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SECONDARY EDUCATION (SCOTLAND).



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CONTENTS.

PAGE

EXAMINATION PAPERS - - - - 3

APPENDIX— List of University and Professional Authorities by whom

evidence of having passed at the Leaving Certificate Examination is accepted in lieu of Preliminary Examina- tions held by them 80

Conditions as to Exemption - University of Oxford 81

81 83 84

University of Cambridge - Scottish Universities University of London

EXAMINATION PAPERS. 3


Tlie Leaving Certificate Examination is held annually by the Scotch Education Department. In 1915 it com- menced on Tuesday the 23rd March.

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

EXAMINATION PAPERS

ENGLISH

LOWER GRADE—(FIRST PAPER)

Tuesday, 23rd March—10.30 A.M. to 1.0 P.M.

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

\_l'he value attached to each question is shown in brackets after the question.^

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

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

Either (a) Your first day in school. Or (6) Invent, or reproduce, a short story to illus-

trate the proverb “A stitch in time saves nine.”

Or (c) Discuss, in the form of a dialogue, the relative merits of the Highlands and the Seaside as places in which to spend the summer holidays. (30)

U (11)28356 Wt. 3107—736 750 & 1125 6/15 A2

4 LEAVING CERTIFICATE EXAMINATION.

2. (a) Tell, in yonr own words, the story which forms the subject of the following poem. [Take the facts from the poem itself. Be careful to distinguish the introduction, the prophecy, and the conclusion.]

(6) Explain the expressions italicised. “ When the British warrior queen.

Bleeding from the Roman rods, Sought, with an indignant mien,

Counsel of her country’s gods,

Sage beneath the spreading oak Sat the Druid, hoary chief,

Ev’ry burning word he spoke Full of rage, and full of grief.

‘ Princess ! if our aged eyes Weep upon thy matchless wrongs,

’Tis because resentment ties All the terrors of our tongues.

Rome shall perish—write that word In the blood that she has spilt ;

Perish, hopeless and abhorr’d, Deep in ruin as in guilt.

Rome, for empire far renown’d, Tramples on a thousand states ;

Soon her pride shall kiss the ground— Hark ! the Gaul is at her gates !

Other Romans shall arise, Heedless of a soldier’s name ;

Sounds, not arms, shall win the prize—• Harmony the path to fame.

Then the progeny that springs From the forests of our laud,

Arm'd with thunder, clad with wings, Shall a wider world command.

Regions Ccesar never knew Thy posterity shall sway,

Where his eagles never flew, None invincible as they.’

Such the bard’s prophetic words, Pregnant with celestial fire,

Bending, as he swept the chords Of his sweet but awful lyre.

She, with all a monarch’s pride, Felt them in her bosom glow ;

Rush’d to battle, fought, and died ; Dying, hurl’d them at the foe.

‘ Ruffians, pitiless as proud, Heav’n awards the vengeance due ;

Empire is on us bestow’d, Shame and ruin wait for you.’ ”

(20)


3. (a) Give a detailed analysis of tlie first six lines of the above poem (“ When the British .... hoary chief ”).

(b) Explain carefully the meaning of—viien, matchless, progeny, prophetic, awful as used in the above poem. (10)

4. (a) Write a short note on each of the following phrases, explaining the meaning :—the curse of Cain; the Benjamin of the family; a Leviathan ship ; to do a tiling at the eleventh hour; to hid e one’s light under a bushel.

(b) Write a short letter of thanks to your hostess after paying a visit. (1-0)

5. Either

(a) ‘ The King sat in Dunfermline toun.’ ‘ Toll for the brave.’ ‘ Proud Maisie is in the wood.’ ‘ Wee modest, crimson-tipped flower.’ ‘ I wandered lonely as a cloud.’

What poems begin with these lines ? Name the authors, if you can ; and give a full account of any one of the poems, quoting freely from it.

Or

(b) Brutus ; Bottom; Sir Roger de Coverley ; Moses Primrose ; Miss Bates ; Dandie Din- mont; Dick Swiveller ; John Silver ; Joe March; Rikki-tikki-tavi. Describe any one of these, naming book and author.

Or

(c) Reproduce from any book you have read (naming book and author) a description of a trial; or of a duel; or of an escape from prison ; or of a whale-hunt. (20)


ENGLISH

LOWER GRADE

Tuesday, 23rd March—10 A.M. to 10.20

This paper must not be seen by any Candidate.

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

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

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

be informed that marks will be deducted for bad writing.

PASSAGE FOR DICTATION.

Whether originally of a timid temperament | or not, | he was certainly possessed | of perfect courage at last. |

In siege and battle, | in the deadly air of pestilential cities, | in the long exhaustion, of mind and body | which comes | from unduly protracted labour and anxiety, | amid the countless conspiracies of assassins, | he was daily exposed to death | in every shape. Rank and fortune were offered | to any malefactor | who would compass his murder. | Under such circumstances even a brave man | might have seen a pitfall at every step. | On the contrary, | he was ever cheerful, | and hardly took more precaution than usual. | “ God in His mercy,” said he, | with unaffected simplicity, | “will maintain my innocence and my honour | during my life and in future ages. | As to my fortune and my life, | I have dedicated both, [ long since, to His service.”

EXAMINATION PAPEES. 7

ENGLISH

LOWER GRADE—(SECOND PAPER—HISTORY)

Tuesday, 23rd March—2 P.H. to 3.30 P.M.

All Candidates should ansiver FIVE questions, viz. :—the TWO in Section A, ONE question from Section B, ONE question from Section C, and a fifth question tohich may be taken either from Section B or from Section C.

[The value attached to each question is shown in brackets after the questio7i.[\


SECTION A.

[Both questions in this Section must be answered by ALL Candidates.^

1. What sovereigns were reigning (a) in Scotland and (b) in England when each of the following events took place :•—the battle of Pinkie ; the battle of Bosworth Field ; the battle of Hastings ; the Gowrie Conspiracy ; the battle of Otterburn; the foundation of the University of St. Andrews ; the battle of Crecy; the rebellion of Perkin Warbeck ? ,

[N.B.—The name of the sovereign of each of the two countries should be given for each event.] (8)

2. Explain briefly the connexion either (a) between religious persecution and the

foundation of the New England colonies;

or (b) between the Trial of the Seven Bishops and the Revolution of 1688 ;

or (c) between the conquest of Canada and the American War of Indepen- dence ;

or (d) between the Crimean War and the Liberation of Italy. (6)

,8 LEAVING CERTIFICATE EXAMINATION.

SECTION B.

3. What part was played in early Scottish history by (a) St. Columba, (6) Kenneth MacAlpine, and (c) Con- stantine III. ? (12)

4. What notable events do you associate with any six of the following places :—Carham, Alnwick, Largs, Methven, Harlaw, the Castle of St. Andrews, Drumclog, the Isthmus of Darien, Prestonpans ?

["Put your answer in sentence form ; eive dates, if you cam] ~ (12)

5. Each of the first five Scottish kings of the name of James died in tragic circumstances. Tell briefly the fate of each, adding dates where you can. ' (12)

6. Show the influence upon Queen Mary’s fortunes of (a) her residence in France, and (b) her marriage to Darnley. (12)

7. Explain why the Scots fought against Charles I. at Marston Moor and for Charles II. at Dunbar and Worcester. (12)

8. What events led to the Union of the Parliaments of England and Scotland in 1707 ? AYhy was it unpopular in Scotland ? (12)

9. Select any two of the following characters, and tell (a) in which of his novels or poems Sir Walter Scott has described each of the two characters you have selected, and (6) what impression he has given you of each of the two :—

James IV. ; James VI.; Claverhouse ; Prince Charles Edward Stuart. (12)

SECTION C.

10. Give some account of any two of the following:— Ahab, Nebuchadnezzar, Solon, Philip of Macedon, Quintus Fabius Cunctator, Mark Antony, Charlemagne, Wycliffe, Joan of Arc, Luther, Sir Philip Sidneig Walpole, Lord Shaftesbury, Mazzini. (12)

11. On what occasions were any four of the following expressions used, or to what persons or events do they refer ?—

(a) A sair sanct for the Crown.


(6) It cam wi’ a lass and it will gang wi’ a lass.

(c) Wlien Adam delved and Eve span Who was then the gentleman ?

(cl) If I had served my God as I have served my king, he would not have deserted me in my old age.

(e) Take away that bauble !

(/) I believe that I can save this country and that nobody else can.

(g) It is magnificent, but it is not war.

(h) I bring you peace with honour. (12)

12. What parts of the British Isles were conquered (a) by the Romans, and (b) by the Danes ? What traces of each of these conquests are left ? (12)

13. Why is the name of Edward I. of England important in the historv of (a) Scotland, and (6) Wales ?

(12)

14. What parts were played in the Wars of the Roses by (a) Queen Margaret, (b) Warwick the King Maker, and (c) Henry VII. ? (12)

15. Why is Queen Elizabeth’s reign regarded as one of the greatest reigns in English history ? (12)

16. How did it come about that (a) English troops fought in the Netherlands under Marlborough, and (6) British troops fought in Spain under Wellington ? (12)

17. Describe briefly the part played by the British Navy in the Napoleonic Wars. (12)

18. Give some account of the main changes that took place in the political geography of the Balkan Peninsula from 1820 to 1913. (12)


ENGLISH

LOWER GRADE (THIRD PAPER—GEOGRAPHY)

Wednesday, 24th March—1 P.H. to 2.30 P.H.

Answer the whole of Sections A and B, and THREE questions from Sections 0. and D.

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


SECTION A.

[Answer the whole of this Section.]

1. On the accompanying map of the world— (а) Insert in their proper places the following-

names :—River Meuse, Sumatra, Malta, River Senegal, River Colorado, Somaliland, Desert of Gobi, River Darling, Dardanelles.

(б) Show by dots the positions of the following- towns and write the name of each close to the dot:—Warsaw, Rio de Janeiro, Zanzi- bar, Hong Kong, Adelaide, Walfisch Bay, Dunkirk, Benares, Chicago.

(c) The positions of five towns, a, b, c, d, e, are shown on the map. State in the space provided below the map the approximate longitude and latitude of each, and give the names of the towns. (11)

SECTION B.

[Answer the ivhole of this Section.]

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

names :—South Downs, Hawick, Lough Neagh, Grimsby, Montrose, Snowdon, Wexford, Lincoln, Airdrie, River Barrow.

EXAMINATION PAPERS. II

(b) Show by shading the principal Scottish coalfields. Insert in each the name of one town engaged in the coal-mining industry, and the name of one port of export.

(c) Draw the route followed by one of the main railway lines between Edinburgh and London. Mark four important towns along the line in addition to the termini. Measure the distance between Edinburgh and London along the railway line, and write your answer along the line. (12)

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

SECTION C.

3. How far has the geographical position of the following towns exercised an appreciable influence on their history or their industrial, development :—Perth, London, Carlisle ? (9)

4. In what parts of the United Kingdom are the following manufactures chiefly carried on-cotton, linen, woollen ? Select one of the districts and show what advantages it possesses for the manufacture named. (9)

5. Contrast the position and natural wealth of the plains of Scotland with those of the plains of Ireland, and show how the difference has affected the development of the agriculture and industries of the two countries. (9)

SECTION D.

_ 6- Draw a sketch map of the Iberian Peninsula. Indicate high ground by shading. Insert and name the principal rivers and six of the chief towns. (9)

7. Answer both the following questions : —

(а) When it is noon at a place P it is 2.20 P.M. at Greenwich. What is the longitude of P ?

(б) In 1895 Nansen reached Latitude 86^° N. How many miles 'was he from the North Pole ? (9)


8. Describe briefly tbe position, physical features and climate of any one of tbe following countries, and show bow these things affect the manner of life of its inhabitants :—Holland, Japan, Egypt, Argentina, New Zealand.

(9) 9. What geographical discoveries are connected with

the following names:—The Cabots, Vasco da Gama, Captain Cook, Mungo Park, Marco Polo ? Give a fuller account of any one of these explorers. (9)

ENGLISH

HIGHER GRADE

Tuesday, 23rd March—10.30 A.H. to 1.0 P.H.

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

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


SECTION A.

[The whole of this Section should be attempted^]

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

(а) Autumn in Scotland. (б) Westminster Abbey. (c) Discuss, in the form of a dialogue between a

Scotsman and an Englishman, the character and policy of Edward I. of England.

(d) Should boys and girls follow the same curriculum in school ? (2 5)

2. (a) Bring out quite briefly, in your own words, the leading thought of each of the three paragraphs in the following passage; and (b) explain as many of the his- torical and geographical allusions as you can :—

“ The Moslem Empire in Spain was but a brilliant exotic, that took no permanent root in the soil it embel-


lished. Severed from all their neighbours of the west by impassable barriers of faith and manners, and separated by seas and deserts from their kindred of the east, they were an isolated people. Their whole existence was a prolonged, though gallant and chivalric, struggle for’ a foothold in a usurped land. They were the outposts and frontiers of Islamism. The peninsula was the great battle- ground where the Gothic conquerors of the north and the Moslem conquerors of the east met and strove for mastery ; and the fiery courage of the Arab was at length subdued by the obstinate and persevering valour of the Goth.

“Never was the annihilation of a people more complete than that of the Morisco Spaniards. Where are they ? Ask the shores of Barbary and its desert places. The exiled remnant of their once powerful empire disap- peared among the barbarians of Africa and ceased to be a nation. They have not even ieft a distinct name behind them, though for nearly eight centuries they were a distinct people.

“ A few broken monuments are all that remain to bear witness to their power and dominion, as solitary rocks left far in the interior bear testimony to the extent of some vast inundation. Such is the Alhambra. A Moslem pile in the midst of a Christian land ; an Oriental palace amidst the Gothic edifices of the West; an elegant memento of a brave, intelligent, and graceful people who conquered, ruled, and passed away.” WASHINGTON IRVING.

(15) 3. Select from the above passage examples of (a)

Metaphor ; (b) Simile ; (c) the use of Synonyms ; (d) Rhe- torical Question; (e) Antithesis. In each case add a very brief note on the effect of the figure employed. (10;

4. Either, (a) Reproduce in modern English prose, adding-

short notes on the form, meaning or accentu- ation of the words in italics :—

“A markis whylom lord was of that londe, As were his worthy eldres him before; And obeisant and redy to his honde Were alle his liges, bothe lasse and more. Thus in delyt he liveth, and hath don yore, Biloved and drad, thurgh favour of fortune, Bothe of his lordes and of his commune.” (101

Or,


(b) Give the precise meaning of the following words as used in the passage set in Question 2, adding the derivation where you can :— exotic, embellished, isolated, chivalric, usurped, peninsula, annihilation, inundation, edifices, memento. (10)

*

SECTION B.

[Two questions should be attempted from this Section.]

5. Of what plays of Shakespeare are these the heroines:—Juliet, Portia, Rosalind, Beatrice, Miranda? Compare any two of these characters carefully; indicate your own preference, and bring out what you think Shakespeare admired in woman. (20)

6. Write a comment on the following sonnet on Milton, explaining the allusions to his life and writings :— “ He left the upland lawns and serene air

Wherefrom his soul her noble nurture drew, And reared his helm among the unquiet crew

Battling beneath ; the morning radiance rare Of his young brow amid the tumult there

Grew grim with sulphurous heat and sanguine dew : Yet through all soilure they who marked him knew

The sign of his life’s dayspring, calm and fair. But when peace came, peace fouler far than war,

And mirth more dissonant than battle’s tone, He, with a scornful sigh of that clear soul,

Back to his mountain clomb, now bleak and frore, And with the awful night lie dwelt alone,

In darkness, listening to the thunder’s roll.” (20)

7. “ English poetry is full of the colour and odour of the sea.” How far does this seem to you to be true? Illustrate your answer from your own reading of English poetry. (20)

8. Discuss and illustrate the humour of any one of the following authors :—Addison, Swift, Burns, Goldsmith, Lamb, Jane Austen, Dickens. (20)

9. “ Scott’s minor characters are often more interesting than his heroes and heroines. ’ ’ Discuss and illustrate.

(20)


r'' 10. Give a brief account of the matter and the style of any one of the following :—Keats’s Eve of St. Agnes ; Tennyson’s Palace of Art; Arnold’s Sohrab and Rustum; Carlyle’s Essay on Burns; Macaulay’s Essay on Warren Eastings; George Eliot’s Silas Manner. (20)

HISTORY

HIGHER GRADE

Tuesday, 23rd March—2 P.M. to 4.30 P.M.

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

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


SECTION A.

[The whole of this Section must be attempted by ALL .

candidates.]

1. (a) Explain carefully the meaning of any six of the following terms :—

Amnesty, Arbitration, Armistice, Con- scription, Contraband of War, Devolution, Ecumenical Council, Federal Republic, Hague Tribunal, Parliamentary Opposition, Representative Government, Trial by Jury.

(18) (b) What is meant by “ Local Government ” ?

Illustrate your answer by reference to the duties and powers of County Councils, Town Councils, Parish Councils. (7)

SECTION B. 2. Discuss the part played in English and Scottish

religious history by (a) St. Columba, (b) St. Augustine, and (c) John Wycliffe. ' " (15)


3. What reasons are there for regarding (a) Alfred, (b) William I., and (c) Edward TIL as great English kings? (15)

4. Discuss the view that the Franco-Scottish alliance was a benefit to France but a curse to Scotland. (15)

5. What were the grounds, and what the main conse- quences, of the hostility of England to Spain in the time of the Tudors ? (15)

6. “ Strafford, Montrose, Clarendon, renegades from the cause of liberty, became alike the apostles of tyranny.” Criticise this verdict. (15)

7. Trace the course of events which led to the revolt of the American Colonies. What causes mainly contri- buted to the ultimate success of the colonists ? (15;

8. What social and economic changes made Parlia- mentary Reform necessary in England and Scotland in the beginning of the 19th century, and how was it brought about ? (15)

9. Explain the value of an Atlas to the student of history, and illustrate your answer from the Napoleonic wars. (15)

SECTION C.

10. Give a brief account of any two of the following :— The relations between Greece and Persia in the 5th century B.o.; the importance of Sparta at the close of the Peloponnesian War ; the rise of Macedonia ; Greek colon- ization. (15)

11. Of what value to a student of ancient history is a knowledge of the writings of either Homer or Horace ?

(15)

12. Give a brief account of any two of the following The growth of Roman power before the second Punic A'Var; Caesar’s conquest of Gaul; the career of Cicero; Roman power in Judea up to the siege of Jerusalem; Roman education. (15)

13. Illustrate, either from the Italian peninsula or from the British Isles, the influence of geography upon history. (15)


14. Criticise one of the following statements :— (a) From the reign of Henry II. to the reign

of Henry VIII. the English were always unprovoked aggressors in France.

(b) The greatest misfortune of medieval Europe was the intervention of the Emperors in the affairs of Italy.

(c) The spirit of nationality was destroyed by the Reformation and did not revive until the time of Napoleon. „ (15)

15. Illustrate the importance of the Papacy in the time of Gregory VII. or of Innocent III. (15)

16. Give a short account of any two of the following:— The Conciliar movement; the decline of Venice ; the rivalry of Francis I. and Charles V. ; the policy of Richelieu; the career of Charles XII. of Sweden. (15)

17. Trace the growth of British dominion in India in the 19th century. (15)

18. What were the real causes of the Franco-Prussian War of 1870-71 ? What was the actual occasion of the outbreak ? Tell briefly the chief events of the campaign.

(15)

19. Trace the relations between Great Britain and Turkey during the reign of Queen Victoria. (15)

GEOGRAPHY.

HIGHER GRADE

Wednesday, 24th March—1 P.M. to 3.30 P.M.

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

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


u 23356 B


SECTION A.

[Candidates should attempt the whole of this Section, liefer to the- contoured map for Questions (a), (l) and (c), and to the diagrams for Question (d).] 1. (a) It is proposed to make a road from Sligachan

Inn (N.E. corner of map) to tire col between Am Mam and Tobar nan Uaislean. The road will follow the footpath shown on the left bank of the Allt Dearg Mor. What is the average gradient of such a road ?

(b) Imagine the area shown on the map to be submerged 50 feet. Under what type of sea-inlets would Loch Brittle be classified ? Under what type of sea-inlets would Loch Coruisk be classified ? Give reasons.

[Note.—rThe floor of Loch Ooruisk is con- siderably below sea-level. The surface of the loch is about 26 feet above sea- level.]

(c) Knowing that this map represents part of Skye, what inferences would you draw as to the probable vegetation and fauna; the occupations of the inhabitants, density of the population, and summer recreations of the boys ?

(d) Fig. 1 is a sketch of a landscape showing a flat river-valley bounded on the left by two cliffs and on the right by one cliff. Several streams either join the main river or flow through a coastal plain to the sea. Fig. 2 represents a map of the same area showing parts of the 500 feet and the 150 feet contour lines. Complete these contour lines and insert in Fig. 2 contour lines from 50 feet to 500 feet with a contour interval of 50 feet. (36)

SECTION B.

[Candidates should attempt not more than TWO questions from this Section.

2. Explain the phenomenon of twilight. Why is twilight of longer duration in high latitudes than in low ? Why has Scotland no real night at midsummer ? (16)


3. Write notes on any two of the following :—cycle of erosion, raised-beach, hanging valley, rift valley. (16)

4. Select any one of the great natural regions (e.g. tundra, coniferous forest, savannah, tropical forest, &c.), and describe the animal life of the region from the point of view of adaptation to environment. (16)

5. Give an account of the climate of any district with which you are personally familiar. Refer to prevailing- winds, mean temperatures in summer and winter, annual rainfall, and the relations between climatic factors and the physical features of the district. (16)

SECTION C.

[Candidates should attempt not more than TWO questions from this Section.]

6. “ Throughout the Middle Ages the rallying point of international commerce and finance was always to be found in.Italy. Before the 16th century was many decades old it had been transferred to the Low Countries.” Comment on this statement in such a way as to bring out the influence of the geographical factors that were operative. (16)

7. Write a short essay on the iron and steel industry of the United Kingdom. [State the districts wh^re the industry is localised, the advantages possessed by these districts, the migrations of the industry and their causes, the reasons why places not on coalfields (e.g. Birmingham) are able to flourish, and any other relevant matter.] (16)

8. Select one of the following continents:—North America, Africa, South America. Describe the vegetation belts that would be encountered in traversing the continent from north to south. Illustrate by a sketch map. . (16)

9. Write a short essay on one of the following subjects :—(a) The effects upon geographical discovery of the rise of the Mohammedan power ; (6) Arctic exploration in the nineteenth and twentieth centuries ; (c) Prince Henry the Navigator ; (d) The quest for the sources of the Nile ; (e) The limits of the ancient world as known to a cultured Roman of the first century of our era. (16)

LEAVING CERTIFICATE EXAMINATION. liO

LATIN

LOWER GRADE

Monday, 29tli 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 (35)

Caesar cum videret milites acrius proeliari non posse nee tamen multum proficere1 propter locorum difficultatem, cumque animadverteret excelsissimum locum castrorum relictum esse ah Alexandrinis, quod studio partim pugnandi partim spectandi decucurrissent in eum locum in quo pugnabatur, cohortes tres circumire castra et summum locum aggredi iussit eisque Carfulenum praefecit, virum et animi magnitudine et rei militaris scientia praestantem. quo ut ventum est, paucis defen- dentibus munitionem, nostris autem militibus acerrime pugnantibus, diverse clamore et proelio perterriti Alex- andria! trepidantes in omnes partes castrorum discurrere coeperunt. quorum perturbatione nostrorum animi adeo sunt incitati ut paene eodem tempore ex omnibus partibus editissimum castrorum locum caperent, ex quo decurrentes magnam multitudinem- hostium in castris interfecerunt. quod periculum plerique Alexandrini fugientes se de vallo praecipitarunt in earn partem quae flumini erat adiuncta. constat fugisse ex castris regem ipsum et demerso navigio periisse.

(O projicere, “ to make progress.”

II.—GRAMMAR (15)

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

I. Parse, giving the principal parts of each verb and explaining the syntax: — animadverteret, decucurrissent, circumire, 'perterriti, demerso.


2. Comment on the use of the passive in quo ut ventum est, and point out another construction of the same kind in the passage set.

3. Mark the long vowels in militaris, Alexandrini, pugnabatur, perieulum, navigio.

III.—SENTENCES (40) Translate into Latin :—

1. Tell me what you are going to do. 2. He stayed three days at Rome. 3. He sent me to tell you this. 4. I shall give nothing to anyone. 5. There is no one who believes this. 6. It cannot be doubted that he is dead. 7. If you wished to see him, you should have told me. 8. He will be pardoned by all. 9. I do not know whether he was there or not.

10. He was afraid that we should not come.

IV.—GENERAL QUESTIONS (10)

1. Write a short note on any two of the following :— Mans sacer, decemviri, centurio, praetorium., consularis.

2. What do you know of any three of the following Camillus, Horatius Codes, M. Scaevola, Sulla, Agricola, Virgil ?

LATIN

HIGHER GRADE—(FIRST PAPER)

Monday, 29th March—10 A.M. to 12 NOON

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



I. Translate into English :—

An Embassy from King Antiochus. (20)

1. “Maximo semper animo,” inquit Zeuxis, Antiochi regis orator, “ victis regibus populisque ignovistis ; quanto id maiore et placatiore animo decet vos facere in hac victoria, quae vos dominos orbis terrarum fecit ? positis iam adversus omnes mortales certaminibus, hand secns quam deos consulere et parcere vos humano generi oportet.” iam antequam legati venirent, decretum erat quid responderetur. respondere Africanum placuit; is in hunc modum locutus fertur : “ Romani ex iis quae in deum immortalium potestate erant ea habemus quae dii dederunt; animos, qui nostri sunt, eosdem in omni fortuna gessimus gerimusque, neque eos secundae res extulerunt nec adversae minuerunt. eius rei, ut alios omittam, Hannibalem vobis testem darem, nisi vos ipsos dare possem. postquam traiecimus Hellespontum, prius- quam aciem videremus, de pace vobis agentibus quas ferebamus condiciones, easdem nunc victores victis ferhnus Europa abstinete; Asia omni quae cis Taurum montem est decedite.”

Portents at the death of Caesar. (25)

2. Sol tibi signa dabit. Solem quis dicere falsum audeat ? ille etiam caecos instare tumultus saepe monet, fraudemque et operta tumescere bella. ille etiam exstincto miseratus Caesare Romani, cum caput obscura nitidum ferrugine texit, impiaque aeternam timuerunt saecula noctem. non alias caelo ceciderunt plura sereno fulgura, nec diri toties arsere cometae. ergo inter sese paribus concurrere telis Rom anas acies iterum videre Philippi : nec fuit indignum superis bis sanguine nostro Emathiam et latos Haemi pinguescere campos. scilicet et tempus veniet, cum finibus illis agricola incurvo terrain molitus aratro exesa inveniet scabra 1 robigine2 pila, aut gravibus rastris* galeas pulsabit inanes, grandiaque effossis mirabitur ossa sepulcris.

(*) scaber, “ rough ” ; (2) robigo, “ rust ” ; (3) ras/rum, “ mattock.


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

(1) (25) hanc Bacchidem

arnabat nt quoin maxime turn Pamphilus, quom pater uxorem ut ducat orare occipit1

et haec communia omnium quae sunt patrum, sese senem esse dicere, ilium autem uni cum : praesidium velle se senectuti suae, ille primo se negare; sed postquam acrius pater instat, fecit animi ut incertus foret pudorin2 anne amori ohsequeretur magis. tundendo atque odio denique effecit senex : despondit ei gnatam huius vicini proxumi. usque illud visumst Pamphilo neutiquam3 grave, donee iam in istis nuptiis, postquam videt paratas nec moram ullam quin ducat dari: ibi demum ita aegre tulit, ut ipsam Bacchidem, si adesset, credo ibi eius commiseresceret.

Give a scheme of the comic senarius, and illustrate from the above passage.

(25)

quis Parthum paveat, quis gelidum Scytham, quis Germania quos horrida parturit fetus, incolumi Caesare ? quis ferae

helium curet Hiberiae ? condit quisque diem collibus in suis, et vitem viduas ducit ad arbores ; hinc ad vina redit laetus et alteris

te men sis adhibet deum. te multa prece, te prosequitur mero defuso pateris, et Laribus tuum miscet numen, uti Graecia Castoris

et magni memor Herculis. “ Longas o utinam, dux bone, ferias praestes Hesperiae ! ” dicimus integro sicci mane die, dicimus uvidi,

cum sol Oceano suhest.

In what metre is this written ? Scan the last four lines, dividing the feet.

0 oeeipio, “begin” ; (*) i.e., pudorine ; (3) neutiquam, “by no. means:


III. GENERAL QUESTIONS. (10) Answer any one of the following :— (1) What led to the Roman occupation of Gaul ? (2) What were the chief agrarian problems in the

time of the Gracchi ? (3) How far is Roman comedy original ?

L A T IH

HIGHER GRADE—(SECOND PAPER)

Monday, 29th March—1.30 P.M. to 3.30 P.M.

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


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

I have often admired, in reading Caesar’s Commen- taries, the consummate prudence of that great man. Though he was the ablest general of his time and com- manded the finest army that perhaps ever appeared in the world, yet he always proceeded with the utmost caution. If a great number of the enemy was defeated and pursued by a few of his men, or if they fled unexpectedly and without any apparent cause, Caesar was so far from feeling overconfident that he became more cautious than ever. It is a good rule for a general that the weaker and more careless the enemy appears to be, the more should he apprehend and dread him. In his own thoughts he will respect the enemy, although in his words and behaviour he will seem to despise him. This encourages his soldiers and keeps himself on his guard ; for to march through an enemy’s country is more dangerous and requires greater foresight than to fight a pitched battle.

II.—SENTENCES (20) Translate into Latin :—

1. He told us he was afraid that no one would believe him, '


2. Take care not to do anything you will be sorry for afterwards.

3. They said they had done this because they thought it was for their interest.

4. Never tell anyone what you know to be untrue.

5. I believe that you would not have come unless you had been forced.

III.-—GRAMMAR (10)

Translate, with a note on the syntax :— (a) Quis veretur ne ille non domum rediturus sit ? (b) Nihil ei longius videbatur quam dum illud videret

argentum. (c) Ita fit ut omnino nemo esse possit beatus. (d) Dum mihi a te litterae veniant, in Italia mora-

bor. (e) Sed quaero a te cur C. Cornelium non defen-

derem.

GREEK

LOWER GRADE

Wednesday, 31st 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. (45)

Translate into English: ‘’Jtivda Srj TTOXLV dOv^la rjv Kai ~KeipL<T0(f)0<; KCLL oi

TTpecrfivTaTOL TCOV <TTpaTr)ya>v l£,evo<f>a>vTa 'pricovTo OTL i8ia>Kev ano T7)s f>d\ayyo<; Kal o/uro? re iKivSvveve Kal TOVS TroXepbLOVs

ovBev poXXov iSvvaTO fiXairrei.v. <XKOVCTCLS Se Hevocfciv ekeyev

OTL opdcos aiTiaivTO Kal amb TO epyov avrols papTvpoLrj.

oW eyw, e(f)rj, rjvayKdo-drjv SiUKeiv, eTmSi) edpcov vpas iv rco

peveLv KaKois del TracryovTas, avTiTroieiv 8e ov Swapevovs.


eTreioi] be ebuoKOfiev, akyjur), e<pr), viiecs keyere . KaKco^ jiev

yap Troieiv ovSev paWov i8vpdpeda rovs iroXeplovs,

dveyojpov/iev Se -TrayâXeVcos. rots ovv 0eoi<; ya.pis ort ov

crvv TToWfj pcop^rj aXXd ariiv oXcyocs rfkdov, wcrTe pXdxjjai pev

ov peydXa, $7]Xd)craL Se d>v Seopeda. d/couai S’ elvai iv ra

crTparevpaTL ppcov 'PoStous, a>v TOVS TTOXXOVS (f>a<Tiv

iTTLcrTacrdab crcfievSovdv, Kal TO fieXos avrwv /cal SbTrXdtjLOV

<f>epe(r9aL TCOV JlepcnKcov cnfcevSovdv. opco Se LTTTTOVS oVras iv

T<£ err pared pan, TOVS pev nva? Trap ipoi, rovs Se TUV

KXedpyov KaTaXeXeippevovs. dv ovv TOVTOVS itcXe^copev, laws Ti TODS (frevyovras XvTrrjcrovcrbv.

II.—GRAMMAR. (15)

[N.B.—T7ie questions refer to the passage set for translation.']

1. Parse the following words, giving the principal parts of each verb and explaining the syntax: alnuvTo,

ed>pu)v, rrdayovTas, KaTaXeXebppevovs, iieXe^wpev.

2. Xenophon deviates from Attic usage once at least in this passage. Can you indicate in what respect ?

3. What is the regular construction of verbs of hearing in Greek ? Is there any peculiarity to be noticed with regard to this in the above passage, and can you explain it from the meaning of the word in the context ?

III.—SENTENCES. (30)

Translate into Greek :—• 1. I know he is wise. 2. If you bid me, I shall do it. 3. Do you think that is true ? 4. We were badly treated by our friends. 5. Do not leave me alone. 6. I did this in order to please you. 7. Let no man go away from the city. 8. No one knows anything about the matter. 9. You ought not to have done that.

10. You are a slave, though you might be free.


IV.—GENERAL QUESTIONS. (10)

1. What do you know of any three of the following :— Hector, Antigone, Nausicaa, Alcaeus, Alcibiades ?

2. Choose any two of the following places, state where they are, and what they are famous for :—Delos, Chios, Marathon, Mycenae, Megara.

GREEK

HIGHER GRADE—(FIRST PARER)

Wednesday, 31st March—10 A.M. to 12 NOON.

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


I. (40)

1. Translate into English :—

The youth of Athens are exhorted by the spirits of their forefathers.

H TTouSe?, OTL jAv ecrre Trarepcov dyadcov, avrb p.yvvei TO

vvv Trapov' ypdv Se itfbv Irjv p.rj /caA.<3?, /caXw? alpovpeOa

paWov Te\evTa.v, irplv vpds re KCU TOVS ineLTa ei? 6vel8r]

KaTacrTycrcu K<TL irplv rovs ypeTepovs Traripas KO! irav TO

irpoo-dev yevos alcryyvai, rjyovpevoL rw roa? avrov alcryyvavTL

a-fibcoTov eivab, Kal TCS TObovrco ovre TLVO, dv6pd)Tr(ov ovre decov

(jnXov elvau OVT’ iiri yrjs ovd’ inrb yrjs TeXevTycravTL. XPd

ovv pepvrjpivovs TCJV r/pbeTepcov Xoycov, idv Tb /cal SAXo dcncrTe,

a-o-Kebv per dp err 9, etSoras on TOVTOV XebTropeva, TrdvTa Kal

KTypara Kal imTrjSevpMTa alcrypa Kal /ca/cd. ovre yap

TIXOSTO? KOXXO? <f)epeb rep KeKTrjpeva) per dvav8pla<;—dXXco yap 6 TOIOSTO? uXovrei Kal ovy eavTco—ovre ad) par os KaXXos


KOU lo~)(v<; SeiXS /cal /ca/cw crvvoLKOvvTa TTpenovTa (jiaLveTou

d\X.’ aTTpeTTrj, KOU eTTt(f>avecrrepov iroiel rbv eôvra /cal iKrjnilvei

TTjV SetXtav ' Tracrd re imcrTppp -ympLôpievrj SiKcuocrvvrjs /cal

TTJS dA.A.'/js apeTrjs Travovpyia, ov cro<f)La, (fni'n/erai. S>v evei(a

/cal 7TpcoTOV /cal vcrraTov KCU Std iravros TrpoOvplav nebpacrde

eXpiv dircu? vTrepftaXe'Lcrde KCU rjpds KOLL TOVS TTpocrdev apery.

/cal eaF pev raina eTUTySevcryTe, (j)tXoi rrapd cplXovs ypds

d(f>Lêcr9e, orav vpds rj TTpocrrjKovcra polpa Kopurry •

apeXyo-avTas Se vpas ovSels evpeveos viroSeêTaL.

2. What other constructions has vplv in addition to that used in the above passage, and when are they employed ?

3. Explain the use of dVws in the above passage, and compose another sentence to illustrate it.

II. (35)

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

(1)

A sailor tells Philoctetes why Odysseus desires to take him away with him.

’Eyw cre rovT, tcro)? yap OVK d/cn/coas,

irdv e/cStSdfo). puvTLS rjv TIS evyerys,

IIpLapov pev vlos, ovopa o’ avopdiêTO

'"EXe/'o?, ov ouros VVKTOS i£eX6cov povos,

SoXios ’OSi/crcreds, elXe ' Secrpbov T dycov

ISetf ’ ’AyatoE es pecrov, drjpav KaXrjv ' c\ ov /3y\\5 5 / 55/1/

09 or] ra r a A. A avroLcn TTCLVT euecnrLO’ev

Kal rdirl Tpoia rrepyap’ d? ov py TTOTE

Trepcroiev, el py rovSe TrelcravTes Xoyco

dyoLVTO vycrov rycrS’ icf)’ ys vaiei rd vvv.

/cal Tavd’ dVa)<; yKOvcr b Aaeprov rd/co?

TOV pdvTbv elrrovT’, evdecos UTrecryeTO

TOV dvSp’ ’Amatols rovSe SyXcoo-eiv dyaiv,

OIOLTO pev pdXi<T9:’ eKovcriov Xafldiv,

el py 9eXoi S’, aKovra' /cal TOVTMV Kapa

Tepveiv iffielro rd 9eXovTi py rvycov.


1. Scan the fourth line, marking the caesura.

2. Give the Attic prose equivalents of the following : vaiei, tokos, Kapa, tco deXovn.

3. What would ov pyj ttote nepcroiev be in direct speech ? Explain the construction.

(2)

rA.ohfcoz' (jxxcTLv apLura biKaiouvvy]s irepi aKoveuv irdvrcov ocroi rr)V AaKeSaipova tovtov top y^povov oiKeov, avveveiydrjvaL Se oi rdSe Xeyovcn. dvSpa MiArjcrbov amKopevov Is ’ZnapTr)!/ flovXecrdaL oi eXdeiv is Xoyovs TTpoicryop-evov TOidSe ' “ Eipl pev MiArjcrbos, r)K(i> Se ttjs o"rjs, TXavKe, f3ov\6p.evos SbKcuocrvvyjs diroXavcrai. ws yap Srj dvd Trauav p,ev ttjv dXXr]v 'EWctSa Kal Trepl "Jojvlrjv Trjs crrjs SbKaiocrvvrjs pv Xoyos ttoXXos, ipecovTco Xoyovs iSiSovv otu iTTLKbvSvvos icrTb aiet Kore rj ’iwvbr) rj Se HeXoirovvrjcros dcnfcaXicos ISpvpevrj. ravra re w iTTbXeyopiva) Kal fiovXevopevco eSoê pob ra rjpbcrea Trdarjs Trs ovcrbrjs deadab rrapd ere, ev iêTTbcrrapevu cos pob Keipeva ecrrai rrapd crot o_oa. ail $rj pob Kal ra ypyjpaTa Sefat Kal rdSe rd crvpfioXa1 crcoê Xaficov ‘ os S’ dv eycov ravra aTrabTerj, tovtco obTroSovvab.” ypovov Se ttoXXov Sbekdovros rjXdov is ’IndpTrjv tov MbXrjcrbov êlvov oi rrabSes, iXdovres Se is Xoyovs to) rXavKtp Kal aTToSebKvvvTes to. crvp/BoXa duabTeov rd ypppara, 6 Se dvTVTTOKplveTO rocdSe' “ Ovre pepvrjpab to Trprjypa oiiTe obSa tovtcov ovSev raw vpels XiyeTe, [SovXopab Se dvapvrjcrOels TTObiebv irdv to St/catop.” irropeveTO wv is

A.eXcj)ovs ypijcropevos tco yprjcrTrjpbco ei opKco rd yprjpaTa XtjbcrrjTab2. rj Se UvObrj e^yrj to TrebprjOrjvab tov 6eov /cat to Trobrjcrab icrov Svvairdab- Std Tavra VXavKov vvv ovre Tb anoyovov icrTb ovSev oiir icrTbr)3 ouSe/xta vopbl,opevrj etpat XXavKov e’p %TrdpTrj.

1 (TVfjLôXa, “ tokens.” 2 \rji£eo-dai, “to rob.” 3 io-TLT), “hearth.”

1. Write notes on the following Ionic forms, giving the Attic equivalent in each case :—ot/ceop, drrbKopevov,

noXXos, atet /core, croa.

2. Comment upon the usage of d/codetp and of Kelpeva in the above passage.


GREEK

Higher Grade—(Second Paper)

Wednesday, 31st March.—2 p.m. to 4 p.m.

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

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

I.—Homer. (20)

Translate into English :—

Toi' S’ rj/ielfteT eimra TepujvLos UnroTa Necmwp' “ ’Arpetbrj tcuSicrre, avai; avSpcov ’Aydpepvov, ov Orjv ''EKTOpL vdvTa vorjpaTa pprlera Zev? e/creA-eei, ocra irov vvv eeXTrerat’ dWd piv oloj KijSecrL poyOrjcreiv koX TrXeiocrLV, el Kev ’A}(t\Xeus ex yokov dpyakeoio peTacrrpeiprj fy'iAov prop. crol Se pdX’ exfiop iyd>' ttotI 8’ av xal iyelpopev dWovs rjpev TvSeiByjv SovpiK'kvTOv ’OSvcrrja i)S’ AlavTa rayyv Kal <I>uXeo9 aAnipov viov. dXX’ el rts koX rovcrSe peTOiyopevos KaXecreLev, dvTideov t AlavTa kcli ’iSopevrja dvaKTa' tcov yap vrjes eaaiv eKacrTarco, ov8e pd\’ eyyvs. dXXd (f)'iXov nep iovra Kal aiSoiov MeveXaov veiKecrw, el irep p,oi vepecrrjcreaL, ov8’ iiriKevo-w. a)? evSee, crol 8’ olcp eneTpexpev iroveecrOai. vvv ocpeXev Kara irdvra? dpLCTTrjas rroveecrdai

Xccrcrop.evo’?' XPei^ V^P Ix-dverai ovKer dveKTos,”

II.—Composition.

Translate into Greek’:—-

A. 1. He said he did not know that he was strongerN than you.

2. You ought to have considered how to gain the victory.

3. If you do not wish to be ill-spoken of, do not speak ill of others.

4. Ask him why he went away when he might have stayed.

5. I wish I had seen him, that I might have spoken to him. ,


B. It is not easy to say with what purpose he acted asN

he did. Some think that he wished to make himself king, while others hold that he intended nothing further than to rid his country of a cruel tyrant. It cannot, however, he |

denied that by his action he inflicted the greatest injury on his people. Even though his intentions were good, the results of his actions were as bad as possible. This he should have foreseen, and he therefore deserves censure. /

(25)

III.—General Questions. (10)

1. What do you know of either (a) the Olympic Games or (b) Aristides ?

2. Write a short note on either (a) Herodotus, or (b) Aeschylus, or (c) Isocrates.

FRENCH

Lower Grade

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

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

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

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

be deducted for bad writing.

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

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

H. Translate into English

The Lost Parrot.

File 1’avait pose sur 1’herbe et s’absenta une minute ; quand elle revint, plus de perroquet! D’abord elle le chercha dans les buissons, au bord de Beau et sur les toits, sans ecouter sa maitresse qui lui criait: “ Prenez done garde! vous etes folle ! ” Ensuite elle inspecta tons les


jardins du village; et elle arretait les passants. “ Vous n’auriez pas vu, par liasard, mon perroquet ? ” A cenx qui ne connaissaient pas le perroquet, elle en faisait la description. Tout a coup, elle crut distinguer derriere les moulins, au bas de la colline, une chose verte qui voltigeait. Mais au haut de la colline, rien ! Un ouvrier lui dit qii’il 1’avait rencontre tout a I’heure, a Saint- Melaine, dans la boutique de la mere Simon. Elle y courut. On ne savait pas ce qu’elle voulait dire. Enfin elle rentra, epuisee, la mort dans Tame; et, assise au milieu du banc, pres de Madame, elle racontait toutes ses aventures. quand un poids leger lui tomba sur 1’epaule. C’etait le perroquet. (25)

TIL Translate into French : —

(а) One day Alexander the Great decided to pay a visit to Diogenes, the famous philosopher. He found him in bis tub1, where he always lived.

“ I am the great King Alexander,” he said to him.

“ And I am Diogenes,” the philosopher replied.

‘‘Are you not afraid of a great soldier like me ? ” continued Alexander.

“Are you a good or a bad king?” enquired Diogenes.

“ I am a good one,” was the answer. “ Then I am not afraid,” said Diogenes, “for who would be afraid of a good man ? ”

Alexander admired the simple philosopher’s wit, and said “ I know you are a poor man, and I should be very glad to give you some help. Ask what you like from me.”

“ Well, then, stand aside a little, please,” replied Diogenes, “ for at present you are preventing me from enjoying the sunshine which I love so much.” The King laughed and did as he was told. (25)

(б) 1. Have you any brothers ? Yes, I have four.

2. Open your exercise-books and write what I have just said.

3. The stories we are reading this year are very interesting.

1 tub = tonneau.


4. My sister is not so tall as yours.

5. It is impossible to find out why they did that.

6. “My master went out an hour ago,” the servant answered.

7. Hurry up, children, or you’ll get no break- fast.

8. That is the house we were speaking about.

9. Here are two hats. Which of them do you prefer ? The green one or the red one ?

10. I forgot you don’t like cats.

11. There are more women than men in this country.

12. We are very fond of the dog father gave us.

13. We all hope it will be fine next Saturday.

14. My sister has become quite deaf.

15. Tell me all you saw on your way to school this morning. (30)

FRENCH

Lower Grade

Friday, 26th March—10 a.m.

This paper must not he seen hy any Candidate.

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

No notes may 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 French.

Before the passage is read out, the Supervising Officer must write upon the blackboard the title of the story in French, “ Richard Coeur de Lion et les Sarrasins,” adding at the same time the following words :— hunt = chasser, knight = chevalier. He must also warn the Candidates that they are not to u 28356 c


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.

Richard Coenr de Lion was an object of dread to his foes in the East, because he was reputed to have the courage and the fierceness of a lion; but those around him admired and loved him with passionate devotion. There was hardly a man among his followers but would have given his life to save his master. One day, when he was hunting wild animals in a forest, he was overcome with fatigue, and, alighting from his horse, he lay down under a tree and fell fast asleep. All at once he was roused bj7

loud shouts from his comrades. When he opened his eyes, he saw a troop of the enemy, fully armed, charging down upon him at full speed. He sprang on to his horse to meet the attack. But, before he could draw his sword, he was assailed by a powerful Saracen, and was on the point of being struck down, when a brave French knight called out, in the language of the East, “ I am the king, spare my life.”

The Saracens immediately gathered round the knight, and made him a prisoner, while Richard quietly escaped.

FRENCH

Higher Grade (First Paper)

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

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



I. Translate into French :—

“Do try to guess my sister’s name, Doctor,” Harry repeated. I know not what I was thinking about. In my village I had heard none but the names of peasants. Eva Meredith was the only lady I had ever known, and so I said, at random, “ Eva, perhaps.” We were speaking very low; but when the name of Eva escaped my lips, the


sick man opened his eyes quickly, and raised himself in his chair, while the countess dropped her needle and turned sharply towards me. I was confounded at the effect I had produced ; I looked alternately at the patient and at the countess, without daring to utter' another word. Some minutes passed : the young man again let his head fall hack and closed his eyes. The countess resumed her needle ; Harry and I stopped our conversation. I reflected for some time upon this strange incident, until at last, all around me having sunk into the usual monotonous calm, I rose to leave the room. The countess rose also, passed me, and made me a sign to follow. When we were both outside she shut the door, and raising her head with her imperious air she said, “ Dr. Barnaby, be so good as never again to pronounce the name that just now escaped your lips. It is a name my brother-indaw must never hear.” She bowed slightly and re-entered the sick-room. (40)

II. Translate into French

1. “I don’t know anything about it.” Nor I either.”

2. At the foot of the hill he turned round to look once more at the house he had just left.

3. It is useless for him to complain of what has happened, no one listens to him.

4. I had been told that his library contained more than a thousand French books.

5. We had scarcely settled in our new house, when we had to look for another. (15)

HI. Read most carefully the fallowing fable; then relate it in your own way, in good French prose, adding any comment that you think appropriate on its purport and meaning. The following words should be noted : —

= u resting-place.” devers = “ towards.” guet = “ watch.” taniere — “ den.”

The Hare and the Frogs.

Un lievre en son gite songeait. (Car que faire en un gite, a moins que Ton ne songe ?) Dans un profond ennui ce lievre se plongeait: Get animal est triste, et la crainte le ronge.

“ Les gens de naturel peureux Sont, disait-il, bien malheureux !


Ils ne sauraient manger morceau qni leur profite; Jamais tin plaisir pur ; toujours assauts divers. Voila comm© j e vis : cette crainte maudite M’empeche de dormir sinon les yeux ouverts. Corrigez-vous, dira quelque sage cervelle.

Et la peur se corrige-t-elle ? Je crois meme qu’en bonne foi lies homines ont peur com me moi.”

Ainsi raisonnait notre lievre, Et cependant faisait le guet. II etait douteux, inquiet:

Un souffle, une ombre, un rien, lui donnait la fievre. Le melancolique animal, En revant a cette matiere,

Entend un leger bruit: ce lui fut un signal Pour s’enfuir devers sa taniere.

II s’en alia passer sur le bord d’un etang. Grenouilles aussitot de sauter dans les ondes ; Grenouilles de rentrer dans leurs grottes profondes.

“ Oh ! dit-il, j’en fais faire autant Qu’on m’en fait faire ! Ma presence

Effraie aussi les gens ! je mets 1’alarme au camp ! Et d’ou me vient cette vaillance ?

Comment! des animaux qui tremblent devant moi ! Je suis done un foudre de guerre !

II n’est, je le vois bien, si poltron sur la terre, Qui ne puisse trouver un plus poltron que soi.” (25)

FRENCH


Friday, 26th March—2 p.m. to 4 p.m.


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


I. (1) Translate into English

Dumouriez, libre enfin, court a Paris pour voir de pres la situation, tater les partis et savoir d’ou vient le

EXAMINATION PAPEHS. 37

vent. II fut regu aux Jacobins avec une extreme froideur. Dans nn discours spirituel, Collot d’Herbois lui reprocha “ d'avoir reconduitle roi de Prusse avec trop de politesse.” Quelque defiance qu’inspirat la pensee interieure de Dumouriez, il ent ete insense, impossible, d’eloigner, sni- des soupQons, un general qui venait de rendre un si grand service. On ne marcbande pas avec la victoire ; lui seul 1’avait commencee et pouvait la continuer. Le peril n’etait point passe; la France n’etait pas sauvee tant qu’elle n’avait pas pris une brillante offensive, vaincu I’ennemi chez lui, sur son territoire. Un seul bomme avait reussi, et semblait avoir une etoile, semblait heureux, cette premiere et derniere qualite qu’on demande aux generaux. II fallait bien se fier a lui, faire croire a la plus intime union entre la Convention et le pouvoir executif, entre celui-ci et Pexecuteur des mesures militaires, effrayer 1’Europe de cette unite en trois forces : le bras, la tete et 1’epee. Danton, Dumouriez, compre- naient parfaitement que le salut de la France ne tenait pas seulement a une guerre beureuse au debors, mais a la cessation des guerres interieures, a la reconciliation de Danton et de la Gironde. Ils n’epargnerent rien pour atteindre ce grand resultat.

(2) Write (in English) brief explanatory notes on les Jaeobins, la Convention, Danton, and la Gironde.

(30)

II. Translate into English :—

La riehesse.

Rene. Yous etes trop riche.

La comtesse. Je n’en sais rien. Figurez-vous que je suis criblee1 de dettes.

Rene. Comment vous y etes-vous prise pour vous endetter ?

La comtesse. Je Tignore ; j’ai achete des robes et j’ai donne des bals, comme toutes les femmes. II faut bien s’habiller un pen et danser de temps en temps.

Rene. Et vous devez ?

La comtesse. Ob ! ne m’en parlez pas! c’est afireux! Comme j’etais toute seule bier, j’ai passe en

38 LEAVING CERTIFICATE EXAMINATION. *

revue les notes non payees de mes fournisseurs : je dois, entre autres choses, 38,000 francs de dhapeaux et de bonnets, 11,000 francs de gants, 52,000 francs de robes,- 28,000 francs de fleurs et 110,000 francs de cbales et de dentelles. J e ne vous parle pas du march a nd de chevaux, du carrossier, du bijou tier, qui ne veulent pas m’envoyer leurs factures ; je me doute de ce qu’elles sont. J’ai fait batir un hotel qui me revient a un million, et le tapissier qui l’a arrange m’a fait remettre un compte de 347,889 francs 50 centimes.

Rene. Les 50 centimes sont adorables.

La comtesse. N’est-ce pas ? Ils donnent tout de suite un petit air honnete et vraisemblable au memoire de ce brave homme.

Rene. Et votre intendant, a quoi sert-il done ?

La comtesse. Mon intendant, il m’a quittee ; il vit de mes rentes. Lu reste, il avait trouve un bon precede: depuis deux ans, il mettait toutes les notes dans un tiroir, me donnait tout I’argent que je demandais et ne payait rien. C’etait bien simple.

Rene. Quel gaspillage !

La comtesse. Que voulez-vous ? je me suis trouvee veuve a vingt-deux ans, sans pere ni mere. Le comte Savelli, a qui on m’avait mariee, et qui avait une immense fortune qu’il m’a laissee, ne savait pas plus que moi ce que c’etait que compter. Quand il est mort, je suis done restee veuve et livree a moi-meme et aux intendants, avec des biens aux quatre coins de I’Europe. J’ai des terres dans I’interieur de la Russie, des palais a Genes et a Rome, et des plantations aux colonies ; je crois meme que j’ai en Sicile une montagne a moi avec un volcan, un vrai volcan qui fume ; mais je ne le compte pas comme rapport.

Rene. Au contraire.

La comtesse. Maintenant, je vais realiser ma fortune, placer tout en France, en argent comptant, savoir posi- tivement ce que je possede, me fixer a Paris et vivre tres-modestement. (30)

1 mm crible = a sieve, a riddle.


III. Translate into Englisli

Je fuis : ainsi le vent la fortune ennemie. Mais vous savez trop bien I’histoire de ma vie Pour croire que longtemps, soigneux de me cacber, J’attende en ces deserts qu’on me vienne cherclier. La guerre a ses favours ainsi que ses disgraces. Deja plus d’une fois, retournant sur mes traces, Tandis que Tennemi par ma fuite trompe, Tenait apres son char un vain peuple occupe, Le Bosphore m’a vu, par de nouveaux apprets, Ramener la terreur du fond de ses marais, Et, chassant les Remains de TAsie etonnee, Renverser en un jour 1’ouvrage d’une annee. D’autres temps, d’autres soins. L’orient accable Ne pent plus soutenir leur effort redouble. II voit plus que jamais ses campagnes couvertes Le Romains que la guerre enriebit de nos pertes. Les biens des nations ravisseurs alteres,1

Le bruit de nos tresors les a tons attires. Ils j courent en foule : et, jaloux Pun de T autre, Lesertent leur pays pour inonder le notre. Moi seul je leur resiste. (20j

1 alterer — to make thirsty.

To be answered in English. IV. Compare any French play you have read with any

play of Shakespeare, drawing attention to points of similarity and difference in respect, for example, of construction and method of treatment. (10)

FRENCH


Friday, 26th March—1.30 p.m. to 2 p.m.

This paper must not be seen by any Candidate.

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

To Ibe written by the Candidates on the

separate sheets provided, which must be collected before the Second French Paper is distributed.


DIRECTIONS FOR TEACHER.

1. Read the 'passage aloud distinctly and deliberately, but not sloioly, 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 ivord very distinctly. The punctuation should be indicated thus:—(.) ‘ un point,’ (,) ‘ virgule,’ (;) ‘ point virgule,’ (:) ‘ 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 words at the request of individual candidates.

DICTEE.

La nuit tombait | et les etoiles pergaient ] successive- ment et par ordre de grandeur | le cielôbscurci | . Je quittai le torrent | et le fracas de ses dots j pour aller respirerêncore | 1’air de la vallee | et son parfura delicieux. | Je remontais lentement | le cbemin que j’avais descendu, | et cbercliaisâ me rendre compte j de la part | que monâme avait | dans la sensation | douceêt voluptueuse | que j’eprouvais. | II y a je ne sais quoi | dans,les parfums, j qui reveille puissamment | le souvenir du passe. | Rien ne rappelle a ce point | des lieux cheris, | des sensations regrettees, | de ces minutes dont le passage j laisse d’aussi profondes traces | dans le cceur | qu’elles ,en laissent peu j dans la memoire. j L’odeur d’une violette | rendâ 1’ame | la jouissance | de plusieurs printemps. (10)

GERMAN

Lower Grade

Tuesday, 30tb March—10 a.m. to 12.30 p.m.

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



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


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

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

II. Translate into English :—

(a) ©or ben Tomt etnet grofjen ©tabt, in meldjet btele Sftenfdjen lebten, tet$e unt> arme, icofptte etn ©aetner, bet etnen groên Ijerritcên Otofengatten be fat). mudjfen ©ofen bon alien S^ben unb alien 9Ieten, benn bee ©toner berftanb fetn ânbmerf; er tiflegte bte Otofen nut aller ©orgfaft, nti|t aub Stebe ju ben ©lumen felbft, fonbern um be§ ffierbtenjleg mitten, benn er berfaufte bte ©ofer an bte Sente in ber <Stabt.

Unb fein ^lett ttug reicbltcbe griicbte, benn bie SOienftên fanten in grower 3abl unb fauften fetne ©ofen unb fê

in ibre ©arten unb febmueften bamit tbre Simmer,—freiltcb nur bie Oieicben, benn ber ©toner forberte btel ©elb fitr fettte ©lumen, unb bag fonnten bie Slrmett niibt bejabten. ©tnfimalg nun, alg bie Sonne ibrett Iteben Sobn, ben Sommer, mieber an ber >§anb babergefubrt btoe, bamit er auf ber ©rbe fpajiercn ginge unb afle§ mit Sreube erfitttte, ba maren mitten tin ©arten jmei Oiofen aufgeblubt, febotier alg atte, bte fonft tin ©arten maren.

3ebe ber betbett muebb an etnem befonberen Stocf, aber bte Stbcfe ftanben in etnem unb bemfelben ©eete fo nabe jufammen, baf, menu bte Oiofen ibre >§aui)ter etn menig neigten, fie einanber

beinabc berubrten.

©aber fam eb, baft bie betben Oiofen tnntg befreunbet maren; fte nannten ft(b „bu," unb obfibon fie niebt ganj gleiib bon Slngeficbt maren, betra<bteten fte jttb bennocb alg Scbmeftern unb bertrauten ftcb attc ibre ©ebetmniffe an. (24)


^rtîên an ben 3)?at.

domin', Itebev 3)iat, unb inaiê Die SBdume intebet grim, ttnb lafj in if an bent a3ad)e 2)te fletnen SSetlcên blii^’n! aBte mbc^t’ ti^ bot^ fo gerne (Sin aSIiimcên mtebet fef^’n! %$, IteBev 2ftat! mie gerne @tnmal fpajteren ge^’n!

3n unfrer JtinberftnBe aBtrb mtr bte 3eti fo lang! SBalb tnerb’ id) armer SSuBe SSor Ungebulb noci; franf! 3l(^ Bet ben furjen Sagen

t(B mid) oBenbreinf1) ben SSofaBelnf) plagen

Unb tinnier fiet^tg fetn! O obcnbrein = auferbem, baju. (-) aSofabeln = fcbrciertge SBcrtev, bte matt auSwenbig levnett ntufi.

(12) III. ( a) In tlie above prose passage (II. (a))—

(i) Parse fully the word gtnge and account for the mood.

(ii) @te nannten ft^ „bu"—what is the special point of using the pronoun „ bu " here ?

(b) Give the present infinitive, imperfect indica- tive (1st person singular), and past participle of Befaf, tnucBfen, trug. (5)

IV. Translate into German :— (a) There once lived in one of the large and rich

cities of Asia a tailor, named Mustapha. He was very poor. He could hardly by his daily labour earn (1) bread enough for himself, his wife, and his only son. His son, who was called Aladdin, was a very lazy boy. He was disobedient to his father and mother, and used to go out early in the morning and stay outside all day to play with idle children of his own age. When he was old enough to learn a trade, (2) his father took him into his own shop and taught him to use his needle : but it was in vain that his father tried to make him industrious, the boy remained as idle as ever.

t1) earn = berbtciten. (2) trade = ba§ >@aitbtt>eri. (24)


(b) (1) Yesterday I could not visit my friend, but I saw him four days ago.

(2) Whose book is that ? It is mine.

(3) How do you do ? Thank you, I am better.

(4) My brother wrote that he could not come.

(5) I am glad it doesn’t rain.

(6) When he returned, the boy laid his books on the table.

(7) Our house will be sold, because we are going to Germany.

(8) We shall walk ; but the children must go in the carriage.

(9) He really did not know why he was so sad.

(10) Every man had seven fields, and in every field were seven cows. (20)

GERMAN

Lower Grade

This

Tuesday, 30th March—10 a.m.

paper must not he seen by any Candidate.

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

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

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

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

44 LEAVING certificate examination.

Story to be read out.

An ass and a clog were travelling with their master, when he fell asleep in a field. The ass began to eat the corn, and the dog, who was also hungry, asked leave to take some bread from the basket which the ass was carrying on his hack. With his mouth full of corn, the ass replied : “ Our master will soon wake and give you something to eat.” Just then a wolf appeared, and the ass called the dog to help him. But the dog, without moving, answered: “ Our master will save you when he wakes.” So the ass, who would do nothing for his companion, was killed by the wolf.

GERMAN

Higher Grade—(First Paper)

Tuesday, 30th March—10.15 a.m. to 12.15 p.m.

The whole of this Paper should be answered.


N.B—Write legibly and neatly. Marks

will be deducted for bad writing.

I. Translate :—

Urn jefyn ltl)r morgenS fa it ben )xd) bic erften Oafte etn, unb jiuar fold)?, bte meber jugefagt flatten, nocl) uherfiaubt ewartet inurben. 3118 33aul fte f cm men fafy mar fetn erfter Oebanfe: „ <§af>’ aucf; genug (Sffen unb Trinfen heforgt ? ” unb je mefir 2Bagen auf ben -§of geroflt famen, je mefir mtlb- frembe Scanner ben @etnen bte fcf;marjbef)anbfiûf)ten -§anbe entgegenftrerften, befto f)of)er fit mo ft feme 31ngft, befto tauter ftangen bte tffiorte tfun tn8 Dfyx : „ @8 mtrb nicft retdjen! ”

2)er Slater Ijatte petite mteber etnmal fetnen groften Siag. ©r faf in fetnem Tragfeffel mte auf etnem Tt)rone—feme hetbett altefien @of)ne mte SSafaEen um fid; [)er—unb Ite§ fid) in fetnem ©tfnnerê Bemunbern. iffienn cm neuer @afl auf tf;n gutrat, Btefte er bte bargehotene 9iec§te mit fetnen Betben <§dnbett, at8 oB er berjetttge mare, metier ju fonbolteren tjatte,


netgte gram'jo IT ba§ '§aubt unb fpracT) mtt fcfnnerjerfttcfter Sttmme abgebrocT;ene SBorte, rote: „ 3a, fie ift bafyttt! §tn tfi ()tn! @8 gibt Teitten SBalfam fitr bte SBunben be§ .êrênb!

2)J5ge ber <§tmmel an t^r gut macên, roaS bte @rbe oerfûlbete,” unb bcrgletd;en meljt.

2)ajrotfd;en rtef er ju $aul Emitter: „®etn ©o^n, bu

forgft ntd)t fitr ffietn I - SOictn ©ofm, .§err SGBegmann rounfcT;t cine (Stgarre!—-SWetn @o£)n, benfe baran, ba^ unfere ©cifte fid) erlaben.”1

tpaul lief non etnem jum anbern, gfettT; etnem Jvefiner, jd^lte oott 9tngft bte gfafcften, bte jtdj mtt rafttber >§aft oerrtn- gerten, unb benetbete bte ©ct;roeftent, bte ftci; in t[)ren fct;bnen, febroarjen TTietbern rui)tg tn etne @cfe feên unb non Jperjen aubroetnen burften. « (20)

1 erla6m=crfrtfcbm.

II. Translate :— 21 b e n b.

2)cr fc[;nef(e Tag tft [)tn ; bte 2iaci)t fcbrotngt tt)re 3a^n’ Unb fuf)rt bte ©terne auf. ©er 3)tenfcl;en intibe ©Jarett SSerlaffen 0elb unb SBerf. 2Bo Tier unb 23bgel roarett Trau’rt jeijt bte ©tnfamfett. 2Bte tft bte Beit nertan!

Tent tport naft mefr unb mefr ber rotlbberoegte dta^n. OlettJ; rote bte§ Stt^f oerftel, [o rotrb in roentg 3aT)ren

3d;, bu, unb roa§ man fiat, unb roa§ man fiefit, fytnfafiren. ©teb Sebett fommt mtr nor ate eine Otennebdl;n.

Saf, f)b(|fter @ott, mid; bot^ ni^t auf bem Saufflaf* gleiten! Safi mid) nid;t ©t^merj, nid;t 23tad)t, nieft Suft, nid;t 2tngft

oerleiten! ©ettt erotg feller ©Ians fet oor unb neben mir!

Saf, roenn ber miibe Setb entfcÎdft, bte ©eele road;en, Unb roenn ber lei^te Tag rotrb mtt mtr 2lbettb maiden, ©o retf mid; attb bem Tal ber ginjiernt§ jtt ©tr! (18)

(a) Mention any English poem suggested to you by the above lines.

(b) Choose any two of the following subjects. Quote a verse of German poetry dealing with each, and name the poem from which your quotation is taken:—

(1) Fighting. (2) Roving-spirit (2BanberIuft). (3) Love of Nature. (4) Child Life. (5)


III. Translate

Unb ben 2)eutf(ên, tneldje Saline Hetlit tlmen ilbrig ? 91un, intr ftnb bte &eften Steberbi^ter btefer @rbe. Jletn SSoIf bef4t fo ft^fine Steber nne bte 2)eutfcên. 3e^t fallen bte 215(fet affju tuele 5o[tttfiI;e @efd)rtfte; menu abet btefe etnmal abgetan ftnb, tuoUett nut 2)eut(cf)e, SBrtten, ©ântet, ^tanjofen, 3taltenet, nut nollen alle btuau5ge[)ett in ben gtiinen 16nib unb ftngen, unb bte 91ad;ttgall foil @(^teb§tt(|tertn fern. 3$ bin itbetêugt, bet btefem SEBettgefange nttb ba5 Steb bon SBolfgang Ooetfje ben EBtetg gentnnen. (Setwanteg, ©jafefbeate unb ©oetbe btlbcn bag ©tc^tettriumbitat, bag in ben btet ©attungen boettfêt 2)atftetlitttg, tm @btfcl;en, ©tamatifcên unb S^ttfcben, bag -§5^fte êtborgebtacbt. ffitelletcbt ift bet ©djretber btefet SSIattet befonberg befugt,1 unfetn gtofen Sanbgmann alg ben botlenbetften Siebetbi^tet ju btetfen. @oetf)e ftel)t in bet 9Jiitte jntfcben ben betben 2lugattungen2 beg Stebeg, fenen jnet ©cftuten, nobon bte erne letbet nttt ntetnem etgencn 91atnen, bte anbete nttt bent Sdatttett ©c^nabeng bejeic^net nttb. SBetbe ftetlttb âben t^te SSetbtenfle: fte fbtbetten inbtteftetwetfe bag ©ebetften bet beittfd)en 5)3oefte. 2)te etftete benttfte etne Oteaftion gegen ben etnfeittgen 3bealtgtnug tin beutfcben Stebe, fte fu^tte ben (Setft gutitcf jut fiatfen Ofealttdt. ©te fcbndbtfcl;e ©tûle loitfte ebenfattg tnbtteft jum <§etle bet beutfcben $oefte. SBenn in Slotbbeutfcblanb frdftig gefunbe ©itbtungen junt ©otfcbetn fomtnen fonnten, fo berbanft man btefeg biellet^t bet fcbndbtfcben ©cbule, bte alle ftdnfltcbe, fronttn gemMiiê geu^tigteiten bet beutfcben ©tufe an ftct; jog.

1 tefugt = bevecfitigt. 3 augarten = »on ber rectten guten Qtit abweicên.

(22) Either

(1) Discuss the claim here put forward as to the superiority of German lyric poetry and the supremacy of* Goethe, illustrating your answer from your own reading.

Or,

(2) The style and content of the foregoing passage give a clue to the authorship. Name the writer; and either (a) Give a brief outline of his life, mentioning his chief works; or (b) Give some account of any book which he has written and you have read. (5)


GERMAN


Tuesday, 30th March—2.30 p.m. to 4.30 p.m.

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


I. Translate into German :—

Wallenstein’s enemies had called him a traitor, he now decided to become one. He called together all his officers and spoke to them of the emperor’s ingratitude and of his own wish to give up his command. The officers had unlimited faith in Wallenstein and thus were easily persuaded to sign a promise to remain faithful to him. General Piccolomini betrayed all this to the emperor, who sent secret orders to capture or kill Wallenstein, Hlo and Terzky. On the 24th of February 1634 Wallenstein reached the town' of Eger, where Colonel Butler, an Irishman, and two Scotch officers, Gordon and Leslie, had already arrived, firmly resolved to carry out the emperor’s command. The following evening Illo and Terzky accepted an invitation to a banquet, but Wallenstein remained in his house. Everything had been carefully prepared : at a given signal soldiers rushed into the hall, and the unfortunate friends of Wallenstein were struck down in a moment. Then the soldiers hurried to Wallenstein’s house. His servant met them at the door, but he was pushed aside. Wallenstein seeing that his hour had come, made no attempt to save himself, but opened his arms wide to receive his death-blow. (35)

II. Write, in German, a conversation between two school friends, who meet again for the first time after the summer vacation.

The following hints may help to suggest material:— pleasure at meeting again — where each has been — description of locality and of house—forms of recreation available—any successful excursion—any visitors, or new friends made—books read—glad to be back—plans for winter. (20)


III. Translate into German :—

(1) If we had not been able to help you, at least we should not have hindered you any longer.

(2) Though everyone thought they would not succeed, they would not be persuaded to desist.

(3) I suppose they will insist on our coming.

(4) Her parents might be told, but perhaps it is not worth while.

(5) May this end wrell for us all! But next time we must be ready for anything.

(15)

GERMAN


Tuesday, 30th March—2.0 p.m. to 2.30 p.m.

This 'paper must not he seen hy any Candidate.

To he read out hy the Teacher at 2.0 p.m. in the

presence of the Supervising Officer.

To be written by the Candidates on the

separate sheets provided, which must be

collected before the Second German Paper

is distributed.

DIRECTIONS FOR TEACHER.

1. Head the passage aloud (including the English title) distinctly and deliberately, hut 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 he indicated thus—(,) ‘ jtotltnia (;) ‘ ©emtfolon ’, (.) ‘ $unft ’.


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

Description of a Famous General.

2>ene gramme folbattfcfje <@altung, | rote fte bet ôntg bon

fetnen Dfftjteten berlangte, | roar bent etnfaên 9ltebetfa<Jjfen ftemb. | 3n unfc(;etnbatet, | fa ft nacftaffiget .Kfetbung | gtng et etnêt, | ben Jlo^f gefenft, | bte tiefen ftnnenben 2)enfetaugen | ganj tn ft if) f)tnetngefef)vt. | 2)a3 «§aav ftel ungeotbnet itbet bte ©tttn tyetab, | bte ©ftacfe flang leife unb langfant. | 3n fjannobet

fab man tbn oft, | rote et an ben SSitcfetlaben betm ôte [ felbet anflobfte | unb bann mit SBetb unb Jlmbetn | btattfen tin ©tttnen

| juftteben fetn tBefpetbtot oerjebtte. | ©o blteb et fetn Seben lang, | fcbltcbt unb f^muifIo§ in allent. | 3)te ©infatt be^ 3lu§btucf8 unb bet ©mbftnbung | tn fetnen oettraultcben fflttefen | ettnnett an bte 3)tenfcben beg -2lttettumg; | andf tn fetnen ©cbttften | tft tbm bte ©aibe atteg, | bte ôtm nt^tg. (10)

GAELIC

Tuesday, SOth. March—10 a.m. to 1 p.m.

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

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

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

[I7is story will be read-out at 10.45 a.m., and candidates shoidd reserve the first page of their hooks for this answer.]

2. Translate into English

Bha bothan beag tighe an oir na coille mu thimchioll da mhile dh’astar uainn. C’arson a thogadh am bothan so an tits cha’n fhios domh, ach aig an am air a bheil mi ag iomradh, bha sinn a’ deanamh tigh sgoile dheth. A reir coltais, cha do thogadh ord no inneal iaruinn sam bith air clachan an teampuill so; ni mo a chaidh aol no lathach a thogail a bhallachan. Bha toll tri-chearnach

u 28356 D


air gach balla-taoibh dbetb a bba deanamli gnotliaicb air son uinneagan ; ach uinneag de sbeorsa sam bitb clia deacli riamh a clnir annta, is bha iad mar sin fosgailte ris na siontan. Bha toll eile am muilach an tighe, coltach gu ledir, air son luidheir ; ach cha’n fhiosrach mi gu’n d’amais an toit riamh air dol a mach an rathad sin. Cha robk de dhorus air an fhardaich so ach sgathach bheithe nach cnmadh a mach aon chnid gaoth no uisge. An uair a bhiodh an sneachd ’g a chur is ’g a chathadh chnireamaid sgroth anns an ninneig taobh na gaoithe, ach bha cho heag dion anns an sgathaich is gu’m biodh an sneachd cho domhain air urlar an tighe is a bhiodh e air a bhlar a inuigh. (20)

3. Translate the following passage into Gaelic:—

Perhaps the most interesting event of shepherd life is the weaning of the lambs. From all the hills men and dogs drive the flocks into a fold. Here the separation takes place. The ewes are returned to the moorland, and the lambs are driven to some spot where the pasture is rich, and where they are watched day and night. Mid- night comes with dew and stars and the lambs are peace- fully couched. Suddenly they become restless and seem disposed to scatter wildly in every direction, but the shepherds are wary, the dogs swift and sure, and after a while they are quiet again. Walk up now to the fold. The full moon is riding between the hills, filling the valleys with bright lights and mysterious glooms. Listen ! You hear it on every side of you till it dies away in the silence of distance—the fleecy flocks weeping for their young. The turf walls of the fold are in shadow but something seems to be moving there. As you approach, it disappears with a quick, short bleat, and a hurry of tiny hoofs. For nights and nights the creatures will be found haunting about those solitary walls seeking the young that have been taken away. (22)

(4) Translate the two following extracts into Eng- lish :—

(a) Nis, a Thearlaich dig Stiubhaird, Itiut tha duil aig gach fine, Chaidh a chothachadh cruin dhuit, Is a leig an duthaich ’n a teine ; Tha iad mar nathraichean folaichte, A chaill an earradh* an uiridh, Ach tha ag ath-ghleusadh an gathan Gu eirigh latha do thighinn.


(b) Tlia doinionn nan speur air seideadh. thairis, Tlia neamh is talamh ’n an gloir,

Tha gatlian na greine ag eirigh tliall ud Cur sgeimh air beannaibh. a’ cheo ;

Tha eunlaitb na coille a’ seinn le caitbream Air roinn nam meanganan 6g,

Toirt molaidb do ’n Ti thug dbuinn gacb bean- nachd,

Is a dhion troimh an ghaillinn iad beo. (18) * Vesture, covering.

5. What class or classes of nouns possess a dative singular distinct in form from the nominative ? Give three examples. (4)

6. Give the genitive singular and the nominative plural of the following nouns :—tuil, obair, gobha, deoch, bard, cathair, sail, mac, cridhe, gleann. (5)

7. Turn into idiomatic Gaelic :—

(a) Such men are seldom found. (b) The often er we see you the better pleased we

are. (5)

8. Turn into idiomatic English : —

G-abh romhad. Chair mi romham so a dheanamh. Gabh dheth. Na bi ris. Is beag orm an obair sin.

Give three sentences each containing an idiomatic use of prepositions other than above. (6)

GAELIC

Tuesday, 30th March—10.45 A.M.

This 'paper must not be seen by any Candidate.

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.

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


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

Before it is actually read, the Supervising Officer must write upon the blackboard the following words: Second-sight = an dara sealladh, taibhsearachd; Limpet — bairneach. Tie shoidd also explain that Candidates are not to aim at reproducing the passage in all its details, and in the same words or order of words as the original. What is desired is that they shoidd attempt to relate the story in Gaelic, in their own diction and idiom.

I will give you a good illustration of second-sight. Six or seven years ago I was staying with a friend of mine in Skye, and just as we were sitting down to dinner we heard a great uproar outside. We went out and found all the farm-servants standing on the grass and gazing seawards. On inquiry we learned that two brothers, Mackinnon by name, who lived on the sound beyond the point, fishermen by trade, and well versed in the manage- ment of a.boat, had come up to the islands here to gather limpets for bait. When they had secured plenty of bait, they steered for home, although a stiff breeze was blowing. They kept full sail on, and went straight on the wind to double the point. A small boy, Hector, who was employed in herding cows, all at once came running into the kitchen where the farm-servants were at supper. “Men, men,” he cried, “ come out fast; Mackinnon’s boat is sinking. I saw her heel over on the point.” Of course they all came rushing out bare-headed, and it was the noise they made that disturbed my friend and myself at dinner. We looked narrowly seaward, but no boat was to be seen. My friend took out the telescope, and still the sea remained perfectly blue and bare. No one could be brought to believe the boy’s story, that on a comparatively calm day any harm could befall such experienced sailors. The boy was scolded for raising a false alarm. But though Hector got his ears boxed, it turned out that he had spoken the truth, for towards evening of the following day the Mackinnon sisters came to inquire about the boat, which had never reached home, and which., on the following week, was found floating near the very spot mentioned by the boy.

EXAMINATION PAPEES. 53

SPANISH

Tuesday, 30th March.—2 to 5 p.m.

The whole of this Paper should he answered. Candidates

will not he allowed to pass unless they reach the necessary standard hath in composition and in translation.


N.B.—Write legibly and neatly. Marks

will be deducted for bad writing.

Part I.

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

[The passage will he read out at 2.45 p.m., and Candidates

should reserve the first page of their hooks for this

answeri]

2. Translate into English :—

(a) Cristobal Colon, marino desde su primera juventud, se habia distinguido por su arrojo en las guerras del Mediterraneo y especialmente en las que habia sostenido la Republica de Genova contra su eterno rival, la de Venecia. Era joven todavia cuando los azares de la suerte le condujeron a Lisboa, donde trato a los mejores marinos de aquel tiempo. Los navegantes portugueses del siglo xv eran los mas atrevidos de la epoca y la fama de sus descuhrimientos volaba por el mundo. Colon se caso en Lisboa con la hija de un capitan que habia navegado por el Atlantic© hasta las islas Azores ; en las cartas y diarios de su suegro estudio las navegaciones del Atlantico, y el mismo se embarco en diferentes naves portuguesas en clase de piloto, haciendo algunos viajes a las Azores, la Madera y las Canarias.

La experiencia adquirida en tantas navegaciones, los estudios geograficos-, los numerosos indicios recogidos en sus viajes y en los de sus cOmpaneros, llegaron a persuadir a Colon de que, navegando hacia el poniente, se encontraria un camino mas corto para llegar al Asia. Para llevar a cabo su atrevida empresa, dirigiose Colon a Genova, su patria, en demanda de recursos. (12)


(b) Un Madriteno.

— Y listed, D. Fulgencio i no se aburre ?

— Ca, bombre ! [ Quite usted de ahi !

Don Fulgencio es un hombre de nnos sesenta anos. Ya todo afeitado ; lleva una sencilla cadena de oro y tin traje negro.

—- Y i por que no se aburre usted ?

— ! Toma! Porque yo paso el dia distrafdo.

Don Fulgencio, que estaba limpiando las gafas con su bianco panuelo, se las pone, se las afirma bien, mira a su interlocutor y exclama sonriendo :

— Eso es!

Todos los contertulios aprueban lo diclio por D. Fulgencio. Uno dice“Claro,” otro “ Tiene razon ” ; un tercero : “ Cada uno pasa el tiempo como quiere.”

— i Alto alia !— exclama D. Fulgencio al oir esta ultima observacion.—No se pasa el tiempo como nno quiere, sino como se puede.

Los interlocutores se Lallan en una pequena libreria de la calle de Oarretas. No hay en ella sino unos pocos libros nuevos y sin importancia. Todos los estantes estan llenos de viejos libros, de esos libros viejos de que nadie se acuerda, que nadie cita nunca y que, sin embargo, cuando los encontramos alguna vez en una casa de campo, nos proporcionan un momento de solaz.

— Bueno ; pero vamos a ver, D. Fulgencio ; si usted pudiera vivir en una ciudad mas divertida que Madrid, en Paris, por ejemplo, l viviria ?

— i Dejeme usted de Pans ! Yo soy un madrileno y he vivido en Madrid toda mi vida. Tengo aqiti mis amigos y mis parientes ; me he formado mis costumbres ; dedico unas horas a una cosa, otras horas a otras. Encuentro aqiii lo que a mi me gusta, vivo modestamente y sin sobresaltos ... £ Para que voy yo a desear otra cosa ? (15)

3. Translate into Spanish :—

Two hours’ ride brought us to Palencia, a line old town, beautifully situated on the Carrion, and famous for its trade in wood. We put up at the best inn we could find, and I forthwith proceeded to visit one of the principal merchants of the town, to whom I was recommended


by my banker in Madrid. I was told, however, that be was taking his siesta. “ Then I had better take my own,” said I, and I returned to the inn. In the evening-1 went again, when I saw him. He was a short, stout man, about thirty-five years of age, and he received me at first some- what coldly; his manner, however, soon changed, and at last he scarcely appeared to know how to show me sufficient civility. His brother had just arrived from Santander, and to him he introduced me. The latter was a very intelligent man, and had lived for some years in England. (24)

Part II.

4. Write out the present and the past definite tenses of the following verbs:—empezar, ofrecer, acordarse, querer. (6)

5. Give the meaning of the following pronouns and other words, and form short sentences showing their use:—algo, cualqidera, cada cual, sino, siquiera, tampoco.

(8)

6. How are the objective personal pronouns to be rendered in Spanish in the following sentences ?—He has given it to me. I shall take it to him. We shall send them to you (listed). I have introduced her to them.

In what cases must the objective pronouns be placed after the verb ? Give examples illustrating this. (8)

7. Translate into Spanish :—

(1) I should like to be able to help you.

(2) The next time I see him, I shall let him know.

(3) Please come back in half an hour.

(4) I met your brother at the tailor’s.

(5) We have never been in the South of Spain.

(6) He spends more than he earns.

(7) Let us wait here until dinner is ready.

(8) We owe Mr. Lopez two thousand four hundred and twenty pesetas. (12)


SPANISH

Tuesday, 30th March—2.45 p.m.

This Paper must not be seen by any Candidate.

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

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

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

Henry the Fourth, while hunting one day, went too far from the rest of the huntsmen and lost his way in the forest. He met a peasant and, wishing to join the others who might he uneasy about him, he asked him which was the shortest way to get to the place where the hunting party had assembled. The peasant offered to conduct him there. The king, in order to arrive sooner, made him mount behind him. On their waj^ he asked him if he had ever seen the king. “ No, never ; but I should like very much to see him ; ” then he added, “ How shall I be able to know him among all the lords who are with him ? ” “ That will be easy,” said Henry. “The lords will hold their hats in their hands ; the king alone will have his on his head.” They arrived at the place where the huntsmen were assembled : “ Well, do you see the king among all these gentlemen ? ” “ Faith, sir, it must be you or f. We are the only ones who have our hats on our heads.” At last, he guessed who the king was, especially when the latter had handed him a few gold pieces.

MATHEMATICS

Lower Grade—(First Paper)

Wednesday, 24th 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 he accurately drawn, and, where geometrical constructions are employed, the construction lines should he shown. Proofs of geometrical constructions need not he 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, if possible, he answered.

1. Define a parallelogram, and prove that its opposite sides and angles are equal.

ABODE is a rectilineal figure, in which AB is parallel to ED, and the angles A, B, D are equal obtuse angles; prove that

AE — BO + CD. (18)

2. Draw a triangle ABC, in which AB = 2 inches, AC - li in, /_B = 30°.

Show that two triangles can be drawn to satisfy these conditions.

Show, both by measurement and proof, that the perpendicular from A to 13(J is one inch in length, and calculate the difference between the areas of the two triangles. (18)

3. Draw a triangle DEE, in which EE = 9 centi- metres, ED — 10 cm, DE = 11 cm.

Find a point equally distant from D, E, F, stating your construction without proof.

Draw a circle passing through D, E, E, and draw a perpendicular, p, from D to EE.

Measure p and the radius r, and verify the relation

2rp = DE x DF. (18)

Section II

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

Either

4a. Prove that the angle in a semicircle is a right angle.


Draw a rhombus of reasonable size, and describe a circle on each, of its four sides as diameter.

Prove that the circles all pass through a certain point, and that each pair of opposite circles has a common tangent at that point. (18)

Or

46. Prove that angles in the same segment of a circle are equal, taking the case where the segment is less than a semicircle.

The perpendiculars AP, BQ, CE, drawn from the vertices of the triangle ABO to the opposite sides, intersect in 0 ; prove that

L EPB = L QPO.

Prove that 0 is the centre of the inscribed circle of the triangle PQR. (18)

Either

5a. Draw a circle of radius 4 cm. Find and draw accurately the locus of the middle points of a series of chords to this circle, each chord being 4'8 cm in length.

Prove that each chord is a tangent to the locus.

Take a point 6 ‘ 4 cm from the centre of the circle, and draw through that point a straight line to cut the circle, so that the part of this line intercepted by the circle may be 4 ‘ 8 cm ; state your construction. (18)

Or

56. Draw two equal circles of radius 1 inch so that the distance between the centres, A and B, is 3 inches. Find the locus of the centres of all circles which touch the two given circles externally.

Show that this locus is also the locus of the centres of all circles which touch the two given circles internally.

A point P is 3-|- inches from A, and 1| inches from B ; prove that P is the centre of a circle which touches the circle A externally, and the circle B internally. (18)


MATHEMATICS

Lower Grade—(Second Paper)

Thursday, 25th March—10 a.m. to 12 noon

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, if possible, be answered.]

1. Multiply x3 + ie2 — 16x + 20 by x A 5.

Divide your result by (x — 2)2.

Resolve your quotient into factors, and write down the factors of

x3 + x2 — 16x + 20. (14)

2. Assuming that the area of a triangle, whose sides are a, b, c, is given by the expression

|-v/,{(aT'h + c) (~~ <x + 5 + c)(& — h + c)(a + 6 — c)}, find it when a = 3, 5 = 4, c = 5.

Verify your result by showing that the triangle is right angled, and hence finding another expression for the area. (14)

3. Reduce each of the following expressions to a single fraction, expressing the denominator as a product of factors :—

(1) 1 — x , 2 — x x + 2 x + 1

+ 2; (14)

(2) 1

x2 — 5x + 6 1

x2 — 3x + 2 ■

4. Solve the equations

(1) 6 - (2x — 3‘4) + 3x = llx - (x- 5-25) + 0'55;

(2) x2 — 3x ~ 5, to 3 significant figures ;

(3) ax + by = c, bx — ay — d. (16)


Section II

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

Either

5a. Draw the graph of the equation

3x + 4y = 24,

taking half an inch as unit on each axis, and the origin near the left hand side of the paper. Test whether the points (4, 3) and (7, l)Jlie on the graph.

In the same diagram and with the same origin, axes and scale, draw the graph of the equation

7 ^ cc + 1

from x = 0 to x = 8.

State from your diagram the coordinates of the points in which the two graphs intersect, correct to one decimal place. (16)

Or

5h. A train takes p seconds to travel between two posts q feet apart. Find an expression for the number of miles it will travel in an hour at this rate.

Apply your formula to find the rate in miles per hour in the following cases :—

(1) p = 3'5, g = 120; (2) p = 2-25, g = 165. (16)

Either

6o. A man bought eggs at Id. per dozen. Five per cent, of the eggs were broken, and he sold the rest at 15 for a shilling. If his profit was £2 13s., find how many eggs he bought. (16)

Or

6b. A field is in the form of a rectangle, and the sum of the lengths of its four sides is 1,610 yards. If its area is 25 acres, find its length and breadth. (16)


MATHEMATICS

Lower Grade—(Third Paper)

Thursday, 25th March—1 p.m. to 2.30 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.

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

The value attached to each question is shown in brackets after the question. In addition, 8 marks are allowed for neatness and good style.

1. Express the following sums as decimal fractions of £1, correct to three places :—

14s 6d, 17s lid, 5s 8Jd, 12s 10-|-d, 3s Ifd.

If you have written these down by mental calculation, state the rule by which you do so ; if otherwise, give the full working. (8)

2. A dealer bought 17 lb 8 oz of cheese at Id per oz, 3 qr 10 lb at Is 2d per lb, 13 cwt 1 qr at £1 8s 6d per qr, and 1 ton 6 cwt at £4 17s per cwt; find the total weight of cheese and the total cost. (8)

3. If I buy 160 articles for £5, and sell 66 of them for £2 ; find, in pence and farthings, the smallest price I must charge per article for the rest, so that my profit on the whole transaction may not fail short of 8 per cent. (10)

' 4. Multiply 34‘ 621 by O'8725 and divide the product by 438'9, obtaining the quotient correct to 4 significant figures, preferably without unnecessary calculation. (10)

*5. A carpet is 4'5 metres long and 3'4 metres broad. Find how many square metres it covers, expressing any fraction of a metre in square decimetres.

Illustrate your answer by a diagram on the square- ruled paper, taking an inch to represent a metre, and show clearly that the result given by your diagram agrees with the result of your calculation. (12)

* The answers to Questions 5 and 7 should preferably be written on the plain paper opposite pages 1 and 4 of the square-ruled paper, on which the corresponding diagrams should be drawn.


6. A' man borrowed £456 10s on the 31st December 1914, and promised to repay one-third of the principal at the end of each of the three following years, and at the same time to pay interest at 5 per cent, on the sum owed during the year. Find the total amount he will have to pay on each occasion. (12)

*7. A wall, 2 feet thick and 6 feet high, encloses a square plot, each side of which is 14 feet. Draw on the squared paper a plan of the ground on the scale of 4 feet to the inch, roughly shading the part on which the wall stands.

Find the number of square feet in the ground covered by the wall.

Find the number of cubic feet in the wall.

Express this last number in cubic yards. (12)

MATHEMATICS

Higher Grade—(First Paper)

Wednesday, 24th March—10 a.m. to 12 noon



Section I

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

1. If a quadrilateral can be circumscribed by a circle, prove that each pair of opposite angles is equal to two right angles.

ABGD is a cyclic quadrilateral, AB and DG are produced to meet at E, and the bisector of L BEG meets BG in F and AD in G; prove that L AGE = L BEG.

_ (IB)

* The answers to Questions 5 and 7 should preferably lie written on the plain paper opposite pages 1 and 4 of the square-ruled paper, on which the corresponding diagrams should be drawn.


2. A straight line is bisected and produced : prove from a figure that the rectangle contained by the whole line thus produced and the part of it produced, together with the square on half the line bisected, is equal to the square on the straight line made up of the half and the part produced.

Show from the above proposition how to construct a rectangle equal to the difference of two squares, one of the sides of the rectangle being equal to the sum of the sides of the squares. (18)

3. Show how to inscribe a circle in a triangle.

I is the centre of the inscribed circle of the triangle ABC. A circle is described with centre I cutting BG in X, X', GA in Y, Y', AB in Z, Z'; prove that the arcs XX', YY', ZZ' are equal, and hence deduce that the triangles XYZ, X'Y'Z' are congruent. (18)

Section II

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

Either

4a, Prove that a straight line parallel to the base of a triangle divides its sides in the same ratio.

D is a point in the base BG of a triangle ABG, such that BD = 4 DG; AD is bisected at E, and GE produced meets AB at F ; prove that

2 GE — 3 EF. (18)

Or

ib. Prove that in equiangular triangles the sides about the equal angles are proportional.

ABG is a triangle, right-angled at B; the perpendicular from B meets AC in D, and AD = 2 DG; prove that AB2 = 2 BG2. (18)

Either

5a. If a straight line is at right angles to a given plane, prove that any plane through the straight line is at right angles to the given plane.

AB, AG are two intersecting straight lines, to both of which AD is perpendicular, AF is the bisector of L BAG; prove that every point in the plane DAF is equidistant from the planes DAB, DAG. (18)


Or

5b. Prove that if a straight line is perpendicular to each of two given straight lines it is perpendicular to the plane in which they lie.

E is a point in the edge AB of the tetrahedron ABCD. From E, EF, EG are drawn perpendicular to the planes AGE, BCD ; prove that CD is perpendicular to the plane EFG. (18)

MATHEMATICS.


Thursday, 25th March—10 a.m. to 12 Noon


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


Section I


1. Multiply

x3 + (a — 26)x2 — (2ab — b2)x + ah2 by x + a.

Divide the result by x2 — 2bx + b2. (14)

2. (1) Prove that

x + i/ + a is a factor of x3 + i/3 T s3 — 2>xyz.

(2) From the above result, or otherwise, show that

(b — c)3 + (c — a)3 + (a — o)3 = 3(b — c)(c — a)(a — b).

(14)


3. (1) A sum of money is lent at compound interest, the interest being added to the principal at the end of each year. At the end of the first year the interest is £700, and at the end of the second year it is £724 10s. Find the rate of interest and the sum lent.

(2) Find also the value of the investment at the end of the second year. (15)

4. Solve the equations

(1) (a + b')x* = a(bx + a,2);

o\ f 3x 0- 2?/ = 3 , ^ ^ ( 4x2 + 2xy + y* = 3y — 2 . (15)

Section II

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

Either

5a. (1) Prove that when ax3 + bx2 + cx + d is divided by x — h the quotient is

ax2 + (ah + b)x + ah2 + + c,

and the remainder is

ah3 + bh2 + ch + d.

(2) Using the above result, determine c and d, so that the expression

2a;3 + 3x2 + cx + d

may be exactly divisible by x — 3 and x + 2. (16)

Or

5b. If a = 7-814, b = 0-536:—

(1) use logarithms to find the values of a? and h3;

(2) find the logarithms of a3 + fe3, a + b, a2 — ah + h2.

(16)

Either

6a. (1) Taking one inch as the unit for both x and y draw the graph of

x2 — 2x — 5 between x = 0 and x = 4,

plotting points for values of x differing by half an inch.

(2) Taking ten inches as unit for x and one inch as unit for y, draw the graph of

x2 — 2x — 5 between x = 3" 3 and x = 3" 6 , ji 28356 E


plotting points for values of x differing by ' 1, and, from your diagram, write down tbe value of the positive root of

x2 — 2cc — 5 — 0

to three significant figures. (16)

Or

65. (1) Using the figure for the construction of a square equal to a given rectangle, or otherwise, obtain a geometrical solution of the equation

x(2a — x) — V.

(2) Taking one inch as unit, employ a geometrical construction to find the roots of the equation

x(5 — x) — 5f,

and, from your diagram, write down the values of both roots to two significant figures. (16)

MATHEMATICS

Higher Grade—(Third Paper)

Thursday, 25th March—1 p.m. to 3 p.m.

Before attempting to answer any question, candidates shoutd 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.


Section I


1. Without using the tables, construct four positive angles less than 360°. such that the tangent of each of the first two is f, and that of each of the other two — f.

With your protractor measure the smallest angle, and from that result calculate what the value of each of the other three ought to be. (18)


2. Find from your tables tbe value of sin 22° 30', correct to two decimal places.

Use this result to find, correct to the nearest tenth of an inch, the value of one side of an octagon inscribed in a circle of radius 4 inches.

Taking the value of it as 3 ‘ 14, find the difference between the length of the perimeter of the octagon and that of the circumference of the circle, correct to the nearest tenth of an inch. (18)

3. From your tables obtain the value of tan x, correct to two decimal places, for values of x differing by 5°, from x = 25° to a; = 50°. Find also the values of sin (x + 10°) for the same values of x.

Use these results to draw the graphs of tan x and sin (x + 10°) between the given limits, taking 5 vertical inches as unity and one horizontal inch as 10°, and obtain a solution of the equation

tan x = sin (x + 10°). (18)

Section II

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

Either 4a. A and B are two places in the same horizontal

plane, and, from a captive balloon at a point C vertically over A, it is observed that L.ACB = 42° 48'. The balloon is then lowered through 160 feet to a point D such that LADB — 45°. Find, preferably with the help of the tables, the distances AB and A.G in feet, correct to the nearest unit in the ten’s place. (18)

Or 46. An observer at P notices that a church spire Q is

to the north-east of his position. After walking 4 miles 500 yards east-north-east (that is, in a direction bisecting the angle between east and north-east) he finds that Q is due north. Find, preferably with the help of the tables, the distance PQ in yards, correct to the nearest unit in the ten’s place. (18)

Either 5a. Prove that in any triangle

tan — O) = yq—^.tan ^(B -j- C).

e 2


If 6 = 5364, c = 3278, A = 56° 24', calculate tlie values of B, G, and a. (18)

Or

5b. ABC is a triangle in which the side BC is greater than the side CA. With G as centre and GA as radius, a semicircle is described cutting BG in P, and BG produced in Q. At B a perpendicular is raised to BG cutting QA produced in R. Show that

/_BQA = 4C,

BR = (a A- b) tan ^0,

tan BPR = y tan ^G. a — b A

If a — 54, b — 33, and G - 56° 30', find LBBR. (18)

ANALYTICAL GEOMETRY

Additional Mathematical Subject

(Higher Grade)

Wednesday, 24th March—4 p.m. to 5.30 p.m.

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

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

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


1. A is a point on OX, and P is a point on OY, such that 0A — a, OB — b. Find the equation of the straight line AB.

Find the intercepts made on the coordinate axes by a straight line, which passes through the points (1, 2), (-2,1). (18)

examination: papers. 69

2. Obtain an expression for tbe tangent of the angle contained by the lines

y = mx + c,

y — m'x + c1;

and find the relation which must hold between the con- stants when these lines are at right angles.

Find the coordinates of the foot of the perpendicular drawn from the point (a, 0) to the line

x + my + irfa — 0. (18)

3. Find and draw the loci represented by the equations

(1) (x - 3)> - 0 - 2f = 0,

(2) (x - 3)’ + (y - 2)* = 1,

(3) (x - 3)’ + (j, - 2f = 0. (18)

4. Obtain an expression for the area of the triangle whose vertices are (xu yi), (x2, y2), (x3, y3).

Find the area of the triangle contained by the lines x — i/ = 1, x + 2y = 10, 2x y = 8. (18)

5. A point P moves so that the length of the tangent drawn from it to the circle

x2 + Z/2 + 10x +9=0

is thrice its distance from the point (3, 0); show that the locus of P is a circle, and find the centre and radius of the circle. (18)

GEOMETRICAL CONICS


(Higher Grade)

Tuesday, 30th March—2 p.m. to 3.30 P.M.

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

All ordinary symbols and contractions are allowed.


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


1. QOq, Q'Oq' are chords of a parabola, and the diameters which bisect them meet the parabola in P, P' ; prove that

QO-Oq-.Q'O-Oq’ = SP : SP'.

A circle ABGD meets a parabola in the points A, B, G, D ; prove that the line joining the mid points of AC and BD is bisected by the axis of the parabola. (18)

2. If two tangents are drawn to an ellipse from a given point, prove that they subtend equal angles at either focus.

If a quadrilateral ABGD circumscribes an ellipse, prove that the sum of the angles subtended by AP and CD at a focus is equal to the sum of the angles subtended by BG and DA at the same focus. (18)

3. If a straight line touch an ellipse at a point P, and SK, HL are the perpendiculars drawn to it from the foci S, H ; prove that K, L are points on the auxiliary circle.

Prove that the circles, of which SP, IIP are the diameters, touch the auxiliary circle at K, L. (18)

4. Prove that in any central conic GS' GX = GA2.

In the hyperbola a circle, described with G as centre and GA as radius, cuts the directrix at K ; prove that SK is a tangent to this circle and that GK is an asymptote to the hyperbola. (18)

5. A right circular cone is cut by a plane which makes an angle with the axis of the cone greater than half the vertical angle of the cone, and spheres are described to touch the cone and the plane ; prove that the curve of section is an ellipse whose foci are the points of contact of the spheres with the plane, and find its directrices and eccentricity. (18)


ELEMENTS OF DYNAMICS


(Higher Grade)

Monday, 29th March—4 p.m. to 5.30 p.m.


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

1. Show how a given velocity can be resolved into two components at right angles.

A projectile has a velocity of 87 feet per second. If its horizontal velocity is 63 feet per second, find its vertical velocity. (15)

2. Find by means of a diagram, or otherwise, the distance travelled in t seconds by a particle which has an initial velocity V and a uniform acceleration a in the direction of motion.

A train, moving with uniform acceleration, travels 1800 yards while increasing its velocity from 20 miles an hour to 25 miles an hour ; how far will it travel while increasing it from 25 to 30 miles an hour ? (15)

3. State the. proposition known as the polygon of forces, and show that it may be deduced from the triangle of forces.

A particle is at rest under the action of five forces. The directions of the first four are towards the east, north, west, and south ; and their magnitudes are 1, 2, 3 an d 4 poundals. Find the direction and magnitude of the fifth force. (15)

4. Explain what is meant by tlie tension of a string, and state what is the amount of the tension of one, which passes round a smooth fixed pulley, and supports a mass of one pound at each end.

If one end of the string were fastened to a peg, and the two masses suspended at the other end of the string, would its tension be altered, and, if so, by how much ?


A mass of two pounds is hung from a fixed point by a string 6-| feet long and is drawn to one side by a horizontal string until it is 2j feet distant from the vertical line through the fixed point. Find the tension in both strings. (15)

5. Describe and explain the action of the common pump. What is the greatest height through which it can raise water ?

If the spout of a pump is 22 feet above the level of the water in the well, find the amount of work required to raise 30 gallons of water, (a gallon weighs ten pounds), and the horse-power exerted if this is done in two minutes, the level of the water in' the well remaining unaffected.

(15) 6. What is meant by specific gravity ?

A block of wood weighs 14 pounds, and a vertical force of two pounds weight is required to immerse it in water; find the specific gravity of the wood.

If the vertical pressure is removed, find the fraction of the block which will now be above the surface of the water. (15)

HIGHER DYNAMICS


(Higher Grade)

Monday, 29th March—4 p.m. to 5.30 p.m.



Section I.


1. Show that, if three coplanar forces acting on a rigid body are in equilibrium, their directions either meet in a point or are parallel.

EXAMINATION PATERS. 73

A uniform rod AB, resting with one end A against a smooth vertical wall, is supported by a string BC tied to a point 0 vertically over A. Prove, with the help of a diagram, that equilibrium is impossible unless the length of the rod is greater than AG. (18)

2. A particle is projected with velocity V and elevation 6, find its horizontal range.

A gun is fired with elevation 10° and is found to have only one half the necessary horizontal range. Find the proper elevation with the help of your tables, and give a diagram to show both trajectories. (18)

3. Define specific gravity.

A specific gravity bottle when full of water weighs 34 grams; a piece of metal weighing 11‘5 grams is put in, and the bottle when filled up with water nowr weighs 43 grams. Find the specific gravity of the metal.

If, instead of water, the bottle had been filled up with oil of specific gravity 0'4, the weight would have been 30’1 grams. Find the weight of the empty bottle. (18)

Section II.

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

Either

4a. AVhat is meant by the efficiency of a machine ?

A string, one end of which is attached to a fixed beam, passes under a moveable pulley A, and then over another pulley which is fixed to the beam, and supports at its free end a weight B of mass 3 pounds. The pulley A also supports a weight, the mass of this weight and the pulley A being 2 lbs. All the free parts of the string are vertical. Show that A and B cannot be in equilibrium : find the acceleration of each and the distance each will travel from rest in O'7 of a second. (18)

Or

4&. What is meant by stable, unstable and neutral equilibrium ?

A string, to whose extremities weights P, Q are attached, passes over two fixed pulleys and a weight M


hangs from a point in the string. Show that a position of equilibrium can always be found when

M <P + Q.

Prove that the equilibrium is stable for small vertical displacements of M. (18)

Either

5a. Define energy and kinetic energy.

Prove that the kinetic energy of a body moving without rotation is equal to the product of half its mass by the square of its velocity.

If a bullet loses ^ of its velocity in passing through one foot of an embankment, find what fraction of its kinetic energy has been transformed, and deduce how much further it will penetrate the embankment. (18)

Or

5b. State the laws of static and kinetic friction.

A uniform ladder rests in limiting equilibrium with its lower end resting on a rough horizontal floor, and its upper end against an equally rough vertical wall. If tan a is the coefficient of friction, and /3 the angle the ladder makes with the floor, prove that

2a + £ = 90°. (18)

COMMERCIAL ARITHMETIC

First Paper

Wednesday, 31st March—2 p.m. to 2.30 p.m.

This paper will be taken up at the end of half-an-liour, when the other paper trill 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.


examination tapers. 75

Fill tliis in first

Name of ScJiool_

Name of Pupil_

Days. 23

52

36

92

1, Add the following columns :

£ s. d. (1) 314 15 2

(2) 4,278 10 11

(3) 17 16 9

(4) 229 5 6

(5) 120 18 0

(6) 1,435 19 8

•(7) 346 14 10

(8) 17 6

(9) 2,603 11 5

(10) 919 3 0

Hours. Minutes. Seconds. 11

16

8

22

45

37

11

17

28

50

17

42

Test the accuracy of your addition of the first column by inserting here

£ s. d.

the total of items (1) to (5)

the total of items (6) to (10) -

(12)

2. Write down the values of the following :—

(1) 10-736 + 15-2912 - 13-26845

(2) 375 x 17_ -

(3) 7-4 x -0035

(4) 31- % of £85

(5) 86 articles at Is. l\d.

(0)

LEAVING CERTIFICATE EXAMINATION. 76

3. Express

-(1) £6'493 in £ s. d., correct to tlie nearest farthing.

(2) 1326 as a percentage of 1768

(3) 22 yards as a decimal of a mile

(4) 27 metres X 7 decimetres in square centi- metres

(7)

COMMERCIAL ARITHMETIC

Second Papeb

Wednesday, 31st March-—2.30 p.m. to 4 p.m.

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

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 ivords.

Algebraical symbols may be used if properly explained.

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

1. Find the cost of a Turkey carpet measuring 17 ft. 4 in. by 11 ft. 3 in. at 18s. the square yard. -

How much more would be the cost of a similar carpet measuring 17 ft. 6 in. by 11 ft. 6 in. ? (8)

2. Reckoning the simple interest at 6 % on £100 for one day as 4(7., calculate by this rate the interest on £350 from May 1st to Sept. 30th.

What would be the exact amount of the interest ?

(8)

3. A railway company reduces the price of a certain excursion ticket by 10 per cent., and finds that, as a consequence, the traffic increases 15 per cent. Does the company benefit by the change ? and, if so, by how much per cent, are its returns from, this particular source increased ? (10)


4. A banker discounts a bill baying exactly three months to run, deducting simple interest at 5 % Per annum, and crediting the difference. What is the real rate per cent, his customer is paying for the accommodation ?

Explain why the rate quoted for discounting 3 months

bills is generally more, but sometimes less, than that quoted for 1 month bills. (10)

5. A company, showing a nett profit for the year of £30,000, finds that, after paying out of this its debenture interest and the fixed dividend on its preference shares, it can distribute a dividend of 6 % 011 fh-6 ordinary shares. It is observed that, if the nett profits had been 2 % more, it would have been in a position to pay a dividend of 7 % upon the ordinary shares. What is the ordinary share capital ? (10)

6. A man’s life is insured for £1,000, and he pays a yearly premium of £22. Immediately after payment of the 10th premium, calculate, to the nearest pound, how much his insurance has cost him, reckoning simple interest at 3 % Per annum. (10)

7. An English sovereign is xi fine (that is, it contains eleven parts of pure gold and one part of worthless alloy), while the United States ten-dollar piece is x

9q fine. If 23 English sovereigns are the same weight as 11 ten- dollar pieces, find the value of £1 in dollars. (12)

BOOK-KEEPING

Wednesday, 31st March—10 a.m. to 1 p.jvj.

[The value attached to each question is shoivn in brackets after the question. In addition, 25 marks are allowed for writing, riding and styled]

1. On June 30th, 1914, the books of John Williams showed the following balances :—

Cash at Bank (on current account) £216 3s. 10d., (on deposit at 3 °/o per annum) £500 ; Goods valued at £688 ; Balance due from A. Walter, £90 14s. 6d. ;


from Soundy & Co., £24 14s. ; Bills Receivable (A. Barry’s acceptance, due July 4th, 1914's £36 14s. 5d. ; Bills Payable (J. Ws’. acceptance to B. Foster, due July 23rd, 1914), £97 3s. 8c/.; Balance due to T. WentwoSh, £53 8s. 4d.; due to E. Knight (for one quarter’s rent), £50.

Without journalising, open Ledger accounts for capital and other balances as on July 1st, 1914.

The following are the transactions of the month :—

1914, July 1.

„ I- „ I- „ 2.

n

jj j j

3.

3. 4.

6.

8. 9.

10. 13.

14.

15.

17. 18. 20. 22. 23. 31.

31. 31.

31.

and

by

Drew from Bank for Office Cash Sold goods to Swan & Co. Sold goods to A. Walter Bought goods from T. Phillips Accepted his bill at 3 m/d ;

was allowed - - - Discount _ _ _ _ A. Barry’s acceptance collected

Bank and credited - - - Received Cheque from A. Walter;

which balances old account with Discount and - - - - . Allowance for damaged goods Paid Fire Insurance in cash - Bought goods of T. Wentworth Paid E. Knight, rent - - - Received from Swan & Co. cheque

on account - - - Received cheque from Soundy & Co.;

being a first and final dividend of 12s. 6d. in £, balance being written off as a bad debt

Bank return unpaid S. & Co.’s cheque - - - - -

Paid into Bank again the same Drew Cheque for self _ _ _ Sold Goods to H. Shaw - - - Received his acceptance at 1 m/d - Bank pay acceptance to B. Foster - Cash purchases for month (ready

money) - - - - - Cash sales for month (ready money) Cash paid for business expenses for

month (salaries, postage, petties) Stock on Hand - _ _ _

£ 20

115 69

233

230 3

s. 0 6

17 18

0 IS

84 4 2 2

42 50

58 58 35 73 73 97

10 45

17 728

d. 0 8 5 9

0 9

36 14 5

0 1 8 0

0 6 0 7 6 0

- 58 0 0

15 8 9

0 0 0

11 11

3

19 2

14 0

0 0 0

10 10 8

6 3

1 0


Record the above transactions in Day Books, Cash Rook, and Journal (Bill Books are not required). Post thence to Ledger. Make adjustments for Rent and Bank Interest. Frame Profit and Loss Account for the month, and Balance Sheet at 31st July, 1914.

Rule off all accounts and bring down the balances where necessary. (100)

2. (a) Explain why there may be a discrepancy at any particular date between the balance in the Bank Pass Book and the balance shown by the Cash Book. Show by means of an example the method by which you would reconcile such a difference.

(6) The acceptor of a bill for £100 due January 4th, 1915, was unable to meet it. The bill was renewed for one month with interest at 5 % Per annum, and the cost of the stamp on the new bill. (Is. %) was added. Give the entries that will appear in the drawee’s account in the books of the drawer. (25)

80 APPENDIX.

APPENDIX.

LIST OF UNIVERSITY AND PROFESSIONAL

AUTHORITIES BY WHOM EVIDENCE OF

HAVING PASSED AT THE LEAVING CERTIFI-

CATE EXAMINATION IS ACCEPTED IN LIEU

OF PRELIMINARY EXAMINATIONS HELD BY

THEM.

The Lords of Council and Session (for the purposes of the Law Agents Act);

The University of Oxford ;

The University of Cambridge ;

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

The University of London ;

The General Medical Council ;

The Royal College of Surgeons of Edinburgh ;

The Pharmaceutical Society of Great Britain ;

The Society of Solicitors before the Supreme Courts;

The Chartered Accountants of Scotland ;

The Institution of Civil Engineers ;

Girton College, Cambridge ;

Royal Flolloway College, Englefield Green, Surrey.

Scotch Education Department, November, 1911.

APPENDIX. 81

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. Tn 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.

u 28356 F


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

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

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

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

4. That, for the purposes of the foregoing Regulations, a Pass in Honours in the Leaving Certificate Examination of the Scotch Education Department in any subject be accepted as equivalent to a Pass in the Higher Grade in the same subject, provided that in the case of Mathematics a candidate who has passed, in Honours shall have passed also in the 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 1Z. 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 the Previous Examination may be accepted for registration at a time later than that above specified provided that in every such case an additional fee of 1Z. be paid to the Registrary.

Scotch Education Department, April, 1909.

APPENDIX.

MEMORANDUM.

83

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 tcmto from the Arts and Science Preliminary Examination on the Higher Standard, and passes in the Lower Grade in those subjects as exempting pro tanto from the same examination on the Lower Standard. Passes in the Higher Grade in English, Modern Languages and Dynamics are accepted as exempting from the Arts and Science Preliminary Examination in those subjects. A pass in Science is accepted as an equivalent for the Preliminary Examination in the subject of Dynamics.

II. —In lieu of the Medical Preliminary Examination.

The Intermediate Certificate of the Scotch Education Department exempts its holder from the. entire Medical Preliminary Examination, provided there are endorsed upon it all the four subjects prescribed as essential by the General Medical Council. AVhen all the necessary subjects are not endorsed on the Certificate, passes in individual subjects are accepted if the Department notify to the Clerk of the Senatus or to the Joint' Board that Lower Grade passes have been obtained in such subjects.

Passes in the Higher Grade in all the subjects of the Medical Preliminary Examination are accepted as exempting pro tanto from that examination, but passes in the Lower Grade will only be so accepted provided the examinations in all the requisite subjects have been taken and passed at one or not more than two examinations.

Scotch Education Department, May, 1912.


MEMORANDUM

AS TO

EXEMPTION OF CANDIDATES WHO HAVE

OBTAINED A LEAVING CERTIFICATE, FROM

THE MATRICULATION EXAMINATION OF THE

UNIVERSITY OF LONDON.

My Lords are informed that the SENATE OF THE UNIVERSITY OF LONDON has passed the following- resolution :—

“ That the Scotch Leaving Certificate be accepted in lieu of the Matriculation Examination in accordance with the terms of Statute 116, provided that the Candidate has passed in the Higher or Honours grade in all the subjects required by the Regulations for the Matriculation Examination on one and the same occasion.”

Scotch Education Department, December, 1902.

SCOTCH EDUCATION DEPARTMENT.—Juse, 1915.

■ReDort th® Oomraittee of Council on Education in Scotland, 1914-15. [Cd. 7928.] P Price 3|d.; post free, 4\d. General Report for the Tear 1914 by the Chief Inspector for the Northern and High-

land Divisions. Price 3d.; post free, 4d. General Report for the Tear 1914 by the Chief Inspector for the Western Division.

Price 2id.; post free, 3id. General Report for the Tear 1914 by the Chief Inspector for the Southern Division.

Price 3d.; post free, 4d. Report on, and Papers relating to, the Training of Teachers, 1912-13. Price 8d.;

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SECONDARY EDUCATION (SCOTLAND).

LEAVING CERTIFICATE EXAMINATION


LONDON: PRINTED UNDER THE AUTHORITY OE HIS MAJESTY’S

STATIONERY OPPIOE By EYRE and SPOTTISWOODE, Ltd., East Harding Street, E.O.,

PRINTERS TO THE KING’S MOST EXCELLENT MAJESTY.

To be purchased, either directly or through any Bookseller, from WYMAN and SONS, Ltd., 29, Breams Buildings, Fetter Lane, E.C., and

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or from the Agencies in (he British Colonies and Dependencies, the United States of America and other Foreign Countries of

T. FISHER UNWIN, London, W,C.

1915.

Price Qd.

GEOG. HIGHER.

MAP.

LEAVING CERTIFICATE EXAMINATION, 1915.

GEOGRAPHY HIGHER.

XI AP.

FILL THIS IN FIRST.

Name of School.

Name of Pupil.

TO BE PINNED INSIDE THE CANDIDATE’S BOOK OF ANSWERS

AND THUS SENT TO THE DEPARTMENT.

[OVER.

Tig. 2. Complete, this nuip> aoccr-diruj to instnioctions in, Qwestioru Xtr).

3870. /87S.€ IS.

E. LOWER III.

MAPS.

LEAVING CERTIFICATE EXAMINATION, 1915.

ENGXiISH IXJWPIR (THIRD I^YPKR,)

MAPS.

FILL THIS IN FIRST.

J

Name of School

Name of Pupil

TO BE PINNED INSIDE THE CANDIDATE’S BOOK OF ANSWERS

AND THUS SENT TO THE DEPARTMENT.

IOVER.

N

latitude. longitude. ISTame.

,

Ordnartce Survey Office,. Southampton.1314

tlCl - deriv.nls.uk

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