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BC Sessional Papers

FORTY-NINTH ANNUAL REPORT OF THE PUBLIC SCHOOLS OF THE PROVINCE OF BRITISH COLUMBIA 1919-20 BY THE SUPERINTENDENT… British Columbia. Legislative Assembly 1921

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Full Text

 	
PAET III.
APPENDICES.  -
11 Geo. 5 Public Schools Report. C 91
APPENDIX A.
TEACHERS' CERTIFICATES.
Following are the names  of persons  to whom certificates of qualification to teach were
issued:—
Academic Certificates.
(Names in alphabetical order.)
Anderson, John Alexander.
Archibald, Annie Marguerite, B.A., University of British Columbia.
Armstrong, William Maxwell, B.A., University of Alberta.
Ashman, George Henry, B.A., Queen's University, Kingston.
Ashwell, Iris, B.A., University of British Columbia. '
Baker, Lincoln Thompson, B.A., University of British Columbia.
Barclay, George Chapman, B.A., University of British Columbia.
Bastin, May, B.A., University of Manitoba.
Beddome, James B., B.A., Queen's University, Kingston.
Bell, William Sidney, B.A., University of British Columbia.
Borthwick, Marion Isabelle, B.A., University of Manitoba.
Cadow, Eva Margaret, B.A., University of Toronto.
Calhoun, Whitmore Pipes, B.A., Acadia University, Nova Scotia.
Cameron, Margaret M. B., B.A., University of British Columbia.
Carscadden, Helen M. B., B.A., University of Toronto.
Candle, Albert Grainger, B.Sc, Birmingham University.
Chapman, Arthur A., B.A., University of Manitoba.
Clark, Charles Augustus Fordyce.
Clement, Shirley Pope, B.A., University of British Columbia.
Costley, Muriel Helen, B.A., University of British Columbia.
Dalton, Clara Belle, B.A., University of British Columbia.
Douglas, Mary, B.A., University of Ireland.
Dowler, Wellington J., B.A., University of Toronto.
Drennan, Rose.
Dunsmuir, Bessie Fleming.
Eckhardt, Harold Alexander.
Evans, Gerald Taylor.
Fletcher, Percy, M.A., Cambridge University.
Ford, George Smith.
Frame, Eleanor Mary, B.A., University of British Columbia.
Garner, William, B.A., University of Manitoba.
Grant, Muriel, B.A., University of British Columbia.
Griffith, Meiriona Ellis, B.A., University of British Columbia.
Gross, Alice Stockton, B.A., University of British Columbia.
Hanna, Evelyn Clare.
Heaslip, Leonard William.
Henderson, David, M.A., Edinburgh University.
Holgate, Harold, M.A., University of Toronto.
Horth, Margaret Clarissa, B.A., University of London.
Hunter, Ellen Craig, B.A., University of British Columbia.
Hutchison, Alice S., B.A., University of Toronto.
Kelnian, Mildred Alice.
Kennedy, Laura Jean Chapman, B.A., Mount Allison University, New Brunswick.
Kennedy, L. Cecil S., B.A., University of Dublin.
Kerr, Donna Enid, B.A., University of British Columbia.
Ketcheson, Laura M., B.A., University of British Columbia.
Langdon, Richard, M.A., Oxford University. -
C 92
Public Schools Report.
1920
Academic Certificates—Continued.
(Names in alphabetical order.)
Laurie, Hazel Elizabeth.
Lehman, Beatrice Lucy.
Luckraft, Reginald Miller, M.A., University of Saskatchewan.
Maloney, Irene B., B.A., St. Francis Xavier University, Nova Scotia.
Mann, Edith Gertrude, B.A., Acadia University.
Mather, Archibald Jennings, B.A., University of Toronto.
Matheson, Charles Winfield, B.A., Dalhousie University.
Maynard, Catherine E., B.A., University of British Columbia.
Middleton, Walter Thomas, B.Sc, University of Alberta.
Murphy, Eldred Almack, B.A., University of British Columbia.
MacDonald. Donald, M.A., Edinburgh University.
MacDonald, Lewis P., B.A., Laval University.
McEwan, Samuel, M.A., Glasgow University.
Mackenzie, Mina Elizabeth.
Macmillan, Alexander, M.A., Aberdeen University.
Nicoll, James Ferguson, M.A., Edinburgh University.
Northrop, Harold, B.A., University of British Columbia.
Parker, Rhoda Kathleen St. George.
Peek, Marjory Gowan, B.A., University of British Columbia.
Readey, John Campbell, B.Sc, Toronto University.
Reid, Jane Elizabeth, B.A., Lennoxville University.
Richards, Edgar Charles, B.A., University of British Columbia.
Robertson, Hugh Milne, B.A., University of British Columbia.
Robinson, Mrs. Georgina Wells, B.A., McMaster University.
Rollston, Eva Jean, B.A., University of British Columbia.
Roy, Jessie.
Scott, Clarence Alton, B.Sc, Acadia University.
Shaneman, Mrs. Isobel Evelyn, B.A., University of Manitoba.
Sharpies, Harold Richard, M.A., University of Manitoba.
Simpson, Lily Alexander, B.A., Queen's University, Kingston.
Sinclair, Mrs. Eliza S., B.A., Queen's University, Kingston.
Staples, Mary Elva Cecilia, B.A., Queen's University, Kingston.
Steeves, James O., B.A., Acadia University.
Stewart, Beatrice Mary, L.L.A., St. Andrew's University.
Sutherland, Evelina J. M.
Tees, Percy Curran, B.A., University of Manitoba.
Timberlake, Morley.
Towell, Albert Seymour.
Trecarten, James Keith, B.A., University of New Brunswick.
Vanderborght, Francine Marie Gabrielle, B.A., University of London.
Vollurn, Roy Lars, B.A., University of British Columbia.
Wallace, Norah Elizabeth, B.A., University of British Columbia.
Walls, Mrs. Isabella, M.A., Glasgow University.
Wolfe, Miriam Bedingfield, B.A., University of British Columbia.
Wolverton, Frances St., B.A., McMaster University.
Abel, Mary Beatrice.
Adam, Jessie Wallace.
Barry, Anna Georgina.
Bennett, James Lingarde.
Bolderick, Helena Elizabeth.
Bowell, Vera Winifred.
Bradshaw, Myra.
First-class Certificates.
(Names in alphabetical order.)
Bremmer, Emma M.
Castleden, George Hugh.
Comben, Harriet Stewart.
Cornish, Clifford.
Cox, Bessie Willard.
Cummings, Robert Edgar.
Currie, Katherine E.
Dicken, Dorothy.
Dill, Nellie L.
Douglas, Norma Pearl.
Dow, Douglas W.
Dunw7oodie, Dorothy Grace.
Duthie, Mrs. Jeannette Rosamond. -
11 Geo. 5
Public Schools Report.
C 93
FiBST-cxAss Certificates—Continued.
(Names in alphabetical order.)
Fitzgerald, Lilian Helen.
Fitzpatrick, Samuel K.
Gerhart, Annie Eileen.
Glaser, Ruby Josephine.
Graves, Doris B.
Griffith, Gweneth Grey.
Hamson, Winnifred Edith.
Hargrove, William Finley.
Harwood, Marian Harland.
Haverstock, Eva Melvin.
Heaps, Elsie Frankland.
Holtz, Lucile.
Howard, Ida Marjorie.
Johnston, Henrietta Elizabeth.
Jones, William.
Kane, Marcia Valdene.
Killip, Bessie Helene.
Killip, Grace Winnifred.
Lowry, Catherine.
Lyche, Alma.
Malhiot, Joan.
Moodie, Annie Slight.
McGregor, Marjorie Helen
Mcintosh
MacLean, H. Stewart.
Nachtrieb, Ruby Mabel.
Naylor, Ada.
Nenimons, Dora E.
O'Neill, Margaret E.
Paradis, Louise V.
Parker, Gladys Welsh.
Parkins, Rhoda Mary.
Partington, Margery Elizabeth.
Patrick, Evelyn Mary.
Reay, Sybil.
Reynolds, Herbert Fitzgerald.
Robinson, Ruth Dulcie.
Sargent, Beatrice Hazel.
Saunderson, John de B.
Kathleen Evangeline. Simmonds, Mabel.
Sing, Marjorie Bruce.
Stockton, Bessie Blanche.
Switzer, Lila Marjorie.
Tervo, Esther Frances.
Verrier, Katherine.
Wade, Eva.
Wall, Anna Marie.
Williams, Gwendolyne N.
Wilson, Everilda.
Allen, Rita May.
Amy, Alberta Georgina.
Arbuthnot, Olive.
Archibald, Alice L.
Ardiel, Florence Willa.
Armstrong, Mary Drew.
Atkey, Eva Hattie.
Atkinson, Alta Berniee.
Atkinson, Eva Gladys.
Atkinson, Mildred.
Atyeo, Hazel.
Bailey, Evelyn Mary.
Barnard, Mrs. Ethyle Mae.
Barr, Ruth Rose.
Second-class Ceetificates.
(Names in alphabetical order.)
Cameron, Mrs. Mary M.
Campbell, Flora B.
Carroll, Leila Louisa.
Cartmell, Elsie Carr.
Case, Maxine Thelma.
Chambers, Annie Elizabeth.
Christopherson, Veiga.
Clark, Mildred Florence.
Cobeldick, Elsie Mae.
Cole, Thomas G.
Colman, Mary Elizabeth.
Conacher, Hazell Mildred.
Connor, Elizabeth Mae.
Coppinger, Mary.
Behnsen, Myrtle Elizabeth May. Corrance, Elizabeth C.
Bekker, Petra Caroline Hansene. Corson, Alma Irene.
Bell, Jean Corner.
Bell, Minnie Flora.
Bentley, Eleanor Mary.
Best, Florence Esther.
.Boles, Edith.
Bossons, Ellen M.
Bowen, Alice Elizabeth.
Boyden, Ashley Wilfred.
Bremer, Eleanor Mary.
Broe, Anna Caroline.
Brown, Ida Mandella.
Brown, Lillian.
Browne, Elizabeth Irwin.
Bradshaw, Alice Maud Mary.
Bryant, Winifred.
Brydon, Ida E.
Buchanan, Margaret.
Bunn, Beth Madeline.
Cameron, Elizabeth C.
Cameron, Ellen R.
Coulter, Beatrice Mabel.
Coulter, Martha Enid.
Craig, Barbara.
Crail, Sarah Agues.
Crandlemire, Jessie A.
Creighton, Frances.
Crewson, Etta H.
Crewson, Laura B.
Cross, Harry.
Davies, Gertrude Adeline.
Davis, Ethel A.
Davis, Grace G.
Davy, Constance Geraldine.
Davy, John Gregory.
DeCew, Ida Lois.
DeFrain, Mrs, Cora M. V.
Dell, Jonathan G.
Dickinson, Marie Estelle.
Doane, Lavina Perry.
Doane, Lora Hunt.
Dorsay, Sadie A.
Duclos, Blanche Helen.
Dunnett, Edith A.
Durick, Dorothy Ellen.
Dyke, J. Phyllis.
Ebert, Minta Lucinda Audrey.
Eckert, Louis Carleton.
Evans, Viola Jane.
Fair, Lucy Georgina.
Falconer, Jessie.
Fink, Wanda Edith.
B'isher, Anna Selina.
Fisher, Mildred Hazel.
Forsland, Freda Mary.
Fowler, Verlie May.
Fraser, Ina Myrtle.
Fraser, Drina.
Fraser, Marie Christina.
Freeman, Kathleen Sarah.
Gibbard, Charles Alexander.
Gillies, Edna M.
Gilmour, Marjorie.
Girling, Adelaide Mary Louise.
Golden, Mrs. Margaret M.
Goodeve, Marie.
Gow, Lillian Hazel.
Graham, Etta Louise.
Graham, Mrs. Helena.
Grant, Anne Sangster.
Grant, Donald H.
Grant, Fern.
Gray, David Peter.
Gray, Hannah Elizabeth.
Grindrod, Mary Isabelle.
Hall, Mrs. Clara Alexander.
Hall, Georgia. C 94
Public Schools Eeport.
1920
Second-class Certificates—Continued.
(Names in alphabetical order.)
' '
Hardy, Lila May.
Martyn, Anna Letitia.
Ormond, Kate.
Hardy, Mrs. Louise.
Mason, Carol.
Ormrod, Eleanor Olive.
Harvey, Minnie Marilla.
Matheson, Mabel Alena.
Palmer, Frances A.
Haslett, Kathleen Frances.
Millar, Eva L.
Patterson, Gwendolyn Minnie.
Flastie, Dorothy Suzanne.
Miller, Annie Maud.
Peck, Miriam Louise.
Heaslip, Mrs. Clara Gertrude.
Miller, Joan Alexandra.
Peplow, Jane.
Henderson, John Stanley.
Milligan, Annie.
Pierce, Margaret E.
Herd, Agnes Brown Gordon.
Mills, Flossie Irene.
Piggott, Kathleen Emily.
Herd, Isabella Johnstone.
Mitchell, Eva C.
Pinkerton, Margaret Jane.
Hildidge, Hugh V.
Morden, Mary Evelyn.
Planta, Mildred.
Hollingsworth, Ella Victoria.
More, Pearle.
Pollock, Margaret London.
Holtz, Lucile.
Morrow, Anson William.
Pritchard, Cyril Vaughan G.
Hopps, Helen Elizabeth.
Morrow, Mrs. Mary Fay.
Pye, Annetta Emma.
Horston, Dorothy Helen Sophie
. Morsh, Joseph E.
Pyke, Mary Eleanor.
Horwood, Florence Avis.
Muir, Robert Allan.
Quantz, Edwin Albert.
Hudson, Lucy Marion.
Murray, Ada Wilhelmina.
Ralph, Mabel Clare.
Hughes, Maude Florence.
Murray, Vernon Moffatt.
Raper, Mrs. Mary S.
Hurry, Annabella.
Mutrie, Annie Mar j orie.
Reade, William Anderson.
Hutt, Alice Lawson.
MacArthur, Rena.
Rees, Lizzie Ellen.
Inches, Marguerite.
MacBeth, Mary Strathcona.
Reid, Helen Hotchkiss S.
Inkman, Lilias Irene Appleton.
McBride, Isabel.
Richter, Juanita Louise.
Irvine, Gladys Winifred.
McCallum, Katherine C.
Robb, Grace Isabel.
Irving, Violet Margaret.
McCammon, Mary Millar.
Rooke, Olyve Blanche.
Irwin, Muriel Ilene.
McCarty, Nina Lock-hart.
Rogers, Hazel.
Jennings, Phyllis Eva.
McCormick, Daniel.
Ross, Jean MacLeod.
Johnson, Dorothy.
McDonald, Ina L.
Rumble, Lois Mary.
Johnston, Isabell Seruona.
MacDonald, Mary Grace.
Rumming, Beatrice.
Johnston, Rebecca.
McDougall, Edythe Elizabeth.
Rutledge, Florence L.
Jones, Doris Evangeline.
McEwTen, Louise M.
Ryckman, Florence A.
Jones, Hazel Dorothy.
MacGibbon, Mary Winnifred.
Sand, Irene.
Jones, Vernot Arthur.
McGimpsey, Jane.
Scott, Eunice M.
Joy, Constance Victoria.
Mcintosh, S. Winnifred.
Sharman, Bella.
Keller, Beatrice Louise.
Mclntyre, Annie Campbell.
Shiell, Bertha Margaret.
Kvarno, Helen Ingeborg.
McKay, Thomas Campbell.
Shiell, Margaret.
Lancaster, Elizabeth Ellen.
Mackeehnie, Flora.
Shotton, Annie Louise.
Lawrence, Ida Veletta.
McKee, Josephine Margaret.
Simmons, Mervin C.
Lawrence, Margaret Alexander
MacKenzie, Mrs. Sophia.
Simpson, Dora.
Ledingham, Gladys May.
McLaughlin, Susie Elsie.
Smith, Constance Gorden.
Leigh, Dona Kathleen C.
McLean, Donald R.
Smith, Ella May.
Leitch, Bertha A.
MacLean, Effle Priscilla.
Smith, Elsie Kate.
Letson, Ella Marguerite.    .
McLean, Victoria May.
Smith, Jessie Kathleen.
Lewis, Fredric It.
McLellan, Eva Lola.
Smyth, Muriel Grant.
Lindsay, Robert Alexander.
McLeod, Isabelle E.
Stebbings, Ethel May.
Livingstone, Florence Kathleen
McLeod, Jessie Margaret.
Stenersen, Margaret Charlotte.
Lloyd, Winifred May Swinton.
McManus, Agnes.
Stephenson, Ethel P.
Lundrigan, Mrs. Ella C. C.
McMichael, William.
Stewart, Anna S.
Mack, Marguerite A.
McNeill, Florence Marie.
Sutherland, Agnes Lee May.
Maloney, Nettie J.
Macpherson, Annie.
Sutherland, Myrtle.
Margeson, Susie M.
Nankivell, Gertrude Katherine.
Tait, Edythe Constance.
Markle, Mildred Elvina Jane.
Nelson, Hazel Maude.
Tapping, Mary Elizabeth.
Marsh, Anna Lila Etanda.
Nicholson, Abigail.
Tayler, Louisa.
Marshall, Jesse.
Noakes, Mrs. Florence A.
Teeple, Mary Hilda.
Marshall, Millicent Pearl.
Oakes, Almeda Maude.
Thomas, Olive A.
Martin, Floy Elaine.
O'Neill, William Walter Charles
. Thompson, Elsie Maud.
Martin, Marion Constance.
Ormond, Agnes.
Thomson, Winnifred Grace. 11 Geo. 5
Public Schools Report.
C 95
Todd, Mrs. Jane Frances.
Tomkins, Mabelle.
Tomlinson, Hilda Althea.
Travis, Agnes Alice.
Trevorrow, Laura Anne.
Turnbull, Ruby.
Vanderburgh, Belle.
Versnel, Wilhelmina.
Vert, Margaret May.
Waite, Fleda.
Second-class Certificates—Continued
(Names in alphabetical order.)
Waite, Mrs. Grace Hurlbut.
Walrond, Harriett Ellen.
Warburton, Rhoda.
Ward, Alena Alice.
Warner, Alice Isabel.
Welbanks, George Edward.
Wenmoth, Effie Frances.
Whiting, Adella.
Williams, Florence Ethel.
Williams, Margaret Louise.
Williamson, Elsie Edith.
Williamson, Robert.
Willson, Ruth Thelma.
Wilson, Everilda.
Wood, Margaret Amelia.
Wright, Mary Edith.
Yates, Bessie Isobel.
Young, Dorothy Blanche.
Austad, Alma Clara.
Bannerman, Margaret Christena. Hawn
Beaty, Tetania Victoria.
Campbell, Laura May.
Carlin, Mildred C.
Carmichael, Ellen Rebecca.
Castle, Ina Ruth.
Champion, Eva Marion.
Chandler, Edith.
Clarke, Florence Elizabeth.
Cluff, Alice Florence.
Crandleniire, Jessie Amanda.
Croll, Annie Gertrude.
Donaldson, Agnes Annie.
Downey, Rosemary C.
Third-class Certificates—Valid for
(Names in alphabetical order.)
Harrison, Annie.
Vera Mae.
Hurst, Verna Beatrice.
Hutehison, Mrs. Jean Montgomery.
Jackson, May.
Jessett, Thomas Edwin.
Kerr, Margaret Edith.
Knott, Muriel J.
Lane, Vera Delia.
Long, Mrs. Mary G.
Lowerison, Edith Elena.
Lowerison, Ella Elaine.
Lundin, Catharine E.
Manning, Zella M.
Forrester, Dorothy E. Douglass. Marshall, Christine.
George, Frances Ida.
Gilchrist, Dorothy Elizabeth.
Gordon, Mary Ellen.
Greig, Alexander M. D.
Grigor, Helen Isobel.
Guest, Mrs. Annabel.
Alexander, Wilhelmina Olive.
Allen, Grace.
Ardiel, Gladys Celia.
Arsdalen, Gwendolyn Van.
Badger, Lillian Marguerite.
Bradwin, Vina Jeanette.
Bristow, Edith Annie.
Bruneau, Edna Mary.
Brydon, Myra.
Butterfield, William Symons.
Cale, Gladys Lilian.
Cartwright, Helena.
Cliff, Florence Ethel.
Crompton, Amy.
Dench, Phyllis Victoria Roberts.
Denton, Beatrice.
Duncan, Dorothy.
Eades, William John.
Maxwell, Ethel Wynter.
Millard, Ethel May.
Moulton, Muriel Emma.
Macdonald, Anna Isobel.
Maclnnes, Grace Isabel.
McKay, Gertrude Lila.
Third-class Certificates.
(Names in alphabetical order.)
Ellis,.Ellen Beatrice.
Forrest, Helen Dorothy.
Foster, Cora Thorne.
Gibbard, John Edgar.
Hardie, Jane Murray.
Harris, Daisy Jane.
Hartness, Dunmail Horatio.
Henderson, Rachel Catherine.
Hornby, Hazel M.
Howey, Elsie May.
Uiffe, Annie Alberta.
Keenan, Stella.
Kipp, Dorothy H.
Laffere, Elizabeth Jane.
.Libby, Mary Thirza.
Logie, Grace.
Lynn, Annie.
Mayes, Lenora Marjorie.
Life.
McKinnon, Flora Mary.
MacLeod, Flora Anne.
Newman, Rachel Dorothy.
Nickerson, Helen Felicia.
Orser, Pearl Myria.
Peck, Ayra Elizabeth.
Perram, Frances Agnes.
Reekie, Agnes.
Richardson, Viola.
Robinson, Eva.
Roblee, Dora Fern.
Smith, Beatrice Irene.
Stewart, Bessie Baxter.
Tait, Kathleen L.
Taylor, Constance Winifred.
Thompson, Mrs. Annie Lindsay,
Thompson, Esther Letitia.
Townsend, Mary E.
Verge, Mabel Ebeth.
White, Mrs. Nina Matilda.
Williams, Clara Phoebe.
Moffat, Dorothy Mary.
Munger, Margaret Dellaphene.
Murphy, Mildred Isabel.
Murray, Dorothy.
Mc-Bryde, Jean Margaret.
McColI, Margaret Duff.
McCourt, Ethel Mildred.
McDonald, Greta Violet.
McFarlane, Effie Margaret.
McHattie, Mae Elizabeth.
Mackenzie, Lilian Jean.
McKinnon, Elizabeth Anastasia.
McLaren, Alexander Gordon.
MacLellan, Mary Agnes.
McLeod, Christina Maria.
McMynn, Mae Edith A.
Noble, Bertha Lillian.   •
Olson, Annie. C 96
Public Schools Report.
1920
Ozburn, Olive Eldora.
Patrick, Vera V.
Price, Violet May.
Rombough, Arvilla Victoria.
Schmidt, Irene Beatrice.
Slingerland, Marie Margaret.      Sutton, Phyllis May.
Third-class Certificates—Continued.
(Names in alphabetical order.)
Smith, Margaret Grace. Wadds, Margaret Evangeline.
Smith, Mildred May. Waites, Aldyth M.
Stenersen, Margaret Charlotte. Wallock, Susie.
Stevens, Eva Lillian. Willey, Sylvia Etta.
Stewart, Catherine Alina. Williams, Elsie Seline.
Smith, Brenda.
Traviss, Coral.
Woods, Mary Loretto.
Young, Ella Constance. 11 Geo. 5
Public Schools Report.
C 97
HIGH  SCHOOL AND  UNIVERSITY  MATRICULATION  EXAMINATIONS,  1920.
The High School and University Matriculation Examinations began on June 21st and were
held simultaneously in the High School Buildings at Agassiz, Armstrong, Bridgeport, Chilliwack,
Courtenay, Cranbrook, Creston, Cumberland, Duncan, Enderby, Esquimalt, Fernie, Golden, Grand
Forks, Greenwood, Kamloops, Kaslo, Kelowna, Ladner, Ladysmith, Langley, Matsqui, Mission,
Nanaimo, Nelson, New Westminster, Oak Bay, Peachland, Penticton, Point Grey, Port Alberni,
Prince George, Prince Rupert, Revelstoke, Rossland, Salmon Arm, Summerland, Surrey, Trail,
Vancouver (Britannia, King Edward, and King George), North Vancouver, South Vancouver,
Vernon, and Victoria, as well as at Ahbotsford, Hedley, Howe Sound, Maple Ridge, Quesnel,
and Sidney.
The Examiners appointed to act with the Superintendent of Education were: E. H. Archibald, A.M., Ph.D.; Jeanette A. Cann, B.L.; J. B. DeLong, B.A.; W. J. Fee, B.A.; J. K.
Henry, B.A.; H. P. Hope, B.A.; A. H. Hutchinson, M.A., Ph.D.; Annie B. Jamieson, B.A.;
R. A. Little, B.A.; S. W. Mathews, M.A.; D. L. MacLaurin, B.A.; E. B. Paul, M.A.; Leonard
Richardson, B.Sc.; L. F. Robertson, M.A.; Leslie V. Rogers, B.A.; E. H. Russell, B.A.;
W. N. Sage, M.A.; Alexander G. Smith, M.A.; Albert Sullivan, B.A.; O. J. Todd, Ph.D.;
F. G. C. Wood, M.A.
The following are the names of the winners of His Excellency the Governor-General's silver
medals:—
Esther E. Dickman, Nanaimo High School;
Evelyn M. Applewhaite, Nelson High School;
Helen M. Douglas, Duke of Connaught High School, New Westminster;
Flora M. Aske, King Edward High School, Vancouver;
Jessie H. Ligertwood, Victoria High School;
Eva O. Ormiston, Oak Bay High School.
The winners of the Royal Institution Scholarships awarded by the University of British
Columbia on the results of the Junior Matriculation Examination follow:—
Student.
High School.
Standing obtained at
Examination.
Scholarship.
Flora M. Aske	
First in Province	
ii       District No. 1	
..       2	
,r       3 	
1<        4	
..                     ,.       5	
$ 150
100
Alan F. Gill	
100
Marion H. Langridge	
Charles W. Hodgson	
Mabel Willcox	
100
South Vancouver 	
100
100
Jessie H. Ligertwood. Victoria High School, was the winner of the Scholarship of $75, which
is awarded annually by the University to the student who obtains the highest standing on the
Senior Matriculation Examination. C 98
Public Schools Report.
1920
Number of Successful Candidates at each Centre.
Examination Centre.
x A
03 A
?■£
t-   03
P.O
O  ii
**A
- 03
to ci
a? tu
in
Ti     Z   &
'2.B CS
£   03   O
H
'5
02
S
3
o
O
ci
03
>*
A
H
o
,3
o
CJ
H
f-
cj
03
r*
'J3
H
3
o
bo
ci
iS
03
'■3
03
E
g
02
•o
g
CS
22.
_o
02
12
03
Ti
22,
o
o
'B
03
n
OS
03
<
2.
o
'3
02
12
a
_o
02
'C
O '
'c
2
TS,
B
p
cS
3
03
s
2.
O
*|
12
Total.
Agassiz:
3
3
All Hallows 	
2
6
2
Bridgeport:
3
1
1
2
2
Chilliwack :
8
9
2
5
17
2
4
3
9
6
9
4
1
2
5
5
6
5
12
7
5
4
2
2
6
5
7
Greenwood:
1
1
1
1
1
1
8
6
1
9
2
8
Kelowna:
1
5
7
1
3
2
7
13
1
1
3
2
Langley:
10
1
1
18
1
2
5
6
1
2
1
1
6
Nanaimo:
3
10
1
Nelson:
10
2
10
2
12
40
2
New Westminster:
29
29
4
4
2
7
2
3
2
20
2
2
7
1
3
3
Penticton:
6
1
3
Point Grey:
20
2
2
4
2
1
5
1
1
6
1
5
Revelstoke:
4
5
1
1
6
1
1
3
1
1
2
3
1
32
58
35
1
9
Summerland:
2
1
Surrey:
1
3
1
1
Trail:
1
1
1
3
4
2
Vancouver:
33
10
8
79
35
4
4
6
6
12 11 Geo. 5
Public Schools Report.
C 99
Number of Successful Candidates at each Centre—Continued.
Examination Centre.
DO «3
tt33
Oh
fc.   03
P-O
o E
o
ffi 1
2 S
_   £^   <12
•U  E -w
2-.2  <3
9 ■» o
H
'3
u
03
B
B
O
O
u
ci
03
tH
Ti
&
18
H
'3
.    A
o
03
H
Jh
«S
o
IS
H
aj
ti
~ti
o
fci)
<
03
ci
O
03
B
U
■£>
d
ci
o
h
O
*g
02
t3
ci
C
03
"B
OJ
■3
ei
03
<
U
.2
OJ
Xfl
H'
.2
ci
_o
'£
ci
u
o
'c
ti
>"3
a
o
"43
ci
o
'E
■8
3
o
'c
Total.
3
2
3
2
7
19
7
1
1
1
38
1
6
47
3
1
2
5
1
4
19
7
1
1
22
Vancouver, North:
7
1
1
1
1
3
Vancouver, South :
38
1
2
3
8
13
Victoria:
4
7
4
6
2
1
78
10
5
8
7
1
51
434
114
6
10
38
21
2
27
703
Number of candidates examined    1,333
Number of successful candidates       703
HIGH SCHOOL ENTRANCE EXAMINATION, JUNE, 1920.
Following are the names of the winners of His Excellency the' Governor-General's bronze
medals:—
District No. 1—Aubrey Thomas, Esquimalt School;
District No. 2—Ada Bailey, Division 2, Quennell School, Nanaimo;
District No. 3—Lucy Horner, Model School, Vancouver;
District No. 4—Alexander D. Ross, Walter Moberley School, South Vancouver;
District No. 5—Undine L. Howay, F. W. Howay School, New Westminster;
District No. 6—Garnet R. Hardy, Agassiz School;
District No. 7—Beverley Bryant, Enderby School;
District No. S-—Harvey V. Jay, MacLean School, Rossland;
District No. 9—Jean M. Glendinning, Hume School;
District No. 10—John McColl, Granby Bay School.
Number of Successful Candidates at each Centre.
Arrowhead Centre.
Arrowhead     1
Beaton    1
Crawford Creek    1
Hall's Landing     1
Abbotsford Centre.
Huntingdon  1
Poplar     1
Upper Sumas   1
Agassiz Centre.
igassiz     9
All Hallows  (Private School)     2
Alert Bay Centre.
Alert Bay    2
Armstrong Centre.
Armstrong       1
Hullcar     5
Ashcroft Centre.
Ashcroft   3
Athalmer Centre.
Sinclair    '.  2
Athalmer       1
Barkerville Centre.
Barkerville    4 Public Schools Report. 1920
-
C 100
HIGH SCHOOL ENTRANCE EXAMINATION, JUNE, 1920—Continued.
Number of Successful Candidates at each Centre—Continued.
Bradner Centre.
Criss Creek Centre.
Bradner
Dunaeh
Bridgeport Centre.
Bridgeport   5
Britannia Beach Centre.
Britannia Beach    2
Burnaby- Centre.
Gilmore Avenue   5
Inman Avenue ..-   3
Kingsway, East    5
Kingsway, West     9
Riverway, East     5
Chase Centre.
Chase      7
Martin's Prairie     1
Chilliwack Centre.
Central   2
Atchelitz      2
Camp Slough     5
Cheam    ."2
Lotbiniere    2
Promontory      1
Rosedale     5
Sardis       5
Strathcona      1
Cloverdale Centre.
Cloverdale   6
Hall's Prairie     1
Kensington Prairie     1
Mud Bay   2
Springdale     4
White Rock     3
Courtenay Centre.
Courtenay     8
Comox  1
Grantham     2
Nob Hill     1
Royston     1
Sandwick     1
Cranbrook Centre.
Jaffray    2
Kimberley    2
Moyie     3
Wasa     1
Creston Centre.
Camp Lister  .'... 2
Canyon City   1
Creston     8
Wynndel     1
Criss Creek
Cumberland Centre.
Cumberland    13
Minto     2
Duncan Centre.
Chemainus  5
Crofton     1
Cobble Hill   1
Cowichan Lake  .. ..-  1
Enderby Centre.
Enderby     14
Deep Creek   2
Enderby, North   1
Mara    4
Esquimalt Centre.
Esquimalt     5
Langford    1
Mayne Island     2
Metchosin     1
Essington Centre.
Essington
Osland   ..
Fernie Centre.
Fernie      4
Baynes Lake    2
Coal Creek     6
Elko   3
Michel 1
Waldo  3
Ganges Centre.
Burgoyne Bay    1
'Cranberry Marsh     1
Ganges Harbour    1
Vesuvius,  North     1
Formby House (Private School)     1
Giscome Centre.
Giscome     3
Golden Centre.
Golden     6
Horse Creek   1
Wapta     1
Granby Bay Centre.
Granby Bay  5
Grand Forks Centre.
Cascade    1
Greenwood Centre.
Greenwood      4
Midway     1 11 Geo. 5
Public Schools Report.
G 101
HIGH SCHOOL ENTRANCE EXAMINATION, JUNE, 1920—Continued.
Numbeb of Successful Candidates at each Centre—Continued.
Hazelton Centre.
Hazelton
Hedley
Hedley Centre.
Hidden Bay Centre.
Hidden Bay
Doriston
Hope Centre.
Hope
Howe Sound Centre.
Howe Sound
Kamloops Centre.
Kamloops     5
Barriere River   1
Campbell Creek   4
Fruitlands   1
Little Fort    1
Raft River    1
Trapp Lake  1
Vinsulla     1
Private Schools:
St. Ann's Academy   6
Zetland   G
Kaslo Centre.
Kaslo    10
Florence Mine     1
Riondel       1
Kelowna Centre.
Kelowna     2
Kelowna, North  1
Oyama      1
Kindergarten  (Private School)      1
Keremeos Centre.
Keremeos   G
Kitsumgallum Centre.
Kitsumgallum     1
Ladner Centre.
Inverholme      1
Ladner   IS
Ladysmith Centre.
Extension      2
Oyster, North  1
St. Joseph's Convent (Private School)  ... 3
Lillooet Centre.
Seton Lake Creek   1
Malcolm Island Centre.
Kaleva  2
Malcolm Island    4
Maple Ridge Centre.
Haney  5
Maple Ridge   4
Hammond      3
Pitt Meadows   2
South Lillooet     1
Massct Centre.
Masset      2
Matsqui Centre.
Matsqui      3
Mt. Lehman    3
Ridgedale     3
Merritt Centre.
Merritt   2
Nicola   1
Mitsion Centre.
Hatzic      3
Mission    1
Stave Falls :  1
Nicomen Island   3
Nicomen, North   1
Murrayville Centre.
Aldergrove     2
Glen Valley   3
Langley     2
Langley Prairie  2
Milner  2
Murrayville  3
MacKenzie Centre.
MacKenzie  2
Nalcusp Centre.
Burtondale      3
Glenhank    1
Nakusp ,  6
Nanaimo Centre.
Nanaimo     1
Cedar, North    1
Chase River   2
Wellington, South  6
St. Ann's Convent (Private School)      6
Naramata Centre.
Naramata     5
Nelson Centre.
Nelson     0
Balfour     1
Harrop   1
Hume      16
Procter    1
Slocan  Junction     1 C 102
Public Schools Report.
1920
HIGH SCHOOL ENTRANCE EXAMINATION, JUNE, 1920—Continued.
Number of Successful Candidates at each Centre—Continued.
New Denver Centre.
New Denver  4
Sandon .'.  2
Silverton    6
Neiu Westminster Centre.
Howay     2
Lister    3
McBride   4
Robson   4
Hamilton Road     1
Blue Mountain '. 1
Millside      1
Private Schools:
Columbian College   1
Our Lady of Lourdes   1
• St. Ann's Academy   5
North Bend Centre.
Chaumox    1
North Bend  3
Yale  1
Notch Hill Centre.
Magna Bay
Notch Hill .
Oak Bay Centre.
Monterey Avenue   12
Willows  9
Albert Head   1
Ocean Falls Centre.
Ocean Falls     3
150-Mile House Centre.
Harpers Camp  1
Parksville Centre.
Errington     1
Parksville     2
Peachland Centre.
Peachland     3
Westbank Townsite     5
Penticton Centre.
Penticton   7
Phoenix Centre.
Phoenix    4
Point Grey Centre.
Kerrisdale  15
Lord Kitchener    9
Magee 17
Queen Mary  6
Shaughnessy   6
Port Alberni Centre.
Alberni   4
Port Alberni   2
Port Alberni Centre—Continued.
Beaver Creek   1
Gill     1
Indian'Private School   3
Port Alice Centre.
Port Alice   2
Quatsino :  1
Port Coquitlam Centre.
Port Coquitlam .-. 2
Glen  1
Port Moody Centre.
Port Moody
loco  ."	
Powell River Centre.
Lund   1
Olson Lake    1
Powell River  9
Wolfson Bay  2
Private Study  1
Prince George Centre.
Prince George     3
Fort George     1
Prince Rupert Centre.
King Edward   2
Annunciation  (Private School)     3
Princeton Centre.
Coalmont       1
Copper Mountain    2
Killarney   2
One-mile Creek     1
Princeton    4
Revelstoke Centre.
Sicamous    1
Rock Bay .Centre.
Rock Bay     2
Rossland Centre.
Rossland     6
Rutland Centre.
Ellison     1
Rutland    4
Saanichton Centre.
Keating  2
Saanichton     2
Salmon Arm Centre.
Salmon  Arm     9
Canoe Creek   2
Canoe Creek, North   1
Salmon Arm, West    2
Sunnybrae     2
Tapen Siding    1 11 Geo. 5
Public Schools Report.
C 103
HIGH SCHOOL ENTRANCE EXAMINATION, JUNE, 1920—Continued.
Number of Successful Candidates at each Centre—Continued.
Sidney Centre.
Saanich, North     3
Sidney    ".  2
Slocan Centre.
Slocan    13
Perry  Siding     1
Soda Creek Centre.
Macalister  1
Soda Creek   1
Sooke Centre.
Sooke
.   Summerland Centre.
Summerland  14
Tofino Centre.
Clayoquot
1
Tolmie Centre.
Cloverdale     1
Craigflower      4
MacKenzie Avenue   2
Royal  Oak     4
Strawberryvale  2
Tillicum    6
Tolmie     3
Trail Centre.
Castlegar     1
Deer  Park     1
Fruitvale     1
Kinnaird     1
Renata  '.  1
Robson     2
Ucluelet, East Centre.
Ucluelet, East    1
Union Bay Centre.
Fanny   Bay    .'   1
Vananda      2
Vancouver Centre.
Alexandra    5
Beaconsfield      1
Dawson     2
Grandview       2
Model     1
Mount Pleasant  .'.  3
Macdonald      4
Florence Nightingale    2
Cecil Rhodes   1
Lord Roberts     1
Strathcona      1
Galiano,   South      1
Vancouver Centre—Continued.
Squirrel Cove  1
Private Schools:
Holy Rosary     6
St.  Augustine's     7
North Vancouver Centre.
Queen Mary    1
Capilano     1
Keith  Lynn   .  1"
Lynn Valley    5
North Star  2
Private Schools:
Chesterfield   .'  1
St. Edmund's   2
South Vancouver Centre.
General Brock    2
Carleton      9
Moberly  6
McBride      8
MacKenzie     6
Laura Secord   6
Lord  Selkirk     3
Sexsmith    2
Tecumseh    13
Van Home   2
Wolfe    5
West Vancouver Centre.
Hollyburn     5
Vanderhoof Centre.
Mapes     1
Vernon Centre.
Vernon    33
Coldstream    1
Falkland  1
Lumby     2
Okanagan Landing   2
Victoria Centre.
Girls' Central  3
South Park  4
Victoria West     1
Clo-oose     1
Port Renfrew  1
Private Schools:
St. Ann's Academy  10
St. Louis College  5
Victoria Model Centre.
Cedar Hill    3
Gordon Head    4
Model   : 11
Number of candidates examined    2,089
Number ot successful candidates     9'7'9
Number of pupils promoted on recommendation  2,383
Total number of pupils promoted to higb schools  .... 3,36'2 C 104 Public Schools Report. 1920
APPENDIX  B.
HIGH SCHOOL ENTRANCE EXAMINATION, 1920.
Arithmetic.    (Time, 2% hours.)
Value.
16       1.  («■) A tailor bought a piece of cloth containing 108 yards.    He sold 17% yards at
one time, 18% yards at another time, and 34% yards at a third time.   How
many yards of cloth were still left in the piece?
(6.) The cost of building a road 34.9 miles long was $30,586.36.   What was the cost
per mile?
12 2. A map measures 4 feet 6 inches by 3 feet 3 inches, and is drawn on a scale of % of
an inch to a mile.   How many acres does the map represent?
18 3. In making 252 lb. of dairy cream biscuit which he sells at 35 cents a pound, a baker
uses the following ingredients: 3 sacks of flour @ $3.95 per sack; 20 lb. butter
@ 80c per pound; 16 lb. lard @ 42c. per pound; 64 lb. sugar @ 21c per pound;
4% gals, milk @ 6 qts. for $1; % gal. glycerine @ 15c per pint; 12 oz. soda
@ 12c. per pound; 2 gals', eggs (10 eggs to a pint) @ 69c. per dozen. Find:
(a) The baker's total gain on the biscuit;   (6) his gain per cent.
20 4. A Western Canadian farmer had a field of wheat 1 mile long and % mile wide.
In ploughing it he used two gang-ploughs, each turning 12% acres per day of
10 hours. He sowed 6 pecks of seed to the acre at 90c. per bushel. The crop
averaged 22.5 bushels per acre, and was sold at the elevator at $2.25 per bushel.
The ploughing cost $1.25 per acre, the threshing 22%c per bushel, and the transportation to the elevator 9%c per bushel. Find: (a) The number of acres in
the field; (B) the number of days it took to plough the field; (c) the cost of the
wheat upon its arrival at the elevator;  (d) the farmer's profit from the field.
10 5. A man's taxes on real and personal property amounted to $109.80. The rate of
taxation was 14% mills on the dollar. His real property was assessed for
$4,325. Find: (a) The tax on his real property; (6) the tax on his personal
property.
10 6. An agent bought 1,600 bushels of wheat for a firm in Vancouver. His commission
at 2%% was $62.   At what price per bushel did he buy the wheat?
14 7. A note for $2,500 drawn May 15th, 1919, and bearing interest at 8% had the following
partial payment endorsed on it: August 18th, 1919, §600. How much was due
December 31st, 1919?
Grammar and Composition.    (Time, 2 hours.)
Value.
21       1. Write out the subordinate clauses in the following sentences and state the relation
of each:—
(a.) I think he will soon retrieve his misfortunes if he sets to work with good-will.
(&.) As night came down, I noticed that he was not far from the place where
we had overtaken her.
(c.) Between the dark and the daylight,
When the night is beginning to lower,
Comes a pause in the day's occupations
That is known as the Children's Hour. 11 Geo. 5 Public Schools Report. C 105
Value.
21        2. Then, like a sunbeam, swift and bright,
She darted to her shallop light,
And, eagerly while Roderick scanned,
For her dear form, his mother's band,
The islet far behind her lay,
And she had landed in the bay.
(.a.)  State the part of speech and give reasons for your classification:   like, light,
eagerly, while, islet, far, behind.
(b.) Give, with reason, the case of each of the following words:   sunbeam, shallop,
mother's, her (second line), her (fifth line),
(c.) Give the voice of scanned, and the tense of lay and had landed.
18       3. Complete the following sentences, using one of the words indicated, and giving in
each instance a reason for your choice:—
(a.) The boys in this class   (have or has)  studied the lesson, but not one of
them  (have or has)  written the exercise.
(6.) Mary and (me or I)  (was or were) present.
(c.)  I (shall or will) be fourteen years old to-morrow.
(d.) If he (was or were) here I would ask him.
(e.) The aeroplane travelled (swifter or more siviftly) than the automobile.
(/.)   He (rang or rung) the bell.
Q       4. Write sentences to illustrate the following, underlining the example in each case:—
(a.) Adjective phrase.
(&.)  Infinitive,
(c.) Noun in apposition.
(d.) Present participle,
(e.)  Auxiliary verb.
(/.)   Subjunctive mood.
8 5. Write a letter to the Macmillan Company, 70 Bond Street, Toronto, ordering two
school-books. Rule off a space the size of an envelope, and within it write the
address.
26        6. Write a composition on one of the following topics :—
A Day at School.
A Visit to a Sawmill.
How I Made Something with my Needle.
The Prince of Wales' Visit.
Laura Secord.
The Story of Alice Brand.
Dictation and Spelling.    (Time, 1% hours.)
[Note.—The Presiding Examiner will please notify candidates before he begins to dictate this
paper that the quality of writing in the Dictation and Spelling paper decides 50 per cent, of
the marks awarded in the subject of "Writing.
The passages (questions A and B) are to be read slowly and distinctly to candidates
three times—the first time to enable them to gather the meaning; the second time to enable
them to ivrite the words;   the third time for review.   Punctuation marks should not be
dictated.    Candidates are not permitted to rewrite the passages.]
Value.
15       A. The crown and glory of a life is character.   It is the noblest and securest possession
that a man can have.   It is the outgrowth of honesty, rectitude, consistency—
all tried and proved.   A boy may drift into bad habits as a crewless vessel may ,-   ... -S^   -       ■•
C 106
Public Schools Report.
1920
Value.
20      B.
40
25
drift into shoals and breakers. He may be trained and guided into good habits
as a vessel may be directed by her captain and the helmsman into fair channels
and smooth waters.    Bad habits are hard to break.
That whistle garrisoned the glen
At once with full five hundred men,  ■
As if the yawning hill to heaven
A subterranean host had given.
Watching their leader's beck and will,
All silent there they stood and still.
Like the loose crags whose threatening mass
Lay tottering o'er the hollow pass,
As if an infant's touch could urge
Their headlong passage down the verge,
With step and weapon forward flung,
Upon the mountain-side they hung.
.  (1.) From his earliest infancy not a soul dared to contradict him.
(2.) He naturally supposed that the kingdom of Great Britain had been created
solely for his benefit and amusement.
(3.) A tumult of waters foaming among ledges barred their onward way.
(4.) The attendants offered him the various delicacies of the festival.
(5.) I cry aloud to all and sundry in my plainest accents.
(6.) " Well, my child," he said, in his pleasant, cheerful tones, " what do you wantv "
(7.)  I was proud to take part in such a striking demonstration of Canada's growing
military strength.
(8.)  Every island is a paradise accommodated to its respective inhabitants.
(9.) One noted incident of this contest was the massacre of the garrison.
(10.)  Such apparition well might seem delusion of a dreadful dream.
(11.)  The people began to gaze at the mysterious old gentleman with superstitious
fear and wonder.
(12.)  Hunger, thirst, and want of sleep wrought fatally on the strength of the French
and their allies.
D. 1. Immense ocean,
2. fiftieth regiment,
3. casual notice,
4. frequent changes,
5. enthusiastic welcome,
6. reins of government,
7. symbol of authority,
8. essential features,
9. valuable possessions,
10. modern rhyme,
11. miraculous escape,
12. historical accounts,
13. siege of Quebec.
14. Strait of Dover,
15. Italian seaports,
16. wholly inadequate,
17. quite readily,
18. parliament buildings,
19. Treaty of Versailles,
20. municipal law,
21. Erie Canal,
22. naval expedition,
23. similar views,   •
24. in great esteem,
25. Mediterranean Sea. 11 Geo. 5
Public Schools Report.
C 107
Value.
10
Geography.    (Time, 2 hours.)
1. (a.)  Name the prevailing winds that blow over the continents of Australia and South
America and say in what directions they blow.
(&.)  Name and locate the principal highland ridge of each of these continents,
(c.)  Show how these winds and highlands affect the rainfall in the interior of these
continents.
2. In what ways has your study of Geography shown you that rivers are of use to mauV
Give examples of rivers that illustrate the various points of your answer.
12
12 3- Write a description of either France or India under the following heads:
(a) Position; (6) surface; (c) river systems; (d) climate; (e) natural
productions;    (/)   industries, commercial centres, and sea-ports.
16
20
20
10
The accompanying sketch-map represents an imaginary island in mid-ocean, stretching between the forty-first and forty-seventh parallels of south latitude;   the
heavy line represents a mountain range averaging about 8,000 feet in height.
(a.) Will the eastern slope or the western slope have the greater rainfall?   Why?
Will the climate of this island be hot, cold, or temperate?
(6.) Name two cereals, two animals, and two fruits that might be successfully raised
there.
(c.) Where would you expect to find (1) forest regions, (2) minerals?   Give reasons
for your answers.
(d.) Which coast-line would you expect to be the more broken and indented?    Why?
6.
5. Make a sketch-map of British Columbia, showing and naming the Rocky Mountain
range; the Peace, Thompson, Fraser, Skeena, Columbia, Kootenay, and Okanagan
rivers; the 120th meridian; the 60th parallel of north latitude; Prince Rupert,
Nelson, Kamloops, Vancouver, and Victoria.
Make a rough sketch-map of Africa, showing and naming the Atlas and Abyssinian
mountains; the Zambesi, Nile, Congo, and Niger rivers; Victoria Falls and Lake
Victoria Nyanza; the Equator, Algiers, Cairo, Johannesburg, Aden, and Cape
Town.
Locate the following important cities:   Toronto, Chicago, Liverpool, Glasgow, Odessa,
Tokyo, Buenos Aires, Naples, Singapore, and Melbourne. C 108
Public Schools Report.
1920
British History.    (Time, 1% hours.)
1.  (a.) What was the state of England when Elizabeth came to the throne?
(6.)  What was the condition of the country at the close of Elizabeth's reign?    State
briefly the circumstances that led to this condition.
Value.
15
18       2.  (a.) Define " civil war."
(6.) What caused the Civil War in the reign of Charles I.?
(c.) By what name was each party to the strife known?
(d.) Of what classes of the people was each side chiefly composed?
(e.) Name the person that grew to greatest prominence during this war.
(/.) Describe the form of government that was established upon the conclusion of
the war.
18       3. (a.) On what terms were the parliaments of England and Scotland united?
(5.) Tell briefly how any three of the following became part of the British Empire:—
Jamaica,  Gibraltar, Newfoundland, Australia,  Cape Colony, Nova  Scotia,
India.
16       4.  (a.) Explain Napoleon's plans for the invasion of Britain.
(6.) What steps did Nelson take to render these plans useless?
15 5- Under the title " The Great Inventions " your text-book mentions nothing more recent
than the laying of the Atlantic Cable in 1866. Name five important inventions
that are of more recent date than that.
18        6.  (a.)  Explain how the Reform Bill of 1832 gave a greater number of people the right
to vote for members of Parliament.
(6.) To what class of the people was the right to vote extended by Mr. Disraeli's
Reform Bill of 1867?
(c.)  To what class was the right to vote extended by Mr. Gladstone's Reform Bill
of 1884?
(d.) To whom has the right to vote been given within the last five years?
Value.
18
18
18
15
Canadian History.    (Time, 1% hours.)
1. " In 1763 a proclamation of King George III. was issued providing for the government
of his new territories."
(a.) What were the new territories?
(&.) Give the causes which led to the discontent of the French inhabitants of Quebec,
(c.)  In what way did the British Government try to remove this discontent?
2. (a.) Why did the United States attack Canada in 1812?
(6.)  State briefly what important services were rendered during the war by the
following:—
(1.)  Sir Isaac Brock.
(2.)  Laura Secord.
(3.)  Sir Gordon Drummond.
3. (a.) Describe the rule of the Family Compact in Upper Canada.
(5.) Name two of the most active Reformers in Upper Canada at that time,
what the Reformers demanded.
4. Write fully on one of the following:—
(a.) The Reciprocity Treaty of 1854.
Tell 11 Geo. 5 Public Schools Report. C 109
(b.) The Quebec Conference, 1SG4.
(c.)  The Saskatchewan Rebellion, 18S5.
(d.) The Alaskan Boundary Dispute, 1903.
16        5. " The government of the Dominion consists of four parts."    Name the four parts and
describe briefly the duties of each.
15        6. Tell how each of the following aided in the development of our Province:—
(a.)  Simon Fraser.
(6.) The Hudson's Bay Company,
(c.)  Colonel Moody.
English Literature.    (Time, 2 hours.)
Fourth Reader.
Value.
12       !• Quote any one of the following:—
(a:)  "In Memoriam,"  12 lines beginning,  "Ring out false pride in place and
blood   ..."
(6.)  "Portia's Appeal to Shylock," 14 lines,
(c.)  "The Patriotic Dead."
(d.)  "Lead Kindly Light," 3 stanzas,
(e.)  Wordsworth's "The Daffodils," 3 stanzas.
9       2. And moving thro' a mirror clear
That hangs before her all the year,
Shadows of the world appear.
(a.) Mention the various "shadows of the world" that appeared from time to time
in the Magic Mirror.
(&.)  Describe the "shadow" that finally appeared,
(c.)  Tell very briefly what followed this appearance.
8       3. In your own words relate the prophecy made by the Druid to Boadicea.   Quote the
words hurled by the dying British queen at her Roman foes.
11       4. They grew in beauty side by side,
They filled one home with glee;
Their graves are sever'd far and wide
By mount and stream and sea.
The poetess narrates a tragic story that lies between the bright picture in the first
two lines and the sad picture of the last two lines,
(a.)  Tell in a few short paragraphs the story of the poem from which the above
stanza is taken.
(6.)  In the last stanza of the poem what bright hope is hinted at?
10       5- Express in your own words the thought contained in the two following passages:—
(a.) He who from zone to zone'
Guides through the boundless sky thy certain flight,
In the long way that I must tread alone
Will lead my steps aright.
(b.) God hath his mysteries of grace,
Ways that we cannot tell;
He hides them deep like the hidden sleep
Of him he loved so well. C 110 Public Schools Report. 1920
The Lady of the Lake.
10       1. The boat had touched the silver strand,
Just as the Hunter left his stand,
And stood concealed amid the brake,
To view this Lady of the Lake.
(a.) Who was this "Hunter"?
(6.)  Briefly account for his presence there.
(c.) Describe somewhat fully this romantic meeting of the Hunter and the Lady of
the Lake.
10       2.  (a.) What was the Prophecy?
(6.)  Describe the mystic ceremony which accompanied the prophecy,
(c.) How was the prophecy fulfilled?
18        3. Explain the following quotations and give the setting of each :—
(a.) Loveliest and best!   thou little know'st
The rank, the honours, thou hast lost!
O might I live to see thee grace,
In Scotland's Court, thy birthright place!
(&.) Then bursting bolder on the ear,
The clan's shrill gathering they could hear;
Those thrilling sounds, that call the might
Of old Clan-Alpine to the fight.
(c.) A summer night, in greenwood spent,
Were but to-morrow's merriment:
(d.) Come, loiterer, come!  a Douglas thou,
And shun to wreathe a victor's brow?
(e.) What recked the Chieftain if he stood
On Highland heath or Holyrood?
He rights such wrong where it is given
If it were in the Court of heaven.
12       4. Quote any one of the following:—
(a.) Twelve lines beginning, "No rude sound shall reach thine ear."
(&.) Thirteen lines beginning, " There is no breeze upon the fern."
(c.)  Thirteen lines beginning, " The Chief in silence strode before."
(d.) The Coronach, 16 lines.
Drawing.    (Time, 2% hours.)
Value.
21        (a.) Select three examples of work from your drawings, as follows:—
1. The best example of colour-work from nature.
2. The best example of shading in pencil.
3. The best example of scale-drawing (with scale and rough sketch attached). 11 Geo. 5
Public Schools Report.
C 111
30        (&■)  Freehand drawing :—
Draw with set-square and ruler a square having 5-inch sides, and make
a careful drawing of the following copy to fill the space. Complete the
drawing with a border of suitable width.
24 (c) Freehand object-drawing:—
Make a large drawing of the box, as you see it from the place where you
are sitting.
25 (#•) Geometrical drawing:—
1. Draw a line AB 5y8 inches long.   If this line represents 12 yards, draw
another line CD to represent 9 yards.
2. Make an angle of 165 degrees.
3. Draw a line 4 inches long.   This is one diagonal of a square.   Complete
the square. C 115
Public Schools Report.
1920
Nature Lessons.    (Time, 1% hours.)
[Note.—Answer the first three questions and any four of the remaining nine questions.]
Value.
15      I-
(a.)  State the two chief purposes of respiration.
(6.)  What are adenoids and why are they injurious?
(c.)  Why does a person breathe faster after running a race?
14 2. (a.) Give three rules that should guide us in the selection of clothing.
(6.) What is meant by the statement " all forms of foot-wear should be rational and
hygienic"?   Describe a shoe which would meet these requirements.
15 3.  (a.)  In what respect does arterial blood differ from venous blood?    Give reasons for
the difference.
(&.) " The white blood cells are the Army and Navy of the body."   How can you
justify this statement?
14       4.  (a.) Name three species of wild animals found in British  Columbia which are
closely related to our domestic cattle.
(6.)  What are the three most important characteristics which these wild animals
have in common with our domestic cattle?
(c.) Write a brief description of any one of the wild animals named, and tell what
you know about it under the following heads :    (1) Food and feeding-habits ;
(2) enemies and means of protection and defence;   (3) economic value.
14       5.. (a.)  Give the name of a popular breed of dairy cattle, also the name of a common
beef breed.
(&.)  How would you distinguish the beef type from the dairy type?
(o.) What are the two important food substances found in milk?    How would you
prove that these substances are in it?
14       6.  (a.) When can any species of bird be said to be of economic importance?    Give an
illustration.
(&.)  Mention some ways in which birds are helpful to the farmer or gardener and
mention a case where you know this to be true.
14       7.   (a.) What is meant by a parasitic insect?    Give an example and show how such a
species of insect may be of great use.
(&.) Briefly describe the life-history of the mosquito,
(c.)  Mention two of the most important means of prevention or control of this insect.
14       S.  (a.)  Give three examples of flowerless plants.
(6.) How are plants of this kind propagated or multiplied?
(c.)  Give an example of a fungous plant.    What is the most important point which
distinguishes this kind of plant from other flowerless plants?
14 9. (a.) Write a brief description of any weed common to your district, dealing with it
under the following headings: (1.) Kind of crops in which it is most
commonly found. (2.) Time of flowering and seeding. (3.) Method of
propagation and distribution. (4.) Whether annual, biennial, or perennial.
(5.) Method of eradication or control.
(6.) Make a sketch of the plant described, showing its general appearance, flowers,
leaves, and also underground parts.
14     10.   (a.) How would you prove that dry seeds, such as corn, contain starch?
(6.)  As the corn seed germinates what becomes of this starch?    How would you
prove this?
(c.)  Why is this changing of the starch necessary? 11 Geo. 5 Public Schools Report. C 113
14      11.  (<*•)  Give the names of four cultivated legumes.
(6.)  Why is it a good practice to include legumes in a rotation of crops?
(o.)  What is meant by the conservation of moisture in farming or gardening and
how is it usually accomplished?
14     12.  (a.) The air is a mixture of gases.   Name the three most important of these gases
and give approximately the percentage of each.
(6.) What is the all-important element in all fuels?
(e.) When fuel burns what becomes of this element, and what is produced? 'UBLIC   (SCHOOLS   ItEPORT.
1920
APPENDIX  C.
HIGH SCHOOL EXAMINATION, 1920.
Third-class Certificate (Non-professional).
Value.
10
24
15
15
24
12
English Literature.    (Time, 2 hours.)
1. Quote two of the following:—
The Falls of Terni (Velino)  (1 stanza).
Ode to Autumn (1 stanza).
The Green Linnet (2 stanzas).
The Skylark (2 stanzas).
An Evening Scene in Auburn (10 lines).
2. (a.) What did Goldsmith think was the cause of the conditions existing in England
in his day?   Describe these conditions.
(6.) Was Goldsmith's remedy for these conditions a good one?   Discuss,
(c.)  Why did Goldsmith consider emigration to America such a dreadful thing?
3. If you were going to make a moving-picture film of " Rosahelle," what pictures would
you present?   Describe each picture briefly.
4. What are the characteristic features of the Sonnet?   Illustrate by reference to some
of Wordsworth's sonnets.
5. " And here the buzz of eager nations ran,
In murmur'd pity or loud-roar'd applause,
As man was slaughtered by his fellow-man,
And wherefore slaughter'd?   wherefore, but because
Such were the bloody Circus' genial laws,
And the imperial pleasure.—Wherefore not?
What matters where we fall to fill the maws
Of worms—on battle-plains or listed spot?
Both are but theatres where the chief actors rot."
(a.) Name and describe the stanza-form in the above.   Why is it given this name?
What is meant by "a weak ending" in a stanza?    Scan lines 1 and 9.
(6.)  Show that this starfza is characteristic of Byron.
(c.)  Explain briefly but definitely the following:—
(1.) "...   buzz of eager nations   ..."
(2.)   . "...   the imperial pleasure   ..."
(3.) "...   listed spot?"
(4.) "Both are but theatres    ..."
6. As a student of poetry make any comments you .can as to the poetic quality of the
following lines: —
(a.) "...   boundless and bare,
The lone and level sands stretch far away."
(b.) "While barrSd clouds bloom the soft dying day." 11 Geo. 5      . Public Schools Report. C 115
(c.) "Dear God!   the very houses seem asleep;
And all that mighty heart is lying still."
(d.) "Melted to one vast Iris of the West."
(e.) " In the golden lightning
Of the sunken sun
O'er which clouds are brightening,"
(/.) "As, when night is bare,
From one lonely cloud
The moon rains out her beams, and heaven is overflow'd."
Latin.    (Time, 2 hours.)
Value.
10       1. Decline:—
(a.) In the singular, pater, iter, dies, alius (all genders).
(b.) In the plural, ego, tu, castra, hie (all genders).
10       2. Give:—
(a.) The rules for the formation of the comparative and superlative of adjectives
ending in -or and -His.
(b.) The   other   degrees   of   comparison  of  the  following:   Summus,   primus,
magnus, utilis, pulcher.
10       3. Give the Latin for:—
Without danger; I establish friendship; at dawn; in the middle of the river;
a war-galley; for this reason; in all directions; at what time did he come?:
he said that he was coming;  having said this, he withdrew.
10       4. Write in full:—
(a.) The present indicative of volo and possum,
(b.) The present subjunctive of malo and eo.
(c.) The imperative of nolo.
10       5. Give the principal parts of:   Divide, solvo, patior,  desilio, peto,  quaere, relinquo,
destringo, absmn, and progredior.
10       6. Give sentences in English and Latin to illustrate the following:—
(a.)  Ablative of Manner;   accusative of Time "How long";   dative governed by
verb, Objective Genitive.
(I).) An adverbial clause of Result;   an adverbial  clause of  Purpose;   a subordinate clause in Indirect Discourse.
20       7. Translate into Latin :—
(a.) He has been informed of the danger by the soldiers.
(6.) They promised to come to the town as soon as possible.
(o.) He ordered the lieutenant to pursue the Helvetii.
(d.) They asked who had collected the troops which were being sent but.
(e.)  The camp must be attacked by the whole army at the third watch.
20       8. Translate into English :—
(a.) His rebus cognitis, Caesar Gallorum animos conflrmavit, pollicitusque est
se Galliam ab Ariovisti injuria defensurum. Hac oratione habita
principes dimisit. .Simul Germanos consuescere in Galliam transire
populo  Romano  perlculosum  esse  videbat,  ne,   cum  omnem   Galliam .
C 11G
Public Schools Report.
1920
occupavissent, in provinciarn exlrent atque inde in Italiam contenderent.
Itaque constituit ad Ariovistum legates mittere qui ab eo postularent
ut aliquem locum colloquio diceret.
Parse exirent, postularent, diceret.
Account for the mood of these three verbs.
(6.) Ita proelium restitutum est, atque omnes hostes terga verterunt, neque prius
fugere destiterunt quam ad flumen Rhenum milia passuum ex eo loco
circiter quinque perveneruht. Ibi perpauci salutem reppererunt; in
his fuit Ariovistus, qui naviculam deligatam ad ripam nactus, ea.
profugit.    Reliquos omnes consecuti equites nostri interfecerunt.
Give the principal parts of destiterunt and nactus.
(c.) Hie respondit se graviter vulneratum esse; cum tamen ceterl quaesivissent
quis el vulnus intulisset, respondit ille Neminem id fecisse. Quibus
rebus auditis, Cuius e Cyclopibus dixit: "-Si nemo te vulneravit, app'aret
consilio deorum, quibus resistere nee possumus nee volumus, hoc sup-
plicio te aflici." His rebus dictis discesserunt Cyclopes, eum in insaniam
incidisse arbitrati.
Value.
10
10
10
6
4.
10
5.
9
6.
25
7.
20
Greek.    (Time, 2 hours.)
1. Decline in full the following words in Greek : ovtos 6 o-rpanj-yds, i) fUKpa. a-Krjvq,
tis (all genders), 6 dyadbs dvrjp, eyw.
2. Give the Greek for : A ship of war; a stronghold ; provisions: baggage animals;
frequently ; it is well; infantry ;   I employ horses ;   I had   in mind ;   I feel
grateful.
3. Give examples in Greek of the following :—
(a.) Time " when."
(b.)  Time "within which."
(c.)  Cognate accusative.
(d.) A genitive absolute.
(e.) A genitive governed by a preposition.
Give the different degrees of comparison of -^Sijs, Ka/cds, 7roA.ep,ios.
Write the synopsis of the present system active and passive of \vu>, and of the
perfect system active of npdta.
Decline in full the cardinal numerals one, three, and four.
7. Translate into Greek :—
(a.) He is a messenger from Cyrus.
(b.) Xenophon asked him, "Why are you shouting?"
(c.) If he had done this, it would have been well.
(d.) He was angry with the man who had loosed the horses.
(e.) We led him away that he might not do our friends harm.
8. Translate into English :—
Tn Se avrfj rif-epa KA.eapx.os ^Ktv eis rrjv dyopav ttjv Trapa to> irorap(j>. eTreiS-n Se
avTTjV Ka,T£(TKk\pa.TO, kcpiwirevei. TrakLV eVi tijv eavrov (tktjvwv Sia toC Mevw^os
(TTpaTevpaTos avv oAtyots rots 7repi avrov. Ktipos Se oinro) rJKev, dXX'
eri irpovqXavvt. tZv Se Mei/wvos rnparunrutv j^vXa a-^t^wv Tt<s KAeap^oi/
etiXavvovra irupaTai fidXXuv rrj d^lvy dXXos Se XWu> Kat. aAAos, etra
TravTes, Kat Kpavyrj rjv rpopepd. 11 Geo. 5
Public Schools Report.
C 117
French  (Siepmann, etc., and Fraser & Squair, etc.).    (Time, 2 hours.)
Value.
10
. Replace the words in italics by a suitable personal pronoun, putting the verb in the
imperative, (a) affirmative, (6) negative:—
(1.) Tu penses souvent a tes devoirs.
(2.) Vous jouirez du bord de la mer.
(3.) Nous grimperons sur Varbre.
(4.) Vous obelssez toujours d vos parents.
(5.) Tu paries tout le temps des pauvres oiseaux.
Q       2.   (a.)  Construct three sentences with each of the following, to express the comparative
of equality, of superiority, and of inferiority:—
(1.)  Je suis    .    .    .    grand   .    .    .    Jean.
(2.)  Charles trouve le printemps    .    .    .    agr&able    .    .    .    l'automne.
4 (6.) Give the superlative of:—
(1.)  Voici    .    .    .    interessant de mes livres.
(2.)  Le mois    .    .    .    agreable est juin.
16       3. Repeat the following sentences   (a)  in the future,   (b)  in the conditional, with si
to replace the italicized conjunctions:—
(1.)  Je partis aussitot qu'il arriva.
(2.)  Les petites filles batissaient des chateaux pendant que nous pgchions.
(3.) lis repondirent a ma lettre des gu'ils eurent le temps.
(4.)  N'etais-tu pas a la porte quand je descendis de cheval.
8       4. Make the following sentences interrogative-negative, expressing the italicized parts
by the proper personal pronouns:—
(1.)  Charles sera demain a la gare.
(2.)  Nous obeissons toujours a nos parents.
(3.)  Marguerite descendit aussitet du train.
(4.)' Ton ami aura le temps d'y alter.
6        5. Replace the nouns in italics by their corresponding possessive pronouns :—
(1.)  Je parle de mon ami et tu penses h ta maison.
(2.)  Voici mos jardins et voila. vos champs.
(3.) Tes plumes sont plus utiles que lews crayons.
10        6. Repeat the following passage, putting the verbs in the imperfect or preterite  (past
definite) according to the meaning:—
Ce petit gcolier est tr6s sage. II obeit toujours a son pfire et remplit ses devoirs
avec zele. Un jour son pere Vemmene k la campagne. Aussitet que le cheval
est pret, le garcon saisit son chapeau et monte dans la voiture. Cest le
printemps et les oiseaux batissent leurs nids.
20       7. Translate:—
(1.) They have a great deal of work to do. (2.) What animals are there in the
fields? (3.) She admired the flowers and listened to the birds. (4.) Look
at those trees! How beautiful they are! (5.) In spring we go to school at
half-past two. (6.) It is the first of January ; yesterday was the thirty-first
of December. (7.) What do you buy at the market? (8.) He is looking for
his father's hat. (9.) Whom does this little cat belong to? (10.) It is not
Alfred who is tired;  it is I. C 118 Public Schools Report. 1920
Value.
8. Translate:—
10 («■)  Nous avons perdu de vue Moumouth au moment ou, precipite du haut du
pont Notre-Dame, il se debattait dans les flots. Par bonheur pour lui,
les piles de l'arche principale avaient un rebord assez large, auquel il
put s'accrocher. De la il promena ses regards autour de lui. La Seine
lui parut un ocean sans bornes; il crut au-dessus de ses forces de la
traverser. II prefera done demeurer a sa place, au risque d'y peril" de
faim ou de froid et attendit les evenements avec resignation.
10 (&■) Une pluie battante, niglee de grelons, fouettait les vitres de la chambre, et
le vent s'engouffrait avec des mugissements lugubres dans les longs
corridors de l'hotel. Alors le pauvre Faribole songea au froid qui allait
le saisir, aux privations qui 1'attendaient, a l'exiguite de ses ressources,
a l'immensite de son appetit, au desagrement de coucher sur les greves
humides de la Seine; le genie du mal s'empara de lui, et lui souffla a
l'oreille ces mots du pere Lustucru :    " Qu'est-ce qu'un chat?"
German.    (Time, 2 hours.)
12 1. Supply correct endings to the adjectives in the following sentences :—
©iefer gut— .Sperr ift em alt— greunb meine§ lieB— 3Sater§. ©em neu— >g)ouS
ftefjt in etner fc£)bn— ©rraffe. ©erne grau ift erne Serroanbt— turn un§.
36,r SSater roar beutfcl;—©efanbt—. 2lt§ icl) anfam roarteten fcb>n »ie[e
Ungebulbig—. (5§ roaren arm— ^attentat be§ 2lrgte§. (Sine 3eit lattg tag
id) bie SSerlin— ^ettungen. gnblicB, tarn id) an bie 9reif)e- 3)er £>oftor
"erfdjrieb mtr etroa§ Sitter—.
12 2. Change the verbs in the following sentences to present and perfect indicative :—
(l.) gr fpradj feljr fdmeU (2.) ®a§ £inb ftel. (3.) ©ie faB, beine itefee
SRutter. (4.) 2Ber naljm mem SucI;? (s.) SKetn ©ruber ghtg Balb
bafyin.    (6.) 3)er Jhirfdjer ful)r etroa§ langfam.
12 3.  (a.) Supply a correct article or possessive adjective :—
(l.) (§r  fommt noit—©fabt.    (2.) Sege  e§ auf—Xifcf).    (3.)  Jfommen
©te o_Bne—©ruber?   (4.) (£r rebet mit—JJmbe.    (5.) ©te fa§ auf
—©ofa.    (6.) @r (am burcE)—©arten.
(b.) In above sentences substitute pronoun and  preposition for preposition and
noun.
10        4. Supply suitable forms of relative, demonstrative, or interrogative pronouns :—
(l.) 3)ie§ ift mem 93udj, nidjt—meiner gran. (2.) 3$ erhmere mid)—nidjt.
(3.)—»on biefen 35amen geBort ba§ ©etb? (4.)—,fput &aBert ©ie ba?
(5.) @r mill nid)t ftubieren,—fdjabe ift. (6.) 33) »'« e§,—beiit greimb
bin. (7.) 2Ber roar ber Wami,—roir eben Begegneten. (8.) @r roill jur
©tabt.—er ge&oren rourbe. (9.) ®a§ ©d)Ied)te,—man tut, fattt auf fid)
fetfier gitrucE. (10.) SBefljalb i)aft bu—,ber fdjroimmen fonnte, baZ £eBen
gerettet?
12        5. (a.) Translate:—
(l.) $d) roerbe arBeiten miiffen. (2.) 3d) ^abe iftm arBeiten Belfen. (3.)
£)a§ Ijatteft bu nidjt tun biirfeu. (4.) 3$ mill ertrinfen unb niemanb
foil mid) retten. (5.) (5r roeifj nidjt roa§ er foil. (6.) ©ie fatten ba§
fefyen mogen. 11 Geo. 5 Public Schools Report. C 119
Value.
(b.) Translate :—
(1.) Thou shalt not kill. (2.) He is said to be in the city. (3.) I
don't like this book. (4.) I am not allowed to do that. (5.) That
may be.    (6.) We let him talk.
12 6.  Translate:—
(1.) What are you thinking of ? (2.) What kind of hat has she? (3.) I'm
wearing the same coat that I wore yesterday. (4.) What day of the
month is it? (5.) He died at 3 o'clock on June 10th. (6.) The days
are longest in June. (7.) Here is my book; where's yours? (8.)
Did you have a good time? (9.) I was ashamed of him. (10.) Is he
a doctor? (11.) There are some birds which do not sing. (12.) I'm
sorry.
30        7. Translate:—
(a.) 3d) blidte burd) bie gebffnete £f)ur, bie Xreppe roar (jell erleudjtet, SSebiente mit
Brennenben Serjett auf fd)roeren filbemen £eud)tern ftanben ba unb
neigten fid) tief oor ber alten g^cu, bie auf einen £ragfeffel bie Sreppe
l)immter gebradjt rourbe. ®er 23efi£er be§ JpaufeS ftaub mit entblohtem
Sopfe unb brMte efyrer Bietig einen £u§ auf bie -Spanb ber 2llten. (S§
roar feine SDcutter, fie nidte u)m unb ben Sebienten freunblid) m, unb fie
ffiljrten fie in bie enge bunfle ©affe in ein Heine? Sjau% ; e§ roar il)re
2Bol)nung ; f)ter Batte fie iljre Sinber geBoren, oon l)ier au§ roar itjr ©litcf
aufgefeliifit; roollte fie bie oeradjtete ©affe unb baS lleine ^au§ oertaffen,
fo rourbe ba§ ©liicf and) fie oerlaffen! ©aS roar nun i6r ©laube."
—S)er SJconb ergdljlte roeiter nid)t§ ; gar &u furg roar fein 93efucf) lieute
2lBenb ; id) afier bad)te an bie alte gran in Ber engen, oeradjteten ©affe;
nur ein 2Bort, unb u)r glcinjenbeS ,Jpau§ ftanbe an ber Xljemfe; nur ein
2Bort unb il)re 33tlla liige am ©olf oon SReapel.
(*•) //3d) lieBe bie £inber," fagte ber 3)conb, ,,namentlid) bie ganj tfeineu ftnb
fo poffierlid). SJcandjmal luge id) jraifdjen bent 23orI)ang unb bent
genfterbrett in bie ©tuBe, roenn fie nicBt an micl) ben!en. 68 mad)t
mir SSergniigen mmfeben, roenn fie fid) allein auSjieben miiffen.
Srft fried)t bie Heine, blo&e, runbe ©d)ulter au§ bem JEleibe b/rauS,
barauf ber 3lrm, ober id) felje, roie ber ©trumpf au§ge§ogen roirb unb
ein nieblidjeS, roeif)e§ fefte§ 93emd)en mm 33orfd>em tommt nub ein
gi't§d)en jum fiiiffen, unb id) ffiffe e§!
2Ba§ id) erjalilen roollte: Jpeute 3l6enb Blicfte id) burd) ein'genfter, oor
roeld)e§ tein SJorbang gejogeit roar, benn e§ roobnt niemanb gegen;
fiber. 3d) fafi eine ganje ©d)ar Kleiner, alle ©efdjroifter, barunter
roar ein £leine§ ©d)njefterd)en; fie ift nur oier 3ab,re alt, tann aber
U)X 93atermnfer beten, fo gut rote irgenb einer. £>ie abutter fu3t alle
9lbenbe an ifyrem Sette unb fyort fie beten, bann befommt fie einen
Jhtfj, unb bie SOcutter bleibt fihen, bis bie lleine einfd)laft, unb ba§
gefd)iel)t fo fd)nell, al§ fid) nur bie 2luglem fdjliefjen fbnnen. Value.
5
12
8
75
English Composition.    (Time, 2 hours.)
1. Why do most people find it very difficult to write correctly?
2. What  are barbarisms,  improprieties,  solecisms?   In  giving  examples,  choose,   by
preference, expressions which you sometimes use yourself. Why would you not
use these expressions in writing? (Give reasons other than the general one that
they are not good English.)
3. Name four different ways of securing force in sentences.   Illustrate.
4. Write an essay on one of the following subjects:— ,
(a.) Ballads.
(6.) Byron's interest in Nature.
(c.) Are moving-picture theatres a benefit to education?
University Matriculation (Junior);   Intermediate Grade;   and Third-class
(Non-professional).
Agriculture.    (Time, 2 hours.)
[All questions have equal value.   Answer six questions only.]
1. Give specific directions for the planting of a fruit-tree.
2. Sketch a plan of a home vegetable garden, and explain why you put the crops in a certain
order.
3. Why should roots and corn be grown more extensively than at present?
4. Give instructions for the growing of potatoes, dealing with the preparation of the soil, the
selection and preparation of the seed, method of planting, and summer care.
5. How do you find out the real value of different cows in a dairy herd?
6. What are the essential points to be considered in preventing milk from souring?
7. How would you care for a flock of fifty pullets during the winter so as to ensure good egg
production?
12
Third-class Certificate (Non-professional).
Algebra.    (Time, 2 hours.)'
[N.B.—All work must be shown.   It must be neat and accurate.]
Value.
10
1.  Simplify :—
(a.)  -X_
1     ,   p - c          1          p - c          1
+ '             X                  + r           X
p33,x2
p2x   '   2jod       x-p       2p*      x+p
(b.) (x -a) (x- b) (x - e) - -[ bc(x - a) - [ (a + b + c)x - a(b + c)]x}.
2.  Find the highest common factor of :—
(a.) xr - 3a;6 + x5 - ix" + Ux - 4 and 2*4 - 6xs + 3x2 - 3x + 1.
(6.) 12x° + 30a,'5 + 60x4 + 48a;8 + 30x2 and 1 8a;7 - 9x* + 9ic5 - 63a;4 + 45a3. .
11 Geo. 5 Public Schools Report. C 121
Value.
12 3. Solve the equations : —
x + 7    x+2    3a;+7     1
(a.)
2 3 12 4
(b.) I-? + 4 = 0.
x    y
•    ■ 1-1 + 1=0.
y   *
2+^14.
z    x
(c.) 2y -x = ixy.
i'-L.9.
y    x
12        4. (a.) Find the L.C.M. of 21a; (xy - y"-f, 35 (aty* - a%4), Voy (a;2 + a*/)2.
(6.) Find the square root of 6acx5 -1- 462a;4 + a2x10 + 9c2 - 12bcx2 - iabx1.
14
5.
Find the sum of V ~ & ~ ^    l™ ~ ^ ~ W, !* ~ <* ' *#
(2x + 32/)2-16^' (3y + 4z)2 - 4a;2   (4z + 2x)2 - 9y2"
12
6.
Resolve into factors :—
(a.) 6y°--7y-3.
(b.) 729 a'b - ab'.
(c.) x2 - iy2 + x-2y.
(d.) ofp2 - 8yap2 - 4a;3g2 + 32ysq2.
14 7. (a.) What is the rate per cent, which will produce $y interest from a principal of
$1,000 in r years.?
(5.) A man who is p years old has a son whose age is q years; five years ago the
father's age was seven times that of his son. Express this in algebraical
symbols.
14 8. A traveller walks a certain distance; had he gone half a mile an hour faster, he
would have walked it in four-fifths of the time; had he gone half a mile an
hour slower, he would have been 2J hours longer on the road. Find the
distance.
Botany.    (Time, 1% hours.)
60       !• Write an account of seeds under the following heads i—
(a.)  Structure and parts.
(&.) Food storage in seeds,
(c.) Protection of the embryo.
(d.)  Origin of the seed, particularly with reference to the part taken by the
ovule and the dependence of seed production upon pollination,
(e.) The dispersal of seeds.
(/.) The germination of seeds;   what conditions are necessary for and what
changes take place during germination?
40       2.  (a.) Name two examples of each of three of the following families:  Kanunculacea?,
Cruciferaj, Liliacese, Labi arte, Scrophulariacese.
(6.) Where does each plant named grow?
(c.) Make a diagram of the flower of each example given.
(d.) Compare with each other the two plants chosen in each family, noting their
resemblances and differences. ;
0 122
Public Schools Report.
1920
Third-class Certificate (Non-professional), Full Course.,
• Drawing.    (Time, 2 hours.)
(a.) Selections from Drawings.
[The time taken to collect these draivings is not to be deducted from the two hours allowed
for this paper.]
Select the following from your drawing-books, and write your distinguishing number at
the top right-hand corner of each. Before beginning your drawing give these to
the Examiner.
Value.
7
7
6
10
10
10
1. An example of shading objects in pencil.
2. An example of painting from plant-life.
3. An example of geometrical design in colour.
(b.) Geometrical.
[AU lines used in constructions must be clearly shown.]
1. How many degrees are there in the supplement to an angle of 105 degrees?    Draw
the angle and its supplement by means of compasses.
2. The minor axis of an ellipse is 1% inches long.   The foci are 3 inches apart.   Draw
the major axis.
3. Copy the given geometrical pattern, making your copy not less than 12 centimetres
wide. 11 Geo. 5
Public Schools Report.
C 123
Value.
25
(c.) Freehand.
Enlarge the design for a book-cover given below to 8 inches in height and letter into the
upper rectangle the title IVANHOE. Ruler and set-square may be used for the
outside line only.   All other lines must be freehand.
(d.) Object.
25       Draw from memory a group of three objects attractively arranged.   The whole group
must not be less than 6 inches square. C 124 Public Schools Report. 1920
Third-class Certificate (Non-professional).
Geometry.    (Time, 2y2 hours.)
[N.B.—Draw neat diagrams, use printed capitals, and give authorities.]
Value.
14 1. If two triangles have the three sides of the one equal to the three sides of the other,
each to each, they are equal in all respects.
14 2. Construct a right-angled triangle, having given the length of the hypotenuse, and the
sum of the remaining sides.    State your construction, and give a theoretical proof.
14 3. If a straight line cuts two parallel lines, it makes (a) the alternate angles equal to
one another; (6) the exterior angle equal to the interior opposite angle on the
same side of the cutting line; (c) the two interior angles on the same side
together equal to two right angles.
14 4. To find the locus of a point P which moves so that its perpendicular distances from
two given straight lines AB, CD are equal to one another.
14 5. The angle contained by the bisectors of two adjacent angles of a quadrilateral is
equal to half the sum of the remaining angles.
14 G. To draw a parallelogram equal in area to a given quadrilateral, and having an angle
equal to a given angle.
16       7. If the middle points of adjacent sides of any quadrilateral are joined, prove (a) that
the figure thus formed is a parallelogram, (6) that the parallelogram is half the
! area of the quadrilateral.
Chemistry.    (Time, 2 hours.)
[All questions are of equal value.   Answer any seven.]
1. What men were concerned in the discovery of the components of the atmosphere?   What did
each contribute toward this discovery?
2. Draw a diagram illustrating a method for the preparation of hydrogen, explaining the use
of each piece of apparatus.   Write briefly regarding the occurrence and properties of
this element.
3. Describe an experiment by means of which you would show the quantitative composition of
water.
4. State what you understand by the law of multiple proportions, illustrating its application to
the oxides of copper and the sulphides of iron.
5. Explain the use of the suffixes -ous, -ic, -ite, and -ate;  also the prefixes hypo- and per- as
used in chemical nomenclature.
c; What volume of oxygen measured over mercury at 25° C. and 744 mm. pressure could be
obtained by heating 5.45 grams of mercuric oxide?
7. What do you understand by the terms " hydroxide," " water of crystallization," " chemical
compound," "radicle," and "efflorescence"?
S. How does the solubility in water of a gas such as nitrogen vary with the pressure? What
effect do the dissolved gases in the water of lakes and streams have upon the animal
and vegetable life contained therein? 11 Geo. 5 Public Schools Report. C 125
Physiology.    (Time, ]% hours.)
Value.
65        1- Write an account of foods under the following heads:—
(a.) Kinds of foods, the value of each kind.
(6.) Mastication of food.
(c.)  The work done by digestive fluids^—saliva, gastric fluid, bile, pancreatic fluid.
(d.) Absorption of foods by the intestine.
(e.) Distribution to all parts of the body through the agencies of blood and lymph.
35 2. Describe the eye or the ear with special reference to structure; work as a sensory
organ and how such work is performed; abnormal conditions, how caused and
how they may be prevented.
Third-class Certificate (Non-professional), Full Course.
Arithmetic.    (Time, 2 hours.)
[N.B.—All work must be shown.   It must be neat and accurate.]
15 1. On July 4th a man paid cash for 120 tons of coal at $10.50 per ton. He did not
begin to use the coal till September 15th, when coal was then worth $11 per ton.
Allowing money to be worth 6% per 'annum, how much did he gain by his purchase?
What rate per cent, did he make on his investment?
15 2. (a.) In a paper-mill there were 49 machines, each making 1.32 tons of paper per
hour. Find the output for six days if each machine ran 23 hr. 20 min.
each day.
(6.) A field containing 50 */n acres produced wheat worth $4,320.97 V20.    If the wheat
sold at $2.85 per bushel, what was the average yield in bushels per acre?
15 3. A rectangular tank 6 ft. by 12 ft. on the inside could hold when filled 4,500 gallons
of water. If a cubic foot holds 6.25 gallons, how much would it cost to paint
the four inside walls and the bottom of the tank at 37%c. per square yard?
15 4. A house cost $7,500 to build. The lot on which it stood cost $4,500. The house was
insured for 80% of its value at %% per year. There was a tax on the land of
20 mills on an assessment of $4,000. If the agent who rents the house charges
$2.50 per month for collecting the rent, what monthly rent would have to be
charged to net the owner 7.5% on the cost of house and lot?
15 5. A man paid $25,625, including brokerage at %%, for 4% stock quoted at 102%. He
received one dividend and then sold his stock at 104%, paying the same rate of
brokerage as when he bought.    How much did he make by his investment?
15 6. Find the cost of the following lumber used to make a table, at $65 per M.: Pour %-inch
boards 6 ft. long and 10 inches wide; 1 piece 1%" by 6" by 16'; 4 pieces 4 inches
square and 3% ft. long.
10       7;  (a.) Write in Roman notation the number 5,444.
(6.) Reduce .00%% to a common fraction in lowest terms,
(c.) Reduce 37.5 m. to kilometers.
(d.) Assuming that ^ has the value 31/,, find the radius of a circle of which the
area is 154 sq. in. C 126 Public Schools Report. 1920
Physics.    (Time, 2 hours.)
Value.
25        1-   (*•)  Grve reasons for believing that in wave-motion the particles of water are not
transmitted.
-    (6.) Wbat is meant by refraction of water-waves?
(c.) Distinguish the terms pitch and' intensity as applied to sounds.    Upon  what
does each depend?
(d.) A man standing before a cliff shouts, and 5 seconds later he hears the echo.
How far is he from the cliff?    (Temp. 20° C.)
25        2-  (a-) Distinguish heat and temperature.
(b.) Describe an experiment to show that heat causes a gas to expand.
(c.)  Change the following Fahrenheit readings to Centigrade and the Centigrade to
Fahrenheit:   50° F.;   14° F.;  —22° F.;   25° C.;  —15° C.;  —25° C.
25        3.  (a.)  State clearly the Principle of Archimedes.
(6.) A piece of metal weighs 120 gm. in air and 100 gm. in water.    What would it
weigh in alcohol (specific gravity .8) ?
(c.) A block of wood  (mass 16 gm.)   floats in water.    What mass and volume of
water does it displace?    If floating on alcohol   (density .8 gm. per c.c),
what mass and volume of alcohol would it displace?
25       4.  (a.) Define or explain:   Mass, volume, metre, kilogram, density, weight.
(&.) Define specific gravity. The specific gravity of lead is 11.34. Find the weight
of a block of lead 3 feet long, 2 feet wide, and 1 foot thick, assuming that
a cu. ft. of water weighs 62.3 lb 11 Geo. 5
Public Schools Report.
C 127
Intermediate Grade.
Value.
20
20
20
20
20
Geography.    (Time, 1% hours.)
[Give diagrams where advisable.]
1. (a.)  Give a brief description of the general circulation of the atmosphere.
(6.)   State clearly what effect the rotation of the earth has upon currents of air
moving over its surface.
2. (a.) How are clouds formed?
(&.) Name three main types of clouds and write a short description of each.
3. Describe and explain the general course of an isotherm in the middle latitudes of
the northern hemisphere in January.
4. Locate and account for:—
(a.) Three areas of excessive rainfall.
(b.) Two areas of very light rainfall.
5. Write on each of the following topics:   The Earth's Magnetism;  The Planets;   Sunset
Colours ;  The Heat Equator; Anticyclones.
British History.    (Time, 1% hours.)
[Answer five questions only.    All questions have the same value.]
1. State the measures taken by William the Conqueror to make his personal rule supreme in
England.
2. Sketch the social and political condition of England when Henry II. came to the throne, and
state the measures taken during his reign to establish law and order.
3. Give an account of the important statutes enacted in the reign of Edward I.
4. Show how the Wars of the Roses affected the powers of   (a)  the King;    (b)   the Barons;
(c) the Commons.
5. Show how a  conflict between James I.  and Puritanism  was  inevitable,  and mention the
unconstitutional acts of James.
6. Sketch the career of William Pitt (the Younger).
7. State the demands of the Chartists.    To what extent and how have each of these demands
been since realized?
8. Give an account of the Industrial Revolution of the later part of the eighteenth century and
the early part of the nineteenth century.
9. Write notes on :   The Monastery ;  Villeinage;   John Howard ;   the Legislative Union of Great
Britain and Ireland. C 128
^ublic Schools Report.
1920
Grecian History.    (Time, 2 hours.)
[Answer six questions only.   All questions have the same value.]
1. Give an outline of the extent of the Greek world.
2. State the bonds of union and elements of disunion among the Greek States.
3. Contrast and compare Athens and Sparta in regard to:   (a) Race;   (&) Political Constitution;
(c) Education;   (d) Ideals of Citizenship;   (e) Military Power.
4. State how Greece and Persia first came into conflict and give an account of the last Persian
invasion.
5. Show how after the Persian wars Athens, from being the head of a confederacy of free and
independent allies, became the mistress over an empire of subjects.
6. Give a picture of Athenian life and activity during the age of Pericles.
7. Sketch the career of either Alcibiades or Epaminondas.
8. State the extent of the conquests of Alexander the Great and the results of these conquests
in the conquered countries.
9. Write notes on:    (a) The City-State;   (b) Sophists;   (c) JEgospotami;   (d) Ostracism.
Value.
13
Latin.    (Time, 3 hours.)
1.  (a.) Translate:—
Quod ubi Caesar animadvertit, naves longas quarum et species erat barbaris
inusitatior et motus ad usum expeditior, paulum removeri ab onerariis
navibus et remis incitari et ad latus apertum hostium constitui atque
inde fundis, sagittis, tormentis hpstes propelli ac submoveri jussit; quae
res magno usui nostris fuit. Nam et naviuni flgura et remorum motu
et inusitato genere tormentorum permoti, barbari constiterunt ac paulum
modo pedem rettulerunt.
(&.)  Give the principal parts of propelli, constitui, and constiterunt.
14       2.   (a.)  Translate:—
At Caesar, etsi nondum eorum consilia cognoverat, tamen et ex eventu
navium suarum et ex eo, quod obsides dare intermiserant, fore id,
quod accidit, suspicabatur. Itaque ad omnes casus subsidia com-
parabat. Nam et frumentum ex agris cotidie in castra conferebat et
quae gravissime afflictae erant naves, earum materia atque aere ad
reliquas reflciendas utebatur et quae ad eas res erant usui ex continenti
comportari jubebat. Itaque, cum sumrno studio a militibus adminis-
traretur, duodecim navibus amissis, reliquis tit navigari commode posset,
effecit.
(6.)  Explain the case of navium, aere, usui, studio.
(c.) Explain the use of administraretur and the mood of posset.
13       3.  (a.) Translate:—
Hie omnibus primo precibus petere contendit, ut in Gallia relinqueretur;
partim quod insuetus navigandi mare timeret; partim quod religion-
■ibus impediri sese diceret. Posteaquam id obstinate sibi negari vidit,
omni spe impetrandi adempta principes Galliae sollieitare, sevocare
singulos hortarique coepit, uti in continenti remanerent;  metu territare, 11 Geo. 5 Public Schools Report. C 129
non sine causa fieri, ut Gallia omni nobilitate spoliaretur; id esse
consilium Caesaris, ut, quos in conspectu Galliae interficere vereretur,
hos omnes in Britanniam traductos necaret; fidem reliquis interponere,
jusjurandum poscere, ut, quod esse ex usu Galliae intellexissent, com-
muni consilio administrarent. Haec a compluribus ad Caesarem
deferebantur.
(&.) Who is being discussed in this passage?
(c.)  Explain the mood of timeret.
(d.) Decline jusjurandum in the singular and plural.
Value.
13 4.  (a.)  Translate:—
Hie vasto rex Aeolus antro
luctantes ventos tempestatesque sonoras
imperio premit ac vinclis et carcere frenat.
Illi indignantes magno cum murmure montis
circum claustra fremunt;   celsa sedet Aeolus arce
sceptra tenens, mollitque animos et temperat iras.
ni faciat, maria ac terras caelumque profundum
quippe ferant rapidi secum verrantque per auras.
(&.) Decline in full carcere and arce.
(e.)  Explain the mood of faciat.
14 5-   (a.) Translate:—
Haec ait, et Maia genitum demittit ab alto,
ut terrae, utque novae pateant Karthaginis arces
hospitio Teucris, ne fati nescia Dido
finibus arceret.    Volat ille per aera magnum
remigio alarum, ac Libyae citus astitit oris,
et jam jussa facit, ponuntque ferocia Poeni
corda volente deo;   in primis regina quietum
accipit in Teucros animum mentemque benignam.
(6.)  Write notes on Maia, genitum, Dido, and Poeni.
(c.)  Scan the seventh line.
13        6.  (a.) Translate:—
Haec dum Dardanio Aeneae miranda videntur,
dum stupet, obtutuque haeret deflxus in uno,
regina ad templum, forma pulcherrima Dido,
incessit, magna juvenum stipante caterva.
qualis in Eurotae ripis aut per juga Cynthi
exercet Diana choros, quam mille secutae
hinc atque bine glomerantur Oreades;   ilia pharetram
fert umcro, gradiensque deas supereminet omnes:
Latonae taciturn pertemptant gaudia pectus:
talis erat Dido, talem se laeta ferebat
per medios, instans operi regnisque futuris.
turn foribus divae, media testudine templi,
saepta armis, solioque alte subnixa resedit.
(b.) Explain the case of Aeneae, umero, and operi.
(c.) Decline in full foribus and testudine.
20       7. Translate into Latin:—
(a.) After these matters had been settled a war suddenly broke out in the
province itself.
(6.) He learned that they had hidden themselves and their possessions in the
woods.
9
/ (c.) He feared that if the enemy were driven back, our men would pursue them
too eagerly.
(d.) He asked why the soldiers had hesitated to advance when the standards
had been brought forward,
(e.)  While the enemy were attacking the camp, the general sent two cohorts and
five hundred cavalry to attack them in the rear.
English Composition.    (Time, 2 hours.)
Write an essay on one of the following subjects:—
(a.) The Puritan Characteristics of Milton.
(&.)  Country Life in England in the ISth Century,
(c.) My Favourite Magazine.
Agriculture.    (Time, 2 hours.)
(See paper set on this subject for the Third-class Teachers' Examination
(Non-professional).)
Value.
10
6
8
5
7
15
8
20
Greek.    (Time, 3 hours.)
1. Decline :—;
(a.)  In the singular :     6'pvis; dppa; prqrup ; b.vr\p;  Kpka.%.
(b.) In the plural :    vaCs; (3ovs; 7rd/Us; /«jv ; vovs.
2. Decline in full ttoXvs and  XeXvxws.
3. Compare, giving the meaning of the positive :    TroXkp.io<s; dyados ; pdSios; ttlo-tos
ajo-)(pds ; ijSijs ;  KaKOS ;   acr<£eA.i;s.
4. Give the Greek for :    300; 3,000; eighth; ten times; 88.
5. Give the classification of pronouns  with   one   example  in   Greek   and   English
(nominative case) of each class.
6. Give the first person   singular of  the following paradigms, arranging in tabular
form the different moods and including the participle, nominative case in all
genders :—
(a.) first aorist active of Xva.
(b.) Perfect middle of o-TeXXw.
(c.) Present passive of 7roiiw.
7. Conjugate in full the imperative mood of :    oiSa ; dpi"; elpi and Irtpi.
8. Translate into Greek :—
(a.) He came with a mighty army.
(b.) You must send your general.
(c.) He said he would send the guides they had sent for.
(d.) He asked whether you would write a letter.
(e.) They fear that the barbarians will not follow them. 11 Geo. 5 Public Schools Report. C 131
Value.
10 9.  Give the principal parts of xpdopai; rvy^dvu);  Ovyo-KO); rlOr/pc;    xpe^to; Traa-^yi
opvvpL ;  ion]/ii;  Ae-yu ; kvp'urKvi.
11 10.  Translate into English :—
I8u)v Se KtJpov dirb tov 'KXXijvtKov Kevoc^toi' 'A.dnvalo's, TreAoVas «o~re (rvvavrrjaai
rjpCTO el Ti 7rapa.yyeAA.or 6 S' e;rto"Tr;o"as eiire xai Aiyeir cKeAetxre ttoxtiv on
to. lepa KaXa. ravra Se t<s> tHjevocpiovTi, Aeywv Oopvjiov rjKovtrt, /cat ripero Tts
6 OopvfSo's eit), 6 Se KAeap)(os eurey on o-vv6rjpa 7rapepY_eTai SeuTepoi' t/Stj
Sta twv ra^ewiv. «at edavpaae K{:pos ti<s TrapayyiXXei, koX ■qpero o ti eiij to
o-vvOr/pa. 6 S' direxpivaTO, "Zet>s 2(ott)p /cat Nocij." 6 Se Kiipos a/cotio-as,
"'AAA.a Se^opai re," e'^iy, "xat to{jto eWft)."
French.    (Time, 3 hours.)
10       1. Substitute pronouns for the italicized expressions:—
(1.) J'enverrai de Vargent a mon fils a Paris. (2.) Va vite d Za maison. (3.) Je
vous presenterai a more cousin. (4.) Donne de tes bonbons a ton frere.
(5.) J'ai raconte toute I'histoire a Marie. (6.) Que pensez-vous de ee livref
(7.)  La princesse renonga a un empire.
5        2. Supply a correct relative pronoun form :—
(1.) C'etait cette eglise . . . j'avais vu la tour. (2.) Voici la lettre de mon
ami ... est arrived ce matin. (3.) Est-ce ton oncle chez . . . tu
demeures? (4.) Voilst le pare . . . nous sommes entrgs. (5.) C'est M.
Dubois dans le salon   .   .   .   je vous ai vu.
5 3. In the sentence, " II a un livre que j'ai longtemps desire," make any alterations
necessitated by inserting in turn each of the following expressions of quantity:
bien, plusieurs, une centaine, la plupart, tout.
10       4. Supply the correct verb form:—
(1.)  Vous auriez pu venir plus tet si vous   (vouloir).    (2.)  Venez quand vous
(pouvoir).    (3.) Demandez s'il les (acheter) demain.    (4.) L'annee passee,
il y  (aller)  de temps en temps.    (5.)  Je commencerai par  (apprendre)  ma
lecon  de  frangais.     (6.)  A  moins  qu'ils   (venir)   bientet,   il   faut  que   nous
(partir).    (7.)  Je suis content que vous   (Stre)   ici.    (8.)  Venez nous voir
aussitet que vous  (arriver).    (9.)  II n'y aura personne qui  (savoir)  cela.
«
10       5. Supply the correct form—past imperfect or past definite:—
Nous  (sortir) du train avec les plus grandes difficultes et nous  (avoir)  sous les
yeux un terrible spectacle: locomotive et voitures (former) un amoncellement
confus d'ou  (sortir) les lamentations des blesses.    Nous  (tacher)  de porter
secours  a  ces  infortunes.   Nous   (etre)   assez  heureux pour  trouver deux
enfants   qui   (pleurer)   mais  qui   ne   (avoir)   aucun   mal.    Leur   mere  les
(chercher) partout.    Figurez-vous son bonheur quand nous les lui  (mener).
10 6. Construct short sentences to illustrate the difference in the use of: pendant que,
tandis que; depuis que, puisque; prier, demander; entre, parmi; avoir chaud,
faire chaud.
10       7. Translate (writing all numerals) :—
(1.) Charles XII. was born on the 27th of June, 1682. (2.) Eggs cost 5 francs
a dozen. (3.) She was earning 300 francs a month. (4.) This room is
8 metres long by 5 metres wide. (5.) This arch (arche, f.), built by
Napoleon I., cost a million francs. C 132
Public Schools Report.
1920
Value.
10
30
8. Translate:—
(1.) They put on their hats. (2.) How is your father? (3.) He took it from
a box. (4.) Don't be afraid of it. (5.) Come in, whoever you are. (6.) I
told you so. (7.) He bears me a grudge. (8.) You ought to have spoken.
(9.) He is having his hair-cut.    (10.) How long have you been there?
9. Translate:—
(a.) Pierre le Grand leur apprit a obelr par son exemple et par les supplices;
car il servait en qualite de soldat et d'officier subalterne, et punissait
rigoureusement en czar les boiards, c'est-a-dire les gentilshommes, qui
•pretendaient que le privilege de la noblesse 6tait de ne servir l'fitat
qu'a leur volonte.
(6.) Un jour il s'amusait dans 1'appartement du roi 3. regarder deux cartes
geographiques, l'une d'une ville de Hongrie prise par les Turcs sur
l'Enipereur, et l'autre de Riga, capitale de la Livonie, province con-
quisse par les Suedois depuis un siecle; au bas de la carte de la ville
hongroise il y avait ces mots, tires du livre de Job: " Dieu me l'a
donnee, Dieu me l'a otee; le nom du Seigneur soit beni!" Le jeune
prince, ayant lu ces paroles, prit sur-le-champ un crayon, et gcrivit au
bas de la carte de Riga: " Dieu me l'a donnee, le diable ne me l'Stera
pas." Ainsi, dans les actions les plus indifferentes de son enfance, ce
naturel indomptable laissait souvent Schapper de ces traits qui carac-
terisent les times singulieres, et qui marquaient ce qu'il devait gtre
un jour.
(c.) II quitta la Russie en 1698, n'ayant encore regne que deux annees,
et alia en Hollander deguis6 sous un nom vulgaire, comme s'il avait frte
un domestique de ce meme Le Fort, qu'il envoyait ambassadeur extraordinaire aupres des Etats geueraux. Arrive k Amsterdam, inscrit dans
le r61e des charpentiers de l'amiraute des Indes, il y travaillait dans
le chantier comme les autres charpentiers. Dans les intervalles de son
travail, il apprenait les parties des mathematiques qui peuvent Stre
utiles a un prince, les fortifications, la navigation, Fart de lever des
plans. II entrait dans les boutiques des ouvriers, examinait toutes les
manufactures; rien n'&chappait 3, ses observations. De la il passa en
Angleterre, oft il se perfectionna dans la science de la construction des
vaisseaux: il repassa en Hollande, et vit tout ce qui pouvait tourner
a l'avantage de son pays.
German.    (Time, 3 hours.)
12 1. Construct short sentences, using the third person singular present, imperfect, and
perfect indicative of the following verbs :    fe^ert, fommen, fd)Iagen, roiffen.
12 2.  Write correct forms of the words indicated :—
(1.) (which) (old) SRann Baft bu Begegnet ?
(2.) (All) (good) JJmber gel)ord)en (their) (dear) (gUertt.
(3.) (Every) (good) £mb ge^ordjt (its) Gutter.
(4.) (Many a) JtnaBe mag nidjt lertten.
(5.) 2Bir mogett meiften§ nur (those) (who) un§ mogen.
12 3. Insert in the blank spaces suitable prepositions with the article or possessive
adjective :—
(l.) SBir raol)ttett £ante-
(2.) ®a§ 93ud) liegt £ifd). 11 Geo. 5 Public Schools Report. C 133
(3.) Segen @ie ba§ Sudj ©tuht.
(4.) ®ie Stiicfe fuhrt glufj.
(5.) ®a§ 33ilb Ijangt 2B<mb.
(6.) (Sr ntu§te SOSalb gehen.
Value.
12 4. (a.) Change the verbs of the following sentences to the passive voice :—
(l.) §ru|er tat man ba§ o|ite SJiafdjhte.
(2.) SKorgen rotrb gritj ba§ gelb pftitgen.
(3.) 93or uiergeBn Sagen Ijat man ba% gelb gepftiigt.
(4.) man BefteUt ben Soben.
(b.) Substitute pronoun and preposition for preposition and noun (or relative) :—
(l.) Sari fpielte im Qarten.
(2.) 2Bir mbgen nidjt ot)ne (Srnft geljen.
(3.) S)a§ ift ber ©tuB,[ auf roetd)er er fajj.
(4.) (Sr eraiitjtte ung oon feiner gtetfe.
(c.) Connect the following sentences by one of the words following each group :—
(l.) 2Bir roaren nidjt ju .fpaufe.    (Sr tarn,    (roenn, a(§, roann).
(2.) $d) fonnte nid)t Bingel)en.    %fy max tranf.    (benn, roeil).
(3.) 6r roar nidjt bort.    @r roar Iiier (afier, fonbern, aUein).
(4.) 3d) fyaBe ilm fennen gelernt.    (Sr tarn fiierBer (nad), nadjbem).
12        5. Translate:—
(1.) I went towards him.
(2.) We saw you coming.
(3.) How long has he been ill?
(4.) It belongs to Charles, my youngest brother.
(5.) He isn't coming before Friday.
(6.) We have found something good.
(7.) I could have gone.
(8.) That is easily done.
(9.) He claims that he has been in London.
(10.) He is said to be very rich.
(11.) You shouldn't have done that.
(12.) I shouldn't like to do that.
20        6. Translate:—
(a.) ,,ltrfel," fagte er, ,,roeuSt bu nod), rote id) vox gefin Sai^ren fortmufjte unb
bid) bat, bu foCtteft fji'tBfd) aufpaffen auf alle unfere lieBen ©dja^e l)ier
oBen ? 3)a antroorteteft bu: 2U6red)t, id) gel)e nidjt roteber Binauf,
gar nidjt,—fein eingige§ Wal, bi§ bu roieber fommft. Unb al§ bu.ba§
gefagt fjatteft, fdjltd) id) midj auf ben 23oben, jog ben@djhtffel aB unb
uerfd)lof3 tfyn in ba§ alte 5)Mt. petite Sftorgen, al§ idj bie 5)3apiere
roeglegen roodte, IjaBe idj ifyn gefunben.—2l6er, roie er in meine £afd)e
gefommen ift—ba§ roeife id) nid)t!"
,,$a, ja!" erroiberte fie jufttmmenb. ,,2(l§ bn fort roarft, rourbe ber
©djtiiffel itBeratt gefudjt. (Snblid) lief) bie 9Jhttterben ©djlofferrufen
unb einen neuen anfertigen. —2I6er, 2ll6red)t," fut)r fie fort, unb
bie Iljranen famen xljx in bie 21ugen, "bu mufjt mid) bod) immer lieB
geijaBt fyaBen, in ber (angen 3eit, roo bu fort geroefen bift unb nidjt§
Don bir haft Ijoren taffen, fonft roarft bu nid)t burd) ben 93acferlaben
gegangen, unb ben ©djlitffel nnb bie Jtrnftalle lidtteft bu aitdj nidjt
eingeftecft!" C 134
Public Schools Report.
1920
Value.
20
,,3>a!' uerfidjerte er aug tieffter UBergeugmtg, ,,aBer id) Bafie e§ felBft
nidjt geroufjt, roenigftenS nid)t, roie feljr id) bid) lieBte!
(b.) (S3 batterte nidjt lange, fo fat) er jemanb, ber fid) miiljfam bie ©trajje
Ijerauffdjleppte; e§ roar inbe§ nidjt fein SBeiB, fonbern ein ©olbat, ein
nod) jungeS, frifdje-3 93lut, aBer mitten burdj bie SBruft gefcboffert. (Sr
ftii^te fid) auf feinen ©dBet unb ftoljnte Bei jebem ©djritt, benn bie
SBitnbe Brannte rote Jeuer. 2ll§ er au§ Jpimmetetljor getangte, fonnte
er nidjt Ijhtein, roeil er feinen .IpimntelSfdjluffel Ijatte. iDa le^nte er
fid) an§ £Ijor, fdjlog bie Slugeit unb gitterte am gangen SeiBe, benn e§
roar feB,r fait, unb ba§ gieBer fdjiittelte i|n.
S)em alten Siirgen tljat ba§ JJerj roelj, roie er iljn fal), unb er badjte: ©anft
5|3etru8 Ijat geroifj oergeffen, bag ber fo fdjnell fterBen rourbe, fonft
Bdtte er it)m einen JpimmelSfdjluffel gefanbt. Senn ein eljrlidjer
©olbat, ber im offenen Jlampfe fddt, gefjort bod) in ben .fpimmel!—
Unb e§ Derhtett fid) audj roirflidj fo : bem iSpimmefepfortner roar e§
gang unb gar entfaHen, bag ber Braoe SriegSmann Beute fterBen
rourbe; er f)at audj immer gar fo Diet gu benfen unb gu forgen !
Translate :—
(«•) Seidjt gu eroBern roar ba§ alte gelfenneft nidjt. 2luf brei ©eiten fiel be*
SBerg fenfredjt aB ; fein giOj rourbe uon bem fdjdumenben gluffe
umfpitlt, unb auf ber nierten ©eite roar ein fefteS ££)or, ba§ eine
23efahung rooljl tagelang nerteibigen fonnte. (Sine 23efatgung ! 3a,
bie hatte fie nid)t. (Sin alter, fdjroadjer 33urgoogt, eine alte tauBe
SJcagb, ba§ roar alle§. (Sinmal badjte fie gu fliehert, aBer roohtrt ?
©ie roufjte ja audj gar nidjt, mo bie feinblidjen Sanben lagerten, ba
Ijatte fie itjnen gerabenroegS in bie..*pdnbe fallen fonnen. ©ie rootlte
urn i£ulfe bitten—aBer men ? ©ie fannte feine 9Kdd)tigen. ©ie
nerfudjte ihren SSater gu Oefidjt gu Befommen— allein ber roar einges
fdjloffen unb gab gar feine Slntroort, fa oft lief) er bie ©peifen
unBeruljrt fteljen, bie fie uor ba§ ©djieBfenfterlein an bie Surmpforte
ftettte.
Unb fo BlieB fie benn unb roartete. 2l6er e§ roar ein anbereS SSarten roie
fritter. 5Dcand)mal ftieg fie auf ben Eurm unb faB, nad) ben 33ergen
IjinuBer, roo fie feme bie-Stitrme einer anbern S3urg falj. ©o lange
bie rufjig unb unangetaftet ftanben, roar ber geinb nodj nidjt im
2lngug.
(b.) Unb bann fam eine (Sntbechtng, bie allem bie $rone auffefete: 9?adj ben
groisen ©ontnterferien roar er in§ 5)3dbagogium eingetreten ; gu SBeiljs
nadjten ftanb itjin gum erftenmal bie ©elegenB/it Beoor, baf) er roteber
gu ben (Sltern nadj .SpauS fommen rourbe.
Wlan entbetfte, ba§ er fid) einen Italenber gemadjt Ijatte.
©o otele Sage, al§ nodj 6i§ gum 23eginn ber. 2Beiljnadjt§ferien roaren, fo
otele fenfredjte ©tridje hatte er auf einen 23ogen papier gefeht.    $eben
2l6enb ftrid) er eine ber fenfredjten Sinien mit einer roageredjten burdj—
roieber ein Sag roeniger.
Unb oom JDcorgen bi§ gum 2lbenb gab e§ fiir itjn nur einen ©ebanten, ba§
er fyeute 2l6enb roieber einen Sag auSftreidjen roiirbe.
Geometry.    (Time, 2% hours.)
(See paper set on this subject for the University Matriculation Examination (Junior).) 11 Geo. 5 Public Schools Report. C 135
Chemistry.    (Time, 2 hours.)
(See paper set on this subject for the University Matriculation Examination (Junior).)
Algebra.    (Time, 2 hours.)
(See paper set on this subject for the University Matriculation Examination (Junior).)
English Literature.    (Time, 3 hours.)
Value.
20        1.   («■)  To what form of poetry does Lycidas belong?
(6.) Write at some length on the characteristic qualities of Milton's poetry as
exemplified in this poem.
(c.) Explain each of the following and tell from what poem each is taken:—
(i.) Or call up him that left half told
The story of Cambuscan bold,
(ii.) Where throngs of knights and barons bold
In weeds of Peace high triumphs hold,
(iii.) In consecrated earth,
And on the holy hearth
The Lars and Lemures moan with midnight plaint.
12       2. (a.) What are the qualities of Mac Fleclcnoe that make it an effective satire?
(6.) Explain:—
He rais'd a mortal to the skies:
She drew an angel down.
16 3.  (a.) What characteristics of the poet Gray are suggested by the Elegy?
(&.) In what ways does this poem suggest the beginning of a new movement in
English poetry?
17 4. The Eve of St. Agnes is "slight in theme, with its characters very lightly drawn,
but full of charm and glowing with colour."
Discuss this criticism.
10       5.  (a.) A light broke in upon my brain,—
It was the carol of a bird.
Give the context, and explain in what way it was a dramatic moment.
(b.) The verse adorn again
Pierce War and faithful Love
And Truth severe—by fairy Fiction drest.
In buskin'd measures move
Pale Grief, and pleasing Pain
With Horror, tyrant of the throbbing breast.
Interpret the above passage.
10       6. "Whoever wishes to attain an English style, familiar but not coarse, and elegant but
not ostentatious, must give his days and nights to the volumes of Addison."
Discuss this pronouncement  of Johnson,  in as far as you can apply  it to the
de Coverley Papers.
15       7. (a.) Prom your reading of Milton in this course, discuss Macaulay's estimation of
his poetry.
(&.) How does Macaulay characterize the Royalists? C 136
Public Schools Report.
1920
Senior Grade.
Value.
20
15
15
15
15
20
Geography'.    (Time, 1% hours.)
[Give diagrams where necessary.]
1. " There are many proofs that the crust of the earth is in movement."    Discuss this
statement and mention the .visible effects of this movement on stratified rocks.
2. Write a short account of the work of Underground Water.
3. What proofs are there that a continental glacier once covered north-eastern America?
4. Describe the ocean currents either of   (a)   the North Atlantic, or   (6)   the North
Pacific.
5. Explain the formation of:    (a) Islands;   (b) mountain passes.
6. Write  on   the  following  topics :   " Ox-bow   cut-off" ;    " weathering'
floor";   "deltas."
" the   ocean
Roman History.    (Time, 2 hours.)
[Answer six questions only.    All questions have the same value.]
1. State the powers or functions of Consuls, Praetors, Plebeian Tribunes, Comitia Centuriata,
Censors.
2. Discuss the character of the Roman people at the beginning of the Republican period, and
state how and by what influences it was modified during the Republican period.
3. Under the following heads tell how Rome became supreme in Italy after the conquest of
Latium :    (a) The nations conquered;  (b) the important battles;  (e) the means by which
Rome maintained her conquests.
4. Outline the disabilities of the plebeians at the beginning of the Republican period, and state
what they gained by (a) the first secession,  (&) the Licinian-Sextian laws.
5. Contrast Rome and Carthage and give an account of the final struggle between these two
nations.
6. Sketch the career of either Marius or Pompey.
7. Give an account of the reign of Augustus under the following heads:    (a) Boundaries of the
Empire;   (b)   object of his military campaigns;   (c)   government;   (d)   social reforms;
.    (e) literary men of the period.
S. Name the various races of barbarians whose invasions caused the fall of the Empire.
Indicate the original home and final settlement of each race, and give a history of any
one of them.
9. Outline the history of Christianity up to the death of Constantine.
Trigonometry.    (Time, 3 hours.)
(See paper set on this subject for the University Matriculation Examination (Senior).) 11 Geo. 5 Public Schools Report. C 137
English Composition.    (Time, 2 hours.)
Write an essay on one of the following subjects:—
(a.) Is This a Vulgar Age?
(6.)  On Reading " the Books of all Time " (" Sesame and Lilies ").
(c.)  Historical Figures in "Henry Esmond."
Algebra.    (Time, 3 hours.)
(See paper set on this subject for the University Matriculation Examination (Senior).)
Latin.    (Time, 3 hours.)
[Note.—Candidates will write on A and D and either B or C]
A.
Value.
12       1. Translate (Pro Lege Manilla) :—
Causa quae sit, videtis:   nunc, quid agendum sit, considerate.    Primum mihi
videtur de genere belli, deinde de magnitudine, turn de imperatore deligendo
esse dicendum.
Genus est belli eius modi, quod maxime vestros animos excitare atque inflammare
ad persequendi studium debeat;   in quo agitur populi Romani gloria quae
vobis a maioribus cum magna in omnibus rebus, turn summa in re militari
tradita est;   agitur salus sociorum atque amicorum, pro qua multa maiores
vestri magna et gravia bella gesserunt;   aguntur certissima populi Romani
vectigalia et maxima, quibus amissis et pacis ornamenta et subsidia  belli
requiretis; aguntur bona multorum civium, quibus est a vobis et ipsorum et
rei publicae causa consulendum.
(a.) Explain the mood of sit and the use of dicendum.
(b.)  Give the principal.parts of deltgendo, requiretis, and consulendum.
12       2. Translate:—
lam vero virtuti Cn. Pompei quae potest oratio par inveniri? Quid est, quod
quisquam aut Mo dignum aut vobis novum aut cuiquam inauditum possit
adferre? Neque enim Mae sunt solae virtutes imperatoriae, quae vulgo
existimantur, labor in negotiis, fortitudo in periculis, industria in agendo,
celeritas in conficiendo, consilium in providendo, quae tanta sunt in hoc uno,
quanto in omnibus reliquis imperatoribus, quos aut vidimus aut audivimus,
non fuerunt. Testis est Italia, quam ille ipse victor L. Sulla huius virtute
et subsidio confessus est liberatam; testis est Sicilia, quam multis undique
cinctam periculis non terrore belli, sed consilii celeritate explicavit.
(a.)  Explain the case of Mo and cuiquam.
(b.) Write short notes on Sulla and Sicilia.   ■
12       3- Translate:—
Quae civitas antea umquam fuit non dico Atheniensium, quae satis late quondam
mare tenuisse dicitur, non Carthaginiensium, qui permultum classe ac
maritimis rebus valuerunt, non Rhodiorum, quorum usque ad nostram
memoriam disciplina navalis et gloria reinansit, quae civitas, inquam, antea
tam tenuis, quae tarn parva insula fuit, quae non portus suos et agros et
aliquam partem regionis atque orae maritimae per se ipsa defenderet? At
hercule aliquot annos continues ante legem Gabiniam ille populus Romanus,
cuius usque ad nostram memoriam  nomen invictum  in navalibus pugnis C 138
Public Schools Report.
1920
Value.
permanserit, magna ac multo maxima parte non modo utilitatis, sed dignitatis atque imperii caruit; nos, quorum maiores Antiochum regem classe
Persemque superarunt omnibusque navalibus pugnis Carthaginienses, homines
in maritimis rebus exercitatissimos paratissimosque, vicerunt, ii nullo in loco
iam praedonibus pares esse poteranms.
(a.) Write short notes on Antiochum and Persem.
12        4. Translate:—
His lacrimis vitam damus, et miserescimus ultro.
Ipse viro primus manicas atque arta levari
vincla iubet Priamus, dictisque ita fatur amicis:
' Quisquis es, amissos hinc iam obliviscere Graios;
noster eris, mihique haec edissere vera roganti:
Quo molem banc immanis equi statuere?    Quis auctor?
Quidve petunt?   Quae religio, aut quae machina belli?
Dixerat.   Ille, dolis instructus et arte Pelasga,
sustulit exutas vinclis ad sidera palmas:
Vos, aeterni ignes, et non violabile vestrum
testor numen' ait ' vos arae ensesque nefandi,
quos fugi, vittaeque deum, quas hostia gessi:
fas mihi Graiorum sacrata resolvere iura,
fas odisse viros, atque omnia, ferre sub auras,
si qua tegunt; teneor patriae nee legibus uliis.
(a.) Give the principal parts of miserescimus, sustulit, and tegunt.
12       5. Translate:—
Talibus Othryadae dictis et numine divom
in flammas et in anna feror, quo tristis Erinys,
quo fremitus vocat et sublatus ad aethera clamor.
Addunt se socios Ripheus et maximus armis
Epytus oblati per lunam Hypanisque Dymasque,
et lateri adglomerant nostro, iuvenisque Coroebus,
Mygdonides:  illis ad Troiam forte idiebus
venerat, insano Cassandrae incensus amore,
et gener auxilinm Priamo Phrygibusque ferebat,
infelix, qui non sponsae praecepta furentis
audierit.
(a.) Make notes on Othryadae, Erinys, and Cassandrae.
(b.)  Scan the 6th line.
12       6. Translate:—
Adparent dirae fades inimicaque Troiae
numina magna deum.
Turn vero omne mihi visum considere in ignis
Ilium et ex imo verti Neptunia Troia;
ac veluti summis antequam in montibus ornum
cum ferro accisam crebrisque bipennibus instant
eruere agricolae certatim,—ilia usque minatur
et tremefacta comam concusso vertice nutat,
volneribus donee paulatim evicta supremum
congemuit, traxitque iugis avolsa ruinam.
Descendo, ac ducente deo fiammam inter et hostis
expedior ;  dant tela locum, flammaeque recednnt.
(a.) What are the reasons given to Aeneas by Venus for the fall of Troy?
(6.)  Decline, in singular and plural, volneribus and deo. "V
11 Geo. 5
Public Schools Report.
Value.
12
12
12
7. Translate:—
Hie mihi nescio quod trepido male numen amicum
confusam eripuit mentein.    Namque avia cursu
dum sequor, et nota excedo regione viarum,
heu, misero coniunx fatone erepta Creusa
substitit, erravitne via, seu lassa resedlt,
incertum;  nee post oculis est reddita nostris.
Nee prius amissam respexi animumque reflexi,
quam tumulum antiquae Cereris sedenique sacratam
venimus;  hie demum collectis omnibus una
defuit, et comites natumque virumque fefellit.
(a.) Scan the 4th line.
C.
8. Translate:—
Iam satis terris nivis atque dirae
grandinis misit pater et rubente
dextera sacras iaculatus arces
terruit urbem,
terruit gentis, grave ne rediret
saeculum Pyrrhae nova monstra questae,
omne cum Proteus pecus egit altos
visere montis,
piscium et summa genus haesit ulmo,
nota quae sedes f uerat columbis,
et superiecto pavidae natarunt
aequore dainmae.
vidimus flavum Tiberim retortis
litore Etrusco violenter undis
ire deiectum monumenta regis
templaque Vestae,
Iliae dum se nimium querenti
iactat ultorem, vagus et sinistra
labititr ripa love non probante
uxorius amnis.
(a.) What thought does Horace wish to convey in this ode and to whom is it
addressed?
(6.) Scan the first stanza.
9. Translate:—
Mercuri, facunde nepos Atlantis,
qui feros cultus hominum recentum
voce formasti catus et decorae
more palaestrae,
te canam, magni Iovis et deorum
nuntium curvaeque lyrae parentem,
callidum quicquid placuit iocoso
condere furto.
te, boves olim nisi reddidisses
per dolum amotas, puerum minaci
voce dum terret, viduus pharetra
rlsit Apollo.
quin et Atridas duce te superbos
Ilio dives Priamus relicto
Thessalosque ignis et iniqua Troiae
castra fefellit.
(a.) Explain the significance of nepos Atlantis, viduus pharetra risit Apollo. C 140
Public Schools Report.
1920
Value.
12     10. Translate:—
at vulgus infidum et meretrix retro
periura eedit, diffugiunt cadis
cum faece siccatis amici,
ferre iugum pariter dolosi.
serves iturum Caesarem in ultimos
orbis Britannos et iuveiium recens
examen Eois timendum
partibus Oeeanoque rubro.
eheu, cicatricum et sceleris pudet
fratrumque.   quid nos dura refugimus
aetas? quid intactum nefasti
liquimus? unde manum iuventus
metu deorum continuit? quibus
pepercit aris?  o utinam nova
incude diflingas retunsum in
Massagetas Arabasque ferrum.
(a.) Make notes on recens examen and sceleris fratrum.
12     U- Translate:—
namque me silva lupus in Sabina,
dum meam canto Lalagen et ultra
terminum curis vagor expeditis,
fugit inermem,
quale portentum neque militaris
Daunias latis alit aesculetis
nee Iubae tellus generat, leonum
arida nutrix.
pone me pigris ubi nulla campis
arbor aestiva recreatur aura,
quod latus mundi nebulae malusque
luppiter urget;
pone sub curru nimium propinqui
solis, in terra domibus negata:
dulce ridentem Lalagen amabo,
dulce loquentem.
(a.)  Scan the first stanza.
D.
16      12. Translate into Latin :—
(a.) If you examine what has been done by Cneius Pompeius in all parts of the
Roman state, you must grant that he is capable of undertaking any
responsibility and carrying on the most important war successfully.
(b.) After the troops had been led into winter-quarters, the general determined
to send out spies to find out in what part of the forest the enemy had
hid their supplies.
(c.) Although the Britons fought bravely, they were unable to resist the disciplined valor of the Roman army, and after several battles they sent
ambassadors to ask for peace and to promise to surrender to the
Romans.
(d.) The Greeks having captured Troy by means of the wooden horse, burned
the city and slaughtered the inhabitants; Aeneas, however, escaping
through the midst of the foe, set sail and arrived at Carthage. 11 Geo. 5
Public Schools Report.
C 141
Geometry.    (Time, 3 hours.)
1. The areas of similar triangles are proportional to the squares on corresponding sides.
2. On a side of given length to draw a figure similar to a given rectilineal figure.
Value.
10
10
10
10
10
13
13
12
12
3. If the vertical angle of a triangle is bisected by a straight line which cuts the base,
the rectangle contained by the sides of the triangle is equal to the rectangle
contained by the segments of the base, together with the square on the straight
line which bisects the angle.
4. If two straight lines are parallel, and if one of them is perpendicular to a plane,
then the other is also perpendicular to the same plane.
5. In a trihedral angle the sum of any two of the face-angles is greater than the third.
6. Through the intersection  of two circles draw the greatest possible straight line
terminated by the two circumferences.
7. Construct the triangle, having given the vertical angle, one of the sides containing it
and the length of the perpendicular from the vertex to the base.
8. Draw a circle to pass through two given points A and B and to touch a given circle.
Show that there are in general two solutions.
9. (a.) What is meant by pole and polar with respect to a given circle?
(6.) Prove that the polar of an external point with respect to a given circle is the
chord of contact of tangents drawn from the given point to the circle.
German.    (Time, 3 hours.)
5 1.  Rewrite the following sentences in the passive :—
(«■•) S)er Dtegen madjt ben 93oben frudjtBar.
(b.) (gegen (Snbe 2Cftdrg Bereitet man ba§ gelb fur bie ©aat.
(o.) SriUjer tat man ba§ olme 9Jcafdjine.
(d.) S)a§ Sdjledjte SBetter roirb bie 2lr6eit oerljinbern.
(e.) SOtein 23ater fiat eg letgte ffiodje getan.
5 2. (a.) Change the following sentences to indirect speech :—
<5r §agte, ,,3dj Bin ntiibe."
(Sr fragte midj ,,©inb ©ie franf" ?
3)er Offigier Sagte, ,,3d) roerbe bie (Sinlabung anneljmen."
(Sr Sagte, ,,^d) roerbe ben ©djeif toten, roemt ber Soroe unangeneljm roirb.
10 (b.) Change   the   verbs in  the following sentence to (1) third person present
indicative and (2) third person perfect indicative :—
(Sr einfteigen in bie ®rofdjfe unb abfaljren.
S)er fiutfdjer aBfetgen ib,n am $alai§.
£>er Offigier hintergehert ben Jtutfdjer.
S)er JJaifer oerfpredjett e§ iljm.
5 3.  (a.) Translate :—
(1.) He was not able to play.
(2.) He had it sent to me.
(3.) I should like to go but I am not permitted to go.
(4.) He shouldn't do it, even if he could. C 142
Public Schools Report.
1920
Value.
5
20
8
4
(b.) Translate :—  .
(1.) He is not coming until Friday.
(2.) Will you have another cup of tea 1
(3.) Do come in.
(4.) I have been here for a week.
(5.) I am sure you are tired.
4. Translate :—
(1.) Goethe died in Weimar on the twenty-second of March, eighteen  hundred and thirty-two.
(2.) We get up in the morning at half-past seven and go to school at a
quarter to nine.
(3.) That is not your book, it is mine ; please give it to me.
(4.) There are many men, whom I would not like to know.
(5.) Throw that paper in the brown waste basket under the table.
(6-.) This large boy writes better than his brother, but that small girl writes
best of all.
,        (7.) If I had had money enough, I should have bought that pretty house.
(8.) I ordered ten pounds of sugar at fifteen cents a pound and two dozen
eggs at fifty cents a dozen.
(9.) I picked out the hat I liked best.
(10.) We stayed at home yesterday to receive you, but you did not come.
5. Translate :—
(*•) //3a/ @'e tjaBen ridjtig BeoBadjtet. $Dcandje benfen, gu Diet- Unfere Dtegier=
ung forgt baftir meljr alg bie alter anberen Sdnber, glauBe idj. 3um
23eifpiel oerfidjert fie bie 2lr6eiter gegen Unfalt, jtranfljeit unb Sob.
®ie Serfidjerten unb 2trBeitge6er Begatjlen je eine .Spdlfte ber $ramie,
unb bag 9teid) gu jeber 9tente einen gufdjuf; non 50 9Jc. (S§ ift ein
fei)r guteg SOcittel gegen bie 2trmut. ©anu fonnte idj and) errodljnen,
bafj eine grof)e 2l6teilung ber 5Poltgei bie 5p,rioatt)aufer unterfudjt,
Beoor eingegogen toerben barf. S>a§ <Spau§ barf nur fo unb fo tjod)
fein ; in jebem dimmer muf) fo unb fo titel Sidjt fein. S)ie guPoben
miiffen nad) Sorfdjrift gelegt roerben, u. f. ro., it. f. ro."
(b.) 3)ie Heine ©efeltfdjaft ftanb in einer ©aterie unb fal) ben grofjen leeren
©itgunggfaal an, benn bie 9Jtorgenfi^ung roar fdjon noritBer. S)er
giiljrer beutete mit bem ginger auf bie Ijoljeren 5{$la|e, roo ber 23unb;
egrat fifet, bann auf bie 5piattform beg Steidjgtaggprdfibenten. 3um
©djluffe fagte er: ,,2)ort linfg fitgen bie ©ogialbemofraten, neben
iljnen bie liBeralen 5parteien, in ber Wlitte bie J?attjolifen, unb redjtg
Ijabeu bie Sonferuatioen ifjre 5pidhe. ®ag ift alte§, roag idj Ijeute
geigen fann, meine .Sperrfdjaften.    (S§ ift fdjon nad) elf."
6- SSefdjreiBen ©ie bie ©efyenSrourbigfeiteu 23erliug.
7.  Translate :—
(a.) (Sin funger 23auer, mit bem eg in ber Sffiirtfdjaft nidjt redjt oorrodrtg ge^en
roollte, faf; auf feinem 5)Sfluge unb ruB,te einen 2lugenBlicf aug, uin fidj
ben ©djroeiB nom Slngeftdjte gu roifdjen. 2>a fam.eine alte .Spere
DorBeigefdjlidjen unb rief itjm gu : ,,233a§ plagft bu bid) unb Bringft'g
bodj gu nidjtg? ®eB/ groei Sage lang gerabe aug, Big bu an eine
grofee Sanne tommjt, bie frei im SBalbe ftet)t unb alle anberen 33aume
iiberragt.    SBenn bu fie umfdjldgft, ift bein ©tiicf gemadjt." -
11 Geo. 5 Public Schools Report. C 143
Value.
4 (b.) 2llg fie jebodj uor bem 2lltare ftanben, unb bie 9tinge roedjfeln follten, oer;
gafj lOeino, b'afj iljm bie redjte i^sanb feljlte, unb er ftrecfte bent ^riefter
ben ©tumpf B,in. 2>a gefdjalj ein SSunber ; benn alg ber ^riefter ben
©tuntpf Bertiljrte, roudjg aug ifym eine neue .Spaub Ijeroor, roie eine
roeijje 23lunte uug einent Braunen 2lft. 2l6er um bag .'panbgelenf lief
ein feiner roter ©treif, fdjmat roie ein gaben Ijerum. S)en Beljielt er
fein gangeg SeBen.
8        8. Translate :—
(1.) In a beautiful valley in Germany there once lived a youth by the name
of George, who always seemed to be dreaming.
(2.) He was not at all like the other people in the valley, who were quite
ordinary human-beings.
(3.) When the stars twinkled, they only thought of the cold weather, and
wondered if their potatoes would freeze.
(4.) One night he dreamt of a golden swing, that hung down from the sky
by two silver ropes, in which was seated a beautiful princess, who
threw down a rose to him.
(5.) When he awoke, he found a lovely large bunch-of-roses lying beside
him.
(6.) After he had dreamt this dream two or three times, he thought there
must be some truth in it; so he set out to look for the princess.
6 9. Translate :—
33olg. SBenn mir gerabe jeht etroag 2Inbereg ndtjer ift alg Sadjen, fo ift bag nur
eine ooriiBergetjenbe S3ogtjeit meiner ©eele. 3fd) felje mid) boppelt, roie ein
melandjolidjer .jpodjldnber. SOtit 3>ljnen tritt meine lange glMidje Sinber«
geit leibt)aftig nor meine 2lugen ; 2llleg, roag fie non greube unb ©djmerg
geBradjt, fiiljle id) fo leBIjaft roieber, alg roare id) nod) ber einft fiir ©ie
auf 2lBenteuer in ben Sffialb gog unb 3totljtef)ldjen fing Unb bodj ift bie
fdjbne @eftalt, roeldje id) oor mir fet)e, non ber ©efpielin fo oerfdjieben, bajj
id) merfe, eg ift nur ein holber Sraum, ben idj trdume.— $t)Xt 2lugen
gldngen fo freunblid) roie fonft, aber—(fid) leidjt nerneigenb) idj fiaBe faum
nodj ba§ Otedjt, an alte Srdume gu benfen.
10       10. SefdjreiBen ©ie bie SBaljl in ben Sourualiften.
French.    (Time, 3 hours.)
8       1. Substitute the correct tense and mood form for the italicized infinitives :—
(1.) S'il (savoir) bien chanter, je l'lnviterais plus souvent. (2.) Quand il
(venir) nous le lui dirons. (3.) Son pdre dgsirait qu'il (obtenir) un bon
prix. (4.) Ce n'est peut-gtre pas vrai; je ne (savoir) le croire. (5.) II
faudra que vous (etre) chez nous a trois heures. (6.) Je doutais qu'il (6tre)
parti. (7.) Ordonnez qu'il (appeler) les autres. (S.) II restera a moins
qu'il ne (vouloir) pas nous voir.
10       2. Supply the correct form of the past participle:—
(1.) Quelles sont les langues que vous avez (Mudier). (2.) Voici la viande.
J'en ai (acheter) deux livres. (3.) Ou sont les choses que vous nous-
avez (apporter)l (4.) Elles s'en sont (souvenir). (5.) Que serions-nous
(devenir)t (6.) lis se sont (laver) les mains. (7.) Quelque chose est
(tomber). (S.) Laquelle des dames a-t-il (voir)'! (9.) Quelle belle journee
il a (faire) !    (10.) Voila la dame que j'ai (entendre) chanter. Value.
7
10
10
10
20
3. Supply the correct past tense:—
La lecon finie, on (passer) a. l'ecriture. On ne (entendre) que le grincement des
plumes sur le papier. Un moment, des hannetons (entrer) ; mais personne
n'y (faire) attention, pas meme les tous petits. Sur la toiture de l'ecole,
des pigeons (roucouler) tout bas. De temps en temps quand je (lever) les
yeux de dessus ma page, je (voir) M. Hamel immobile dans sa chaire.
4. Translate:—
(1.) Perhaps he is right. (2.) He is richer than I thought. (3.) Think' of it,
my son. (4.) Xou and I believe it. (5.) My uncle has just arrived. (6.) It
isn't easy to speak French well. (7.) Hence my friend had spoken to them.
(8.) He had been in Paris three months. (9.) Where are you going—to
France or Canada?    (10.)  Here is something good.
5. Translate:—
Et moi qui savais a peine ecrire! Je n'apprendrais done jamais! II faudrait
done en rester 1st! Comme je m'en voulais maintenant du temps perdu, des
classes manquees a courir les nids ou a faire des glissades sur la Saar!
Mes livres que tout a. l'heure encore je trouvais si ennuyeux, si lourds a
porter, ma grammaire, mon histoire sainte, me semblaient de vieux amis qui
me feraient beaucoup de peine a. quitter. C'est comme M. Hamel. L'idee
qu'il allait partir, que je ne le verrais plus, me faisait oublier les punitions,
les coups de regie.
6. Translate:—
On contintia de marcher sous routes voiles, et par un temps trSs frais, de sorte
que, le lendemain 28, on doubla le cap Corse. Ce jour encore, on reconnut
un batiment de guerre de 74, au large, et se dirigeant sur Bastia; mais
celui-lii. ne causa aucune inquietude; des le premier moment, on reconnut
qu'il n'avait point de mauvaises intentions. ,
Avant de quitter Pile d'Elbe, Napoleon avait rfidige deux proclamations; mais,
lorsqu'il voulut les faire mettre au net, personne, pas m6me lui, ne les put
dechiffrer, il les jeta alors a la mer et en dicta aussitet deux autres, l'une
adressfie a l'armee, l'autre au peuple frangais; tous ceux qui savaient ecrire
furent aussitet transformers en secretaires, tout devint pupitre, tambours,
bancs, bonnets, et chacun se mit a l'ouvrage. Au milieu de ce travail, on
apercut les cotes d'Antilles:   elles furent saluees par des cris d'enthouslasme.
7. Translate:—
(a.) DSs cet instant commenga pour moi un supplice dont 1'esprit humain ne
saurait se faire aucune idee. Chacun sait ou devine ce que peut Stre
une prison; mais essayez de vous figurer une prison vivante et ambu-
lante, dont les quatre murs vont et viennent, s'ecartent et se rapprochent,
tournent et retournent, se frottent les mains, se grattent, se monchent,
se seeouent, se demenent, et fixent obstinement huit grands yeux noirs
sur le prisonnier! J'essayai de la promenade: mon cachot a huit
pattes regla son pas sur le mien. Je poussai jusqu'aux frontiSres du
camp: les deux hommes qui me precedaient s'arreterent court, e.t je
donnai du nez contre leurs uniformes.
(6.) He told me that, if this were the case, he would send me back to Athens
with a letter to Mrs. Simon's brother, but if I wanted to spend a few
days on the mountains, he w7ould offer me hospitality. I answered that
I w-ould accept his hospitality on the condition that he gave me back
my box, which served to hold the plants that I gathered. -
11 Geo. 5 Public Schools Report. C 14S
Value.
25        8. Write in French a short account of one-of the following subjects :—
(a.) The Last Days of Napoleon.
(6.)  The Return of Tistet Aredene.
(c.) The Death of Colonel Jouve.
Greek.    (Time, 3 hours.)
13 1.  Translate:—
rrjv Si HXXrjvtKrjv Svvapiv rjdpoi^ev d>s pdXurTO. eSvvaTO eTri-Kpvir-Topevo<s, ottois oti.
dirapaaKevoTaTov Xdfioi /3a<riXea. &Se ovv eiroielro Tirv crvXXoyrjv. oVocras
et\e (pvXaKa.'s ev rats 7roAto"i, irap-qyyeiXe rots <ppovpap^oi<s eicaoTois Xap/3dvecv
avSpas TLeXoTTOvvno'Lovi on vrAeicrrous Kal f$eXTicrTov<s, (os eiri-povXevovTos
Tio-o-atpepvov; tous iroXeoi. Kal yap rjtjav al 'ItoviKal 7roA«s Ticrcratpepvovs
to dpyaiov, Ik j3acriXeois SeSopevai., tots S' dcp-etcryKecav 7rpos YLvpov 7rao-at
ttXtjv l^llXiJTOV.
(a.) Account for the case of emfiovXevovTos; the mood of Xdfioi,.
(b.) Write a note on the phrases, on dwapavKevoTaTov, &s errifiovXevovTO'S.
(e.) Why has (3ao-iXea no article 1
30        2. Translate:—
eis Se Si) elire, irpoo'-Troiovpevos virevSeiv o>s Ta-^una iropevecrdaL eis ttt/v 'EXXdSa,
CTTpaTriyov'i piv eXe<rdai aXXovs (5>s Ta^jo-ra, el pr) fiovXeTai KAiap^os dw-
dyeiv to. S' kiriTrpSeui, dyopd(e<rQai (?) S' dyopd fjv ev tu> /3ap/3apiK<]> o-TpaTe-
vpaTi), Kal o-v-Kevd^evOai- eXBovTas Se Kvpov alreiv 7rA.ota, d>s a7ro-?TAeotei'.
edv Se pr) SiSin Taijra, r)yepova a'nelv Kvpov, 6'0-rts Sid (piXlas t?)s j^wpas drr-
a£er eav Se pi)Si r)yepdva SiSiji, <rvv-Td.TTe<rdo.i ttiv Tayj,inr)v, rreptpai Si Kal
itpo-Ka.TuXr)\pop'evovi to. aKpa, 6'ttojs pr) </>#do-<ixri pr'jTe Kijpos pr')Te ol FLIXiKes
Ka.Ta-Xaf36vTe<s, &v TroXXovs Kal woXXd ^prjpaTa e\opev dv-rjpwaKOTes.
(a.) Account for the mood of eXeo-Qai, djroirXeoiev, Si'Saj.
(6.) Write the principal parts of eXetrOai, eXOovTas, SiSto, irepipai., <p6d<rwo-i.
(c.)  Remark   upon   the voice   of   eXeo-Qai; the tense of  TtpoKaTaXrixpopevovs; the
construction with cpOdo-mai; the person of eyopev.
17        3. Translate:—
evOa Sr) Kt'pos Setcras pr) birurvev yevopevos KaTa-Koipr) to EXXtivlkov eXavvei dv-
TW Kal epL-fiaXwv <rvv tois e^aKocriots vlko, tovs irpoj /3acri.Xe<j>s TeTaypevovs
Kai ei<s (pvyrrv eTpe\pe tous e^aKio-^iXlovs, Kal diro-KTeivai X'eyeTai avTos Trj
eavTov \eipi 'ApTayepo-r)V TOV dp^ovra aij-nw. (oj S' r) Tpoirr) ey'eveTO, Sta-
o-jreipovTai Kaiol Kupou e^aKowioi el<s to SiuyKeiv opp-qaavTes, 7rXr>v Trdvv oXlyoi,
dp<f>  avTov KaT-eXeicpdriaav, cr^eSbi' ol OpoTpdwe^oi KaXovpevoi.
(a.) Remark upon the mood of KaTaKoxJ/y.
(b.) Write the principal parts of Seio-as, eXavvei, eTpeipe, KaTeXei<f>di)uav.
15 4.  Translate :—
eFTaij^a Si-eo-yjav dXXijXoyv fiaaiXevs Te Kal ol "EXX-qves i>s TpiaKOVTa o-TaSia, ol
pev Sio')KOVTe<s tov<s Kad' avTov<s (is 7rai'Tas VuKWVTes, ol Si qpird^ovTes i><s r)Sr)
travTa viKb>VTe<s. eirel S' yo'dovTO ol piv"EXX7]ve*j oti fiao'iXev'i crvy tco crTpa-
TevpaTi ev toi<s o-Kevo<f>6poi<s eir), [3airiXev<s S' av rJKovo-e T'Lo-vafyepvows on ot
"EAAiives viKwev to Kad' aiiTovs Kal els to Trpoadev olyovTai, SuoKovTes, evTavOa
Sr) pao-iXevs piv ddpoi^ei Te tovs eavTov Kal o'W-TaTTeTai, 6 Se KAeapvos
eftovXevero YLpoj^evov KaXeo-as (7rXi)o-iaLTaTos yap f)v), el Tr'epTcoiiv Turns r)
iravTes loiev eirl to o"TpaT07re8oi' dprj^ovres*
(a.) Account for the case of Tivaacpepvovs ■ the mood of viKwev, toiev.
10 C 146
Public Schools Report.
1920
Value.
11
14
5. Translate:—
o Se Sr) eypa^a oti /3acriAeeiJS e£-eirXdyrj Trj ecpoSto, T<j)Se SrjXov rjv. Trj pev yap
Trpo&dev r)pepa rrepTTinv to. 07rAa irapa-StSoVat eKeXeve, TOTe Se dpa rjXioi ava-
TtXXovTi KrjpvKas eirepipe rrepi atrovS^iv. ol S' exei fjXOov irpbs tov<s 7rpoc/>i)AaKas.
efyjrovv tovi ap^oi/Tas. eVetS?) Se aTT-r'iyyeXXov ot rrpocpvXaKe's, KAeap^os
tv)((i)iv tot£ Tas Ta^ets tTrurKonrmv etVe Tots itpoipvXa^i KeAetietv tous /cr/pu/cas
irepi-peveiv d^pi dv trvoAacrn
(a.) Parse o, TwSe, o-ji/o Acton?.
6. Translate :—
errel Se o"K07roiv ov Svvapai ovTe ce aiirvetjOai ireipiapevov ??p.as KaKtos TTotetv eym Te
o-acpHoS otSa 6Vt rjpeis ye ot'Se eiri-voovpev tolovtov OvSev, e'So£e /tot ets A.oyous
o-ot eXOeiv, ojtoos et SvvalpeOa e^-eXoLpev aXXr)Xu>v Tqv airio-nav. /cat yap
ofSa dvOpunrovs rjSii totjs pev Ik Sta/3oA.->)s toijs Se Kat e£ viro\pLa<;,, ot, cpopri-
devTes dXXqXovs, <f>6dcrai fiovXopevoi irplv wadeiv, eTrolrjcrav dvr'jKeaTa KaKa
tovi ovTe peXXovTas ovt' dv /3ovXopevovs tolovtov ovSev.
(a.) Account for the case of KaKa, toijs peXXovTas;   the mood of ireipwpevov, Svvaip-
English Literature.    (Time, 3 hours.)
14       1. " Prose, then, in the time of James, Charles I., and of the Commonwealth, had largely
developed its powers."—Stopford Brooke.
Name the principal prose writers of this period and a book or two by each.
14 2. Keeping in mind Stopford Brooke's account of Shelley and especially your own study
of " Adonais," write on the characteristics of Shelley's poetry.
15 3.   (a.)  In  what  ways   do   "The   Rape  of   the   Lock"   and  Wordsworth's   "Ode   on
Immortality" illustrate the literary periods to which they belong?
(6.)  What foundation in experience has the " Ode on Immortality" ?
15        4.   (a.) What are the best touches in Burns's description of the cotter's Saturday night?
(6.)  "He  [Burns]  did the same work in Scotland in 17S6 which Crabbe began in
England in  1783,  and Cowper  in 1785."—Stopford Brooke.    Explain  this
statement.
14 5. Show that Ruskin writes on economic questions from a certain characteristic point
of view.
14 6. Examine the characterization in " Silas Marner " in order to disclose a principle that
contributes to the unity of thought of the novel; in other words, find harmony
of representation in the diversity of character.
14       7. How does Thackeray make Henry Esmond's marriage to Lady Castl'ewood plausible? 11 Geo. 5
Public Schools Report.
C 147
Value.
20
20
Physical Science.    (Time, 1% hours.)
1. (a.) Write out in full a law regarding the transmission of pressure in fluids.
(6.) The diameter of the plunger of a hydraulic (sometimes called a hydrostatic)
press is 3 inches; the diameter of the large piston is 24 inches. What
force on the plunger will support a weight of 1,920 lb. on the press?
(c.) When the barometer stands at SO cm. the volume of a mass of gas is 380 c.c.
If the temperature remains constant, what volume would it occupy at
standard pressure?
2. (a.) The temperature of twro bodies, the level of a liquid, and the potential of two
points in an electric circuit are said to be analogous.    Explain fully what
is meant.
(6.) Show that there are two kinds of electrification and explain how each kind
may be produced.
3. (a.)  State two methods of producing cold artificially and discuss why in each case
the temperature is lowered?
(6.)  What do you understand by Absolute Zero?
4. (a.) What is a Voltaic Cell?    What is meant by Local action, Polarization, Open-
circuit cells?
(b.) Describe in detail a cell which is adapted to closed-circuit work.
5. (a.) Name and define the absolute units of force and of work, used in the metric
system.
(6.)  How many kilogrammeters of Kinetic energy does a  body  of 750 gm.  mass
acquire in falling freely 4 seconds?
(c.) How far will a 3-h.p. engine raise 2,000 lbs. in 10 seconds?
20
20
20 C 148
Public Schools Report.
1920
Senior Academic  Grade.
Latin.    (Time, 3 hours.)
Value.
14
1. Translate:—
12
12
Ille et nefasto te posuit die,
quieumque primuni, et sacrilega manti
produxit, arbos, in nepotum
perniciem opprobriumque pagi;
ilium et parentis erediderim sui
fregisse cervicem et penetralia
sparsisse nocturno cruore
hospitis;   ille venena Colcha
et quicquid usquam concipitur nefas
tractavit, agro qui statuit meo
te, triste lignum, te caducum
in domini caput immerentis.
quid quisque vitet, numquam homini satis
cautum est in horas.    TUwU&'Bosphorum
Thynus perhorrescit neque ultra
caeca timet aliunde fata,
miles sagittas et eelerein fugam
Parthi, catenas Parthus et Italum
robur:  sed improvisa leti
vis rapuit rapietque gentis.
(a.) Explain the mood of erediderim and vitet.
(b.) Make notes on venena Colcha, Bosphorwm, and Parthus.
2. Translate:—
Non usitata nee tenui ferar
pinna biformis per liquidum aethera
vates, neque in terris morabor
longitis, invidiaque maior
urbes relinquam.    non ego pauperum
sanguis parentum, non ego quern vocas,
dilecte Maecenas, obibo
nee Stygia cohibebor unda.
iam iam residunt cruribus asperae
pelles et album mutor in alitem
superne nascunturque leves
per digitos umerosque plumae.
(a.) Explain the meaning implied in invidiaque maior and quern vocas.
(6.) What does Horace foretell in this ode?
3. Translate:—
dulce et decorum est pro palria mori:
mors et fugacem persequitur virum
nee parcit imbellis iuventae
poplitibus timidove tergo.
virtus repulsae nescia sordidae
intaminatis fulget honoribus
nee sutnit aut ponit securis
arbitrio popularis aurae.
(a.)  Scan the first stanza.
(0.) Make notes on the phrase sumit aut ponit securis. .
11 Geo. 5 Public Schools Report. • C 149
Value.
12       4. Translate:—
Intactis opulentior
thesauris Arabum et divitis Indiae,
caementis licet occupes
. Tyrrhenum omne tuis et mare sublicis,
si figit'adamantinos
summis verticibus dira Necessitas
clavos, non animum metu,
non mortis laqueis expedies caput,
campestres melius Scythae,
quorum plaustra vagas rite trahunt domos,
vivunt et rigid! Getae,
immetata quibus iugera liberas
. fruges et Cererem ferunt,
nee cultura placet longior annua,
defunctumque laboribus
aequali recreat sorte vicarius.
(a.) What abuse does Horace attack in this ode?
8        5. Translate :—
Exegi monumentum aere perennius
regalique situ pyramidum altius, »
quod non imber edax, non Aquilo impotens
possit diruere aut innumerabilis
annorum series et fuga temporum.
non omnis moriar, multaque pars mei
vitabit Libitinam:
(a.) Make notes on Aquilo and Libitinam.
10       0. Translate:—
Praeerat tunc Britanniae Vettius Bolanus placidius quam feroci provincia dignum
est. Temperavit Agricola vim suam ardoremque compescuit, ne incresceret,
peritus obsequi eruditusque utilia honestis miscere. Brevi deinde Britannia
consularem Petilium Cerialem accepit. Habuerunt virtutes spatium exem-
plorum, sed primo Cerialis labores modo et discrimina, mox et gloriam
conmunicabat: saepe parti exercitus in experimentum, aliquando maioribus
copiis ex evenfu praefecit. Nee Agricola umquam in suam famam gestis
exsultavit: ad auctorem ac ducem ut minister fortunam referebat. Ita
virtute in obsequendo, verecundia in praedicando extra invidiam nee extra
gloriam erat.
(a.)  Explain the case of provincia, exemplorum, and copiis.
10       "<■ Translate:—'
' Quotiens causas belli et necessitatem nostram intueor, magnus mihi animus est
hodiernum diem consensumque vestrum initium libertatis toti Britanniae fore;
nam et universi servittttis expertes et nullae ultra terrae ac ne mare quidem
securum, inminente nobis classe Romana. Ita proelium atque arma quae
fortibus honesta, eadem etiam ignavis tutissima sunt. Priores pugnae, quibus
adversus Romanos varia fortuna certatum est, spem ac suhsidium in nostris
manibus habebant, quia nobilissimi totius Britanniae eoque in ipsis pene-
tralibus siti nee servientium litora adspicientes, oculos quoque a contactu
dominationis inviolatos habebamus.
(a.) Tell what you know of the man who is speaking here.
8       8. Translate :—
Tu  vero felix,  Agricola,  non  vitae  tantum  claritate,   sed  etiam  opportunitate
mortis. . Ut perhibent qui interfuerunt novissimis sermonibus tuis, constans C 150
Public Schools Report.
1920
Value.
14
et libens fatum excepisti, tamquam pro virili portione innocentiam principi
donares.    Sed mihi filiaeque eius praeter acerbitatem parentis erepti auget
maestitiam,   quod   adsidere   valetudini,   fovere   deficientem,   satiari   vultu
complexuque non contigit.
(a.) To what conditions in the state does Tacitus here refer?
9. Translate into Latin :—
(a.) For seven years, fellow soldiers, you have waged successful warfare under
the auspices of the Roman imperium. By your patience and energy
you have conquered, not only a brave enemy, but also nature herself.
When marshes, mountains, and rivers wearied you, I have heard you
exclaim, " When shall we be brought face to face with the enemy? "
(6.) That same summer a cohort of the Usipi, which had been raised in Germany,
killed their officers and put to sea in an attempt to reach the continent.
(c.) If Agricola had not been recalled through the jealousy of Domitian, he
would have brought all Britain under the power of Rome.
German.    (Time, 3 hours.)
10 1. Translate :—
2)a§ im (Scfart'fdjeu .fpauS atteg in greube fdjroamm, uerftebt fidj Don felBft
©te 3Kutter begann al§balb ein geroaltigeS Stumoren in alien Ledums
• lidjfeiten. ®ie atten 9cupaumfdjrdnte rourben geoffnet unb eine ©eneral;
mufterung itBer Seinen, Sifdjgeug unb bergteidjen S)inge geljalten. ®ie
3immer beg oBern ©todroerfg rourben gereinigt, geroeif?t unb tapegiert.
2ludj tonnte man bag ©Iternpaar feljen, roie eg bie 9taume groifdjen ben
genftern ma§, urn bie @r6§e ber tjier anguBringenben Spiegel, Sifdjdjen
unb JSonfolen gu Beftimmen, unb .Jperr (Scfart fdjrodngte guroeilen, roag
fonft nie norEam, feine 2lr6eitgftunben, urn mit feiner ©attin bie 9Jtagagine
ber SDcoBel unb 5porgellanIjanbler gu burdjftreifen. ®enn je|t gait eg, ber
£angleirdtin gu geigen roag bag .Spang (Scfart leiften tonne.	
15        2. (a.) 93ed)rei6en ©ie ben gljarafter beg Sjexxn ©dart.
10 (6.) Discus the Social Situation pictured in Baumbach's Schwiegersohn.
10        3. Translate :—
SJiarglanb (con linfg, erregt).    $dj roeif) nidjt metjr, roo mir ber JSopf ftefit—
roillft bu audj etroag oon mir ?
SRacbonatb.    %a, id) Bin bein alter greunb—idj mill bir einen guteu 9tat ge;
Ben.—.Sperr DtoBert, bein 33i6liotl;etar —
9Jcarflanb.    3ft ein gang famofer SJcenfdj.
3(a — aber roeifjt bu — fdjide iljn roeg.
SBag?
grage  mid)   nidjt, roarunt — roegtjalb — idj fage bir  fein  SBort
SDcacbonalb.
2Jcarflanb.
SJcacbonalb.
roeiter.
SKarglanb.    9ca, ba tjort bod) alleg auf!
SRacbonalb.    @ei nur nidjt fo tieftig, roag gieBt'g benn ?
SDcarlanb. SDceine Sodjter roitt nadj $talien retfen — fagt mir nidjt, roe§BaI6 —
mein Sceffe mill ®elb IjaBen, fagt mir nidjt, roogu — eBen ergdfjlt mir 3>ot)tt,
bie alte ©aral; Ijatte einen SKenfdjen Ijier im .fpaufe nerftedt, fagt mir nidjt,
roo — 9Jcr. ©iBfon ift fort—fagte mir nidjt, rool)in — na, ift benn bag
nodj nidjt genug ? ■
11 Geo. 5 Public Schools Report. C 151
SRacbonalb (bei ©eite).    2ttle SBetter, ber 93erftecEte ift ja ntein Sfteffe!
3JJarflanb. $n meinent .Spaufe ging atleg immer orbentlidj her unb jefet — biefe
Jtonfufion—aBer idj fdjaffe Orbnung — nerlah bidj barauf. (©arafj
fontmt con lintg mit einem Stoxhc, in bent (Sfjroaren finb.)
15 4. Translate :—
l ■   .Speute rebe idj iBm ing ©eroiffen.
(2.) 2Bag fdttt Stmen ein ?
(3.) S>ag Ijeifjt fdjnell geu« gefangen.
(4.) 3dj tjaBe mir etroag fd)5ne§ eingeBrodt-
(5.) SBolten ©ie midj gum Beften fjaBen ?
(6.) ©ang nadj SSelieBen.
(7.) @r geniert fid) fa nidjt.
(8.) S)ag roirb fid) finben.
(9.) 3dj IjaBe bag SeBen auf bie leidjte 2ld)fel genommen.
(10.) Mix fteljt ber 23erftanb ftilt.
5. Translate :—
10 (a.) 2l(leg erinnerte mid) an ©eban, obgleid) in tnel grofjerem SOtafjftaBe; bi3
enge ©trafje roar mit roaffenlofen ©olbaten angefitllt, bie ilir 3|}dctdjen
reifefertig unterm 2lrm trugen, bie SBeoolEerung fdjlenberte miifjig mit
oerBifjener SJJiene umljer, ben beutfdjen ©olbaten grimntige 23tide
guroerfenb, ober in ©ruppen ibre SBut laut auglaffenb. $n ben
■Spaugtfmren ftanben bie ScadjBarn unb ©enattern gufammen; bie
SQiagagine roaren gefdjloffen ober nur roiberroiHig geoffnet; tjinter ben
6'ifenftdBen ber g-teifdjer Ijing eine 2lu§ftellung non ^ferbefleifdj; bie
grauen gingen in SrauerEleibern nmljer, unb bie SDeutfdjen unter itjnen
hapten ung trofeiger alg bie grangofen.
10 (6.) @g roar ein fjerggerreifjenber 2lnBlicE: bag nom SJtonb Beftraljlte eifige roeite
©djladjtfelb fdjien ber ©djnee gu einem gro^en Seidjentud) gu madjen,
beffett ©djein fidj in ben tjalfigeoffneten 2tugen ber ntaffenroeife balie=
genben Soten Brad), unb immer gudten im .jpintergrunbe bie glammen;
fdulen roieber auf. 5KeB,r alg 150 000 Ijatten roir uug gegeniiber gehabt
unb bie fiebgel)nt)unbert ©efangenen, bie idj aBenbS nor mir noritBer;
fiibrert fafj, Beroiefen, baf) roir eg mit einer oortrefflid) organifierten
unb gut auggeriifteten 2lrmee gu tljutt geljaBt. 5Me ©oljneber ebelften
gamilien ftanben in ihrert 3teiljen, bie 23lute ber ©iib; $rooingen.
20        6   Translate:—
In the meantime the Salle des Glaces in the castle was decorated. We were
getting ready for the festival of the crowning of the German Emperor on
January the 18th. That morning I stood in the Salle des Glaces at the
cradle of the new-born German Empire. Before me stood Germany's
princes, generals, and officers with their iron crosses, paying homage
with uplifted sword to the German Emperor. The latter embraced his
son with tears in his eyes, while the Iron Count read out the proclamation. The next day the French made a last attempt to break through
the ring of the besiegers, but it was in vain. On the 29th the forts
were occupied by us.    Then followed the capitulation. C 155
Public Schools Report.
1920
French  (Moliere, Voltaire, Hugo).    (Time, 3 hours.)
(Priere de repondre en francais.)
Value.
10       1- Traduisez:—
Quand il n'y eut plus de chefs vivants qu'Enjolras et Marius aux deux extremites
de la barricade, le centre plia. Le canon, sans faire de brSche praticable,
avait assez largement echancre le milieu de la redoute; 1&, le sommet de la
muraille avait disparu sous le boulet, et s'etait 6croule; et les debris qui
gtaient tombes, tantot a l'interieur, tantot a l'exterieur, avaient fini, en
s'amoncelant, par faire, des deux c6t€s du barrage, deux esp&ces de talus,
1'un au dedans, l'autre au dehors. Le talus exterieur offrait a l'abordage un
plan inclinfi.
10
10
10
2. Expliquez:—■
Un naufragS de la Meduse;   des freres ignorantins;  Le soleil ne parut pas;
n'etait pas le rendez-vous d'Austerlitz;   La Beresina;   Le jeune premier.
Ce
10
10
10
3. Traduisez:—
Je mangerai demain—ou a la Trinite; il bat le pavf; je m'en suis alhS pour
coucher a la belle etoile; des arbrisseaux secouaient leurs petits bras maigres
avec une furie incroyable; L'avocat general l'envoya a ty[ontreuil-sur-nier
par un expres, a franc etrier.
4. Traduisez:—
Oui. Premi&rement, elle est nourrie et elevee dans une grande 6pargne de bouche.
C'est une fille accoutumfie a vivre de salade, de lait, de fromage et de pommes,
et a laquelle, par consequent, il ne faudra ni table bien servie, ni consommes
exquis, ni orges mond4s perpetuels, ni les autres delicatesses qu'il faudrait
pour une autre femme; et cela ne va pas a si peu de chose, qu'il ne monte
bien, tous les ans, a trois mille francs pour le moins. Outre cela, elle n'est
curieuse que d'tine proprete fort simple, et n'aime point les superbes habits,
ni les riches bijoux, ni les meubles somptueux, oft donnent ses pareilles avec
tant de chaletir; et cet article-la vaut plus de quatre mille livres par an.
De plus, elle a une aversion horrible pour le jeu, ce qui n'est pas commun
aux feimnes d'aujourd'hui.
5. Commentez, au point de vue de la grammaire, les expressions suivantes:—
II file doux.
Le capitaine prit amitie pour moi.
Qui est plus criminel it votre avis, ou celtti qui achete un argent dont il a besoin,
ou bien celui qui vole un argent dont il n'a que faire?
Val6re, ne botigez d'ici je vous prie.
PI (it a Dieu que les eusse, dix mille ecus.
Je parle d'un cochon de lait que votre intendant me vient d'envoyer.
6. Traduisez:—
Dans le temps que le czar, echappe de ce mauvais pas, se retirait tambour battant
et enseignes deployees, arrive le roi de Su6de, impatient de combattre et de
voir son ennemi entre ses mains; il avait" couru plus de cinquante lieues a
cheval depuis Bender jusqu'aupres d'Yassi: il arriva dans le temps que les
Rtisses commencaient a faire paisiblement leur retraite. II fallait, pour
pen&trer au camp des Turcs, aller passer le Pruth sur un pont a trois lieues
de la. Charles XIL, qui ne faisait rien comme les autres hommes, passa la
riviere a la nage, au hasard de se noyer, et traversa le camp moscovite, au
hasard d'etre pris: il parvint a 1'armee turque, et descendit a la tente du
comte Poniatowski, qui m'a conte et ficrit ce fait.
7. Quelles differences avez-vous remarquees entre le style de Voltaire et celui de Victor
Hugo? ■
11 Geo. 5 Public Schools Report. C 153
Value.
30        8. Theme:—
The first time that the girl who accompanied him came and sat with him on the
seat that they seemed to have adopted, she was a girl of thirteen or fourteen,
thin almost to the point of ugliness, awkward, insignificant, but who promised
to have rather fine eyes. They were always raised, however, with an
unpleasant assurance. She was dressed in the style at once old-fashioned
and childish affected by boarders in a convent. They appeared to be father
and daughter. Marius examined them. They did not seem to see him. The
girl chattered without ceasing and gaily. Marius invariably found them
there when he walked in the allCe.
10       1- Traduisez :-
French  (Corneille, Souvestre).    (Time, 3 hours.)
(Bri&re de rfipondre en francais.)
LTnfante.
Page, cherchez Rodrigue et Vamenez ici.
Helas!   que dans l'esprit je sens d'inquietude!
Je pleure ses malheurs, son amant me ravit;
Mon repos m'abandonne, et ma flamme revit.
Ce qui va separer Rodrigue de Chimene
Fait renaitre a la fois mon espoir et ma peine;
Et leur division, que je vois a regret
Dans mon esprit charme jette un plaisir secret.
Leonor.
Vous laissez choir ainsi ce glorieux courage,
Et la raison chez vous perd ainsi son usage?
10       2. Commentez les expressions en italique dans le passage ci-dessus.
10       3. Traduisez :—
II vous en faut encor faire un recit;
Cet amour, qui tous deux les comble d'allegresse,
Fait-il de ce grand coeur la profonde tristesse;
Pour grands que soient les rois ils sont ce que nous sommes;
Mon coeur outre d'ennemis n'ose rien esperer;
Pour lui tout votre empire est un lieu de franchise.
10       4. Traduisez:—
Nearque.
Ainsi du genre humain l'ennemi vous abuse:
Ce qu'il ne peut do force, il l'entreprend de ruse.
Jaloux des bons desseins qu'il tache d'ebranler,
Quand il ne les peut rompre, il pousse a reculer;
D'obstacle sur obstacle il va troubler le votre,
Aujourd'hui par des pleurs, chaque jour par quelque autre;
Et ce songe rempli de noires visions
N'est que le coup d'essai de ses illusions:
II met tout en usage, et prifire, et menace;
II attaque toujours, et jamais ne se lasse;
11 croit pouvoir enfin ce qu'encore il n'a pit,
Et que ce qu'on differe est a demi rompu. Value.
10
10
10
30
5. Commentez, au point de vue de la grammaire, les expressions suivantes:—
Quand il ne les peut rompre, il pousse S, reculer;
Pour se donner a lui faut-il n'aimer personne?;
A raconter ses maux souvent ou les soulage;
Le roi de Perse avait fait enlever Severe, il en fit prendre soin;
Ce meine devoir me range dessous les lois de mon pere.
6. Traduisez :—
Mais cette variete d'exhibitions qui fait de Paris la foire du monde, n'offre point
seulement au promeneur un moyen de s'instruire; c'est une perpetuelle
excitation pour l'imagination eveillee, un premier echelon toujours dresse
devant nos songes. En la voyant, que de voyages entrepris par la pensee,
quelles aventures revges, combien de merveilleux tableaux gbauches! Je ne
regarde jamais, pres des Bains chinois, cette boutique tapissee de jasmins
des Florides et pleine de magnolias, sans voir se derouler devant mes yeux
toutes les clairieres des forets du nouveau monde decrites par l'auteur
d'Atala.
7. Donnez cinq examples caracteristiques de la syntaxe du 17e sificle et mettez en face
de chacun la phrase telle que Souvestre l'aurait eerite.
8. Theme:—
For some time a cloud had been forming on the horizon. Now it is raining.
Listen—that is the thunder growling. Look—a flash of lightning has rent
the dark cloud.
Let us observe the effects of this sudden storm. What a universal stampede!
Where are the people who, just now, were walking about so quietly in the
street? They have all fled before the hail and the squalls. The economical
tradesman is afraid of spoiling his new hat. The national guard has forgotten his martial attitude. The children and young girls run with cries
and bursts of laughter.
Greek.    (Time, 3 hours.)
A. Lucian,   Vera Historia.
10 1. Translate:—
'Opprr6el<s yap rrore  drrb   HpaicAetW  ottjAov  rat  dcpels es tov e<nrepLov J>Keavbv
ovplu) dvepio tov ttXovv errowvpyv.     atTt'a Se p;ot t?)s diroSrjpias Kal v7r69eo-is
r) t?)s Stai/otas rrepiepyia  rat TrpaypaTfnv KaLvwv eTridvpia, Kal to f3ovXeo-8ai
paOeiv,   o ti to TeA.os  eTTt tov   WKeavov   rat   TtVes   ot   irepav   KaTOLKOvvTes
avdponroi.     tovtov ye tol  eVera TrdpiroXXa pev tTLTia eve(3aX6pi)v,   'iKavbv Si
Kal vStnp eveOep-qv, ireVTrJKOVTa Se tQiv yXiKHoruiv ttpoo-eTroirro-dprjV Tr)v avTr/v
epol yvu>pr)v eyovTa'i.
(a.) Explain the construction   of /3ovXeo-0ai, ean;   the difference between evefia-
Xopr/v and evefSaXov.
(b.) What is meant by 'HpaKA.eiW o-T-qXiUvl
10        2. Translate:—
"Aprs Se tovto)V yiyvopeviov rjyyeXXovro biro tidv (tkottSiv ot INetpeXoKevTavpoL
TTpoaeXavvovTes, ovs e'Set 7rpb Trjs paj^iys eXOelv too  "I>ae$oVTt.     Kal  Sly  e<f>al-
vovro vrpoo-tOFTes,   deapa irapaSo^OTaTov, e^  t7T7rwv  TTTepoiTtov   Kat   dv9pu>iru>v 11 Geo. 5 Public Schools Report. C 155
Value.
crvyKeipevOL-.    pkyedos Se tojf piv dvOpinirinv ixtov  tot;  'PoStoD  KoXocro-ov  e£
rjpicreias es to dvw twv S' 'linrwv ocrov veins peydXrjs <popTi8os. to pevTOi irXrj-
6os avTwv ovk dvkypaxpa, prj Tin Kal amo-TOV 86£>), toitovtov r)v r)yei.TO Se
atvraiv 6 eK tov ZcoStaKOU to^otiis.
(t«.)  Explain the construction of toijtcov, 7rpoo-eA.aiJi/oi/Tes, 86£y.
(6.) What is referred to by KoAocnrof, to^otz/s?
13        3. Translate:—
ToVe S' ovv aoTracrapeivot tov fiamXea Kal tovs dp<p' at'Tov,   epj3dvTes dvrj-^Orjpev,
epol Se Kal Swpa eSioKev 6 'Ev8yu,[(ov Svo piv tS>v vaXiviav y_LTiovo>v rr'evTe Si
yti.XKOvs Kal iravoTrXiav Qeppivqv     a .TavTa ev t(j>  KijTet  KaTeXiirov.     crvve-
Trepire   Se   r)plv   Kal   'iTrvroyuTrotis   X'^-'m,s)    Tapairepxf/ovTas    aY_pt    crTaStW
  ^ 	
7rei'TaKOO"t(oi'. ev Se T(t> irapairXiiy TroXXas piv Kal dAAas yd>pasTrapr)pel\papev,
irpotrkiryopev Se Kal to-)  EoKrc^opa) dpTL   crvvoiKi^opkvu),   Kal dirofidvTes vSpev-
orapeda. epfidvTes Se ets tov ZioStaraiv ev dpuTTepq. irapyeipev tov rjAtov,
kv xpd} rr)v yrjv iraparrXkovTes' ov yap dirkfirjpev, KatVot :roAAa tuiv eTalpiov
eiriOvpovvTinv    dXX, 6 avepos ovk k<f>r)Kev.  ,
(a.) Explain the construction of r)plv ; the tense of kp/3dvTes, TrapaTrepipovras.
(6.) What is meant by KijTet, 'jKincipopij) 1
(c.) What was Lucian's purpose in writing the Vera Historial
17        4. Translate :—
' HV Se r) pev irpioTt) Sikt) Trepl Aiavros tou TeAap,aivos, etVe vpr] auToy crwetvat Tors
ijpiocriv e'lTe Kat prj-     KaTrryopeiTo Si iivtov, 0Tt peprjvoi Kill eavTov d7roKTctvor
TeAos Se, TToXXiav prjdkvTiov,' 6 'PaSdpavdvs aTrecpaiveTO vvv piv avTov
iTiopevov tov kXXefiopov irapaSoBrjvai 'LnroKpciTet to) Kojcj)  laTpiS,  vinepov  Si
iTt»<f>povr)o-avTa peTeyeiv Tot) o-vpiroiriov. SevTepa Sr) rjv Kplms kpiDTLKrj,
Q-qo-kms Kal Mei/eXaot; 7rept Trjs 'EXevrjs 8iayiovL(opeviov, iroTepta aVTr)v \pr)
crvvoLKeiv. /cat o 'PaSdp.av^us eStracre MeveAdco crwetvat avTrjv, are Kal
TOuavTa irovrjo-avTL Kat Kti/SweiSo-aivTt toC ydpov eveKev /cat yap avTi2
Qrjcrei, Kal dXXas etvat ytjvatras, Trjv Te ' Apa^pva /cat Tas toC MtVcoos dvyaTe.
pas.     rpLT-q   S'   eSiKairOq   irepl irpoeSplas,  'AXe^dvSpio Te toj  <3?iAi7r7roi>   /cat
'Avvifia tci) Kap^rrSoVLio-     /cat eSo^e trpokyeiv 6 'AXk^avSpos, Kal Opavos avTin
eTeBr) irapd jKvpov tov Ukpirrjv, Tor rrpOTepov.
(a.) Explain the construction of xPrb aVTov, eXXefiopov; peprjvoi, Triopevov, efvat.
(6.) What is meant by rrpoeSpiasI
(c.) Write brief notes on five of  the following:    Rhadamanthys,   Hippocrates,
Theseus, Minos, 'Avvlfia, Cyrus.
B.    Homer, Iliad, Book I.
10 5.  Translate :—
Toy S' aijTe 2Tpoo-eet7re 6ed yXavKwiris !A9rjvt)-
" rjX9ov kyoi rravaovira to (rbv pevos, at /ce TriB-qai,
ovpavodev     wpb Se p' rJKe 8ed XevKiiXevos "\lpr)
dpipio 6p2(3s dvpia opiXkovira Te KtjSopkvr) Te-
aXX' dye Xrjy' eptSos, pr)Si £l<pos e'A./ceo X£'/°''
dXX rJTOL eiretriv piv oveLSiirov cos eoreTat 7rep-
loSe ydp e'^epeo), to Se /cat TeTeA.ea-p.ei'oi' ecrTat-
Kat 7rore Tot Tpts Tocrora 7rapeoro"eTat dyAad Swpa C 156
Public Schools Report.
1920
Tj/3pL
rrjirS
los eiveKa Tyiroe-     a~v 6   tcr^eo, ireiueo 6  rjpiv
6eo S'
Tyv 8' d.irapeijiopevos irpoak<f>y iroSas wkvs 'A^iXXevs-
" XPV P'ev o"</>o)tTepov ye, 9ea, eiros elpviTuao-Oai
Kat pdXa irep dvpio KeyoXorpevov     &s yap dp.ei.vov
6's Ke #eots kiriireiQr)To.i, pdXa t' c'kAdov avTov."
(a.) Explain the construction of irldyaL, eKXvov ; the derivation of  oi5pavd#ev ; the
use of 7rpo.
(b.) Give the Attic forms for ipiXkovva, e'AKeo, ecrerat, vfipios.
10        6. Translate:—
Tov S' dp' vwo/JXySyv ypelfieTO Stos 'Ay^iXXevs'
" y ydp Kev SetXds Te Kat ot'TtSavbs KaXeotpyv,
el Sr) crot irav epyov VTrei^opai ottl Kev etVgs"
dAAotcrtv Sr) TavT ^eirnkXXeo, pr) yap e/xotye
(rrjpaiv'-     ov yap eyo)y' ert o"oi TreiireirOai oiin.
dAAo Se Tot epeco, uv 8' kvl <f>peul fidXXeo cnjcrf
yepm pev ov toi eyooye pa^rjiropai eiveKa Kovpys
oi'Te crot ovTe Tin dAAo), eVet p' d<pkXeardk ye ScWes"
Twv S' dAAoov a poi eaTL dorj rrapd vyt peXaivy,
twv ovk dv tl (pepoLs dveAoov deKOVTOs kpelo-
et S' dye pr)v rreipyaai, t'va yvwiMTi Kat ot'Se-
at'i^a Tot atjxa KeAatvbv kpinrjaei irepl SovpL'
(a.) Explain the construction of p'.
(6.) Scan the first three lines, noting any metrical peculiarities.
10 7.  Translate:—
"fis dpa c^eovTjcrao-' drrefirjcreTO, tov S' eXiir' atiTou
^loopevov Kara dvpbv evljnvoio yvvaiKos,
rrjv pa jjiy deKOVTOs dtryvpiov     avTap 'OSucrcretis
es Xpi5crr;v t'ravev dyoiv teprjv eKaTopj3yv.
ol 8' OTe Si) Xipevos iroXvfievOeos kvTos lkovto,
tcTTt'a piv (TTelXavTO, dkaav 8' ev vyt peXaivy,
tcrTbv S' tO"ToSoK^ vTeAacrav irpoTovoto-tv vcpeVTes
KapTraXipws, ryv 8' ets oppov irpoepecro-av kpeTpois.
eK S' evvds efiaXov, Kara Se irpvpvrjiri   eSyuav
Ik Se Kat  aiJTOt fiaivov kirl pnypivi OaXautrys,
eK 8' eKaTopfiyv j3rjirav eKy/36Xta 'AiroXXiovi-
eK Se Ji-pvcrrjts vrjbs {3y rrovToiropoio.
(a.) Make a note on the form direfiycreTo.
(b.) Give   the   Attic   form for deKovros,  lepyv, TrovToiropoio; the Attic  word   for
tvjv (line 3).
(a.) How do 'lkovto, vyt, and fiya-av differ from classical Attic usage 1
(d.) Write a brief note on the letter digamma (F).
20        8. Translate into Attic prose :—
I viewed another marvel, too, in the palace. The Moon King told me that
there was a large mirror set over a rather shallow well; that if one
descended into the well he would hear everything that is said among us
on the earth, whereas if he looked into the mirror he could see every city
and every nation, just as if he were standing over them severally. I
asked him to conduct me to the well, if he would. So I went and saw
not only all my relatives but also my whole fatherland. Whether or
not they also saw me, I cannot state with assurance. 11 Geo. 5 Public Schools Report. C 157
English Literature.    (Time, 3 hours.)
Value.
15        1. Write on three of the following:—
(a.)  The significance of More's "Utopia" in the history of thought.
(b.) Why does Bunyan's "Pilgrim's Progress" live?
(c.)  James Thomson's " Seasons."
(d.)  Swift's Satires. •
15       2.  (a.) Write a short account of the English novel in the eighteenth century.
(6.) Briefly compare or contrast the "Vicar of Wakefield" with the fiction of that
period,
(c.) Estimate Goldsmith's success as a delineator of character.
14       3. Comment on the dramatic effectiveness of the following passages:—
(a.) "There is a tide in the affairs of men, which, taken at the flood, leads on
to fortune;    ...   On such a full sea are we now afloat," etc.
(b.)  "Here's a knocking indeed!    If a man were porter of Hell-gate, he should
have old turning the key," etc.
(c.) " I have bought
Golden opinions from all sorts of people,
Which would be worn in their newest gloss,
Not cast aside so soon."
14       4.  (a.) Show that Macbeth has a powerful imagination.
(6.) What dramatic reason may be given for so endowing him?
(e.) Discuss  the  Quarrel   Scene  in  "Julius  Caesar"  from  the point  of  view  of
dramatic construction.
14        5.  (a.)  What is Dry den's general plan in the first part of " Absalom and Achitophel " ?
(6.) Give the substance of two of his satirical sketches.
(c.)  Comment on his power as a satirist.
14       6. What proposition does Ruskin maintain in the chapter on War  (" Crown of Wild
Olive")?
Estimate the value of the arguments he advances in supporting his view.
Or
Write on the vitality of Carlyle's book, " Heroes and Hero-worship."
14       7. What is lacking in the poetry of Pope? C 158
Public Schools Report.
1920
Third-year Course, Commercial.
Arithmetic.    (Time, 30 minutes.)
A. Rapid Calculation.
INote.—The time allowance for Arithmetic, Third-year Course, Commercial, is %y2 hours;  after
the expiration of 30 minues, answers to Section A (Rapid Calculation) will be collected,
and Section B (General) will then be distributed to candidates.    Candidates will complete
their work on this sheet and hand it in; no other work is necessary.]
[All questions of equal value.]
1. Add:— 2. Find the amount of the following Mill Bill:—
$ 119.21
37.46
t
81.73
163.19
8.15
171.82
47.50
19.48
72.16
21.53
43.22
112.65
187.57
143.00
218.25
16.72
41.47
38.50
26.40
131.17
82.39
75.62
4
pc. Fir 6" x   6" —32'
35.00 M.
28
pc. Fir 2" x   4" — 16'
29.00 M.
9
pc. Fir 3" x   4" —20'
30.00 M.
40
pc. Fir 2" x 10" — IS'
29.00 M.
3. Total the following invoice:—
7,148 lb. @ $12.50 per cwt.
492
275
2,368
937
16.75
14.40
11.60
33.00
4. Complete this account purchase:—
Purchase of Merchandise for account of
Charles M. Hudson,
Victoria, B.C.
By JONES, SEAGRAVE & COMPANY
Victoria, B.C., Nov. 10, 1919.
9156 bu. Potatoes   @ $1.56
43S5 bu. Potatoes   @    l.CO
2846 bu. Potatoes   @    1.58
Charges
Drayage and freight 	
Commission 2%   	
Amount charged to your account.
147
25 .
11 Geo. 5
Public Schools Report.
5. Fill in the last column of the following table:—
Water-powers of Canada.
C 159
Province.
Estimated Total
Possible Horsepower.
Horse-power
developed.
1
Percentage
developed.
Ontario	
Quebec 	
5,800,000
6,000,000
100,000
300,000
3,000
3,500,000
3,000,000
100,000
.     700,000
040,000
26,000
15,000
500
110,000
250,000
12,700
Prince Edward Island  	
Manitoba  "
North-west Teritories  	
Total for Canada ....
18,803,000
1,813,210
6. Complete the following statement :■—
British Columbia Dry Goods Company.
Profit and Loss Statement for 1919.
Dry-goods
Department.
Shoe
Department.
Men's Wear
Department.
Totals.
Sales   	
$165,780
630
$96,370
250
$142,960
610
Net Sales  	
100,740
70,015
96,370
16,480
7,216
10,860
Economics and Civics.    (Time, 2 hours.)
Value.
8       1.  (a.) Just what position does Canada occupy, politically, geographically, financially,
and industrially, in the British Empire?
8 (o.) What influences has the Great War had on Canada as a part of the British
Empire? Value.
10
7
7
7
.6
10
10
6
6
6
9
2. What are the main functions of the Federal, Provincial, and Municipal Governments?
Can you draw a clear line between them?
3. (a.) Mention some of the mechanical inventions that caused the Industrial Revolu
tion of the eighteenth century.
(6.) What good and what evil results did the Industrial Revolution have upon the
life of the working classes?
(c.) What efforts have been made to correct the evil effects?
4. (a.) What do you understand by (a) Protection, (&) Free Trade?
(6.) What classes in Canada favour the former? the latter?   Give reasons for this
division of opinion.
5. What does the economist mean by the term "Profits"?   Some economists speak of
the " Profits on Capital." Others speak of profits as income secured by personal
exertions. Which form of statement is correct? Are the two necessarily
inconsistent?
6. (a.) "What are the functions of banks in the industrial and social life of a country?
(&.) What government controls the activities of our Canadian Banks?    Why?
(c.)  What protection do our chartered banks offer to (1) depositors, (2) note-holders?
7. What do you understand by the following:   Rent,  interest,  competition,  marginal
utility, unearned increment, money, value, price, nominal wage?
Arithmetic    (Time, 2 hours.).
B. General.
[Note.—The time allowance for Arithmetic, Third-year Course, Commercial, is 2y2 hours; after
the expiration of 30 minutes, answers to Section A (Rapid Calculation) will be collected,
and Section B (General) will then be distributed to candidates.]
[All questions of equal value.]
1. Tenders are called for glazing the windows of a factory.    There are 90 windows each with
16 panes 12" x 18", and 60 windows each with 12 panes 14" by 20". The lowest tender
is 32c. per sq. ft.    Find the cost at this price.
2. As invoice clerk for the Burrard Milling Co. you enter a car-load of wheat billed as 944
bushels. Noting the number of the car and going to the warehouse track you find the
dimensions are: Length, inside, 36 ft.; width, inside, 8 ft. 6 in.; and that the average
depth of wheat in the car is 3 ft. 8 in. What is the "over" or "short" error in the
invoice?
3. A Vancouver dealer sells a kitchen range for $110, thereby making a profit of 25%.   He had
purchased the range from the manufacturers in Winnipeg at a discount of 30% from the
manufacturers' list price and had paid $18 freight, Winnipeg to Vancouver. What was
the manufacturers' catalogue price for this range?
,4. For a derrick 48 ft. in height a construction company requires three guy-wires or cables each
reaching from the top of the derrick to some point on the ground 45 ft. from the foot of
the derrick.   Allowing 10 ft. for all fastenings, what length of cable must be purchased?
5. A Canadian dealer imported 2,400 yards of carpet from England. The carpet was invoiced
at 3s. 6d. per yard. He paid duty at the rate of 35 per cent, and transportation charges
amounting to $250. He sold the carpet at $1.60 per yard. Find his gain and the gain per
cent.    (Rate of exchange at time of payment, fl = $4.82.) 11 Geo. 5 Public Schools Report. C 161
6. A merchant did a credit business one year of $78,568.   The loss in bad debts amounted to
2%% of the sales.    If the goods were sold at an average advance of 33%% of the cost,
find his net gain, allowing overhead charges of 17%% of the sales.
7. How much can I realize on a note of $400 made March 20, 1919, at 90 days, if on April 15
1 discount it at the bank at 8%?
8. H. C. Carpenter bought of the Van Cleve Glass Co. the following:—
3 boxes    7 x   9 @ $20.75, less 35% and 10%.
5 „     10 x 14 @ $28.25,     „    35%    „    10%.
2 „     16 x 20 @ $30.00,     „    25%    „    10%.
6 „     18 x 24 @ $35.60,     „    25%    „    10%.
Terms:   60 days net, or 2% off in 10 days.
Write out a cheque for the cash payment.
9. Find the weight of a steel shaft  (round) 2" diam., 18' long.    (A cubic foot of steel weighs
490 lb.)
10. Why is a 3% bond " at 90 " due in three years a good investment, granting that the financial
standing of the company is good?
Business Correspondence.    (Time, 2 hours.)
[Note to Presiding Examiner.—Please provide candidates with plain while letter paper.]
[Candidates may use either pen and ink or typewriter for any pvrtion of their work.]
Value.
10       !• Write short sentences showing the meaning and use of:    Except, complementarj',
stationary, precedent, access, counsel, canvas, eliminate, affect, respectively.
15       2. Mrs. J. Otis, a customer in good standing, writes a letter to the effect that a crate
of peaches was delivered to her September 5th in an unsatisfactory condition.
The crate had been broken open and part of the peaches stolen.
Write to Mrs. Otis.
15        3. Mrs. J. T. Roby, a customer in good standing, writes that she was called out of town
unexpectedly, and that some peaches were delivered in her absence and spoiled
before her return.   She complains that the fruit was a total loss to her, and she
wishes credit for it.
Write to Mrs. Roby.
15 4. In the stock taken over by your firm from Peter Jones there are two gross of milk-
pans and various other items of kitchenware for which there is no present
demand. Prepare a circular letter to be sent out to farmers who have been
occasional customers of the store in past years, offering to sell this stock at
half-price as long as it lasts.
15 5. Vancouver, B.C., May 6, 1920. The J. H. Cameron Co., Toronto, Ontario. Gentlemen:
You have by this time, no doubt, received our order mailed on April 22, 1920,
and we wish you would send the goods mentioned therein with the least possible
delay.
Our offices and store were destroyed by fire soon after we sent our order, but we
have secured a new location, and have started up again, although our stock is
very low, owing to the great loss sustained.
Fires in such cases prove costly, and, although the Fire Insurance Companies have
paid their share of the loss, yet there is still a great deal to be recorded for.
Paying for repairs, etc., has reduced our reserve funds to such an extent that
we are compelled to ask for a little sympathy and leniency in the matter of
making payment.
11 Value.
30
We have always met our bills promptly and shall continue to do so as soon as we
are again in good running condition.
We ask your careful consideration to the above favour, and await your early reply.
Yours very respectfully, Howard Green & Son, Per Howard Green.
Write the Cameron Co.'s reply to Howard Green & Son.
6. As travelling salesman in the Prairie Provinces for the Pacific Coast Lumber Co.
you are asked to investigate and report upon the advisability of opening branches
with offices and lumber-yards at one or more points in those provinces.
Submit  this  report,   discussing  fully  the   various  phases   in   connection  with   the
situation.    (Your report should be at least two pages in length.)
Or
Write an essay (of at least two pages) on one of the following subjects:—
(a.) The place of woman in business.
(&.) Factors that are determining the price of goods to-day.
(c.)  The effect of mechanical invention on the world's progress.
Typewriting.
[Note to Presiding Examiner.—Please provide each candidate with plain white letter paper
and one sheet of carbon paper.]
[Note.—Candidates are allowed 5 minutes to read over this paper. Time allowed for Section
A, 15 minutes. Section B is to be written in full and the time taken by each candidate to
be recorded by the Presiding Examiner. 'Write each part of Section B on a separate sheet
of paper, and hand in carbon copies with originals. A carbon copy of Section A is not
required.]
Value.
50 Section A.
Foundation.
There are many different kinds of foundation, varying in price according to
the material used and the amount of labour.
The cheapest of these is cedar posts. For small houses where there is no
excavation required, foundations of cedar are satisfactory in every way
and will last from ten to twenty years. They should be sunk to hard-
pan to ensure a perfectly solid foundation. Alder or fir should never
be used as they rot much more quickly.
Next in order of cheapness comes the concrete post foundation. The only
advantage this kind has over cedar posts is that concrete posts will
he standing long after the house has fallen down. The above foundations are used only when there is no excavation.
For an excavated basement the cheapest and most used foundation is a
concrete wall coming to the surface of the ground.
The excavation should always go down to hard-pan, but unless absolutely
necessary it should not go lower, as it is harder to drain when this is
done and the work of cutting down into hard-pan is expensive owing
to the extreme hardness of the same. Some hard-pan is almost as
hard as concrete and will turn the point of the pick in a very short
time.
The tile drains around the house should be five or six inches below the
level of the excavation. If the excavation goes down to the surface
of the hard-pan the tiles must be set six inches into the hard-pan.
If the excavation is below the surface of the hard-pan the drains must
be six inches below the level of the floor of the excavation.    If this 11 Geo. 5 Public Schools Report. C 163
Value.
rule is followed the basement will always be dry. If the drains are
only on the same level as the excavation they are practically useless,
as the water runs past into the basement and the floor will be damp.
It pays to put in good concrete. If there is too much sand and gravel
for the proportion of cement the walls will crumble and break and
gradually weaken.-
There should never be less cement than one in five—that is, one part
cement and Ave parts sand and gravel. The hardness or softness of
concrete varies according to the different proportions of sand and
gravel. A large proportion of gravel makes a harder and stronger
wall, but it will not keep out the damp nearly so well, as it is more
porous. Sand is used to make concrete closer; it fills up the spaces
between the gravel and makes it much more water-tight. If the gravel
is very fine a much smaller proportion of sand is needed. The usual
formula for concrete foundation is as follows: Two parts sand, three
parts gravel, one part cement.
The foundation should be allowed to set properly before the frame of the
house is put up. If concrete is disturbed too soon it will crack. Care,
also, must be taken to cover fresh concrete to protect it from the sun,
which will dry it too quickly and crack it, and from the rain, which
washes it away before it is properly hardened. In a few hours' time
it will be quite set, and in about a week the work of putting up the
frame can be commenced.
The floor of the basement can be made of either cedar planks or cement.
A plank floor is far cheaper than concrete and pleasanter to walk on, but,
of course, does not last nearly so long. If the laundry-work is to be
done in the basement a board floor will be found much less tiring.
To stand for long on a cement floor is very hard on the feet.
If a concrete floor is put in there should be about six inches of crushed
rock above the floor of the excavation and on top of this the concrete
floor, which should be about three inches thick. The rock is to act as
a drain for any water that gets past the tile drain, and by this means
the floor will be absolutely dry at all times of the year. A concrete
floor can be washed, and this is a great convenience, as a furnace
makes a great deal of dirt.
Other more expensive foundations are:   Cut stone, cobblestone, and brick.
Cut stone makes a very handsome and also very expensive foundation.
Although stone in this country is very plentiful and of a very good
quality, the labour of cutting and setting it is so costly that it makes
the price of such a foundation very high.
Cobblestone walls for a foundation are very popular in better-class houses;
this style is less expensive than either brick or cut stone, and it makes
a neat and ornamental finish.
A brick foundation has no superior in quality or appearance, but this
too is expensive and beyond the reach of most house-builders. There
is nothing cleaner and brighter than a brick basement and a brick
floor; unlike a cement floor, it is easy on the feet. If the foundations,
verandah pillars, and garden paths can all be made of brick the effect
is very line. A verandah made of bricks is very nice in the summertime, the floor is easy to wash and makes a cool place to sit in hot
weather.
50 Section B.
Vancouver, B.C., May 25, 1920. Doctor Thomas C. Dean, 842 Pearl St.,
Kamloops, B.C. Dear Doctor: For a number of years our Kamloops
collections have been almost entirely in the hands of Mr. J. M. Dixon,
one of our oldest employees, with whom you are perhaps acquainted C 164 Public Schools Report. 1920
in a business way through his having called on you from time to
time in connection with your account and subscriptions to one or
another of our various medical publications. We are now making a
change in our system of handling collections, and we deem it expedient
to explain that, in so far as is possible, we shall in the future endeavour
to collect all accounts due us by mail.
We are enclosing a statement of your account as it appears on our books,
showing a total debit of $46.50, of which ,$25 is now due and payable,
according to our understanding of the arrangement made with our
representative at the time you placed the order.
Should this account not agree with your records, or should you wish to
make any change in the provision for future payments, Mr. Dixon will,
of course, call upon you; but as it is our wish to lighten his burden
as much as possible from this time forth, we should prefer that you
remit by mail as payments on your account fall due.
Please state your wishes in order that we may make the necessary record
in this office.    Yours respectfully.
Repayment op a Loan.
1. Simple Interest Method.
Interest on whole loan paid annually to bondholder.
No part of loan repaid until end of period.
No special provision made for repayment of loan.
2. Compound Interest Method.
No interest paid until end of period.
No part of loan repaid until end of period.
No special provisions made for repayment of loan.
3. Method of Equal Annual Instalments of Principal.
Interest on portion of loan not yet repaid paid annually to bondholder.
Loan repaid to bondholder in equal annual instalments.
4. Annuity Method.
Equal annual payments made to bondholder.    As the payments of
interest become smaller the payments of principal become correspondingly larger.
5. Sinking Fund Method.
Interest on whole loan paid annually to bondholder.
A Sinking Fund established, most likely at a lower rate, with which
to repay the loan at maturity.
Repayment op a 6% 10-year Loan of $10,000.
Annuity "M
Year.
1.
ethod.
Total
Payment.
$ 1,358.6796
Interest
Payment.
$   600.0000
Payment on
Principal.
$     758.6796
Balance due
on Principal.
$ 9,241.3204
2.
1,358.6796
554.4792
804.2004
8,437.1200
3.
1,358.6796
506.2262
852.4534
7,584.6666
4.
1,358.6796
455.0800
903.5996
6,681.0670
5.
1,358.6796
400.8640
957.8156
5.723.2514
6.
1,358.6796
,343.3951
1,015.2845
4,707.9669
7.
1,358.6796
282.4780
1,076.2016
3,631.7653
8.
1,358.6796
217.9059
1,140.7737
2,490.9916
9.
1,358.6796
149.4595
1,209.2201
1,281.7715
10
1,358.6796
76.9063
1,281.7733
$13,586.80
$3,586.80
$10,000.00 11 Geo. 5
Public Schools Report.
C 165
1. Copy once:—•
Penmanship.    (Time, 1 hour.)
Filing.
"Filing" means putting away quickly a paper, card, book, fact, figure, record, or other
article in such a way as to find it again easily. This is the sum and substance of it.
The many methods of doing this are not always as simple as they might be, largely
because of a general lack in understanding of the fundamental principles involved.
Indexing.
Filing as it is considered commercially relates to letter, document, and card filing. This
is done by " indexing." Indexing is simply this: If a large number of letters are to
be filed away, they are divided into groups, which are separated by " guides" in
drawers. These " guides" have " tabs" which stick out from the mass of letters
and which bear, printed on them, numbers, letters, names, or symbols by which the
letters or cards are sorted (filed). By finding the proper tab you will find the paper
or letter wanted.
A " file " is a receptacle for letters or cards. A " filing cabinet" is a cabinet of one or
more drawers, wherein letters or cards are filed.
At first, guides only were put in a drawer, and letters filed between them, more or less
mixed up; that is, your letter and my letter might be together, mixed with a lot
of others, if our names wTere similar. No matter how many letters from us might be
received, they would be mixed up together. In case one of these letters was wanted
it would be very troublesome and tedious finding it. Nevertheless, this mixing-up of
letters continued for a long time.
Finally some one conceived the idea of using a " Filing Folder," generally called simply
" folder," to hold all the letters from one person or one business house. If many
letters were received from you they would go into one folder together, with your name
written on a tab on the edge of the folder.    This is called an " Individual Folder."
Not enough letters are received from some people to warrant devoting a folder to them,
so " Miscellaneous ITolders " are provided. These are generally of a different colour
from other folders. Into them are placed the letters which come from people who
seldom write or who write but once.
Folders have the further advantage of keeping the file neater and making its contents
easier to handle. If the whole correspondence of a man is wanted, it can be brought
in its folder and always kept together until returned to the file.
2. Write a set of capital letters three times.
3. Make one copy of this invoice:—
Case No.
Amount.
36
11/20 rm.
20 x 25 Dark Tea
@ $3.00
S  1
65
Add 25%
41
$ 2
06
4S
14/20 rm.
XXX. No. 1 White Rag
Add 10%
@
3.25
2
28
23
2
51
432
16 qr.
17 x 22 Gretna
@
2.25
36
00
Add 25%
9
00
45
00
4
3 qr.
XXX. Tea Green
@
1.15
3
45
Add 30%
1
04
4
49
92
3 16/20 rm,
20 x 25 Old Rose Rag
@
3.25
12
35
•
Add 15%
1
85
14
20
?68
26
4. Multiply 142857 by 2345.   Copy your problem twice. 5. Write the following addresses as for envelopes:—
Manufacturers' National Bank, Cor. 7th and State Sts., San Francisco, Calif.
Whittemore Bros., Powers Block, Toledo, Ohio.
Mr. L. C. Fuller, 567 Drexel Bldg., Philadelphia, Pa.
The Oscar Anderson Drug and Chemical Manufacturing Company, Halifax, N.S.
McLennan, McFeely & Co., Ltd., 99 Cordova St. E., Vancouver, B.C.
Charles   Pendlebury,   Esq.,   M.A.,   F.R.A.S.,   c/o   George  Bell   and   Sons,   Portugal    St.,
Lincoln's Inn, London.
Shorthand Dictation.
[Note to Presiding Examiner.—Please provide candidates with plain white letter paper and
No. 7 envelopes.]
[Note.—The Examiner will read each section twice; first, rapidly, and secondly, at the rate of
one hundred and thirty words per minute. Candidates will write at the second reading only.
When all the dictation has been given, the candidates will make either a typewritten or a
pen and ink transcription of their notes and enclose each letter in a separate envelope, on
tohich must be placed the proper address as if for mailing. The time required by each
candidate for making the transcription will be noted by the Presiding Examiner. Both
shorthand notes and transcription are to be handed in.]
Value.
20 1. Vancouver, B.C., June 10, 1920. The Board of Directors of the Granville Real Estate
Company, Vancouver, B.C. Gentlemen: In accordance with instructions from
■ the President of your company, the (32) undersigned has made a careful
investigation of the selling system now employed by your company in its disposal
of city, suburban, and fruit-lands property at Victoria, E.C., and has made a (65)
careful analysis of all the letters and other selling material employed. He has
compared the system with those previously used by the company, and those now
successfully used by other companies in (97) the same field.
As a result of this study, he now submits a detailed criticism of the system as a
whole, and of the individual units of the system, together with recommendations
which (130) he believes will lead to improvements and greater profits. Very
truly yours  (142)-
14 2. Vernon, B.C., April 12, 1920. Foster Manufacturing Company, Toronto, Ontario.
Gentlemen: We wish to thank you for your promptness in getting out and delivering conveyor system which you recently furnished (32) us f°r carrying fruit
boxes.
Using the blue-prints furnished by you, our carpenters installed supports for the
entire distance, and as soon as the conveyor arrived there was nothing to do
but (65) set it in place and bolt it together. It has been working very smoothly
ever since.
We wish to thank Mr. Foster personally for his many suggestions in connection with
this work (97).   Yours very truly (100)-
22 3- Victoria, B.C., Dec. 1, 1919. Mrs. James Smith, The Oaks, Sea View Road, City.
Dear Mrs. Smith: As one of our customers, you will no doubt be interested to
learn (32) that our Twenty-first Annual Winter Sale of Hand Tailored Models
begins December 15th and continues for two weeks.
Only twice a year do we offer reductions in price, and at these two (65) periods
we do so in accordance with our policy, of which you are already aware, viz.,
we carry no one season's models over into the next, but sell them while the
season (97) to wear them is here.
The prices will speak for themselves, and we have among these offerings garments
which we really believe will appeal to you. The saving will be considerable, so
it (130) y°u desire to get a suit or overcoat, don't wait until the best models
have been picked up, but come early.
Sale starts Monday, December 15th.   We are, Yours very sincerely (161)- 11 Geo. 5
Public Schools Report.
C 167
Value.
19
25
4. Toronto, Ont., March 20, 1920.    The Hooper Novelty Compauy, 1570 Broadway West,
Vancouver, B.C. Gentlemen: In accordance with your request of the 10th inst.,
we take pleasure in sending (32) y°u herewith our new book on statistics regarding mailing lists.
The estimates and prices given therein are for the various trades and business lines
in Canada and the United States.
If you want (65) a list for some particular territory or district, please write us,
and we will quote prices and submit estimates to meet your requirements.
Our long and broad experience in the mailing-list (97) business enables us to offer
suggestions to users of mailing lists—giving them ideas that are ordinarily overlooked in the make-up lists.
We would very much appreciate an acknowledgment of the receipt (130) of this
book.   Yours very truly (136)-
5. Winnipeg, Man., September 8, 1919.    Henry L. Ford, Esq., Calgary, Alta.    Dear Mr.
Ford: Thank you for your order of September 2, which Mr. Brown has just
sent us. We shall (32) endeavour to ship the goods within the next ten days,
as you request.
We welcome new customers to dealings with our firm, and assure them of our desire
to serve them in every (65) way that the merit of our goods and our position
and experience make possible. Mr. Brown speaks of you.and your business in
such a way as to leave no doubt in (97) our minds that our relations will be
the most cordial, and the reports from the agencies also indicate that you are
fortunate in your standing. You are no doubt familiar with such blanks (130)
as the enclosed, and with the policy, which we maintain, for the sake of our
customers not less than ourselves, of going direct to the customer for more
detailed information about his  (162)  business than the agencies give.
I look forward to' pleasant personal relations in the future. Yours most sincerely
(180)-
Laws of Business.    (Time, 2 hours.)
12 !'■ What is a lease? Name the parties to such a contract. What does the Statute of
Frauds enact regarding such contracts? What is meant by an " Overholding
Tenant"?
9       2. What steps should you take to prevent the outlawing of an overdue bill or account?
Is there any advantage gained in securing a judgment against an insolvent debtor?
Give examples.
15        3. Under what circumstances may an endorsement on a bill or note constitute a contract?
Give pro forma illustrations of the following endorsements of promissory notes and
show the purpose and effect of each endorsement:    (a)   In full,   (6)   qualified,
(c) conditional,  (d) restrictive,  (e) protest waived,  (/) blank.
7 4. (a.) Write a letter to a merchant stating your opinion that it would be safe for him
to give R. Smith credit to the extent of $500. Do this in such a way that
you will incur no liability should Mr. Smith fail to pay.
7 (o.)  State the various ways in which a guarantor may be relieved from his obligation.
4       5. (a.) What is (1) a Special, (2) a General, Power of Attorney?
10 (b.) Write a simple form of Power of Attorney such as might be given Robert
McNair at Kamloops, B.C., authorizing him to sign receipts, and to endorse
notes, drafts, etc., for James Dixon, who lives in Vancouver, but who
operates a branch store in Kamloops. C 168
Public Schools Report.
1920
Value.
5
8
5
5
6
7
6. (a.) What is the purpose of the Mechanics' and Wage-earners' Lien Act?
(b.) When recording a claim for a lien under this Act what details must be given?
7. (a.) What are the requisites of a valid will?
(6.) If a codicil is added to a will, what should it set forth clearly?
(e.) Define:   Executor, administrator, intestacy, dower, legatee, devisee.
8. Explain  the following:   Embezzlement,  chattel note,  collateral,  implied  covenant,
warehouse receipt, forgery, copyright.
Statute Law.    (Time, 2 hours.)
12        1- Draw the following:—
(a.) A joint and several promissory note, non-negotiable, and carrying 8% interest
until paid.
(b.) A draft, due 3 months after it is drawn, payable to bearer, and accepted
10 days after it is drawn.
(e.)  A cheque on the Bank of Montreal for $100, and which is intended to serve
as a receipt in full for rent paid for the month of June.
(d.) A foreign draft in a set of two.    Face of draft £35 12s.
10 2. State clearly under what conditions a promissory note given by a minor is (a) valid,
(b)  invalid.
10       3. Explain the respective liabilities of the following:—
(a.)- The maker of a note.
(6.)  The acceptor of a draft,
(c.) The drawer of a draft.
(d.) The endorser of a note,
(e.) The endorser of a draft.
8 4. (a.) Distinguish clearly the difference between assignability and negotiability.
Mention (a) a negotiable instrument, (b) an assignable instrument that
is not negotiable.
5 (&.)  Is the purchaser of a negotiable instrument in any different legal position from
a purchaser of a non-negotiable instrument?   If so, explain.
10 5. What restrictions or conditions require to be observed in seeking incorporation under
(a) The Dominion Companies Act, (&) The B.C. Companies Act, respectively,
as to:—
(1.)  Capital authorized.
(2.)  Capital subscribed.
(3.) Capital paid in.
(4.) Proposed name of the company.
(5.) Preference shares. 11 Geo. 5 Public Schools Report. C 169
Value.
10 6. A, B, C, D are Directors of a Joint Stock Company. It is found that the company
is unable to meet its liabilities. All the stock is paid up and the only assets are
patents and office furniture. The patents have been assigned to the bank, and
the landlord has seized the office furniture for rent. The list of creditors is as
follows:—'•
John Smith, rent   $  500
Brown & Co., advertising        340
J. Nix, office supplies  75
Royal Bank, advanced      2,000
E. James, salary as book-keeper         135
J. Brown, wages     75
L. Ross, wages   40
A. Cann, legal services        100
$3,265
The stock being all paid up, what liability, if any, is upon the Directors or Shareholders in connection with these claims, or any of them?
10       7. What special points of law must be observed by the officers of a company incorporated
under the B.C. Companies Act when issuing a prospectus?
9     ' 8. (a.) What do you understand by the seal of a company?
(6.) If a company issues a promissory note and does not attach its seal, is the note
valid?
(e.) If a company issues a promissory note which is not signed, but to which the seal
is attached, is the note valid?
10       9- In Just what position is each of the following, in respect to  (a)  sharing of profits
and losses,  (&) liability to creditors,  (c) authority in the management:—
General  partner;   limited partners;   holders  of  common  shares;   holders  of
preference shares;  bondholders.
6      10. Explain the following terms as used in connection with joint-stock companies:—
Proxy, calls, letters patent, liquidator, extra-provincial, subscribers.
Accountancy Practice.    (Time, 3 hours.)
[Note to the Presiding Examiner.—Please furnish candidates with journal and ledger paper.]
Value.
10       1- Using Journal and Ledger only, open the books of J. M. McLeod, who began business
June 1, 1920, as a Retail Grocer, with the following resources and liabilities :•—
Cash, $456.78;  on deposit in the Bank of Nova Scotia, $3,567.98;   goods on hand,
$23,679.56, on which he owes the wholesale houses $15,000;   store property
valued at $9,000, against which there is a mortgage of $3,000, on which there
is accrued interest for 6 months at 7%% per annum;   notes against sundry
persons amounting to $1,800, with accrued interest to date $35.60;   Victory
Bonds amounting to $5,000;   store fixtures which originally cost $500 but
which he now values at 80% of cost.
2. The following is a summary of the business of Mr. McLeod (question 1), for the
month of June:—
All moneys received were paid directly into the bank, and payments (with the
exception of Petty Cash and withdrawals for personal expenses) were made
by cheque. Cash sales $46,789.56; he purchased goods to the amount of
$45,780, 80% of which he paid in cash, receiving a discount of 5%; his credit
sales were $5,678.90, for which he collected during the month $3,786.40; he
paid the wholesale houses $8,567.60 of the amount owing on June 1;   he C 170 Public Schools Report. 1920
Value.
reduced his mortgage by $1,500 and paid 7 months' interest on the whole
amount; $1,100 of the notes owing him, June 1, were.paid during the month,
with interest $42.56; he collected the half-yearly interest on his Victory
Bonds, June 2, and on June 30 his Bank allowed him $134.80 interest on
deposits. His expenses (paid) were as follows: Salaries, $1,200; advertising,
$3,000; insurance, $1,000, of which $800 is prepaid; light, $125; delivery
expenses, $1,800; office expenses, $1,280.28. His Petty Cash payments
amounted to $126.40, and he took out for personal expenses $250. He
values his goods on hand, June 30, at $31,456.90. The interest accrued on
bills receivable now owing him is $12.30. He estimates that $400 of the
accounts receivable are uncollectable.
20 («•)  Journalize and Post the above transactions.
10 (&■) Take a Trial Balance.
t
10 (c.) Prepare Revenue Account and Balance Sheet.
3. Having rendered statements of account to the following customers, you drew upon
them at 3 days' sight. The drafts were entrusted to the Bank of Montreal, and
have now been collected, and the proceeds, less % of 1% (the cost of collection),
have been placed to your credit in the bank. You made no entries until you wrere
notified of the collections.
A. G. Brock, Kamloops '  $560
Mann & Woods, Nanaimo      750
Dartmouth & Co., Calgary      360
5 (a.)  Give your Journal Entries.
5 (b.) Draw the draft on A. G. Brock.
5 (e.) Give Dartmouth & Co.'s entries when they accepted the draft and six lays later
when they paid it by cheque.
5        4.  (a.) Machinery Account in your Ledger is debited $15,000.    You consider that it has
depreciated in value 10%.    Close the account and bring down the balance.
5 (7).) Real Estate Account in your Ledger is debited $8,000, and credited $3,000.   You
value your property now $6,500.    Show the account closed with the balance
brought down.
5 (c.)  Interest Account in your Ledger  is debited $45.78  and credited $35.78.    The
interest accrued on bills receivable is now $24.60 and on bills payable $34.90.
Enter these amounts and show the account closed with the balances brought
down.
20 5. A company's net profits before making any allowance for depreciation, etc., amount
to $30,000. It is decided to write 7%% off machinery, listed at $40,000, and 20%
off patterns, which cost $5,000. Ten per cent, is also deducted from book debts
and bills receivable, amounting to $16,000, to create a reserve for bad debts. The
balance of the profits is distributed in the form of a cash dividend of $14,400 and
a stock dividend for the remainder.    Make the necessary Journal entries.
Accountancy Theory.    (Time, 2 hours.)
7 1. Briefly explain the uses and advantages of the following: Synoptic journals, self-
balancing ledgers, controlling accounts, special columns in cash-books, cross-
entries, manifold billing systems, card and loose-leaf ledgers.
13 2. Brown & Robinson's business for the half-year ending June 30, 1920, shows a gross
profit of $8,463.94. The rent was $720, taxes $180, salaries $1,200, sundry
expenses $1,728.60; Brown's capital is $5,498.60 and Robinson's $8,763.50. They
are to be credited with 5% per annum interest on capital. 11 Geo. 5 Public Schools Report. C 171
Value.
Draw a Profit and Loss Account showing net profits, and apportion 4-11 to Brown
and 7-11 to Robinson.
XO       3.  (a.)  Describe the usual method of procedure in determining the net profit or loss of
a business, the books having been kept (1)  by Single Entry,  (2) by Double
Entry.
5 (b.) What general principles should be observed in differentiating between capital
expenditure and revenue expenditure?
10 4. Austin owes Baxter $1,000 and Baxter draws on him for the full amount at 60 days.
The draft is accepted by Austin, whereupon Baxter takes it to the bank for
discount. The bank discounts the paper 57 days before maturity at 6% per
annum.    Show the entries you would make in the books of Baxter.
20       5. Draft journal entries for the following:—
(a.) Declaring a dividend.
(&.) Paying a dividend in cash,
(c.) Creating a Reserve.
(d.) Closing a Drawings Account into Capital Account,
(e.) Depreciating the value of machinery 10%.
(/.) Writing off a bad debt.
(g:) Providing for a contingency,
(ft.) Providing a Reserve for bad debts.
(i.) Impairment of Capital.
(j.) Exchanging notes with Brown & Co. for accommodation.
5       6.  (a.) What do you understand by the term "Turnover"?
10 (b.)  Supply  your own  amounts  for  Merchandise,   Sales,   Purchases,   and  Present
Inventory and write up a Merchandise Account showing the Gross Profit
to be 25% on the Turnover.
10 7. If, on comparing your Bank Cash Book Balance with your Bank Pass Book Balance,
you found that the two did not agree, what steps would you take to check the
correctness of your Bank Cash Book? What would be the principal differences
you would expect to find, and what is the name of the statement you would
prepare to satisfy the auditor that your books were correct?
10       8. Journalize, as an opening entry:—
Stock on hand   $10,309.60
Sundry Creditors     7,103.56
Debtors   9,527.20
Reserve for Discounts on Debtors' balances    480.00
Freehold Premises     14,400.00
Mortgage on Premises    7,200.00
Plant and Machinery     4,708.04
Cash at Office    422.36
Bills Payable    1,038.40
Bank Overdraft   431.80
Capital—A. Student, %    ?
B. Student, %   ....  ? C 172
Public Schools Report.
1920
Third-year Course, Household Science.
Chemistry.    (Time, 2 hours.)
[All questions are of equal value.]
1. How do you distinguish between a physical and a chemical change, between a compound and
a mixture?    Give examples of chemical combination and decomposition.
2. What are the important characteristics of charcoal, lignitic coal, bituminous and anthracite
coal?   When could each be used to advantage as a fuel?
3. Explain the use of the suffixes -ous and -ic, also of the prefixes mon, di, tri, tetra, and' per,
as used in chemistry.
4. Of what does "iron-rust" consist?   What conditions accelerate the rusting of iron?   Discuss
the methods adopted to prevent rusting.
5. What is understood by temporary and permanent hard water?   How can temporary hard
water be softened?   What effect does the hardness of the water have upon the amount of
soap used in washing?
6. How could you test for resinates and silicates in soap?    What substances are used as fillers?
Value.
8
1
1
3
2
2
12
Dressmaking and Millinery.    (Time, 2 hours.)
1. (a.) In planning a woollen dress for a child of eight years (length of dress 30 inches),
give the essential points in:—
(1.) Suitable material, width, amount, cost.
(2.)  Suitable pattern;   its position on material.
(3.)  Cutting.
(4.)  Fitting.
(5.)  Seaming.
(6.) Finishing.
(7.)  Pressing.
(8.) Decorating.
(b.) Compare full cost of dress with the probable cost of a similar ready to wear.
(c.) Indicate briefly what use can be made of the scraps of material left over.
2. Give the essential points to be considered in the choice of a ready-made cloth suit
for yourself.
3. In what places do commercial patterns vary most from actual measurements of the
figure.   Tell how you would alter them to adapt them for use.   Illustrate by
pencil sketches.
4. (a.) Discuss  the straight-line  system of drafting  as  compared with  commercial
standard patterns for the use of the home dressmaker.
(6.) Discuss the same question from the standpoint of a dressmaker in business.
Millinery.
1. State briefly the essential points in:—
(a.) Making of a wire frame.
(5.) Taking measurements for any hat.
(c.) Covering a velvet hat. 11 Geo. 5 Public Schools Report. C 173
Value.
(d.)  Choice of colour.
(e.)  The functions of trimming.
(/.)   Choice of a best hat for a High School girl.
4       2. Name some of the materials used in millinery that may be renovated, and tell how
to renovate any one of them.
Textiles.
2       1.  (*.)  What effect has the development of mercerization had on the textile industry?
2 (b.) Give the name of cottons best suited for mercerization and processes used.
4       2. Give three examples of materials made from woollen yarns and three from worsted
yarns.    State the advantage of one over the other.
6       3. What adulterations are used in the manufacture of cotton, linen, silk, and wooll
How would you detect adulterations in wool or silk fabrics?
50       Marks for practical work.
Dietetics.    (Time, 2 hours.)
8 1. Explain what is meant by " potential energy value " and " physiological energy value "
of the proximate principles found in foods. Tell briefly how these have been
calculated.
20       2- Write a  note on  the  standards of  two of the following in the diet.    Give your
authority:—-
(a.) Fuel.
(&.)  Protein.
(c.) Mineral salts.
(d.) Vitamines.
(e.) Water.
14       3. Explain the meaning of "vitamines."   Classify them, tell their uses, and name their
sources according to recent investigation.
8 4. Discuss briefly the following luncheon as part of a 2,800-calorie daily dietary for
sedentary persons in Vancouver in June:—
Cream of Tomato Soup.
Croutons.
Macaroni and Cheese. Lettuce and Radish Salad.
Bread. Butter.
Steam Suet Pudding.
Hard Sauce.
Coffee.
18       5. Discuss from the standpoints of digestibility and metabolism three of the following :—
(a.) The cornmeal in muffins and the cornmeal in porridge.
(6.) Baking-powder biscuits and yeast-bread,
(c.) Pie as dessert.
(d.) Baked muffins and doughnuts.
(e.) The outside cut from a roast and a cut from near the centre.
(/.) Cooked and uncooked vegetables as food. C 174
Public Schools Report.
1920
Value.
10
3
3
3
5
2
6. Write,out a list of ten dishes you would serve to:—
(a.) A patient on fluid diet.
(6.)  A patient allowed solids and just off fluid diet.
7. (a.) What  is  the standard for  milk  in  the  diet  of:    (1) infants;   (2) children;
(3) adults.
(6.) What wrould you include with milk in the dietary of children up to eight years
of age?
(c.) What particularly would you exclude?
8. Discuss tea and coffee as beverages in the diet of:    (a) children;   (b) adults.
9. (a.)  Give five reasons why a mother should train her children to eat porridge.
(6.)  Why should she train them to eat it without sugar?
Physiology, Hygiene,, and Home-nursing.    (Time, 2 hours.)
8        1. Discuss the body-cells under the following headings :—
(a.)  Structure.
(6.)  Length of life,
(c.)  Growth and development.
(ci!.)  Function.
4       2. Explain fully the meaning of any one of the following:—■
(a.) Digestion of food.
(6.)  Absorption of food,
(c.) Metabolism.
[Answer two of the next three questions.]
3       3.   (a.)  Explain why normal condition and circulation of the blood is desirable.
3 (b.) How would you proceed to remedy poor circulation?
3        4.   (a.)  Give reasons why suitable muscular exercise is beneficial to health.
3 (b.) Write a note on suitable muscular exercise for girls of your age.
3        5.  (a.) Describe the structure and function of the spinal nerves.
3 (6.) Explain the relation between the nervous system and the formation of habits
and character.
Home Sanitation.
7        1. Tell briefly the story of bacteria under the following headings :—
(a.)  General description and history.
(6.)   Shape and size.
(c.) Method of growth and multiplication.
(d.) Why a study of this form of life is necessary in Home Economics.
[Answer either question 2 or question 3.]
4 2. Describe the best kind of site for a home, giving reasons for your answer.
4       3. Explain any four of the following :   studs;   trap;   flashings;   soil-pipe;   septic tank;
sill. -
11 Geo. 5 Public Schools Report. C 175
Value.
5       4. Write on one of the following:—
(a.)  The kind, amount, and disposal of kitchen garbage in  a small  town—no
public scavenger.
(6.)  Private*versus public laundries,
(c.)  The best finishings for kitchen walls.
Home-nursing.
2       1.  (a.) What are the general symptoms of the onset of tuberculosis of the lungs?
2 (b.) What are home remedies for this disease?
2 (c.)  What precautions would you take to prevent the spread of this disease?
4       2. Write on one of the followingj—
(a.)  The preparation of the sick-room for a patient.
(6.) The resuscitation of the drowning,
(c.) The care of the teeth of children.
50       Marks for practical work.
Cookery—Theory.    (Time, 2 hours.)
4       1.  (a.) Name four points that are essential to success in the home-canning of vegetables
and give reasons why these must be considered.
2 (b.)  Give your opinion in regard to canning fruit without sugar.
6        2.  (a.) Name the different substances used in making flour mixtures light and describe
the action of one of them.
2 (b.) Why are flour mixtures made light?
4       3.   (a.)  Describe  the  changes  which  occur   during  the   conversion   of   the   following
materials into a loaf of bread:   flour, salt, water, yeast.
2 (b.)  What are the causes and the remedy for sour bread?
8       4. Write out basic ingredients for any four of the following:—
(a.)  One cup cheap, mediumly thick cream sauce.
(b.)  One cup cheap custard sauce,
(c.)  One pint cream of tomato sauce.
(d.) Four pints beef-soup stock,
(e.)  A one-egg cheese foamy omelet.
(/.)  Four 1-lb. (approx.) loaves white bread.
6 5. How long and at what temperature would you cook the following dishes:
(a) Muffins; (b) Parker House rolls; (c) mutton stew; (d) broiled lamb chops
«%" thick; (e) roast beef (6 lb.) ; (/) cooked salad dressing; (g) lemon gelatine
jelly; (ft) steamed salmon (4 lb.); (i) oatmeal porridge; (j) baked custard;
(k) cauliflower; (I) scrambled eggs.
3 6. In cooking acid and starchy mixtures :—
(a.) Why cook the starch or flour over steam 10 minutes?
(6.) Why leave out the sugar during the above process?
(c.) Why not cook the starch-mush after the acid is added to it? C 176
Public Schools Report.
1920
Value.
6        7. List the full market order for serving ten persons the following menu :—
Cream of Tomato Soup.
Croutons.
Lamb Chops. Scalloped Potatoes.
Fresh Buttered Green Peas.
Relish.
Bread. Butter.
Baked Apples. Whipped Cream.
Baking-powder Biscuits.
Coffee.
3        8.  (a.) Name three methods of cooking meat that aim at the " extraction of the juices "
and name three that aim at " retention of juices."    Opposite each answer
name two cuts that you would buy for that purpose.
(&.) Name two essentials to be observed in making "made-over meat" dishes.
9. In deep-fat frying:—
(a.)  What fat would you use and why?
(6.)  What will be the defects in the fried article if the fat be above or below
the temperature required?
For practical work.
2
2
50
Drawing and Design.    (Time, 2 hours.)
50        (*•) The drawings for the year should be placed in a folder and laid on your desk.
These will be collected and marks awarded.
50        (b.) Design a border 2y2 inches wide, taking the motif from the flower provided.    The
design  to  be  suitable for  an  embroidered  neck-band  for  a  child's  overall.
Show the stitches on the design and finish in colour. 11 Geo. 5 Public Schools Report. C 177
Third-year Course, Technical.
Electricity.    (Time, 2 hours.)
[The value of all questions is the same.   Ten questions constitute a full paper, but at least two
"  must be chosen from each section.]
Section I.
1. The separate resistances of four conductors A, B, C, and D, are respectively 5, 12, 24, and
100 ohms. Find their joint resistance when connected (a) in series, (6) in parallel.
Show all working in detail.
2. The E.M.F. of a battery is 24 volts and its internal resistance is 3 ohms.    WHat is the
resistance of an external resistance connected to such a battery when the current
flowing is found to be 2 amperes? Name and show by a diagram of connections that
you understand two of the instruments used in this example.
3. Describe one form of " Wheatstone " bridge.   What is it used in measuring?   What is this
unit?
4. Almost all direct-current instruments are constructed on the " d'Arsonval principle."   Clearly
describe and sketch the construction of one such instrument.
5. What is a " permeameter " ?   Of what use is it to an electrical designer?
Section II.
6. Describe clearly one form of " primary cell."   For what purposes are primary cells suitable.
and for what unsuitable?
7. What is a "storage battery"?   What does it store?   How is it constructed?   How is it
"charged"?
8. What do you understand by "capacity"?    Where is it of service?    What is the theoretical
unit? Why is the practical unit not the same as the theoretical? What is the practical
unit?
9. Show by a diagram how to "wire up" (a) two bells to be rung from one station, (B) one
bell to be rung from either of two stations, (c) five electric lamps, all to be controlled
from one switch.    The current in the last case is supplied from 110-volt A.C. mains.
10. Write a brief essay on incandescent electric lamps.
Section III.
11. What is a "series" motor?   (D.C.)    For what purposes are such motors used?   How are
they " controlled " ?
12. Write a short description of a compound wound " interpole " direct-current generator, suitable
for generating 25 amperes at 110 volts.    Where would such a generator be useful?
13. Describe as fully as you can an A.C. integrating watt-hour meter.   For what purposes are
such meters used?   What are the two principal kinds?   Where is each used?
14. What is the meaning of the expression "root-mean-square"?   Describe fully and show its
necessity in electrical work.
15. Write a short but clear description of a "transformer."   Who invented this apparatus?
For what purpose was it invented? Use in illustration of your answer any transformer
you have seen.
12
' C 178 Public Schools Report. 1920
Mechanics.    (Time, 2 hours.)
[The value of all questions is the same.   Ten questions constitute a full paper, but at least two
must be chosen from each section.]
Section I.
1. A windlass is used to hoist a weight.    If the diameter of the drum on which the rope winds
is 4 inches and the distance from the axis to the centre of the handle is 14 inches, how
great a weight can be raised by a force of 96 lb. applied to the handle?
2. The diameter of a driving pulley is 27 inches and its speed is 100 r.p.m., what must be the
diameter of the driven pulley for it to make 75 r.p.m.?
3. Explain clearly the following terms   (as applied to gear-wheels) :  Pitch, root,  thickness,
pinion, and rack.
4. Describe a "Weston" differential pulley-block.   What are its advantages?
5. A man can exert a pull of 40 lb. on a lever.    He wishes to raise a weight of 3 tons, using
a " jack " having 4 threads to the inch and 2% inches diameter, his longest lever being
24 inches long. Will he succeed? If not, how would you suggest that he overcome the
difficulty?
Section II.
6. How could you use " Archimedes' principle" to find the ratio between the weights of a
cubic inch of lead and a cubic inch of water?   What is this ratio called?
7. Salt water weighs .037 lb. per cubic inch.   A conical vessel having a circular bottom 13 inches
diameter is filled to a depth of IS inches with salt water. What is the total pressure on
the bottom?
8. What is " Pascal's Law" ?   Two vessels are connected at the base by a pipe 1 inch in
diameter. The first vessel has a diameter of 2 inches. The second has a diameter of
4 inches. Each vessel is fitted with a weightless piston, and on the first is placed a
weight of 10 lb. and on the second a weight of 40 lb. What will happen? Explain
clearly by means of a diagram.
9. Sketch and describe a " hydraulic jack."
10. Describe, with sketches,  (a) the suction and lift pump,  (&) the suction and force pump.
Section III.
11. Show that you understand the following terms:   Sensible and latent heats, wet and dry and
superheated steam.
12. James Watt is sometimes called the " inventor of the steam-engine."    Is this true?    If not,
why is Watt's name so honoured in connection with the steam-engine?
13. What do you understand by an " indicator diagram " ?   How is one produced   Of what use
is it to an engineer?
14. What is the meaning of the term "brake-horse-power"?   How is the b.h.p. obtained?
15. Describe as fully as you can one form of machine for utilizing the power of falling water. 11 Geo. 5
Public Schools Report.
C 179
Wood and Metal Work—Theory.
Woodwork.    (Time, 1 hour.)
[Answer three questions only.   The value of all questions is the same.]
1. Give neat sketches showing the meaning of the following terms:   Haunched tenon, Exterior
birdsmouth, Bare-face tongue, Raised panel, Bolection mould.
2. Name the members in compression and those in tension in a king-post roof-truss.   What kind
of a roof-truss would you use to span a building 40 feet wide?   Give the width and
thickness of the different members of the truss.
3. Draw to a scale %" to a foot a line diagram of one end of a hipped roof 20 feet wide.
Determine geometrically the true lengths and all bevels of common rafters, hip rafters,
and jack rafters.    Roof to rise 6 inches to the foot run.
4. Describe how you would obtain the lengths and bevels of the rafters by the " steel square."
Refer to the arms of the square as the blade and tongue.
Metalwork.    (Time, 1 hour.)
[Answer three questions only.   The value of all questions is the same.   Illustrate your answers
fully with sketches.]
1. Explain how you would proceed to solder (a) tin plate, (&) galvanized iron.   Describe tools
and materials used and explain why they are used.
2. Make a sketch of any forge you are familiar with and explain how you would use it efficiently.
3. Sketch and describe the use of the following:    (a) A diamond-pointed drill;  (6) a lathe-dog;
(c) a tool-post for a lathe.
4. Explain carefully how you would proceed to cut 10 threads per inch on work between centres
if the lead screw of the lathe had 4 threads per inch.
Draughting.    (Time, 2 hours.)
Project:   Make a freehand sketch of the machine detail supplied and mark the measurements
thereon.    From this sketch make a finished drawing.
Geometry.    (Time, 2 hours.)
[Answer seven questions only.   All questions are of equal value.]
1. ABC and DEF are two right-angled triangles having right angles at B and E;  also AB == DE
and AC = DF.   Show that the triangles are equal in all respects.
2. Two points P and Q are taken in the side XY of a square so that PX === QY.   P and Q are
joined to Z, the mid point of the opposite side.    Can the triangle PQZ be equilateral?
Explain fully. C 180
Public Schools Report.
1920
3. From the following extract from a surveyor's field-book draw a plan to the scale of y2" to
1 chain, and find the area in acres:—
Links.
1,800
1,100
200
600
500
200
300
From A
4. Prove that the angles made by a tangent to a circle with a chord drawn from the point of
contact are respectively equal to the angles in the alternate segments of the circle.
5. Find the equation of the straight line'which passes through the points  (2, 4) ;    (—7, —2).
Put into words the meaning of the equation. Where will the line cut the axes of
co-ordinates?
6. A point P moves in such a way that it is always as far from a point A as it is from a
straight line BC. If A is 1 inch from BC, construct the locus cf P. What is the name
of the locus?    (N.B.—Seven well-placed points on the locus will suffice in your answer.)
m
7. A, B, C are three points marked on a sheet of steel, such that AB = 6", BC = 5", CA = 4".
It is required to drill three circular holes, touching externally in pairs, having A, B, and
C respectively as their centres. Show by purely geometrical methods how the circles
may be placed.   Give proof.
8. The vertical angle of a triangle ABC is bisected by a straight line AD which meets the base
BC in D.    State and prove any facts you know about the ratio of the segments BD, DC.
9. Construct an [_-shaped figure of outside dimensions 4" and 3" and width of legs 1".   Construct
a similar figure whose area shall be one-half that of the original. Show all construction
lines, but omit proof.
Chemistry.    (Time, 2 hours.)
[The value of all qi&stions is the same.   Ten questions constitute a full paper, but at least two
must be chosen from each section.]
Section I.
1. Give as full a description as you can of the manufacture of sulphuric acid.
2. How is coal-gas manufactured and purified?   What are the by-products?   What are their
commercial uses?
3. How is gasolene obtained from crude oil?   What other substances are furnished by this
natural product?
4. Trace the manufacture of tool-steel from iron ore.
5. What is common washing-soda?   How is it manufactured?   What is the principal by-product?
How is this collected? 11 Geo. 5 Public Schools Report. C 181
Section II.
6. Explain briefly yet clearly the terms:   Graphic formula, valency, diffusion, equation, and
neutralisation.
7. 8H20+3Fe2 = 2Fe30(1+8H2.
Describe fully the experiment represented by the above equation. Calculate the volume of
hydrogen which could be obtained when 84 lb. of Fe were fully used up. Temperature
25° C.   Barometer 770 mm.    (Fe = 56;  H"==l;  0 = 16.)
8. What is meant by the following laws:   " The law of constant proportions"; " The law of
multiple proportions."   Illustrate your answer by reference to the two oxides of hydrogen.
9. Write briefly of the discoveries of any three of the following:   Dalton, Cavendish, Dumas,
Priestley, Scheele, Curie.
10. For what purposes could a Liebig's condenser be used?   Describe briefly one such use.
Section III.
11. " Sulphur has many allotropie modifications."    What does this statement mean?    Describe
clearly how you would proceed to obtain these modifications.
12. On the outside of an overheated " air-tight" stove there is sometimes seen a light-blue flame
playing on the iron.   What is this flame?   How is it produced?   How would you proceed
to prepare a gas-jar full of this gas?
13. How would you prove that air is dissolved in natural water?   What is the usual percentage?
How could you determine this percentage if you were supplied with two quarts of water?
Of what use is this air to fish?
14. By boiling 8 (eight) grams of magnesium metal in water a gas is obtained.    How would you
conduct this experiment?   What gas is obtained?   How much should be obtained at
N.T.P.?   How could you illustrate by this experiment the composition of pure water?
(Mg-=24.)
15. A diamond is heated to a bright redness in a glass tube through which pure oxygen is
passing.   What gas is produced?   How would you test this gas?   What other substances
could be used quite as well as a diamond?   Why?
Arithmetic and Algebra.    (Time, 2% hours.)
[Answer eight questions only.   All questions are of equal value.]
1. Compute hy contracted methods correct to 3 significant figures :—
96.421x13.98
T4L6
2. Construct a formula to give the number of yards of material a yards wide required to
make a spherical balloon of capacity b cubic feet. Using logarithms, complete the
calculation when a=lj, 6 = 2000, rr = 3.142.
3. The length of an indicator diagram is 4", the end ordinates are 1", .22", and the other
ordinates are 1", .81", .71", .55", .45", .38", .33", .29", and .26" : the scale of pressure
is 60 lb. per sq. in. to one inch.    Find by Simpson's Rule the mean pressure.
4. Draw a straight line graph showing the relation between the diameter and circumference
of any circle from 0" to 3" in diameter, given that the circumference of a circle 3" in
diameter is 9.42". Find from your graph the circumference when the diameter is 1.2",
and the diameter when the circumference is 6". C 182
Public Schools Report.
1920
5. (a.) Simplify^36+ .^±36-_5fl!6_.
J a + 2b    2b-a    a2 + 462
(b.) Evaluate, without actual multiplication, 120 x 239 " 119.
119x239 + 120
6. (a.) Factorize :—
(i.) ac + bd+ be + ad.
(ii.) 8712-80P.
(iii.) (a + bf-{a-bf.
(b.) Expand without actual multiplication, (a-b- c)° and (4 4- 2a + b) (4 - 2a - b).
7. (a.) Express using indices, " The 6th. power of a exceeds the ath root of 6 by the qth root
of the pih power of a."
(6.) Simplify
6* x3*x2~*
12f1x4*x3§'
(c.) Evaluate ^ correct to two decimal places.
3 - 2 J 3
8. Solve the equations, each to one decimal place :—
(a.) x2 + y2 = 25; x + y=2.
(6.) 3x2-&x=U.
Check, graphically, your result in equation (a).
9. The volume of a sphere varies as the cube of its diameter.
Which is the better bargain, oranges of 3" diameter at 90c. per dozen or oranges of 2J"
diameter at 60c. per dozen 1
10. The following table gives what is called "the expectation of life" at various ages.    Illustrate graphically.
Age in Years.
10.
15.
20.
25.
30.
35.
40.
45.
50.
Expectation (Years)	
49.6
45.2
41.0
37.0
33.1
29.2
25.6
22.2
18.9
At what age can a man expect to live 20 more years 1    What is the expectation of life at
age 32 1
Trigonometry.    (Time, 2 hours.)
[Answer seven questions only.   All questions are of equal value.]
1. (a.) The tangent of an angle is .75 ; construct the angle.
(6.) ABC is an acute-angled triangle, and AD is the perpendicular from A on BC.    Write
down the sine, cosine, and tangent of every acute angle in the figure.
2. (a.) Find from the tables sin 17° 13', sin 117° 13', cos 21° 14', cos 121° 14'.
(6-) Find the angles given by the following: sin 9 = .9401, cos/3 = .3882, tan a = -1.9600.
3. A road is inclined to the horizontal at an angle of 15°.    How far above the level of his
starting-place is a man who walks 4,000 yards along the road 1    How far above would
he be if the 4,000 yards were measured horizontally? 11 Geo. 5
Public Schools Report.
C 183
4. From the top of a cliff an observer finds that the angles of depression of two buoys 300
yards apart are 39° and 26°.    The buoys and the observer are in the same vertical
plane.    What is the height of the cliff?
5. In any triangle ABC prove :—
(a.) cot — = tan I—-—).
(6.) c cos B + 6 cos C = a.
6. By using a formula adapted for logarithmic calculation, find the smallest angle of the
triangle whose sides are 271 yards, 334 yards, and 409 yards respectively.
7. In the triangle ABC, having given a = 121 yards, B = 71°, C = 42° 30', find 6.
8. (a.) Derive a formula for cos (P + Q) in terms of the sines and cosines of P and Q.    Deduce
cos 2 e.
, tan /? = -J, show that a + /3 = 45° if a and /3 are acute angles.
Hrtanfl
(ov) If tan a
9. The current through a tangent galvanometer is given by the formula C =
If e = .25 amperes, r=12 cm., 5 = 19°, »i = 5, find H.
Physics.    (Time, 2 hours.)
[The value of all questions is the same.   Ten questions constitute a full paper, but at least two
must be chosen from each section.]
Section I.-—Heat.
1. Express in the Centigrade scale the following temperatures Fahrenheit, showing clearly all
working details:   10°, —7°, 0°, 180°, 212°.
2. Describe clearly the " metallic thermometer."   Is it as sensitive as the mercury thermometer?
Is it used in scientific experiments?   Why?
3. A ball of copper at 98° C. is put into a copper vessel containing 2 lb. of water at 15° C,
and the temperature of the water, ball, and vessel after the experiment is 21° C.; the
weight of the vessel is 1 lb. and the specific heat of copper is .095. Find the weight of
the copper ball.
4. A well-corked flask with a narrow glass tube passing through the cork is carefully filled
with water, which has previously been boiled for a long time. The water stands in the
glass tube 6 inches above the cork. The flask has at first a temperature of 70° F. It is
carefully cooled to 33° F. Describe the motion of the column of liquid throughout the
whole time of cooling.
5. A board painted red exposed to the sky on a clear night covers itself with dew.   Alongside
it is exposed a piece of polished silver. The silver remains undimmed. Explain clearly
the cause of the difference.
Section II.-—Sound.
6. Does the loudness of a sound depend upon the length of its wave?   If not, on what does it
depend? Does the pitch of a musical sound depend upon its loudness? If not, what is
the real cause of the variation of pitch?
7. A tube 9 inches in length closed at one end resounds to the vibrations of a tuning-fork.
Required the length of the wave and the number of vibrations per second (temperature
62° F.).
8. Describe clearly an experiment to prove that two sounds may produce silence. C 184
Public Schools Report.
1920
9. Describe and sketch the mechanism of the human ear.
10. At a distance of 6 feet from a sounding-bell the intensity of the sound is represented by
1  (one).    What number would represent the intensity at a distance of 30 feet?    Upon
what law is your answer based?   Does this law apply to other forces besides sound?
Section III.-—Light.
11. A person stands 12 feet from the edge of a stream.    He sees a trout at an apparent distance
of 6 feet from the edge of the water.    The water is 2 feet deep.,   Could the person by
firing a rifle-bullet at the fish succeed in hitting it?    Explain clearly and give a diagram.
12. What is "mono-chromatic" light?   How could you measure the wave-length of such light?
13. Explain  clearly,  using diagrams,  the meaning of the terms  " spherical aberration"  and
" chromatic aberration " as applied to a lens.
14. Describe any form of photometer and show how it could be used to measure the candle-power
of an electric lamp.
15. Describe clearly the instrument by means of which the constitution of the stars has been
found. 11 Geo. 5
Public Schools Report.
C 185
University Matriculation (Junior).
History.    (Time, 2 hours.)
[Answer five questions only.    Each question lias 20 marks.]
1. What is  meant  by  the  "Fertile  Crescent,"   and where  is  it  situated?   Show  how   the
Babylonians, Assyrians, and Chaldeans in turn struggled to possess it.
2. Account for the rise of the Athenian Empire, and estimate the part played by Pericles in
making Athens " the Teacher of the Greek world."
3. Compare the Roman Empire under Augustus and Diocletian,  and show how the  ancient
civilization was breaking down.   In how far did this decadence lead to the Triumph of
Christianity?
4. Show how Charlemagne was able to revive the Roman Empire of the West.   Describe the
important features of his system of government.
5. " The Crusades were a clash between two different civilizations, the Mohammedan and the
Christian."    Discuss, with especial reference to the effects of the Crusades upon Europe.
6. " The Church was incomparably the most important institution of the Middle Ages."   Discuss,
with especial reference to:—
(a.) The organization of the Church.
(6.)  Church and State.
(e.) The Mendicant Orders.
7. What were the chief characteristics of the Renaissance (a) in Italy, (b) outside of Italy.
8. Give a short account of the Reformation in Germany and the British Isles.
9. What were the points at issue between the Stuart Kings and Parliament?
Value.
14
21
15
English Literature.    (Time, 2 hours.)
[Candidates will answer Section A, and either Section B or Section C]
Section A. Poems of the Romantic Revival.
1. Quote ten or twelve lines from Wordsworth, excluding the sonnets.    State concisely
what thought in this quotation appeals most to you, and why.
2. Write about a page on each of the following :>—
(a.) The " Ode to the West Wind" as characteristic of Shelley.
(&.)  The character of Andrea del Sarto.
(e.)  The thought and the style of the " Ode on a Grecian Urn."
3. (a.) Make a brief note of explanation on each of the following quotations, naming
the author and poem from which each is taken :—
(i-) Our wills are ours, to make them thine,
(ii-) And all to left and right s
The bare black cliff clang'd round him.
(iii.) The still sad music of humanity.
(iv.)   A shielded scutcheon blush'd with blood of queens and kings.
(&.) In your opinion, which of the above passages possesses the greatest poetic
effectiveness?   Why? C 186
Public Schools Report.
1920
Value.
17
18
15
Section B. " The Merchant of Venice."
1. (a.) In about two pages analyse the character of Shylock.
(&.) To what extent is he an appealing figure?
2. Write on two of the following (about a page on each) :—
(a.) The dramatic value of the last act of this play.
(6.) The wit of Gratiano.
(c.) Jessica's attitude towards her father.
3. Give the context of each of the following and explain:—
(a.) For this fool gudgeon, this opinion.
(&.) Hard food for Midas, I will none of thee.
(c.) I have set up my rest.
(d.) Therefore I scant this breathing courtesy,
(e.) But whilst this muddy vesture of decay
Doth grossly close it in, we cannot hear it.
Section C. " Henry V."
1. Discuss, in about two pages, the nature and purpose of the various elements of
comedy introduced into this play.
2. Discuss the three characteristics of King Henry that, in your opinion, are most closely
connected with the development of the play.
3. Give the context of each of the following and explain:—
(a.) The strawberry grows underneath the nettle.
(&.) His vanities forespent
Were but the outside of the Roman Brutus.
(c.) A largess universal like the sun
His liberal eye doth give.
(d.) Doth rise and help Hyperion to his horse,
(e.) Would I were with him, wheresome'er he is.
17
18
15
German Translation.    (Time, 2 hours.)
48
1. Translate :-
(a.) @3 rourbe alfo ein Sag gum SBettfliegen feftgefetgt, unb gur Beftimmteu
©tunbe erljob fid) bie gange ©efellfdjaft in bie Suft. (Sitter fud)te eS
bem unbent guuorgutun. Set e§ aber faft feinen Broeifel unterlag,
ba| ber Slbler ben @ieg bauontrageu rourbe, fo gebadjte iljn ber
3auntonig burd) eine Sift gu fiberfommen. 2Ba§ tat er? @r oer=
ftectte fid) groifdjen ben Seinen be§ 2lbler§, inbem er bemfelben in bie
geberljofen trod), otjtte bafj e§ ber 3lbler merfte. 2tl§ nun ber
2(bler fid) tjoher erljoben Ijatte al§ aEe anbern SJb'gel unb miibe roar,
ba flog ber Bauntbnig tjeruor unb fiber it)n tjinauf, fo baf; alle 23ogel
iftn al§ i&rcrt £bnig anertennen mu§ten.
(6.) (gifblidj roar er fertig. ©Ifictfelig eilte er gum S|3aiafte. 2lber roeld) ein
@djred: ergriff ifjn! in ber gerne fal) er bie Ijolbe (Smnta auf
fdjnaubenbeni 9toffe, roeld)e§ fie au§ jener Dtfibe gegaubert Ijatte,
entflieheit. 3ornfd)naubenb fd)leuberte er ber fjlieljenben feine 23like
nad), aber e§ roar gu feat, — fie roar au§ feinem 23ereid). —
©rollenb Ee&rte ber 23erggei[t, ber oon nun an fiberall 9xfibengaf)ler
ober 'Riibegabl genannt rourbe, in fein unterirbifd)e§ 9xeid) gurticr. 11 Geo. 5 Public Schools Report.
Value.
(c) £>a iiberfiel ben armen SUufitanten eine grofje 2tngft; benn er bad)te, ba§
fein ©piel bem Otfibegaljl — benn bag biefer eg roar, Ijatte er lihtgft
erfannt — am (Snbe nidjt gefallen fonnte, unb ba§ er ifjn bann gur
©trafe fur feine ©reiftigteit an ben erften Beften 93aum auffntipfen
rofirbe. gitternb exgxtff er baljer bie %UU, aber ber ©ebanfe an feine
feme 23raut unb an bag ©IM, bag iljm am (Snbe burd) Stfibegaljl
Befdjert roerben fonnte, ntad)te ifjin neuen 9Jcut; furdjflog liejj er baljer
fein Sieb ertonen unb gab fid) bie gro|te SSTciihe, feinen Qntyoxtx
gufrieben gu fteden.
(d.) ,,Sa§ eud) ber Audutf hole\" fchrie ber ©aft, ,,ba Ijabt iljr mir ja mein
93ein mit auggeriffen!"
Itnb roirtlid) fo roar'g aud), bag 93eiu [tat im ©tiefel unb lag mit bemfelben auf
ber (Srbe. 33oll ©djrecfen ftarren bie beiben ben ©aft an; elje fie
fidj aBer baoon erljolt IjaBen, giefjt ber grembe ben ^anbfdju^ famt
feiner iQanb ab unb roirft fie bem SEBirt an ben £opf. 3)ann ergriff
er feinen Jtopf, Ijob itjn afi unb roarf ifjn bem ^augfnedjt auf ben
3tficfen, roorauf ber fiopf gar fdjrecftid) gu lad)en anfing unb bie
Steppe Binunterfotlerte.
12 2. Translate (at sight):—
©in .Jperr roollte ein $aar @d)uBe faufen. (5r ging baljer in einen ©djuljlaben,
unb fagte gu bem Saufmann : ,,3eigen ©ie mir, bitte, bie beften @d)ul)e,
bie ©ie fjafien" 9tad)bem ber ^err meljrere *$aaxt anproBiert Ijatte, fanb
er ein $aar, roeldjeg ifm pafjte. ,,2J3ie uiel foftet biefeg 5paar?" fragte
er ben .faufmann. ,,gfinfgelm 9Jcarf," roar bie 2lntroort. ,,3)ag ift uiel
gu uiel," fagte ber .Sperr, ,,@ie follten mir bie ©djube Biltiger laffen, benn
id) bin ein greunb non Sifjrem ©efdjaft unb taufe immer hier." $Der
£aufmann aber erroiberte: ,,2)ag ift alleg redjt fd)on unb gut! Sllleht
gerabe oon meinen greunben mufj icE) leBen, benn meine geinbe taufen nid)tg
uon mir."
24        3. Translate:—
One day a Count was travelling along a lonely country road. He went into
a small inn and ordered a simple meal—boiled eggs, white bread and
fresh butter, and a glass of beer. The shameless innkeeper asked five
pounds for the meal. The Count smiled and said, " Are eggs and bread
and butter scarce here?" "No," said the cunning innkeeper, "but
Counts are very scarce."
16 4.  Write in German a short description of your own home, or of Vancouver.
Latin Authors and Sight Translation.    (Time, iy2 hours.)
[Candidates will answer either A, B, and E, or C, D, and E.]
A.
10       1- Translate:—
' Tu face nescio quos esto contentus amores
indagare tua, nee laudes adsere nostras.'
Filius huic Veneris, ' Figat tuus omnia, Phoebe,
te meus arcus,' ait, ' quantoque animalia cedunt
cuncta deo, tanto minor est tua gloria nostra.'
(a.) Account for the case of te, deo, tanto, nostra; the mood of figat. Public Schools Report.
1920
Value.
11
IS
2. Translate:—
Plus etiam, quam quod superis contingere fas est,
nescius adfectas.   Placeat sibi quisque licebit:
non tamen ignifero quisquam consistere in axe
me valet excepto.   Vasti quoque rector Olyimpi,
qui fera terribili iaculatur fulmina dextra,
non agat hos currus:   et quid love maius habemus?
(a.)  Account for the case of plus, quisque, me; the mood of agat.
3. Translate:—
At tu, funesti ne aim tibi muneris auctor,
nate, cave, dum resque sinit, tua corrige vota.
Scilicet ut nostro genitum te sanguine credas,
pignora certa petis?  do pignora certa timendo,
et patrio pater esse metu probor.   Adspice vultus
ecce meos:  utinamque oculos in pectora posses
inserere, et patrias intus deprendere curas!
(a.) Parse timendo.
(b.) Account for the mood of sim, posses.
(e.)  Scan the last two lines.
4. Translate:—
Quod simul ac sensere, ruunt tritumque relinquunt
quadriiugi spatium, nee quo prius ordine currunt.
Ipse pa vet;  nee qua commissas flectat habenas,
nee scit qua sit iter; nee, si sciat, imperet P.lis.
(a.) Account for the mood of flectat, sciat.
19
11
10
1. Translate:—
Eo cum de improviso celeriusque omnium opinione venisset, Remi, qui proximi
Galliae ex Belgis sunt, ad eum legatos Iccium et Andocumbogium, primos
civitatis suae, miserunt qui dicerent ' se suaque omnia in fidem atque in
potestatem populi Romani permittere; neque se cum reliquis Belgis consen-
sisse neque contra populum Romanum omnino coniurasse, paratosque esse
et obsides dare et imperata facere et oppidis recipere et frumento ceterisque
rebus iuvare; reliquos omnes Belgas in armis esse, Germanosque, qui cis
Rhenum incolant, sese cum his coniunxisse, tantumque esse eorum omnium
furorem ut ne Suessiones quidem, fratres consanguineosque suos, qui eodem
iure et eisdem legibus utantur, unum imperium unumque magistratum cum
ipsis habeant, deterrere potuerint quin cum his consentirent.'
(a.) Account for the case of opinione, iure; the mood of dicerent, facere, incolant,
potuerint.
2. Translate:—
ubi vineis actis, aggere exstructo turrlm procul constitui viderunt, primum
irridere ex muro atque increpitare vocibus, quod tanta machinatio ab tanto
spatio instrueretur: ' quibnsnam manibus aut quibus viribus praesertim
homines tantulae staturae (nam plerumque omnibus Gallis prae magnitudine
corporum suorum brevitas nostra contemptui est) tanti oneris turrim in muro
sese collocare confiderent?
(a.) Account for the case of staturae, contemptui, oneris; the mood of instrueretur,
confiderent.
3. Translate:—
Huius est civitatis longe amplissima auctoritas omnis orae maritimae regionum
earum, quod et naves habent Veneti plurimas, quibus in Britanniam navigare 11 Geo. 5
Public Schools Report.
Value.
(a.)
consuerunt, et scientia atque usu nauticarum rerum reliquos antecedunt et
in ruagno impetu maris atque aperto, paucis portibus interiectis, quos tenent
ipsi, omnes fere, qui eo mari uti consuerunt, habent vectigales. Ab his fit
initittm retinendi Stiii atque Velanii, quod per eos suos se obsides, quos Crasso
dedissent, reciperaturos existimabant.
Account for the case of usu, portibus; the mood of retinendi, dedissent.
14 1. Translate:—
id metuens veterisque memor Saturnia belli,
prima quod ad Troiam pro caris gesserat Argis—
necdum etiam causae irarum saevique dolores
exciderant animo;  manet alta mente repostum
indicium Paridis spretaeque iniuria formae,
et genus invisum, et rapti Ganymedis honores.
(a.) Account for the case of belli.
(b.) Explain id, Saturnia, indicium Paridis.
(c.) Scan the last two lines.
13       2. Translate:—
' nulla tuarum audita mihi neque visa sororum,
o—quam te memorem, virgo?  namque baud tibi vultus
mortalis, nee vox hominem sonat;  O, dea certe,—
an Phoebi soror?  an Nympharum sanguinis una?—
sis felix, nostrumque leves, quaecumque, laborem,
et, quo sub caelo tandem, quibus orbis in oris
iactemur, doceas;   ignari hominumqne locorumque
erramus, vento hue vastis et fluctibus acti.
(a.) Account for the case of mihi, quaecumque, hominum; the mood of sis, iactemur.
13       3. Translate:—■
grates persolvere dignas
non opis est nostrae, Dido, nee quidquid ubique est
gentis Dardaniae, magnum quae sparsa per orbern.
Di tibi, si qua pios respectant numina, si quid
usquam iustitia est et mens sibi conscia recti,
praemia digna ferant.   quae te tarn laeta tulerunt
saecula?    qui tanti talem genuere parentes?
(a.) Account for the case of opis, gentis, recti; the mood of ferant.
D.
15 1. Translate:—
Erat ob has cattsas sunima difflcultas, quod naves propter magnitudinem nisi in
alto constitui non poterant; militibus autem, ignotis locis, impeditis manibus,
magno et gravi armorum onere oppressis, simul et de navibus desiliendum et
in fluctibus consistendum et cum hostibus erat pugnandum; cum illi aut ex
arido aut paululum in aquam progressi, omnibus membris expeditis, notissimis
locis, audacter tela coniicerent, et equos insuefactos incitarent. Quibus rebus
nostri perterriti, atque huius omnino generis puguae imperiti, non eadem
alacritate ac studio, q%io in pedestribus uti proeliis consueverant, utebantur.
(a.) Account for the case of generis, studio, quo.
(6.) Parse desiliendum.
R       2. Translate:—
»
Caesar questus, quod, cum ultro in continentem legatis missis pacem ab se
petissent,    bellum    sine    causa    intulissent,    ignoscere   imprudentiae    dixit Public Schools Report.
1920
Value.
9
obsidesque   imperavit;    quorum   illi   partem   statim   dederunt,   partem   ex
longinquioribus locis arcessitam paucis diebus sese daturos dixerunt.
(a.) Account for the case of imprudentiae, diebus; the mood of intulissent.
Translate:—
Dum ea geruntur, legione ex consuetudine una frumentatum missa, quae appella-
batur septima, neque ulla ad id tempus belli suspicione interposita, cum pars
hominum in agris remaneret, pars etiam in castra ventitaret, ii, qui pro
portis castrorum in statione erant, Caesari renuntiarunt, pulverem maiorem
quam consuetudo ferret in ea parte videri quam in partem legio iter fecisset.
(a.) Account for the case of ulla; the mood of ferret.
(b.) Parse frumentatum.
Translate:—
Collaudatis militibus, atque Un, qui negotio praefuerant, quid fieri velit, ostendit,
atque omnes ad portum Itium convenire iubet, quo ex portu commodissimum
in Britanniam traiectum esse cognoverat.
(a.) Account for the case of Us, negotio.
Translate:—
Itaque ex legionibus fabros deligit, et ex continenti alios arcessi jubet;  Labieno
scribit, ut, quam plurimas posset, iis legionibus, quae sunt apud eum, naves
instituat.   Ipse, etsi res erat multae operae ac laboris, tamen commodissimum
esse statuit, omnes naves subduci et cum castris una munitione coniungi.
(a.) Account for the case of legionibus, laboris; the mood of instituat.
(b,) Write a note on the phrase quam plurimas.
E.
20       Translate into English :—
Caesar postquam ex Menapiis in Treveros venit, duabus de causis Rhenum translre
constitui t: quarum una erat quod German! auxilia contra se Treveris miserant;
altera, ne ad eos Ambiorix receptum haberet.   His  constitutis  rebus paulo
supra  eum  locum   quo   ante  exercitum   traduxerat  facere  pontem   Instituit.
Nota atque Instituta. ratione, magno militum studio, paucis diebus opus efficitur.
Firmo in Treveris ad pontem praesidio relicto, ne quis ab his subito motus
orlretur, reliquas copias equitatumque tradiixit.
Nota atque instituta ratione: translate "the principle of construction being thoroughly
familiar."
Latin Grammar and Composition.    (Time, 2 hours.)
15       1. Write the ablative singular of civis, mare, vis, fructus, spes;  the genitive plural of
pes, cornu, pedes, vis, vir, flumen, parens, nox, ager, iter.
5       2. Compare malus, bene, saepe, magnus, facilis.
4    - 3. Write all the infinitives of quaero.
10 4. Write: (a) The third plural imperfect subjunctive of volo; (b) the second plural
present imperative of obliviscor; (c) the second plural perfect indicative of
possum; (d) the second singular future indicative passive of capio; (e) the third
plural present indicative of eo; (f) the first plural imperfect subjunctive of fio;
. (g) the second singular present indicative of malo; (h) the second singular
present indicative active of fero; (i) the second singular present indicative of
adorior;   (j) the first singular imperfect subjunctive of proficiscor. 11 Geo. 5
Public Schools Report.
C 191
Value.
16
4
40
5. Write the principal parts of nolo, recipio, audeo, reperio, sumo, cognosco, intersum,
fio, folio, posco, curro, veto, gero, cado, attingo, iaceo.
6. What part of what noun, adjective, or verb are the following:   eorundem, alicui,
fore, plura, vestri, nonvult?
7. Decline together aliud corpus.
8. Translate into Latin:—
(a.) They returned to the city at daybreak.
(6.) Let us beg Caesar to spare the women and children,
(c.)  It is much easier to help our friends than our enemies.
(d.) I do not think that I have seen a more beautiful girl,
(e.)  We were not able to find out why he did not use the cavalry.
(/.) They could not be persuaded to wait any longer.
(g.) He sent centurions ahead to select a suitable place for a camp.
(h.) Caesar had to do everything at once.
(i.)   The tribes who dwell beyond the Rhine sent envoys to Caesar to seek peace.
(j.)   Caesar ordered the gates to be closed so that no one should go out of the
town.
Agriculture.    (Time, 2 hours.)
(See paper set on this subject for the Third-class Teachers' Examination (Non-professional).)
French Translation.    (Time, 2 hours.)
[N.B.—Candidates  should work  slowly and  revise  carefully.   Every  sentence  is  framed  to
illustrate some point of grammar or syntax.    Careless work entails serious loss of marks.]
Value.
30       I- Translate into good English:—
C'etait sous le gouvernement de Napoleon ler, Humboldt et Gay-Lussac faisaient
a. Paris leurs experiences pour la construction des barometres:  ils vinrent a
manquer de tubes en verre.   A cette epoque d'industrie peu avancee, on n'en
fabriquait qu'en petite quantitg, et en Allemagne seulement.    Or la douane
allemande en interdisait l'exportation.
" Essayons un moyen," dit Humboldt.    Et il envoie au fabriquant allemand l'ordre
de lui expedier une douzaine de tubes dfiment fermes et cachetes a chaque
bout, et portant cette etiquette:   " Air allemand."
Les tubes arrivent a la fronti6re.   L'inspecteur des douanes examine 1'envoi.
Apres avoir bien rerlechi, " L'air, se dit-il, n'est pas dans la liste des articles
prohlbes.   Laissez passer ! "
C'est ainsi que les prficieux tubes arrivSrent a Paris, sans merne avoir payS de
droit.
N.B.—Douane = customs ;  e'tiquette = label.
30       2. Put into French with great care and accuracy :—
I admit that the common or medicinal plants and the many varieties of minerals
did not attract me as much as the living species. The amusing monkey
gallery, the pool of the ugly seals (phoques), the cages of wild beasts born
in various parts of the world, caused me real surprise.   A fine lioness had Public Schools Report.
1920
Value.
20
20
just died, but two terrible panthers were coming from India, where they had
lived until then. They had, with them, their cubs, that had just been born
and that would live, henceforth, in a narrow cage. We returned by the
winding paths of the big garden where there are numerous birds of all the
countries of the world.
3. Put into French :—
(1.) At 8 a.m. we have coffee or chocolate with bread and butter and toast.
(2.) At last he shut his eyes and slept soundly. (-3.) Jean and Henry are
going to see the Boulevards. (4.) In the centre could be seen the band.
(5.) They- are starting for Versailles to-day. (6.) He also pointed out to
us the little homes which she called her hamlet, where princesses, disguised
as shepherdesses, used to come. (7.) This chapel is open to visitors four
times a week, on Mondays, Tuesdays, Thursdays, and Fridays, from 12 to 3.
(8.) Piercing cries were heard and several persons threw themselves on the
ground. (9.) Henry enjoyed himself very much. (10.) The journey was
very pleasant although it was very hot that day.
4. Translate into French:—
(1.) You ought to come soon. (2.) These are the letters of which I spoke.
(3.) I do not know which one he knows. (4.) What he says is true.
(5.) Remember this. (6.) He is wrong; that is certain. (7.) That house
is not Paul's; it is mine. (8.) He often sent me to them. (9.) Don't make
fun of them.    (10.)  I have been here for three hours.
French Grammar.    (Time, 2 hours.)
10       1 • Combine each of the following groups of words so as to form a correct sentence:—
Group (a.) fleur;  blanc;  jardin.
Group  (6.)  Henri;  gargon;   imagination;  vif.
Group  (c.)  Paris;  ville;   beau.
Group (d.) deux;  beau;  cheval; pr6.
Group (e.) homme;  vieux; viendra;  demain.
12       2. Rewrite the following sentences, changing the genders:—
(a.) Le paysan etait fou.
(b.) C'est la belle ouvriere.
(c.) J'ai connu un eomte muet.
(d.) Le danseur s'est leve de bonne heure.
(e.) Nul acteur ne parlait mieux.
(/.) Le ndgre pecheur sortit vite.
10       3. Reply, in French, in complete sentences, to the following questions:—
(a.) A quelle heure vous etes-vous leve ce matin?
(6.) Qu'avez-vous pris pour votre petit dejeuner?
(c.)  Quel age avez-vous?
(d.)  Quel temps fait-il aujourd'hui?
(e.) Qu'allez-vous faire apr£s les examens?
16       4. Answer  the  following  questions   (in  French)   in   complete  sentences,   substituting
personal pronouns for the parts printed in italics:—
(a.) M'avez-vous envoye les livres?
(b.) A-t-il vendu son cheval a mon voisinf
"*«— 11 Geo. 5 Public Schools Report. C 193
■
Value.
(c.)  Est-ce qu'il vend du vin?
(d.) Est-ce qu'il a envoye des eleves a cette Ccole?
(e.) Est-il alle chercher so mere dans le jardinf
10       5. Give the comparative and superlative of:—
Un bon eleve; il est peu travailleur; un beau drame; une langue difficile; un
mauvais exemple.
20       6. Put the verb printed in italics in the tense required by the context:—
(a.) Je pouvoir partir demain.
(b.) Savoir votre opinion, je serai content d'avoir votre appui.
(c.) Je voir (past def.) deux oiseaux sur le gazon.
(d.) Dire ce que vous avez vu.
(e.) Je venir vous voir la semaine prochaine.
(/.) Je s'en oiler bientot.
(g.) Restez ce soir afin que je itre sur d'avoir votre opinion demain.
(h.)  Est-ce qu'il a ob6ir k ses parents?.
(i.) II m'a completement dCcevoir.
(j.)   Est-ce que la porte est oumir?
10       7. Put the following in the plural:—
Le bois epais, son oeil bleu, un journal anglais, son premier travail, le meilleur
bateau, ce troupeau de moutons, un gros clou, un caillou Wane, un jeu
dangereux, un bal masquS.
12       8. Supply the correct verb-form:—
o (a.) Personne n'est arrive?:
(6.) Je ne veux pas boire bien que je avoir bien soif.
(e.)  Quant aux rues de cette ville il n'en est pas une qui valoir les boulevards
de Paris.
(d.)  Quels livres avez-vous acheter?
(e.)  II faut que vous etre ici a huit heures demain matin.
(/.)   Je partirai &. moins qu'il venir a temps.
University Matriculation (Junior);   and Intermediate Grade.
Geometry.    (Time, iy2 hours.)
15 1. If the square described on one-side of a triangle is equal to the sum of the squares
described on the other two sides, then the angle contained by these two sides is
a right angle.
15       2. (a.) Prove that the opposite angles of any quadrilateral inscribed in a circle are
together equal to two right angles.
(6.) State and prove the converse of this theorem.
15       3. If from the point of contact of a tangent to a circle a chord is drawn, the perpendiculars dropped on the tangent and chord from the middle point of either arc
cut off by the chord are equal.
13 C 194
Public Schools Report.
1920
Value.
15       4. In any triangle the sum of the squares on two sides is equal to twice the square on
half the third side, together with twice the square on the median which bisects
the third side.
10        5-  (<?•)   State the conditions under which transverse common tangents cannot be drawn
to two circles.
(6.) If two direct common tangents are drawn to two circles, the parts of the
tangents intercepted between the points of contact are equal.
15        6. Through a given point within a circle draw a chord of given length.    State when
this is impossible.
15       7. Define the locus of a point.   Two straight lines OX, OY cut at right angles;   and
Q and R are points in OX and OY respectively.   Plot (freehand) the locus of
the middle point of QR when the sum of OQ and OR is constant, and give a
* theoretical proof.
Chemistry.    (Time, 2 hours.)
[All questions are of equal value.   Answer seven only.]
1. Describe an experiment by means of which water is decomposed.    Illustrate your description
by means of a diagram. How could you test the substances obtained to show their
properties?
2. If 1 litre of oxygen at normal temperature and pressure weighs 1.42 grams, what volume of
oxygen could be obtained by heating 3.456 grams of mercuric oxide? If all this gas were
converted into ozone, what volume would result? The gases being in each case measured
at normal temperature and pressure.
3. Describe two methods for the preparation of nitrogen, showing by means of diagrams the use
of each particular piece of apparatus employed. Nitrogen is described as an inactive
substance.    How would you satisfy yourself that this is true?
4. State what you understand by the law of definite proportions.    From a consideration of at
least two chemical compounds show that this law represents the facts.
5. What is the source of most of our chlorine?    How would you carry out the electrolysis of
hydrochloric acid?   What gases result?
6. How can acetylene be prepared?    Write the equation representing the reaction taking place.
What weight of each of the reacting substances would be necessary to yield 1.456 litres
of acetylene at normal temperature and pressure, the weight of 1 litre under these
conditions being 1.16 grams?
7. How does sulphur occur in nature?   What are its most characteristic properties?   What
oxides does it form?
S. If you were given three solutions that were suspected to contain hydrochloric, nitric, and
sulphuric acid respectively, how would you proceed to test this supposition? (Hg = 200.0,
C = 12.00, 0 = 16.00, Ca = 40.1, H = 1.008.)
Note—Hg = 200.0, C = 12.00, 0 = 16.00, Ca = 40.1, 11 = 1.008. 11 Geo. 5 Public Schools Report. C 195
University Matriculation (Junior).
Physics.    (Time, 2 hours.)
[Ten questions constitute a full paper.]
Value.
10       1. A force of 50 poundals acts on a mass of 10 pounds for 15 seconds.   Find the velocity
produced, the acceleration, and the momentum.
10 2. Two men are cutting logs with a crosscut saw. To move the saw requires a force
of 50 pounds. If 50 strokes of length 2 feet each are made per minute, find the
work done by each man in 20 minutes.
10       3. Describe an experimental proof of the truth of the Principle of Archimedes.
10       4. What are the two common types of wave-motion?   Describe them.
10 5- The thermal capacity of 56 grams of copper is 5.264 calories. What is the specific
heat of copper?
10       6. Write an account of the nature and source of heat.
10       7. What are the three modes of heat transference?   Give one example of each.
10 8. The velocity of a bullet is 1,200 feet per second. If the sound of the bullet striking
the target reaches the marksman 6 seconds after the shot was fired, find the
distance of the target. Take the velocity of sound through air to be 1,129 feet
per second.
10 9- What are the three features by which musical notes are distinguished from each
other?   How are they represented in the sound-wave?
10      10. State a law of reflection of light.    How can this law be demonstrated by experiment?
10 il. Show by a drawing how to obtain the position and relative size of the image of an
object placed 40 centimetres away from a convex lens of 20 centimetres focal
length.
10     12. What have you learned about the magnetic field of the earth?
10 13. Explain clearly what we mean by the terms electrical conductor and electrical nonconductor or insulator. Give three examples of each. Show how to electrify a
piece of metal by friction.
10 14. What must be the E.M.F. of a battery in order to ring an electric bell which requires
an electric current of 1/iO ampere, if the resistance of the bell and its connection
is 200 ohms and that of the battery is 20 ohms?
10 15- Describe any kind of primary cell. How is polarization avoided in the case you
select?
German Grammar.    (Time, 2 hours.)
32 1. Translate:—
(1.) Put the chair between the window and the door.
(2.) I am going home; my sister is already at home.
(3.) We get up at half past seven and go to school at a quarter to nine.
(4.) That is not your hat, it is mine; please give it to me.
(5.) In the night of the 23rd  of August, 1572, 30,000 Huguenots were killed
in France.    (Numbers to be written in full.) C 196
Public Schools Report.
1920
Value.
10
15
30
(6.) The fox is the most cunning of all animals, but the horse is the noblest.
(7.) He can learn to speak German if he wants to.
(8.) The lady, whose son always behaves badly, visited us yesterday.
2. Translate : —
(1.) Without his dog. (2.) Towards the garden. (3.) Beside the window.
(4.) Through the water. (5.) Out of the house. (6.) During the
summer. (7.) On account of his health. (8.) With her friends. (9.)
Against the wall.     (10.) In the park.
3. Change the infinitives in the following sentences to third person singular, present
indicative:—
(l.) 2>ag Sinb fallen auf ben Soben.
(2.) £)er Jtnabe roerfen ben Sail.
(3.) 2)ie -Dame fid) begeben auf ben SBeg.
(4.) S)er 2lbler banontragetr ben ©ieg.
(5.) ®er Saunfbnig oerfriedjen in bie 3<htne.
4. Rewrite the following sentences (1) in the imperfect, (2) in the future, (3) in
the pluperfect tense :—
(l.) S)er ©djrodmm liegt auf bem $ult.
(2.) ®ag Sf3ferb frtjjt ben Jpafer.
(3.) 5Kein 33ruber geBt in bie ©djule.
(4.) ®er gratnb r>etld§t bag ©djiff.
(5.) SDcein SSater fommt fieute an.
5. (a.) Rewrite the following sentences in the passive :—
(l.) ®er Jfrtedjt fiittert bag $ferb.
(2.) ®er ^unb begleitete ben SBagen.
(6.) Write the comparative and superlative forms of :—
(l.) ®er gute ©djuler.
(2.) (Sr fd)reiBt gern.
6. Complete the following sentences by inserting appropriate articles, giving correct
endings to the adjectives and making the verbs agree—the verbs of the first
sentence to be present tense ; second, imperfect ; third, perfect; fourth,
pluperfect; fifth, future. Then rewrite the sentences in the plural throughout :—
(l.)— treu— Snedjt futtern— alt— 5{3ferb unb— flein— iSpunb.
(2.)— arm— Dtotfefjldjen fommen in— fait— SBinter an—IjeC— genfter.
(3.)— gut— ©ofjn— alt— Saubmanneg— geben— flein— SSogel etroag ju
freffen.
(4,)— fdjlau— gudjg umfjerroanbern in— fcfjon— Oarten.
(5.)—Jlng— Sreifenber roiinfdjen— bequem— ^latj an— roarm— Ofen  ju
BaBen. 11 Geo. 5 Public Schools Report. C 197
Greek.    (Time, 2 hours.)
Value.
10 1. Write the dative singular and plural of dpvis, Tpiypys, Traryp, yyepmv; the accusa
tive singular of dvyp, vv£, dtnris ; the vocative singular of rreXTacrTys.
10 2. Write the dative singular and plural in all genders of tcs, eyw, dXyOys, xa/»E's>
oCtos.
18 3. Write the pluperfect indicative active of Xvio; the aorist indicative passive of
d8poi(<3>; the perfect indicative passive of rrepirw ; the pluperfect indicative
passive of dym ; the imperfect indicative passive of 817X6(2); the aorist
subjunctive active of irparrw ; the aorist subjunctive passive of ddpoi(ii>; the
aorist optative passive of cf>o/3kio; the present optative active of Tipda.
7 4. WThat part of what verb, noun, or adjective is each of the following :    dOpoio-QkvTiov,
iroioiev, opvLV, \apiev, waTepe, ykpov, TavTa 1
25 5. Translate into Greek :—
(a.) If you were to break down the gates we would not be grateful.
(6.) Do not ask us why we have not sent hoplites.
(o.) We destroyed the bridges so that we might check the enemy.
(d.) They would have marched against the foe, if Clearchus had not wished
to lead them away.
. (e.) We were afraid that Cyrus would not be well disposed to the Greeks.
15        6. Translate into English :—
(a.)' XeyeL Se oti ol'FjXXyves vlkuktl to Ka6' eavTOVs.
(6.)  epol oHv ovTriti SoKel ilipa etvai ypiv tovto (TKeirTetrOai.
(c.)   ovk euTL 7raar Sr) evSaipomv etvai.
(a7.)  yyepova aneire l^vpov Iva Sid rfuXias \<x>pas drrdyy.
(e.)  py a'iTido-yo~8e tov dpyovTa o-u dirapdiTKevos eiTTiv.
15 7.  Translate into English.
6 Si otvos eK tJJs fiaXdvov kireiroiyTO -riys dirb tov <f>oiviKos, Kal 6 ctltos peXivys yv
Tavrys yap y*v y \^Pa trXypys. dpcpiXkyovcri Se ti evTavda oi re tov
Mevwvos CTTpaTiMTai Kal ol KXedp-^ov Kal 6 KXeap^os Kp'ivei dSiKeiv tov
tov Mevwvos Kal rraiei. 6 Si TavTa tols tpiXois eXeyev. ol Si cttpaTiunai
eirei yKovcrav eyaXkiraivov Kal wpyifavTo laxvpios T(u KA.eapx'0-
University Matriculation (Junior); and Intermediate Grade.
Algebra.    (Time, 2 hours.)
3 118 11
14        1. (a.) Multiply x'1 -xy2 \-x2y - y2 by x + x2y2 +y.
(b.) Divide a3+ 63 + 3a&-l by a + b-l.
16 2. Factor:—
(a.) 1 + y - x2(\ - y) + 2xy into two factors.
(b.) 4 (xy + ab)2 - (x2 + y2 - a2 - b2)2 into four factors.
(c.) «9 - a0 - 64a3 + 64 into six factors.
12        3. Find the H.C.F. and L.C.M. of x4 + axs + asx + a4 and x4 - 3aa;8 + ia?x2 - 3a8a; 4 a4. C 198
Public Schools Report.
Value.
12
20
11
15
4. Given^S = 2.23607 +, find, to four decimal places, the value of
n/5-1
5. Solve :—
3 +
,   .  4* - 5 ,   5x - 6
(a.)           - +
'  6» + 9    8tc+12
. 55
= 108
9    2               1
(6.)  y-_ = 4
x    2/  .
10-6 = S
>..
%     oc
21    45
_ + _ = 12
(c.)
2/     2^
x2 - xy + 2y2 = 4\
a;2 — 3ccy = — 2  J
6. (a.) If ax2 + bx + c = Q be the general expression of a quadratic equation, derive
the formula for solving a quadratic equation.
(b.) Solve 9a;2-18a;+ 7 = 0.
Or
6. (a.) Show that the points (3, - 4), (9,4), (12, 8) lie on a straight line and write
its equation.
(b.) Find graphically  the  roots  of the equation 4a:2 - 16x +9 = 0.    Verify the
solution algebraically.
7. The majority against a certain motion is equal to 6| % of the total number voting.
If 12 of those who voted against the motion had voted for it, the motion
would have been carried by a single vote. Find the number voting on each
side.
University Matriculation (Junior).
English Composition.    (Time, 2 hours.)
10       -1. The uncouth tanks were waddling over the ground.
The ground at Vimy Ridge was scarred and pitted.
This rendered it the more difficult to cross.
The tanks were like prehistoric monsters in appearance.
They advanced steadily to destroy the strongholds of the machine-guns.
The brave Canadians were eager to close with the enemy.
They clambered over the tangled debris.
This debris had been left by the ceaseless pounding of the British guns.
Combine the above sentences into one well-arranged sentence.
15       2.  (a.) By its correct use in a sentence show clearly the meaning of each of the
following words used as nouns expressing feeling:  Glow, vehemence, ardor,
ecstacy, fervor, cordiality.
(6.) Discuss any two principles of Narration or Description, referring by way of
illustration to the prose works of the composition course. 11 Geo. 5 Public Schools Report. C 199
Value.
20       3. Write a carefully constructed paragraph of about a page on one of the following
The Character of Rosalind.
Gareth's Character as Knight.
Fruit-picking in British Columbia.
Aerial Travel in 1930.
55       4. Write an essay of not less than two pages on one of the following:—
(a.)  Stratford-on-Avon ("Sketchbook").
(5.) Nelson's Devotion to His Country ("Life of Nelson"),
(c.) The Queen's Arrival at Kenilworth Castle (" Kenilworth ").
(d.)  Eppie
" A child more than all other gifts,
Brings hope with it and forward-looking thoughts."
— (" Silas Maimer.")
Botany.    (Time, 2 hours.)
25       1- Write an account of the light relation of leaves under the following heads:—
(a.) Light in relation to the manufacture of food by leaves.
(&.) Modifications of leaf position, shape, and structure according to the direction
or intensity of light.
25       2. Classify fruits:—
(a.) On the basis of structure.
(&.) On the basis of methods of seed dispersal.
Describe examples and make diagrams.
25 3- Describe briefly an example of each of the four divisions of plants: Thallophyt.es,
Bryophytes, Pterldophytes, and Spermatophytes. In what respects may each
plant be regarded as representative of the group to which it belongs?
25       4. Describe    an   economic   plant    belonging    to    each    of    the    following    families:
(a) Grainineaa;   (6) Rosacese;   (c) Leguminos.ie.
Give reasons for placing in their respective families the plants chosen. University Matriculation (Senior).
History.    (Time, 3 hours.)
[Ansiver five questions only.   All questions have equal value.]
1. " The Restoration of 1660 restored the Stuarts but not the Stuart system."    Discuss with
special reference to the causes of the Revolution of 168S.
2. Illustrate by reference to France under Louis XIV. and Prussia under Frederick the Great
the strength of absolute monarchy in Europe during the seventeenth  and eighteenth
centuries.
3. In how far did the French Revolution destroy the Old Regime in France?
4. Trace the course of the French Revolution from the assembling of the States General to the
death of Robespierre.
5. In how far may Napoleon Bonaparte be called the creator of nineteenth century Europe?
0. Show how the Congress of Vienna failed to settle the problems before it.   Was a more
democratic settlement possible?
7. Compare and contrast the movements for greater unity in Germany and Italy during the
years 1815-1870.
8. Trace the growth of democratic institutions in England from 1815 to 1884.
9. Write a short account of the Third French Republic, with special reference to:—
(a.)  Its system of government.
(6.) Church and State.
(c.) The French Colonial Empire.
10. Discuss the causes which brought about the World War of 1914-18.
English Literature.    (Time, 3 hours.)
Value.
12       1- Discuss the nature of the miracle play, its origin, and manner of presentation.
6        2. What were three of the characteristic themes of Anglo-Saxon poetry?    Give examples
of each.
6        3. Write very briefly upon the significance of each of the following in the history of
our literature:—
(a.) Malory's Morte d'Arthur.
(6.) Bacon,
(c.) Marlowe.
14       4. Do you find Chaucer or Spenser the more interesting poet?   Give at least three
adequate reasons for your preference.
12       5. Discuss Chaucer's power as a delineator of character.   Confine your remarks to two
of the pilgrims.
10       6. Give the context and explain :—
(a.) And everemore he hadde a sovereyn prys.
(&.) His yurchas was wel bettre than his rente. 11 Geo. 5 Public Schools Report. C 201
Value.
(c.) Sowninge in moral vertu was his speche.
(d.) For he'was Epicurus owne sone.
(e.) Wei coude he fortnnen the ascendent.
14 7. Discuss Spenser's skill in the use of allegory as seen in the description of the Dragon
of Error or the House of Pride. •
12        8. Discuss three weaknesses, you find in " Comus " as a form of dramatic composition.
Or
•   Write upon the philosophical ideas in " Comus " that most appeal to you as applicable
to life at the present time.
14 9- Halleck speaks of Milton as having "an instinctive feeling for the poetic value of
words and phrases." Discuss to what extent this statement applies to " Comus."
Use frequent illustrations.
Physics.    (Time, 3 hours.)
10 I- State Newton's Laws of Motion. Explain clearly, using practical examples, what
you understand by each law.
10 2. A body of mass 10 pounds having a horizontal velocity "of 1,600 feet per second just
penetrates a wall of stone 4 feet thick. Calculate the average force with which
the wall resists the projectile.   Take " g " = 32.
8 3. State Boyle's Law. How can it be proved by experiment? What light does the
kinetic theory of gases throw upon this law?
8 4. Describe fully a laboratory method for measuring the velocity of sound in air. What
effect has the temperature of the air upon the velocity?
8 5. A stopped pipe is 4 feet long and an open one 12 feet long. Compare the pitch and
quality of the two pipes.
8 6. The. bars of a gridiron pendulum are made of iron and brass. If the iron bars are
80 cm. long, how long must the brass bars be? (Coefficient of linear expansion
for brass, 0.000019;   coefficient of linear expansion for iron, 0.0000121.)
8 7. Describe an experimental method for determining the latent heat of vaporization of
water.
8 8. A candle and a gas flame of four candle-power are placed 6 feet apart. Find the
two positions on the line joining these two light sources where a screen may be
placed so as to be equally illuminated by each source.
8        9. Show how to find the focal length of a convex lens.
8 10. If you were given a voltaic cell, wire with an insulating covering, and a bar of soft
iron one end of- which was marked, how would you proceed to magnetize the iron
so that the marked end would be a north pole?   Give a diagram.
8 11. A cell has an internal resistance of 0.3 ohms and its E.M.F. on open circuit is 1.8
volts. If the poles are connected by a conductor of resistance 1.2 ohms, what is
the current produced, and what is the potential difference between the poles of
the cell?
8 12. Describe a method of measuring the resistance of an incandescent lamp. Would the
value of the current through the lamp affect the result? C 202
'ublic Schools Report.
1920
Value.
10
10
10
10
10
10
10
10
10
University Matriculation (Senior); and Senior Grade.
Trigonometry.    (Time, 3 hours.)
1. (a.) Prove cos (A - B) = cos A cos B + sin A sin B.
(b.) Prove sin 2 A= •
v   ; l+tan2A
2. The latitude of Bombay is 19° N.    Find its distance from the equator, taking the
diameter of the Earth to be 7,920 miles.
10        3. (a.) Prove
2 sin 0 cos
= cot 6.
1 - sin 6 + sin2 0 - cos26
(b.) Up cot 0 = Jq^Tp?, find sin 6.
4.  Express in simplest form :—
(a.) sin3 120° cot 210° - 2 sec2 315° + 3 cos 240° tan 135° - tan2 300"° and give the
numerical value.
cos (90° + A) sec ( - A) tan (180° + A)
sec (360° + A)~sin (180°" + A) cot (90° - A)'
5.  In any triangle prove :—
sin A    sin ,B _ sin C
"~b~~ ~~~c~'
b2 + c2- a2
(6.)
(«■)
(6.)   cos A
6. Given B = 45°, c
26c
= N/l2, 6 = V,8 solve the triangle.
7. Solve for all the positive angles less than four right angles :—
(a.) 2 cos2#=l+sin 0.
(6.) cot 6» + tan (9=2 sec 0.
8. Prove :—
(a.) cos (30° + A) cos (30° - A) - sin (30° + A) sin (30° - A) = -1.
(6.) cot 0 - cot 2 0 = cosec 2 d.
cos a + sin a
(C.)
tan 2 a + sec 2 a.
cos a — sin a
9. Given a = 3, 6 = 7, C = 98° 13', solve the triangle, having given cos 81° 47' =-J-.
10. At 9 a.m. a ship, which is sailing in a direction E. 40° S. at the rate of 8 miles an
hour, observes a fort in a direction 50° North of East. At 11 a.m. the fort is
observed to bear N. 20° W. Find the distance of the fort from the ship at
each observation. .
11 Geo. 5 Public Schools Report. C 203
University Matriculation (Senior). *
Latin Composition, Sight Translation, and Roman History.    (Time, 3 hours.)
Value.
1. Translate into Latin :—
16 (a-) 1 do not think that he would have gone away if he had not been afraid
that some one would try to injure us.
(6.)  As soon as he had been placed in command of the garrison he issued orders
that no one was to leave the camp before daybreak.
24 (c-) The Helvetii decided to go forth from their boundaries for two reasons:
First, because they were hemmed in on all sides by the character of
their country, on one side by a river, on another by a mountain,
(and) on the third by a lake: in* the next place they were desirous
of wandering about more widely to make war upon their neighbours.
In accordance with these plans they called a council and bound themselves by pledge and oath that they would attempt to get possession
of the supreme power of the wbole of Gaul.
40       2- Translate into English :—
Sulpieius describes in a Letter to Cicero the Comfort he derived in Time of
Sorrow from the Thoughts suggested by the Ruins he beheld on the Greek
Coast.
Ex Asia rediens cum ab Aegina Megaram versus navigarem, coepi regiones cir-
cumcirca prospicere. Post me erat Aegina, ante Megara, dextra Piraeus,
sinistra Corinthus quae oppida quondam tempore florentissima fuerunt, nunc
prostrata et diruta ante oculos jacent. Coepi ego-met mecum sic cogitare:
' Hem! nos homuneuli indignamur si quis nostrum interiit aut occisus est,
quorum vita brevior esse debet, cum uno loco tot oppidflm cadavera projecta
jacent.' Visne tu te, ,Servi, cohibere, et meminisse hominem te esse natum?
Crede mihi, cogitatione ea non mediocriter sum confirmatus. Cicero.
20       3. Write on four of the following:—
(a.) The struggles of the Plebeians for equality.
(&.) The Servian reforms.
(c.)  The Second Punic War.
(d.) The Conquest of Italy.
(e.)  Cato, Veil, Hiero, Perseus, Allia, Pyrrhus.
German Translation.    (Time, 3 hours.)
1. Translate :—
8 (a.) aSMeberum roaren 3<d)re uoritBer.—2luf einem aBroart§ fitljreuben fdjattigen
SBalbroege roanberte an einen roarnen grubJingSnadjmittage ein junger
SJJann mit traftigem, gefirduntem Slntlik. SJUt feinen ernften grauen
lugen fat) er gefpannt in bie gerne, al§ erroarte er enblid) eine
3Seranberung be§ einformigen 2Bege§, bie jebod) immer nidjt eintreten
roollte. (Snblidj fam ein £arrenful)rroer! langfam uon unten Ijerauf.
,,if3otla! guter greunb ! " rief ber SBanberer bem neBengefjenben
Sauern ju, ,, geljt'S bier refit nad) 3jmmenfee?"
8 (6.) ®raufjen aber legte fid) ber IBenb meljr unb meljr ii&er ©arten unb (See,
bie 9tad)tfd)metterlmge fdjoffen furrenb an.ben offenen Xitren uoriiBer,
burd) roeldje ber ®uft ber Slumen unb @eftraud)e immer ftdrter
Ijereinbrang ; oom Sffiaffer Ijerauf fam ba% ©efd)rei ber grofctje, unter C 204 Public Schools Report.
Value.
ben tvenftern fdjlug eine 9cad)tigaft, tiefer im ©arten eine anbere; ber
9Jconb fal) fiber bie 33aume. 9tein£jarbt blidte nad) einer SBeite auf bie
©telle, roo ©tifabetljg feine ©eftalt groifdjen ben Saubgdngen uerfdj^
rounben roar; bann roftte er fein SRamiffript gufammen, griifete bie
Slnroefenben unb ging burcbS .fpaug an bag SBaffer fiinafi.
18 2. Translate:—
The moon no longer shone through the window-panes ; it had become dark ;
but the 'old man still sat with folded hands in his arm-chair staring
before him into space. Gradually the dim light around about him
changed to a broad dark lake, upon the surface of which, so far away
that the old man's eyes could scarcely perceive it, there floated above
broad leaves ^ single, white water-lily.
3. Translate :—
9 (a.) (Sine Setter rourbe angelegt, fie fing im 9cu an gu raudjen unb gu brennen,
roie 3""ber, fie rourbe roeggeriffen. ®a raufdjten bie SBafferftrafjlen
after ©prihen in bie glamme unter mir, id) Ijorte beutlidj, roie jeber
eingelne ©trafil auf ber gliiljenben 9Jlauer anfdjlug. (Sine neue Setter
rourbe angelegt, eg roar unten totenftift unb ©ie fonnen benfen, ba%
and) id) feine Suft fiatte, in meinem feurigen Ofen ©pectafel gu mad)en.
tlnten riefen bie Seute: ,, eg gefjt nicfit," ba Hang eine nolle ©timme
burdj: ,,I;6fier bie Seiter"—feljen ©ie, id) roufjte auf ber ©telle, ba|
bie§ bie ©timme meineg Stetterg ro«r.
9 (6.) Jlber ©te finb gu gittig, Jperr Oberft, roenn ©ie alle biefe ©emonftrationen
auf mid) allein gurMfiiljren; mein 9tntt)eil baran ift bod) gering.
3d) fjafie nidjt§ gef&an, al§ bie bffentlidje SKeinung ein roenig rebigirt.
S)iefe nielen 9Jcenfd)en finb feine $uppen, roelc&e ein geroanbter 5|3uppen=
fpieler an ben 3)rdljten umljergieljen fonnte. 2lfte biefe ©timmen
geljoren tiid)tigen unb eljrenroertljen ^erfonen an, unb roag fie S^nen
gefagt Ijafien, bag ift in ber £Ijat bie aftgemeine 9}Jeinung ber ©tabt,
ba§ Ijeifjt, bie Uebergeugung ber Sefferen unb 33erftanbtgen in ber
©tabt. 9Mre fie e§ nidjt, fo bdtte id) mid) biefen Braoen Seuten
gegeniiBer feljr nergeBlid) bemufit, aud) nur einen Don iljnen in 3iljr
|)aug gu fi'djren.
4. Translate :—
8 (a.) 5)3lotilid)  lie§ fid) ein rafdjer 9DMmtertritt Ijoren; Eugenia oerBarg  fid)
unroiUfitrlid) im ©djatten einer ©dule unb fa£j bie BoBe ©eftalt beg
Slquitinug fieranfdjreiten. ©ie faB, roie er fid) oor bie ©tatue fteftte,
biefelbe lange betradjtete unb enblid) Ben 21 rm um iBren .fpalg legte,
nm einen leifen fiufj auf bie marmornen Sippen gu britcfen. ©ann
Bitllte er fid) in feinen SDtantel unb ging langfam Ijinroeg, fid) mel)r
alg einmal nad) bem gldngenben Silbe, umfdjauenb.
8 (6.) jpierauf legte fie iljren ©cbliiffelbunb auf ben 3lltar unb ging au§ bem £lof;
ter Binaug. ©ie ftieg Ijernieber burd) bie ©infamfeit beS 33ergeg unb
roanberte, bi§ fie in einem (Sidjenroalbe auf einen j?reugroeg gelangte,
roo fie unfcblitffig, nad) roeldjer ©eite fie fid) roenben foftte, fid) an
einen Quell nieberfefete, ber ba fitr bie a3orubergiel)enben in ©tein
gefafet unb mit einer 23anf oerfeljen roar. 2)ort fafj fie, Big bie ©onne
aufging,unb rourbe feudjt oom faftenbe'n Jan.
12 5. Discuss the above passages in their proper context.
20        6. Write in German the story of Per Bibliothekar. or one of Keller's Legenden. 11 Geo. 5
Public Schools Report.
C 205
University Matriculation (Senior); and Senior Grade.
Algebra.    (Time, 3 hours.)
Simplify Jiba? - \/80ai3+ \lba2x
Value.
9       1.
(a.)
a - x
1
(6.) Find the value of ~   /_ -    >
3 \/o — b
given  Jo = 2.236 +
9. 2. (a.) Use your knowledge of proportion to solve —- ~— =—^—-y—.
LiX — o ox — o
(6.) If 6 is a mean proportional between a and c, show that 4a2 - 962 is to 462 - 9c2
in the duplicate ratio of a to 6.
8 3. The volume of a gas under pressure varies inversely as the pressure. The volume
of a certain quantity of gas under pressure 15 (pounds on the square inch)
is 96 (cubic feet).    Find the volume under a pressure 18.
The 8th term of an A.P. is double the 13th term.    Show that the 2nd term is
double the 10th term.
8        4.
12 5.  Show that the sum of 2n terms of the series
i-*-^+^V+A--^-TlT+rTW+-—isf{i-(-i)7V2'1}.
12 6.  (a.) Form the quadratic equation whose roots are 5+ v6.
(6.) If  the  roots   of  x2-px + q = 0  are  two   consecutive   integers,   prove  that
p2 - 4q - 1 = 0. v
Out of 16 consonants and 5 vowels, how many words can be formed each containing
4 consonants and 2 vowels 1
8       7.
12 8.  (a.) Find to 4 places of decimals  J620, using the binomial theorem.
(6.) Find the coefficient of xm in the expansion of (x2 + — )
12 9.  Find:
10      10.
(a.) The characteristic of log 54 to base 3.
(6.) log10 (.Q125)-*.
(c.) The number of digits in 345.
Given log10 2 = .30103, log10 3 = .47712.
If each year a man saves £10 more than he did the previous year, and if he saved
£20 the first year, in how many years will his savings amount to £1,7001
University Matriculation (Senior).
Latin Authors.    (Time, 3 hours.)
10        1- Translate:—
Et quoniam semper adpetentes gloriae praeter ceteras gentes atque avidi laudis
fuistis, delenda est vobis ilia macula Mithridatico bello superiore concepta,
quae penitus iam insedit ac nimis inveteravit in populi Romani nomine, quod
is, qui uno die tota in Asia, tot in civitatibus, uno nuntio atque una signifi-
catione litterarum cives Romanos necandos trucidandosque denotavit, non
modo adhuc poenam nullam suo dignam scelere suscepit, sed ab illo tempore C 206
Public Schools Report.
1920
Value.
2
4
12
annum iam tertium et vicesimum regnat, et ita regnat, ut se non Ponti neque
Cappadociae latebris occultare velit, sed emergere ex patrio regno atque in
vestris vectigalibus, hoc est in Asiae luce versari.
(a.) Account for the case of gloriae; the mood of velit.
2. Translate:—
A quo perieulo prohibete rem publicam, et mihi credite, id quod ipsi videtis:
haec fides atque haec ratio pecuniartim, quae Romae, quae in foro versatur,
implicata est cum illis pecuniis Asiaticis et cohaeret;   ruere ilia non possunt,
ut haec non eodem lahefacta motu concidant.
(a.) Account for the case of id; the mood of concidant.
3. Translate:—
Quern enim imperatorem possumus ullo in numero putare, cuius in exercitu
centuriatus veneant atque venierint? quid hunc hominem magnum aut
amplum de re publica cogitare qui pecuniam ex aerario depromptam ad
bellum administrandum aut propter cupiditatem provinciae magistratibus
diviserit aut propter avaritiam Romae in quaestu reliquerit? Vestra adrnur-
muratio facit, Quirites, ut agnoscere videamini, qui haec fecerint.
(a.) Account for the mood of veneant, videamini, fecerint.
4. Translate:—■
Non mo do ut sumptum faciat in militem nemini vis adfertur, sed ne cupienti
quidem cuiquam permittitur.
5. Translate:—
De huius autem hominis felicitate, de quo nunc agimus, hac utar moderatione
dicendi, non ut in illius potestate fortunam positam  esse dicam,  sed ut
praeterita meminisse,  reliqua  sperare videamur, ne aut invisa  dis  immor-
talibus oratio nostra aut ingrata esse videatur.
(a.) Account for the mood of videamur, videatur.
0. Translate:—
Quid tarn singulare, quam ut ex senatus  consulto  legibus  solutus  consul  ante
fleret, quam ullum alium magistratum per leges capere licuisset?  quid tam
incredibile, quam ut iterum eques Romanus ex senatus consulto triumpharet?
(a.) Explain Cicero's words.
7. Translate:—
Quare nolite dubitare quin huic uni credatis omnia, qui inter tot annos unus
inventus sit, quern socii in urbes suas cum exercitu venisse gaudewnt.
(a.) Account for the mood of credatis, inventus sit, gaudeant.
8. Under what circumstances was this speech delivered?
9. Translate:—
vix positum castris simulacrum:  arsere coruscae
luminibus flammae arrectis, salsusque per artus
sudor iit, terque ipsa solo—mirabile dictu—
emicuit, parmamque ferens hastamque trementem.
extemplo temptanda fuga canit aequora Calchas;
nee posse Argolicis exscindi Pergama telis,
omina ni repetant Argis, numenque reducant,
quod pelago et curvis secum avexere carinis.
(a.) Account for the case of fuga, quod;  the mood of posse, reducant;  parse dictu.
12     10. Translate:—
quos ubi confertos audere in proelia vidi,
incipio super his: ' iuvenes, fortissima frustra 11 Geo. 5
Schools Report.
C 207
Value.
(a.)
(b.)
pectora, si vobis audentem extrema cupido
certa sequi, quae sit rebus fortuna videtis:
excessere omnes, adytis arisque relictis,
di, quibus imperium hoc steterat;   succurritis urbi
incensae:  moriamur, et in media arma ruamns.
una salus victis nullam sperare salutem.'
Account for the case of his; the mood of moriamur.
Scan lines 6 and 7.
11. Translate :-
qualis ubi in lucem coluber mala gramina pastus,
frigida sub terra tumidum quern bruma tegebat,
nunc positis novus exuviis nitidusque iuventa,
lubrica convolvit sublato pectore terga
arduus ad solem, et Unguis micat ore trisulcis.
12     12. Translate:—
ergo age, care pater, cervici inponere nostrae;
ipse subibo umeris, nee me labor iste gravabit;
quo res cumque cadent, unum et commune periclum,
una salus ambobus erit.   mihi parvus lulus
sit comes, et longe servet vestigia coniunx.
vos, famuli, quae dicam, animis advertite vestris.
est urbe egressis tumulus templumque vetustum
desertae Cereris, iuxtaque antiqua cupressus,
religione patrum mttitos servata per annos:
banc ex diverso sedem veniemus in unam.
(a.) Account for the case of egressis; the mood of servet;  parse inponere.
8      13. Translate:—
solane perpetua maerens carpere iuventa,
nee dulces natos, Veneris nee praemia noris?
id cinerem aut Manes credis curare sepultos?
esto, aegram nulli quondam flexere mariti,
non Libyae, non ante Tyro;  despectus Iarbas,
ductoresqtte alii, quos Africa terra triumphis
dives alit:  placitone etiam pugnabis amori?
4      14. Give in outline the general plan of the first four books of the Aeneid, showing how
Books II. and IV. fit into it.
German Grammar and Composition.    (Time, 3 hours.)
20
1. Translate :—
(a.) Two young Americans who had been studying one winter in Leipsig,
decided to take a holiday trip and see some other parts of Germany
It was a beautiful day as they set off for the station and as they
did not have much luggage, they did not think it necessary to take
a taxi. They were a accompanied by the family with whom they
had been living, and chatted with them on the platform while
waiting about a quarter of an hour for their train. They were
fortunate enough to have a compartment to themselves, but later
on, an old gentlemen got aboard, who recognized them as Americans,
but he told them that their pronunciation was very good. Value.
16 (6.) The friends had a letter of introduction to Professor Schmidt and drove
in a cab to his house in Beethoven Street. The maid said that the
Professor was at home and asked them to come in and sit down.
Soon the Professor appeared and greeted them very kindly. After
he had read their letter, he asked for his friend Professor Wienhold
and was pleased to hear that he was quite well. He then introduced the Americans to his wife and daughters and they all had
coffee together in the garden.
32 2. Translate:—
(1.) Erich said that we must go down town and make our purchases.
(2.) The farther we went, the more tired we became.
(3.) Luther is said to have thrown his inkwell at the devil.
(4.) I am more interested in the Goethe-house.
(5.) You have given us one of the finest evenings we have ever experienced.
(6.) It would give me great pleasure to show you the castle.
(7.) I knew I should not do much studying in such a lovely and romantic
place.
(8.) Hatto had the Mouse-tower built on an island in the Rhine.
10        3. Translate:—
$n ber 23erfammlung rourben afterlei Oteben geljalten, bie eine 9Jcaug fagte bie§,
bie anbere bag, aber einen orbenttidjen 9tatB roujjte bod) feine gu geben.
(Snbltd) trat ein funge§ 9JMufd)en Beroor, eg roar bagjenige, roelcbeg ben
roeijjen gleif auf bem J?opf Ijatte. "Sfjr liefien greunbe," fagte bag
IjuBfdje ®ing, " ic& roift eud) fagen, roag roir tbun miiffen, bamit roir non
btefer bb'fen JSatge nidjt immer fo geplagt roerben." 2llte 9Jcdufe fpitgten
bie OBren urn redjt gu Ijbren, roag fold) ein flugeg SJtdufcBen gu fagen Ijatte.
SDtefeS fuBr fort: "3Bir miiffen ber Jiatge eine ©cbefte an ben ©djroang
Bdngen : roenn biefelbe bann BerBeifdjleidjt, Ijbren roir bag Jtlingeln unb -
roir fbnnen ung fdjnelt in unfere SocBer fliic&ten.
22        4. Write in German a description  of  Germany geographically,   or Travelling in
Germany.
Geometry.    (Time, 3 hours.)
10       1- Prove that if two triangles are equiangular to one another, their corresponding sides
are proportional.
10       2- Show that if two figures are similar and similarly situated, the lines joining corresponding points all pass through a fixed point.
10       3. PQRS  is  a  cyclic  quadrilateral.    PQ = a,   QR=B,   RS = c,   SP = <2.    Prove   that
le+ad    PR
cd+ab~8Q
\0       4. ABC is a triangle.   BD is drawn to meet AC in D, so that the angle CBD = angle
BAC.   Prove rectangle CD.AB = rectangle DB.BC.
10       5- Show that straight lines which are cut by parallel planes are cut proportionally.
10        6. State and prove any fact you know about the sum of the face angles of a convex
solid angle. 11 Geo. 5 Public Schools Report. C 209
Value.
10       7. Describe how you would proceed to find a point in the ceiling of a room equidistant
from three given points on the floor.
10 8. Prove that if a straight line be perpendicular to each of two intersecting straight
lines in a plane, then it is perpendicular to every straight line in the plane.
10 0- Construct a regular pentagon of 1 inch side, and make a similar figure of double the
area.   Give proof.
10 10. ABC is an equilateral triangle and X is a movable point in BC. On the same side
of AX as C is an equilateral triangle AXY. Prove that the locus of Y is a
straight line.
French Grammar.    (Time, 3 hours.)
10        1. Insert the required form of the verbs in the following sentences :—
(a.) II (courir) demain dans les rues de la ville.
(b.) lis (lire)  (present indicative) tranquil]ement leurs journaux.
(c.)  lis ont (acquerir) de grandes richesses.
(d.) Elle a (moudre) le cafe pour le petit dejeuner.
(e.)  Jean (prendre) un cachet de quinine en rentrant ce soir.
(/.)   II a (plcuvoir) toute la journee.
(g.)  Cette mainere d'agir ne m'a pas (plaire).
(h.) Les fleurs (croitre) sans soins dans ce climat.
(t.)   Jeannette a (coudre) toute la matinee.
(./.)   Qu'il (venir) ou non je ferai mes devoirs.
10       2. Change the gender of the words printed in italics by substituting others and make
all necessary changes:—
(a.)  S'il eflt ete elegant et gentil, il etit fait plaisir a voir, car c'etait le meilleur
danseur:   mais le pauvre garcon avait l'air d'un viettx paysan endi-
manchfi et Emilie le trouva beaucoup plus vilain que dans ses guenilles
de tous les jours.
(b.) Le heros de ce conte de fee est un cruel sorrier menteur qui a rendu fou le
serviteur favori du prince.
(c.) Son ncveu Louis, ancien acteur du Theatre frangais, a ele nommg directeur
perpetuel du nouvel dtablissement pour l'education de petits garcom
muets.
10       3. Give the primary tenses of:   prendre, moudre, plcuvoir, coudre, croitre.
10       4. Change the principal sentences in the way indicated and make any other changes
thus rendered necessary :—
(a.)  II y a des hommes qui sont aussi sots.    (Negative.)
(6.) Je connais des Sieves qui le savent par coeur.    (Introduce peu.)
(c.) Nous avons trouve un livre qui est assez bon marche.    (Introduce ne   .   .   .
que.)
(d.)  C'est le mfidecin que je connais.    (Introduce meilleur.)
(e.) Voila l'eleve qui a gagng leprix.    (Introduce le plus jeune.)
20       5- Put into French :—
(a.) If you will come to-morrow you will please her.
(6.)  It is absurd to think of it.
(c.) That's an example to be followed.
14 Value.
(d.) This house is to let.
(e.) I am afraid that he knows it already.
(/.)   Remember those who have died for their country.
(g.) Are you not the servant?    Yes, sir, I am.
(ft.) Are you happy girls?   Yes, mother, we are.
(i.)   She is older than you think.
(j.)   Long live the French.
40       6. Put into French:—
Nothing equals the calm of the country. There neither luxury, nor the arts, nor
the hundred-armed monster, called industry, have penetrated. Revolution
has scarcely been felt there: and the last war, of which the soil shows
imperceptible traces, is that of the Huguenots against the Catholics; and the
tradition of this remains so uncertain and so faint that if you question the
inhabitants, they will reply that those things happened at least two thousand
years ago. A dog scarcely condescends to bark at you. Children hide behind
the hedge to escape from your eyes and from your questions.
Greek Authors.    (Time, 3 hours.)
9        1. Translate*:—
KYK.  KaTeAapof ev tw avTpin dirb rrjs voprjs avauTpkipas rroXXovs nvas,  kirifiov-
XevoVTas 8t)/W  oti tols woipviois'     kirel yap  eirk0yKa Trj   0vpa to Trwpa—
irerpa 8'e kuTi Trappeye0ys—Kat to irvp dveKavaa kvavodpevos o eipepov SevSpov
arrb tov opovs,   eiftdvytrav diroKpvirTeiv avrovs rreipiitpevoi-     kyio 8i irvXXaBiiv
Tivas avTtov, wuirep eiKos yv, KaTecpayov XycrTas ye dvTas.
(a.) Comment on the use of SyXov oti.
(6.) Explain the construction of Troipviois, 9vpa, ireipidpevoi.
17 2.  Translate:—
AAE£/.     'Expip pev,   S> Mivws,  pySiv irpbs dvSpa  ovto)   0pa.uvv   drroKpivairOai.
iKavr) yap y <f>ypy SiSd^ai ire, oTos piv ky£> j3airiXevs, oTos Si ovtos Xyo-Tys
eyeveTO.     opins Si opa ei KaT  oXiyov avTOV SiyveyKa, 6's vkos iov eTi irapeX0iov
errl to irpaypaTa Kai Tyv apyrrv TeTapaypkvyv KaTeirxov Kal tovs (povkas tov
iraTpbspeTyX0ov, Kara (poplyiras Tyv'EXXdSa Trj Qyf3aiinv diriaXeia, o-TpaTyyos
Te iw' avTwv y^eipoTOvy0els ovk y^liocra Tyv Ma/ceSortov dpyr)v irepikrriav dyarrdv
ap^eiv oiroiriov   6   iraTyp   KaTeXiwev,   dXXd   vracnxv   eTrivoyaas   Tyv y-Jjiv  Kal
Seivbv yyycrdpevos, el py drrdvTCOv Kpanjiraipi, dXiyous dyiov ktrkplaXXov es Tyv
'Aaiav, Kal kiri Te TpaviKio eKpaTyua peydXy pd^y Kal Tyv AvSlav Xa/3tbv
Kai 'ln>viav Kal <&pvyiav Kal oXias TO kv ttouIv del \eipovpevos iJA^oiv eiri
'Io-ow, ev0a Aapeios inrepeive pvpidSas TroXXds cnparov aymv.
(a.) Give the principal parts of diroKpivao-0ai, kyevero, SiyveyKa, KarkXiirev, eirk-
f3aXXov.
(6.) Explain the construction of eykvero, airov, airinXela, ottovuv.
15        3. Translate :—
MEN.     Aypeis,  S oSros*     el   yovv e9edaii> Tav ISlavirwXov avTOV,—Xkya  Si tov
Kapa, tov eK tov rdcpov irepipoyTOV—ev  olSa ovk dv krravviii yeA-coy,  ovtw
Taireivbs eppnrro ev rrapafSvuTio irov Xav0dvo>v ev tw Xoiirin Srjpio tS>v veKpiov,
epol SoKeiv toitovtov aTroXavojv tov pvrjparos, Trap' oirov e/3apvveTO TyXiKovTOV
dy0os kiriKeipevos'     kireiSdv ydp, S> eraipe, o Ata/<bs aTropeTpycry  eKauTia tov
-avayKy ayawioi'Ta KaTaKeicr0ai
tottov,—Si8ii)itl Si to peyiiTTov ov rrXeov ttoSos-
irpbs to peTpov o-vveirraXpevov. -
11 Geo. 5 Public Schools Report. C 211
Value.
(a.) What is referred to in Td<f>ov1
(6.)  Explain the construction of ax#os, yeXinv, SoKeiv, drropeTpycry.
(c.) Parse e0edau>.
9 4.  Translate :—
TovvTer^ev ypiv avTopaTiov tSv ineipdvinv rrepippvevTiov kXeXvpe9a Kal els rrjv
iroXiv yyope0a Kal els to tiov MaKaptof avpiroiriov. avTy pev ovv y iroXis
Trdo-a )(pvo-y, to Si Teiyos TvepiKeirai upapdySivov rrvXai Se elcriv otto, Trairai
povo^vXoi Kivvapiopivoi- to pevTOi eSa<pos Trjs iroXecos Kai y eVTOS tov t«yous
yy kXecpavnvy vaol Si irdvTiav 0eS>v plypvXXov At'Sot) loKoSopypkvoi, Kal
fimpol ev avTois peyiiTTOi pov6Xi0oi ape0v(TTivoi, e<j> &v ttolovvi TaS eKaTopfias.
rrepi Se Tyv rroXiv pel rroTapbs pvpov tov KaXXicrTov to rrXaTOs Tryy^eiov 1/caTov
fiairiXiKuiv, fid0os Si TrevT'iJKOVTa, touTe veiv evpapins.
Explain the case of 7tA.otos, Ttyxew ', the mood of veiv.
B.    Euripides, Alcestis.
16 5.  Translate:—
0E.     Kat  ^kotrav ctvretiv Kat 0avovirav eiTTi croi.
XO.     Kat ttS>s dv avTos KaT0avoi Te Kal f3Xe7roi;
OE.    rJSry Trpovimrys eori Kat ipv^oppayei.
XO.      S> TXypov, oias oios &v dpapTaveis !
OE.     ovttid t68' oiSe SeaTroTys rrplv dv 7rd0y.
XO. kXrrls piv ovKeT  kirn o-ii>^eir9ai /3lov ;
0E. TreTrpoipevy yap ypkpa /Jta^erat.
XO. ovkovv err' avTy wpdirireTai tb rrpoirepopa ;
QE. Koirpos y' eroipos <S cripe irvv9d\pei Troais.
XO. terra) vvv evKXeys ye KaT0avovpevy
ywi) t' dpio'Ty t<3v icf>' i^Atco paKpip.
(a.)  Comment on the forms airrds, KaT0dvoi.
(6.)  Explain the case of dpio-Ty, paKpin, olas ; the mood  of  BXeiroi,  Trd0y,   KaT0ar
vovpkvy.
(c.) W7hat is the force of yap in the seventh line?
11 6. Translate :—
AA.     ''ASpy9', 6pas yap Tapd 7rpaypa9' d>s e'x€t,
Xk^ai 0eXio itol TTplv 9aveiv a fiovXopai.
kyili ue Trpeo-/3evovi7a Kauri Trjs kpys
ipv)rijs KaTao-Tyiraixa c/hos toS' elcropav,
9vrjo-Kin, irapdv poi py 0aveiv vrrip crk0ev
dXX' dvSpa Te ir^eiv QecriraXiov ov y0eXov
Kal SCopa va'ieiv oXfiiov TvpavviSi.
ovk y9kXy<ra i^yv aTroomTraiT0eicra aov
crvv Tranrlv dpfpavoiULV.
(a.) Explain the construction of rrapov; the form kwtL
9        7. Translate:—
HP.     Kat TovSe Toipov Saipovos irovov Xeyeis,
aKXypbs yap del Kai 7rpbs atVos epyeTai,
ei xpy pe irawrlv ovs'Apys eyelvaTo
pd^yv o-wdipai, rrpioTa piv AvKaovi,
av0is Si Kvkvo), TovSe 8' epyjipai Tp'iTOV
dyuiva ttioXois SecnrOTy Te o-vp/3aXo>v.
dXX' ovtls kiTTiv os tov 'AXKpyvys yovov
TpeaavTa \eipa iroXepiav ttot  o\{/eTai. C 212 Public Schools Report. 1920
Value.
(a.) What would be the difference in meaning if o-vpfiaXinv were replaced by
o~vp.paXa>Vs
14        8. Translate:—
3>E.     tJko)   KaKoTai uoicri irvyKapviov,  TeKVov
ko'0Xys ydp (ovSels dvTepei) Kai irwippovos
yvvaiKos ypdpTyKas.     dXXa TavTa pev
(pkpeiv dvdyKy Kaiirep ovto. Svirpevy.
8k)^ov Si Koo-pov TOvSe Kal KaTa  ^0ovbs
iVor     to TavTys trSua Tipacr0ai y^peiiv,
■qns ye t?]s <rys irpov0ave ipvyrjs, TeKvov,
Kai p' ovk d/iraiS' e0r)Kev oi5S' etacre crov
iTTepkvTa yypa 7rev0ipio KaTa(p0iveiv,
7rdirais 8' e0yKev evKXeeinepov fi'iov
yvvai^lv epyov TXdo~a yevvaiov ToSe.
(a.) What bearing does this scene have on the development of the plot 1
(6.) Describe the character of Admetus.
Greek Imposition, Sight Translation, and History.    (Time, 3 hours.)
A. Composition.
50        Translate into Greek :—
(1.) Alexander sent a large army to guard this mountain.
(2.) After he had heard this, he went away during the night.
(3.) The whole country was so strong that the enemy could not march through
it.
(4.)   We got many soldiers so that we might fight against the barbarians.
(5.) Since this is so, you will not be able to stay any longer.
(6.) Every one was ferried over by Charon in a small boat.
(7.) Odysseustold the Cyclops that he was a Greek named " No-one."
(8.) If Polyphemus had seen Odysseus before, he would not have been deceived
on this occasion.
(9.) Whenever Hermes came to the river Styx, he brought a large number of
corpses.
(10.) Let him tell what he wishes.
B. Sight Translation. "
(The Ten Thousand have Difficulties in getting Home.)
30 'Ek tovtov SiaplaivoviTL xaVTes els to Bf^aVnov ot aTpaTiioTai. Kal pio-0bv piv ovk kSiSov o
'Ava^iflios, eKrjpv^e Si XafiovTas to OTrXa Kal to irKevy tovs orpaTtioTas k^ievai, cos
aTroTrep^iDV Te apa Kal dpi0pbv Troirjo-mv. evTo.v0a ol iTTpaTWTai yy^9ovTO on ovk ei\ov
dpyvpiov kTricriTi£e<T0ai els ryv rropelav, Kat OKvypiiJs avveiTKevd^ovTO. Kal 6 £Z<evoipdiv
KAeaVSpti) ti?) appoiTTy £evos yeyevypkvos 7rpo(reX0ii>v yinrd^eTo atiTov (lis a7ro;rAetio"op£i'oS
ySy. 6 Si avTi?> Xkyei- " Mi) 2TOt?ya-?;s TatVa' et Se py," e^)?), " aiTiav e^eis, evret ko.l vvv
Tives r/S?/ a-e atTttlWat oTt ov Tayv e^eprrei to arpaTevpa."
N.B.—oKvypios] cf.  oKvew.    airtav] " blame."    dpp,oo-Ti)] "governor."    k^kpireij kf^kpyeTai.
C. History.
20        1. Write  brief  notes  on five  of  the  following:    Pericles,   Thuoydides, Brasidas,
Lysandros, Theramenes, Kleon.
2. Write somewhat fully on two of the following:—
The capture of Sphakteria and its results.
The military strategy of the Spartans and the Athenians in the Peloponnesian
War.
The relation of Athens to the other members of the Athenian Empire. 11 Geo. 5 Public Schools Report. C 213
French Literature.    (Time, 3 hours.)
Value.
10        1- Compare and contrast the works of Corneille and Racine.
10       2. Appreciate the Satires, Epitres, and the Art poetique of Boileau.
10       3. Explain the importance of J. J. Rousseau in French literature and in French thought.
10       4. Which was the greater novelist, Balzac or Hugo?    Give reasons for your answer.
5. Translate  the  following  passages  and   comment  on   the  words   or  expressions  in
italics:—
10 («•) Rien ne saurait exprimer la fraicheur et la grace de ces petites allees
sinueuses qui s'en vont serpentant capricieusement sous leurs perpetuels
berceaux de feuillage, decouvrant a chaque detour une nouvelle pro-
fondeur plus mysterieuse et plus verte. Quand le soleil de midi embrase
jusqu'a la tige, l'herbe profonde et serree des prairies, quand les insectes
bruissent avec force et que la caille glousse avec amour dans les sillons,
la fraicheur et le silence semblent se refugier dans les traines. Vous y
pouvez marcher une heure sans entendre d'autre bruit que le vol d'un
merle effarouche a votre approche, ou le saut d'une petite grenouille
verte et brillante comme une emeraude qui dormait dans son hamac de
joncs entrelacfis.
20 (b-) II meprise l'ideal classique, le culte de la beante sublime, le style soutenu
avec sa correction, sa dignite, son elegance monotones; il affiche, au
contraire, le gout du myst6rieux, du grotesque, du hideux mgme. II se
moque des rfigles de Malherbe et de Boileau, des subtilites mStriques,
des ornements mythologiques, des periphrases (Victor Hugo s'appelle le
devastateur du vieil A B C D, le Robespierre et le Danton du diction-
naire) ; il y substitue les hardiesses, les bizarreries merne, de style et
de versification, les images insolites, eblouissant.es, le mot propre. Le
vers devient plus sonore, plus melodieux. " lis ont senti et revele la
valeur sentimentale des syllabes graves ou aigues, lourdes ou legeres,
trainantes ou rapides. Dans ce reveil des sonorites du vers la rime a
6te reconstitute pleine, riche, eclatante a la fois par le sens et par le
son du mot qui la porte."
10 (o.) On le voit s'annoncer de loin par les traits de feu qu'il lance au-devant de
lui. L'incendie augmente, l'Orient parait tout en flammes: & leur eclat
on attend l'astre longtemps avant qu'il se montre; si chaque instant on
croit le voir paraitre; on le voit enfin. Un point brillant part comme
un eclair, et remplit aussitst tout l'espace; le voile des tenebres s'efface
et tombe; 1'homme reconnait son sejour et le trouve embelli. La verdure
a pris, durant la nuit, une vigtieur nouvelle; le jour naissant qui
1'eclaire, les premiers rayons qui la dorent, la montrent couverte d'un
brillant reseau de rosee, qui reflechit a l'oeil la lumifire et les couleurs.
20 (*•) Andromaque.
Dois-je les oublier, s'il ne s'en souvient plus?
Dois-je oublier Hector privS de funerailles,
Et traine sans honneur autour de nos murailles?
Dois-je oublier son p&re a mes pieds renversS,
Ensanglantant l'autel qu'il tenoit embrasse?
Songe, songe, Cgphise, ft. cette nuit cruelle
.   Qui fnt pour tout un peuple une nuit 6ternelle.
Figure-toi Pyrrhus, les yeux gtincelants,
Entrant a. la lueur de nos palais brfilants,
Sur tous mes fr&res morts se faisant un passage,
Et de sang tout convert ochauffant le carnage. C 214 Public Schools Report. 1920
Songe aux ct-2_  les vanqueurs, songe aux cris des mourants,
Dans la flamme Ctouffes, sous le fer expvrants.
Peins-toi dans ces horreurs Andromaque eperdue:
Voila comme Pyrrhus vint s'offirir a. ma vue;
Voiia par quels exploits il sut se couronner;
Enfln voila l'epoux que tu me veux donner.
Non, je ne serai point complice de ses crimes;
Qu'il nous prenne, s'il veut, pour dernieres victimes.
Tous mes ressentiments lui seroient asservis.
English Composition.    (Time, 3 hours.)
Value.
22        1. Make a study of the following paragraph,  considering   (a)   its sentence-structure,
(b) the aids to force employed by the author,  (c) its descriptive quality:—
The " Narcissus " entering the Channel.
Under white wings she skimmed low over the blue sea like a great tired bird
speeding to its nest. The clouds raced with her mast-heads; they rose astern
enormous and white, soared to the zenith, flew past, and falling down the
wide curve of the sky seemed to dash headlong into the sea—the clouds
swifter than the ship, more free, but without a home. The coast to welcome
her stepped out of space into the sunshine. The lofty headlands trod
masterfully into the sea; the wide bays smiled in the light; the shadows
of homeless clouds ran along the sunny plains, leaped over valleys, without
a check darted up the hills, rolled down the slopes; and the sunshine
pursued them with patches of running brightness. On the brows of dark
cliffs white lighthouses shone in pillars of light. The Channel glittered like
a blue mantle shot with gold and starred by the silver of the capping seas.
The " Narcissus " rushed past the headlands and the bays. Outward-bound
vessels crossed her track, lying over, and with their masts stripped for a
slogging flgbt with the hard sou'wester. And, inshore, a string of smoking
steamboats waddled hugging the coast, like migrating and amphibious
monsters, distrustful of the restless waves.—Joseph Conrad.
8 2. Write on the subject, " Some of my Difficulties in Written Composition," a paragraph
containing at least one periodic sentence and two loose sentences. Classify your
sentences.
10        3. Criticize the following :—
(a.) It's jake.
(&.)  He sticks up for his home town.
(c.) Come over here and have a glass of Near Beer.
(d.)  He looked at the man's car and told him he would consider buying it.
(e.)  He had money in the bank that had been his father's.
60       4. Write an essay on one of the following subjects:—
(a.) Ballads  and  the part  they  have  played  in  the   development  of  English
Literature.
(6.) One of my favourite novelists of the present day.
(c.) Labour in Canada and the One Big Union.
(d.) One or two Canadians who have become very prominent since 1014. 11 Geo. 5 Public Schools Report. C 215
Chemistry.    (Time, 3 hours.)
[All questions are of equal value.   Answer ten only.]
1. What do you understand by the law of combining weights?   Explain carefully how this may
be considered a generalization of other chemical laws. Assuming a combining weight for
oxygen, describe an experiment by means of which the combining weight of some other
element may be found.
2. Define  the  terms   " hydroxide"   and   " hydrate."    What  conditions   determine   whether   a
hydrate will give up or take up water. Illustrate your answer by reference to the
hydrates of copper.
3. What fraction of a gram molecular volume of oxygen can be obtained by heating 15.0 grams
of mercuric oxide? What volume will this amount of gas occupy at 740 mm. pressure
and 35 ° C. ?    (Hg = 200.0, O —16.00.)
4. What is the source of most of the bromine of commerce?   How may the element be prepared
in the laboratory? Write a chemical equation illustrating the reaction involved.
Compare the stability of compounds containing bromine with those containing chlorine.
Describe experiments illustrating this comparison.
5. Describe the preparation and properties of two oxides of sulphur.   What volume of sulphur
dioxide would result from the roasting of 2.S5 grams of pyrite. the gas being measured
over mercury at 760 mm. and 20° C?    (Fe = 55.9, S = 32.06.)
6. What do you understand by the periodic law?   How do the properties of the elements vary
(a) as the atomic weight increases along a series, (&) as the atomic weight increases
down a column?
7. What acids can be prepared from the element phosphorus?   What are the more common
salts formed from these acids?
8. Describe a method for the preparation of sodium carbonate upon a commercial scale, giving
equations for any chemical reactions involved. Discuss the properties of sodium carbonate both as a solid and in solution.   What hydrates may it form?
9. What are the chief ores of copper?   Give a method for the separation of the metal from
one of these ores.    What properties of the metal render it useful?
10. How  are  ethylene  and  methane prepared  in  the  laboratory?    What  structural  formula?
would you assign to these substances? Show by means of these structural formula? the
characteristic manner in wrhich ethylene and methane react with the halogens.
11. You are given solutions marked 1, 2, 3, 4, and 5 respectively.    No.  1 contains a salt of
bismuth, No. 2 a salt of mercuric mercury, No. 3 a salt of copper, No. 4 a salt of zinc,
No. 5 a salt of calcium. How would you detect the presence of the metal in each case?
Give equations to illustrate the chemical reactions involved. C 216 Public Schools Report. 1920
Applied Science Matriculation for Returned Soldiers.
Algebra.    (Time, 3 hours.)
Value.
10       1- Two numbers are  in the ratio  of 3 to 4, and if 7 be subtracted from each, the
remainders are in the ratio of 2 to 3.   Find the numbers.
10 2. The volume of a pyramid varies jointly as its height and the area of its base.
When the area of the base is 60 square feet and the height 14 feet, the volume
is 280 cubic feet. What is the area of the base of a pyramid whose volume is
390 cubic feet and whose height is 26 feet?
8        3. The clocks of Venice strike from 1 to 24.    How many strokes does one of  these
clocks make in the day?
12 4. If a man travelling goes 5 miles the first day, 10 miles the second day, 20 miles the
third day, and so on, increasing in geometrical progression, how far will he travel
in a week?
14       5.  (a.) For what value of k will the equation x'J+2(l-r-k)a;-\-k'' = 0 have equal roots?
(&.)  Form the equation whose roots are — and —
5 6
12 6. From 4 officers and 8 privates, in how many ways oan 6 be chosen (a) to include
exactly one officer; (b) to include at least one officer?
10       7. A man has 6 friends;   in how many ways may he invite one or more of them to
■  dinner ?
12        8.  (a.) Find the 10th term of (x-—xy\
(b.)  What is the coefficient of x™ in the expansion of (x1—2*)10?
12       9-  (»•)  Define logarithm.
(6.)  Find the value of 3-274X.005_9_ t   f       significant digits.    Given:—
14.83 X.077
log 3274 = 3.5150.
log 59 = 1.7709.
log 1483 = 3.1712.
log 77 = 1.8865.
log 1691 = 3.2282.
VICTORIA,  B.C.:
Printed by William H.  Cullin, Printer to the King's Most Excellent Majesty.
1921.

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