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APPENDICES","attrs":{"lang":"en","ns":"http:\/\/purl.org\/dc\/terms\/alternative","classmap":"dpla:SourceResource","property":"dcterms:alternative"},"iri":"http:\/\/purl.org\/dc\/terms\/alternative","explain":"A Dublin Core Terms Property; An alternative name for the resource.; Note - the distinction between titles and alternative titles is resource-specific."}],"CatalogueRecord":[{"label":"Catalogue Record","value":"http:\/\/resolve.library.ubc.ca\/cgi-bin\/catsearch?bid=1198198","attrs":{"lang":"en","ns":"http:\/\/purl.org\/dc\/terms\/isReferencedBy","classmap":"edm:ProvidedCHO","property":"dcterms:isReferencedBy"},"iri":"http:\/\/purl.org\/dc\/terms\/isReferencedBy","explain":"A Dublin Core Terms Property; A related resource that references, cites, or otherwise points to the described resource."}],"Collection":[{"label":"Collection","value":"Sessional Papers of the Province of British Columbia","attrs":{"lang":"en","ns":"http:\/\/purl.org\/dc\/terms\/isPartOf","classmap":"dpla:SourceResource","property":"dcterms:isPartOf"},"iri":"http:\/\/purl.org\/dc\/terms\/isPartOf","explain":"A Dublin Core Terms Property; A related resource in which the described resource is physically or logically included."}],"Creator":[{"label":"Creator","value":"British Columbia. 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This could be a full linked open date URI or an internal identifier"}],"FileFormat":[{"label":"File Format","value":"application\/pdf","attrs":{"lang":"en","ns":"http:\/\/purl.org\/dc\/elements\/1.1\/format","classmap":"edm:WebResource","property":"dc:format"},"iri":"http:\/\/purl.org\/dc\/elements\/1.1\/format","explain":"A Dublin Core Elements Property; The file format, physical medium, or dimensions of the resource.; Examples of dimensions include size and duration. Recommended best practice is to use a controlled vocabulary such as the list of Internet Media Types [MIME]."}],"FullText":[{"label":"Full Text","value":" PAET III.\nAPPENDICES.  13 Geo. 5\nPart III.\u2014Appendices.\nC 105\nAPPENDIX A.\nHIGH SCHOOL AND UNIVERSITY MATRICULATION EXAMINATIONS, 1922.\nThe High School and University Matriculation Examinations began on June 24th and were\nheld simultaneously in the High or Superior School buildings at Abbotsford, Agassiz, Armstrong,\nBradner, Bridgeport, Burnaby North, Chase, Chilliwack, Courtenay, Cranbrook, Creston, Cumberland, Duncan, Enderby, Esquimalt, Fernie, Golden, Granby Bay, Grand Forks, Greenwood, Hedley,\nHowe .Sound, loco, Kamloops, Kaslo, Kelowna, Keremeos, Ladner, Ladysmith, Langley, Maple\nRidge, Matsqui, Merritt, Mission, Mt. Lehman, Nakusp, Nanaimo, Naramata, Nelson, New Westminster, Oak Bay, Ocean Falls, Oyama, Peachland, Penticton, Point Grey (King George \"V'.,\nPrince of Wales), Port Alberni, Powell River, Prince George, Prince Rupert, Princeton, Quesnel,\nRevelstoke, Robson, Rossland, Ruskln, Eutland, Salmon Arm, Silverton, Slocan, Smithers,\nSummerland, Surrey, Trail, Vananda, Vancouver (Britannia, King Edward, King George,\nKitsilano, Technical), Vancouver North, Vancouver South, Vernon, Victoria, Waldo, and West-\nbank Townsite, as well as at Port Alice and Vanderhoof.\nThe Examiners appointed to act with the Superintendent of Education were: II. Ashton,\nM.A., D.Litt.; D. Buchanan, M.A., Ph.D.; J. A. Cann, B.L.; R. H. Clark, M.A., Ph.D.; J. B.\nDeLong, B.A.; I. Dilworth, M.A.; G. A. Fergusson, B.A.; T. R. Ball, B.A.; H. P. Hope, B.A.;\nA. H. Hutchinson, M.A., Ph.D.; R. A. Little, B.A.; S. W. Mathews, M.A.; D. L. MacLaurin, B.A.;\nJ. T. E. Palmer, B.A.; E. B. Paul, M.A.; L. F. Robertson, M.A.; D. M. Robinson, B.A.; E. H.\nRussell, B.A.; G. G. Sedgewick, B.A., Ph.D.; A. Sullivan, B.A.; R. W. Suter, B.A., B.Sc;\nO. J. Todd, Ph.D.;  F. G. C. Wood, M.A.\nThe following are the names of the winners of His Excellency the Governor-General's silver\nmedals:\u2014\nSadie Margaret Boyles, South ATancouver High School.\nFrederick Henry Sanders, Esquimalt High School.\nBarbara Katherine Mandell, King George High School, Vancouver.\nDoris Grace McKay, King Edward High School, Vancouver.\nLillian Margaret Cain, Duke of Connaught High School, New Westminster.\nThe names of the winners of the Royal Institution Scholarships awarded by the University\nof British Columbia on the results of the Junior Matriculation Examination follow:\u2014\nStudent.\nHigh School.\nStanding1 obtained at\nExamination.\nScholarship.\n$ 150\n,,                \u201e           2\t\n100\n100\nKing George, Vancouver\t\n\u201e               \u201e            3\t\n100\n,.                     ,r               4\t\nM                 5\t\n100\n100\n,.                       M                 6\t\n100 C 106\nPublic Schools Report.\n1922\nNumber of Successful Candidates at each Centre.\nExamination Centre.\n03\nti\no\n0 4\no-.-ti\na t\nBO\n!'.\u00a7\n\"a p\nt\nti  .\nO 01\ngo\n\u00a7.2\nJh c\n\u25a0<*\u00bb\n\"o\nft\nO\n0\ntj\nB\nOJ\n>.\n13\nti\nA\nH\n'8\na\no\nOJ\nH\nt.\nOS\nOJ\nH\ns\no\nA\nft)\nP\nO\nW\nA \u00b0\n2-S\nEh 02\np\no\ncS\np\na\n\u00ab\nci\no\n'B\na\np.\n< =\nPj ^t\n*o 0)\nCQ o\nP\n-H   2\nIB.\n*-      p\n-S'S.2\nR\nO\np\n.2\neS\nt.\no\na\nOJ\nCO\nTotal.\n9\n6\n2\n1\n6\n15\n6\n5\n11\n4\n11\n1\n9\n4\n4\n11\n11\n10\n3\nS\n2\n5\n16\n3\n15\n8\n19\n4\n42\n14\n7\nDuncan :\n5\nEnderby:\n1\n2\n2\n5\n2\n2\n3\n9\n4\nEsquimalt:\n8\n8\n4\n22\n6\n4\n1\n15\n1\n1\n14\n2\n1\n2\n1\n1\n44\n1\n]\n11\n7\n32\n2\n2\n9\n1\n2\n2\n3\nHowe Sound:\n13\n1\n1\n3\nKamloops:\n9\n7\n21\n1\n0\n2\n3\n8\n9\n26\nKelowna:                                           \u00bb\n21\n2\n3\n3\n5\n8\n8\n9\n5\n10\n17\n5\n10\n4\n20\n4\n3\n2\nS\n3\n7\n8\n1\n1\n9\n10\n2\n26\n3\njNakusp:\n2\n19\n3\n2\n2\n19\n2\n2S\n2\nKelson :\n40\n3\n45\n3\n55\n8\n7\n22\n4\n120\n3\nNew Westminster:\n55\n3\n1\n12\n7\nOak Bay :\nOak Bay High\t\n22\n2\n2\n2\nOyama :\n3\n5\nWinfield Public \t\n2\n3\n20\n23\n16\n3\n4\n1\n3\n20\nPoint Grey:\n1\n24\n16\n3\n4\n1\n2\n6\n2\n1\n\"Y\n7\n6 13 Geo. 5\nPart III.\u2014Appendices.\nC 107\nNumbee of Successful Candidates at each Centee\u2014Continued.\nExamination Centre.\nOi\nu\np\nO\nVai\ntt-a\nti ai\naS ti\nCO\nC ti\n.S.o\nJ- ti\n2.H5\nOJ\nOi\ns.     .\nti oj\nOT3\nQ aS\nOJO\n01^\nS.2\ni, B\n2 B\n'3\n01\ni\na\no\nQ\nai\nOi\nTi\nA\nH\n'ci\n_o\n1\nH\nl-H\n3\nD\n&\u25ba.\n'1\nA\nOJ\n\u00a7\nO\nK\nU\noi\nft)    .\nlis\na\no\nA\na\nd\nt.\no\n'a\na\nH5\nP.\no\nO ft)\ncn o\nP\nacn   .\nI'S.I\nD-rH -rf\np\no\n+3\nP\na\n\"E\n+3\ncS\ns\no\n'B\n01\nen\nTotal.\n12\n12\n1\n1\n14\n3\n1\n13\n1\n4\n2\nRevelstoke :\n12\n39\n10\n10\n4\n4\n3\n4\n3\n1\n5\nSalmon Arm :\n1\n2\n]\n1\n5\n1\n1\n7\n16\n3\nSilverton:\n3\n8\n1\n3\n1\n11\n1\n15\n1\n6\n10\n50\n73\n\"83\n37\n4\n2\n11\n2\n1\n42\n25\n2\n65\n9\nSummerland:\n42\n1\n4\n12\n10\n17\n39\nVancouver:\n50\n11\n84\n31\n31\n. 1\n84\n37\n15\n19\n2\n11\n22\n9\n2\n3\n42\nVancouver, North:\n25\n2\n7\n72\n1\n1\nVernon:\n17\n2\n17\n3\n3\n1\n115\n8\n7\n2\n5\n20\nVictoria:\n115\n1\n9\n11\n6\n18\n2\n9\n1\n6\nWaldo                                     \t\n1\n3\n21\n3\n7\n\"i\n7\n1\n278\n232\n42\n15\n11\n1,058\n2\n14\n1,652\nNumber of candidates examined..\nNumber of successful candidates.\n2,501\n1,652 C 108\nPublic Schools Report.\n1922\nHIGH SCHOOL ENTRANCE EXAMINATION, JUNE, 1922.\nFollowing are the names of the winners of His Excellency the Governor-General's bronze\nmedals:\u2014\u25a0\nDistrict No. 1\u2014Dorothy G. Cronk, Oaklands School, Victoria.\n2\u2014Annie E. Dickinson, Nanaimo.\n3\u2014Howard G. Nicholson, Lord Roberts School, Vancouver.\n4\u2014Shirley T. Slade, Laura Secord School, South Vancouver.\n5\u2014Jack Blair, Central School, New AVestminster.\n6\u2014Mary H. Glasgow, Salmon Arm.\n7\u2014Marion B. Bryant, Enderby.\n8\u2014Paul S. Jones, Syringa Creek.\n9\u2014William Duncan, Fernie.\n10\u2014Ralph E. Spencer, Port Simpson.\nNumber op Successful Candidates at each Centre.\nAbbotsford Centre.\nAbbotsford      7\nHuntingdon   3\nKilgard     1\nMusselwhite     1\nPoplar  2\nUpper Sumas    4\nAgassiz Centre.\nAgassiz 12\nHarrison River     2\nAlberni Centre.\nAlberni   C\nPort Alberni   4\nBamfleld     2\nCherry Creek Valley  1\nAlert Bay, Centre.\nAlert Bay   ,.. 1\nGirls' Home   2\nArmstrong Centre.\nArmstrong Consolidated    7\nHendon  1\nArrowhead Centre.\nArrowhead  2\nBeaton     1\nCrawford Creek  2\nHall's Landing  1\nSproat   2\nTrout Lake   2\nBradner Centre.\nBradner\nBridgeport Centre.\nBridgeport 14\nEnglish    2\nLord Bing    2\nBuclcley Bay Centre.\nBuckley Bay\nBurnaby Centre.\nEdmonds Street 23\nGilmore Avenue 20\nKingsway East     2\nKingsway West   7\nNelson Avenue   3\nSchou Street  (3\nBurns Lalce Centre.\nFrancois Lake    1\nCampbell River Centre.\nHeriot Bay    1\nOyster Bay   1\nCastlegar Centre.\nRobson   1\nSyringa Creek   2\nChase Centre.\nChase      ,S\nMartin's Prairie  2\nAshcroft ..\nWalhachin\nAtlin\nAshcroft Centre.\nAtlin Centre.\nChilliwaclc Centre.\nI Chilliwack City   7\n1 Atchelitz     1\nCamp Slough   3\nOheam     7\n1 Chilliwack East  4 13 Geo. 5\nPart III.\u2014Appendices.\nC 109\nHIGH SCHOOL ENTRANCE EXAMINATION, JUNE, 1922\u2014 Continued.\nNumber of Successful Candidates at each Centre\u2014Continued.\nChilliiDOclc Centre\u2014Continued.\nFairfield Island   5\nLotbiniere    3\nPromontory  1\nRobertson    .- 11\nRosedale      7\nSardis  30\nStrathcona  4\nYarrow   1\nCloverdale Centre.\nClayton   2\nCloverdale 12\nCrescent Beach    1\nEast Kensington   1\nElgin   3\nJohnston Road   4\nKensington Prairie   3\nNewton  2\nSpringdale   3\nTynehead  1\nCortes Island Centre.\nCortes Island   3\nCourtenay Centre.\nCourtenay City  14\nComox     1\nLazo    1\nPuntledge      1\nSandwick     2\nCumberland Centre.\nCumberland City 16\nBevan    2\nCranbrook Centre.\nCranbrook City, Central  21\nCranbrook, Kootenay Orchards  1\nBull River Bridge  2\nFort Steele   1\nKimberley    2\nMarysville   2\nMoyie    1\nWycliffe   2\nWattsburg   1\nCreston Centre.\nCamp Lister  2\nCreston  3\nCanyon City   2\nErickson     2\nHuscroft     2\nKitchener     1\nDuncan Centre.\nDuncan Consolidated, Central ...\nDuncan Consolidated, Crofton ...\nDuncan Consolidated, Genoa Bay\nBench \t\nCowichan Lake\t\nSahtlam \t\nShawnigan Lake\t\n.22\n.  1\no\n. 1\n. 1\n.  1\nEdgeicood Centre.\nFire Valley\nNeedles\nElphinstone Bag, Centre.\nElphinstone Bay \t\nWilson Creek \t\nEndako Centre.\nEndako   1\nEnderby Centre.\nEnderby\t\nAshton Creek\nDeep Creek . .\nMara\t\n.11\n.  1\nEsquimalt Centre.\nEsquimalt\nLangford  .\nFernie Centre.\nFernie City\nCoal Creek\nElk Bridge\nMichel\t\n.23\n. 3\n.  1\n.  1\nGanges Centre.\nBurgoyne Bay  \t\nCranberry Marsh   \t\nGanges  \t\nSaturna  \t\nGolden Centre.\nBlaeberry\nGolden ..\nMcMurdo\nGranby Bay Centre.\nGranby Bay  \t\nGrand Forks Centre.\nGrand Forks City  \t\nGilpin  \t\nGreenwood Centre.\nGreenwood City \t\nAnaconda \t\n.10\n.  1 HIGH SCHOOL ENTRANCE EXAMINATION, JUNE, 1922\u2014Continued.\nNumber of Successful Candidates at each Centre\u2014Continued.\nGreenwood Centre\u2014Continued.\nChristian Valley    1\nMidway      3\nRock Creek   1\nKeremeos Centre.\nCawston   4\nKeremeos      5\nHarpers Camp Centre.\nHarpers Camp  3\nMiocene    1\nHazelton Centre.\nHazelton, New    4\nHedley Centre.\nHedley     2\nHope Centre.\nYale\n1\nHowe Sound Centre.\nHowe Sound   5\nIoeo Centre.\nloco  4\nSunnyside No. 2     1\nKamloops Centre.\nKamloops City  27\nCampbell Range      1\nClifton      1\nCriss Creek    1\nHeffley Creek   1\nHeffley Creek, Upper     3\nLong Lake   1\nNorth Trompson, West     1\nPaxton Valley     1\nPinantan      1\nRaft River     1\nRose Hill   1\nRound Top    2\nSavona Road     1\nTranquille   2\nPrivate School:   St. Ann's Academy  3\nKaslo Centre.\nKaslo  City    11\nMirror Lake   1\nSandon   4\nKelowna Centre.\nKelowna City   7\nBear Creek   1\nFir Valley  1\nKelowna, North   1\nOkanagan     1\nOkanagan, South  2\nWinfield   1\nKitsumgallum Centre.\nKitsumgallum ..'  1\nPacific     1\nUsk     1\nLadner Centre.\nLadner  19\nLadysmith Centre.\nLadysmith City  24\nCassidy     2\nExtension  (3\nOyster     1\nOyster, North  1\nPrivate School:   St. Joseph's Convent  2\nLillooet Centre.\nSeton Lake    3\nLumby Centre.\nLumby     1\nLytton Centre.\nLytton  2\nMalcolm Island Centre.\nMalcolm Island   2\nMaple Ridge Centre.\nHammond      S\nHaney    13\nMaple Ridge    3\nMatsqui Centre.\nClayburn     3\nMatsqui     3\nRidgedale     1\nMerritt Centre.\nMerritt     4\nNicola, Lower    1\nMission Centre.\nMission     7\nMount Lehman Centre.\nDunach    1\nMount Lehman     7\nMurrayville Centre.\nAldergrove      2\nLangley FoTt     2 13 Geo. 5\nPart III.\u2014Appendices.\nC 111\nHIGH SCHOOL ENTRANCE EXAMINATION, JUNE, 1922\u2014Continued.\nNumbee of Successful Candidates at each Centee\u2014Continued.\nMurrayville Centre\u2014Continued.\nLangley Prairie    1\nMurrayville   5\nOtter \t\nPatricia  ...\nSpringbrook\nMcBride Centre.\nLee   ....\nMcBride\nMackenzie Centre.\nBella Coola, Lower    1\nMackenzie    1\nNakusp Centre.\nArrow Park, ouast  2\nBurtonclale     1\nDemars, West    1\nNakusp    8\nNanaimo Centre.\nNanaimo City    25\nBrechin   .....*  1\nCedar, South    2\nChase River   4\nMountain   1\nWellington  2\nAVellington, South   1\nPrivate School:   St. Ann's Convent  6\nNaramata Centre.\nNaramata\nNelson Centre.\nNelson City:\nHume   14\nCentral   ; 62\nBelford   1\nCrescent Valley    3\nMeadow Spur    1\nSlocan Junction  2\nThrums   1\nWillow Point    2\nNew Denver Centre.\nNew Denver   S\nRosebery     2\nSilverton      7\nSummit Lake   3\nNew Westminster Centre.\nNew Westminster City:\nCentral   71\nRichard McBride    9\nNeio Westminster Centre\u2014Continued.\nNew Westminster City\u2014Continued.\nLord Lister  35\nHerbert Spencer  24\nBlue Mountain     4\nMillside  1\nPort Mann      1\nSouth Westminster  1\nPrivate Schools:\nColumbia  College     1\nOur Lady of Lourdes College  4\nSt. Ann's Academy    7\nNorth Bend Centre.\nNorth  Bend      3\nNotch Hill Centre.\nNotch Hill   l\nOak Bay Centre.\nMonterey Avenue   11\nWillows   19\nPrivate School:   Cranleigh House   1\nOcean Falls Centre.\nHunter Island   1\nOcean Falls    5\nOsland Centre.\nOsland\nOyama Centre.\nOyama     4\nParksville Centre.\nErrington    1\nParksville  2\nQualicum Beach    3\nPeachland Centre.\nPeachland\nPenticton Centre.\nPenticton  24\nOsoyoos      1\nPoint Grey Centre.\nDavid Lloyd George  11\nEdith Cavell   5\nKerrisdale   5\nLord Kitchener 10\nMagee  10\nPrince of AVales   9\nQueen Mary    9 C 112\nPublic Schools Eepoet.\n1921\nHIGH SCHOOL ENTRANCE EXAMINATION, JUNE, 1922\u2014Continued.\nNumber of Successful Candidates at each Centee\u2014Continued.\nPort Alice Centre.\nPort Alice     3\nPort Clements Centre.\nPort Clements   2\nPort Coquitlam Centre.\nPort Coquitlam City 12\nGlen  1\nPitt. Meadows   2\nBoys' Industrial    1\nEssondale  1\nPort Moody Centre.\nPort Moody City  5\nPort Simpson Centre.\nPort Simpson   3\nPouce Coupe Centre.\nLandry    1\n\u2022Saskatoon Creek   1\nPowell River Centre.\nPowell River   14\nPrince George Centre.\nPrince George City :  9\nFort George, South  2\nPrince Rupert Centre.\nPrince Rupert City  36\nPrivate School:   Annunciation    2\nPrinceton Centre.\nCoalmont   2\nJura     2\nPrinceton    5\nTulameen   1\nProcter Centre.\nBalfour\nHarrop\nProcter    2\nQuesnel Centre.\nQuesnel   2\nRevelstoke Centre.\nRevelstoke City   4\nBig Eddy     1\nRock Bag Centre.\nGranite Bay   1\nRock Bay    1\nRossland Centre.\nRossland City    2\nRutland Centre.\nRutland    8\nSaanich Centre.\nCedar Hill     5\nCloverdale  9\nCraigflower   4\nGordon Head   3\nKeating     7\nModel    4\nMackenzie Avenue    5\nProspect Lake   1\nRoyal Oak  3\nSaanlchton     7\nSaanich, West    4\nStrawberry vale  5\nTillicum   14\nTolmie     15\nBamberton  1\nJames Island  -.  2\nSandspit Centre.\nQueen Charlotte City  1\nSalmon Arm Centre.\nSalmon Arm City   11\nCanoe    3\nCanoe, North     1\nOanoe,  South     3\nSalmon Arm West    5\nSilver Creek   1\nSunnybrae   2\nTappen   2\nSayward Centre.\nHardwicke Island   1\nPrivate study   1\nSidney Centre.\nDeep Cove  2\nSaanich, North     1\nSidney  3\nSlocan City Centre.\nSlocan City  9\nAppledale   1\nPerry  Siding     2\nSmithers Centre.\nSmithers     2 13 Geo. 5\nPart III.\u2014Appendices.\nC 113\nHIGH SCHOOL ENTRANCE EXAMINATION, JUNE, 1922\u2014Continued.\nNumbeb of Successful Candidates at each Centee\u2014Continued.\nSooke Centre.\nSooke     S\nSooke, North     1\nSquamish Centre.\nSquamish\nStewart Centre.\nStewart    4\nSummerland Centre.\nSummerland\nSurf Inlet Centre.\nSurf Inlet Mine   1\nTelkwa Centre.\nTelkwa   2\nToflno Centre.\nClayoquot     1\nTopley Centre.\nBulkley, North  1\nTrail Centre.\nTrail City   12\nColumbia Gardens     2\nUcluelet Centre.\nUcluelet   3\nUnion Bay Centre.\nDenman Island   2\nFanny Bay    1\nUnion Bay     1\nVancouver Centre.\nAlexandra   28\nBay view   12\nBeaconsfleld     2\nCentral    5\nDawson     6\nCharles Dickens    8\nFairview    10\nFranklin     1\nSimon Fraser   6\nGeneral Gordon   5\nGrandview   5\nHenry Hudson  11\nKitsilano     4\nLivingstone    1\nModel   14\nMount Pleasant   8\nMacDonald    11\nLord Nelson    9\nVancouver Centre\u2014Continued.\nFlorence Nightingale   7\nCecil Rhodes 17\nLord Roberts  10\nLaura Secord   9\nAdmiral Seymour    7\nStrathcona    15\nTennyson    6\nPrivate Schools:\nEudistine    1\nHoly Rosary    7\nSt. Augustine's    3\nNorth Vancouver Centre.\nLonsdale     5\nQueen Mary    9\nRidgeway    14\nCapilano      7\nLynn Valley    7\nNorth Star   12\nPrivate Schools:\nChesterfield   3\nSt. Edmund's    2\nSouth Vancouver Centre.\nBrock   8\nCarleton   20\nGordon   11\nWalter Moberly    8\nRichard McBride  1\nMackenzie    13\nNorquay    8\nSecord    12\nSelkirk    7\nSexsmith    10\nTecumseh 3\nVan Home     6\nWolfe   12\nBowen Island  1\nWest Vancouver Centre.\nCypress Road 1\nDundarave     7\nHollyburn     9\nTwenty-second Street    4\nVanderhoof Centre.\nFort Fraser   2\nVanderhoof    7\nVernon Centre.\nVernon City   18\nLavington     1\nFalkland     1 HIGH SCHOOL ENTRANCE EXAMINATION, JUNE, 1922\u2014Continued.\nNumber of Successful Canmdates at each Centre\u2014Continued.\nVernon Centre\u2014Continued.\nPrivate Schools: Jaffray\nPreparatory      7 Waldo .\nSt.  Michael's     4\nVictoria Centre.\nBoys' Central    1\nSir James Douglas  12\nGirls' Central    8\nGeorge Jay   26\nMargaret Jenkins     7\nNorth Ward   9\nOaklands   6\nQuadra     5\nSouth Park  27\nWest  19\nAlbert Head   1\nGoldstream      1\nHighland     1\nMayne Island  1\nPrivate Schools:\nSt. Ann's Academy  15\nSt. Louis College 10.\nPrivate study   2 Woodfibre\nWaldo Centre.\nWestbank Townsite Centre.\nGlenrosa     2\nWestbank Townsite     6\nWhaletown Centre.\nSquirrel Cove  1\nWhaletown      1\nWhite Rock Centre.\nHall's  Prairie      3\nWhite Rock     9\nWilliams Lake Centre.\n150-Mile House     1\nWistaria Centre.\nWistaria      2\nWoodfibre Centre.\nNumber of candidates examined    4,231\nNumber of successful candidates    2,168\nNumber of pupils promoted on recommendation   1,417\nTotal number of pupils promoted to high schools  3,5S5 13 Geo. 5 Part III.\u2014Appendices. C 115\nAPPENDIX B.\nHIGH SCHOOL ENTRANCE EXAMINATION, JUNE, 1922.\nAeithmetic.    (Time, 2% hours.)\nValue.\n7 1.  (a.) Write 703921 in words and five hundred thousand seventy-five in figures.\n(b.) Multiply 1.38 by .0098 and divide the product by .0276.\n12       2.   (ft.)  An automobile goes 14% miles in the first hour, 16% in the second, 18B\/i: in the\nthird.   What is the average rate per hour?\n(6.)  Find the cost of 48 scantlings, 16 feet 9 inches long, 8 inches wide, and 2 inches\nthick, at $37.50 per M.\n12 3-  (\u00ab\u2022)  In the summer I pay $13.25 a ton for coal and in the winter 16% more.    Find\nthe price I pay in the winter.\n(6.) Sold a house for $4,700, gaining $950.   What per cent, was gained?\n13 4.  (a.)  A merchant wishes to send his agent a sum of money sufficient to buy 5,680\nyards of cloth at $1.65 a yard, and to pay the agent's commission at 3%.\nFind the amount he should remit.\n(B.) A merchant who bought $650 worth of goods from a Montreal firm got a trade\ndiscount of 18% and then a cash discount of 4%.   What sum did he have\nto pay for the goods?\n10        5.  (a.)  A person at the age of 40 insures his life with one company for $4,500 at an\nannual premium of $37 per $1,000 and with another company for $3,500 at\n$36.40 per $1,000.    Find the amount he must pay annually in premiums.\n(b.) What tax does a man pay on property assessed at $1,800 in a town where the\nrate of taxation is 19.6 mills on the dollar?\n15        6.   (a.)  Find the cost of putting a cement floor in a round silo 18 feet in diameter, at\n28c. per square foot.\n(6.)  The side of a square field is 154 yards.    How many acres  does  it contain?\n, What will it cost to fence the field at $1.20 a rod?\n10 7. Find the cost, at 42c. per square yard, of painting tlje walls and ceiling of a room\n17 feet 6 inches long, 15 feet wide, and 9 feet high, no deductions being made\nfor doors and windows.\n8 8. A man borrows $900 to be repaid 1 year 4 months later, with interest at 6% com\npounded half-yearly.    Find what sum will pay the debt.\n13       9. $1,500. Vancouver, B.C., Sept. 12th, 1918.\nEight months after date I promise to pay William King, or order, fifteen hundred\ndollars, value received.\nArthur Mooee.\nThe note was discounted January 10th, 1919, at 5%.\nFind:   (ft) The date on which the note became legally due; (6) the bank discount;\n(c) the proceeds. C 116\nPublic Schools Report.\n1922\nDeawing.    (Time, 2% hours.)\n(u.)  Select three examples of work from your drawings, as follows:\u2014\n(1.) The best example of colour or pencil work from nature.\n(2.) The best example of freehand design.\n(3.) The best example  (coloured)  of pattern-drawing or geometrical design.\n(&.)  Freehand drawing:\u2014\nWith ruler and set-square draw an oblong 5 inches by 7 inches. Copy the\nfollowing drawing so as to fill the space, and put a suitable border around\nthe oblong:\u2014\nValue.\n21\n30\n25        (c.)  Freehand object-drawing (no ruling allowed) :\u2014\nMake a large drawing of one only of the following:\u2014\n(1.) A cylinder with the words \" Ceylon Tea \" printed on it.\n(2.) A square prism with the words \"Ceylon Tea\" printed on it.\n(3.) Any group of models you have studied at school.\n24        (<&\u2022) Geometrical drawing (construction-lines to be left in) :\u2014\nWork any three of the following:\u2014\n(1.) Draw a line AB 5% inches long and mark a point C on it so that\nAC shall be % of the total length.\n(2.) Draw a line AB 3 inches long.    On each side of it construct an\nequilateral triangle, and give the name of the completed figure.\n(3.) Mark any three points, A, B, and C, not in a straight line.   Construct\na circle to pass through the three points.\n(4.) Draw any acute angle, and construct another angle 1% times as\nlarge.\n(5.)  Draw a line AB 2% inches long.    Construct an isosceles triangle on\nthis line, having an altitude of 3% inches.\n(6.)  Construct an angle of 150 degrees. 13 Geo. 5 Part III.\u2014Appendices. C 117\nGeography.    (Time, 2V4 hours.)\nValue;\n26 I- Draw as large as your paper will permit a map of British Columbia. Show and\nname the Skeena, Fraser, and Columbia Rivers; show by dots or small circles\n; the exact positions of Vancouver, Victoria, Nanaimo, Revelstoke, Prince Rupert,\nNelson, Trail, and Kamloops; show by dotted lines the Canadian Pacific and\nthe Canadian National Railways from Vancouver to Alberta; show location of\nthree important passes through the Rocky Mountains.\n12       2.  (o.)  Give (approximately) the population (1) of British Columbia;  (2) of Canada.\n(&.)  Name and locate the two largest cities of Canada.\n(c.) Name   (1)   three  provinces  of Canada  in  which  lumbering  is  an  important\nindustry; (2) three provinces from which coal is exported.\n10 3. What waters would a steamer pass through (a) in going from Fort William to\nToronto; (6) in going from Fredericton, New Brunswick, to Glasgow, Scotland?\n15 4. Give a brief description of either New Zealand or England under the following heads:\nSurface and rivers, climate and products, industries.\n10       5.  (ft.)  Name two countries from which each of the following is exported:   Raw cotton,\nsilk, rice, tea, wool, rubber, coffee.\n(6.) What part of each of the continents of Africa, North America, and Asia has a\nclimate somewhat similar to that of the south-eastern part of Australia?\n9       6. Locate the following cities:  Ottawa, Washington, Hull, Dundee, Adelaide, Yokohama,\nShanghai, Valparaiso, and Bombay.\n18 7. Show and neatly print on the map on next page the following: The Equator, Tropics,\nMeridian of Greenwich; Nile, Zambesi, and Orange Rivers; Victoria Nyanza,\nTanganyika, and Nyassa Lakes; Atlas, Appennines, and Caucasus Mountains;\nSuez Canal; Madrid, Aden, Johannesburg, Cape Town, Marseilles, Cairo, Naples,\nJerusalem, Genoa, Constantinople. C 118\nPublic Schools Report.\n1922\nCandidate's No.\nC^\nNote.\u2014When the candidate has finished this map he should detach it from the rest of the Geography\npaper and hand it in with his other answers. 13 Geo. 5 Part III.\u2014Appendices. C 119\nGrammar anu Composition.    (Time, 2y2 hours.)\nValue.\n20       !\u2022 Write out in full the principal and subordinate clauses in the following sentences\nand state the kind and relation of each:\u2014\n(ft.) The boy who did it will receive a reward when he returns.\n(&.) I noticed that he was not far from the place where we had overtaken her.\n(c.) As I looked more attentively, I saw several of the passengers dropping\nthrough the bridge into the great tide that flowed underneath it, and\nupon further examination perceived there were innumerable trap-doors\nthat lay concealed in the bridge.\n14       2. I am monarch of all I survey,\nMy right there is none to dispute;\nFrom the centre all round to the sea,\nI am lord of the fowl and the brute.\nO Solitude! where are the charms\nThat sages have seen in thy face?\nIn the above selection,\u2014\n(o.) What parts of speech are the words none, from, where, that?  Give a reason\nfor your answer in each case.\n(6.) What are the cases and relations of the words monarch, right, solitude,\ncharms, that?\n(c.) Give the tense, person, and numher of the verbs am, are, have seen,\n(d.)  Select two phrases, classify each, and give its relation.\n14       3. Rewrite the following, completing each sentence by using one of the words in the\nbrackets.   Give reasons for your choice of words,\n(o.)  The speed of the larger ships (was or were) remarkable.\n(&.)  Annie is taller than (her or she).\n(c.)  John  (don't or doesn't)  apply himself earnestly to his work.\n(d.) He is a man (who or whom) I know is trustworthy,\n(e.)   (Its or it's) too late now.\n(\/.)  I have (arose or arisen) early every morning this week.\n(g.) The ship is (lying or laying) in the harbour.\n8       4. Write:\u2014\n(ft.)  The feminine of duke, lad, landlord, nephew.\n(b.) The plural of oasis, loaf, echo, man-servant,\n(c.) The possessive case, plural, of man, lady, boy, he.\n(eL)  The comparative degree of merry, slowly, bad, much,\n(e.)  The principal parts of the verbs go, fail, drink, swim.\n8       5.  (ft.)  Combine into a simple sentence:\u2014\n(1.) I saw the Queen of France.\n(2.) It is now sixteen years since I saw her.\n(3.) I saw her at Versailles.\n(6.)  Punctuate and capitalize :\u2014\nhe then led me to the highest pinnacle of the rock and placing me on the\ntop of it cast thine eyes eastward said he and tell me what thou seest.\nwonderful man he said in a low tone who and what are you\n18       6-   (<*\u2022)  Mary  Patricia  Murphy,  residing  at 2045 Fourth  Avenue,  New Westminster,\nordered on June 3rd, 1922, from the Clarke & Stuart Co., Ltd., Seymour St., C 120 Public Schools Report. 1922\nValue.\nVancouver, B.C., two copies of Blackie's Concise English Dictionary at $2.75\nper copy.\n(1.) Write Mary Patricia's letter ordering the dictionaries.\n(2.) In a rectangle drawn on your paper write the proper envelope address.\n(6.) Write a brief news item suitable for your school paper or local paper on any\none of the following subjects :\u2014\n(1.) A baseball game.\n(2.)  A school picnic.\n(3.) Closing day exercises.\n(4.)  The school garden.\n(5.)  The school library.\nOr\nWrite a few short paragraphs about your city, town,  or district, using the\nfollowing headings  as  a  guide:   Location,  climate,  industries,  points  of\nspecial interest.\n18       7. Write a composition of at least three paragraphs on any one of the topics given\nbelow:\u2014\n(a.) Any experiment in nature-study work that you have observed or performed.\n(&.) The chief industries in British Columbia,\n(c.) The growth of the British Empire,\n(d) The Chase, Canto I., Lady of the Lake,\n(e.) The Legend of Bregenz.\nPenmanship and Dictation and Spelling.    (Time, 1% hours.)\n(25 marks for Penmanship and 75 marks for Dictation and Spelling.)\n[Note.\u2014The passages (questions A and B) are to be read slowly and distinctly to candidates\nthree times\u2014the first time to enable them to gather the meaning; the second time to enable\nthem to write the words; and the third time for review. Punctuation marks slwuld not be\ndictated.   Candidates are not permitted to rewrite the passages.}\n22 A- And yet it almost provokes a smile at the vanity of human ambition to see how\nthey are crowded together and jostled in the dust; what parsimony is observed\nin doling out a scanty nook, a gloomy corner, a little portion of earth, to those\nwhom when alive kingdoms could not satisfy; and how many shapes and forms\nand artifices are devised to catch the casual notice of the passenger and save\nfrom forgetfulness for a few short years a name which once aspired to occupy\nages of the world's thought and admiration.\n14       B. For me, whose memory scarce conveys\nAn image of more splendid days,\nThis little flower that loves the lea\nMay well my simple emblem he;\nIt drinks heaven's dew as blithe as rose\nThat in the King's own garden grows;\nAnd when I place it in my hair,\nAllan, a bard is bound to swear\nHe ne'er saw coronet so fair.\n14       C.  (1.) Their cowardice profited them little.\n(2.) The Britons oftentimes fought from vehicles called chariots.\n(3.) \" What of the foeman? \" Norman said. 13 Geo. 5\nPart III.\u2014Appendices.\nC 121\nValue.\n25\n(4.) Last year's styles are now unsaleable.\n(5.) He said, \" She has a lovely face.\"\n(6.) There was a note in their cry that shook the settler's soul.\n(7.) How exquisitely minute,\nA miracle of design!\nI).\ndistinct enunciation,\nmelancholy prospect,\nappalling stillness,\nScottish accent,\nvarious delicacies,\nseveral manuscripts,\nprofessions of attachment,\nstationary engine,\ncadet corps,\nbusiness affairs,\nexcellent disguise,\nperilous climb,\neight ounces,\ndignified aspect,\nearliest infancy,\nIroquois warriors,\ndecided superiority,\nleisurely survey,\nvarious duties,\nscarcely audible,\ncarbolic acid,\nspirituous liquors,\ncourageous rescuers,\ntrivial episodes,\nancient chronicles. HIGH SCHOOL EXAMINATION, JUNE, 1922.\nPreliminary Course (Junior Grade).\nEnglish Literature.    (Time, 2 hours.)\nValue.\n10       1. To whom do the following passages refer?    (The names alone constitute a complete\nanswer.)\n(\u00ab.) \"always roaming with a hungry heart.\"\n(b.)  \" If left to himself he would have whistled life away in perfect contentment.\"\n(c.) \"Thou art long and lank and brown\nAs is the ribbed sea-sand! \"\n(d.)        \" So thou, with sails how swift!  hast reached the shore\n' Where tempests never beat nor billows roar.'\"\n(e.)  \"Neither in trial nor in battle is it right that I or any other person should\nbe willing to resort to every possible means to avoid death.\"\n(\/.)  \"Rich in saving common sense.\"\n(g.)  \"But neither climate nor poverty, neither study nor the sorrows of a homesick exile could tame the desperate audacity of his spirit.\"\n(h.) \"It was morning on hill and stream and tree\nAnd morning in the young knight's heart.\"\n(*.)  \" I will into the vale of Avilion to heal me of my grievous wound.\"\n(\/.)  \" Though he had 'been as roughly used in different countries as a poor sheep\nthat is fleeced by every hedge and thicket, yet he spoke of every nation\nwith candour and kindness, appearing to look  only on the good side\nof things.\"\n16       2.  (a.) Quote a passage from \"The Ancient Mariner\" on one of the following subjects\n(10 or 12 lines) :\u2014\n(1.) A storm at sea.\n(2.)  The ship becalmed.\n(3.)  The water-snakes.\n(4.)  The music of the \"troop of spirits blest.\"\n(b.) Quote 10 or 12 lines from either Wordsworth or Shelley.\n8 3. (ft.) Why did the Mariner in Coleridge's poem tell his story to the wedding-guest?\nWhy did the latter listen to it? What effect had the tale upon the wedding-\nguest?\n2 (b.) Would \"The Old Sailor\" have done as well as \"The Ancient Mariner\" for the\ntitle of the poem?   Give reasons for your answer.\n5 4.  (a.) The revolutionist of \"The Italian in England\" said of the woman who helped\nhim to escape from Italy,\n\" I was no surer of sunrise\nThan of her coming.\"\nWhat made him sure?\n6 (6.) Tennyson expressed the wish that God would, in England,\n\" save the one true seed of freedom sown\nBetwixt a people and their ancient throne.\" 13 Geo. 5 Part III.\u2014Appendices. C 123\nValue.\nWhat does this mean?   Why did Tennyson dread \"brute control\"?\n8 (c.) The lady of \"The Glove\" (Browning) experimented to find out what \"speeches\nlike gold\" were worth.    Discuss her action,  saying whether you think it\njustifiable.    Who sympathized with the lady?\n10       5- What makes Sir Roger de Coverley an attractive character?\n15       6. Why did Socrates consider that death is a boon?\n15        7. Describe the appearance and character of Alan Breck, referring to three incidents\nor scenes in \" Kidnapped \" by way of illustration.\n5       8. Whom do you consider the villain of \"Kidnapped\"?   Why?\nLatin.    (Time, 2 hours.)\n6       1- Decline in the singular:  opus, pes, una, exercitus, imperium, frater.\n9       2. Decline throughout:   fortior vir, res militaris, impedimenta.\n5       3. Compare:   audacter, celer, bene, similis, mugnus.\n8       4. Give the principal parts of:   sto, pono, desilio, facto, dico, sustineo, pello, cognovco.\n12 5- Write in full in the indicative mood, both active and passive, the present, the future,\nand the perfect tenses of mitto and audio.\nQ       6. Give an English word derived from each of the following Latin words:   medlus.\nomnis, vigilia, fuga, hiberna, mitto.\n5        7. Complete the following sentences :\u2014\n(ft.) Roman! ad Britanniam ven   .   .   .\n(b.) Galli equest   .   .   .   copias habent.\n(c.) Propter temp   .   .   .   anni belluni non gerunt.\n(d.) Discessus equitat   .   .   .   legionem terruit.\n(e.) Attitud   .   .   .   murorum prohibiti sumus. \u25a0\n15        8. Translate into English :\u2014\n(ft.) Propter usum militarem minime terreri videbantur.\n(b.)  Summa cum virtute impetum sustinuit et plurimos in fugam dedit.\n(c.) Principes de novo consilio certiores faciet.\n(ft-.)  Omnem spein salutis in virtute ponimus.\n(e.)  Liberi patribus et matribus non imperant.\n10 9. Give the Latin for: on guard, according to custom, he has set sail, at daybreak,\nbefore noon, for many reasons, the art of war, without danger, for several days,\nthree miles.\n24     10. Translate into Latin :\u2014\n(o.) On the first approach of reinforcements, he left the town.\n(6.) We have surrounded the smaller camp with a double wall.\n(c.) On account of the scarcity of ships, the rest of the Belgians did not assemble.\n(d.) The road was unknown to the rest of the scouts.\n(e.) An attack had been made on the eighth legion by the cavalry.\n(f.) The bravest soldiers will not hesitate to join battle. French.    (Time, 2 hours.)\n[N.B.\u2014All candidates must write Section A.   Section B is for those who have studied Siepmann\nand C for those who have studied Fraser and Squair.\nSection A.\n1. Rewrite the following phrases, substituting the nouns given in column B for those\nused in A:\u2014\nValue.\n15\ncet enfant joyeux.\nun beau livre.\nmon vieux pere.\nce gargon cruel,\nun Soulier troue.\nIe dernier jour,\nun nouveau ehapeau.\nun ami francais.\nmon cher ami.\nB.\nfille.\nfleur.\nm6re.\nfille.\nune feuille.\nla fois.\nmaison.\nles femmes.\nsoeur.\nA.\nun oiseau Wane,\nun garcon impulsif.\ndes oeufs frais.\ndes cheveux roux.\nde gros livres.\nun fruit doux.\nB.\nfleur.\npetite fille.\ncerises,\nune vache.\nune larme.\nune cerise.\n10\n18\n12\n10\n35\n2. Put into the plural:\u2014\n(1.) J'a'i un petit oiseau. (2.) Tout jeu nouveau est interessant. (3.) Je\nregarde le ciel bleu audessus de ma t\u00a7te. (4.) L'oeil de ce jeune gargon\nest tres beau. (5.) Notre travail est tres difficile. (6.) Ily a un vieux\ngardien pour empScher les garcons de faire une partie de football. (7.) Ce\nvillage est loin d'un lieu frequente. (8.) La jolie volture bleue avec une\npetite chevre noire est a ce gargon.\n3. Use the following nouns with the adjectives given in brackets,  (ft)  preceded by an\nindefinite article, (b) with the partitive article putting the phrase in the plural:\u2014\noiseau (hlanc) ; maison (petit) ; allee (grand) ; soldat (ancien) ; bois (ombreux) ;\nehapeau (vieux) ; fleur (rouge) ; eglise (interessant) ; plume (meilleur) ; habitude\n(mauvais).\n4. Write:\u2014\n(o.) Imperative in full of:   icouter Voiseau (negative) ; finir son travail;  avoir\ndu courage.\n(8.) Present indicative in full of:   Choisir son ami; repondre A la question.\n(o.)  Imperfect indicative in full of:   obeir A sa mdre; jouir de la promenade.\nSection B.    (Siepmann.)\n1. Translate (writing numerals in full) :\u2014\n(o.) The first of April. (6.) The second of January, (c.) The 20th of May.\n(d.) Ten minutes to eleven, (c.) A quarter past one. (f.) A quarter to\nthree, (g.) 4x5 = 20. \\h.) 20 \u2014 10 = 10. (i.) 100h-20 = 5. (\/.) 2+3+\n8+7 = 20.\n2. (ft.) Look at those flowers.   How beautiful they are!\n(6.) Are you listening to that bird?   It is a nightingale,\n(e.) Mary and her brother do not like to be late for school.\n(d.) These children have too much work; ten lines of Latin and a great deal of\ngrammar,\n(e.) Marguerite, you are the eldest;  don't be naughty like Paul,\n(f.) Madame Dubois does not stop scolding Alfred all day; he leave's his books\neverywhere in the room.\n(g.) Mary has a beautiful doll with blue eyes but it is very ill.\n(h.) While Lucy is watching the cows a butterfly with silky wings passes by. 13 Geo. 5 Part III.\u2014Appendices. C 125\nValue.\n(i.) Listen to the swallows in their nest above my window.\n(j.) We expect a letter from Alfred, but he pretends he has no news to give.\n(k.) There are a great many crows in these trees.   What ugly voices they have!\n(I.) Now, good-bye! Don't be late for lunch.\nSection C.    (Fraser and Squair.)\n10       1. Write:\u2014\n(ft.) Present indicative in full of aller and fairc.\n(6.) Third person singular future of <Stre and avoir.\n(o.) Past indefinite in full of entrer.\n.5        2. Substitute pronouns for the expressions printed in italics:\u2014\n(o.) Je prete mes plumes ft Louise.\n(&.) Je ne trouve pas de plumes dans cette boite.\n(c.) N'a-t-il pas donne de Vargent aux pauvres.\n30       3. Translate:\u2014\n(ft.) We used to take long walks in the woods when I was at school.\n(6.) What houses have been sold (use \"on\")!\n(c.) He will never learn to speak French without working.\n(ft\\) Good meat is hard to get.   I am going to look for some now.\n(e.)  He is the best pupil in the school;  but John skates better than he.\n(f.) It was Colonel Dubois' sister whom you saw at my house.\n(gr.) All our friends have not arrived yet (encore).\n(h.) Who is knocking at the door?   It is I.\n(!) We are glad to see our friends when we have a good dinner to offer them.\n(;'.) We have no flowers:  You will find plenty at the market\nEnglish Composition.    (Time, 2 hours.)\n10       I-  (o.)  Write a letter to Williams & Black, Limited, Victoria, B.C., ordering a pair of\nshoes, and enclosing a post-office order for $8.50 in payment.\n(&.) Draw the envelope and address it.\n10       2. Rewrite and punctuate :\u2014\u25a0\n(ft.) Statues paintings churches poems are but shadows of himself shadows in\nmarble colours stone words\n(&.) The poet Longfellow was once riding in London when a labourer approached\nthe carriage and asked are you the author of a psalm of life on the\npoets saying that he was the man added will you shake hands with me\n(c.) Rev H E Jones B A D D^.8 Carleton St Regina Sask\n10       3. Explain what you mean by coherence in the paragraph.\n10       4. Rewrite the following sentences, making necessary corrections:\u2014\n(ft.) We stopped at the Royal Hotel a week and at the Franklin the balance of\nthe time.\n(&.) I guess he hasn't got the time to come to-day.\n(c.)  Either he or his brother are going to locate in Vancouver.\n(d.) He has lots of energy but he don't seem to direct it properly. Value.\n60       5- Write an essay on one of the following:\u2014\nThe Mountain of Miseries.\nThe Passing of Arthur.\nCanada's Place in the Empire.\nA Favourite Book.\nAlgebra.    (Time, 2 hours.)\n10        1. If a = 4, 6 = 3, c=2, d=l, find value of :\u2014\n(a.) {(a - 6) (c -Ftf) - (a- c) (b-d)\\(d- a),\n(b.)   br-c\".\n12        2. (a.) Add together 3a - 2 (6 - c), 36 - 2 (c - a), 3c - 2 (a - 6).\n(6.)   Subtract -1^ m2 + mn - n2 from Jm2 - J tow - -J w2.\n12        3. Divide 19x4 + 9-x2 +3^-lla5 - 13a;3 by 3+a;2-2x.\n8 4. Simplify by removing brackets and collecting like terms :\u2014\nha - 7 (b - c) - [6a - (36 + 2c) + 4c - -J 2a - (6 + 2c - a)}].\n18        5. Solve the following :\u2014\n(a.) (2\u00bb-3)(x + 7)-(.r-5)(2* + 3) = a;(x + 8)-a'2 + 4.\n(o.)   3,^ + ^ = 23;   lly- 19-^=23.\n10        6. (a.) Add together ^   \u2014,   \u2014.\n5     4,\u00ab     2\n(6.)   Find H.C.F. andL.C.M of 36a26c3, 54a363e3, 45ac3, (3a6c)3.\n10        .7. Find square root of 25a34 - 30jra:3 + 49j\u00bb2ai2 - 2ipsx + \\6pK\n10 8.  (a.) A man is twice as old as his son.    Ten years ago he was three times as old.\nFind the present ages of the father and son.\n10 (6.)   In an examination Mary obtained 11 marks less than her brother John.    If\nshe had obtained half as many marks again as she did, she would have\nbeaten John by 17 marks.    How many marks did each receive 1\nGeneral Science.    (Time, 2 hours.)\n[All questions are of equal value.   Answer seven only.]\ni.  (a.) Why does water run downhill? #\n(?;.) How may the energy of falling water be transformed into other forms of energy and\nmade to serve our daily needs?   Give examples.\n2. (ft.) Describe an experiment to prove that air occupies space.   Draw the apparatus used.\n(6.)  Mention three important uses to which compressed air can be put.\n3. (a.) If a bicycle-tire is pumped full and left standing in the sun on a warm summer day\nit is liable to burst.   Why is this?\n(6.) In a heated room how does the temperature of the air near the ceiling compare with\nthat near the floor?    Explain. 13 Geo. 5\nPart III.\u2014Appendices.\nC 127\n4. (ft.\n(6.\n5. (a.\n(6,\n6. (a.\n(l<-\n7. (a\n(b.\n8.\n(ft.\n(o\n(c.\n9.\n(a.\n(6.\n10.\n(ft.\n(\u00bb.\n11. (a.\n(b.\n12. (a.\n(6.\n13.\n(a.\n(6.\n(c.\n14.\n(a.\n(0.\n(e.\nBesides carrying off the smoke, what important use has the chimney in a house?\nExplain briefly the cause of winds.\nExplain, with diagram, the construction of a simple mercurial barometer.\nState briefly its operation and use.\nGive briefly the history of a drop of rain-water.\nExplain the formation of (1) a dew-drop,  (2) frost on a window-pane, (3) snowflakes.\nAccount for the drying of wet clothes hung out-of-doors.   Under what conditions do\nthey dry most quickly?\nExplain why this drying goes on during a cold winter's day  as  well as in warm\nweather.\nGive the chemical composition of the air.\nWhich of its elements is chiefly concerned with combustion? Give examples of (1) rapid\ncombustion,  (2) slow combustion.\nDescribe the various stages of progress in the burning of a candle.\nWhat are the two most important products of combustion when a coal-oil lamp or a\ncandle burns?\nHow would you identify the gas which is formed when carbon burns?    Describe the\npreparation of this gas, making a drawing of all apparatus used.\n\" The food supply of all living things depends upon the work of green plants.\" Explain\nbriefly the meaning of this statement.\nIn comparing the process of food manufacture in green plants to more general manufacturing, what would represent (1) the factory, (2) the machinery, (3) the\nenergy, (4) the raw materials,  (5) the finished product, (6) the waste products?\nWhat is the difference between parasites and saprophytes in the plant kingdom?   Give\ntwo examples of each.\nMention four conditions that favour the rapid growth or multiplication of bacteria.\nIllustrate your answer by reference to the production and preservation of good,\nclean milk.\nMention three classes of impurities that may be found in water.    Which of these do\nyou consider most dangerous?    Why?\nWhat are the usual sources from which drinking-water is obtained in British Columbia?\nWhat precautions should be taken in each case to guard against impurities in the\nwater so supplied?\nWhat is the difference between a star and a planet?\nHow does Jupiter's year compare with ours?    Why the difference?\nIs there any difference between a star and a sun?    Explain.\n\"Water may be held in the soil in either of two ways.\"    What are these two ways?\nWhat are the main values derived from the  making of underground drains?\nDescribe an experiment to illustrate how a plant gets its water from the soil. Physics and Chemistry.    (Time, 2 hours.)\n[Questions are of equal value.]\n1. What is the meaning of the term density?   State Archimedes' Principle.   Tell how you\nwould find the density of a piece of marble, by applying Archimedes' Principle.\n2. A piece of ice at 10\u00b0 below zero C. is heated until it becomes water at 20\u00b0 C.   Mention the\nchanges in volume it undergoes in the process. Explain as fully as you can what the\nresult would be if a change in volume did not take place when the water of rivers and\nlakes freezes.\n3. Explain clearly the difference between quantity of heat and temperature.   By what units\nis each of these measured? How would you show that 100 grams of iron and 100 grams\nof lead have different capacities for heat?\n4. By what means would you prove that the same substances are formed when a candle burns\nas when coal-gas burns?\n5. Give an experiment to show the composition of water.    Sketch the apparatus you would\nuse.\n6. A sample of chalk and one of lime, both finely powdered, are given you.   By what tests would\nyou distinguish them?\n7. Tell briefly the different ways you know of preparing carbon dioxide.    Mention the uses\nto which it is put.\nGeometry.    (Time, 2 hours.)\n[N.B.\u2014Draw neat diagrams, use printed capitals, and give authorities.]\nValue.\n15       1. State three cases in which two triangles are equal in all respects.   Draw the two\ntriangles for each case and make your statements clear by  referring to the\ntriangles drawn.\n17 2. Show that the bisector of the vertical angle of an isosceles triangle is perpendicular\nto the base.\n17 3. Prove that if one side of a triangle is produced, then the exterior angle is greater\nthan either of the interior opposite angles.\n17 4. Construct a right-angled triangle having given the hypotenuse 3 inches long and one\nside 2 inches long.    State your construction and give a proof.\n17 5. Prove that if a straight line cuts two parallel straight lines, it makes: (ft) the\nalternate angles equal to one another; (b) the exterior angle equal to the interior\nopposite angle on the same side of the cutting line; (c) the two interior angles\non the same side together equal to two right angles.\n17 6. If a straight line meets two parallel straight lines, and the two interior angles on\nthe same side are bisected, prove that the bisectors meet at right angles. 13 Geo. 5 Part III.\u2014Appendices. C 129\nCivics.    (Time, 1% hours.)\n[Answer questions 1, 2, 8, i, and either 5 or 6'.]\n1. State in a general way what classes of subjects come under the jurisdiction-\nValue.\n10 (ft)  of the Dominion Government;\n10 (6)  of the Provincial Government.\n5       2. (a.)  State the sources of Municipal revenue.\n5 (b.) What are the conditions attached to the borrowing of money by Municipal\nCouncils?\n7 (ft)  Name the officers of the Municipal Council and state the duties of each.\n3. Write on the following:\u2014\n4 (a.)  How Senators are appointed.\n4 (?\u00bb\u2022) The distribution of seats by Provinces in the Canadian Senate.\n4 (ft)  The qualifications of senators.\n5 (ft-.)  The law-making powers of the Senate.\n21       4. Outline the different steps in the trial in our law-courts of a person accused of\nmurder.\n25 5. Outline briefly the process of holding a Dominion election from the issuing of the\nGovernor-General's proclamation dissolving Parliament to the publishing of the\nelection returns.\n25 6. State briefly how a \" bill\" is introduced in Parliament and the process through\nwhich it passes before it becomes an Act of Parliament.\nArithmetic    (Time, 2 hours.)\n[Note.\u2014All questions are of equal value.   Answer eight only.]\n1. Find the value of:\u2014\n(ft.) .075 -T- .25.\n(6.) .0075-*-2.5.\n(c.) .75-J-.025.\n(d.) (% of %)-!-(% of %).\n2. Fresh air enters a room through an opening S by 1.4 inches with a velocity of 5 feet per\nsecond.    At this rate how many cubic feet of air would enter the room in an hour?\n3. A rectangular field is .72 km. long and .56 km. wide.    This field has a wire fence, 5 wires\nhigh, surrounding it.    Find the cost of the wire at 1% cents per metre.\n4. An overcoat in a clothier's window is marked \" Was $55.00, now $42.00.\"   What is the rate\nof discount?   If the clothier, on selling at. this reduced price, makes a profit of 16%%,\nwhat did the coat cost him?\n5. In selling a quantity of oranges and pineapples a fruit-dealer gained $12.50, gaining 25%\non the oranges, but losing 10% on the pineapples.    If the loss on the pineapples was 20%\nof the net gain, find the cost of each.\n6. A real-estate broker offers me a house and lot for $7,500, guaranteeing an 8% investment.\nThe property is assessed for $5,000 on which a tax of 1%% has to 'be paid.   Insurance\nand other expenses will amount to $212.50 a year.    At what price must the property rent\nper month to make good the broker's guarantee?\n9 7. A, B, and C formed a partnership; their respective shares of one year's gain are $2,000,\n$3,000, and $5,000; A invested $4,000 less than B.    How much did C invest?\n8. A note for $1,500, issued May 15th, 1922-, at three months, with interest at 6%, was dis\ncounted at the Bank of Commerce on June 6th, 1922, at 7%.   Find:\u2014\n(ft.) The date of maturity (three days' grace allowed).\n(6.) The term of discount.\n(c.) The value of the note at maturity.\n(d.) The discount charged by the bank.\n9. The cost of a new school-house was $3,SC0.    AVhat was the rate of school  tax  on $100,\nthe assessed value of the property of the district being $325,000?\n10. Which is the better investment, stock paying a regular annual dividend of 5% and bought\nat SO,  or  stock paying 8%  dividend and bought at 120?    Give  explanation  for your\nconclusion.\n11. A school flag-pole is broken by the wind 16 feet from the ground.    The two pieces, hold\ntogether and the top of the pole touches the ground 30 feet from the base.   Find the\nlength of the flag-pole.\nDrawing.    (Time, 2 hours.)\n(a.) Selections from Drawings.\n[Time taken to collect these drawings is not to be deducted from the two hours\nallowed for this paper.]\nSelect the following from your drawing-books and write your distinguishing number\nat the top right-hand corner of each.    Before beginning your drawing give these\nto the Examiner.\nValue.\n6 1. An example of lettering.\n7 2. An example of painting from nature.\n7       3. An example of shaded object-drawing.\n(b.) Geometrical.\n[All lines used in constructions must be clearly shown.]\n[Attempt three only of the -following five questions.]\n10 1. Draw an isosceles triangle having an altitude of 2% inches and the vertical angle\n45 degrees.\n10 2. The hypotenuse of a right-angled triangle is 3 inches, one angle is 52% degrees.\nDraw the triangle.\n10 3. Draw a square having diagonals 3% inches long and inscribe in it four equal circles,\neach circle to touch one side of the square and two circles.\n10 4. Find, with a trammel, about twenty points on the circumference of an ellipse, major\naxis 9.5 centimetres and minor axis 6 centimetres. Draw a diagram representing\nthe trammel in the position to Obtain one of these points. 13 Geo. 5\nPart III.\u2014Appendices.\nC 131\nValue.\n10\n25\n5. The base AC of a triangle ABC is 21\/4 inches long. The angles at A, B, and C respectively are to each other as 3 is to 4 is to 5. Draw this triangle and describe\na similar triangle having its base 1% inches long.\n(c.) Freehand Drawing and Design.\nIn a circle having a 4\" radius make a freehand drawing from the example below;   the\ndrawing may be much simplified but the character of the design must be retained.\n(d.j Object Drawing,\n25        Draw from memory a group of two or more common objects attractively arranged on\na rectangular supporting surface.    This drawing should be at least 6 inches wide. C 132 Public Schools Report. 1.922\nAdvanced Course (Junior Grade).\nEnglish Literature.    (Time, 2 hours.)\n[Candidates will answer Section A, and any two of the other sections. Marks will be given\nnot only for the matter but also for the form of the answers (sentence and paragraph\nstructure).]\nSection A. Longer Narrative Poems.\nValue.\n13       1- Write, in about two pages, a description of the combat between Sohrab and Rustum.\n13        2. Discuss any two characteristics of the poet Coleridge that you find exemplified in\n\" Christabel.\"    Illustrate your answer with a few appropriate quotations.\n12        3. Give the main points in Goldsmith's description of each of the following:\u2014\n(a.)  A village holiday.\n(6.) The difference between a \"splendid and a happy land.\"\n(c.)  The distant climes of the new world.\n12       4. Give a character sketch of one of the following figures in \"Snow-Bound\":   The\nuncle, the aunt, or the schoolmaster.\nSection B.   Julius Caesar.\n15       1. Discuss, in about two pages, the contrast in character between Brutus and Cassius.\n10       2. Quote a passage of about fifteen lines from \" Julius Caesar,\" and show briefly the\nsignificance of the selection.\nSection C. Quentin Durward.\n15 1. Write a character sketch of Louis XI. or Le Balafre.\n10       2. Show the effectiveness of what appeals to you as the most vivid piece of description\nin \" Quentin Durward.\"\nSection D.   The Short Story.\n16 1- Explain, in about two pages, why \"The Great Stone Face\" is termed an allegory\nor \" Markheim,\" a psychological story.\n9        2. Explain briefly, with examples from the stories read, what you understand by setting,\nsuspense, and climax.\nLatin.    (Time, 2 hours.)\n14       1- Decline:   se, hoc  (neut. only), qu.is  (masc. only), ego, idem  (masc. only), fortior\nexercitus.\n10 2. Compare:  magnus, superus, bonus, similis, liber, late, audacter, magnopere, parum,\ndin.\n11 3. Write in full :\u2014\n(a.) The present indicative active of fero.\n(b.) The future indicative of eo.\n(c.) The present subjunctive of possum.\n(d.) The present indicative of malo.\n(e.) The imperfect subjunctive of volo.\n(f.) The imperfect subjunctive of fio.\n(g.) The present indicative passive of capio.\n(h.) The infinitives and participles, both active and passive, of mitto. 13 Geo. 5 Part III.\u2014Appendices. C 133\nValue.\n10       4. Write the principal parts of:   desisto, adorior, parco, patior, quacro, confldo, cado,\nproflciscor, scribo, frango.\n10 5. Give the Latin for: in the rear, to retreat, to deliver a speech, by forced marches,\nat the beginning of spring, to build a bridge over a river, at great risk, in all\ndirections, in a loud voice, for this reason.\n20       6. Translate into Latin :\u2014\n(ft.) Did not the leader promise to come there quickly?\n(b.) All the horses ought to be removed out of sight by the scouts at the same\ntime,\n(c.)  It happened that that was unknown to our men.\n(d.) Let us return in order that we may be an aid to our friends.\n(e.) If they had attempted to cross the river, we should have prevented them.\n12 7. Translate into English:\u2014\nCaesar cum animadvertisset milites propter timorem castra movere ac signa\ncontra hostes ferre nolle, convocato concilio, demonstrat Germanos saepe\nab Helvetiis superatos esse, qui tamen pares esse exercitul Romano non\npotuissent. Turn aft'irmavit se proxima nocte quarta vigilia castra moturum,\natque si praeterea nemo sequeretur, tamen, se cum sola, decima legione iturum,\nde qua. non dubitaret.\n(ft.)  Explain the subjunctives animadvertisset, potuissent.\n13 8. Translate into English:\u2014\nAncoris jactis, Ulixes constituit nonnullos e socils in terram exponere, qui aquam\nad navem referrent et qualis esset natura ejus regionis cognoscerent. Hi\nigitur e navl egress! imperata facere parabant. Dum tamen fontem quaerunt,\nquldam ex incolis occurrunt atque hospitio acceperunt. Accidit ut miro\nquodam fructu quern lotum appellahant hi homines viverent.\n(ft.) Explain the subjunctives referrent, esset, viverent.\nGerman.    (Time, 2 hours.)\n10 1.  Supply correct forms after the various prepositions in the following :\u2014\nStaxl fiu)rt feinen 93ruber au\u00a7 \u2014 J3au\u00a7 in \u2014 \u00a9arten. @te fe^en fid) auf \u2014\nSoben imb fpielen mit \u2014 Jpunb- SEatm lauft Start burd) \u2014 @arten\no^ne \u2014 SBrubet unb fudjt SSlumen fiir \u2014. 9Jod) ein \u2014 Stunbe feljren fie\ngu \u2014 SOcutter juriic!, bie graifd)en \u2014 93dumen fitjt.\n8        2. Supply the correct endings in the following :\u2014\n5Me\u00a7 \u2014 tot \u2014 93ud) gefiort b \u2014 fteiffig \u2014 @d)iiler, ber neBen mir in b \u2014\nbcutfd) \u2014 filaffe fitjt. (St fdjreibt immer fd)on \u2014 2(ufgaBen mit fein \u2014\nMau \u2014 \u00a3inte auf b \u2014 roeijj \u2014 S3Icitter fein \u2014 Hem \u2014 \u00a3efte\u00a7. @r 6,at\naud) ein \u2014 lang \u2014 Sletftift unb ein fd)arf \u2014 SJieffer.\n6        3. Compare the underlined adjectives and adverbs :\u2014\n(l.) SKein grower \u00a9ruber lauft fd)itetl.\n(2.) \u00a3)er I)oI)e S3aum ift fd)on.'\n(3.) Ser atte Secret lieft 3ein. C 134\nPublic Schools Eeport.                                           1922\nValue.\n20\n4.  (a.) Change the infinitives in the following sentences to third   person   singular,\npresent, imperfect, and pluperfect :\u2014\n(l.) @r BleiBen im \u00a3mufe.\n(2.) @r roerfen ben Sail.\n(3.) \u00aea\u00a7 gefalien mir.\n(4.) Sr anfommen friil).\n(5.) @r ftijen rut)ig.\n(b.) Write the imperative forms of the verbs in (1) and (2).\n(ft) Write the future forms of (3) and (4).\n\u2022\n10\n5.  (a.) Put into German :\u2014\nHe couldn't do it if he would.\nIt must have been very cold, for the water is frozen.\nHe has been allowed to speak.\nThis man is said to be able to speak German, but he knows nothing\nabout it.\n(b.) Put into English :\u2014\nSJJan Ijatte ben S)teB ntdjt entfommen laffen fallen.\n\u00aea\u00a7 motile id) rooljl, aBer id) fonnte eg leiber nid)t.\n2Senn jebennann tate, roa\u00a7 er foute, roiirbe bie 9S?elt Beffer fein.\n@r mill gniei %al)xt in Seutfd)Ianb uerBradjt Ba&en.\n10\n6. (a.) Change the underlined nouns to pronouns :\u2014\n(l.) fiarl gaB UJtaxie feinen \u00a9leifttft.\n(2.) Ifatl bilft SJcarie anb Gflfa mit U)ren SlnfgaBett.\n\u2022\n(3.) 3d) tjole bie .ft'retbe fiir ben \u00a3el)ret.\n(b.) Connect the following pairs of sentences by means of relative pronouns :\u2014\n(l.) 3d) Babe ben 33rief erljalten.    3)u tjaft ilju geftern gefdjrieBen.\n(2-) 3)er  33rtef  roar  intereffant.    Su   fjaft   barin  non   Seiner   Ctetfe\nergaBlt.\n(3.) SJcarie Ijat mir gefdjrieBen.    \u00a9ie ift letgte SBodje fortgegangen.\n(4.) SJcetn $reunb Ijat mir gefdjrieBen.    \u00a9ein SSater ift neulid) geftorBen-\n16\n7.  Put into German:\u2014\n(1.) This book is mine ; where is yours?\n(2.)  \" Good morning.    How are you 1\"\u2014\" Very well, thank you.\"\n(3.) Wash your hands and put on your coat.\n(4.) I have known him for a long time and know that he is a friend of yours.\n(5.) Yesterday I bought five pounds of tea at sixty five cents a pound.\n(6.) He asked me if I was tired.\n(7.) I gave him the best that I had.\n(8.) He went home on Tuesday, the thirteenth of June, at half-past six.\n20\n8. Translate:\u2014                                                                                                           *\n(a.) 3d) Blicfte burd) bie gefiffnete Xljiir, bie \u00a3reppe roar Ijell erleudjtet, Sebienet\nmit brennenben J?erjen auf fdjroeren fil&ernen Seudjtern ftanben ba unb\nneigten fid) tief vox ber alien gran, bie auf einen Sragfeffel bie \u00a3xeppe\nV\n\u25a0\nfjinunter gebradjt routbe.    \u00aeer 23efi^er be\u00a7 ^aufe\u00a7 ftanb mit entblbf3=\ntern jtopfe unb briid'te eljrBiettg einen \u00a3u\u00a7 auf bie Jpanb ber 2llten.\n<S\u00a7 wax feme SOhttter, fie nicfte iljm unb ben S3ebienten freunblid) \u00a7u, 13 Geo. 5 Part III.\u2014Appendices. C 135\nunb fie fiiti-rten fie in bie enge bunfle \u00a9affe in ein fleineS ,\u00a3jau\u00a7 ; eg\nroar it)re 2Botmung ; tjter t)atte fie iljre fiinber geBoren, Don t)ter au\u00a7\nroar ttjr \u00a9li'td; aufgeBliitjt; roollte fie bie neradjtete \u00a9affe unb bag\nfleine ^au\u00a7 oerlaffen, fo roiirbe bag \u00a9liid: and) fie nerlaffen! \u00aea\u00a7\nroar nun it)r \u00a9lauBe.\"\u2014 \u00aeer SOconb erjfttjtte roeiter ntdjt\u00a7; gar ju\nfurj roar fein Sefudj tjeute 9l6enb ; id) aBer bad)te an bie alte grau in\nber engen, neradjteten \u00a9affe; nur ein SBort, unb itjr glangenbeg JpauS\nftanbe an ber \u00a3l)emfe; nur ein 2Bort unb it)re SBtHa Icige am \u00a9olf non\nSJceapel.\n(b-) \u00a3)6en in ber \u00aead)tammer fpielten in meinen \u00a9traljlen brei fleine JJHnber;\nbag iiltefte roodjte fedjg %aljxe alt fein, bag 3iingfte nicht tnet)r al\u00a7\ngroei. ,, Jtlatfdj, tlatfdj! \" tam eg bie Sreppe binauf; roer fonnte\nbag rooljl fein ? Sie \u00a3iir fprang auf \u2014 eg roar ber 5TJetj, ber grofje,\njottige Sar! <5r Ijatte Sangeroeile geliabt unten tin Jpofe unb t)atte\nnun ben 3Beg jur Streppe ijtnauf gefunben; id) BaBe atleg gefetjen,\"\nfagte ber SJconb. ,, 3)ie \u00a3inber erfdjracfen feBr iiBer ba\u00a7 grofje jottige\n\u00a3ier; jebeg trod) in feinen SSStttEel, er enfbetfte fie aBer atte brei unb\nBefdjniiffelte fie, tat ifmen aBer nidjtg gu leibe-\" ,, 35ag ift geroifj ein\ngrower Jpunb,\" ,,bad)ten fie, nnb bann ftreidjelten fie ibn; er legte\nfid) auf ben gu&Boben, ber fleinfte ^urtge fletterte auf ibn Binauf unb\nfpielte mit feinem golblocfigen JJopfdjen SSerfteden in betn bid)ten\nfdjroargen 5Tjelj.\nFrench.    (Time, 2 hours.)\n[X.B.\u2014All candidates must write Sections A and D.   Section B is for those ivho have studied\nFraser & Squair and Section C for those who have studied Siepmann.]\nSection A.\nValue.\n5        1. Rewrite the following sentences, substituting pronouns for the expressions given in\nitalics:\u2014\n(u.) II a donne de l'argent a scs amis,\n(b.) Ne touchez pas a ces ocufs.\n(c.) II a envoye les lettres a Jean.\n(d.)  Nous enframes dans un magasln.\n(e.) lis n'ont pas de pain. ,\n10       2. Supply suitable relative pronouns :\u2014\n(ft.)  Avez-vous achete la maison    .    .    .   je vous ai parle.\n(&.)  Voici les lettres    .    .    .    vous m'avez addressees,\n(c.)  Voilfl. Ie garcon   .    .    .    m'a parle.\n(d.) La dame a.\u2014il parlait s'appelait Mme Bradamor.\n(e.)  J'ai trouve un nid    .    .    .    il y avait cinq oeufs.       i\n15       3.  (a.)  Give the plural of: le del bleu, un oeil noir, un gros chcval, le vieux villageois,\ntout feu.\n(6.) Give the feminine corresponding to:   mon  Cher fiU, un vieil homme, un jolt\ngargon, curieux, bleu, muet, habituel.\nSection B.    (Fraser and Squair.)\n19        1. Translate into French :\u2014\n(a.) I must speak to John about it.\n(6.)  We were to have radishes for dinner.\n(c.)  They would like to live in Canada. C 136 Public Schools Report. 192S\nValue.\n(d.) Most Frenchmen like winter sports.\n(e.)  My father had to leave for France yesterday.\n(\/.)  Although it has rained a great deal, it will be fine to-mOrrow.\n(g.)  This evening as I was preparing to go out, a friend knocked at the door.\n(h.) My father found more pleasure in working than in amusing himself.\n21        2. Translate into French :\u2014\n(a.) John needs a hat.\n(6.) At half-past twelve (noon),\n(c.)  My sister can sing very well.\n(ft\\)  He lives in Europe\u2014in Paris,\n(e.) He paid ten francs for them.\n(\/.)  John is the best friend I have.\n(g.) As I entered the shop I heard him talking,\n(ft.)  Five hundred soldiers have arrived,\n(i)  How old are you?    I am ten.\n(j.)  On the 1st of January, 1922.\n(7c.) What is this boy's name?\n10       3. Write present indicative  (in full) ;   third person singular future and preterite of:\nalter, venir, vouloir. dire, faire.\nSection C.    (Siepmann.)\n40       !\u2022 Put into French :\u2014\n(ft.)  I should refuse to receive my friends if they were badly dressed.\n(&.)  Good shot, Charles!    You have killed that ugly toad at last.\n(c.)  I agree with you:   Charles is selfish and selfish people are the unhappiest\nof all.\n(d.) Whose are these letters\u2014yours or mine?    His are on the table,\n(e.) What a difference between Charles and Henry!    Charles always closes the\ndoor in your face.\n(\/.)  Have you looked for your books?    Yes, but I have not found them.\n(g.)  Here is a nest.    Do not touch it.    Leave it for the poor mother,\n(ft.)  If the sea is not rough we shall fish while the girls build sand castles,\n(j.)  John told her he had finished his work but he did not show her his exercise\nbook.\n(\/.) Marie and I will be at the train writh our carriage at half-past ten.\n10       2. Rewrite the following passage, using the tenses required by the context:\u2014\nTin jour deux garcons (se promener) clans un grand bois. Us (parler) des beaux\njours' d'ett qu'ils allaient passer ensemble. Jean dit: \" Mes f reres et moi\n(partir) demain pour la campagne et si tu (arriver) samedi prochain tu\nnous (trouver) a la gare.\" A ce moment ils (sortir) du bois et voilft un\ntaureau. II les (regarder) un instant puis (sauter) de leur cote. Les deux\ngargons (avoir) ete tu&s si Jean ne (avoir) 'pas fait preuve d'uu g-and\ncourage.\nSection D.\n20       Trauslate into good English :\u2014\n(1.) Moumouth coulait des jours heureux, tout lui presageait un riant avenir; mats,\npareils 3. l'^pee de Damoel&s, les chagrins sont toujours suspendus sur la\ntgte des homines et des chats. Le soir du 24 Janvier 1753 un courrier\nexpcdie du chateau de la Gingeole, en Normandie, apporta a, la comtesse 13 Geo. 5 Part III.\u2014Appendices. C 137\nune lettre, par laquelle sa soeur\" cadette lui mandait que, s'etant casse\nune jambe en tomtoant de voiture, elle avait besoin de son unique parente\net la priait d'accourir pres d'elle au plus vite. Mme. de la Grenouillere\netait trop sensible et trop bienveillante pour hesiter un seul instant.\n(2.) On sait combieu les chats ont le sommeil leger. Moumouth s'etait leve\n'brusquement en entendant fureter derriere l'oeil-de-boeuf. Comme presque\ntous les animaux, il etait curieux et cherchait de se rendre compte de ce\nqui i'etonnait; ainsi s'etait-il campS au milieu de la chambre pour mieux\nobserver dans quelles intentions une t6te-de-loup s'avangait a cette heure\nindne et par cette route inusitee. Effraye par la chute du buste, il avait\ncherchS un refuge au fond de l'alcove.\nEnglish Composition.    (Time, 2 hours.)\nValue.\n9        1. Discuss the following terms as applied to the paragraph:   Emphasis, Transition.\n8       2. Correct, if necessary, the following sentences; give your reason for correction in\neach case:\u2014\n(ft.) It is a lot different to what I had expected.\n(6.) Let you and I go and see him.\n(c.) We expected to have seen you before this.\n(d.) The matter can be arranged between you and me.\n8       3. Write notes on the following:   Tautology, Redundancy, Ambiguity, Climax.\n75       4. Write au essay on one of the following:\u2014\nThe Best Story I Ever Read.\nThe Lady Geraldine.\nRustum.\nAlgebra.     (Time, 2 hours.)\n8    '2x-a\nElf         5 \/             \\ \\     3x - 4a\\\n^|3*-^7x-4aj } + g\u2014   -\n14        2. Find   H.C.F.   and   L.C.M., x4 + x3 - 7a;2 - x + 6 ;    2x* + 3x8-14a;2 - 9x + 18;\nx* - 7x2 + 6x.\n14 3.  Solve the following equations:\u2014 o\n(i.)   5(\u00ab^-2)-4(l-3)=2o(2a;+3\n15    1 9    2\n(ii.) =4i:  - + - = 4.\nx    '     x     y      z     x    y\n15 4. Find factors of : \u2014\n(1.) 28a;2-\u00a3c-15.\n(2.) 250;;8 + 2.\n(3.) a2x + a - x - ax2.\n(4.) \u00ab* + 3a2 + 4.\n(5.) i(x - y)n - x + y. C 138 Public Schools Report. 1922\nValue.\n20 5.  Simplify :\u2014\n2a2 + 3a6 - 2ft2        a3 - 8ft3 2a2 - hab + 2b2\n(*')   a2 + 'ZajT+U2 X oJ+3al> + 2ft\"2\"   \u00ab2 + 2aft + ft2\"\"'\n5 1 a) -2\n(u')   18* + 54 ~ 54- 18a; ~'3x*+.27'\n12        6. Simplify:\u2014\n1-5      1-r,,\n1 + 6 ~ 1 + a\n(l-o) (1-ft)\n1 +\n(1+a)  (1+6)\n13 7.  At a certain meeting a resolution was carried by a majority of 9 ; if one-sixth of\nthose who voted for it had voted against it, it would have been lost by 3\nvotes.    How many voted 1\nBotany.    (Time, 2 hours.)\n[Xote.\u2014 (1.) Questions are of equal value.    (2.) Answers should be illustrated with diagrams.]\n1. Write an account of any flowering plant you have studied under the headings:\u2014\n(a.)  The Root: its form and structure; the work it performs;  its relation to the soil.\n(ft.) The Flower: the parts of the flower, size, shape, and colour; the work performed\nby each part of the flower;  its method of pollination.\n(c.) The Seed and Fruit: the parts and structure of the fruit and seed; how the fruit\ndevelops from the flower and how the seed grows into a new plant; how the\nseeds are scattered;  the conditions which favour the growth of the seed.\n2. Select three plants belonging to different families and make a comparison of the plants\nselected, emphasizing their resemblances and differences, with respect to the following:\u2014\n(a.) The size, form, and work of the root.\n(&.)  The number, arrangement, and attachment of the sepals, of the petals, of the stamens,\nand of the carpels,\n(o.) The kind of fruit.'\n3. Describe experiments to illustrate two of the life processes, osmosis, photosynthesis, trans\npiration.    In each case explain the importance of the process to the plant.\n\u00ab Geometry.    (Time, 2% hours.)\n[N.B.\u2014Draw neat diagrams, use printed capitals, and give authorities.]\nValue.\n16        1.   (ft.)   State four cases in which two triangles are equal in all respects,\n(ft.) Prove any one of these cases in full.\n14       2. Prove that the opposite sides and angles of a parallelogram are equal to one another,\nand that each diagonal bisects the parallelogram.\n14       3. Calculate the angles of a triangle in degrees if the interior angle A is equal to \u00bb of\nthe exterior angle at A, and 3 times the angle B is equal to 4 times the angle C.\n14       4. Draw a straight line perpendicular to a given straight line from a given external\npoint.    State your construction and give a proof. 13 Geo. 5 Part III.\u2014Appendices. C 139\nValue.\n14       5- OA, OB, and OC are three straight lines meeting at O.   Draw a transversal terminated\nby OA and OC, and bisected by OB.    State your construction and give a proof.\n14       6. Prove that in a right-angled triangle the square described on the hypotenuse is equal\nto the sum of the squares described on the other two sides.\n14       7. Prove that the straight line which joins the middle points of two sides of a triangle\nis parallel to the third side.\nChemistby.    (Time, 2 hours.)\n14 1. Describe experiments which show- that substances when burned   (o)   increase in\nweight,  (&)  take something from the air.\n16       2. Describe   a   method  of  obtaining  oxygen   (o)   from   water,   (6)   from   any   other\ncompound of oxygen.   Give the properties and uses of oxygen.\n15 3. How could you obtain pure iron from a sample of iron oxide?   Sketch the apparatus\nyou would use.\n14       4. State either the law of definite proportions or the law of conservation of weight.\nShow that the atomic theory will account for the law you have just given.\n1,3       5. Give rules for the naming of compounds composed of two elements.   Illustrate your\nanswer by examples.\n18 6. How  is chlorine prepared?   Give  its  chemical  and physical properties.   Explain\nhow it bleaches.\n10       7. What is the meaning of the following terms:   Valency, allotropy, radicle, molecular\n\u25a0weight, solute?\nPhysics.    (Time, 2 hours.)\n12       1- What is density?    How many grams of glycerine  (density 1.26)  can be put into a\nbottle which will hold 100 grams sulphuric acid  (density  1.84) ?\n20       2. (o.) Describe carefully any experiment you have seen or done to show that air exerts\npressure.\n(&.)  A bag inflated with air will sink if immersed far enough in water.    Why?\n(c.)  Explain the action of the siphon.\n25 3. (a.) Prove that solids expand when heated. Describe fully any practical application of this fact.\n(6.) Why is the bore of a thermometer generally fine and uniform, and why is it\nprovided with a bulb?\n(c.)  Convert the following Centrigrade temperatures into Fahrenheit:  83\u00b0, 15\u00b0, \u20145\u00b0.\n12 4- Explain the term coefficient of linear expansion. What would be the increase in\nlength of an iron rod 1,700 feet long at \u201420\u00b0 C. when it is heated to 40\u00b0 O.?\n(Coefficient of expansion of iron = .0000109.)\n12 5. Define specific heat. A piece of silver weighing 10.21 grams was heated to 101.9\u00b0 C.\nand dropped into a calorimeter containing 81.3* grams of water, the temperature\nof which was raised from 11.1\u00b0 C. to 11.7\u00b0 C. If the water equivalent of the\ncalorimeter was 2.91 grams, find the specific heat of silver.\n19 6. Describe an experiment which shows that convection currents are set up when water\nis heated.   Describe how these currents are utilized in the heating of buildings\nwith hot water.   Give a sketch of a hot-water.heating apparatus. C 140 Public Schools Eeport. 1922\nAgbicultube.    (Time, 2 hours.)\n[All questions are of equal value.   Answer five only.]\n1. (a.)  What physical factors determine the fertility of a soil?\n(b.)  Outline an experiment by which you would prove the value of one of these factors.\n2. (a.)  What agencies or forces are at work in the formation of soils?\n(6.)  Give a simple classification of soils and -briefly describe each class.\n3. (a.) What information should you have before giving instructions for reclaiming a field\ninfested with weeds?\n(6.) Name  a   weed  common   in  your   district   representative   of   each   of  the  following:\n(1) xlnnuals; (2) Biennials; (3) Perennials.\n4. (a.)  Give instructions for the forming of a young apple-tree after planting it as a year-old.\n(6.) Give instructions for pruning an apple-tree in full bearing.\n5. (a.) Hens may be divided into three main classes.   Name these classes and mention at\nleast two recognized breeds belonging to each class.\n(7).)  Give instructions for the feeding and care of a flock of 25 laying pullets in December.\n6. Draw to scale the ground-plan of a house suitable for 25 laying hens, showing the location\nof all necessary equipment.\n7. (a.)  Give instructions for the making, planting, and care of a hotbed.\n(b.) What is a cold-frame and what are its chief uses?\nS. Draw to scale the plan of a home backyard, 64 feet by 48 feet, in which you wish to include\na mixed garden of small fruits, vegetables, and flowers. Index each space showing\nthe variety to be used in it.\nUniversity Matriculation (Junior).\nEnglish LiTEEArcBE.    (T^me, 2 hours.)\n[Candidates loill answer Section A. and either Section B or Section C]\nSection A. Poems or the Romantic Revival.\nValue.\n12       1- Answering two parts, quote passages of not more than fourteen lines in which\u2014\n(a.) Tennyson describes Nature.\n(b.) Browning shows his attitude to Life,\n(c.) Wordsworth expresses his love of Liberty.\n(a\\) Keats shows his passion for Beauty.\n10       2. To whom or what do the following passages refer?    (The names alone will constitute\na complete answer.)\n(a.) \"the morning star of song.\"\n(6.)  \"that famous youth, the TJrbinate.\"\n(c.)  \"centred in the sphere of common duties.\"\n(d.) \" these orbs of light and shade.\"\n(e.) \"the anchor of my purest thoughts.\"\n(\/.)  \"pestilence-stricken multitudes.\" 13 Geo. 5 Part III.\u2014Appendices. C 141\nValue.\n(g.) \"hers the silence and the calm\nOf mute insensate things.\"\n(ft.)  \"from spur to plume a star of tournament.\"\n(i.) \"the aged creature, came\nShuffling along with ivory-headed wand.\"\n(\/.) \" Thou best Philosopher,' who yet doth keep\nThy heritage, thou eye among the 'blind.\"\n13 3. L'se the following quotations as the basis for an essay of a page or two on Shelley.\nRefer to particular poems and passages, quoting when possible.\n\" The world is weary of the past\nO might it die or rest at last! \"\n\" The devotion to something afar\nFrom the sphere of our sorrow.\"\n15       4. Write a paragraph on each of two of the following subjects:\u2014\n(o.)  Lucrezia.\n(6.)  The prologue to \" In Memoriam.\"\n(c.)  The passage in \" Tintern Abbey\" beginning:\u2014\n\" These beauteous forms\nThrough a long absence have not been to me\nAs is a landscape to a blind man's eye.\"\nSection B. \" The Mebchant or Venice.\"\n12       1.  (a.) What allusions to English people or English things have you found in the play?\n(&.) \" O dear discretion, how his words are suited!\nThe fool hath planted in his memory\nAn army of good words.\"\nShow how some of the fun of the play is provided by the fool's use of his \" good\nwords.\"\n15        2. What sentence was pronounced at the end of the trial scene (Act IV., Sc. I.) ?\nWho pronounced it?    Who was tried?    Make comments.\nHow did Shylock behave during the last part of the scene?\n15 3. Compare Portia (as she is revealed in the trial scene, the scene in which Bassauio\nchooses the casket, and the ring scene at the very end of the play) with the young\nwoman of the present time.\n8       4. Rewrite in your own words the following sentences  (it is not necessary to expand\nor explain) :\u2014\n(a.) \"The motions of his spirit are dull as night\nAnd his affections dark as Erebus.\"\n(\u25a0&.) \" How many then should cover that stand bare! \"\n(c.) \"Madam, although I speak it in your presence\nYou have a noble and a true conceit\nOf god-like amity.\"\n(ft\\) \" In terms of choice I am not solely led\nBy nice direction of a maiden's eyes.\"\nSection C. \" King Henby the Fifth.\"\n15       1.  (a.) What was King Henry's policy-with regard to the rank and file of the army?\nHow did he say he would treat \" slackers \" ?\n(b.)  \"I speak to thee plain soldier,   said the English King to the French Princess.\nHow did he recommend himself to the lady?   How did he think a French\nprincess might expect to be wooed? Value.\n15        2. Write a paragraph on each of three of the following speeches :\u2014\n(ft.)  Chorus to Act IL, beginning:\u2014\n\" Now all the youth of England are on fire.\"\n(&.)  The hostess's account of Falstaff's death?\n(c.) The speech of the Boy (Act III., Sc. 2), beginning:\u2014.\n\" As young as I am I have observed these three swashers.\"\n(ft\\)  Henry's soliloquy (Act IV., Sc. 1), beginning:\u2014\n\"Upon the King!   let us our lives, our souls,\nOur debts, our careful wives,  ,\nOur children and our sins lay on the King! \"\n10       3. Write a page or two discussing the part taken in the play by one of the following\ncharacters :   Pistol, the Dauphin, Fluellen.\n10       4.   (a.)  The Archbishop  of Canterbury when talking with  the Bishop  of  Ely about\nKing Henry said,\u2014\n\"the art and practic part of life\nMust be the mistress of this theoric.\"\nExplain.    Do you agree with the Archbishop?    Give reasons,\n(ft.) \" Treason and murder ever kept together\nAs two yoke-devils sworn to either's purpose\nWorking so grossly in a natural cause\nThat admiration did not hoop at them.\"       ,\nExpress in your own words, giving context.\nLatin Atjthobs and Sight Teanslation.    (Time, 2% houra.)\n[Candidates must answer either A, B, and D, or A, C, and D.]\nA. Caesab, De Bello Gallico, Books IV. and Y.\n15 (1.) Translate: At Caesar, etsi nondum eorum consilia cognoverat, tamen et ex eventu\nnavium suarum et ex eo quod obsides dare intermiserant, fore id quod accidit\nsuspicabatur. Itaque ad omnes casus subsidia comparabat. Nam et frumentum\nex agris cotidie in castra confercbat et quae gravissime adflictae erant naves,\nearum materia atque aere ad reliquas rcficiendas utebatur, et quae ad eas res\nerant usui ex continenti comportari iubebat. Itaque cum summo studio a\nmilitibus administraretur, duodecim navibus amissis, reliquis ut navigari satis\ncommode posset effecit.\n(\u00ab.)  Explain the case of usui.\n(&.)  Give the principal parts of conferebat and of cognoverat.\n(c.) Explain the construction, ad reliquas rcficiendas.\n17 (2.) Translate: Erat una cum ceteris Dumnorix Haeduus. Hunc secum habere in\nprimis constituerat, quod eum cupidum rerum novarum, cupidum imperii,\nmagni animi, magnae inter Gallos auctoritatis cognoverat. Accedebat hue quod\nin concilio Haeduorum Dumnorix dixerat sibi a Caesare regnum civitatis\ndeferri; quod dictum Haedui graviter ferebant neque recusandi aut deprecandi\ncausa legatos ad Caesarem mittere audebant. Id factum ex suis hospitibus\nCaesar cognoverat. Hie omnibus primo precibus petere contendit ut in Gnllia\nrelinqueretur, partim quod insuetus navigandi mare timeret, partim quod\nreligionibus impediri sese diceret.\n(ft.) Explain the difference between eeteri and alii; the case of auctoritatis; the\nmood of timeret.\n(6.)  Give the other tenses of the infinitive passive of deferri and active of mittere 13 Geo. 5 Part III.\u2014Appendices. C 143\nValue.\n8 (3.) Translate: Caesar, cognito consilio eorum, ad flumen Tamesim in fines Cassivel-\nlauni exercitum duxit; quod flumen uno omnino loco pedibus, atque hoc aegre,\ntransiri potest. Eo cum venisset, animadvertit ad alteram fluminis ripam\nmagnas esse copias hostium instruetas. Ripa autem erat acutis sudibus\npraefixis munita, ejusdemque generis sub aqua defiae sudes fiumine tegebantur.\n(a.) Explain fines Cassivellauni.\n(b.)  Uno loco.   Name the place.\nB. Vergil, Aeneid, Book II.\n12       1. Translate:\u2014\nSuspensi Eurypylum scitantem* oracula Phoebi\nmittimus ;  isque adytis haec tristia dicta reportat:\n\" Sanguine placastis ventos et virgine caesa,\ncum primum Iliacas, Danai, venistis ad oras:\nsanguine quaerendi reditus, animaque litandum\nArgolica.\"    Vulgi quae vox ut venit ad aures,\nobstipuere animi, gelidusque per ima cucurrit\nossa tremor, cui fata parent, quern poscat Apollo.\n* Some editions have \" scitatum.\"\n(a.)  Oracula Phoebi\u2014explain.\n(ft.)  Explain:    (1)   the figure of speech, sanguine et virgine;   (2)   the construction\nof quaerendi.\n10       2. Translate:\nTempus erat, quo prima quies mortal ibus aegris\nincipit, et dono Divum gratissima serpit.\nin soinnis, ecee, ante oculos maestissimns Hector\nvisus adesse mihi, largosque effundere fletus;\nraptatus bigis, ut quondam, aterque cruento\npulvere, perque pedes trajectus lora tumentes.\nhei mihi, qualis erat! quantum mutatus ab illo\nHectore, qui redit exuvias indutus Achilli,\nvel Danaum Phrygios jaculatus puppibus ignis!\n9       3. Translate:\n\" O socii, qua prima,\" inquit, \" fortuna salutis\nmonstrat iter, quaque ostendit se dextra, sequamur.\nmutemus clipeos, Danaumque insignia nobis\naptemus: dolus an virtus, quis in hoste requirat?\narma dabunt ipsi.\"    sic fatus, deinde comantem\nAndrogei galeam clipeique insigne decorum\ninduitur, laterique Argivum accommodat ensem.\n(a.)  Explain the mood of sequamur.\n(b.)  To what does insignia refer?\n4. Translate:\u2014\nVestibulum ante ipsum primoque in limine Pyrrhus\nexultat, telis et luce coruscus aena;\nqualis ubi in lucem coluber, mala gramina pastus,\nfrigida sub terra tnmidum quem bruma tegebat,\nnunc positis novus exuviis nitidusque juventa,\nlubrica convolvit su'blato pectore terga,\narduus ad solem, et Unguis micat ore trisulcis.\nScan the first and third lines. C 144 Public Schools Report. 1922\nValue.\n14       1- Translate:\nC. Vebgil, Aeneid, Book I.\nAc velnti magno in populo cum saepe coorta est\nseditio, saevitque animis ignobile vulgus,\njamque faces et saxa volant, furor arma ministrat,\nturn, pietate gravem ac meritis si forte virum quern\nconspexere, silent, arrectisque auribus astant;\nille regit dictis animos, et pectora niulcet:\nsic cunctus pelagi cecidit fragor, aequora postquam\nprospiciens genitor caeloque invectus aperto\nflectit equos, curruque volans dat lora secundo.\n(a.)  What figure of speech does Vergil use in this selection?\n(b.)  Scan lines 1 and 4.\n13       2. Translate:\u2014\n' O terque quaterque beati,\nquis ante ora patrum Trojae sub moenibus altis\ncontigit oppetere!    O Danaum fortissime gentis\nTydide!   Mene Uiacis occumbere campis\nnon potuisse, tuaque animam hanc effundere dextra,\nSaevus ubi Aeacidae telo jacet Hector, ubi ingens\nSarpedon, ubi tot Simois correpta sub undis\nscuta virum galeasque et fortia corpora volvit?'\n(a.)  Write notes (not more than two lines) on Tydide and Simois.\n(b.) Account for the case of quis.\n10       3. Translate:\u2014\nConstitit, et lacrimans:   ' Quis jam locus,' inquit, ' Achate,\nquae regio in terris nostri non plena laboris?\nen Priamus!   sunt hie etiam sua praemia laudi;\nsunt lacrimae rerum, et mentem mortalia tangunt.\nsolve metus;  feret haec aliquam tibi fama salutem.'\nsic ait, atque animum pictura pascit inani,\nmulta gemens, largoque uniectat flumine vultum.\nWhat part of speech is hie?\nComment on the case of rerum and the meaning of inani.\n*\n3       4. Translate :\u2014\nTurn Venus :  ' Haud equidem tali me dignor honore;\nVirginibus Tyriis mos est gestare pharetram,\npurpureoque alte suras vincire cothurno.'\nD. Unseen Tbanslation.\n20       Translate :-\nClwlia, the hostage, escapes.\nPorsena Cloeliam, virginem nobilem, inter obsides acceperat. Castra Porsenae\nhaud procul ab rlpa Tiberis locata erant. Cloelia, deceptis custodibus, nocte\ncastris egressa, equo arrepto,1 Tiberim transiit. Quod ubi regi nuntiatum est,\nprimo incensus Ira, R6mam legatos misit ad Cloeliam obsidem reposcendam.\nRoman! earn restituerunt. Turn rex virginis virtutem admiratus earn lauda-\nvit ac partem obsidum ei daturum esse se dixit, permisitque ut ipsa obsides\nlegeret.2 Productis obsidibus, Cloelia virgines puerosque elegit, quorum\naetatem3 iniuriae obnoxiam\"i sciebat, et cum eis in patriam rediit.\n1 arripere = seize. - legere (eligere) = choose. 3 aetas = age.\n* obnoxiam = liable to. 13 Geo. 5 Part III.\u2014Appendices. . C 145\nGerman Geammae.    (Time, 2 hours.)\nValue.\n10        1. Insert suitable prepositions and articles or possessive adjectives :\u2014\n(1.) \u00aea\u00a7 33ud) liegt 2tfd).\n*(2.) SBerfen @ie bag papier ipapicrforB.\n(3.) \u00aea\u00a7 SBilb |fingt 2fSanb.\n(4.) (Sr ftellt ben Shu) I \u00a3iir unb \u2014 genfter. (\n(5.) (Sr ift \u00a9efunbtjeit gereift.\n(6.) -3d) bitte Stat.\n(7.) (St fotttmt\u2014'\u2014 erften ^anuar.\n(8.) (Sr fommt \u2014 \u2014 ftHnber.\n(9.) (Sr tootynt \u00a3>orfe\u00a7.\n(10.) @ie laufen SBalb.\n12        2. (\u00ab.) Compare the underlined adjectives and adverbs:\u2014\n\u00a9etjjrojje 95ogeI fingt gut.\n\u00aea\u00a7 gute 9iinb ift immer gliicflid).\nS)er alte Scorer lieft gern.\n(6.) Rewrite in the passive:\u2014\n\u00aeie \u00a9djiiler ernxuten ben Secret.\nSSiele Seute befudjtep ben Zoloft\n9Jcan Bat ifin in \u00a39 be $art erridjtet.        ,\n24        3. (a.) Change the infinitives in the following sentences to third person 'present,\nimperfect, and perfect :\u2014\n(l.) SX)er ffnaBe werbeit miibe.\n(2.) (Sr auggefyen jeben Sag.\n(3.) Set \u00a9raf effen feine SDMjijeit.\n(4.) (Sr fitjiert auf bem \u00a9tufjt.\n(5.) SSer @d)iiler nerftetjen ben Sefyrer.\n(ft.) Write (1) and (2) in the future,\n(c.)  Write the imperative forms of :\u2014\n(l.) iVlix  ba\u00a7   33ud)   geben   (changing   article    to   suitable  possessive\nadjective.)\n(2.) \u00a9id) rufjig tjalten.\n10 4. Put into German :\u2014\n(1.) I will give it (masc.) to her.\n(2.) They showed it (fem.) to us.\n(3.) That is all that I know about it.\n(4.) That is the pen which he gave me.\n(5.) Which one do you like best]\n20 5. Complete the following sentences by inserting appropriate articles or possessive\nadjectives, giving correct endings to the adjectives and making the verbs\nagree\u2014the verb of the first sentence to be present tense ; second, imperfect;\nthird, perfect; fourth, pluperfect; fifth, future. Then rewrite the sentences\nin the plural throughout :\u2014\n(l.) \u2014 gut \u2014 J?ned)t fiittern \u2014 treu \u2014 .Spunb unb \u2014 Stein \u2014 ffiatje.\n(2.) \u2014 Slug \u2014 Secret fdjreiben \u2014 lang \u2014 @afj an \u2014 fdjroarj \u2014 \u00a3afel.\n(3.) \u2014 groB \u2014 \u00a9perber niitjen \u2014 fteiffig \u2014 Sanbman nid)t.\n10 C 146 Public Schools Report. 1922\nValue.\n(4.) \u2014 alt \u2014 SProfeffor guBringen \u2014 gang \u2014 3>n6,r Bei \u2014 beutfd) \u2014 93erroanbten.\n(5.) \u2014 freunblid) \u2014 grau \u2014 arm \u2014 SanbmanneS offnen \u2014 tjodj\u2014genfter fiir\u2014\ntraurig \u2014 SBogetdjen.\n24        6. Put into German:\u2014\n(1.) Your pen is longer than hers, but mine is longest.\n(2.) You may stay at home if you want to.    (sing.)\n(3.) He knows that he must go home.\n(4.) We went to Victoria on Wednesday, the twenty-fourth of May, at half-\npast ten.\n(5.) The younger goat, who knew no Latin, remembered a German proverb.\n(6.) The lady, whose son behaved so badly, visited us yesterday.\n(7.) One morning a farmer found that his horse was stolen.\n(8.) When he came to market and looked at the horses, he saw his own.\nGeeman Translation.    (Time, 2 hours.)\n48 1.  Translate:\u2014\n(a.) (S\u00a7 murbe alfo ein \u00a3ag gum SBettftiegeu feftgefetgt, unb gur Beftimmten\n\u00a9tunbe erBoB fid) bie gange \u00a9efetlfdjaft in bie Suft. (Siner fudjte e\u00a7\nbent anbern guoorgutun. \u00a3)a e\u00a7 aBer faft feinen 3Iuexfet unterlag,\nbafj ber 3tbler ben \u00a9eig baoontragen roiirbe, fo gebadjte ifm ber\n3aimi6rtig burd) ehte Sift gu uBerfominen. 3Ba\u00a7 tat er ? (5r oer;\nftecfte fid) grotfdjen ben Seinen be\u00a7 21bter\u00a7, inbem er bemfelBen in bie\ngeberfjofen frod), ofyne ba\u00a7 e\u00a7 ber 2lbler merfte. 2II\u00a7 nun ber\n2Ibfer fid) pfjer erfwBen Batte al\u00a7 afte anbern 23ogel unb miibe roar,\nba flog ber ^aunfontg tjeroor unb iiBer tt)rt Jjinauf, fo ba\u00a7 atte SSogel\nifjn al\u00a7 itjren JJonig anertennen mufjten:\n(6.) Dteid) war ber Saner an \u00a9elb unb \u00a9ut, aBer arm, feljr arm am .Spergen;\nbenn ba fanb fid) nod) fein gitnfdjen non SieBe fiir feine SRitmenfd)en\nbrin, aBer befto mefjr \u00a9ier unb Jpabfudjt. \u00a9eine J?ned)te muftten\nboppett fo Dtel arBeiten, roie bie anbrer ffiauern; roenn'S aBer an\u00a7\n2tu\u00a7ga6Jen be\u00a7 SoBneS ging, fo erfjtelten fie nur bie .Spalfte be\u00a7\ngerooBn!id)en SetrageS, mod)ten fie fid) and) nodj fo feBr Beflagen :\n(o.) \u00aea\u00a7 SJMbdjen gefiet i^m iiBer bie SOcafeen, unb oljne fid) lange gu Befinnen,\nging er ftracfS gum alien \u00a9tepfjan unb f)ielt urn \u00a9ufiS .jpanb an. 3)a\n$eter ^panfen ein Braoer, arBeitfamer SRenfd) roar unb and) \u00a9nfi\nroofjtgefiel, fo roar bagegen nid)t\u00a7 gu erinnern. %n nier SfBodjen fotlte\n.godjgeit fein. S5a\u00a7 gange Sorf roar am ,$pod)geit\u00a7tage auf ben Seinen ;\nbenn ein fdjonere\u00a7 $aar t)atte man nod) nidjt gefeBen.\n{d.) 2lBer roa\u00a7 roar ba\u00a7 ? \u2014 (Sr traute feinen Slugen nid)t; ba ftanben ja feine\nBeiben ^Jferbe frifd) unb gefunb unb auf\u00a7 Befte gefd)irrt im SBagen,\ngerabe al\u00a7 roenn nidjtS gefdjeBen roare!\u2014Sftein, ba\u00a7 ging ifjm iiBer\nben Serftanb ! J?opffd)utteInb Banb er bie nittgeBradjten $ferbe fjinten\nan ben 2Bagen, ftieg bann feiBt auf ben Sod, gaB ben ^ferben einen\n[eifen \u00a9djlag; biefe gogen an, ber \u00a9pi^ Beilte, unb luftig ging'S in\nrafdjem \u00a9djritt roeiter. 13 Geo. 5 Part III.\u2014Appendices. C 147\nValue.\n12        2. Translate (at sight) :\u2014\nSDie armen SDlaufe fatten gar teine Dtufje oor ber Bofen fdjlauen ^atje. SBenn\nfie nod) fo uorfidjtig auS ifjren Sbdjern t;erau\u00a7famen, roar geroit^ bie 5?ait^e\nin ber Dtdtje. \u00a9elbft in ber bunfetften 9cad)t roaren bie SJiaufe nid)t aufjer\n\u00aeefal)r, benn bie J?aije fann and) Bei 9cad)t fetjen. \u00a9o famen fie eine\u00a7 \u00a3age\u00a7\nin attet \u00a9title gufammeu, in einen oerBorgenen SBtnSet\", oon bent bie Jtatge\nnid)t\u00a7 roufete, um mit einanber Stat!) gu fatten, roie fie fid) oor ber geinbin\nfd)ittgen fonnten. Uuter anberen fam ein jungeS SKaufdjen, mit einem\ngrofcen roei|en glee! auf bem Jtopf. (S\u00a7 roar feBr ftolg barauf unb fjielt\nfid) fiir roeit fliiger al\u00a7 afte anberen 3Mufe.\n20 3.  Translate :\u2014\nA traveller who was very cold and wet from his journey, came one day to\nan inn. He wanted a warm seat by the stove in order to dry his wet\nclothes, but he found these all occupied. So he told the host to feed his\nhorse a dozen oysters, whereupon all the guests left the room to see the\nhorse. Then the traveller took the best place by the stove and made\nhimself comfortable. When the curious guests returned, they realized\nwhat he had meant.\n20        4. Tell in German, the story of the fox and the grapes, or of the robin which spent\nthe winter in the farmhouse.\nGeometry.    (Time, 2% hours.)\n[N.B.\u2014Draw neat diagrams, use printed capitals, and give authorities.]\n14 1. Prove that if two triangles have two angles of one equal to two angles of the other,\neach to each, and any side of the first equal to the corresponding side of the other,\nthe triangles are equal in all respects.\n14 2. Divide a straight line into two parts so that the square on one part may be twice\nthe square on the other.    State your construction and give a proof.\n14       3.  (ft.) Prove that equal chords of a circle are equidistant from the centre.\n(b.)   State and prove the converse of this theorem.\n14 4. Prove that if AB is a fixed chord of a circle and P any point on one of the arcs cut\noff by it, then the bisector of the angle APB cuts the conjugate arc in the same\npoint for all positions of P.\n14 5. Draw a circle to touch a given circle ABC at the point A, and to pass through a\ngiven point X without the circle ABC.    State your construction and give a proof.\n15 6. Prove that in an obtuse-angled triangle, the square on the side subtending the obtuse\nangle is equal to the sum of the squares on the sides containing the obtuse angle\ntogether with twice the rectangle contained by one of those sides and the projection of the other side upon it.\n15        7.  (Only one of the two following is to be worked.)\nTwo circles intersect at A and B; and through P, any point on one of them, straight\nlines PAC, PBD are drawn to cut the other at C and D: show that CD is parallel\nto the tangent at P.\nOr\nThe feet of the perpendiculars drawn to the three sides of a triangle from any point\non its circum-circle are collinear. C 148 Public Schools Report. 1922\nChemistby.    (Time, 2 hours.)\n[All questions are of equal value.   Answer seven only.]\n1. How could you determine whether a certain solution of sodium thiosulphate is saturated,\nunsaturated, or supersaturated?    Is ammonia more soluble in cold or in hot water?\n2. Write formulae for the following substances:   Calcium chlorate, aluminium nitrate, silver\nsulphide,   magnesium   carbonate,   potassium   phosphate,   and   zine   sulphate.    Name the\nfollowing substances:   NaCIO, Ba(OH)2, KC104, Mg,K=, HgCL, and H8P03.\n3. Describe one laboratory process for the preparation of chlorine.    Give the commercial uses\nof chlorine.\n4. Explain clearly what is meant by the following terms:  Combining weight, molecular volume,\nand reducing agent.\n5. Write an account of the physical  and chemical properties of   (\u00ab)   hydrochloric  acid,   (6)\nsulphuric acid.\n6. What contribution was made to the Science of Chemistry by (a) Boyle, (ft) Avogadro?\n7. What percentage of chlorine should there be in a sample of pure sodium chloride?   If a sample\nof impure sodium chloride contains only 50% chlorine what is the percentage of impurity\nin the sample, assuming all the chlorine to be present as sodium chloride?\n8. What decrease in temperature will be necessary to reduce 400 c.c. of a gas, measured at 20\u00b0 C.\nand 765 mm. pressure, to a volume of 300 c.c. at 750 mm.?\nAtomic weights:  Sodium = 23, Chlorine = 35.46.\nBotany.    (Time, 2 hours.)\n[All questions are of equal value.   Answers should be illustrated with diagrams.]\n1. Write an account of the processes of food production and of the storage and utilization of\nfood by plants, describing experiments which may be used in illustration of the principles\ninvolved in these processes.\n2. Describe the fruit and seed of the bean and of the corn, and trace the development of one\nplant (bean or corn) until seeds are again produced.\n3. Name two plants belonging to each of the following groups:   (a.) Bog plants;   (6) plants\ngrowing under trees;   (o) plants growing in dry soil.   Describe the characters of these\nplants which fit them for their environment.\n4. Name an example of four of the following:   (a) A poisonous plant; (6) a medicinal plant;\n(c) a grass; (d) a weed;   (e) a tree.   In the case of each plant named indicate where\nit belongs in the system of classification and give reasons for its position. 13 Geo. 5 Part III.\u2014Appendices. C 149\nHistory.    (Time, 2 hours.)\n[Answer four questions only.   Two are to be selected from Part A and two from Part B.   All\nquestions are of equal value.]\nA.\n1. Trace the history of Athens from the beginning of the second Peloponnesian War 431 B.C. to\nher fall in 404 b.c.\n2. State the main causes that led to the downfall of the Roman Empire.\n3. Write an account of the life, interests, and activities of Charlemagne, omitting his conquests.\n4. (ft.) Discuss fully the causes of and motives underlying the Crusades.\n(6.)  State the results of the Crusades.\nB.\n5. Write on the (ft) organization, (&) powers, and (c) activities of the Medieval Church.\n6. Give a fairly full account of the Reformation movement in Germany.\n7. Trace the struggle between King and Parliament iu the reign of  Charles I., bringing out\nclearly the questions at issue.\n8. Contrast the situation in France under Louis XIV. with the situation in England under the\nStuarts as regards the establishment of absolute monarchy.\nAgbictjltube.    (Time, 2 hours.)\n[All questions are of equal value.    Answer six only.]\n1. Describe a common fungous disease of our cultivated plants and prescribe satisfactory treat\nment against the same.\n2. Which insect does the most damage in your vicinity?   What methods would you recommend\nfor controlling it?\n3. In what ways does stable manure exercise a beneficial influence on soils and on plant-growth?\n4. How can we preserve the winter moisture in our soils in order to make it available for plants\nduring dry spring or summer seasons?\n5. Choose any common garden vegetable crop and discuss the different stages of production,\nincluding (ft) soil preparation,  (6) time and method of planting,  (c)  summer care,  (a\")\nharvesting, and (e) storage.\n6. Describe your method of natural and of artificial incubation and state how you would handle\nyoung chickens up to the age of six weeks.\n7. Is it possible by external judging to draw definite conclusions in regard to the producing\ncapacity of a dairy cow?    If not,  advise proper  methods for ascertaining economic\nproduction.\n8. What conditions are necessary for the production of good milk?   How should milk be treated\nso that it may remain sweet as long as possible? C 150 Public Schools Report. 1922\nEatin Geammae and Composition.    (Time, 2 hours.)\nValue.\n15       1. Write the dative singular of fructus, agger, uter, ego, quivis; the ablative singular\nof mare, vis, spes: the genitive plural of cornu, vis, navis, quid-am; the ablative\nplural of filia, hie, partus.\nQ       2. Decline alius, masculine singular and plural; omnis, neuter singular and plural.\n3 3. Write the Latin for seven, second, eleven, two hundred, sixth, thirty-four.\n4 4. Compare:   humilis, multus, liber, magnus.\n9       5. Give the principal parts of:  aggredior, jaceo, parco, cognosco, pareo, vivo, eonsuesco,\nreperio, nolo.\n9       6. Write the third singular and second plural of the following tenses:\u2014\n(a.) Present indicative of nolo, pat lor.\n(ft.) Future indicative active of facio, deleo.\n(c.) Perfect indicative of possum,\n(d.) Imperfect subjunctive of proficiscor, fio.\n(e.) Present subjunctive passive of moneo, rego.\n4       7. Write the future infinitive of proficiscor and sum; the genitive of the gerund of\nabeo and peto.\n50       8. Translate:\u2014\n(a.) I thought that I had never seen a braver man than your father.\n(6.)  I do not know why you obey the laws of this state,\n(c.)  The chiefs promised to send as many hostages as possible.\n(ft\\) When the storm arose we were afraid that the ships would be broken by the\nwaves,\n(e.) Were you not sent to help us?\n(\/.) He wishes to remain in Italy all winter and to set out for Gaul in the\nspring.\n(g.)  He says that you have been of great service to the whole army.\n(ft.) The soldiers were all so brave that they were unwilling to await the signal\nfor battle.\n(i.)  I can not believe that these few soldiers were able to prevent the enemy's\ntroops from crossing the river.\n(j.) Caesar ordered his troops to spare both the women and the children, but to\nslaughter all the men.\nFrench Translation.    (Time, 2 hours.)\n[Candidates should revise carefully; otherwise serious loss of marks may be entailed.]\n40       1- Translate into good English :\u2014\nRien n'egale le repos de ces campagnes ignorees; la n'ont penetre ni le luxe, ni les\narts, ni le monstre a cent bras qu'on appelle industrie. Les revolutions\ns'y sont a peine fait sentir; et la derniere guerre dont le sol garde une\nimperceptible trace, e'est celle des huguenots contre les catholiques; encore\nla tradition'en est restee si incertaiue que si vous interrogiez les habitants,\nils vous repondraient que ces choses se sont passees il y a au moins deux\nmille ans. Rien ne saurait exprimer la fraicheur et la grace des petites\nallees sinueuses qui s'en vont serpentant capricieusement sous leurs perpetueis\nberceaux de feuillage, decouvrant a chaque detour une nouvelle profondeur 13 Geo. 5 Part III.\u2014Appendices. C 151\nValue.\nplus mysterieuse et plus verte. Vous y pouvez marcher une heure sans\nentendre d'autre bruit que le vol d'un merle effarouche a votre approehe, ou\nle saut d'une petite grenouille verte et brillante comme une emeraude.\nle vol = the flight.\nmerle = blackbird.\nexprimer = express.\n20       2. Translate into French:\u2014\n(o.) Henry had been corresponding with John for a long time before his departure\nfor France and they were already very good friends, but, in spite of\nthat he was surprised by his reception. Everyone tried to give him\npleasure. After a long chat he went to sleep thinking about all their\nplans for his stay in Paris.\n20 (&\u25a0) Hardly had we entered the public garden when Marcel begged us to sit\ndown. There was a delightful spot in the shade of some elm trees, but\nthe grass had just been watered and it was still quite damp. John said\nhe would not sit down there since it is so easy to catch a cold. \"We\nwere making for a bench when we saw M. Dubois coming towards us.\n20 (\"\u2022)   (!\u2022) Y\u00b0u would have laughed at me if you had been at the theatre.    (2.)\nI cannot (savoir) give you my opinion (mon avis). (3.) Although\nshe has not yet recovered we must not remain longer at Bordeaux.\n(4.) More than five hundred soldiers were wounded in that battle.\n(5.) We had the good luck to meet a 'bus. (6.) I enjoyed those\nbeautiful days spent in the fields. (7.) The weather was very hot\nduring my stay in Pauillac. (8.) He has bought the house of which\nI told you yesterday. (0.) I have read your letters; where are John's?\n(10.) We were sitting in front of the fire when he entered.\nPhysics.    (Time, 2 hours.)\nA.\n[The value of each of the first five questions is 10.   Answer any four.]\n1. (a.)   State Pascal's Law relating to the transmission of pressure by fluids.\n(6.)  Make a diagram of any machine in which this principle is utilized and explain how the\nmachine works.\n2. An open vessel contains 100 grams of air when the barometer stands at 760 mm.    What mass\nof air does it contain when the barometer stands at 750 mm., considering only the effect\nof the pressure change?\n3. What mass of water at 100\u00b0 C. will convert 50 grams of ice at 0\u00b0 C. into water at 10\u00b0 C?\n4. A lamp and a candle are placed 2 metres apart, and the two sides of a screen which is placed\nbetween them are equally illuminated when the screen  is 25 cm. from the candle.\nWhat is the candle power of the lamp?\n5. How long will it take a current of 10 amperes to deposit 2.236 grams of silver on the cathode\nof a silver voltameter?\nB.\n[The value of each of the following questions is 20.   Answer any three.]\n6. (ft.) Distinguish clearly between musical sounds and noises; also between intensity  and\npitch. (6.) A man shoots at a target and the sound of the impact of the bullet is heard by him\n6 seconds after the shot is fired.   How far is the target from the man?   The average\nvelocity of the bullet is 688 metres per second and the velocity of sound in air at\nthat temperature is 344 metres per second.\n7. (ft.) Write as fully as possible on the nature and source of heat.\n(ft.) What do you understand by the following terms:   Saturated vapor, relative humidity,\ndew-point.\n8.' (a.) An object is placed before a plane mirror.    Show by means of a diagram how the eye\nreceives the light which seems to come from the image as formed in the mirror,\n(ft.) How would you proceed to measure the focal length of a converging lens?\n9. (ft.) Discuss local action and polarization and show how the latter is avoided in any commercial type of voltaic cell.\n(ft.) Make a sketch showing the essential parts of an electromagnet.   Mark the direction of\nthe current and the resulting polarity of the core.\nEnglish Composition.    (Time, 2 hours.)\nValue.\n9       1. Punctuate each of the following:\u2014\n(ft.)  He wore a low-crowned broad-brimmed light grey felt hat.\n(ft.) He was a sour small bilious man with a long face and very dark eyes\nfifty-six years old sound and active in body and with an air somewhat\nbetween that of a shepherd and that of a man following the sea.\n(c.)  It was very bare of furniture only some gold plate on a sideboard some\nfolios and a stand of armour between the windows.\n9       2. Improve each of the following sentences, and state clearly your reasons for the\nchanges made:\u2014\n(a.) I hurt my foot is the reason why I am late.\n(b.)  If convicted, the law may sentence him to death,\n(c.)  To study and walking are my chief pleasures.\n22       3. Write a well-constructed paragraph of about a page on one of the following:\u2014\n(ft.)  The melancholy Jacques.\n(ft.) The most impressive description in \" Gareth and Lynette.\"\n(c.) My Favourite Study.\n60       4. Write an essay of not less than two pages on one of the following:\u2014\n(ft.) The Character of Ichabod Crane.\n(&.) Godfrey Cass\u2014A Study in the Results of Weakness of Character,\n(o.) The Most Interesting Character  in \" Kenilworth.\"    (Do not  write  upon\nElizabeth.)\n(d.) The Reasons for Nelson's Greatn&s. 13 Geo. 5 Part III.\u2014Appendices. C 153\nAlgebba.    (Time, 21\/\u00a3 hours.)\nValue.\n10        1. Simplify  .\u2014, x\n2 1    \u201e      x + 4.\nx     2 + -    2.x\t\n10        2. Solve .01 (2*+ .205)-.0125 (1.5k-.5) = .01955.\n10        3. Solve   x    y = l\na    b\n1+ y -\ny _d\nar*J\nHa    6ft\n10 4. In a concert-room 800 people are seated on benches of equal length. If there were\n20 benches fewer, two persons more would have to sit on each bench. Find\nthe number of benches.\n10\n5. Solve    1 _ 1      1 _ 71\nx2    xy    y2       1\n1-1 = 1\nx    y                J\n1\n\\ i\n10\n6. Simplify       i-l       \/    -\nr    J.   y\u00ab x        V ax\n-V  x 1\n10\n7. Factor:\u2014\n,   .   m9ns    ,\n(a.)            -1.\nV      '       \u00bb70Q\n(6.) <*8 - 8^ - 27z8-- l&xyz.\n(o.) a;4-15a;y + 92\/4.\n10        8. (a.) Solve 22.\u00ab2 = 3mx + 7m2.\n(6.) The sum of the reciprocals of two consecutive positive numbers is f.    Find\nthe numbers.\n5+ Jjij\n10        9. Find, to three places of decimals, the value of\n4^5- J4,5- J&+ JlS\n10      10. Solve graphically   2&'+_=0.\nGeeek.    (Time, 2 hours.)\n12        1. Decline in agreement: a-revrj 686s, kAcoi^ tis, \/jiAcuva ao-7ns.\n8 2.  Decline in full:  eyw, avrv, dyqp, T\/ony\/o-r\/s.\n16 3. Write the aorist indicative middle of ap-rrdfa ; the pluperfect indicative active of\ne'x<y; the present optative of d\\d; the present subjunctive active of podia;\nthe aorist optative active of flovXevio ; the perfect indicative middle -of Aeiv\u2122 ;\nthe imperfect indicative middle of Sr\/A.o<o; the present optative active of\nTTOlitO.\n16 4. Give the principal parts of the following verbs : SiSao-Ku, o-ijiffe), a-yu, vopi(o>,\nTrupdopat, (fuXeco, kovtto), dpTrdfa.\n5 5. Translate into Greek : on horseback, on foot, it is necessary, homeward, it is well. Value.\n20        6. Translate into Greek :\u2014\n(a.) He would not have done this, if I had not bidden him.\n(ft.) If he does not collect an army, his brother will be king.\n(c.) Let us make war, then, upon the barbarians in order that they may not\ninjure our friends.\n(d.) If you should do this, we should justly feel grateful.\n(e.) The soldiers feared lest they should be left behind.\n9 7.  Translate into English :\u2014\n(a.) dpa ry ypepq Svo dyyeXovs irepif\/dvTtov irpbs to Telxos.\n(ft.)  dW eVrei vpets epol ovk eO'eXeTe iretOeo'Oa.t ovSe eTreo-Oat, iyiixrvv   vp.lv expopat.\n(c.)  r\/Krai rj arpaTta Kara to t(2v iroXepiiov pevov.\n14        8. Translate into English :\u2014\noi Se M.evo)vos o~TpaTib)Tai eVei to.vt' rjKOVCrav, ireidovrai xal Stafialvovo-t rbv\nTTOTapbv Trplv Tors dWovs Xijetv r't \u25a0Kovqerovo'i. Kvpos Se rjo-Qn re ko.1 t lj>\no-TpaTevpaTt St' dyykXov tke^ev \" 'Eyw p\\v, 5> dvSpts, i'jSr) {'pas kiraivS).\nevdvs Se koI {pets epe eiratveo-eTe, rj ovKeTt eyw Kvpos elpi.\"\nFbench Gbammae.    (Time, 2 hours.)\n10       I- Reply in French in complete sentences to the following questions:\u2014\n(ft.)  A quelle heure vous etes-vous leve ce matin?\n(6.)  Qu'avez-vous pris pour votre petit dfijeuner?\n(c.) Comment etes-vous venu a I'ecole\u2014a pied ou en voiture?\n(d.) Qu'allez-vous faire pendant les vacances d'ete?\n(e.)  Seriez-vous heureux d'aller en France?   Pourquoi?\n15        2. Reply in French in complete sentences to the following questions  (not more than\ntwo or three sentences to each) :\u2014\n(a.)  Qu'est-ce qu'on fait aux Halles centrales de Paris?\n(&.)  Qu'est-ce que Henri a admire &. 1'Opera?\n(c.)  Quelles etaient les conclusions de la causerie h propos du football en France?\n(d.) Qu'est-ce que Henri a vu h Versailles?\n(e.)  Quelle part Jean a-t-il prise a. la distribution des prix?\n10       3. Put the following sentences in the plural (all parts of the sentence are to be given\nin the plural as far as the sense permits) :\u2014\nII s'est mis le doigt dans l'oeil.\nQue fait-il dans ce beau bateau?\nTu t'es blesse au genou avec ton marteau.\nDonne-moi ton journal s'il te plait.\n20       4- Supply the necessary verbs in the right mood and tense:\u2014\n(o.)  II est plus sage depuis qu'il   .   .   .   rentre de l'gcole.\n(5.)  Je lui    .    .    .    donne mon parapluie de crainte qu'il pleuvoir.\n(c.) Je   .   .   .   venu si vous m'aviez dit que vous etiez malade.\n(d.) La Colombie Britannique est Ie plus beau pays que je   .   .    .   jamais vu.\n(e.) Toi, qui   .   .   .   ete mechant, tu n'iras pas au bois.\n(\/.) II ne sortira pas a moins qu'il ne faire son travail. 13 Geo. 5 Part III.\u2014Appendices. C 155\nValue.\n(g.) II faut que je vous dire un secret.\n(h.) Quaud yavoir le temps j'irai vous voir.\n(i.) Pour qu'on vous croire, dites toujours la verite.\n(j.) Je Valtendre depuis longtemps.\n(k.) J'ai b@ch& mon jardin atin que les roses n'e'tre pas petites comme elles\nl'etaient l'annee derniere.\n(I.)  Quoi qu'il faire beau ie ne sortirai pas.\n(m.) Je ne vous verrai pas ce soir parceque le temps n'e'tre pas assez beau.\n(n.) II a tenement souffrir qu'il a perdre la raison.\n20        5- Translate:\u2014\nThis book and that; that church and this;  those windows and these;  her sister\nand his ; his sister and hers ; my aunts and yours.\nGive me those cherries:   these are not sweet.\nHere is my pen: yours is on the table.\nWhose house is this?   It is John's.\nGive me that:  I do not like this.\nMy house is larger than John's.\nOf what are you thinking?\nTo whom are you speaking?\n10       6. Put into French:\u2014\nHe talked to me about it.\nWe thiuk of it.\nHe has sent us some there.\nHe went to them.\nCome to me.\n15        7. Put into French, paying particular attention to the verbs:\u2014\nHardly had he seen us when he went out (soriir).\nHe went out when (apres que) he had finished his work.\nAs he is obedient he did it (past definite of faire) at once.\nHe went out because it was fine (faire beau temps).\nI should have come (venir) if I had had time.\nI asked him  (past definite demander) if he would come.\nI watered the flowers so that they would be fresher (to water = arroser).\nUniversity Matriculation (Senior).\nTeigonometey.    (Time, 3 hours.)\n6        1. Find the numerical value of 3 tan245\u00b0 \u2014 sin-60\u00b0 - J cot230\u00b0 + -1 sec245\u00b0.\n6        2. A wheel makes 20 revolutions per second, how long will it take to turn through 5\nradians 1\ni r\\        n   -n         1 + cos A    sec A -1 \u201e '\n10        3. Prove x _-  _ 4 Cot2A\n1 - cos A    1 + sec A \"      1 + sec A\n12        4. Solve for all positive angles less than four right angles :\u2014\n(a.) 5 tan2A-sec2A=ll.\n(6.) cos 2A + sin2A = |.\n(c.) 2(cos2(9-sin261) = l. C 156\nPublic Schools Report.\n1922\nValue.\n12\n15\n12\n12\n15\n3\n3\n3\n3\n5\n5\n5\n6\n5\n6\n5. If A + B + 0= 180\u00b0, prove :\u2014\n(a.) (ft + c) cos A + (c + a) cos B + (a + ft) cos C = a + 6 + c.\n(6.) cos 2 A + cos2 B + cos2 C + 4 cos A cos B cos C + 1 = 0.\n6. If 6 = 1325, c==1665, B = 52\u00b0 19', solve the obtuse-angled triangle to which the\ndata belong.\n7. A statue standing on the top of a pillar 25 feet high subtends an angle whose\ntangent is -J at a point 60 feet from the foot of the pillar.    Find the height\nof the statue.\n8. Prove :-\n(a.) tan\nA-B    a-b\nC\n,  cot 0\na + 6 2\n(ft.) a = ft cos C + c cos B.\n(c.) area of a triangle = J s (s - a) (s - ft) (s - c).\n9. Find the greatest angle in the triangle whose sides are 70, 147, 119.\nTable.\nLogarithms of natural numbers, mantissa? only :\u2014\nlog 1325 = .1222\nlog 1665 = .2214\nlog 8793 = .9439\nLogarithmic Functions.\nlog sin log tan\nT.7207 T.7910\nJ.8804 .0669\n1.8984 .1121\n1.9976 .9783\n1. A body of mass 10 pounds is projected vertically upward with an initial velocity of\n320 feet per second.    Find, taking acceleration due to gravity to be 32 feet per\nsecond:\u2014\n(ft.)  How long it will continue to rise.\n(5.) How long it will take to rise 1,200 feet.\n(c.) How high it will rise.\n(d.) Its kinetic energy after six seconds from start.\n2. (ft.) Show clearly how the mercury barometer may be used to measure the pressure\nof the air in grams per square centimetre.\n(b.) Describe the elementary principles of weather forecasting.\n3. (a.) Describe a laboratory method for measuring the velocity of sound in air.\n(6.) A stopped pipe is 4 feet long and an open one 12 feet long.   Compare the pitch\nof the two pipes.\n4. (\u00ab.)  How do we arrive at the idea of absolute zero?\n(6.) The density of Hydrogen gas at standard temperature and pressure is 0.0000896\ngrams per c.c.   Find its density at 17\" C. and 38 cm. pressure.\nlog\n21 =\n3222\nlog\n49 =\n6902\nlog\n98 =\n9912\nlog 168 =\n2253\nNatural Functions.\nangle\nsin\ncos\ntan\n31\u00b0 41'\n.5252\n.8509\n.6180\n49\u00b0 24'\n.7592\n.6507\n1.1667\n52\u00b0 19'\n.7914\n.6117\n1.2946\n84\u00b0\n.9945\n.1045\n9.5143\nPhy'sics.    (Time, 13 Geo. 5 Part III.\u2014Appendices. C 157\nValue.\n5        5.  (o.) How has the velocity of light been determined?\nQ (6.)  An object is placed 20 cm. away from a converging lens of 10 cm. focal length.\nCalculate the position and relative size of the image.\n5       6.  (ft.) Describe clearly how to charge a gold-leaf electroscope positively by means of\na negatively-charged body.\n5 (b.) What have we learned about the earth's magnetic field by the use of the\nmagnetic compass and the dip-needle?\n5       7.  (o.).Make a drawing showing the essential parts and electrical connections of an\ninduction-coil.    Explain the action of this instrument.\n5 (6.) An electric lamp of 220 ohms resistance is immersed in 500 grams of water at\n20\u00b0 C. If current is supplied at 110 volts, how long will it take to raise\nthe temperature of the water to 100\u00b0 C, assuming that no heat is lost and\ntaking no account of the calorimeter?\n5       8.  (o.) What are the laws of resistance of electrical conductors such as metallic wires?\nWrite them in one formula.\n5 (b.) What have you learned about radio-activity and the different kinds of rays\nemitted by radio-active bodies?\n15        (A maximum of fifteen marks will be allowed for laboratory note-books.)\nLatin Composition, Sight Teanslation, and Histoey.    (Time, 3 hours.)\nA.\n1. Translate into Latin:\u2014\n6 (a.) While Caesar was delaying in these parts for the purpose of procuring\nships, ambassadors came to him from the Morini.\n6 (b.) Any man may err;  nobody but a fool will persist in error.\n8 (c.) When all preparations had been made for their departure they appointed a\ndate on which all were to assemble on the banks of the Rhone.\n10 (d.)   (Use indirect narration after dixit.)     I dare not go without an army into\nthat part of Gaul which is in your hands, and I cannot collect my troops\nwithout the greatest difficulty. Besides it seems wonderful to me what\nbusiness you have in my part of Gaul, which I have conquered in war.\nB.\nHannibal's Oath.\n40       2. Translate into English:\u2014\n\" Hannibal tempore dato adiit ad regem, eique cum multa de fide sua et odio\nin Romanos commemorasset, hoc adiunxit: 'Pater meus,' inquit, ' Hamilcar,\npuerulo me, non amplius novem annos nato, in Hispaniam imperator\nproficiscens Carthagine, Iovi optimo maximo hostias immolavit. Quae\ndivina res dum conficiebatur, quaesivit a me vellemne secum in castra\nproficisci. Id cum libenter accepissem atque ab eo petere coepissem ne\ndubitaret ducere, turn ille, \" f aciam,\" inquit, \"si mihi fidem, quam postulo,\ndederis.\" Simul me ad aram adduxit, apud quam sacrificare instituerat,\neamque, ceteris remotis, tenentem iurare iussit, nunquam me in amieitia\ncum Romanis fore. Id ego iusiurandum patri datum usque ad hanc aetatem\nita conservavi, ut nemini dubium esse debeat, quin reliquo tempore eadem\nmente sim futures.' \" 3. (ft.) Describe the first and second secessions of the plebs, their causes and results.\n(ft.) Give the causes and principal events of the war with Pyrrhus.\n(c.)  Sketch the progress and achievements of Hannibal from the capture of Saguntum\nto the battle of Zama.\nAlgebea.    (Time, 3 hours.)\n7 1 \u25a0 If ax + by is a mean proportional between x2 + y2 and a2 + ft3, prove that x:y = a:b.\n10 2.  (a.) If to and n are the roots of the equation 3a;2 + 2a; = 7, find the equation whose\nto      , n\nroots are ,\u2014 and \u2014\n11 TO\n(6.) Show that each root of the equation ax2 + bx + a \u2014 0 is the reciprocal of the\nother.\n10 3. The volume of a circular disc varies jointly as its thickness and the radius of its\nface. Two metallic discs having thicknesses 3 and 2 and radii 24 and 36,\nrespectively, are melted and recast in a single circular disc having radius 48.\nWhat is its thickness ?\n12        4.  (a.) Develop the formula for the sum of n terms of an A.P.\n(6.)   How many terms of an A.P. whose 2nd term is - 3 and whose 5th term is 18\nmust be taken to make 201\n12        5. (a.) State and prove the relation between A, G, and H, the arithmetic, geometric,\nand harmonic means, respectively, between any two numbers,\n(ft.)   Three numbers whose sum is 18 are in A.P.    If the first is multiplied by 2,\nthe second by 3, and the third by 6, the resulting products form a G.P.\nFind the numbers.\n10 6.  How many different numbers of six figures can be formed by permuting the figures\n233455 1    How many of these numbers exceed 400,0001\n12        7. (a.) If 15Cn = 15C3n_1, find the ratio of rGn to >-+1P,l+1.\n(6.) How many parallelograms are formed when a set of 8 parallel lines is crossed\nby another set of 8 parallel lines 1\n\u2014 2\n15 8. (a.) Write down and simplify the 5th term in the expansion of (1 - Ja;2)    .\n(6.)   Find the greatest term in the expansion of (2 + 3a;)s when x = \\.\n(c.)   Find to six places of decimals the value of-\nV998\n12        9. Evaluate, using logarithms, it\n\/.00814 x \u00b0y(354)2\n(.785)3\nThe following table may be used :\u2014\nNumber. Mantissa.\n354 .54900\n785 .89487\n814 .91062\n9333 .97002\n9334 .97007 13 Geo. 5 Part III.\u2014Appendices. C 159\nGerman Teanslation.    (Time, 3 hours.)\nValue.\n1. Translate :\u2014\n8 (a.) SSag unBefamtte SBaffer lag fo fdjioarj urn ifjit Ber, flutter fid) t)5rte er bag\n\u00a9priugen ehteg g-ifdjeg; eg rourbe ttjm plotjlid) fo unB\/imlid) in bent\nfrembett (Slentente, bafs er mit @eroalt bait \u00a9eftricf ber ^flanjen gexrtfj,\nunb in atentlofer Jpaft bem Sanbe jufdjroamnt. 2llg er Don f)ter auf\nben \u00a9ee juriictBlictte, lag bie Silie roie juDor fern ttnb einfant iiBer ber\nbttnfeln Siefe.\n8 (6.) 33ie 9Jcorgenbammerung rul)te nod) in alien SBinfeln; bie grofje ,f)au\u00a7fatje\nbeljnte fid) auf ber \u00a9troljmatte ttnb ftrattBte ben DMcfen gegen feine\n^panb, bie er gebantenloS erttgegenbtelt. SDraufjen im \u00a9arten aBer\npriefterten fdjon bie \u00a9perlinge non ben groeigen unb fagtett e\u00a7 alien,\noaf? bie 9cad)t DorBei fei. 5)a Ijorte er oBen im Jpaufe eine \u00a3iir gehen ;\neg lam bie Xreppe Ijerunter, unb al8 er auffafj, ftanb GlifaBetB, oor iljm.\n2. Translate:\u2014\n8 (a.) ^parrti.    SX)ie SiBliotfjef ImBen\u00a9ie total bemoliert, \u2014 .fperr Sftarglanb fomntl\nand) iiBer \u00a9ie\u2014 id) modjte nid)t in ^fjrer .Spaut ftecfen. (Seifeite.)\n3etjt roirb er rootjl genug BaBen. (\u00a3aut.) \u00a9uten SOcorgen, .Sperr\n\u00a9iBfon! (2(6.)\n\u00a9iBfon. SE)a\u00a7 ift ja eine oerbantntte @efd)id)te.\u2014 \u00a9djiefj-en\u2014 bag ift ja\nUnfinn\u2014aBer nor 3eugen ^k @\u00a7e nerfprodjen, bag ift ber Ji^Iidjfte\njfJunft\u2014fo eine alte \u00a9djadjtel lafjt nid)t locfer\u2014fontntt mir nad),\nroenn id) and) burdjBrenne; \u2014 o met; \u2014 ba ift fie fd)on ! \u2014 :\n3 (6.) (1.) SDaffjr ntiiffte id) banfen.    (2.) lint ben gracf ift mir nid)t\u2014aBer urn\nbag $ferb.    (3.) ,3d) Bin mir aBer ber 9cad)fte.\n3 (c.) (1.) Do you wish to make fun of me 1    (2.) One can't help that.    (3.) Just\nas you like.\n3. Translate :\u2014\n8 (a) Unb fie fefjrte nad) bem Softer jurud, Etopfte an ber 5f5forte nub petite fid)\nunb iBre 93egleiter bem 2I6t al\u00a7 brei funge banner nor, roeldje\nBegefjrten, al\u00a7 SKondje in bag Softer aufgenommen ju roerben, um\nDon ber SBelt aBgufdjeiben unb bem (Sroigen ju leBen. \u00a9ie roufjte, ba\nfie tDofjl unterridftet mar auf bie priifenben gragen beg 2lBteg fo\ntrefflid) gu antroorten, i>a% er afte brei, bie er fiir feine unb oornetjme\nSeute fjaltett nutfjte, in ba\u00a7 \u00a3'Iofter aufna()m unb ben geiftlid)en Jpabit\nangieljen lief?.\n5 (6.) \u00a9o muf?te nun jebermann geftefjen, baf? fie I)eute ber Sungfrau bie reid)fte\n@a6e bargeBradjt; unb baf? biefelBe angenontnten rourbe, Bejeugten\nadjt \u00a3rcinje oon jungem G?id)enlauB, roeld)e plotjlid) an ben .Jpauptern\nber 3;iinglinge ju feB\/n roaren, Don ber unfid)t6aren .Spanb ber ^immelg;\ntonight barauf gebritcft.\n4. Translate :\u2014\n12 (a.) gg ift moglid), bafj, roie jetjt \u00a9ie, and) eine fpdtere $at unfern politifdfen\n.Spaber, unfere ifkrtetBeftreBungen unb roag bamit jufammenljangt,\nfefjr niebrig fdjatjen roirb. @g ift moglid), baf? unfer ganjeg 2IrBeiten\nerfolglog BteiBt; e\u00a7 ift moglid), baf? oieleg @ute, bag roir erfel)nen,\nfid), roenn eg erreidjt ift, in bag \u00a9egenteil DerEefjrt, ja eg ift Ijodjft\nroal)rfd)einlid), baf? ntein eigener 2lnteil an bem Itampfe oft peinlid),\nunerquicflid) unb burdjaug nid)t bag fein roirb, roag man eine banfBare\nStatigfeit nennt; aBer bag adeg barf mid) nid)t aBfjalten, bent Sampf\nunb Sttngen ber c%nt, roeld)er id) angepre, ntein SeBen BinjugeBen;\nbenn eg ift trotj allebem biefer Sampf bag ^)od)fte unb (Sbelfte, roag\nbie \u00a9egenroart BeroorBringt. Value.\n13 (ft.) (1.) The Colonel was the only other member of  the party who was\npopular enough to make his election probable. (2.) When I realize\nthat these people have been invited here, not that they may enjoy\nthemselves, but that they may give their vote to a certain candidate,\nI don't like it. (3.) You are too good, Colonel, if you attribute\nall these demonstrations to me alone; I have only directed public\nopinion slightly.\n12        5. Discuss the passages for translation in their context.\n20        6. Write in German the story of the election in Journalisten or of Immensee, or of\none of the Legenden.\nGebman Gbammae and Composition.    (Time, 3 hours.)\n24        1. Translate:\u2014\n(a.) Germany, which is situated in the middle of Europe, is about as large\nin area as the State of Texas, but its population is almost three-\nquarters that of the United States. There is no real boundary\nbetween the northern and southern parts of Germany, but the\nterritory south of the Main is usually called South Germany. In\nthis region there are many quite-high mountains, but in North\nGermany there are very few. There are many political boundaries\nwithin Germany, but all the different States are united into one\nfederal State. The City of Berlin is the most important of all the\nGerman Cities, not only on account of its size, but also because it\nis the capital of the whole country.\n24 (ft.) Travelling is much cheaper in Germany than in America.    Most people\ntravel third class and although the seats are wooden and not upholstered, it is quite comfortable, especially if one takes an express\nwhich does not stop at all the small stations. If one is hungry,\none can buy rolls and coffee from one of the waiters who run up\nand down the station platforms with their wares. There are\nmany historic towns and castles to visit, where one can hear\ninteresting stories about the famous people who once lived there,\nas, for example, the stories that are told of Luther's stay in the\nWartburg. Travellers find most interesting, perhaps, the lovely\ntrip down the Rhine, on both sides of which tower up the\npicturesque ruins of ancient castles from out the green vineyards.\n32 2. Translate :\u2014\n(1.) They told the professor that they did not wish to take a long trip.\n(2.) Next morning they went to town to make their purchases.\n(3.) The farther they walked, the more tired they became.\n(4.) If they had taken a cab, they would not have had room enough for\ntheir friends.\n(5.) What kind of train is that long one now pulling in to the station ?\n(6.) They  preferred  to  have  the  window open  as they could enjoy  the\nscenery more.\n(7.) The old gentleman asked us if we were proud of our pronunciation.\n(8.) They took a large room at five marks and had their luggage brought up\nat once.\n20        3. Write in German a description of the town you live in, or the story of the polite\nDutchman 13 Geo. 5 Part III.\u2014Appendices. C 161\nGbeek Sight Teanslation, Peose Composition, and Histoey.    (Time, 3 hours.)\nA. Sight Teanslation.\nValue.\n30        (Phalinus, representing the Persian King, after delivering  the  kigig's  ultimatum\nregarding the surrender by the Greeks of their arms, now tries to get the chief\nGreek general to commit bimself on the question of peace or war.)\nTranslate :\u2014\nKAiapY_os Se irpbs ravra elirev 'KXXd to.vto, pev Sn o-v Xeyets' irap' tyuav Se\ndirdyyeXXe Ta.Se, ort rjpeis olopeda, el pev Scot fiao-tXet ifjlXovs eivat, trXetovos av\na^tot elvat cptXot e^ovres to. oirXa. rj vTajOaSovTes aA.Au)- et Se Seot iroXepelv, dpetvov\ndv TroXepetv ey^ovTes to, oirXa rj aAA,a> TrapaSovres. 6 Se QaXtvos elwe' Tairra pev\nSr] dirayyeXovpev. dXXd \/cat TaSe vplv e'nrelv eKeXewe pao~tXevs, on pevovcrt pev\nvplv avTov o~irovSal eino-av, Trpo'Covo-t Se \/cat imovari 7roA\u00a3jCios. e'iwaTe oHv \/cat irepi\ntovtov irorepa pevetre \/cat o-irovSat elo-tv rj ihs TroXepov ovtos 7rap' vpwv dwayyeXno.\nKAeapv^os S' eXe^ev 'K.trdyyeXXe to'ivvv \/cat Trepl tovtov otl \/cat rjptv Tavrd SoKel\ndirep koI (iao-tXei. Tt ovv Tavrd eo~Ttv \u2022 ecjrn 6 d^aAtros. direKptvaTO K.Xeap)^os'\n\"Hv pev pevcopev, OTrovSai,4 dirtovo-t Se \/cat Trpo'iovo~t, iroXepos. 6 Se iraXtv npcoTno-e-\n~2irov8ds r) iroXepov dirayyeXco ; KAeap^os Se Tavrd iraAti' direKpivaTO- \"SirovSat pev\np'evovo-tv, airiovtri Se \/cat 7rpotoiicri iroXepos.     6 rt Se 7rotr}crot ov Steo\"qpnve.\nNote.\u2014avTov = here; ottovoou = a truce ; irorepa.... rj = whether... or; Stao-qpatveiv \u2014\nmake plain.\nB. Prose Composition.\n50        Translate into Greek :\u2014\n(1.) At any rate, his father knew that he could not do this.\n(2.) But the boy's uncle wished him to try as hard as he could.\n(3.) Charon said that they must all be ferried across in his little boat.\n(4.) Not even if you all embark at once will the boat break.\n(5.) Then the cock crowed, with the result that Mikyllos suddenly awoke.\n(6.) He gave these men some horses so that they might not have to use boats.\n(7.) The men themselves having done this, we could not remain any longer.\n(8.) Charon thought that Hermes would bring more souls in a few days.\n(9.) Charon refused to take Menippus on the ground that he had no fare.\n(10.) Many people came to listen whenever Lucian came to town.\nC.  History.\n20 1. The political position of Corinth, Thebes, and Megara in the fifth century B.C.\n2. The relations of Persia to Greece during the Peloponnesian WTar.\n3. The Confederacy of Delos.\nEnglish Composition.    (Time, 3 hours.)\n10        1- Point out what is faulty in the following sentences and rewrite them in good form :\u2014\n(ft.) The characters in Comus are too affected, too wooden,'they are not natural,\nespecially the brothers, to act as they do would be impossible in real\nlife.\n(b.) By protection is meant the levying of a duty on goods when brought into a\ncountry for the purpose of protecting the home industries.\n(c.) Every   one  should  guard   against  localism, as he is not understood by a\nstranger if he or she uses localisms, and in many cases the stranger\nwould not form a good opinion of you.\n(d.)  In spite of Johnson's rough, rude ways, and although he ate like a pig, he\nhad many friends.\n11 C 162 Public Schools Report. 1922\nValue.\n(e.) His tall figure, grey beard, and snow-white hair make him a conspicuous\nfigure to behold, as he walks along the street looking at the little\nchildren.\n30       2.  (ft.)\"Analyse  and  discuss  the  following  paragraph  as  to  unity,   coherence,   and\nemphasis:\u2014\u25a0\nAgain, they tell me that So-and-so, who does not write prefaces is no\ncharlatan. Well, I am. I first caught the ear of the British public on\na cart in Hyde Park, to the blaring of brass bands, and this not at all as\nreluctant sacrifice of my instinct of privacy to political necessity, but\nbecause, like all dramatists and mimes of genuine vocation, I am a\nnatural-born mountebank. I am well aware that the ordinary British\ncitizen requires a profession of shame from all mountebanks by way\nof homage to the sanctity of the ignoble private life to which he is\ncondemned by his incapacity for public life. Thus Shakespeare, after\nproclaiming that not marble nor the gilded monuments of Princes should\noutlive his powerful rhyme, would apologize, in the approved taste, for\nmaking himself a motley to the view; and the British citizen has ever\nsince quoted the apology and ignored the fanfare. When an actress\nwrites her memoirs, she impresses on you in every chapter how cruelly\nit tried her feelings to exhibit her person to the public gaze; but she\ndoes not forget to decorate the book with a dozen portraits of herself.\nI really cannot respond to this demand for mock-modesty. I am ashamed\nneither of my work nor of the way it is done. I like explaining its\nmerits to the huge majority who don't know good work from bad. It\ndoes them good: and it does me good, curing me of nervousness, laziness,\nand snobbishness. I write prefaces as Dryden did, and treatises as\nWagner, because I can; and I would give half a dozen of Shakespeare's\nplays for one of the prefaces he ought to have written. I leave the\ndelicacies of retirement to those who are gentlemen first and literary\nworkmen afterwards.   The cart and trumpet for me.\n(b.) Rewrite the following paragraph so as to improve its coherence and emphasis:\u2014\nIn many ways a large correspondence is a great benefit to a person, but it\nmay also be considered a great burden. It is always a pleasure to\nreceive letters from friends, but to most people it is not such an easy\ntask to answer them. In getting letters we often receive information\nwhich we should not otherwise obtain. In writing to some people it is\nvery hard to make the letter interesting as very little is held in common\nbetween the people. Yet the letter may be interesting, as neither of\nthem know what to expect. Writing letters of this sort is perhaps the\nbest practice as so much thought has to be given to the composition. On\nthe other hand a large correspondence requires a great deal of time,\nwhich in many cases might be spent more profitably. Oftentimes letters\nare written hurriedly no thought being given to the punctuation or\nspelling and the substance of the letter is very little considered. Letter-\nwriting, then, may be made profitable and it is very good training when\ncare is taken in the writing and thought given to the composition.\n60       3. Write an essay (about two pages) on one of the following-subjects :\u2014\u2022\n(o.) The Present Situation in Ireland.\n(6.)  An Interpretation of Comus.\n(c.)  The Characteristics of the English Renaissance. 13 Geo. 5 Part III,\u2014Appendices. C 163\nHistoey.    (Time, 3 hours.)\n[All questions are of equal value.   Answer five only.   Two are to be selected from Part A and\nthree from Part B.]\nA.\n1. Write on the privileges of the nobility immediately prior to the French Revolution of 1789.\n2. Give the contents of the Declaration of the Rights of Man.\n3. Write, as fully as you can, on the Concordat and the Code Napoleon.\n4. What was Napoleon's object in establishing the Continental Blockade?   What was Britain's\nanswer to it?    What was the effect of these movements on the United States of America?\nB.\n5. What part was played by Garibaldi in the unification of Italy?   What prevented the complete\nunification of Italy in 1860?\n6. Outline the history of the Chartist Movement.\n7. When and by what means was religious liberty secured by Dissenters and Roman Catholics\nin England?\n8. Describe the attempt to russianize Finland.\n9. Give a short account of the Agadir incident.\n10. Describe the circumstances which led to the Russo-Japanese War.    Outline the history of\nthe War and give terms of the Treaty of Portsmouth.\nEnglish Litebatuee.    (Time, 3 hours.)\nValue.\n20       !\u2022 Write notes, as complete and detailed as your time will permit, on the following\ntopics:\u2014 .\n(o.) King Alfred's services to literature.\n(&.)  The effect of the-Norman Conquest on English language and literature.\n(c.) The Miracle Plays.\n(d.)  Malory.\n30       2. Write an essay on  \" The Prologue to  the Canterbury Tales\"  as a  revelation  of\nmedieval life and interests.\n30 3. (ft.) What is an allegory? Make a list of the allegories which you have read or\nheard about. Give a brief account of one of them (not the \" Faerie\nQueene\").\n(6.) Interpret, as fully as you can, the allegory of Spenser's great poem.\n(c.) Quote a stanza of the \"Faerie Queene\" and write notes upon the metre and\nlanguage of the passage quoted.\n20       4- (a.) What is a mask?   Apply your definition to \" Comus.\"\n(&.) Discuss the variety of interest and of value in \" Comus.\" C 164 Public Schools Report. 1922\nChemistey.    (Time, 3 hours.)\n[All questions are of equal value.    Answer ten only.]\n[N.B.\u2014Atomic weights are given at the end of the paper.]\n1. Describe two methods for the preparation of ammonia.    Can ammonia be dried by passing\nthe gas through concentrated sulphuric acid? Why does perfectly dry ammonia not\naffect litmus paper? What are the properties of ammonia that make it suitable for use\nin the preparation of artificial ice?\n2. Explain clearly what is meant by the following terms :   Combining weight, saponification,\nmolecular weight, basic salt, and complex salt.\n3. Describe a method for the preparation of:   (ft) Phosphorus;  (ft) phosphoric acid;  (c) phos\nphorous pentachloride. Write equations for the reactions involved. What are the\ncharacteristic properties of each of these chemicals?\n\u00bb4. Why is it that copper occurs in the native state and zinc does not? What volume of hydrogen\nmeasured at standard conditions could be obtained from 15 grams of an alloy of zinc-\ncopper (two-thirds of which was zinc) with an excess of hydrochloric acid?\n5. What are some of the chief copper ores?   What are the products of reaction between copper\nand concentrated sulphuric acid? If you were given a silver-copper alloy and requested\nto prepare a pure solution of copper sulphate, what would be your procedure?\n6. Make a list of all the chemical reactions you are acquainted with in which sulphuric acid\nis used and classify them as oxidizing, dehydrating, or acid activities of sulphuric acid.\n7. State the facts about metals which can be related to the electromotive series.\n8. When hydrogen is passed over pure hot copper oxide what happens?    How may this be used\nto determine the atomic weight of copper? What is needed to give assurance that the\nvalue obtained is the true atomic weight?\n9. 3,180 c.c. of a gas measured at 24\u00b0 C. and 750.2 mm. pressure weighed 6 grams.    What is its\nmolecular wyeight?\n10. Three grams of silver nitrate and one gram of potassium chloride were brought together in\naqueous solution.   What weight of silver chloride was precipitated?\n11. Derive the formula of a compound which gave, by analysis, 26.5 % C, 2.2 % H, and the\nrest oxygen.    The molecular weight was determined approximately as 90.4.\n(A maximum of fifteen marks will be allowed for laboratory note-books.)\nAtomic weights:   Zn = 65, Ag = 108, N = 14, K = 39.1, CI = 35.40, C = 12.\nFbench Liteeatube.    (Time, 3 hours.)\nValue.\n10       1. Show the qualities and defects of a tragedy by Corneille.\n10       2. Does La Fontaine help you to see the scenes he describes?    Give examples.\n10       3. What prose-writer in your book  represents  the Romantic  School?    Show how he\ncontributed to this movement.\n10       4. Why is Voltaire important in the history of French literature?\n5. Translate  the  following  passages   and  comment  on  the  words  or   expressions  in\nitalics:\u2014\u25a0\n15 (ft.) Hermione: Mais cependant ce jour il epouse Andromaque.\nDans le temple deja le trOne est eleve;\nMa honte est confirmee, et son crime achevfi. 13 Geo. 5 Part III.\u2014Appendices. C 165\nValue.\nEnfin qu'attendez-vous?   il vous off re sa tete:\nSans gardes, sans defense, il marche a cette fete;\nAutour du fills d'Hector il les fait tous ranger;\nII s'abandonne au bras qui me voudra venger.\nVoulez-vous, malgre lui, prendre soin de sa vie?\nArmez, avec vos Grecs, tous ceux qui m'ont suivie;\nSoulevez vos amis;   tous les miens sont a. vous,\nII me trahit, vous trompe, et nous nieprise tous.\n15 (ft-) A ces mots on cria Kara sur le baudet.\nUn loup, quelque peu clerc, prouva par sa harangue\nQu'il fallait devouer ce maudit animal,\nCe pele, ce galeux, d'ou venait tout leur mal.\nSa peccadille fut jugee un cas pendable.\nManger 1'herbe d'autrui!   quel crime abominable !\nRien que la mort n'etait capable\nD'expier son forfait:   on le lui fit bien voir.\nSelon que vous serez puissant ou miserable,\nLes jugements de cour vous rendront blanc ou noir.\n10 (c)  On entend au loin le son des cloches.   \" Le tocsin, entends-tu le tocsin? s'ecrie\nla jeune fille effaree. Le brigand refuse de s'enfuir. Enfin, lorsqu'un\nde ses montagnards accourt 1'avertir que des sbires debouchent dans\nla place, lorsqu'on entend deja. les cris confus: \"Mort au bandit!\"\nHernani saisit une epee et se precipite au dehors pour se faire jour a\ntravers les assaillants.    Dona Sol tombe evanouie sur un banc.\n20 (d.) Eh quoi!   n'en pourrons-nous fixer au moins la trace?\nQuoi!   passes pour jamais?   quoi!   tout entiers perdus?\nCe temps qui les donna, ce temps qui les efface,\nNe nous les rendra plus?\nEternity, neant, passg, sombres abimes,\nQue faites-vous des jours que vous engloutissez?\nParlez :  nous rendrez-vous ces extases sublimes\nQue vous nous ravissez?\nO lac!  rochers muets !  grottes !  foret obscure!\nVous que le temps epargne ou qu'il peut rajeunir,\nGardez de cette nuit, gardez, belle nature,\nAu moins le souvenir!\nGeometey.    (Time, 3 hours.)\n10 1- Similar polygons can be divided into the same number of similar triangles, and the\nlines joining corresponding vertices in each figure are proportional.\n10 2. Show how to draw a figure similar to a given rectilineal figure, and equal to four-\nfifths of its area.   Give proof.\n10 3. If the vertical angle of a triangle is bisected by a straight line wrhich cuts the base,\nthe rectangle contained by the sides of the triangle is' equal to the rectangle\ncontained by the segments of the base, together with the square on the straight\nline which bisects the angle.\n12 4. A circle of radius 5 inches is inscribed in an isosceles triangle having base 15 inches.\nFind the lengths of the sides. Value.\n14       5. From a point P without a circle draw a secant PQR such that QR is a mean\nproportional between PQ and PR.\n10       6. If two straight lines are both perpendicular to a plane, prove that they are parallel.\n10 7. If two intersecting straight lines are respectively parallel to two other intersecting\nstraight lines not in the same plane with them, then the first pair and the second\npair contain equal angles.\n12       8.  (ft.)  How would you determine with a spirit level whether a floor is level or not?\nGive reasons.\n(6.)  Which of the following will  determine  a plane and under what conditions:\n3 points, 4 points, 2 lines, 3 lines, a line and a point?\n12       9.  (ft.) What is the locus in space of a point which is equidistant from two intersecting\nstraight lines?\n(6.) Given a 10-foot pole, a ruler and compasses, how would you locate the point on\nthe floor directly under a given point on the ceiling, if the ceiling is 9 feet\nhigh?\nFeench Language.    (Time, 3 hours.)\n40       I- Put into French :\u2014\nMay all men remember that they are brothers! May they hold in horror tyranny\nexercised on souls, as they hold in execration brigandage that takes away by\nforce the fruit of work and peaceful industry! If the scourge of war is\ninevitable, at least, let us not hate and tear each other in times of peace.\nWe have little time to pass upon this earth. Let us employ this fleeting\nmoment to bless in a thousand tongues Thy goodness that has given unto us\nthis little time.\n20        2. Put into French :\u2014\n(ft.)  What are people talking about there?    Of him who robbed me?\n(6.)  Oh, alas!   I do remember it.\n(c.) The wolf carries him away and then eats him.\n(d.) He was told it frequently.\n(e.)  He is insulted and outraged after his death.\n(\/.)  We run the risk of being too severe towards J. J. Rousseau.\n(g.) Xou start when you like, stop when you like, take as much or as little\nexercise as you wish.\n(h.) I enjoy all the liberty a man can enjoy.\n(i.) We need strength because we are born weak.\n(j.) Man wants nothing as nature has made it.\n10       3. Give the present, past definite, present subjunctive of: courir, vaincre, s'en souvenir,\nconclure, se vStir, nuire, coudre, croitre, ouvrir, s'enfuir.\n5       4. Insert the proper auxiliary verb in the following sentences :\u2014\n(a.)  II    .\u2022   .    .    mort ce matin,\n(ft.)  Je    .    .    .    venu vous voir hier.\n(c.) Elle   ...   nee en 1882.\n(d.) Jean   .   .   .   parti il y a dix minutes.\n(e.) Marie   .   .   .   vu votre cousine hier. 13 Geo. 5 Part III.\u2014Appendices. C 167\nValue.\n15       5. Give the French for :\u2014\nThis one (mas.) ; that one (fern.) ; What do you want? What I want is ... ;\nThe man of whom I spoke; The man to whom you spoke; Of what were you\nspeaking? Which (mas.) do you want? Why do you want it? Which road\nmust we take?\n10       6. Put into French:\u2014\nI must receive an answer.\nIt is true that he is brave.\nThe best friend I have is in town.\nHe might have heard me.\nI fear he does not like me.\nLatin -Atjthoes.    (Time, 3 hours.)\n9        1. Translate:\u2014\nAtque illud in priinis mihi laetandum iure esse video, quod in hac insolita mihi\nex hoc loco ratione dicendi causa talis oblata est, in qua oratio deesse nemini\npossit: dicendum est enim de Cn. Pompeii singular! eximiaque virtute; huius\nautem orationis difficilius est exitum quam principium invenire; ita mihi non\ntarn copia quam modus in dicendo quaerendus est.\n(ft.) Account for the case of mihi; the mood of possit.\n11        2. Translate:\u2014\nHi vos, quoniam libere loqui non licet, tacite rogant, ut se quoque, sicut ceterarum\nprovinciarum socios, dignos existimetis, quorum salutem tali viro commcn-\ndetis, atque hoc etiam magis, quod ceteros in provinciam eius modi homines\ncum imperio mittimus, ut etiam si ab hoste defendant, tamen ipsorum\nadventus in urbes sociorum non multum ab hostili expugnatione differant,\nhunc audiebant antea, nunc praesentem vident tanta temperantia, tanta\nmansuetudine, tanta humanitate, ut ei beatissimi esse videantur, apud quos\nille diutissime eommoratur.\n(a.) Account for the case of temperantia; the mood of commendetis, differant.\n3. Translate :\u2014\u25a0\nQui  ad vos  ab  exteris  nationibus  venirent,  captos  querar,  cum  legati  populi\nRomani  redempti  sint?   Mercatoribus  tutum mare  non fuisse dicam,  cum\nduodecim secures in praedonum potestatem pervenerint?\n8 (a.) Account for the case of captos; the mood of venirent, querar.\n(6.)  Write an explanatory note on duodecim secures.\n7       4. Translate:\u2014 \u2022\nFuit enim profecto quibusdam summis viris quaedam ad amplitudinem et ad\ngloriam et ad res magnas bene gerendas divinitus adiuncta fortuna; de huius\nautem hominis felicitate, de quo nunc agimus, hac utar moderatione dicendi,\nnon ut in illius potestate fortunam positam esse dicam, sed ut praeterita\nmeminisse, reliqua sperare videamur, ne aut invisa dis immortalibus oratio\nnostra aut ingrata esse videatur.\n5       5. Discuss the purpose, scope and result of the Manilian Law.\n17       6. Translate:\u2014\nsuspensi Eurypylum scitatum oracula Phoebi\nmittimus, isque adytis haec tristia dicta reportat:\n\" sanguine placastis ventos et virgine caesa,\ncum primum Iliacas, Danai, venistis ad oras: C 168 Public Schools Report. 1922\nValue.\nsanguine quaerendi reditus animaque litandum\nArgolica.\"    vulgi quae vox ut venit ad aures,\nobstipuere animi gelidusque per ima cucurrit\nossa tremor, cui fata parent, quern poscat Apollo,\n(ft.) Account for the case of adytis, virgine; the mood of parent,\n(b.) What is the construction of scitatum, the derivation of adytis?\n(c.) What is the difference in the constructions of quaerendi and litandum?\n(d.)  Scan lines 1 and 4.\n10        7. Translate:\u2014\nForsitan et Priami fuerint quae fata requiras.\nurbis uti captae casum convulsaque vidit\nliniina tectorum et medium in penetralibus hostem,\nanna diu senior desueta trementibus aevo\ncircumdat nequiquam umeris et inutile ferrum\ncingitur, ac densos fertur moriturus in hostis.\n(ft.)  Account for the case of ferrum:   the mood of fuerint, requiras;   the voice of\nfertur.\n10       S. Translate:\u2014\n' nate, quis indomitas tantus dolor excitat iras?\nquid furis?    aut quonam nostri tibi cura recessit?\nnon prius aspicies ubi fessum aetate parentem\nliqueris Anchisen, superet coniunxne Creusa\nAscaniusque puer?    quos omnis undique Graiae\ncircum errant acies, et, ni mea cura resistat,\niam flammae tulerint inimicus et hauserit ensis.'\n(a.)  Account for the case of nostri; the mood of superet, tulerint.\n10       !-\u00bb\u2022 Translate :-\nHie Hammone satus rapta Garamantide nympha\n\u00bb templa lovi centum latis immania regnis,\ncentum aras posuit vigilemque sacraverat ignem,\nexcubias divum aeternas, pecudumque cruore\npingue solum et variis florentia limina sertis.\nisque amens animi et rumore accensus amaro\ndicitur ante aras media inter numina divum\nmulta lovem manibus supplex orasse supinis.\n(ft.)  Account for the case of Hammone, animi.\n13      10. Translate:\u2014\nquis me autem, fac velle, sinet ratibusque superbis\ninvisam accipiet? nescis heu, perdita, necdum\nLaomedonteae sentis periuria gentis?\nquid turn?   sola fuga nautas comitabor ovantis?\nan Tyriis omnique manu stipata meorum\ninferar et, quos Sidonia vix urbe revelli,\nrursus agam pelago et ventis dare vela iubebo?\nquin morere ut merita es, ferroque averte dolorem.\ntu lacrimis evicta meis, tu prima furentem\nhis, germana, malis oneras atque obicis hosti.\n(ft.)  Account for the case of sola, hosti;  the mood of morere. 13 Geo. 5 Part III.\u2014Appendices. C 169\nGbeek Authors.    (Time, 3 hours.)\nValue.\n11 1. Translate :\u2014\nKYrv. Siiye\/caAecra, to irarep, \/cat rjicov eiret Se ypovro tov eirtpovXevovros rovvopa\nKaytD ecpyv ort Ovrts eirrt, peXay^oXdv olydevres pe ca^ovro dirtovres. ovtoi\n\/caTeiToc\/>to\"aTO pe 6 Karaparos tio ovoparf \/cat o paXtcrra i)viao-e pe, ort \/cat\n6veiSl\u00a3(DV epol Ti)V o-vpcpopdv, OiiSe 6 irarqp, cpr\/o-tv, 6 Hoo-etSiov IdcreTat ere.\n(a.)  Explain the construction of 6 (1. 3) ; the mood of peXay-^oXdv.\n(6.) Write the principal parts of crwe\/caAetra, olnOevres.\n(c.) Give a brief account of Lucian's life and writings.\n24 2. Translate:\u2014\nTotydpTOi eKetva optuvrt eSoKet pot 6 TtoV dvOptoiruv fitos iropirrj Ttvt paKpcl\nrrpop~eotKevat, yopyyetv Se \/cat Stararrety 6\/cacrra rj Tij^ Stdcfiopa \/cat irotKtXa\nrots iropirevTais ra o-^fjpaTa rrpoorairrovcra. tov pev yap Xafiovo-a, el tv^oi,\n\/JacrtAtKcos Sieo-\/cei>aa\"e Ttdpav re eirtdetcra Kat Sopvcpopovs ira.pa8ovo-a \/cat rrjv\nKecpaXrjV o~Teif\/ao-a \u2122 StaSypan, ra Se o'tKerov o-yrjpa ireptedrjKe, tov Se Ttva\nKaXbv etVat eKoap-qije, rbv Se apopcpov Kat yeXotov irapeo-Kevao-e' iravToSairyv\nyap, oipat, Set yeveo~0at rfjv Oeav.\n(a.) Account for the case of iropirrj; the mood of yopnyelv, TtJ^ot, elvat.\n(b.) Write   the   principal   parts   of   opcvvrt,  Xafiovo-a,  rvyot,  eirtOelo-a, irapaSovcra,\nyev'ecrdat.\n7 3.  Translate :\u2014\nrj Se X\u00b0Va 7\u2122crt pev dvOeat, iracrt Se cpvrots yjpepois re Kat cr\/ctepots TedrjXev at\npev yap dpireXot SiaSeKacpopot etui Kat Kara prjva eicao-Tov Kapirocpopovo-f tccs\nSe potas Kat Tas pyXeas Kat tijv aXXyv oiriopav eAeyof pev etvat Tptcr\/catSe\/ca-\ncpopov     evbs yap pyvbs tov trap' avrots Mti><ooxJ Sts Kapirocjiopet.\n(\u00ab.) Explain the case of pyvos; the function of pev (1. 3.).\n8 4. Translate :\u2014\nMIK. AAAct py ovetpos \/cat Tairra eorrtv, dXeKTpvtov ovto> irpos pe StaXeyop.evos ',\netTTe 8' ofiv irpbs tov 'Kppov, S> [SeXriO'Te, 6 ti, Kat aXXo o\"ot rijs (bwvrjs a'iriov.\nais Se o-oiiirrio-opat \/cat irpbs ouSeva epd, Tt ere xpy SeSteVat; tis ydp dv irto-Tev-\no-ete pot, et Tt Stnyoiprjv cos dXeKTpvovos avrb elirovros aKTjKows;\n(a.) Explain the function of cos (1. 4).\n(6.) Write the principal parts of a\/cTj\/cocos. \u2022\n10 5.  Translate\nXOP.      &va\u00a3 ILxtaV,\ne^evpe pyxavdv Tlv 'ASpyrii) KaKtav,\niropi(e Sy ir6pt(e-     \/cat irdpos yap\ntovt' ecpyvpes, Kat vvv\nXvT'\/jpios e\/c davarov yevov,\ncpovtov 8\u00b0 diroiravo-ov \"AtSav.\nKtOV.\n(ft.) Account for the form pyyavdv; the case of \/ca\/co\n(6.) Explain the reference in the third and fourth lines,\n(c.) What part does the chorus take in this play? C 170 Public Schools Report. 1922\nValue.\n20        6. Translate:\u2014\nAA.    \"ASpijO', opqs yap rdpd ir pay pad' cos  eY_et,\nXe\u00a3at 9eXw crot irplv Oavetv a fiovXopat.\neytd ere irpeo-fSevovcra Kavrl Tijs eprjs\ni\/jvxrjs KaTao-Tijcrao-a cptos toS' elcropav,\n0vijo-KOi irapov pot pun Oaveiv virep o-'eQev,\ndXX' dvSpa re cr^etv BecrcraAcor ov ydeXov,\n\/cat Sco\/xa vaietv 6Xj3tov TvpavvtSt.\novk rj6eXyo~a (rjv diroo-trao-deio-d aov\no-vv iratcrlv opepavdicrtv     ovS' ecftetcrdpyv,\nij\/3ys e)(ovo-a Scop' eV ots erepiropyv.\n(a.) Scan the second line.\n(b.) Explain the case of TvpavvtSt, crov; the mood and the case of irapov; the mood\nof 6avetv.\n(c.) Write an outline of the play.\n20        7. Translate:\u2014\nAA.     & Oeol, Tt Xe^ta j  (pdo-p' dveXirtcrTOV ToSe*\nyuvat\/ca Aevcrcrco ryv epyv eryTvptos,\nrj Kepropos pe 6eov tis eKirXyo-cret XaPa >\nHP.     ovk ecrrtv, dXXd r\/jvS' opqs Sdpapra cryv.\nAA.     opa ye pi'j Tt cpdo-pa vepreptov toS' y.\nHP.     oi i[\/vxay<j>ybv tofS' ewoiyo-to \u00a3evov.\nAA.     aAA' rjv edainov elcropio Sdpapr  epyv ;\nHP.     o-dcp' tvO'.     dirto-Tetv 8' ov ere davpdfa rvxy-\nAA.     Otyd), irpoo-eiirLO {Qtirav ais eryTvprns ',\nHP.     irpoo-etir'.     e^ets yap irdv oo-ovirep rj(9eAes.\n(a.) Scan the first line.\n(6.) Account for the mood of y, Otyto; the case of ipvxa-ytoyov.\n(c.) Write on one of the following topics .:    (1) Parts of the action represented as\ntaking place off the scene ; (2) Supernatural elements in the plot.\nThird-year Course, Commercial.\nBusiness Coeeespondence.    (Time, 2 hours.)\n[Note to Pbesiding Examinee.\u2014Please provide candidates with plain white letter paper.]\n[Candidates may use either pen and ink or typewriter for any portion of their icork.]\n20 !\u2022 \" Wanted\u2014Stenographer and assistant Book-keeper, must be rapid, accurate, a good\nwriter, and graduate of a business school.    State qualifications, experience, salary,\nand give references.   Box 636, Province Office, Vancouver, B.C.\"\nYou have just completed a business course.   Write your application for the above\nposition.\n5       2.   (o.)  Explain fully what is meant by a \"Follow-up System\" in Business Correspondence.\n21 (&.) Wirite a series  of three short  \" Follow-up\"  letters suitable for one of the\nfollowing purposes :;\u2014\n(1.) To collect from delinquent debtors.\n(2.) To secure sales for a new article on the market. 13 Geo. 5 Part III.\u2014Appendices. C 171\nValue.\n5        3.  (o.)  Outline briefly the character and uses for \" Form Letters.\"\n15 (\u00b0-)  Write a \"Form Letter\" which may be used by the Publicity Commissioner of\nVancouver in reply to letters of inquiry received from manufacturers as to\nthe advantages offered by Vancouver.\n14 4. As secretary in charge of the office of the Inland Navigation Company, Limited,\nNelson, B.C., write the Office Specialty Company, Limited, 627 Pender St. West,\nVancouver, B.C., explaining your difficulty in handling the correspondence, vouchers, freight manifests, and asking for information as to the best way of solving\nthe problem.\n20 5. Write the Office Specialty Company's reply, explaining fully the uses and advantages\nof the \" Vertical Filing System\" and describing three methods of filing best\nadapted to the needs of this Company.\nAccountancy Theoby.    (Time, 2 hours.)\n[Note to Peesiding Examinee.\u2014Please provide candidates with plain white paper.]\n8       1.  (a.) Explain fully and give the advantages claimed for the \"Imprest System\" of\nrecording \" Petty Cash \" transactions.\n6 (6.) Rule a petty cash book and make sufficient entries to illustrate this system.\n8       2.  (o.) What is the difference between a Statement of Receipts and Disbursements and\na Statement of Income and Expenditure?\n6 (b.) Rule forms of these Statements and make entries to illustrate your answers.\n17 3. Name the various books that are necessary to make a complete record of the transactions of an incorporated company conducting a lumber and shingle-mill business,\nand explain the use of each.\n14 4. You have 'been engaged as book-keeper for the Burnaby Feed Store, whose books\nhave been kept by \" Single Entry.\" Show in detail the steps you would take to\nchange the system to \"Double Entry\": (a) Using the same books; (b) opening\nnew books.\n16 5. You have been asked by your neighbour to open a \" Set of Books \" for his garage.\nHe sells gasolene, oil, and accessories, and does repair-work. Name and explain\nfully the uses of the books you would require and give rulings for the hooks of\noriginal entry.\n10 6. The Auditor for your firm has sent word that he will commence work upon the\naccounts for the last quarter. Write a short statement concerning the preparation\nyou would make, and in general state how you would arrange the various\nvouchers, etc., for his inspection.\n15 7. Explain the following terms and give an example of each :\u2014\n(ft.) Reserve Account\n(&.) Reserve for Bad Debts,\n(c.) Deferred Charges.\n(d.)  Accrued Charges,\n(e.)  Stock Dividend. C 172 Public Schools Report. 1922\nStatute Law.    (Time, 2 hours.)\nValue.\n10       1. The  Three  Acts  of  Government.\u2014\" Logically,   and   according  to   the  practice  of\nhundreds pf years, government consists of three main acts,\u2014\nDetermining what shall be done,\nDoing that which is determined shall be done,\nDeciding disputed points which arise.\"\nTo which of these divisions does Statute Law belong?    Explain and illustrate.    What\nare the other two divisions called?\n10 2. Is the Bills of Exchange Act an act of the Dominion Government or of the Provincial\nGovernment. Where did this government get the authority to deal with Bills\nof Exchange? What is the advantage in having this government deal with Bills\nof Exchange?\n12       3. Write:\u2014\n(a.)  A promissory note, carrying interest at 8 per cent, until paid.\n(6.)  A draft, drawn at 60 days and accepted 5 clays after it is drawn,\n(c.)  A cheque on the Royal Bank of Canada for $82.50, specifying the purpose\nfor which it is given.\n14       4.  (ft.) Explain fully the value or force of the words bearer, order, and only as used in\na note or draft.\n(6.)  What is meant by the terms primarily responsible for payment,  secondarily\nresponsible for payment?   Who  is primarily responsible for the payment\n(i) of a note, (ii) of a draft?\n(c.)  Under what circumstances may the holder of a note or acceptance fail to have\nthe right to collect?\n10       5. Describe the steps necessary, under the B.C. Companies Act,\u2014\n(a.) To secure incorporation,\n(b.) To commence business.\n10        6.   (ft.)  Name three classes of companies that cannot be formed under the B.C. Companies Act, -but must obtain Dominion authority for incorporation.\n(&.)  Name four changes that a company may wish to have made in its charter in\nyears subsequent to its original incorporation.\n12 7. What is the position of (a) holders of preference shares, (b) holders of ordinary\nshares, (c) debenture-holders, in respect to (i) authority in the management,\n(ii) sharing of the profits or losses, (iii) liability to creditors?\n12       8.  (a.) Why does the Companies Act require that books of account be kept?\n(6.) Where must these books be kept?\n(c.) What information must be given in the annual report?\n(d.) To whom must this report be sent?\n10 9- Explain the meaning of the following: Lien note, articles of association of a company,\nstatutory meeting of a company, registered office of a company, \" shares shall be\npersonal estate.\" 13 Geo. 5 Part III.\u2014Appendices. C 173\nTypeweiting.\n[Note to Peesiding Examinee.\u2014Please provide each candidate with plain white letter paper and\none sheet of carbon paper.]\n[Note.\u2014Candidates are allowed 5 minutes to read over this paper.    Time allowed for Section A,\n15 minutes.    Section B is to be written in full and the time taken by each candidate to be\nrecorded by the Presiding Examiner.    Write Section A double spacing, without carbon copy.\nWrite each part of Section B, in proper form, on a separate sheet of paper, and hand in\ncarbon copies toith orig-bials.]\nValue.\n50 Section A.\nThe New Conception op Advertising :   Service to the Public.\nThe Old Conception. Formerly advertising was a feature of business of\ninterest mainly to the person who had merchandise to sell, or to the\nnewspaper or magazine that might profit by printing the advertisement.\nThe manufacturer could sell his product but slowly in most cases without sending out advance information concerning it, and the storekeeper\nor other retailer felt compelled by self-interest to make his wares\nknown by every possible means. The periodical press gradually\nreadjusted itself to the changing conditions and demands of business\nand thereby gained a new and important means of revenue. The\nbuying public was regarded chiefly as a source from which money\ncould be drawn by enticing and frequently misleading and false statements about articles of merchandise. This fact has become so fixed\n\u2022 in the public mind that even the most conservative and legitimate\nforms of publicity have often suffered from the disfavour brought upon\nthis division of business by advertising methods in the past.\nThe Changing View. Within recent years, however, with the changing\nideas upon community service, marked by modern philanthropy, the\nnew education, and growing co-operation in the business world, a new\nconception of advertising has arisen. The progressive merchant no\nlonger thinks merely of a certain volume of business to achieve, a\ndefinite profit upon his investment, or the fame of leading in his line\nin the trade of the community. He has come to realize that the buyer\nis entitled to know the truth about the goods which are offered for\nsale, that fair prices and substantial values, with honest statements\nin advertising, bring the best good to both buyer and seller. Many\nof the most worthy and successful manufacturers and merchants of\nrecent years have built their success upon this principle. These are\nthe conservative men of trade, in reality men of progress and leadership, men who set the standard of publicity and business methods.\nAdvertising, therefore, a Service to the Public Advertising holds its\nplace unquestionably side by side with the news of the day. As the\nnews gatherer and publisher strive to collect and disseminate reliable\nand accurate information about current events, about the world of\nmen and things, so the modern advertiser tries to inform the reader\nwhere to find the most desirable merchandise most easily and at the\nright prices.    And the average reader, the busy worker hurrying to his C 174 Public Schools Report. 1922\nfactory or shop in the morning, the home maker who has but a limited\ntime to spend at the store, and all who must buy with a strict economy\nof time and money are consciously indebted to the honest advertiser\nof the necessities of life. His service to the individual and to the community should be computed not only in dollars and cents but in terms\nof contentment and prosperity. He contributes to the general welfare.\nMoreover he has a high duty so to contribute, as has the lawyer,\nphysician, or other professional man who lives by the patronage of\nthe commmunity and who must give his best service in return, under\nrecognized ethical standards.\nMoreover, the service of advertising is not confined to the world of trade.\nThere are innumerable good causes which must ever depend upon the\nbest and most skilful methods of publicity for their success and usefulness to mankind.\n(Advertising as a Vocation\u2014Allen.)\nThe Element of Chance in Business Reading.\nThe head of the public library in a big steel-making community in western\nPennsylvania met the chief chemical expert of a huge rolling mill one\nday not more than a year ago. The librarian was fairly expert himself on the theory of the making of steel, and to him the chemist\nconfided some of the details of an important new experiment that he\nhad just finished.\n\" It must have cost the firm something to put through that experiment,\"\nventured the librarian.\n\" In fairly exact figures, something like $ 10,000,\" the chemist replied.\nThe librarian smiled.\n\" That entire experiment was made in Europe some years ago; and with\nprecisely the same results,\" said he. \" The whole thing, right down\nto the fine details, is on the shelves of our library. You might have\nsaved a lot of time and money.\"\nWhat was this f 10,000 paid for? The experiment, or for not knowing that\nthe experiment had already been made?\nIs not this little story, told by Edward Hungerford in System, the same\nkind of story that could be told of experiments made from time to\ntime in every business, if the facts were known?\n(Business Ideas\u2014Prentice-Hall, Inc.)\nValue.\n50 Section B.\n738 Parliament St., Victoria, B.C. June 14th, 1922. Mr. Thomas C. King,\nPacific Marine Engine Co., 923 Quadra St., City. Dear Mr. King:\nYour company has been recommended as one which the Victoria Board\nof Trade would be proud and glad to have on its list of members.\nThe activities of the Board in promoting the general good of the entire\ncity of Victoria in civic, industrial, and commercial ways are so\ngenerally well known that I will not take up any of your time in 13 Geo. 5 Part III.\u2014Appendices. C 175\nreciting them, but I feel sure that if you knew more intimately the\nwork of the Board and what it is accomplishing, not only for its\nmembers but for everybody engaged in business within the Lower\nIsland territory, you would consider it your patriotic duty as well\nas a promotion of your interest to join in the work.\nThe Board needs your financial support, of course, but more than all else\nit needs more men workers; there is work for all in carrying out the\nsplendid purpose which is its aim.\nPersonally, and on behalf of the Board, I should like very much to have\nyou join us in this work, and it will be a great pleasure to me to have\nthe honour of presenting your application for membership. I shall be\nvery glad to have you appoint a time to suit your convenience at which\nI can call upon you and discuss this matter more fully.    Yours truly.\nVancouver, B.C., Feb. 21, 1922. Mr. H. N. McMillan, 976 Tenth Ave. W.,\nCity. Dear Sir: We have your inquiry of Feb. 18th, with regard to\nyour requirements for small motors, and are pleased to quote you as\nfollows: Type \" CA \" single phase constant speed motors, 110 volts,\n60 cycles, 1700 R.P.M., complete with pulley\u2014% H.P., $38; % H.P.,\n$48; % H.P., $52.50.\nThe above prices are f.o.b. Vancouver, and are subject to a 5% discount\nto you for resale.\nPrompt delivery can be made on any-or all of these motors as required.\nWe are enclosing herewith a copy of our Descriptive Leaflet No. 2362-C\ndescriptive of these motors, from which you will note that they will\nbe readily adapted to your uses. We do not know the character\nof the load or the nature of the device which is to be driven by these\nmotors, but the motors as quoted should be satisfactory providing the\nload has not some special characteristics requiring a special motor.\nWith regard to the plugs and switches to be used with these motors, any\nof them can be attached direct to the lamp socket or connected to the\nlighting circuit by a simple knife switch and fuses.\nWe have quoted only on A.C. motors, as practically all the local requirements are for these motors.    Yours very truly.\nKamloops, B.C., May 18, 1922. Mr. J. R. Stillman, Chase, B.C. Dear Sir:\nA draft for Fifty Dollars, drawn on you by the Jones Implement Company, of Winnipeg, with exchange, and due at sight, is held at this\nbank. Please advise us at once as to what disposition you wish made\nof the same.   Yours truly. C 176 Public Schools Report. 1922\nPenmanship.    (Time, 1 hour.)\n1. Write one page of General Movement Exercises, including the Left Oval, Right Oval, and\nDrive-and-Return (Push-and-Pull).   One-space and two-space exercises should be shown.\nUse your own judgment as to selection and arrangement.\n2. Write one set of capital letters, one set of small letters, and two sets of figures.\n3. Write the following addresses as you would write them on business envelopes:\u2014\nP. B. Ross, Esq., LL.D., 2357 Government St., Victoria, B.C. -\nMessrs. Grant and Thompson, 4S62 Hastings St. E., Vancouver, B.C.\nMiss N. V. Jenkins, 3547 Columbia Ave., New Westminster, B.C.\nDr. D. L. Orr, Kamloops, B.C.\n4. Write the following invoice:\u2014\nMr. R. S. Bennet,\n342 Hastings St. W.,\nVancouver, B.C.\nBought of The Eastern Grocery Co., Ltd.,\n240 Yates St.,\nVictoria, B.C.\nTerms:   Cash.\n4 bbl. X.Y. Flour @ $7.84  $ 31.36\n10 sacks Potatoes @ $2      20.00\n3 bags Salt @ 82c       2.46\n15 sacks Sugar @ $7.25  \u2022   10S.75\n23 chests Japan Tea @ $2.50      57.50\n5. Make one copy of the following:\u2014\nIndividuality in Weiting.\n\" It is often said that there is no individuality in muscular movement penmanship.\nThe term individuality has been very carelessly used in regard to Writing and is\nused to describe what should really be termed illegible or merely poor writing.\nMuscular Movement Writing can be distinguished from Finger Movement Writing\nby its legibility, freedom, and grace. If individuality is the antithesis of these\ncharacteristics, one need not be disturbed by the argument that Muscular Movement\nWriting lacks individuality. The demands of the social and economic world are for\nthe former rather than the latter. As well might we plead for individuality in\nSpelling and Arithmetic.\n\" Yet to the student of good penmanship there is ample opportunity for observing\nindividuality in Muscular Movement Writing just as the expert in Animal Husbandry\ncan see individuality in prize Jersey cows, which to the layman all look alike, simply\nbecause they all bear the same general characteristics of excellence.\n\" Regarding Individuality in Writing\u2014Mr. F. B. Courtney, the famous handwriting legal\nexpert and one of the best penmen in the world, says: ' Of the teeming millions on\nthe face of the globe, no two write alike any more than they talk or walk alike.'\n\" Pupils of the lower grades should learn one standard form of letter and learn to write\nit well, but in the Senior Grade and High School many optional forms sheuld be\npresented, from which the pupils can make their choice. They should then devote\nspecial attention to perfecting the form selected. These optional forms should be\nsuch as can be made quickly and rhythmically and should be simple in formation,\nwithout any unnecessary flourishes or tails.\"\ni 13 Geo. 5 Part III.\u2014Appendices. C 177\nEconomics and Civics.    (Time, 2 hours.)\n[Note.\u2014Answers should be brief and to the point, but \"Yes\" or \"No\" will not be accepted\nunless o reason is stated.]\nValue.\n10       !\u2022 From what sources do the following derive their revenues?\n(a.)  The Dominion Government.\n(6.)  The Province of British Columbia.\n(c.) The B.C. Municipalities.\n4       2.  (a.)  What is a Legislative Assembly?    What are Municipal By-laws?\n8 (b.) What departments of legislation and what branches of the Public Service are\ncontrolled by\u2014\n(i.)  The Dominion Government?\n(ii.)  The Provincial Government?\n10 3. Mention four industries for which British Columbia is particularly favored by\nNature. Which of these have been mostly responsible for our Provincial\nWealth? What would you consider the greatest \"potential\" wealth of this\nProvince, and what factor or factors of production are lacking for its\ndevelopment?\n16 4. What is understood by the \"Industrial Revolution\"? When and where did it take\nplace? Mention three persons and three inventions usually associated with it.\nWhat change in industrial method did the revolution bring about, and what\nwere the results of it?\nQ       5. Mention some of the advantages and disadvantages of the \" Division of Labour.\"\n4 Have you  observed any  difference in  your  High   School  instruction  as  compared\nwith your Public School Course that may illustrate the advantage or disadvantage\nof the principle of the division of labour?\n13 6. Distinguish between \" wealth \" and \" money.\" From an economic point of view, is\ntoo much money a bad thing? Comment upon the position of Russia to-day in\nthis respect. America has more gold to-day than any other country; does this\nhave any connection with the fact that prices are high in New York?\n12       7. Distinguish between (two only) :\u2014\n(ft.)  Productive and unproductive consumption.\n(5.) Price and value.\n(c.)  Protection and free-trade.\n(d.) Nominal and real wages.\n12       S.  (ft.)  Explain two of the following:\u2014\n(i.) The Law of Diminishing Returns,\n(ii.)  The Law of Supply and Demand,\n(iii.)  The Factors of Production.\n2 (b.) What effect would advertising have if demand was diminishing?\n4 Would  you  include  Business  Organization  and  Transportation  among  your\nfactors of production?   If not, what economic value would you assign to\nthem?\n12 C 178 Public Schools Report. 1922\nAccountancy Peactice.    (Time, 3 hours.)\n[Note to Pbesiding Examinee.\u2014Please provide candidates with Journal, Twenty-four Column\nSynoptic and Ledger paper.]\nValue.\n35       1. On May 1st George Brown and James Knowles formed a partnership, investing as\nfollows:\u2014\u25a0\nGeorge Brown, Merchandise, $13,500; Store Property, $8,000, on which there is\na mortgage of $4,000, with accrued interest on mortgage of $80; Note against\nH. B. Jones, $650, with accrued interest on note of $12.50; Note in favour of\nAdam Cook for $890, on which allow $6.45 discount for unexpired time to\nmaturity; Cash, $1,200.\nJames Knowles, Merchandise, $9,800; Note against R. Duncan for $750, with\naccrued interest on note of $18; Note in favour of H. T. Long for $560,\nwith interest due, $4.45; accounts against Williams & Co., $358; against\nJ. D. Graham for $685; against A. L. Wood for $525; Cash to make investment equal to Brown's.\nMay   1\u2014Banked all cash on hand except $65.\nMay   2.\u2014Sold A. J. Lamond merchandise, $1,758, terms 5% 10 days, net 30 days.\n' May   3\u2014Sold   A.   K.   Dodson   merchandise,   $9S7;    received   cash,   $365,   in   part\npayment.\nMay   4\u2014H. B. Jones paid his note and accrued interest on same, $12.S0.\nMay    5\u2014Paid off mortgage on Store Property by cheque; interest on mortgage, $81.50,\nMay    6\u2014Received payment by cheque from Williams & Co., also from J. D. Graham\nin full of account.    Deposited all cash and cheques on hand except $45; bank\ncharges on cheques, $1.05.    Cash sales, $245.20.\nMay    8\u2014Paid for office supplies, in cash, $15.75.\nMay   9\u2014Drew a draft at 15 days after date on A. L. Wood for the amount of his\naccount and deposited it in the bank, less 6 per cent, discount.\nMay 10\u2014A. J. Lamond paid for invoice of 2nd by cheque.    Deposited the cheque in\nthe bank; exchange, 60 cents.    Cash sales, $180.35.\nMay 11\u2014Sold  A.  R.  Lawton merchandise,  $2,450, on  his  note at  30  days.    Sold\nF. R. Banks merchandise, $534.80, terms net 60 days.    Sold R. W. Walls merchandise, $1,690, terms 5% 10 days, net 60 days.\nMay 12\u2014Paid our note in favour of Adam Cook by bank draft purchased by cheque;\nexchange, % per cent.   Bought of George Geddes merchandise, $985;   gave our\nnote at 30 days in payment.    Cash sales, $210.15.\nMay 13\u2014Bought of James Kilgour merchandise, $735, 5% ten days, net 60 days.\nMay 15\u2014Accepted draft dated May 15th, at 10 days after sight, for invoice of the\n13th last., drawn by James Kilgour in favour of the Merchants Bank.   Cash\nsales, $220.40.\nMake a record of the above transactions, using the following books :\u2014\n(ft.) A Synoptic Cash Journal, with columns for such accounts as you may deem\nnecessary.\n(&.)  Sales Book,\n(c.) Purchase Book.\n2. Make Journal entries to record to following transactions:\u2014\n5 (i.)   (o.) Received from Smith Bros., Kelowna, 400 boxes apples to be sold on\ntheir account and risk. Paid freight per cheque, $40; cartage with\ncash, $7.50.\n5 (&.)  Sold 397 boxes @ $3.25 to W. Adams.   Received in payment a sight draft\non J. Bruce for $350, a 30-day draft on M. Crawford for $225, our\nnote for $240 due in 63 days taken at a discount of $4.85; balance\nto remain on account. Balance of apples disposed of as useless.\nCartage, $2.50, paid in cash. 13 Geo. 5 Part III.\u2014Appendices. C 179\nValue.\n5 (c.)  Rendered Account Sales charging commission 3% ;   storage, $5, insurance,\n$2.25. Paid net proceeds by remitting J. Bruce's draft, M. Crawford's draft, draft on W. Adams to close account; balance to remain\non account.\n5 (ii.)   (ft.) The  Canada  Advertising  Company, Limited, ends its first year with a\nnet profit of $8,400. The directors declare a cash dividend of 6%,\nand a stock dividend of 10% on a paid-up capital of $40,000; $1,500\nis carried to Reserve and balance to Contingent Reserve account.\n5 (b.)  Adams  and Brown  are equal partners  with  the following Assets  and\nLiabilities : Cash in bank, $6,000 ; Mdse. inventory, $8,500 ; Notes on\nhand, $480; Notes outstanding, $980.\nThey incorporate their business as a limited company with a Capital\nStock of $25,000 and are joined by Cross taking 40 shares, Draper\ntaking 40 shares, and Edwards taking 30 shares. These three pay\n50% cash on allotment.\nOpen the books of the company.\n3. The following Trial Balance was taken from the books of The Milton Milling Co.,\nLimited, May 31st, 1921 :\u2014\nCapital Stock    $ 75,000 00\nSubscription $ 75,000 00           50,000 00\nPlant and Machinery    20,010 50\nLand and Buildings    30,475 25\nMortgage Payable    15,000 00\nBills Payable     16,410 90\nAccounts Payable     23,842 28\nStock on hand, May 31st, 1920   19,465 35\nBills Receivable    18,436 85\nAccounts Receivable    21,416 72\nCash on hand   546 10\nCash in Bank    9J71 00\nPurchases     52,715 40\nSales    '  109,48215\nDiscounts  on Purchases     250 65\nDiscounts on Sales     175 15\nFuel and Water   245 55\nSalaries and Office Expenses   2,486 25\nCommission     1,242 95\nWages     25,000 60\nInsurance     850 00\nFreight  Inwards     8,550 00\nBank Charges    185 28\nRepairs to Plant    66 48\nGeneral  Expenses     3,150 90\nLegal Expenses     45 65\nAuditor's  Fees     150 00\n$289,985 98       $289,985 98\nStock on hand, May 31st, 1921, is valued at $20,816.20;  Fuel on hand, $25.55;   Insurance unexpired, $150.   Provide for a possible loss of 3% on Accounts Receivable\nand Bills Receivable, and 7y2% depreciation on Plant and Machinery.\n5 (a.) Make proper Journal entries for the adjustments.\n30 (6 ) Prepare Trading account, Profit and Less account, and Balance Sheet.    Show\nthe account  form  of  the  Balance  Sheet  and  classify  your  Assets   and\nLiabilities.\n5 (c.)  Show proper Journal entries to close the Trading and Profit and Loss accounts. Siioethand Dictation.\n[Note to Peesidinq Examinee.\u2014Please provide candidates with plain white letter paper.]\n[Note.\u2014The Examiner will state the topic of each letter, and then read at the rate of one\nhundred and thirty words a minute. When all the dictation has been given, the candidates\nwill make, in proper form, either a typewritten or a pen and ink transcription of their notes.\nThe time taken by each candidate for making the transcription will be noted by the Presiding\nExaminer.    Both shorthand notes and transcription are to be handed in.]\nValue.\n20 1- Toronto, Ontario, May 5, 1922. Mr. John R. Blake, Kamloops, B.C. Dear Sir : It is\nvery gratifying to learn from your letter of the 23d inst. that your (32) enthusiasm for the magneto in our cars is unabated. We have noted the memoranda\nwhich you made regarding several tests of the magneto and we are glad that\neverything has proved perfectly satisfactory (65) and as we represented.\nWe have recently had a great deal of correspondence with automobile manufacturers\nthroughout the country, and all of them seem to be of the opinion that our\nmagneto (97) ts steadily growing in favour and promises soon to be in demand\nby every manufacturer of high class cars.    Yours very truly (119)-\n15 2. Regina, Sask., March 12, 1921. The Pacific Trunk and Baggage Company, Nanaimo,\nB.C. Gentlemen: I regret to inform you that the trunk which I purchased from\nyour local dealer, (32) E- Brown, June 4, 1919, has failed to live up to your\nfive-year guarantee. In fact, the trunk is now in such bad condition that I would\nnot risk it on (65) another journey.\nI must therefore request that in accordance with the terms of your guarantee you\nrefund the purchase price of twenty-six dollars.   Respectfully yours (91)-\n38 3. Victoria, B.C., October 19th, 1921. The Miller Advertising Agency, Winnipeg, Man.\nGentlemen: We have sent you under separate cover a number of the follow-up\nletters that we have (32) been writing prospective purchasers about an interest\nin our manufactory, which is located at Nelson, B.C. We find that these letters\nare having a pretty good effect, and they seem to have (65) helped us make a\nnumber of sales. Nevertheless, we feel that they are not worded just as they\nshould 'be, and that there is not the proper snap in them to make (97) them\nthe masterpieces that we should like.\nWe have to do most of our financing through the mail, and for this reason our letters\nmust 'be just as pulling as possible. They must (130) have snap and life in\nthem so that they will interest people in our project and show that there is\nmoney to be earned by those who will make the investment. Suppose (163) y\u00b0u\nget one of your most imaginative men to look over the letters and see if he can\nsuggest some spots where they might be brightened up a little.\nWe are enclosing a (195) cheque for $55.00 to cover your services rendered during\nthe past month. Let an invoice accompany your revision of the letters and we\nwill remit promptly.    Very truly yours (226)-\n27 4. Vancouver, B.C., July 24, 1921. William T. Robson, Esq., Calgary, Alberta. Dear\nMr. Robson: I wonder if you are still undecided about your stand in the matter\nof (32) ownership of public utilities by the municipality. We have recently\ncollected a great mass of data from various sources which gives the consensus of\nopinion with regard to this matter. This has all (65) been boiled down until\nit is not now so indigestible and we are giving you the benefit of it in the enclosed\nbooklet, which has just been published by the Board of (97) Trade of this city.\nYou will note from this that it is the undivided opinion of nearly all who have\nbeen consulted that municipal ownership of public utilities is practically faultless.\nWe do (130) not know that this circular will be of interest to you, but we are glad\nto accommodate you in every way possible, and we are passing it on for what\nit may (162) be worth.   Yours sincerely  (166)- 13 Geo. 5 Part III.\u2014Appendices. C 181\nLaws of Business.    (Time, 2 hours.)\n[Note.\u2014Answers should be brief and to the point, but \"Yes\" or \"No\" ivill not be accepted\nunless accompanied by a satisfactory reason.]\nValue.\n4 1. \u00ab(ft-) What is a contract? Is an oral contract binding? What other forms of\ncontract are there?\n4 (b.) Name the essential characteristics of a contract.\n4 (c.) What parties have no capacity to contract?\n2 (d.) Could you contract with an Indian who lived next door to you?\n4 2. (ft.) Without an order a grocer sends a crate of strawberries to Smith, who\nconsumes them. The next day Smith refuses to pay for them. Can the\ngrocer recover?\n4 (6.) Without an order a merchant sends an electric appliance to a lady, saying,\n\" Try it for ten days; if it is not returned then, I shall consider it sold.\"\nIt is not returned.   Can the merchant recover?\n4 (c.) A made an offer to B by mail.   B immediately mailed a letter of acceptance.\nThe postman delivered the letter of acceptance to the wrong address and\nA never received it.   Can B hold A bound by contract?\n4       3.  (ft.)  \"Misrepresentation   may   be   excused\u2014fraud   can   never   be.\"    Explain   the\ndifference.\n4 (b.) What is meant by \"a good title\"?   A man steals your watch and sells it to\nJones.   Is Jones an innocent holder for value?   What is your legal position?\n4 (c.) If A has a brass watch, and, knowing it to be 'brass, sells it to you as gold,\ncan yon recover your payment?   If you had given a note, which A endorsed\nover to X for value, would you have to pay the note?\n6       4.   (ft.)  What is a mortgage?   Does it differ from a lien?    Can you mortgage any kind\nof property other than real property?\n4 (6.)  A bought a piano under a lien agreement.    When he had paid half of the value\nhe sold the piano to B, and left the neighbourhood.    Can the Piano Company\nseize?    What remedy at law has B?\n6 (e.) What Act of Parliament gives a workman a lien on the product of his labour?\nExplain its operation.\n2        5.  (ft.)  What is the Bank Circulation Redemption Fund and how is it created?\n(6.) If a chartered bank becomes insolvent, what is your position under the following circumstances:\u2014\n2 (i.)  You have ten dollars on deposit in the bank.\n2 (ii.) You received ten one-dollar bills from them just before they closed.\n2 (iii.)  You received from them a ten-dollar bill printed and issued by the\nbank.\n2 (iv.) You have a cheque for ten dollars drawn on the bank by. Jones for\ngoods you sold him.\n6 6. (a.) Two partners agree to share profits and losses equally. Is their liability limited\nor unlimited? If their business becomes insolvent can their creditors attack\ntheir private means? What would be the position if one partner were\nwealthy while the other had no means outside the business?\n6 (b.) Is a shareholder of a \"limited\" company a partner?   What is his liability?\nWhat shareholders are subject to double liability? Under what circumstances is a tenant under double liability to his landlord? C 182 Public Schools Report. 1922\nValue.\n8 7. Under what Act does a book debt outlaw? Mention three provisions of the Act.\nWould a judge accept a ledger entry as proof of a debt? If not, what books\nwould prove the debt and the time?\n16 8. Show that you understand the following terms: Case Law; Power of Attorney;\nTorrens System ; Common Carriers; Executrix ; Intestacy; Succession Duties;\nGarnishee.\nAeithjMetic.    (Time, 2 hours.)\nB. General.\n[Note.\u2014The time allowance for Arithmetic, Third-year Course, Commercial, is 2y2 hours; after\nthe expiration of 30 minutes, answers to Section A (Rapid Calculation) will be collected,\nand Section B (General) will then be distributed to candidates.]\n[All questions are of equal value.]\n1. A and B formed a partnership on January 1st and agreed to divide gains and losses according\nto their average net investments. At first A put in $3,000 and B $2,500. On June 1st\nA put in $1,000 more and B $2,000. On September 1st A withdrew $1,500 and on November\n1st, B withdrew $1,000. For the remainder of the year their investments remained\nunchanged. The profit for the year was $2,540. How should this be divided between\nthem?\n2. A cone is 7 feet in diameter; its slant height is 50% feet.   Find (ft) the area of the lateral\nsurface, (6) its total surface.\n3. A commission merchant sold flour, and after deducting 3% for selling and 2% for buying,\ninvested the proceeds in apples at $1.25 a barrel. If his total commission was $485, how\nmany barrels of apples did he buy?\n4. The expense of constructing a railroad was $10,000,000, of which 50% was borrowed on\nmortgage at 6% and the remainder held in shares. What must be the average weekly\nreceipts to pay the shareholders 8%, the working expenses being 60% of the gross receipts?\n5. On a debt of $3,000 due in S months from May 1st the following payments were made:   July\n1st, $600; August 1st, $500; October 1st, $700. What is the equitable date for the\npayment of the balance?\n6. I imported from England 20 cases woollen goods, weighing 390 lb. each; tare 10%; invoiced\nat \u00a3410 per case.   What was the total duty at 44c. per pound and 60% ad valorem?\n7. I invested a sum of money in 7% stock at 78%, and having received a half-year's dividend,\nI sold out at 79%, paying %% brokerage on each transaction, and by so doing increased\nmy capital altogether $292.50.   How much money did I invest?\n8. A city borrowed $20,000 and agreed to pay 5% compound interest.   What sum must be set\napart at the close of each year as a sinking fund (at 5% compound) to pay the debt in\n12 years?    (1.05)12 = 1.79585. 13 Geo. 5 Part III.\u2014Appendices. C 183\nAeithmetic.    (Time, 30 minutes.)\nA. Rapid Calculation.\n[Note.\u2014The time allowance for Arithmetic, Third-year Course, Commercial, is 2% hours; after\nthe expiration of 30 minutes, answers to Section A (Rapid Calculation) will be collected,\nand Section B (General) tvill tlten be distributed to candidates. Candidates will complete\ntheir work on this sheet and hand it in; no other work is necessary.]\nValue.\n15        1. Add these sales and prove the work by finding the vertical and horizontal totals:\u2014\nTotal.\n$237.31        $126.92        $132.16      \t\n415.67 430.54 349.20\n213.48 362.80 425.41\n314.50 362.60 372.25\n246.52 312.56 405.30\n322.42 175.38 244.28\n13  2. Find, by cancellation, the value of\n72X210X95X60X42X39\n21X57X36X1365\n13       3. Find the amount of the following bill:\u2014\n54 yds. Print @ 21c\t\n27 yds. Print @ 32c\t\n48 yds. Cotton @ 24c\t\n95 yds. Cotton @ 15c\t\nTotal    '.\t\n15       4. When \u00a31 is worth $4.50 find the value, in Canadian currency, of \u00a3128 lis. 9d.\n10       5.  (ft.)  Multiply 157.271 by .025.\n(o.)  Divide .039 by .013.\n8       6. Find the cost of 1,875 lb. of Hay at $18.75 per ton.\n13       7. Find the net selling-price of goods listed at $585.75, less 20%, 10%, and 8%.\n13       8. Find the square root of 22420225. C 184 Public Schools Report. 1922\nThird-year Course, Technical.\nTrigonometey.    (Time, 2 hours.)\n[N.B.\u2014Trigonometrical tables are provided.]\nValue.\n10        1. (a.) Show that sin 2A +cos 2A=1.\n(b.) Find without reference to tables the values of: (i.) sin 45\u00b0.    (ii.) cos 150\u00b0.\n(iii.) the tangent of the obtuse angle whose sine is\u2014\u2014.\nv 10\n10        2. In every triangle ABC show that _ = \u2014 = -.\nsin A    sin B    sin C\n12 3. Prove that sin (A + B) = sin A cos B + cos A sin B when A, B, and A + B are\nacute angles.    Deduce sin (A - B) and sin 2B from the above formula.\n12 4.  From a point on a horizontal plane passing through the foot of a tower, the angles\nof elevation of the top and bottom of a flagstaff, 20 feet high, placed vertically at the summit of the tower are 51.2\u00b0 and 47.3\u00b0. Find the height of the\ntower.\n12 5. Find the angles correct to the nearest minute given by the following equations :\ncos A =.5572; sin B=_.3921; tan C= 1.8471; cosecD= 1.0029; log sec\nB= .1452; log cot F= 1.9953.\n16 6. One side of a triangle is 20 inches long and the opposite angle is 34\u00b0 42'; another\nside is 30.41 inches. Find the sides and angles of the two possible triangles\nand the area of the small one.\nn\n15        7. (a.) Show that cosec 0 - cot # = tan_.\n(b.) In any triangle ABC show that sin_ =   \u00bb \/ ' 1\u2014- 1 where 2s = a + b + c.\n(c.) Show, without the use of tab\n13        8. Find by logarithms the value of\nbe\n(c.) Show, without the use of tables, that 2 sin 64\u00b0 sin 26\u00b0 = cos 38\u00b0.\n25.3 sin 18\u00b0 27' sin 37\u00b0 8'\n201 cos 59\u00b0 11'\nPhysics.    (Time, 2 hours.)\n[All questions are of equal value.   Answer eight only.]\n1. What is sound?   What is the difference between noise and music?   How does sound reach\nthe brain?\n2. Describe any apparatus you have seen used to prove that sound travels in waves.\n3. Define, carefully and fully, the following terms:   Pitch, quality, loudness, sound-wave, siren,\nand reed.\n4. Write a short essay  (not more than 200 words) on musical pitch.   Illustrate your answer\nwith a sketch of any apparatus you have used to determine pitch.\n5. What is heat?   Give a short description of all the ways in which heat can be produced.\n6. It requires 902.2 calories of heat to warm 130 grams of paraffin oil from 0\u00b0 C. to 10\u00b0 C.\nWhat is the specific heat of paraffin ?\n7. Write  a  short description  of the making and graduation  of  a  mercurial thermometer.\nConvert 5\u00b0 F. to the Centigrade scale and 10\u00b0 C. to the Fahrenheit scale.\n8. Give a sketch and short description of the heating of houses by hot water.\n9. Why is grass green?   In answering write fully on colour as a sensation.\n10. Define the following terms:  Radiation, reflection, refraction, focus, conjugate foci, and angle\nof incidence.\n11. Why do automobiles use parabolic mirrors in their head-lights?    Sketch and write fully. 13 Geo. 5 Part III.\u2014Appendices. C 185\nElectricity.    (Time, 2 hours.)\n[All questions are of equal value.   Answer eight only.]\n1. What are magnetic lines of force?    Of what value to the  electrical  engineer  is  a  full\nknowledge of them? Write fully with reference to apparatus, such as dynamos, motors,\nand transformers.\n2. Modern electrical knowledge has been completely revolutionized by the introduction of the\nelectron theory. What is this theory? How does it assist us in our electrical work?\nWrite fully as to a person who has no knowledge of the theory.\n3. Sketch circuits to show the connections of the following instruments:   (ft) Voltmeter;  (b)\nammeter; (c) indicating wattmeter; and describe in detail the construction and use of\none of them.\n4. How would you proceed to obtain the characteristics of a shunt-wound generator?    Give\nevery detail.\n5. What is the combined resistance of 5 ohms, 15 ohms, and .05 ohm connected in parallel?\nDescribe in detail the instrument you would use for measuring these resistances.\n6. Give, in all the detail you can, a description of a compound-wound generator for 25 amperes\nat 100 volts pressure.\n7. What methods, units, and apparatus are used in measuring the candle-power of electric\nlamps?\n8. A 500-volt motor has an armature resistance of .2 ohm.    If 500 volts pressure is impressed\nacross it, what current would flow? If the armature is allowed to rotate to its full-load\nspeed the back e.m.f. of rotation is found to be 490 volts. What current will now\nflow through the armature?\n9. Define in your own words:   (a) Rotor; (6) field magnet; (c) interpole; (d) impressed e.m.f.;\n(e) root-mean-square; (f) sine curve.\n10. What is meant by a storage-battery?    What is stored?    How is one constructed?    What\nchemical reactions occur during charge and discharge?\n11. What do you mean by commutation?   In what machines is a commutator used?   What would\nbe the result if such a device were not used?\nMechanics.    (Time, 2 hours.)\n[All questions are of equal value.   Answer eight only.]\n1. Define the following terms as used in mechanics:    (a)  Moment;   (b)  friction;   (c)  pulley-\nblock; (d) torsion; (e) shear; and (f) compression and tension.\n2. Sketch and describe the micrometer screw-gauge.\n3. In a simple jib crane the vertical crane-post is 12 feet high; the jib is 19 feet 6 inches long\nand the tie-rod is 14 feet long. Find the forces on the jib and tie-rod when a weight\nof 5 tons is supported on the crane-head.\n4. A light rod (suppo-sed weightless) 11 feet long is supported at its extremities on two spring\nbalances. A weight of 2 pounds is hung 4 feet from one end. The readings on the\nbalances were .54 pound and 3.45 pounds respectively. Using this example, write a short\naccount of parallel forces.\n5. What is work?   In what unit is it measured?   Clearly distinguish between work and power.\nThrough what distance in feet must a force of 900 pounds move in order to perform\n100 inch-tons of work? C 186\nPublic Schools Report.\n1922\n6. Write a short account of the inclined plane as a machine, using the following terms in your\nanswer:  Height, base, angle of force, length of plane, and angle of friction.\n7. What do you understand by brake horse-power?   How is it measured?   Sketch and describe\nthe instrument generally used.\n8. Sketch and describe a square thread screw as used in a lathe lead screw.    (Answer valueless\nwithout sketches.)\n. 9. Write a short account (not more than 200 words) on the transmission of power by means\nof belts.\n10. A waterfall about 800 feet high is to be utilized for power purposes.   What form of water-\nwheel would be best adapted for this?   Show by careful description and sketches that\nyou understand why you have selected this particular wheel.\n11. Explain in detail any fine of the following:  Hooke's law, Pascal's law, Young's modulus.\nWoon and Metal Woek\u2014Theory.\nWoodwork.    (Time, iy2 hours.)\n[Answer the three questions.]\nValue.\n25 1. The plan of a verandah roof is given. It rises 3' 6\" and the eaves are level. Find\nthe true shape of surface S, the angle between S and U, and mark on your\ndevelopment the angle (or top bevel) for the rafter R.\nTdrooo to\n5cqIc    vf\ntitr 13 Geo. 5\nPart III.\u2014Appendices.\nC 187\nValue.\n18 2. The elevation and horizontal and vertical sections of a window finished with splayed\nwood linings is here given. The jambs are inclined to the face of the wall at\n60\u00b0 and the head at 45\u00b0. Obtain the true shape of the head A and of the\njambs B, C.\np^A    P&m\nTu>icc\nThe,\n7       3. The axes of an ellipse are 6\" and 3%\" long respectively.   Draw7 the curve by any\nmethod common to draughtsmen.    Find the area of the ellipse.\nMetal work.    (Time, lYa hours.)\n[Answer all questions.]\n20 !\u2022 M a taper of %\" is required on a piece of lathe-work 4\" long, and there was no taper\nattachment on the lathe, how much would you adjust the foot-stock in order to\ngraduate the taper correctly?\n10       2. Explain the terms pitch and lead in reference to screws.\n10 3. \"In soldering never allow a scale to form on the soldering copper.\" Explain this\nstatement as fully as possible and name some fluxes used in soldering.\n10       4- Why is carbon steel sometimes annealed?    Explain one or more processes. C 188\nPublic Schools Report.\n1922\nPractical Sheet-metal Work.    (Time, 1% hours.)\n1. The working drawings for the year should be placed in a folder and laid on your\nbench.    These will be collected and marks awarded.\n2. Problem:  Develop the pattern and make the cup illustrated below.    Diameter of top,\n4% inches; height, 3 inches.    Bottom to be burred and soldered;  top to be wired.\nValue.\n50\n50\nPractical Woodwoek.    (Time, 3 hours.)\n50       1- The working drawings for the year should be placed in a folder and laid on your\nbench.   These will he collected and marks awarded.\n50       2. Problem: The frame below is shown as an oblong.    Design its final shape and mortise\nand tenon the joints.\n<^r\n\/N\n\/4\n->\n1\n3\n10\n\/0\n\\r\nI 13 Geo. 5\nPart III.\u2014Appendices.\nC 189\np\no\n33\nte\n0)\nH\nCI\n^\nu.\n\u00ab\nCfi\noi\n\u00a3\nCD\noj\n<i\na\nM\nTi\nH\n-1\n'h2,\nP.\n3\nfe\nVi\nV^|C0\n^ ->\ne\nN<o\n*)[*\u25a0\n<*\nN*\n-\u00bb\ni\\\n\u00a7\n*fo\n|\u20ac-   *M*0| C 190 Public Schools Report. 1922\nDeaughting.    (Time, 2 hours.)\nValue.\n50        (a.) The drawings for the year should be placed in a folder and laid on your desk.\nThese will be collected and marks awarded.\n50        (o.)  Make a freehand sketch of the machine detail supplied and mark the measurements thereon.   From this sketch make a finished drawing.\n(Project:   Such machine parts as a lathe-dog, tool-post, or scribing-block to be\nused.)\nGeometey.    (Time, 2% hours.)\n\u00ab\n10 1. Prove that the diagonals of a rhombus bisect its angles and are perpendicular to one\nanother.\n10 2. Show that angles in the same segment of a circle are equal.\n11 3. A corner is sawn off a rectangular block.    Show that the triangular section so made\nis acute angled.\n11 4. Show how to draw a square (full size) equal in area to a rectangle whose sides are\n5% inches and 1% inches long respectively. All construction lines must be\nclearly shown.\n11 5. P is a point external to a given circle whose centre is C. With C as centre, describe\na circle with radius twice that of the given circle. With P as centre and PC as\nradius, describe a third circle cutting the second at Q. Join CQ cutting the\nfirst circle at R and prove PR is a tangent to the first circle.\n11 6. You are given a piece of tracing-paper with lines on it spaced a quarter of an inch\napart.   Make a drawing showing how you would use this to divide a line 5.2\ninches long into 7 equal parts.\n12 7. A rhombus has its sides 4 inches long and one angle is 48\u00b0.    Construct a similar\nrhombus whose area is % that of the given rhombus.\n12 8. Plot the locus of a point which moves so that it is always twice as far from a fixed\nline as it is from a fixed point. What is the locus? Take the fixed point 3 inches\nfrom the fixed line.\n12        9-  (ft-)  A regular tetrahedron has an edge 3 inches long.    Find by a scale drawing its\naltitude.\n(b.) Draw a circle to touch a given circle at a given point and to pass through a\ngiven point.   Prove your construction.\nChemistry.    (Time, 2 hours.)\n[All questions are of equal value.   Answer eight only.]\n1. How would you define Chemistry?    Of what  service  is  chemistry in the ordinary life\nexperience of a person who is not following the profession of a chemist?   How has\nchemistry added to the happiness of the world?\n2. 2NaOH-4-H,S04 =       .   Complete this equation and give the weights of the products if you\ncommence with 130.6 grams of 75 % H,S04.\n3. What volume of oxygen could be obtained at 20\u00b0 C. and 745 mm. pressure by the complete\ndecomposition of 61.25 grams of pure potassium chlorate?\n4. Carefully  and  fully  define  the  following  terms:   Acid, base, salt, radical, to neutralize.\nIllustrate your answer by examples. 13 Geo. 5\nPart III.\u2014Appendices.\nC 191\n5. What discoveries are associated with the following names:   Lavoisier, Dalton,  Priestley,\nScheele?   Describe one of these discoveries.\n6. How would you distinguish between:    (a)  Hydrogen and hydrogen chloride;   (b)  chlorine\nand sulphur dioxide;  (c) nitrogen and carbon dioxide?\n7. Describe in as full detail as you can the manufacture of Bessemer steel from iron ore.\nS. How is sulphuric acid manufactured?   Why is this the most important acid to th.e chemist?\n9. What is electrolysis?   Of what use is this process to the chemist?   Describe in detail the\nproduction of any one substance by this process.\n10. Chemistry became an exact science after the balance was introduced.    Justify this statement\nby showing what chemistry owes to this instrument.\nAtomic weights:   H = l, 0 = 16, S = 32, K = 39.1, CI = 35.5.\nValue.\n10\n12\n10\n16\nArithmetic and Algebra.    (Time, 2% hours.)\n[N.B.\u2014Logarithmic tables and graph paper are provided.]\n1. Evaluate by contracted multiplication and division\nsignificant figures.\n17.86x0.003742\n873.4x0.08017\"\ncorrect to 3\n2. The cost of electric light for a house varies as the product of the number of lamps\nalight and the time during which they are alight. If for 25 sixteen-candle\npower lamps alight for 212 hours the cost is $27, what is the cost for 17\nsimilar lamps alight for 150 hours?\n3. Factor the following expressions :\u2014\n(a.) xy2 + x2y.\n(6.) x8- 125.\n(c.)   3 tan2A + 7 tan A+ 2.'\n(d.) a2 + b2-c2 + 2ab.\n(e.)   xi-x3 + 2x2-x+l-\n12 4. Solve the equations :\u2014\n(a.)  _ + 2sc=4.\nX\n\/7     \\                   JU                              tju                      \u00a3j\n(6.) \u2014\u2014 - = -.\nX+ 1       33-1       X\n(c.)   x + y = 12, x2 + iy2 =\n= 909.\n5. When a factory is manufacturing Y yards of material per week, $ 0 is the total\nweekly cost of running the factory. What is the probable law connecting\nC and YI\nT\n8100\n6900\n4050\n1980\nC\n990\n835\n670\n490\nWhat is the cost per yard when Y = 5000 1 C 192\nPublic Schools Report.\n1922\nValue.\n16\n10\n14\n6. A series of soundings taken across a river channel is given by the following table ;\nx feet being distance from one shore and y feet the corresponding depth.\nDraw the section and find its area.\nX\n0\n10\n16\n23\n30\n38\n43\n50\n55\n60\n70\n75\n80\ny\n5\n10\n13\n14\n15\n16\n14\n12\n8\n6\n4\n3\n0\n7. (a.) Write down algebraically, using indices :\u2014\n\" x is multiplied by the fourth power of y and this product is subtracted\nfrom the square of x multiplied by the cube of y; the cube root of\nthe square of this difference is divided by the square root of the sum\nof x and y.\"\n1 2\n(&.) If >\/2 = 1.414 and J3 = 1.732 find the value of |\n+ 72    3-^3\n8. A pump plunger is cylindrical in shape. Its diameter is 3.75 inches and stroke\n6.25 inches. How many cubic feet of water are discharged at each stroke 1\nThe pump makes 73 working strokes per minute. How long will it take to\nempty a tank in the shape of a cylinder with hemispherical ends if the tank\nhas a diameter 5 feet and extreme length 10 feet?\nThird-year Course, Household Science.\nDeawing and Design.    (Time, 2 hours.)\n50       1- The drawings for the year should be placed in a folder and laid on your desk.    These\nwill be collected and marks awarded.\n50       2. Make a design for a braided border to run round the bottom of a dress,\nbutterfly motif and make the repeat pattern about 6\" by 4\".\nUse the 13 Geo. 5 Part III.\u2014Appendices. C 193\nPhysiology, Hygiene, and Home-ncesing.    (Time, 2 hours.)\nValue.\n4       1.   (ft.)  What general rules of health would you follow in order to perform your work\nefficiently?\n4 (b.) Write a note on what you think \"efficiency in every-day life\" should mean to\na high-school girl.\n6 2. Discuss one of the following:\u2014\u25a0\n(a.)  The effect of cigarette-smoking.\n(b.) The care of the teeth,\n(c.)  The value of singing.\n(\u00ab\".) The use of chewing-gum.\n(e.)  Bathing.\n7 3. Write on the location, general structure, and hygiene of one of the following:\u2014\n(ft.) Lungs.\n(I).) Arteries.\n(c.) Bones.\n(d.) Spinal nerves.\n(e.) Kidneys.\n(\/.) Liver.\n1 4.  (ft.)  Name three of the principal ductless glands in the body.\n4 (6.)  Write a note on one of them, giving its location, size, general structure, function,\nand the hygienic rules for maintaining it in health.\nHome Sanitation.\n10       1. Write on two of the following:\u2014\n(o.)  Refinishing pieces of wooden furniture.\n(b.) The best finishing for kitchen walls.\n(c.) The care of a refrigerator.-\n(d.) The care of enamel sinks.\n(e.)  Sink drain-hoards and their care.\n(\/.) The use of paper in kitchen-work.\n(g.) The care of a basement or cellar.\n2 2. Explain any two of the following :\u2014\n(ct)  Sink-trap;  (b) septic tank;  (c) sills;   (d) soil-pipe;   (e) house-drain.\nHome-nursing.\n6        1. Write on one of the following:\u2014\n(\u00ab.) The reaction of the body against disease and means that may be taken to\nassist such reaction.\n(&.) The preparation of a sick-room for a patient,\n(c.) The choice, use, and care of a clinical thermometer.\n(d.) How to deal with cuts, scalds, and burns on the hands.\n6       2. Under the headings general prevention,  symptoms, and treatment write on one of\nthe following:\u2014\n(o.) Tuberculosis of the lungs.\n(b.)   Common colds.\n(c.)  Adenoids.\n50       Marks for practical work in Home Management and Home-nursing.\n13 C 194 Public Schools Report. 1922\nDietetics.    (Time, 2 hours.)\nValue.\n3 1.   (ft.)  What does malnutrition mean?\n6 (&.)  What common errors are causes of malnutrition?\n4 (c.)  What help is height-weight standards in dealing with it?\n6 (d.)  If you found a child below or above the standard, what would you do?\n6        2. Discuss the use of tea and coffee in the diet of growing children.\n3. Discuss, under the following headings, the breakfast of a high-school girl:\u2014\n4 (\u00ab.)  A suitable menu.\n6 (b.) Weight or measurement of food consumed.\n4 (('\u2022)  General rules for service and eating.\n8        4. Discuss hurried meals as to meaning and their effect on health.\n12 5- Give approximate measurement of 100-calorie portions of the following foods:\nApples, white bread, chocolate, dates, bacon, carrots, eggs, corn-starch (raw),\nbeans (dried), butter, lard, corn-meal (raw).\n18        0. Discuss the use in diet of three of the following:\u2014\n(\u00ab.)  Whole milk.\n(b.)  Skim-milk.\n(c.) Butter-milk.\n(d.) Beef, mutton, pork.\n(e.)  White or whole-wheat yeast bread.\n(\/.)  Green vegetables.\n(g.)  Oatmeal porridge.\n(\/\/..)  Corn-flakes.\n18        7. Write a note on the present standards of two of the following in diet:\u2014\n(\u00ab.)  Protein.\n(b.)  Carbohydrates.\n(C.)  Water.\n(d.) Mineral salts,\n(e.)  Vitamines.\n3        S.   (\u00ab.)  Write a list of six dishes you would serve a patient on fluid diet.\n2 (b.)  How often should a patient on fluid diet receive nourishment?\nCookery'\u2014Theory'.    (Time, 2 hours.)\n4       1. Give in full your method of selecting and canning one of the following:\u2014\n(ft.) A crate of peaches.\n(6.)  A gallon of green peas,\n(c.)  A 20-lb. pumpkin.\n(d.)  A crate of cherries.\n(e.)  A crate of strawberries.\n9       2. Make a list of ingredients and quantities for three of the following:\u2014\n(ft.) One cup sauce for cauliflower.\n(6.)  One cup plain sweet baked custard,\n(c.)  One cup custard sauce thickened partly with corn-starch. 13 Geo. 5 Part III.\u2014Appendices. C 195\nValue.\n(d.) A one-egg omelet,\n(e.)  One cup chocolate corn-starch mould.\n(\/.)  Raw rice to produce 1 cup cooked rice.\n(g.) Tapioca to 1 cup milk in tapioca cream.\n9       3. Give your method and a comprehensive reason for its use in three of the following:\u2014\n(ft.)  Baking custards.\n(6.)  Baking meringues,\n(c.)  Cooking cheese.\n(d.)  Cooking tapioca,\n(e.)  Cooking eggs in the shell.\n(\/.) Using junket tablet.\n(g.) Roasting beef.\n(h.)  Using water in cooking strong-juiced vegetables.\n3 4.  (ft.)  Name the important points in making over meat dishes.\n2 (6.)  Name six dishes you could prepare from meat scraps.\n1 (c.)  How would you guard against dumplings being soggy?\n9       5. How long should each of the following be cooked :\u2014\n(ft) A 4-lb. beef tongue; (b) lamb chops, three-quarters of an inch thick;\n(c) pumpkin pies; (d) plain boiled rice; (e) spinach; (\/) cabbage;\n(g) baked potatoes; (h) 1-lb. loaves of bread; (i) dumplings; (j) tea\nbiscuits; (7c) cookies; (1) 4-lb. shank for soup stock; (m) oatmeal porridge;\n(n) 3-lb. fruit cake; (o) 6 lb. sirloin of beef; (p) 6 lb. sirloin of pork;\n(q) gems?\n4 0- Write a recipe in full for one of the following :\u2014\n(o.) One pint cream of tomato soup.\n(b.) Four 1-lb. loaves of bread.\n(c.) One pint beef tea.\n(d.) One pint cream of corn soup.\n9       7. Give comprehensive reasons for three of the following:\u2014\n(ft.)  Adding cream of tartar to granulated sugar syrup for candy.\n(6.) Adding baking-soda to tomato-juice in making cream of tomato soup.\n(c.)  Using 1  teaspoon  baking-soda  to  2  teaspoons  cream  of  tartar  to  lighten\nflour mixtures.\n(<?.)   Stewing just above simmering a tough cut of meat instead of boiling it or\nroasting it.\n(e.)  Cooking starchy materials till every grain is thoroughly cooked.\n50       Marks for practical work. C 196 Public Schools Report. 1922\nDressmaking and Millinery.    (Time, 2 hours.)\nTextiles.\nValue.\n4 1. Discuss the properties of one of the following textile fibres which make it so important\nin the manufacture of textiles for clothing:\u2014\u25a0\n(ft.)  Cotton.\n(b.) Linen,\n(c.)  Wool.\n(\u00ab\\)  Silk.\n5 2. Give the names of three silk fabrics or of three woollen  fabrics  suitable for an\nafternoon dress and give reasons for your choice.\n7 3. Name three weaves in textile manufacture and explain the advantages and dis\nadvantages of each.\n9       4. Discuss, under the following headings, the adulterations in silk or woollen fabrics :\u2014\n(a.)  Use of other fibres.\n(b.)  Surface finishings.\n(c.)  Weighting.\nDressmaking.\n4       1. Of what value to a high-school girl is a knowledge of drafting?\n6 2. Explain fully how a sleeve should be applied and stitched into the arm-hole of a\nwaist.\nMillinery.\n8 1. What difficulties are usually encountered in the following:\u2014\n(o.) Making of wire frame.\n(b.) Covering of frame,\n(c.) Trimming.\n(d.) Lining.\n7 2. Discuss the advantages:   (a) Of making a hat;  (b) of buying it ready-made.\n50       Marks for practical work.\nChemistry'.    (Time, 2 hours.)\n10       1. To what class of inorganic substances are alcohols and esters respectively most\nclosely allied?   Write equations which serve to indicate this relationship.\n20       2.  (ft.)  What are fats and soaps respectively, from a chemical point of view?\n(b.) How is soap made?   If common salt is added at some stage in the process,\nexplain its purpose,\n(c.) Mention three detergents often added to soap, and tell how to test for each.\n14 3. What is combustion? What substances are formed when a compound of carbon and\nhydrogen burns in a free supply of air? Give experiments to show the presence\nof these combustion products.\nlg 4. Discuss the different kinds of liquid fuels, pointing out the relative merits and\ndemerits of each as a household fuel.\n14 5- What is the law of definite proportions? The atomic theory? Show in what way this\ntheory accounts for the law of definite proportions. 13 Geo. 5 Part III.\u2014Appendices. C 197\nValue.\n16       6. What common purpose is served by both bluing and bleaching?    Mention three\nimportant bleaching agents, and point out the advantages and disadvantages of\neach.\n10       7. (o.) Name the substances indicated by the formula*-:   KNO,, Cu,0, C,H,04, FeS04,\nHgCl.\n(6.)  Give   the  formula   for   each   of   the   following:    Ferric  sulphate,   aluminium\nhydroxide, sulphurous acid, sodium bicarbonate, ferric chloride.\nvictoria, B.C. :\nPrinted by William H.  Ctllin, Printer to the King's Most  Excellent Majesty.\n1922.","attrs":{"lang":"en","ns":"http:\/\/www.w3.org\/2009\/08\/skos-reference\/skos.html#note","classmap":"oc:AnnotationContainer"},"iri":"http:\/\/www.w3.org\/2009\/08\/skos-reference\/skos.html#note","explain":"Simple Knowledge Organisation System; Notes are used to provide information relating to SKOS concepts. 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Pages C_1 to C77 is PART I. PUBLIC SCHOOLS REPORT; Pages C1 to C102 is PART II. STATISTICAL RETURNS; Pages C103 to C197 is PART III. APPENDICES.","attrs":{"lang":"en","ns":"http:\/\/www.w3.org\/2009\/08\/skos-reference\/skos.html#note","classmap":"skos:Concept","property":"skos:note"},"iri":"http:\/\/www.w3.org\/2009\/08\/skos-reference\/skos.html#note","explain":"Simple Knowledge Organisation System; Notes are used to provide information relating to SKOS concepts. There is no restriction on the nature of this information, e.g., it could be plain text, hypertext, or an image; it could be a definition, information about the scope of a concept, editorial information, or any other type of information."}],"Provider":[{"label":"Provider","value":"Vancouver : University of British Columbia Library","attrs":{"lang":"en","ns":"http:\/\/www.europeana.eu\/schemas\/edm\/provider","classmap":"ore:Aggregation","property":"edm:provider"},"iri":"http:\/\/www.europeana.eu\/schemas\/edm\/provider","explain":"A Europeana Data Model Property; The name or identifier of the organization who delivers data directly to an aggregation service (e.g. Europeana)"}],"Publisher":[{"label":"Publisher","value":"Victoria, BC : Government Printer","attrs":{"lang":"en","ns":"http:\/\/purl.org\/dc\/terms\/publisher","classmap":"dpla:SourceResource","property":"dcterms:publisher"},"iri":"http:\/\/purl.org\/dc\/terms\/publisher","explain":"A Dublin Core Terms Property; An entity responsible for making the resource available.; Examples of a Publisher include a person, an organization, or a service."}],"Rights":[{"label":"Rights","value":"Images provided for research and reference use only. For permission to publish, copy or otherwise distribute these images please contact the Legislative Library of British Columbia","attrs":{"lang":"en","ns":"http:\/\/purl.org\/dc\/terms\/rights","classmap":"edm:WebResource","property":"dcterms:rights"},"iri":"http:\/\/purl.org\/dc\/terms\/rights","explain":"A Dublin Core Terms Property; Information about rights held in and over the resource.; Typically, rights information includes a statement about various property rights associated with the resource, including intellectual property rights."}],"SortDate":[{"label":"Sort Date","value":"1922-12-31 AD","attrs":{"lang":"en","ns":"http:\/\/purl.org\/dc\/elements\/1.1\/date","classmap":"dpla:SourceResource"},"iri":"http:\/\/purl.org\/dc\/elements\/1.1\/date","explain":"A Dublin Core Elements Property; A point or period of time associated with an event in the lifecycle of the resource.; Date may be used to express temporal information at any level of granularity. 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Library. Sessional Papers of the Province of British Columbia","attrs":{"lang":"en","ns":"http:\/\/purl.org\/dc\/terms\/source","classmap":"oc:SourceResource","property":"dcterms:source"},"iri":"http:\/\/purl.org\/dc\/terms\/source","explain":"A Dublin Core Terms Property; A related resource from which the described resource is derived.; The described resource may be derived from the related resource in whole or in part. Recommended best practice is to identify the related resource by means of a string conforming to a formal identification system."}],"Title":[{"label":"Title ","value":"FIFTY-FIRST ANNUAL REPORT OF THE PUBLIC SCHOOLS OF THE PROVINCE OF BRITISH COLUMBIA 1921-22 BY THE SUPERINTENDENT OF EDUCATION WITH APPENDICES [PART III. APPENDICES]","attrs":{"lang":"en","ns":"http:\/\/purl.org\/dc\/terms\/title","classmap":"dpla:SourceResource","property":"dcterms:title"},"iri":"http:\/\/purl.org\/dc\/terms\/title","explain":"A Dublin Core Terms Property; The name given to the resource."}],"Type":[{"label":"Type","value":"Text","attrs":{"lang":"en","ns":"http:\/\/purl.org\/dc\/terms\/type","classmap":"dpla:SourceResource","property":"dcterms:type"},"iri":"http:\/\/purl.org\/dc\/terms\/type","explain":"A Dublin Core Terms Property; The nature or genre of the resource.; Recommended best practice is to use a controlled vocabulary such as the DCMI Type Vocabulary [DCMITYPE]. To describe the file format, physical medium, or dimensions of the resource, use the Format element."}],"Translation":[{"property":"Translation","language":"en","label":"Translation","value":""}]}