the Battle of Langside. (12)

7. In the seventeenth century the most important towns in England, after London, were Bristol, Norwich, York, and Exeter. What made these towns so important then, and why are they relatively less important now ?

(12)

8. What is meant by the “ balance of power ” in Europe ? How was English policy determined by con- sideration of this balance in the War of the Spanish Succession, in the Seven Years’ War, in the Napoleonic Wars? (12)

9. Give some account of the expansion of the British Empire either in the eighteenth or in the nineteenth century. (12)


10. Write accurate historical notes explanatory of the quotations in either of the two following groups, A. and B. :—

A.

(a) The monarch who, albeit his crown Graced an august and sapient head, Eode roughshod to a stained renown O’er Wallace and.Llewellyn dead.

(5) When all her chivalry hath been in France, She* hath herself not only well defended But taken and impounded as a stray The King of Scots, whom she did send to France, To fill King Edward’s fame with prisoner kings.

(c) Thou on the neck of crowned fortune proud Hast reared God’s trophies, and his work pursued, While Dunbar field resounds thy praises loud, And Worcester’s laureate wreath.

* i.e., England,

B.

(a) What gave great Villiers to the assassin’s knife, And fix’d disease on Harley’s closing life ? What murdered Wentworth, and what exiled Hyde— By kings protected and to kings allied ? What but the wish indulged in courts to shine, And power too great to keep or to resign.

(b) He ever warr’d with freedom and the free : Nations as men, home subjects, foreign foes, So that they utter’d the word “ Liberty ! ” Found George the Third their first opponent.

(c) This is he who far away Against the myriads of Assaye Clash’d with his fiery few, and won ; And underneath another sun, Warring on a later day, Bound affrighted Lisbon drew The treble works, the vast designs Of his labour’d rampart-lines.

(12)

Section C.

[One question must be taken from this Section; but no more need be attempted.']

11. Discuss the importance of Egypt in Ancient or in Modern History. (12)


12. “ G-reece gave tlie world Art and Science. Rome gave it Law and Government.” Discuss and illustrate.

(12)

13. Either, (a) Give some account of any two of tlie following:—Lycurgus, Cyras tile Great, Pericles, Epaminondas, Appius Claudius, Cato the Censor, Gains Gracchus, Sulla, Augustus, Constantine. (12)

C% (6) Give some account of any two of the following :—

Hildebrand, Robert Guiscard, St. Bernard, Frederick Barbarossa, Dante, Louis XL, Charles the Bold, Calvin, Machiavelli, William the Silent, Henry of Navarre, Richelieu, Wallenstein, Peter the Great, George Washington, Rous- seau, Count von Moltke, Abraham Lincoln. (12)

14. Sketch shortly the history of any one of the following episodes:—The Barbarian Migrations; the struggle between the Empire and the Papacy in the 11th and 12th centuries ; the First Crusade ; maritime activity in the 15th century; the German Reformation to the Peace of Augsburg ; the Wars of Religion ; the progress of the French Revolution to the establishment of the Directory in 1795 ; the causes and consequences of the Crimean War. (12)

15. Either :—“ Three great inventions—the mariner’s compass, gunpowder, the art of printing—mark the close of the Middle Ages.” Discuss this statement. (12)

Or:— “ The two main features of modern history are the development of nationalities and the growth of individual freedom.” Discuss and illustrate this statement. (12)

16. What changes have taken place in the political geography of Europe since Waterloo ? (12)


ENGLISH—Higher Grade (Chronological Chart referred to in Question 1 of Second Paper)

Tuesday, 15th March—1.30 p.m.

Fill this in first

Name of School

Name of Pupil_

A.D. 1300

1350

1400

1450

1500

1550

1600

1650

1700

1750

1800

1850

English History. Scottish History. European History.

1900


ENGLISH

Higher Grade (Third Paper—Geography)

Tuesday, 15th March—3.30 p m. to 5 p.m.

Three questions only to be answered, namely, one of the questions in Section A, and any two questions

in Section B.

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

Section A.

[All Candidates must attempt one of the two questions in this Section.]

1. On the accompanying map—

(a) Measure the area of that part of Cefn Bryn which is over 400 feet in height.

(b) Draw the section from A to B in the space provided.

(c) How much greater is the vertical than the horizontal scale of the section ?

(d) Describe the general character of the view seen from C.

(e) Describe the coast seen from a boat sailing from D to E. (20)

2. Name the town, or parish, and the county in which your school is situated. Describe the physical features of the country within ten or a dozen miles around your school, and point out how the course of roads and railways, and the position of harbours, towns and villages (if there are any) are controlled by these features. Illustrate your answer by a sketch map. (20)

Section B.

[Answer any two of the following questions.]

3. Draw a map of Australia or of Africa to show the distribution of rainfall. Insert arrows to show the direction of the prevailing winds. Write the name of the season of the year in which most rain falls over places where there is a marked seasonal variation in rainfall. (15)

EXAMINATION PAPERS.

4. Describe the distribution of population and the life of the peoples of Ceylon, Labrador, and the South (Middle) Island of New Zealand. Point out how geographical conditions, including climatic ones, affect these in each case. (15)

5. Where are four of the most important industrial regions of either Western Europe, excluding the British Isles, or North America ? What are the most important things made in each ?

Choose one of the iron-smelting districts, and point out what advantages and disadvantages it possesses for obtaining raw materials, power, and markets for its manufactures. (15)

6. Select one of the following:—The Highlands of Scotland, or the Welsh Border, or the Rhine between Basel (Bale) and Koln (Cologne), or Northern Italy, or Asia Minor, or the North-West Frontier of India.

Show by sketch map its most important physical features. Point out how they have controlled the position of the most important strategic centres. Mention historical instances of the importance of these centres. (15)

LATIN

Lower Grade

Monday, 21st 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.}

I.—Translation. (30)

Turn matronae Romanae Coriolani matri Veturiae et uxori Yolumniae persuaserunt ut duos parvos Coriolani filios secum ferentes in castra hostium irent; et, cum armis viri defendere urbem non possent, mulieres preci- bus lacrimisque defenderent. ubi ad castra ventum est, nuntiatumque Coriolano adesse ingens mulierum agmen, in primo multo obstinatior adversus lacrimas muliebres erat. dein familiarium quidam, qui insignem maestitia inter ceteras cognovit Veturiam, “ Nisi me frustrantur,” inquit, “ oculi, mater tibi coniuxque et liberi adsunt.”

u 4348. 0


turn Coriolanus frurbafrus animo a sede sua exorfrus matri obviam ibat tit complecteretur, sed nrnlier, in iram ex precibns versa, “ Die mibi,” inqnit, “ priusqnam com- plexum accipio, ad bostem an ad filinm venerim. nnm potuisti popnlari1 banc terrain quae te genuit atque aluit ? num oblitus es, cum in conspectu Roma fuit, intra ilia moenia domum ac penates tuos esse, matrem, coniugem liberosque ? ergo, nisi filium peperissem, Roma non oppugnaretur, ego libera in libera patria mortua essem.” fletus deinde ab omni turba mulierum ortus et lacrimae fregere tandem virum ; ipse retro ab urbe castra movit et legiones ex agro Romano abduxit.

1 populari = “ to lay waste.”

II.—Grammar. (15)

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

1. Parse, giving tbe principal parts of eacb verb :— persuaserunt, exortus, genuit, aluit, peperissem.

2. .Mark tbe quantities of tbe vowels in filios, preci- hus, venerim, oblitus, liberos.

3. Explain tbe subjunctives in this passage.

IIL—-Composition. (50)

1. He said he feared that tbe enemy would be victorious,

2. He asked us whether we bad seen bis brother at Rome.

3. H you come to Athens, you will learn much.

4. Do not go away till I come back.

5. I know that you told him what I bad said.

6. There is no one who can do this better than you.

7. Tell him that a man who does such things is worthy of death.

8. He said that he had never heard why this was done.

9. They resolved to send ambassadors to ask for peace.


10. No news had come from the army for several days, and it was believed by many that the general had fled. No one knew what was to be done. Some thought it would be best to collect as many soldiers as possible and start at once for the camp ; others believed that it would be better to wait until they were certainly informed of what had taken place. Most people were of opinion that this was the most prudent course, but the consul declared it would be more worthy of Roman citizens to dare everything, and, if necessary, to die for their country.

IV.—General Questions. (5)

1. .What was the origin of the tribuni plebis, and what were their rights ?

2. What do you know of any three of the following: Numa Pompilius, Mucius Scaevola, 0. Gracchus, Ennius., Tacitus, Scipio Africanus (the Elder) ?

LATIN

Higher Grade—(First Paper)

Monday, 21st March—10 a.m. to 12 noon

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

1. Translate into English :—

(1) Marcellus at Syracuse. (20)

Et iam, simul ac tubarum est auditus cantus, clamor- que tenentium muros partemque urbis, omnia teneri Syracusani custodes rati, alii per murum fugere, alii salire de muro, praecipitarique turba paventium.

Marcellus ut, moenia ingressus, ex superioribus locis urbem omnium fere ilia tempestate pulcherrimam subiec- tam oculis vidit, illacrimasse dicitur, partim gaudio tantae perpetratae rei, partim vetusta gloria urbis. Atheniensium classes demersae, et duo ingentes exercitus cum duobus- clarissimis ducibus deleti occurrebant, et tot bella cum Carthaginiensibus tanto cum discrimine gesta, tot tarn opulenti tyranni regesque. Ea cum universa occurrerent

c 2


animo, subiretque cogitatio iam ilia momento liorae arsnra omnia et ad cineres reditura, priusquam signa admoveret, praemittit Syracusanos, qni intra praesidia Romana, ut ante dictum est, fuerant, ut alloquio leni impellerent hostes ad dedendam urbem.

(2) The Three Days' Storm. (25)

Postquam altum tenuere rates, nec iam amplius ullae apparent terrae, caelum undique, et undique pontus, turn mihi caeruleus supra caput adstitit imber, noctem hiememque ferens, et inborruit unda tenebris. Continue venti volvunt mare, magnaque surgunt aequora ; dispersi iactamur gurgite vasto. Involvere diem nimbi, et nox humida caelum abstulit; ingeminant abruptis nubibus ignes. Excutimur cursu, et caecis erramus in undis. Ipse diem noctemque negat discernere caelo, nec meminisse viae media Palinurus in unda. Tres adeo incertos caeca caligine soles erramus pelago, totidem sine sidere nodes : quarto terra die primum se attollere tandem visa, aperire procul montes, ac volvere fumum.

II. Translate into English either (1) or (2):—

(1) Kindness letter than Severity. (25)

Et errat longe mea equidem sententia qui imperium credat gravius esse aut stabilius vi quod fit quam illud quod amicitia adiungitur. mea sic est ratio et sic animum induce meum : malo coactus qui suum officium facit, dum id rescitum iri credit, tantisper pavet; si sperat fore clam, rursum ad ingenium redit. ille quern beneficio adiungas ex animo facit, studet par referre, praesens absensque idem erit. hoc patriumst, potius consuefacere filium sua sponte recte facere quam alieno metu : hoc pater ac dominus interest : hoc qui nequit, fateatur neseire imperare liberis.

In what metre is this written ? Scan any one of the verses, dividing the feet.

(2) Regulus. (25)

Fertur pudicae coniugis osculum, parvosque natos, ut capitis minor,

ab se removisse et virilem torvus humi posuisse vultum,


donee labantes consilio Patres firmaret anctor numqnam alias dato,

interque maerentes amicos egregius properaret exsul.

Atqui sciebat, quae sibi barbarus tortor pararet: non aliter tamen

dimovit obstantes propinquos et populum reditus morantem,

quam si clientum longa negotia diiudicata lite relinqueret,

tendens Yen.afran.os in agros aut Lacedaemonium Tarentum.

In what metre is this written ? scheme of it.

Give a metrical

III.—General Questions. (5)

Answer any one of the following :—

1. Give a brief sketch of the agrarian legislation of the Gracchi.

2. When and how was Spain, Egypt, or Asia Minor incorporated with the Roman Empire ?

3. Name some earlier poets who influenced Virgil, and indicate the way in which they influenced him.

LATIN

Higher Grade—(Second Paper)

Monday, 21st March—1.30 p.m. to 3,30 p.m.

{The value attached to each Section is shown in brockets at the head of the Section.)

I.—Composition. (45)

Translate into Latin Prose :—

When Cineas saw that Pyrrhus was determined to invade Italy, he spoke to him as follows: “If it shall please the gods that we conquer the Romans, what use shall we make of our victory?” “Cineas,” replied the king, “when they are once subdued, there is no city that


will dare oppose us, but we shall immediately be masters of all Italy.” “ But, after we have conquered Italy, what shall we do next, sire?” Pyrrhus replied, “There is Sicily very near, a fertile island, and easy to be taken.” “What you say, my prince,” said Oineas, “is true; but are we to be content with the taking of Sicily ? ” “By no means,” said Pyrrhus. “ There still remain Libya and Carthage ; and, when we have conquered these, who can believe that any of our enemies will dare to resist us ? ” “ But,” said Cineas, “ when we have conquered all these, what are we to do next ? ” “ Why then, my friend,” said Pyrrhus, “ we will take our ease.” To which Cineas replied: “ And what hinders us from taking our ease now ? Why should we first undergo all these toils and dangers, when we might stay safe at home ? ”

II.—Sentences. (20)

1. I can hardly believe you will ever regret it, if you do this.

2. I should be very glad to help you, if it was in my power.

3. Why should we spare men who have betrayed their country ?

4. They refused to surrender till we told them who we were.

5. I was with difficulty persuaded to forgive your brother.

III.—Grammar. (10)

Translate, with a note on the syntax :—

(a) 0 fortunate aclulescens, qui tuae virtutis liomerum praeconem inveneris !

(b) Maiora deliquerant quam quibus ignosci posset.

(c) Hoc magis nullius interest quam tua.


GREEK

Lower Grade

Wednesday, 23rd March—10 a.m. to 12.30 p.m.


I.—For Translation. (40)

Pharnabazus complains of Spartan ingratitude and is answered by Agesilaus.

Herd Se tovto ppâro Xoyou 6 (âpvd/Baô? ' Kal yap rjv TrpecrftvTepos ' ’Kypcrikae Kal ndvres ol vapovres AaKe- Zaipovioi, iyd> vplv. ore rois ’AOr/valob^ eiroX.e/xetre, f/uX.05 Kal o-vppayoq iyevojipv, Kal to pev vavTiKov to vperepov ypppara irapeyuv Icryvpbv iirolovv, iv Se ry yy avrbs dub rod luuov payopevos ped' vpcbv els ryv OdkaTTav KareSicoKov tovs uokeplovs. Toiovros Se yevopevos vvv ovtco SiaKeipaL iicj)’ vpdv dxjre ovSe Seiuvov eya) iv ry ipavrov yd>pa, el py n ojv av vpels Xluyre crvWeôpai., cocruep rd 6ypla, vpeis ovv StSdijare pe ouos raiiT icrrlv dvSpcov iuicrTapevatv ydpiTUS duoSuSovaL.” 'O Se ’Ayyarlkaos eluev' ‘‘ ’AA.X’ olpai pev ere, d> ^>apvd/3aê, elSevai otl Kal ev rats 'EXArpiKcu? nokecri t;evoi dWykois ylyvovrai dvOpwuoi, ovtol Se, drav al uokeus uokepiai ylyvcavTui, uokepovcri Kal ecttlv ore dueicreLvav dkkykovs. Kal ypeis ovv vvv /Sacnkei tcS iperepco noke- povvres yvayKacrpeda udvra rd eKelvov uokepia vopliêiv ' crol ye pevToi ySecos dv (jiikoi yevolpeda. Kal el pev dkkd- £acr0ap! ere eSet dvrl Secruorov fiacnkea)s ypds Secruoras, ovk dv eycoye croi crvvef3ovhevoW vvv Se eêcrrl croc ped’ ypeov yevopevco pySeva Secruoryv eyovra t,yv. Kalroi ekevOepov eivai eyd> pev olpai dvra^Lov eivat rdv udvrcov ypyparcov.”

t dkkdjTeerOai — “ to take in exchange.”

II.—Grammar. (24)

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

1. Parse the following words, giving the principal parts of each verb: ypâro, klugre, elSevai, dueKreivav, yvayKaerpeda.


2. Explain the construction of ovrco Sta/cei/rat v<j/ VjXWV.

3. What other construction can elSevau take besides that with on ? Rewrite the passage from elSevau down to dA.A.'ijA.ovs so as to illustrate this.

III.—Sentences. (30)

Translate into Greek :— 1. 1 think that he was present.

2. If you do not go away, I shall kill you.

3. I have come to make peace.

4. He has been badly treated by his friends.

5. I saw him do it myself.

6. I said that I was wiser than you.

7. Do not tell your brother anything.

8. I know that I am telling the truth.

9. You ought to have written this better.

10. He would not tell me who he was.

IV.—General Questions. (6)

1. What do you know of any three of the following : Jason, Prometheus, Solon, Themistocles, Cleon ?

2. Where are any three of the following : Marathon, Thebes, Olympia, Parnassus, Mycenae ? What are they celebrated for ?

GREEK


Wednesday, 23rd March—10 a.h. to 12 noon

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

I. (40)

1. Translate into English :—

The Advantages of Sea Power to Athens.

’Ad^Ecuois yap Trjs doAd-rrijs Kparelv Sid rdSe avvevey- Keiv rjyovpai. TTpcorov p.ev rots /card y-jji' dpyop.evoi^ olov t icmv crvpp.a^Lav Troi'qo-ap.evov's tois dpyovcn p.d^ecr6aL *


rots §e /card daXaTTav, ocroi vrjoriMTai elcnv} oir^ olov re Koivrj crTparevecrOou. rj y<ip daXarra iv toj pAcrop, ol 8e KptXTOvvTes OaCkaTTOKpaTopes eicriv. el Se olov re leal Xadeiv rois vrjcruoTaLS els p,lav vrjcrov ervvekdovcnv, dvro- Xovvtcu Xipicp. OTTOcrcu S’ iv rfj r/rretpu)1 elcrl iroXees vrrb rcov ’Adrjvalcov dpyop.evac, al p,ev peyaXai Slol Seos dpyovrai, al Se puiepal Sid ypelav. ov ydp ecrri rroXis rjns ov Seiran elcrdyecrOal ri rj i^dyecrdou' ravra S’ ovk ecrrcu, edv prj

viTTjKoos fj roiv dpyovrcov rrjs daXdrrrjs- erreira rols dpyovcri rrjs daXarryjs rrapcurXelv eêernv ottov dv ppSels y rrokepnos y ottov dv dXiyoi, edv Se nves rrpoaluxriv, els rds vavs dvafSdvrcis drroTrXelv. eVetra rols pev /card ddXarrav dpyovcriv olov re pciKpbv rrXovv aTro rrjs <Trf>erepas avrojv aTroTrXevcrai, rols Se /card yrjv ovy olov r direkdelv rroWdiv yp.epdv 6S6v ' /SpaSelal re ydp al iropelai Kal crlrov ovy oiov re eyeiv rroXXov ypovov rrelyrj lavras. Kal rbv p.ev rre^fj lovra Sel Sid (piXlas levai y viKav p.ayop.evov, rbv Se irkeovra, ov p.ev dv y Kpelrrcov, eêanv dirofiyvai, ov S’ dv yrrcov, ravrys rys yys eêcrnv oXcos py iiri^yvai, dXXd rraparrXevcrai ecus dv ini (ftiXlav ya>pav dcfriKyrai. Sid ndvra ravra ’Adyvaiois (TvvyveyKe Kparelv rys daXdrrys.

1 yneipos = mainland.

2. Parse the following words, giving the principal parts of each verb : drroXovvrai, rrpoalcocriv, dnonXedcrai, im/Syvai, avvyveyKe.

3. Explain the middle voice in the phrase o-vp-pa- yidv noiyo-apevovs. Illustrate your explanation by giving- some similar phrases.

4. How do Set and Setrai differ in meaning and construction ?

5. Write a note on the phrase dnb rys erfyerepas avrdv.

II. (35)

I. Translate into English :—

Cast away Ambition.

IOKAXTH.

’id reKvov, ovy dnavra rev yypa KaKa,

’TLreoKXees, npoaecmv, dXX’ ypneipla eyei n Xeipai rcov vecov aoe^dnepov.


ri KaKicrTrjs Saifiovo? i<f>Lecrou (piXoTb/ALas, ttcu ; fJbtj crv y' aStKO? rj deos,— troWovs S’ es ot/cons /cat 7roX.ets evSabfjLova^ elcrrjXde Ka^rjXd’ iir oXedpco toiv ypatpevcov,— £<$> fl <JV pcbbvr]. K€LVO KaXXbov, TCKVOV, icroTrjTa Tbpav, rj <f>bXovs del (fibXobs

TroXets re iroXecrL crvppdiyov? re cryppayobs crvvSeb ‘ to yap lctov vopipov dvOpwirois ecf>v, T(S TrXeovb S’ aet rroXepaov /ca^tcrrarat TovXacro-ov, iyOpds 6’ yjpbepas KardpyeTab.

2. Scan the last two verses, marking the caesnra.

3. Parse e’^tecrat, and mention some other verbs of mining, hitting, and missing which govern the genitive.

4. Parse eijiv and Ka^tcrrarat, giving the principal parts of each verb, and indicating which are transitive and which intransitive.

(Note.—The passage from Homer will form part of the Second Paper.)

GREEK


Wednesday, 23rd March—1.30 p.m. to 3.30 p.m.


I.—Homer. (20)

Translate into English : —

Odysseus leaves his companions and Eurylochus urges them to slaughter the kine of Helios.

Sr) tot’ iycbv dvd vrjcrov aTrecrTbyov, of>pa Oeoicnv ev^alprjv, el tl<s p,Ob oSbv (frjvebe veecrdai. aAA ore orj ota vrjcrov lgjv rjKv^a ercupovs, yeipas vixfidpevos, 06’ em cr/ceVa?1 rjv dvepolo, r)pd>pr)v TrdvTecrcrb Oeoi? ot vOXvprrov eyovcnv' ol S’ dpa pob yXvKvv vttvov errb fiXecfxxpobcrbv eyevav. EvpuXoyo? S’ erapotcrt KaK-rjs i^ypyeTo fiovXrjs'

1 cn<eiras — shelter.


‘‘ Ke/cXure fiev fxvdojv, ko-ko. nep Tracr^oi'res eTCupoV

irdvres pev crTvyepoL ddvaTOi SeiXotcn, fipoTOicn, XiptS S’ olktlg'tov daveeiu Kal TTOTpov ijncrTreiv. aXX’ dyer, ’HeXtoio jBoutv iXacravres apicrrci’i petjopev dOavaToicri, rol ovpavbv evpvv eyovcriv. el Se Kev els ’IddKpv dcf)ucoLpeOa, vrarptSa ycuav, atyd Kev ’HeXtw ’’'TjrepiovL Triova vrjbv Tev^opev, iv Se Ke deipev dyaXpara ttoXXo. Kal icrdXa.”

II.—Composition.

Translate into Greek :—

A. I. If I had known that you were there, I should' not have gone away.

2. Do not give anything to anyone till I come back.

3. Yon ought not to have sold that horse for so little . money.

4. I thought that I should not be able to wait for you.

5. I sent a messenger to tell him to come to-morrow. t

B. They say that Zethus and Amphlon were brothers, and sons of Zeus and Autiope. When they became kings of Thebes, they resolved to surround1 the city with a wall, in order to protect themselves from the attacks2 of their enemies. Zethus, who is said to have been very strong, gathered3 many huge stones and arranged them in order ; ' but Amphion had no need to touch the stones with his hands ; for he was able to move them by the beauty of the song which he sung to4 his lyre.

1 Use TrepifidWco. 2 Use the verb eirepyppai. 3 Use crvWeya). 4 Trpos-

III.—General Questions. (5)

1. What do you know of either (a) Solon’s legislation, or (b) the Athenian expedition to Sicily in 415 b.c. ?

TSS 2. AVrite a short note on either (a) Alcaeus, or (6) Theognis, or (c) Xenophon.


FRENCH

Lower Grade

Friday, IStli March.—10 A.At. 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.

I. Write a French version of the passage read out. (20)

\The passage will be read out at 10.45 a.m. and Candidates shoidd reserve the first page of their books for this answer.]

II. Translate carefully into English :—

Ma chere amie,

Demain, je ne viendrai pas prendre le the chez vous comme chaque semaine. J’ai fait une sottise, je suis punie. II y a trois jours, j’etais enrhumee ; Michel, qui s’inquiete toujours, a fait venir M. Voignac. Get absurde docteur m’a ordonne des drogues et la chambre. J’avais I’intention d’obeir. Mais voila qu’avant-hier soir Michel a ete retenu a Bayac et qu’il est rentre tres tard. Je me suis mise a la fenetre plusieurs fois, esperant entendre la voiture. II m’a trouvee pale en rentrant. Et la nuit j’ai eu la fievre. Alors le docteur, qui est venu bier soir, m’a heaucoup grondee. Me voila done au lit. Je suis sure que ce n’est rien et que je serai retablie dans trois jours J’en suis sure, et pourtant quelque- fois je me dis que peut-etre bien je m’en vais mourir. Ne me grondez pas. J’ai toujours ete convaincue que je ne vivrais jamais vieille. Et j’ai toujours pense aussi que je mourrais comme ga, tres vite, tout d’un coup, comme une bougie qu’on souffle. Vous savez, ne vous fachez pas, je plaisante en vous ecrivant. Pourtant e’est vrai qu’au- jourd’hui j’ai un peu mal la, dans la tete, et quand je respire et partout (30)

III. Translate into French :—

They soon came to a place where there were trees. Here the sledge(‘) stopped and the old woman helped Kay and Gerda to get out.

“ Good-bye, my dear children,” she said, “ we are sorry to leave you, but we cannot go further.”

(1) Sledge = le tralneau.


Kay and Gerda were sorry, too, to leave the old woman, but still they were happy to feel that they were going home to see their grandmother.

They had left behind them all the ice and snow. They now found themselves in the midst of beautiful green fields ; the trees were covered with leaves ; the song of the birds was sweet, and everything was cheerful and gay.

On their way they met the robber. “ I see you have found Kay,” he said. “ Tell me how

it came about.” They told their story, and then the robber told Gerda

all that had happened since she had left. “ The Prince and Princess have gone away, and your

friend the raven(2) is dead,” he said, “ and now you are going away too, and I don’t know when I shall see you again. Good-bye.” (35)

IV. Either (a) Translate into French :—

(1) His father was a soldier.

(2) Summer is the most beautiful of all the. seasons.

(3) It is a book we are very fond of.

(4) Open the window and see what is happening in the street.

(5) He had come to see me, but I was out. (15)

Or (b) Write in French a letter to a friend describing one of the following :—

(1) Leaving home for the holidays.

(2) An accident to one of your companions during an excursion in the country. (15)

FRENCH

Lower Grade

Friday, 18th March—10.45 a.m.

This paper must nob be seen by any Candidate.

The passage shoidd be read out by the Teacher at 10.45 a.m. in the presence of the Supervising Officer. It should be read out twice, not too quickly, nor too slowly.

(2) Raven = le corbean.


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 French.

Before the passage is read out, the Supervising Officer must write upon the blackboard the title of the story in French, Gateaux et Chansons, adding at the same time the following words: an ode = une ode; witty things = choses spirituelles. He must also warn the Candidates that they are not to aim at reproducing the passage in all its details, and in the same words or order of words as the original. What is desired, is that they should attempt to relate the story in French, in their own way. Great importance is attached to grammatical correctness, and full credit will be given for idiomatic phraseology.

Cakes and Songs.

There was once a London baker, who was famed for making very good cakes ; insomuch that a poet called Peters, who wrote about all kinds of subjects, wrote an ode on these cakes which was very witty and pleased the Londoners much. The baker too was gratified at being- sung of by Peters, but as he did not quite like some of the witty things that were in the ode, he resolved to have his revenge in this way. He made a most excellent cake ; but, as it had to be baked upon paper, he used Peters’ ode for this purpose. He then sent the cake to the poet, thanking him for his beautiful poem. Peters ate the cake, and enjoyed it very much, but he was rather annoyed, when he finished it, to find his own poem at the bottom. So he went to the baker, and, after some conversation, asked him why he had insulted the art of poetry. To which the baker replied, “No one can blame me for what I have done, for you made a song on my cakes, and I made a cake on your song.”


FRENCH


Friday, 18th March—10 a.m. to 12 noon

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.}

I. Translate into French :—-

The curiosity and impatience of my master were so great, that he spent many hours of his leisure to instruct me. He was convinced (as he afterwards told me) that I must be a Yahoo; but my civility and cleanliness astonished him: which were qualities altogether opposite to those animals. He was most perplexed about my clothes, reasoning sometimes with himself whether they were a part of my body; for I never pulled them off till the family were asleep, and got them on before any one waked in the morning. My master was eager to learn whence I came; how I acquired those appearances of reason which I displayed in all my actions ; and to know my story from my own mouth, which he hoped he should soon do, by the great progress I made in learning and pronouncing words and sentences in his language. To help my memory, I writ the words down in English letters with the translations. This, after some time, I ventured to do in my master’s presence. It cost me much trouble to explain to him what I was doing ; for the Houyhnhnms have not the least idea of books or literature. (30)

H. Composition frangaise :—

Either,

On dit en France : “L’Ecossais parle pen et rit pen.” Expliquez ce jugement et dites ce que vous en pensez.

Or,

Decrire une inondation.

After several weeks of rain a river overflows—effect on the surrounding country, on a village and its inhabitants— difficulty of rescue—property carried away—attempts to recover it—some stirring scenes—want of food—the flood subsides. (20)


FRENCH


Friday, 18th March—1.30 p.m. to 3.30 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.]

I. AVrite out, and punctuate, the passage dictated. (10)

[The passage will be read out at 2.15 p.m. and candidates should reserve the first page of their books for this answer.]

II. Translate into English :—

(a) Qui n’a pas rencontre sur les boulevards de Paris, au detour d’une rue ou sous les arcades du Palais-Royal, enfin en quelque lieu du monde ou le hasard veuille le presenter, un etre, homme ou femme, a I’aspect duquel mille pensees confuses naissent en I’esprit ? A son aspect, nous sommes subitement interesses ou par des traits dont la conformation bizarre annonce une vie agitee, ou par I’ensemble curieux que presentment les gestes, Pair, la demarche et les vetements, ou par quelque regard pro- fond, ou par d’autres je ne sais quoi qui saisissent forte- ment et tout a coup, sans que nous nous expliquions bien precisdment la cause de notre emotion. Puis, le lende- main, d’autres pensees, d’autres images parisiennes em- portent ce reve passager. Mais, si nous rencontrons encore le meme personnage, soit passant a heure fixe, comine un employe de mairie, soit errant dans les promenades, comme ces gens qui semblent etre un mobilier acquis aux rues de Paris, et que Ton retrouve dans les lieux publics, aux premieres representations ou chez les restaurateurs, dont ils sont le plus bel ornement, alors cette creature s’incorpore a votre souvenir, et y reste comme un premier volume de roman dont la fin nous echappe. Nous sommes tentes d’interroger cet inconnu et de lui dire : “ Qui etes-vous ?”

(20)


The Proper Attitude to Fashion.

(h) Toujours au pins grand nombre on doit s’accom- moder,

Et jamais il ne faut se faire regarder. L’un et I’antre exces choque, et tout homme

bien sage Doit faire des habits ainsi que du langage,

5 N’y rien trop affecter, et, sans empressement, Suivre ce que I’usage y fait de changement. Mon sentiment n’est pas qu’on prenne la methode De ceux qu’on voit toujours rencherir sur la

mode, Et qui dans ses exces, dont ils sont amoureux,

0 Seraient faches qu’un autre eut ete plus loin qu’eux ;

Mais je tiens qu’il est mal, sur quoi que Ton se fonde,

De fuir obstinement ce que suit tout le monde, Et qu’il vaut mieux souffrir d’etre au nombre des

fous 4 Que du sage parti se voir sen! contre tous.

(15)

III. Either (a) Discuss the more characteristic meanings of the following words selected from the above (a) passage:—trait, personnage, emporler (and s'emporter), reneontrer (and se rencontrer), fin (and finir). (5)

Or,

(b) Point out in the above (b) passage

(i) The lines with enjambement,

(ii) The caesuras in lines 2, 7, 8, 10, 12. (5)

u 4348. D

50. LEAVING CERTIFICATE EXAMINATION.

FRENCH


Friday, 18th March—2.15 p.m.


To be read out by the Teacher at 2.15 p.m. in the presence of the Supervising Officer.

DIRECTIONS FOR TEACHER.

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

2. 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:—(.) ‘ un point,’ (,) ‘ virgule,’ (;) ‘ point virgule,’ (:) 1 deux points,’ (?) ‘ point d’ interrogation. ’

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.

4. Not more than half an hour should be allowed for this Question.

DICTEE.

Quand mes douleurs | me font tristement mesufer la longueur des units, | et que 1’agitation de la fievre | m’em- peche de gouterûn seulînstant de sommeil, | souvent je me distrais | de mon etat present | en songeantâux diversêvenements demavie; | et les repentirs, | les doux souvenirs, | les regrets | se partagent le soin de me faire oublier | quelques moments | mes sonffrances. j Quels temps croiriez-vous que je me rappelle | le plus souvent | et le plus volontiers i dans mes reves ? | Ce sont ceux de ma retraite, | ce sont mes promenades solitaires, | ce sont ces jours rapides, | mais deiicieux, | que j’ai passes tout_,en- tiers avec moi seul, | avec la natureêntiere | et son^. inconcevable âuteur.


GERMAN

Lower Grade.

Tuesday, 22nd 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 the passage for composition, III.


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

[T/ie passage ivill be read out at 10.4:5 a.m., and Candidates should reserve the first page of their books for this answeri]

II. Translate into English :—

(a) 3)er @taf 'oon 9Len6utg mat mettfnn fceriifjnh megen bet 81etd;tuniet, bte fein ©c^lofi entfneft. @etn gto^tet ©tolj mar etne golbene Tafel, bte oft bte (Sbelleute be§ 8anbe§ um [id; oetfatnmehe. (Stnft fasten Diet ton tlinen ben ifhan, ba8 foftbate ©tiuf ju rauben. @te brangen n a efts tn bte SBurg etn,. etftflugen nteftete SBacftet unb entflofen mit tftent Utanbe. 3tlS fte etntge ©tunben geritten maten, fanten fte an etn etnfameS

ffitrtSfauS, flofften ben TBtrt auS bem ©cflafe unb fagten tfm, [te feten auf bet ghteft oor êtnben unb nibebten an etnem fufeten Dtte auStufen. @t btacfte fte tn etnen gtofen Aellet unb feflop fte etn. 2)od) fiftett tfm bte ©aife nteft ganj rtifttg, unb am meiften munbette er ftef itbet ben fcfmeten, tn Setnmanb gefMten ©egenftanb, ben fte nut fid; fuftten. (St fotd;te an bet Aelfettitt uttb forte fte letfe inttetnanbet teben unb etmaS farteS jetfagen (to saw up) unb bte ©titde untet ftd> oertetlen. 2)a mufte et,. bap et eS mit Dtaubern ju tun fatte unb befiflof, fte nteft mtebet

fetauSjulaffen. SOtittletmeile fatte bet ©taffetne lvned;te bemaffnet unb naif alien ©eiten auSgefcftdt, um bte rdttbettfifen Otitter û oetfolgen; unb tft fonnt eud; benfen, mte gtop fetne gteube map. alS et fte bet bem Oaftmirt fo feft uuter ©iflofj unb iJttegel fanb.

\b) ntetne êtntat lam tef mtebet, (SS mat bte alte <§eitnat noif,

SMefelbe Suft, btefelben Steber, Unb alleS mat etn anbreS boif.

u 1348. E


3)te SBeUe raufd;te line borjetten, 9tm SBalbiceg f^vang wte fonfi 9td)

SSon fetn erflang ein 3t5enblrtuten,1

2)te SSerge glanjten auS bent @ee.

2)o(^ bor bem <§«U£S, tco un§ bob 3af)ten I)te ®iutter ftet§ em^ftng, bort fat)

3d) 3J?ettfcên nur, bte fremb mtr warett; 2Bte tnatb fo tbef) umS êrj nut ba!

2Jitt tbat’§, al§ ttef e§ au§ ben SBogett: „ Îtet), fltel), unb ot)ne aBtcbetfet)t!

2)te bu geltebt, ftnb fottgejogen Unb fe[)ten tttmmer, mmtnevmeft.” (30)

III. Translate into German :—

I walked to tire village yesterday with my sister. On our way we saw a little boy, who was sitting on a stone and crying. He was only seven or eight years old, and seemed very poor and cold. Mary asked him why he was weeping. He answered, “ I am so hungry and have nothing to eat.” He also told us that his name was John Black ; and he 'pointed with his finger to (jetgen . . . . auf) a little house. “There,” said he, “my mother lives, but she is lying ill in her bed.” We asked him whether his father did not work and earn money enough to give him at least bread and butter and cheese; but we found that he had died some months before. We made (say, let) the child come with us, and our mother gave him food and warm clothes. She then took him by the hand and went with him to see his sick mother. I believe she will be very kind to the poor woman, and will do what she can for her and her little son. (30)

IV. With any five of the following verbs form short sentences showing (by compound tenses or otherwise) how their past participle is made :—

betlteren, aubgefeu, befeflen, jerbfed)en, aufftefien, gefahcn, matfcfuemt, etfafyren.

In each case add the translation. (10)

V. Translate into German :—

(a) I will lend you my new book when I have read it.

(b) Can you come with me to the river this afternoon ?


(c) When will you give me the stick which you have found in the wood ?

(d) We were in France when my uncle, the old general, died.

(e) Do you not find it easy to write a German letter? (15)

GERMAN

Lower Grade

Tuesday, 22nd March—10.45 a.m.


The passage should be read out by the Teacher at 10.45 a.m. in the presence of the Supervising Officer. It should be read out twice, not too quickly, nor too slowly.


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 should 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 shoivs a knowledge of idiomatic German.

A lady had a servant-girl who was very industrious, tidy, and honest; hut she had one great fault—she often broke the plates and dishes which she had to clean. One day the lady heard a loud crash in the kitchen, and went to see what had happened. “ Have you broken anything again ? ” she asked.—“ Yes, ma’am,” said the girl, “ it is one of the big dishes which fell from my hands as I was drying it; but haven’t I been lucky this time ? ” “ Lucky, indeed,” said the lady angrily, “when you have smashed one of my best dishes ! ” “ Yes, ma’am,” replied the girl, “ but it is only broken in two pieces, and isn’t it nice when one has not to pick up so many small pieces ? ’ ’


GERMAN


Tuesday, 22nd March—10 a.m. to 12 noon

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


I. 3^8 ©eutfdje ju uftetfegen:—

A rich young Englishman was passionately in love with a beautiful poor girl. But being in doubt as to whether her feelings for him were as strong and sincere as his own, or whether she did not love his money more than himself, he hesitated a long time to marry her. At last, however, he thought he had found a means to make sure of his doubt. He went to a watchmaker, well known for his skill, and asked him, if he could make him a lady’s watch which would contain his portrait, and which could also show how often it had been opened during his absence, and how long it had been kept open each time. “ Nothing easier than that,” was the man’s answer. So the gentle- man ordered the watch, and gave it to his fair friend as soon as it was finished. Soon afterwards he had to go abroad on business for several weeks and, on his return, he found that the watch had been opened frequently on each day, and often even in the middle of the night. Deeply touched by these proofs of the lady’s affections, he at once made the necessary arrangements for the wedding. A year after, the happy husband had to leave home again for a month ; and how great was his astonishment when, after returning, he discovered that since his departure the teU-tale watch had not only been never .opened, hut had not even been wound up. (30)

IT. Gmuetfent ©ie btefe ©ftjje in einen non ungefdfp 1-?, ©etten :—

Old Swedish lady relates—when young, on way to Rome broke journey in Berlin—father had corresponded with sister, married in Germany—her son, student, to receive and escort her—tall, handsome youth—very polite, showing chief sights three days—handing her into post-chaise, took leave—“ Dear cousin, am not your cousin but Otto von Bismarck—true cousin in examination


work, afraid to lose time”—astonishment, blushing—in 1880 again in Berlin—wrote to great statesman—invited her to dinner—thanked her for having made him see museums once—had never seen them since. (15)

III. Ubetjefjen ©te fiinf liefer Olebengarten :—

2Ba§ âben @te lor ? 2Bomtt faun tc^ 3f»nen btenen ‘i SHacên ©te feme Umftanbe. @8 iff au§ nut tf)m. ©te miff e8 nic^t getan fatten.

3^ Bin 3f)nen fel)r nerBunben. ^r mar ganj bon ©thnen. 2Ba8 gefit btcf) ba8 an ? (5)

GERMAN


Tuesday, 22nd March—1.30 p.m. to 3.30 p,m.

The whole of this Paper should he answered, and the German script used in Questions I. and III.


I. Write out in German script the passage dictated, inserting the punctuation as given. (5)

[The passage will be read out at 2.15 p.m., and Candidates should reserve the first page of their books for this answeri]

II. 2>n§ (SnglifiBe ju uBerfeijen:—

(a) 3118 id) etne8 £age8 am Ufer be8 3nn manberte unb bon ber fflacfff uBertafctff murbe, fetirte id) in bem <§aufe eine8 SSanern ein, ba8 in fietner (Sntfernung bom ^luffe tm ©tBu|e eine8 gelfen8 lag, bon Beiben ©eiten bur(^ uralte 9?ufjBaume Befâttet, bie Bi8 an bte Bmeige ^tnauf mit ©feu untfponnen maren. Tor bem >§aufe Breitete ftci; ber freunblicê ôfraum <iu8, in beffen întergrunbe eine bidffe SauBe bon ffletnreBen Beinaê bte ganje Torbermanb be8 einftbcfigen <§aufe8 einnafnn. ^ter fa^ ber ©tgentiimer be8 <§aufe8 auf ber ôljernen Tanf, ber <§ofiunb ju fetnen 3n§en, ein fptnnenbe8 SJtftbtBett an fetner


©cite; tit etntger Sntfetnung etn Jlnalie, bet an etnem fittcfte. 2113 ti$ jut ôftiit etnttat, edjob ftc^ bet -punb, faf) nut botgefiterftem .fiobfe nac^ nut au§ unb bellte etntgemal, abet fo leife, baf? man mobl fab, et motle nut bag betfbmmltcbe Betcben geben, mte fetne 23fl!d;t mat. 2tu(b nut mat bag etn guteg Setcben, unb td) bac^te augenbltdUcb an bag SBott etneg aften 2)tcbtetg, baf man betm (Sinttitt in etn <§aug gleti^ aug bet SBetfe beg <§unbeg bte 2lufna£)me beutteilen fonne. 2tucb btegmal taufcbte bag 2lnjetd)en ntd;t. 3cb mutbe auf bag frcunb- Itcbê begtii^t, mtt ©petfe unb ^tauf tettbltib bemtttet unb enbltift tn etn Sett gebtad^t, getaumtg genug, urn mub jmet anbete, mate eg nbttg gemefen, aufjunefnnett. 2)a mar eg nut fi'ttmabt, alg mate tcb tn bte 3ett entriicft, mo bte -§augoatet an bet Strafe fafjett unb, menn etn fflanbetet oorubetfam, oft mettctfetnb mttetnanbet ttm untet tbt 2)ad; etnluben unb an if)rent '§etbe bemtrteten, of)ne, aud) nut ju ftagen, mo et betfame, mag et fitt ©efcbafte treibe unb mte lange et ju metfen gebenfe. ©etabe fo mte id; trat fa ttltyffeg unetfannt in ben >§of beg ©umdug, bet bte -§unbe jut Otube oetmteg, ben gtembltng 2Ifaf3 nebmen b^f unb tbm fffietn uttb Sf)«ff botfebte. (18)

(fe) 2)te ©latter fallen gelb unb matt But feudjten (Stbe ntebet; Set taube 2Btnb ntmmt ©latt urn ©latt Itnb bttugt eg ntnunet mteber. SSetfcbmunben! ©etfdjmuttben

3ft afl bte fcbone ©Idttetbtacbt, 3)te fonft fo frtftb ung angelacbt,— ©etfcbmunben! 93etfd)munben!

©g mttb fo etnfam auf bet Blur, (Srftarrt tft affeg Seben, Unb gtaue, falte 9Jebet nut 2)utcb 2BaIb unb Befbet fcbmeben. SSerflungen! SSetffungen 3ji iibetaff bet ©bgfetn Sang, 2)et fonft fo b^tf unb laut etffang,— ffietffungen! SSettfungen!

©ebufb, ©ebulb, eg fommt bte Bett 2)a mttb eg auf bet (Srben 3n Sffialb unb êlbern mett unb bteit 2fu(b mtebet gritbltng mctben.


<3et (title! @et (title! a3i§ Oott tiad; matt<$em tfiiben 3!ag 2)ir neue ^reube geben mag,- - @ei (titte! @ei (title! (12)-

III. 2m ibiomati(c(e§ S)eut(c( ju ubeefe^en:—

(a) Wlieii we got home, we found our friend waiting for us.

(fe) Whilst I was engaged in writing a letter, my sister wras playing on the piano.

(c) Scarcely had it struck twelve when the stranger entered the room.

(d) It is surely high time that you. should think of doing some work.

(e) We can hardly count on his paying the money he owes us. (15)

GERMAN


Tuesday, 22nd March—2.15 p.m.


To be read out by the Teacher at 2.15 p.m. in the presence of the Supervising Officer.

DIRECTIONS FOR TEACHER.

1. Bead the above 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 words (as indicated by vertical lines) twice over, and pronouncing every word very distinctly. The punctuation should be indicated thus—(,) ‘ jlomma ’, (;) ‘ ©emiMon ’, (.) ‘ tpunft ’.

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 words at the request of individual candidates.

4. Not more than half an hour should be allowed for this Question.


PASSAGE FOR DICTATION.

$f<mf)au3 tton (Mfcad) | (fi etn fd)one§, ftattltd?e§ Oebdube, j jwet ©tocftcerfe Ijod), | jet)e§ mti fci^g genftetn | nact; ter @tra§e f)trtau§. | ber êttgetund)ten Sftauer | ranfen u^tge aSctnrekit t)tnauf | unb geben bem <§aufe j etn fveunblttêS 3tu^ feljien. | T)a»or liegt etn mdfjtg gtopee ©alien, | beffen SBeete etnen bunten ©lumenflor entfalten. | 3n bee SOiitte be8 ^te§tnege§, | bet toon bet 5)3fofte jut âuStiit fii^tt, | befinbet ftc^ etn <Sbri1,3i!

btunnen; | batauS ftetgt etn SBaffetfitat)! in bte ^Bê, j nttî bidet alB eine ©tttcfnabel, J unb fafft mii faunt iietneînbatem s43lcttfi|ettt ] in ba§ fieinetne SBecfen êtntebet. | tfl etn Dtt bet SBefcâuIicbfeit; | unb batubct Itegt etne Otuê, | tneicê bem beiligen Cbatafiet | beg «§aufeg angemeffen ift.

COMMERCIAL GERMAN

Monday, 21st March—1.30 p.m. to 3.30 p.m.

The whole of this Paper should be answered.


1. Translate into English :— 2BafeT, 8. 3ttat 1909.

-§etten Senefe unb (So., •§ambutg.

3fjt Utnlaufgfcbtetben tom 1. b, SOI. baben tott erâlten unb mitnfcben 3f>nen ben beften (Stfolg in alien 3btcn llntetne^mungcn. Biacb 31)eem Tteiofutant ftnb Tamattnben bet einjtge 3ltttfel bet ung flit ben 3tugenbli(f iniereffteti. Seiteben @te ung bafiet ton bet Oualitat, bte @ie in 3btem Steigfutant mit gut otb. 3ata h Ji 180 bto 100 Big. notteten, 5 Tonnen ca. 5000 Hg. netto, jujufenben, ju 3bt'em oben etmatmten Strife, bet nicfet itberfcbtitten ttetben barf. SSctfenben ©te bte Share gefaHtgft bet Ctfenbafn in gemoi)u[ici;et Awcbt unb etfjolen ©ie ftcf auf ung fitt ben Setrag

3btet S^tuta a 2 Mt. bato, tnbem ©te ung ben ©igfonto ju gut fommen laffen mollen.

50tit bet ôffnung, ba^ btefet fletne Stuftrag SSetanraffung ju etnet fortgefe^ten Hottefponbenj jitiftên ung geben mitb, jettbnen tttt,

JQotbacbtunggtoir, Sattiifelb & ©ofme.

(20)

EXAMINATION PAPERS, 59

2. Write, in German, a letter to a firm (Messrs. Jones & Co.) in Liverpool, asking them to purchase for your a/c 50 boxes of best white sugar at the price of 35s. per cwt.or under ; also 50 bags of Rio coffee at the lowest price—the goods to be forwarded to your address per rail. For the amount of the invoice ask Messrs. Jones to draw on you at three months’ date. (30)

3. Translate the following market report:—

Serlttt, 19. 3cm. 2ln bet f)euttgen Jkobuftenbotfe mat Sffietên matt auf bte

flaue Tenbenj tn 2lmettf« unb bte wetter ermcifjtgten auslanbififsen gotbevungett. SaÎatawetên mat ,J( 1.50, bte tufftfcên Dffevten waten Ji 1 Btlliget. JBetên mat Jl 1 mebttget, Ologgen jtemlt(^ fteâu^tet, ba bag 3ttIanb3angef>ot fna^ tfl, Jtoggen êt Wat war Ji 0.25 mebttget, £et 3ult untetanbett. ffiBettetfmt mat au^ Dloggen attf SlBgaben beg ^teftgen ipiaêg etmattet. 2)ag ©efcâft mat tretttg betebt. <§afer lag fcf;toacf;ev, ba bte Jlaufet jutitifâlten. Sofomate mat beftau^tet, Otiibbt lag fiatt auf bag anfaltenb ftarfe Stngebot unb bte btlltgeten Saatojfetten.

3utn ©cftluf war SBetjen auf bte flauen Stsetbooler Hutfe wetter abgefcbwacfR. (20)

4. —(a) ’Translate into English :—

Unfete ptetfe t)etfief)en jtc| netto, gegen 3 Wonatgs entnafjme; bet Tvaffa am ©cfluffe beg Stefetungg* monatg obet gegett Sflac^ttabme, 2 °/0 ©fonto.

Cine Tattfet Sanf, bet butcf; etn neueg gtofes Untetnef)men gunfttge 3tugbel)nunggi|anceu geboten ftnb, facbt t'et fofott, ebtl. [pcitet, etnen

. tixcbtigen 3Sanffacf;mann alg Sbtreftot. 3)a§ Otunbfapttal bet @efeftfcf;aft betragt

Jit. 4,800,000, eingeteift in 48,000 Slftien son Hr. 100 nominal. 3ebe Slftie beredhigt in bet ©enetaloetfammlung ju etnet ©timrne.

Tet aSerwaltnnggrat beftebt aug fitnf Wttgliebetn.

SSon bem ©ewittn »on Hr. 685,000

wtttben „ 480,000 = 10 % T)iBtbenbe auggeteift

unb bet 91 eft oon Jit. 205,000 auf neue Olei^nuug ' ootgettagen.

(15)


(6) Translate into German :—

We have sent them a cheque by registered letter.

The Bills of Lading have been made out to order.

They have sent us a remittance on a/c.

Mr. Smith has lately retired from business.

There is a good demand in our market for the following articles, viz. :—

Tobacco, Silk, Hem-p, Palm-oil, and Dried Fruit. (15)

GAELIC

Thursday, 17th March—1 p.m, to 4 p.m.

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

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

[The story loill be read out at 1.45 p.m., and candidates should reserve the first page of their books for this ansiveri]

2^ Translate into English :—

CEOL NA PIOBA.

“ Chuala mi gu robh thu dol a dheanamh plobaire dheth.” “ Mata cha’n ’eil; tha latha na piobaireachd seachad. Tha na tighearnan mora suarach uimpe. Cha bu mhisde learn gu dearth ged a b’urrainn da cuairt a chluich. Is minic a thug ceol faochadh do m’ chridhe fhein. Tha mise ’g radh riut, Eoghain, gu bheil cuairt cheolmhor air feasgar tlath, taobh na h-aibline sin shios, do m’ anam-sa mar aiteal an earraich do’n easlainteach bhochd, no mar dhruchd an anmoich do na lusaibh maoth. Cha luaithe thogas mi ‘ Failte Phrionnsa ’ no 1 Baile Dhun- eideann ’ na thig taisleachadh air mo chridhe ; tha an oige tighinn air a h-ais le cuimhne nan cairdean caomh a dh’ fhalbh. Cha mhotha orm an saoghal air na h-amannan sin na an cluaran a tha falbh leis an oiteig. Tha mi air mo thogail mar fhiadh ’s a’ chreachann, ach cha’n ’eil togradh am chridhe ach togradh gu cairdeas is gu


gnlomharra fiugliantaeli. Cha’ii aighear e, ’s cha bhron e ; ach, mo bheannachd air, is iomadh latba sheas e mi.” “ Mo bheannachd ort,—thoir dhuinn aon cfiiairt. Theid mise sios a chuideachadh Mairi leis a’ chliabh bhuntata, agus thoir thusa mach a’ Phiob.” “ Matani mi sin, na’n cuirinn aon ghreim ann am broig Lachainn bhig.” (18)

3. Translate one (not both) of these extracts into English :—

(a) Shihbhlainn moch leat, shihbhlainn anmoch Air feadh choilltean, chreag, is gharbhlach ; 0 ! gur h-e mo rim an sealgair, ’S tu mo roghainn de shluagh Alba.

A Thearlaich dig, a mine Righ Seumas, Chunnaic mi toir mb nr an de ort; ladsan gu snbhach is mise gu deurach, Uisge mo chinn tigh’n tinn o m’ leirsinn.

(b) ’N so am shmeadh air an t-sliabh, ’S mi ri iarguin na bheil bhuam, ’S trie mo shiiil a’ sealltuinn siar, Far an luidh a’ ghrian’s a’ chuan.

Chaidh a’ ghrian fo stuaidh’s an iar, Dh’ fhag i fiamh air nial a’ chuain ; ’S eigin domhs’ o’n aird bhi triall, Sguir an ennlaith fein d’ an dnan. (12)

4. Translate into idiomatic Gaelic :—

This brings to my remembrance a story I have heard of a foreigner, who, being newly arrived in this country, at a public house desired something to eat. A fowl was proposed and accepted ; but when it was dressed and brought to the table, the stranger showed a great dislike to it, on perceiving which, the Landlord brought him a piece of fresh salmon, and said : “ Sir, I perceive you do not like the fowl; pray what do you think of this ? ” “ Think,” says the Guest, “ why I think it is very fine salmon, and no wonder, for that is of Nature’s feeding ; if it had been fed by you, I suppose it would have been as lean as this poor fowl, which I desire you will take away.” (20)

5. Correct the following, where you consider them wrong:'—

A bheil thu air aon bhrog ? Tha an long a’ togail na siuil.

Am fear leis an leis an leabhar. Bha e mach ri gaoith is uisge. (8)


6. Grive the Verbal nouns, or Infinitives, of six of the following verbs :—

fosgail, orduich, duisg, cuir, fas, seas, tog, labhair, abair. (6)

7. Give the meaning of the Noun-suffixes -an, -ear, and of the Adjective-suffixes -ail, -aeh. Give illustra- tive examples under each. (8)

8. Give equivalents in Gaelic idiom for three of the following :—

Out of sight, out of mind. Penny wise, pound foolish. Far birds have fair feathers. It never rains but it pours. The man whose son went away yesterday week. (81

GAELIC

Thursday, 17th March—1.45 p.m.

This paper must not he seen hy any Candidate.

Before it is actually read, the Supervising Officer should warn the Candidates that they are not to aim at reproducing the passage in all its details, and in the same words or order of words as the original. What is desired is that they should attempt to relate the story in Gaelic, in their own diction and idiom.

The passage should he read out hy the Teacher at 1.45 p.m. in the presence of the Supervising Officer. It shoidd he read out twice, not too quickly, nor too slowly.

No notes may he made hy 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 Gaelic.

I have heard a story of a sheep farmer who, though he could hardly read or write, had made a large fortune, and was open to any degree of flattery as to his abilities in his calling. A buyer, knowing his weakness, ventured upon one occasion to remark that he considered him a greater man than even the Duke of Wellington, enlarged


upon Ms capacity in collecting large flocks and lierds and bringing them safely to the southern markets, and asked, “ Could the Duke of Wellington have done that ? ” The farmer thought a little, took a pinch of snuff, and slowly replied: “The Duke of Wellington was, no doubt, a clever man, a very clever man. He was a great soldier; but then he had reasonable men to deal with, Captains and Majors and Generals who could understand him,—every one of them, both officers and men ; but I am not so sure after all if he could manage, say, twenty thousand sheep, beside black cattle, that could not understand one word he said, Gaelic or English, and bring every hoof of them to Falkirk Tryst. I doubt it. But I have often done that.”

SPANISH

Tuesday, 22nd March—1.30 to 4.30 p.m.

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


Part I.

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

[The passage will be read out at 2.15 p.m., and Candi- dates should reserve the first page of their books for this answer.~\

2. (a) Translate into English :—

En su primer encuentro con los indios salio Cortes victorioso, merced al terror que inspiraron las detonaciones de las armas de fuego y el aspecto de los jinetes que a los indigenas les parecian seres sobrenaturales. Continue el conquistador su rumbo hacia el Oeste, pero no encontro sitio a proposito para desembarcar hasta llegar a San Juan de Ulloa. Aqui recibio una diputacion de indigenas que venian de parte de su monarca Motezuma para averiguar la mision que llevaba Cortes. A estos les participio sus pacfficas intenciones y les did regalos. Para dar a aquellos pobres indios una idea de su poder,,


hizo maniobrar entonces a sus soldados y al fin mando disparar las piezas de artilleria. El destrozo qne las balas causaron en los arboles y el estruendo que produjeron, llenaron de espanto a los aztecas, pues a ellos les parecla que los espanoles dispoman del rayo mismo. A los pocos dlas se presentaron nuevos embajadores de Mofcezuma. Esos tralan consigo regalos para Cortes de telas finas, de algodon y artefactos de oro y plata. Se mostro Cortes muy satisfeclio con estos regalos, pero insistio en que le era preciso tener una entrevista con el emperador mismo.

(15) (b) Escena Teroera.

Entran, disputando acaloradamente, Dona Alfonsa, Dona Concha y D. Jose.

Doha Concha :

Enviar a su hi jo finico a la Habana para recoger una herencia problematica! Esto es inaudito, es una atrocidad. ... y no menos !

Doha Alfonsa :

Embarcarse el hi jo de mi corazon y estarse un par de meses por esas mares hondas a merce de las olas y del viento. j Y esto por adquirir unos bienes, que, gracias a Dios, no necesita ! No lo consentire : no.

D. Jose :

Ira sin que consientas.

Doha Concha:

Es que el no querra ir y hara bien.

D. Jose:

l Que es eso de no querra ir, si se lo manda su padre ?

Doha Alfonsa:

Es que no se lo mandaras, ni tomaras tal responsa- bilidad sobre ti ; que eso seria de mal padre. . . .

D. Jose.

No necesitare hacerlo, puesto que no es Calixto tan nino que no comprenda sus intereses ; y sabete que por recoger una herencia se va, no a la Habana, sino a China, y se pone al trote aunque sea un Grande de Espaha.


Dona Concha:

Pues ten entendido que si se va en bnsca de nna herencia que puede volverse sal y agua, como suele suceder con las lierencias de America, pierde la mia que es positiva, y que le aseguro si se establece en Sevilla y se casa con mi sobrina.

Doha Alfonsa:

Establecerse en Sevilla ! dejar solos a sus padres en su ancianidad! abandonar su casa solariega, su caudal! esto faltaba! Y ademas casarse por interes! No querra, liermana, no querra ; y hara bien ! (15)

3. Translate into Spanish :—

Charles the First was twenty-five years old when he became king. Unlike his father, he was handsome and dignified, his manners were pleasing, and he both looked and spoke like a king. But, unfortunately, Charles had been very badly brought up. He had been so delicate, that his lessons were often neglected, and so much indulged that he not only grew up ignorant, but very wilful and obstinate. Worse still, Charles was not straightforward. He made promises without the least intention of keeping them, and so often said one thing when he really meant another that it was hard to believe his word.

Ever since he was fifteen Charles had spent much of his time with his father’s favourite, Villiers, Duke of Buckingham, and he thought so highly of him that, when the old king died, he chose him to be his chief Minister.

(20)

Part II.

4. State the general rules for the placing of adjectives in Spanish, giving examples. Mention in particular the rule with respect to the adjective grande. (8)

5. Form short Spanish sentences showing the use of the following words :—unos (unas), un tal, demds, cada cual, cuyo, alguien. (6)

6. Give instances of the so-called redundant construction of personal pronouns in Spanish. What is the construction when there are two objective pronouns in a sentence? Translate:—I shall give it to you (tfi). I have written the letter, but have not yet given it to him. Here are the letters ; shall I read them to you r (Vd.). (8)


7. Translate the following sentences, commenting upon the words in italics :—

No conozco a nadie cjue pueda igualarle.

Crees que esta abierta la puerta ; pues sdbete que siempre la encontraras cerrada.

Dos semanas ha que estoy aqul.

Lo hice no solo una vez sino cien veces.

Translate into Spanish :—

As soon as we arrived at the inn we asked for supper.

He has less money than he says.

He had just finished his work when I called.

We did the best we could.

. The tower is a hundred and fifty feet high. (13)

SPANISH

Tuesday, 22nd March—2.15 p.m.

This Paper must not be seen by any Candidate.

The passage should be read out by the Teacher at 2.15 p.m. in the presence of the Supervising Officer. It shoidd be read out tioice, not too guickly, nor too sloioly.


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

Once, while staying in Barcelona, the King of Spain went to visit the town prison. He asked several of the prisoners what crimes they had committed. All tried to appear innocent. One said he was there by mistake, another because the judge who tried him had been bribed, and another because he had been the victim of false evidence : in a word, all of them were innocent. Finally the King went up to a poor fellow of more humble appearance than the others and asked him why he was there. “ Sire,” he replied, “ I cannot say that I do not deserve to be here, because, being hungry and without any money to buy food,


I robbed a man of his purse on the Tarragona road.” The King, looking at him sternly, said : “ Then you are a robber ! What are you doing here among so many honest people? You must leave this prison at once.” And so the poor man was set at liberty, while the others remained in prison.

MATHEMATICS

Lower Grade—CFirst Paper)

Wednesday, 16th 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 accurately drawn, and, where geometrical constructions are employed, the construction lines should be shown. Proofs of geometrical constructions need not be given unless specially ashed.

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.

[All the questions in this Section should be attempted.]

1. Find the sum of the angles of a seven-sided polygon, stating clearly the geometrical fact on which your proof depends. If all the seven angles are equal to each other, find the value of each.

Obtain an expression for the sum of the angles of a figure with x sides. If ail the x angles are equal, find the value of each.

Verify your expressions when x = 6. (18)

2. Draw a four-sided figure ABCD, such that AB is parallel to DG, and AD to BC.

State without proof the relations which exist between tbe sides and angles of such a figure.

n 4318. F


If one angle of ABGD is a right angle, prove that all the angles are right angles. What is such a figure called ?

What further condition is necessary in order that this figure may he converted into a square ? (18)

3. Construct a quadrilateral ABGD in which AB = 4‘5 cm, BG — 3'6 cm, CD — 4:'5 cm, AD = 9 cm, and such that BG is parallel to AD. State the steps of your construction. (14)

Section II.

[One of each of the following alternatives should be attempted.}

Either,

4a. ABGD is a kite in which AB AD, and BG = GD. Prove that the angle ABC — the angle ADC.

State the proposition which you use in the above proof.

If, in such a figure, BD bisects the angles ABC and ADG, find the further condition that must be satisfied by the sides. What is such a figure called ? (20)

Or,

46. Two right-angled triangles ABO, DEF have the side AB equal to the side DE, and the hypotenuse BG equal to the hypotenuse EF. Prove that they are equal in eveiy respect.

OP and OQ are two equal straight lines, and from P and Q perpendiculars are drawn to OP and OQ meeting in P. Prove that PP = QR. (20)

Either,

5a. Find the locus of the centres of all circles, which touch a straight line J.P at the point G.

P is a point which is not on this locus, and a circle, described with P as centre and PC as radius, meets AB in a second point D. If Z) is a fixed point, find the locus of P.

Two points E and F are taken on a straight line two inches apart. Draw two equal circles, which shall touch the line at E and F, and shall also touch each other.

(20)


Or,

5b. A straight line touches a circle and a chord is drawn from the point of contact. Prove that the angles which it makes with the tangent are equal to the angles in the segments into which it divides the circle.

Two circles ABO, ABE have a common tangent at A, and the straight lines AB, AC pass through D, E respectively. Prove that BO is parallel to BE. (20)

MATHEMATICS

Lower Grade—(Second Paper)

Wednesday, 16th March—1 p.m. to 3 p.m

Before attempting to answer any question, candidates should read the ivhole 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.

[All the questions in this Section should be attempted.']

1. Simplify

(1) xy *y

7 4 xy

(3) l+2+ - 6 a

(2)

1 1 a^b

3x + 2 3x

2. Divide

x4 + 4y4 by x2 — 2xy + 2y\ Choose such values of x and y, that

x4 + 4y4 = 40081.

Hence find tivo factors of 40081.

(12)

(15) F 2


3. Solve the equations :

(1) X ■ -g- ^ 9

x —Ll~ x — 2 ’

(2) a(x — b) — b(x — a) = 0,

(3) 1 fLi.

x - 2 x — 1 30 (18)

4. Add one term to each of the following expressions so as to make the expression thus increased a complete square :

(1) x2 + 12x. (2) y2 — j^yz. (3) 4a2 + 4a.

Solve to two decimal places the equation

x2 + 12x = 4. 115)

Section II.

[One of each of the following alternatives should be attempted^]

Either,

5a. Two boys J and R had their heights measured on the first days of six consecutive years. The measure- ments are given in the appended table. Illustrate their growths by graphs; taking the origin 0 near the left- hand side of the page, the axis OX to represent a height of 3 feet, and a vertical length of i of an inch to represent a growth of one inch, also taking the axis OY to represent 1st January 1901, and a horizontal length of XV of an inch to represent a month. Find, from your graphs, as nearly as possible, on what dates the boys were the same height.

J

R

1901.

ft. in. 3 0

1902.

ft. in. 3 41

3 31

1903.

ft. in. 3 7|

1905. 1906. 1904.

ft. in. 3 10f

3 81

ft. in. 4 1

3 Ilf

ft. in. 4 2|

4 4

Or, (15)

56. Draw the graph of (x — 2) (x + 1) from x = — 2 to x = 3, taking one inch as unit.

Find from your graph all the values of x which correspond to the following values of (x — 2) (x + 1) :—

(1) -1, (2) -2i (3) -2|. (15)


Either,

ба. In a race of p yards A reaches the winning post q yards ahead of B. If A’s rate is r yards per second, find B’s rate. (15)

Or, бб. P had originally twice as much money as Q,

hut after P had spent 6s. and Q had spent 10s., P had three times as much as Q. Find how much each had at first. (15)

MATHEMATICS

Lower Grade—(Third Paper)

Thursday, 17th March—10 a.m. to 11 a.m.


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

The value attached to each question is shown in brackets after the question. In addition 6 marks are allowed for neatness, arrangement, and style.

1. Find the smallest number which must be added to 17589, in order that the number thus formed may be divisible without remainder by 276. (6)

2. Simplify 5 I 7 14 ¥ ' T6 v

a 9 0 7 9i A 2. _. 3 ’ °8 ^4 3 • A

and find the product 3‘14159 x 62‘4817 correct to 3 decimal places without unnecessary calculation. (10)

3. Find, correct to the nearest penny, the interest on £482 for 80 days at 34 per cent, per annum. (8)

4. A solid block, 18 metres long, 12 metres broad and 6 metres high, is built of bricks each of which is 22‘5 centimetres long, 12‘5 centimetres broad and 7‘5 centimetres thick. Find the number of bricks in the block. (8)


5. A man pays income tax at the rate of Qd. in the pound. After his income tax is deducted he has £688 3s. 9d. left. Find the amount deducted. (10)

6. Taking your scale as 6 inches to the mile, draw on your squared paper

(1) a line AB to represent a distance of 1000 yards ;

(2) a square PQBS representing an area of 160 acres.

What fraction of a square mile does a square inch on your paper represent ? (12)

MATHEMATICS


Wednesday, 16th March—10 a.m. to 12 noon

Before attempting to answer any question, candidates shoidd read the whole of it uery carefully, since time is often lost through misapprehension as to what is

. really required.

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

Section I.


1. Prove that the opposite sides of a parallelogram are equal, first stating which properties of a parallelogram you may assume in your proof.

P is a point within a rectangle ABGD. If AQ, BQ are respectively parallel to DP, CP, prove that PQ is perpendicular to AB. (14)

2. Prove that two chords in a circle, which are equally distant from the centre, are equal to each other.

0 is the centre of a circle 3 inches in diameter. P is a point in the plane of the circle 2|- inches from 0. By means of a geometrical construction draw a straight line through P such that the part intercepted by the circle shall be two inches in length. State your construction fully. (16)


3. Prove that the ratio of the areas of two similar triangles is equal to the ratio of the squares on the corresponding sides.

Construct a triangle ABO such that BG = 8 cm., GA = 5 cm., AB = 7 cm.

Find, preferably by geometrical construction, a point D in BG, such that if DE be drawn parallel to GA to meet AB in E, the area of the triangle BDE shall be half that of the triangle ABC.

State clearly the steps by which you found D. (18)

Section II.

[One of each of the following alternatives should he attempted^]

Either,

4a. From a point 0 two secants OPQ, ORS are drawn to the circle PQSR. Prove that the rectangle OP.OQ — the rectangle OR.OS.

What does this proposition become when P coincides with Q, and R with S ?

Find the locus of a point from which equal tangents can be drawn to two intersecting circles. (20)

Or,

Ab. ABC is a given circle, and P is a point in its plane. Describe a circle with radius equal to a given line DE, which shall pass through P and touch ABG.

When is it not possible to describe such a circle ?

If the radius of ABG is 2 inches, and DE = inch, find within what boundaries P must lie in order that the problem may have a solution. (20)

Either,

5a. AB, CD are two straight lines in space which are not parallel and do not intersect however far produced. Prove that AG and BD are not parallel and do not intersect.

If P, Q, R, S are the middle points of AB, CD, AG, BD, prove that PQ, RS meet in a point 0, and bisect each other.

If T, U are the middle points of A.D, BO, prove that TU is also bisected at 0. (22)


Or,

5b. A is one vertex of a cube, and AB, AG, AD are diagonals of the three square faces, which meet in A. Prove that ABCD is a regular tetrahedron.

State the formula for the volume of a tetrahedron, whose base and altitude are known.

If each edge of the cube mentioned above is 10 centimetres, find the volumes of the tetrahedra cut off by the planes ABC, ABB, AGD, BCD, and deduce the volume of ABGD (22)

MATHEMATICS


Wednesday, 16th March—1 p.m. to 3 p.m.


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


Section I.

[All the questions in this Section should be attempted.}

1. Find the value of

x3 - 37x + 84

when x = 4.

Use your answer to resolve the expression into three factors. (12)

2. Solve the equations

(1) 1 4- I = 5 . w 2x - 3 ^ 3x - 2 6x - 11 ’

(9\ ( + 21, { I/2 = 4x + 21 ;

taking care to give each pair of roots separately in the second equation. (16)


3. Solve to three decimal places x + 2

x + J. x — 1

By drawing the graphs of x

— and x + 1, verify x — 1

that the above equation has a positive root between 2 and 3, and a negative root between — 1 and — 2. (16)

n \ogax for all values of n. 4. Prove that logBxw

Use logarithms to find the values of

(1) (2‘723)3,

(2) V-8145. (16)

Section II.

[One of each of the following alternatives should be attempted^]

Either, 5a. Explain what is meant by simple interest, and

what by compound interest. Write down an expression for the amount produced,

when £x has accumulated for n years at r per cent, compound interest payable annually.

If a certain sum amounted to £5625, after accumu- lating for three years at compound interest payable annually, and to £6084 after five years, find the rate of interest. (15)

Or, hb. A sphere of wax 6 inches in diameter is melted,

and part is poured into a cylindrical jar of 3 inches diameter until it is filled to the height of 10 inches. The remainder is poured into a cylindrical jar of 4 inches diameter. Find how high it will be filled. (15)

[Note.—The area of a circle is ttt3, and the volume of a sphere |-7rr3, where r = the radius.]

Either,

6a. If a and b are two quantities, write down expressions for their arithmetic, geometric, and harmonic means.

p, q, r are in geometric progression, p, x, q and q, y, r are in arithmetic progression. Prove that x, q, y are in harmonic progression.

Verify this when p = 9, r = 16. (15)

76

Or,


6b. A and B cycle to meet each, other from two towns 67 miles apart, each riding with uniform speed. A starts at 9 a.m., B at 9.30 a.m., and they meet at 11.30 a.m. If h’s rate is such that he goes 7 miles while B goes 8, find their rates, and also how far each rides to the place of meeting.

Verify your result by a careful graphic construction, taking one inch horizontally to represent 10 miles, and one inch vertically to represent an hour. (15)

MATHEMATICS

Higher Grade—(Third Paper)

Thursday, 17th March—10 a.m. to 12 noon

Before attevipting 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.

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

All the figures should be accurately drawn.


Section I.


1. Explain the circular measurement of angles.

Express 30°, 50°, 166° 40' in radians.

Express '0187 radians in degrees, minutes, and seconds, taking tt = 3'1416. (14)

2. Taking a horizontal inch to represent 10°, and 5 vertical inches to represent the unit of length, plot with the help of your tables the values of tan 6 when 6 = 0, 10°, 20°, 30°, 40°, 50°.

Plot also the values of sin 6 for the same angles, join both series of points by smooth curves, and thus find a graphic solution of the equation (16)

5 (tan 6 — sin 6)= 1.


3. State the relation which exists between the sine and cosine of any angle.

Use this relation to find, and express in a diagram, all the values of a less than 180° which satisfy the equation

5 sin a + 6 COS2 a = 7. (18)

Section II.

[One of each of the following alternatives should he attempted.]

Either,

4a. A man walked 5 miles due north and then walked 6 miles in a direction 27° east of north. Find by a figure drawn to scale how far he now is from his starting point, and in what direction he should have originally started in order to go straight to his final position. *

Verify your results by calculation. (20)

Or,

46. The sides of a parallelogram are 2 inches and 3 inches in length, and its area is 3f square inches. Find by a diagram the sizes of its angles, and the length of its longer diagonal.

Verify your results by calculation. (20)

Either,

5a. Draw a circle of radius 2 inches, and inscribe in it a triangle ABG, such that LB = 34°, LG — 73°.

Measure the lengths of the sides as nearly as possible.

Calculate with the help of the tables the lengths of the sides to the nearest hundredth of an inch, and thus test the correctness of your drawing. (22)

Or,

56. State and prove the formula which gives

tan (A + B) in terms of tan A and tan B. Apply this formula to find expressions for tan 2A,

tan 3A, and tan 5A in terms of tan A. (22)


HIGHER DYNAMICS

Additional Mathematical Subject

(Higher Grade)

Monday, 21st March—4 p.m. to 5.30 p.m.

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

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

Section I.


1. A body bas an initial velocity V and an acceleration a in the direction of motion. State and prove the formulae which give the velocity acquired and the distance travelled in t seconds.

A railway train travels 3 miles in 2 minutes and 4 miles in the next 2 minutes. Express in feet per second the velocity gained in each second, assuming that the acceleration is uniform. (14)

2. What is meant by kinetic energy? Write down an expression for the kinetic energy of a mass m moving with velocity v. If the mass is acted on by a uniform accelerating force F opposite to the direction of motion, how far will it move before it comes to rest ? How much work will it then have done in virtue of its kinetic energy ?

A train shuts off steam while running at 25 miles an hour on the level. Prove that it will come to rest in about f of a mile if the resistance due to friction and other causes is 15 lbs. per ton.

Find in foot-pounds the work done during the process. (18)

3. Define the centre of pressure of a surface immersed in a liquid, and find its position for a rectangle with one edge in the surface.

A rectangular cistern in which the water is 4 feet deep is to be strengthened by a narrow iron band running round it horizontally. State the best position for the band, giving the reason for your answer. (18)


Section II.

[One of each of the following alternatives should be attempted.]

Either,

da. Find tlie conditions of equilibrium when a rigid body is acted on by three forces in a plane.

G is the centre of gravity of a uniform rod 3 ft. 4 in. in length and 3 lbs. in weight. One end of the rod, A, rests against a smooth vertical wall, and the rod is supported by a string BG attached to a point B in the wall and G in the stick, where AG is one foot in length. If the stick is in equilibrium with its centre of gravity one foot from the wall, find, graphically or otherwise, the distance BA and the tension of BG. (20)

Or,

Ab. When is a body in equilibrium ? Distinguish between stable, neutral, and unstable equilibrium.

A body, consisting of a solid cylinder and a solid hemisphere joined together by their equal bases, rests on its hemispherical end ; prove that, if h is the height of the cylinder and r the radius of the base, the equilibrium is stable, neutral, or unstable according as r2 is greater than, equal to, or less than 2h2. (20)

[Note.—The distance of the centre of gravity of the hemisphere from the centre of its base is fr.]

Either,

ha. On what two mechanical laws does the solution of problems on impact depend ?

If a ball moving with a velocity of 4 ft. per second overtake an equal ball moving with a velocity of 3 ft. per second, and the coefficient of elasticity is find the velocities of the balls after impact. (20)

Or, 5b. State the laws of friction.

A force keeps a weight W moving up an inclined plane with constant velocity v. The inclination of the plane to the horizontal is a, and p = tan e is the coefficient of friction. Prove that the rate at which the force does work is

sin (a + 6 cos e


ANALYTICAL GEOMETRY


(Higher Grade)

Tuesday, 22nd March—4 p.m. to 5.30 p.m.


All the steps of the proofs must be given.

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

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

1. P and Q are two points whose co-ordinates are (a, b) and (a1, b1).

Find expressions in terms of these co-ordinates for the length of PQ and for the tangent of the angle which it makes with the axis OX.

If, in an isosceles triangle ABC, the angle at A is a right angle, and if (1, 5), (4, 1) are the co-ordinates of A, B, find the co-ordinates of each possible position of C. (15)

2. The equation of a straight line being given in the form

x cos a y sin a — p,

prove that p is the length of the perpendicular on the line from the origin, and find an expression for the length of the perpendicular from (x', y').

Find the lengths of the perpendiculars drawn to the line,

3x - 4t/ = 7,

(1) from the origin, (2) from (—1, 5). (15)

3. If the equations of two straight hues are y = mx + c, y = m'x + c',

find an expression for the tangent of the angle contained by these lines, and deduce the condition that the lines shall be (1) parallel, (2) at right angles to each other.


Find the equations of the straight lines drawn through the point (1, 2) respectively parallel and at right angles to the line

lOx + 15y = 21. (15)

4. Prove that the equation,

x2 + y2 + 2ox + 2by + c = 0,

represents a circle.

Show that the equation,

\(x2 + y2 — 2x — Ay + 1) = x2 + y2 — Qx — Ay — 3,

represents a circle which passes through the points of intersection of the circles

x2 + y2 — 2x — Ay + 1 = 0, and

x2 -{- y2 — Qx — Ay — 3 = 0.

Find the value of X when this circle passes through the origin, and illustrate by a figure. (15)

5. Find the condition that the straight line,

y — mx + e, may meet the circle,

x2 + y2 = a2,

in two coincident points.

If this condition is satisfied, and a = 2, c = 2|-, find the values of m and illustrate by a figure. (15)

6. It is required to transform an equation by taking- new axes of reference parallel to the old axes through a point (a, 6). Express the old co-ordinates (x, y) of a point in terms of the new co-ordinates (xf, y').

Use this method to express the equation,

ic2 + y2 — 8x + 6y — 11 = 0, in a form which has no term of the first power in x and no constant term. (15)


GEOMETRICAL CONICS


(Higher Grade)

Wednesday, ]6th March—3.30 p.m. to 5 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. Define a parabola.

A straight line is drawn at right angles to the directrix of a parabola through a given point in the directrix, find the point in which it meets the parabola, and prove that it meets it in one point only.

Hence show that the parabola extends indefinitely on one side of the directrix. (15)

2. Prove that in the parabola the tangents at the extremities of a focal chord meet at right angles in the directrix.

If PM, P'M' are the perpendiculars drawn to the directrix from the extremities of a focal chord PP', prove that the circle whose diameter is PP' touches MM', and that the circle whose diameter is MM' touches PP'. (15)

3. Prove that the locus of the middle points of any system of parallel chords of a parabola is a straight line parallel to the axis.

A parabola is traced on paper, show how to determine completely the position of its axis by simple geometrical construction. (15)


4. If AA' is the principal axis of an ellipse, and PiV is drawn perpendicular to it from a point P on the curve, prove that

AN. NA' : PN2 -= (JA:2 : OP3.

If NP is produced to Q so that NQ = 2 NP, prove that the locus of Q is another ellipse. (15)

5. Assuming that the hyperbola is symmetrical with regard to two foci and two directrices, prove that the difference of the two focal distances of any point on the curve is constant.

A and B are the centres of two unequal circles, each of which lies entirely without the other. Find the loci of the centre of circles which touch these two circles both externally or both internally. (15)

6. If a plane cut a cone, and is not parallel to any generating line of the cone, prove that the section is an ellipse. (15)

ELEMENTS OF DYNAMICS


(Higher Grade)

Monday, 21st March—4 p.h. to 5.30 p.m.

Before attevipting 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 steps of the proofs must be given, and the work of the calculations should be shoion in full.


1. Explain what you mean by the velocity of one body relative to another; and illustrate your answer by considering (1) the apparent motion of the stars with regard to the earth, (2) the case of a railway train’s motion as seen from another train moving in the same direction on parallel rails. (15)

It 4348. q


2. A body moves for a time t with a velocity v. Represent graphically the space described in that time, taking a horizontal distance to represent time, and a vertical distance to represent velocity.

A body has an initial velocity of 6 feet per second and a uniform acceleration of 4 feet per second in the direction of motion. Find a graphic representation of the space passed over in 3 seconds, taking a horizontal inch to represent a second, and a vertical inch to represent a velocity of ten feet per second. (15)

3. Enunciate the Triangle of Forces.

A weight of 30 lbs. is suspended by two strings which are inclined to the horizontal at angles of 30° and 45° respectively. What are the three forces which act on the weight ?.

Draw the triangle of forces in this case, taking a vertical inch to represent a weight of 10 lbs., and hence determine by measurement the tension of each string. (15)

4. What does a lever consist of ? What are its principal advantages ? Give illustrations.

Explain how three different classes of levers may be distinguished, and classify the following levers : A wheel-barrow, a pair of scissors, a pair of sugar-tongs, a crow-bar. (15)

5. A heavy body is immersed in a fluid. What is the effect of the pressure of the fluid on the apparent weight of the body ?

A piece of cork weighing 1|- lbs. is attached to a piece of iron weighing 5f- lbs. If the specific gravity of cork is ij, and that of iron is 7, find the weight of the combined mass when placed in water, and state whether it will float or sink. (15)

6. Describe the common mercurial barometer.

A mercurial barometer is taken down in a di ving-bell. What effect will be produced as regards the height of the mercury in the barometer ?

If the specific gravity of mercury is 13|-, and the level of the water in the diving-bell is 9 feet below the level of the surface of the water, find the exact change produced in the height of the barometer. (15)


COMMERCIAL ARITHMETIC

First Paper.

Wednesday, 23rd March—10 a.m. to 10.30 a.m.

This paper will be taken up at the end of half-an-hour, tohen 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. Write down in column B, in pounds, shillings and pence, the equivalents, to the nearest penny, of the sums in column A, and add both columns.

Column A.

£

4- 739

3- 280

8-175

5- 741

4- 503

7-512

Column B.

£ s d

(9)


2. Write down the values of :—

62345 x 71

81436 x 42

71445 -x 15

(4)

3. Calculate the following percentages :—

6 % of £1395

125 °J0 of £2468

14)

4. Write down the costs of :—

46 articles at £1 2s 6d each -

144 articles at 3fd each

76 articles at Is 4d each

(4)

5. Find the values of :—

4-72 + 3-645 + 9-0641 -

127-4161- 39-2458 -

12-35x1-25

(4)


COMMERCIAL ARITHMETIC

Second Paper

Wednesday, 23rd March.—10.30 a.m. to 12 noon


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. Which is the cheaper article, one that costs 2s. 8%d. per lb., or one which costs 6s. per kilogram ? (6)

[1 kilog. = 2'204 lbs.]

2. British standard gold is 22 carats fine ; that is, ff of it is pure gold and the rest is alloy. French standard gold is 900 milliernes fine ; that is, FoVo °f it is pure gold. What weight of alloy must be added to 27 lbs. of British standard gold in order to reduce it to the French standard ?

(6)

3. In 1906 a man invested £3600 in 2^- per cent. Consols at 90. In 1909 he sold them at 82| and invested the proceeds in Transvaal 3 per cents at 95J. Find the rise or fall in his income per annum. (10)

4. Luring a certain year income tax was Is. in £1, and during the following year it was Is. 2d. A company pays a dividend of 7 %, less income tax, on 9500 shares of £2 each for a period including 9 months in the first year and 3 months in the second. What is the total nett sum required to pay this dividend ? (10)

5. Explain what information is given by each item in the following newspaper paragraph :

Exchange Rates, Latest Quotations.

Paris, cheques - - - 25'21 Germany, 8 days - - 20‘44

,, sight - - 20‘48 Stockholm, sight - - 18‘26


A merchant in London owes Francs 1500 to a corre- spondent in Paris, and buys a draft for this amount from a bank. What will this cost him to the nearest penny, the rate of exchange being as given above ? (12)

6. A man living in Great Britain holds 175 shares in an Indian tea garden which declares a dividend of rupees per share. He receives a cheque for £87 IBs. 10<I. as the equivalent of the dividend, neglecting fractions of Id. Find the value of the rupee in shillings, pence, and sixteenths of a penny. (12)

7. A dealer sells goods, value £440, and agrees to accept a bill at 3 months in payment. For how much should he draw the bill, if he deducts 10 % as trade discount, adds interest at 4 % per annum on the net amount and the cost of the bill stamp, which is at the rate of Is. for each £100 (or part of £100) on the gross amount of the bill ? (12)

BOOK-KEEPING

Thursday, 17th March—1 p.m. to 4 p.m.


In addition, 25 marks are allowed for writing, ruling and style.

1. The following is the Balance Sheet of John Fox at 1st January 1909 :—

Capital Account

Bills payable -

Creditors, viz.:—

Thomson & Co.

George Smith

Liabilities.

£

- 54

- 29

s.

1

4

£ s. d.

- 205 7 1

- 55 10 0

d.

7

6

83 6 1

£344 3 2


Furniture

Stock-in-Trade

Debtors, viz. :—

Fraser Bros.

F. Miller -

Bank Balance -

Cask Balance -

Assets.

;£ s. d.

- 36 0 0

- 87 10 0

£ s. d.

-4-2 1 0

- 56 3 0

98 4 0

- 118 5 6

- 4 3 8

£344 3 2

He made the following transactions :—

1909. £ s. d.

Jan. 2. Bought goods from Gr. Smith - 38 4 8

,, 4. Sold goods to F. Miller - - 25 14 2

,, 7. Received cheque from Fraser Bros. 41 0 0

Allowing them discount - -110

„ 12. Bill payable due this day paid by Bank - - - - 55 10 0

,, 17. Received Cash from F. Miller, on account - - - - 50 0 0

,, 18. Paid into Bank - - - 40 0 0

,, 22. Sold goods to Green & Son - 25 16 10

,, 25. Received acceptance from Green & Son for above at 2 months’ date.

,, ,, Paid Thomson & Co. by cheque - 52 14 7

They allowed discount - -17 0

,, 31. Paid Wages by cheque - - 17 10 0

Feb. 4. Bought goods from Thomson & Co. 25 0 0

,, 9. Accepted Bill drawn by G. Smith at 3 months’ date - - 67 9 2


,, ,, Drew for self by cheque - - 10 0 0

„ 27. Drew from Bank, for office purposes 15 0 0

» 28. Paid Wages by cheque - - 18 0 0


1909. £ s. cl.

Mar. 7. .Received cheque from F. Miller - 62 5 6

,, 11. Lent to P. Jones (cash) - -500


,, 26. Paid Rent for Quarter by cheque- 15 0 0

„ „ Drew for self by cheque - - 10 0 0

„ 28. Green & Son’s acceptance due this date returned dishonoured.

,, 31. Paid Wages by cheque - - 18 0 0

Stock-in-Trade, 31st March 1909 - 98 15 3

Record the opening entries and transactions in the books of first entry (Day Books, Cash Book and Journal).

Post from them to Ledger.

Take out Trial Balance as at 31st March 1909.

Frame Profit and Loss Account, and Balance Sheet.

Candidates are required to rule their own books of first entry, but the Ledger, Profit and Loss Account, and Balance Sheet may be written in the ruled part of the book provided. (100)

2. What is a Trial Balance, and what purpose does it serve ? Give examples of errors which would not be detected by taking out a Trial Balance. (25x

SCOTCH EDUCATION DEPARTMENT.—August ;1910. The following is a List of some of the more important Official Publications of

the Department. They cannot be purchased from this Office, but may he obtained, either directly or through any Bookseller, from OLIVER & BOYD, Tweeddale Court, Edinburgh ; or WYMAN & SONS, LIMITED, 109, Fetter Lane, Fleet St., London, E.O. ; or E. PONSONBY,Ltd., 116, Grafton St.,Dublin.

Reports, &c., 1908-9. Price 5s. 3cZ.; post free, 5s. 9d. This Volume contains the Continuation Class Code and Regulations for the

Training of Teachers (1909), Tables, Circulars, Annual Reports of Inspectors, Report on Secondary Education (1908), Report on the Royal Scottish Museum, (1908), and Lists of Schools and Continuation Classes aided from the Parliamentary Grant, &c.

Report of the Committee of Council on Education in Scotland, 1909-10. [Cd. 5252.] Price 2P. ; post free, 3-2<f.

General Report for the Year 1909 by the Chief Inspector for the Northern Division. Price 3d.; post free, 4d.

General Report for the Year 1909 by the Chief Inspector for the Western Division. Price 3 id.; post free, od.

General Report for the Year 1909 by the Chief Inspector for the Southern Division. Price 3d.; post free, 4d.

Report on, and Papers relating to, the Training of Teachers, 1907-8. Price 5d.; post free, 6-Id. Report, &c. for 1908-9 in the press.

Statistical Tables for 1908-9. Price 6d.; post free, 8d. Lists of School Boards, Voluntary Schools, Provincial Committees for the Training

of Teachers’ Training Centres and Colleges, Secondary Education Committees, and Centres for the Training of Junior Students, with the names and addresses of Clerks, &c., H.M. Inspectors’ Districts, Staff, and Headquarters. Price 6d.; post free, 7Id.

Reports, Statistics, &c., relating to Continuation Classes and Central Institutions, 1908-9 and 1909-10. Price 6d.; post free, 8d.

Leaving Certificate Examination. Circulars relating to the Examination of 1910, with Appendix. Price 4d.; post free, 5d.

Secondary Education: Leaving Certificate Examination, 1909. Further Circulars and Notes. Price 5d.; post free, 6d.

Secondary Education: Report, 1909. Price 5d.: post free, 6Id. Rules to be observed in Planning and Fitting up Public Schools (February, 1906).

Price 3d.; post free, 31 d. Superannuation Pamphlet. Price 3d.; post free, 4d.

This Pamphlet contains the Superannuation Act, Rules, Annuity Tables, and Explanatory Circulars.

Regulations with regard to School Registers and the method of keeping them. Price Id.; post free, lid.

A selection of Circular Letters of the Scotch Education Department, 1898-1904, with explanatory Memorandum. [Cd. 2077.] Price 8d.; post free, 9.Vd.

General Report by Dr. W. Leslie Mackenzie on the Teaching of School and Personal Hygiene to Students in Training as Teachers. [Cd. 3443.] Price Id.: post free, lid.

Report by Dr. Mackenzie and Captain Foster on the Physical Condition of Glasgow School Children. [Cd. 3637.] Price 10Id.; post free, Is. Old.

Royal Scottish Museum. Report for the year 1908. Price 2d. ; post free, 2id. ' The Thirty-Seventh Annual Report by the Accountant for Scotland to the Scotch

Education Department. [Cd. 5207.] Price 5Id.; post free, 7Id. Circular 417 (Refers to Education (Scotland) Act, 1908). Price (without Act) Id.;

post free, lid. Circular 421 (Refers to Medical Inspection of School Children). Price Id.; post

free, lid. Circular 426 (Refers to Section 10 of the Education (Scotland) Act, 1908—Con-

tinuation Classes). Price Id. ; post free, lid. Circular 428 (Keeping of School Board Accounts). Price Id.; post free, lid.

(Enclosure—Form 24 (Accounts). Price 2d.; post free, 2Id.) Circular 428« (Keeping of Accomits of Schools not under School Boards). Price

Id.; post free, lid. (Enclosure—Form 24a (Accomits). Price 2d. ; post free, 2 Id. Specimen Accounts Sheet. Price Id.; post free, lid.)

Circular 430 (Relates to Audit or School Board Accounts). Price Id.; post free, lid. Circular 430a (Relates to Audit of Accounts of Schools not under School Boards).

Price 1 d.; post free, lid. Circular 4305 (Instructions to Auditors of School Board Accounts, &c.). Price Id.;

post free, lid. Accounts Order (Enclosure to Circulars 430 and 4306). Price Id.; post free, lid. Memorandum on the Medical Examination and Super-vision of School Children.

Price 2d.; post free, 2!d. Memorandum as to Section 17 of the Education (Scotland) Act, 1908. Price Id. ;

post free, l|d.

SCOTCH EDUCATION DEPARTMENT.

September 1911.

RECENT PUBLICATIONS OF THE DEPARTMENT.

The practice of some Boards of placing a standing order -with their stationer or bookseller to supply, as soon as issued, the Code for the year, the Memoranda on the Teaching of School Subjects, and other inexpensive official publications of special interest to the School Staff, might usefully be followed.

The following is a List of some of the more important Official Publica- tions of the Department. They cannot be purchased from this Office, but may be obtained, either directly or through any Book- seller, from OLIVER & BOYD, Tweeddale Court, Edinburgh ; or WYMAN & SONS, LIMITED, 109, Fetter Lane, Fleet Street, London, E.C.; or E. PONSONBY, LIMITED, 116, Grafton Street, Dublin.

Code of Regulations for Day Schools, 1911. [Cd. 5562.} Price 'id. ~ post free, 4ci.

Code of Regulations for Continuation Classes, 1911. [Cd. 5675.} Price 2^d. ; post free, ?>\d.

Regulations for the Preliminary Education, Training and Certification of Teachers for various grades of Schools, 1911. [Cd. 5815.] Price i\d. ; post free, 4rf.

Regulations as to Grants to Secondary Schools. [Cd. 5601.] Price -Jr<7.; post free, 1 d.

Memoranda on the .Teaching of various School Subjects :— English. [Cd. 3410.] Price 2d. ; post free, id. Arithmetic. [Cd. 3448.] Price l\d. ; post free, 2d. Languages. [Cd. 3546.] Price 1-SjfZ. ; post free, 2d. Drawing. [Cd. 3662.] Price ; post free, 2d. History. [Cd. 3843.] Price iJjrf. ; post free, 2d. Nature Study and Science. [Cd. 4024.] Price 3rZ. ; post free, 4<L Mnsic. Price 2d. ; post free, 2\d.

The Cleansing and Disinfecting of Schools, 1907. Price \d. ; post free, l-g<7.

Syllabus of Lessons on “ Temperance” for use in Schools. Price 2d. j. post free, 2\d.

Syllabus of Physical Exercises for use in Public Elementary Schools.. Price 9f7. ; post free, lid.

Ditto—separate Key Table of Exercises. Price 2(7.: post free, 2\d. Ditto—Notes and Additions to. Price 4d.; post free, 5d.

These “ Notes,” which are designed to make the Syllabus more useful to Teachers, contain 27 full-page illustrations of Good and Bad Positions in the various exercises.

FURTHER LIST OF RECENT PUBLICATIONS APPEARS ON PAGE 3 OF COVER.

x (11)8704

E. HIGHER III.

MAP.

LEAVING CERTIFICATE EXAMINATION, 1910.

BISTGKCISH HIGKELEJrl (THIBB

MAP.

FILL THIS IN FIRST.

.1 . .... 1_. . •. .Lj ‘ — Name of School

Name of Pupil,

TO BE PINNED INSIDE THE CANDIDATE’S BOOK OF ANSWERS

AND THUS SENT TO THE DEPARTMENT.

[OVER.

ORDNANCE SURVEY OF ENGLAND AND WALES/ThirdEditioiv) PARTS OF SHEETS 246.247.

\v-yrv ' ' -A / i TwIg* Point

' Old, w | Windmill 2 v Bryngyvas'

Welsh, .Moor

CiU/ibion,

'nrzel

Mton] MiU<

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iddewi;

Southgfrti iirj'o\y^

idm

wvcor

Occivj

Scale of Oxie Incb. to One Statute Mile

Miles

,ttal ^

.. ::t£ *

£. LOWER Hi

MAPS.

LEAVING CERTIFICATE EXAMINATION, 1910.

EnsrGrijisH lowbjr clmiird

MAPS.

FILHi 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.

[OVER.

Ordnance Survey, Southampton. JOd(>.

OC?

leaving certificate examination

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