"4538a889-1667-4d5d-bff4-c37200f5eea1"@en . "CONTENTdm"@en . "PART III. APPENDICES."@en . "http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=1198198"@en . "Sessional Papers of the Province of British Columbia"@en . "British Columbia. Legislative Assembly"@en . "2016-04-18"@en . "[1931]"@en . "https://open.library.ubc.ca/collections/bcsessional/items/1.0300531/source.json"@en . "application/pdf"@en . " PART III.\u00E2\u0080\u0094APPENDICES.\nQ 125\nAPPENDIX A.\nHIGH SCHOOL ENTRANCE EXAMINATION, JUNE, 1930.\nThe High School Entrance Examination was held on June 24th, 25th, and 26th at 191 centres\nthroughout the Province.\nUnder the regulations of the Department, pupils attending a public school in a district\nwhere a high school or a superior school is in operation are promoted on the recommendation\nof a committee composed of the Principal of the school, the Principal of the high school or\nsuperior school, and the Provincial Inspector of Schools.\nThe number of pupils who were successful in obtaining certificates follows:\u00E2\u0080\u0094\nOn recommendation 4,365\nOn examination 1,266\nTotal 5,631\nAmy MacDonald, a pupil of the Granby Bay Public School, had the honour of leading the\nProvince with an aggregate mark of 543 out of a possible 600.\nThe names of the winners of His Excellency the Governor-General's bronze medals are:\u00E2\u0080\u0094\nDistrict.\nName.\nSchool.\nMarks\nobtained.\nNo. 1\n539\nNo. 2\n507\nNo. 3\nBarbara L'Estourgen Salisbury\t\n526\nNo. 4\n523\nNo. 5\nFrank J. Ling\t\n517\nNo. 6\n516\nNo. 7\nMargaret May Miller\t\nFrances Marion Moran\t\n524\nNo 8\n523\nNo. 9\n504\nNo 10\n543\nHIGH SCHOOL EXAMINATIONS, 1930.\nThe following are the results of the examinations held in June in the various high schools\nand superior schools throughout the Province :\u00E2\u0080\u0094\nNo. of\nCandidates.\nNo. passed\nin all\nSubjects.\nNo. granted\nSupple-\nmentals.\nNo. granted\nPartial\nStanding.\nGrade IX\t\nGrade X\t\nGrade XI. (Normal Entrance)\t\nGrade XI. (Junior Matriculation)\t\nGrade XI. (Normal Entrance and Junior Matriculation)\nGrade XII\t\nThird-year Commercial\t\nThird-year Home Economics\t\nThird-year Technical\t\nTotals\t\n511*\n376*\n233\n2,451\n86\n626\n193\n50\n100\n4,626\n233\n138\n73\n1,093\n44\n154\n146\n4\n30\n1,915\n120\n103\n69\n603\n26\n136\n20\n13\n4S\n1,140\n115\n84\n90\n717\n10\n324\n1,429\n\"Under the regulations of the Council ot Public Instruction, the teachers of high schools have the\nright to determine promotion in Grades IX. and X. As a result, the number of candidates sitting for\nexamination in these two grades is comparatively small. A student who is granted standing in four or\nmore subjects on the June Examinations, and satisfies his principal by oral or written examination before\nthe opening of school in September that he has gained a fair standard of proficiency in the subjects in\nwhich he failed in June, may be promoted by the principal to the next grade without further Departmental\nExamination. Q 126\nPUBLIC SCHOOLS REPORT, 1929-30.\nThe following summary shows the average mark obtained in each paper at the June Examinations by Junior and Senior Matriculation candidates:\u00E2\u0080\u0094\nAvEitAGE Make.\nSubject.\nJunior\nMatriculation.\nSenior\nMatriculation.\nEnglish Composition\t\n5S.9\n57.5\n57.8\n56.5\n47.4\n49.9\n57.7\n49.2\n64.5\n56.4\n67.8\n60.3\n62.7\n60.5\n48.9\n57.9\nHistory\t\n59.8\n54.7\n51.4\n53.8\n45.2\n51.9\n62.4\n94.0\n61.8\n58.8\n67.5\n54.1\n45.0\nHis Excellency the Governor-General's silver medals which are awarded annually to the\nfive leading Junior Matriculation students were won this year by the following:\u00E2\u0080\u0094\nName.\nHigh School.\nPercentage.\nEthel Naomi Davis\t\nJohn Edward Lipson\t\nKathleen Marjorie Baker...\nPercy Philip Saltzman\t\nAnthony Leycester Hunter\nJohn Oliver, Vancouver-\nKing Edward, Vancouver.\nVictoria High \t\nKing George, Vancouver...\nMagee, Vancouver\t\n89.5\n89.0\n88.2\n87.8\n87.2\nThe Royal Institution Scholarships awarded annually by the University of British Columbia\nto the student obtaining the highest marks in the Junior Matriculation Examination, and to the\nsix other students who lead in their respective districts, were won by the following:\u00E2\u0080\u0094\nName.\nHigh School.\nPercentage.\nScholarship.\nJohn Oliver, Vancouver\t\nVictoria\t\n89.5\n88.2\n85.6\n89.0\n88.4\n80.3\n79.1\n$150\n100\n100\n100\nSt. Clare School for Girls, Vancouver\nArmstrong\t\nCranbrook....\t\n100\n100\n100\nSheila Joyce McKinnon, Kitsilano High School, Vancouver, was the winner of the Royal\nInstitution Scholarship of $150 which is awarded annually by the University of British Columbia\non the results of the Senior Matriculation Examination. Miss McKinnon obtained 827 marks\nout a possible 1,000. PART III.\u00E2\u0080\u0094APPENDICES.\nQ 127\nAPPENDIX B.\nHIGH SCHOOL ENTRANCE EXAMINATION, JUNE, 1930.\nAbithmetic.\nPast I. (Time, 1 hour.)\n[Note.\u00E2\u0080\u0094The questions in Part I. can tie solved mentally, tut candidates who find any of the\nproblems too difficult to perform mentally may work them out with pen and ink in the space\nleft at the bottom of the page. The answer to each question must be placed on the blank to\nthe right of the question.]\n[All fractional parts of answers must be given in their lowest terms.]\nAnswer. Value.\n1. Write:\u00E2\u0080\u0094\n(a.) Thirty million, eighty thousand, six, in figures. 1\n(6.) 787070 in words\t\n 1\n(c.) DCCLXXIX. in figures. 1\n2. (a.) %+8+2%= 1\n(&.), 14-47,== 1\n(c.) 3%x%xexy7= 1\n(d.) 3%-\u00C2\u00AB-7= 1\n3. (a.) .06X10= 1\n(5.) .06x.l== 1\n(a) .06X.01= 1\n(cl) .06^-10= 1\n(e.) .06h-.1= 1\n(/.) .06-f-.01 = .- 1\n4. Express:\u00E2\u0080\u0094\n(a.) .375 as a common fraction. j[\n(b.) .375 as a percentage. J_\n(c.) % as a decimal fraction. -^\n(d.) % as a percentage. \\n(e.) ,4% as a common fraction. \\n(/\u00E2\u0080\u00A2) Vi% as a decimal fraction. \\n(g.) 2% as a percentage. \\n5. A car goes 660 feet in 10 seconds. What is its rate in miles\nper hour? ^.\n6. The roof of a shed is 30 feet long by 18 feet wide. Find the cost\nof painting it at 15 cents per square yard. 3\n7. A square field is 80 rods long. In how many minutes can a man\nwalking at the rate of 4 miles per hour walk once around it? 3\n8. What will it cost at 75 cents a yard to build a fence around a\ncircular pond having a diameter 28 feet? 3\n9. A pile of cordwood is 16 yards long, 6 feet high, and 4 feet wide.\nWhat is its value at $10 per cord? 3 Q 128 PUBLIC SCHOOLS REPORT, 1929-30.\nAnswer. Value.\n10. Find the simple interest on $330 for 10 months at 6% per annum 3\n11. If a boy sells rabbits at 75-cents each he gains y\u00C2\u00B1 of the cost.\nHow many rabbits would he need to sell to gain $6? 4\n12. A car was sold for $1,000 less three successive discounts of 20%,\n10%, 5%. What was the net price? 4\n13. What will it cost to cover a 5-inch cube with a layer of gold at\n50 cents per square inch? 3\nPart II. (Time, iy2 hours.)\n[AH work must be shown. One of the marks assigned to each problem will be given\nfor orderly arrangement.]\nValue.\n8 1. At $1.20 a rod it costs $288 to fence a square field. What will it cost to plough the\nfield at $3.60 per acre?\n8 2. In a certain town is a hill half a mile long, and the street ascending the hill has a\n4y2-foot sidewalk on each side, which requires sanding after sleet-storms. If the\nsand be spread .1 inch deep, how many cubic feet of sand will be needed for each\nsanding of the sidewalks?\n10 3. A Canadian merchant buys 3,000 pairs of gloves in France at $1 per pair, pays\nfreight and insurance totalling $60, an ad valorem duty of 5% and a specific duty\nof 18c. per pair. He sells the gloves so as to gain 20% of their gross cost. Find\nthe selling-price per pair.\n8 4. A building costing $20,000 is insured by its owner for 60% of its cost at 1,4% of face\nof policy.\n(a.) Find the premium he had to pay.\n(&.) If the building, whjle insured, is totally destroyed by fire, how much has the\nowner saved by insuring?\n8 5- On June 1st, 1929, I bought a new motor-car for $1,450, paying 40% of its cost in\ncash, turning in my old car at $350, and giving my note at 4 months at 6% per\nannum for the balance.\n(a.) When will I have to pay the note?\n(6.) How much must I pay to redeem it?\n8 6. A commission merchant sold some fruit for his employer. He retained 2y2% commission, paid $2.54 for freight charges, $1.36 for storage, and remitted $347.10 to\nhis employer. For how much did the agent sell the fruit?\nCanadian History. (Time, 2y2 hours.)\n29 1- IB eacn blank fill in the word or words necessary to make the statement complete:\u00E2\u0080\u0094\nCaptain James Cook, in search of the , sailed\nup the west coast of America and landed at\t\nin the year Whilst refitting his vessels, his sailors exchanged\ntrinkets with the Indians for valuable Within a few\nyears an immense trade sprang up on this coast, but the right of the British\nto engage in trade was disputed by the , who,\nin 1789, seized the land and vessels of ,\nwho had established a trading-post on the coast. Later, when the dispute\nwas settled, was sent out from\nEngland to accomplish the formal repossession of the trading-post. About PART III.\u00E2\u0080\u0094APPENDICES. Q 129\nValue.\nthis time bitter rivalry between the Hudson's Bay Company and its strongest\ncompetitor, the Company,\nresulted in extensive exploration in Western Canada. A partner in the latter\nCompany, named , was the first white\nman to cross the^ Rocky Mountains and reach the Pacific Ocean. He accomplished this task in the year Later, Simon Fraser built at\n the first permanent abode of\ncivilized man in British Columbia. Another partner, David Thompson,\nexplored the main stream of the River. In 1821\nthese rival companies were united, the first Governor of the united company\nbeing A strong man was needed\nby the Company in the West and\t\nwas chosen. In 1830 he established his headquarters at\t\n , on the north bank of the Columbia\nRiver. Fearing that this territory would soon become the property of the\n , the Hudson's Bay\nCompany determined to select a new site for its principal fort on the Pacific;\ntherefore, in 1843, under the direction of the chief trader, whose name was\n , there was built Fort\n on Vancouver Island.\nAfter the settlement of the boundary question between the two countries by the\nOregon Treaty in the year a colony was formed on Vancouver\nIsland, of which the first governor was\t\nThe discovery of gold on the Mainland of British Columbia in the year\n caused a great rush of miners to the\t\nRiver. The Mainland was then created a colony, with\t\n as the capital. To give easier access to\nthe rich goldfields of the Cariboo, the Road\nwas constructed. Law in the mining camps was strictly maintained by\n , the Chief Justice of the Colony.\nIn 1866 the two colonies were united under the name of\t\n , and by proclamation of Governor\nSeymour, the city of was named the capital.\nBy the terms of its union with the other Provinces, British Columbia was\npromised a railway to connect it with the Eastern Provinces. After considerable delay the Railway\nwas completed to the Coast in the year\t\n17 2. In each blank fill in the word or words necessary to make the statement complete:\u00E2\u0080\u0094\nBy a treaty known as the\t\nFrance in the year gave up to Britain all claim to Canada.\nImmediately it became necessary to provide some form of government for\nthe new Colony. From 1760 to 1763 military rule was in force. This was\nsuperseded by Civil Government set up by the Royal Proclamation of 1763.\nThe form of government provided did not satisfy the settlers. In an effort\nto bring about conditions that would satisfy both the French and the English\nsettlers, the Parliament of ,\nin the year 1774, acting on the advice of the Governor, Sir Guy Carleton,\npassed an Act known as the\t\nBy this Act civil cases were to be tried in the courts by\t\nlaw, while criminal cases were to be tried by law.\nAn Assembly was not granted, but a\t\nwas created to assist the Governor in law-making.\nIn 1783 by a treaty known as the Great\nBritain acknowledged the independence of the\t\n Many of the American colonists were, from the\nfirst, opposed to the rebellion and after the war was over emigrated to\n9 Canada, where they were known as the..\nThese new settlers believed that the people should have a voice in the making\nof the laws and the levying of taxes. Thus came about a strong demand for\n..Government. In 1791, to meet this demand,\nthe was passed. By this\nAct, the old province was divided into two provinces under the names of\nand\nThe Government of each province was to consist of a Governor, appointed\nby and representing the : , and a parliament\nor legislature composed of two houses, a....'\t\nappointed for life and a elected\nby the people for a term of four years. In addition there was in each\nProvince an Executive Council appointed by the Crown.\nThe real government of the country was carried on by a group of individuals,\nall of whom were appointed and were in no way responsible to the people's\nelected representatives in the Assembly. This group, known in both provinces as the , was opposed by\nreformers who sought Government.\nRebellions occurred in both provinces in the years and\n , and, as a result, the British Government sent out\n as Governor and asked him to\nreport on political conditions. In his report he recommended the union of\nthe two provinces and the establishment of\t\nGovernment. In the year 1840 his recommendation was adopted and the\nBritish Parliament passed an Act known as the\t\nDue to differences in race, religion, and population, the Act of 1840, in time,\nproved unsatisfactory. In 1864 conferences were held at\t\nand to discuss a federal union of all\nprovinces. A number of Irishmen in the United States, hostile to Britain\nand known as , invaded Canada. This\nmade the people realize the necessity for union. By royal proclamation on\nJuly 1st in the year an Act known as the\t\n came into effect and the four\nprovinces of , ,\n , and\t\nwere united into the Dominion of Canada. British Columbia joined the\nunion in the year\t\n(J 3. Give in the spaces provided two matters over which each Government exercises\nauthority:\u00E2\u0080\u0094\nThe Dominion or Federal Government:\n(1) \t\n(2.) \t\nThe Provincial Government:\n(1.) \t\n(2.) \t\nThe Municipal Government :\n(1.) \t\n(2.) \t\n12 4. The following names have a place in Canadian History. Mention one important\nevent with which each name is connected:\u00E2\u0080\u0094\u00E2\u0080\u00A2\nJoseph Howe\nLord Elgin .... r\nPART III.\u00E2\u0080\u0094APPENDICES.\nQ 131\nValue.\nHenry Hudson ..\nEgerton Ryerson \t\nLaura Secord \t\nSir Arthur Currie\t\nThe following events in Canadian History are described in your text-book. Name\none important individual that was connected with each:\u00E2\u0080\u0094\nRed River Rebellion \t\nSeven Years' War\t\nRebellion of 1837-38 \t\nThe Battle of Queenston Heights\t\nThe Selection of Ottawa as Capital\t\n8 5. Define the following terms (a formal definition is not required) :\u00E2\u0080\u0094\nTreaty -\t\nCensus \t\nFederal union \t\nRepresentation by population \t\n10 6. In the early history of Canada the Indians have an important place. Write as fully\nas you can about the part that was played by either of the two famous Indian\nchiefs, Pontiac or Tecumseh.\n18 7. In referring to the United Empire Loyalists, your History states, \" Nothing remained\nfor them but either tp return to Great Britain or to seek new homes in the forests\nof the north under the old flag.\"\nWrite an essay on the United Empire Loyalists under the following heads:\u00E2\u0080\u0094\n(1.) Location of their Settlements in Canada.\n(2.) Government Assistance.\n(3.) Life in early Loyalist Settlements.\nDrawing. (Time, 21/i hours.)\n[Candidates should be allowed 15 minutes to select the examples called for in question 1. The\ndrawing books and portfolios should be collected at the end of that time and should be\nreturned to the candidates when the examination in the subject is completed.]\n18 i- Select and hand in from drawings done by you during the year an example of each\nof the following:\u00E2\u0080\u0094\n(1.) A drawing of a spray of leaves, finished in pencil, pen, or colour.\n(2.) A drawing of a border or band design in colour.\n(3.) A drawing of some common object in pencil, pen, or crayon.\n2(5 2. Draw a rectangle 4\" by 6\" to represent a book-cover. Letter therein the following\ntitle, making the capital letters about xk\" high and the small letters of corresponding size:\u00E2\u0080\u0094\nGeography\nNotes on Africa\u00E2\u0080\u0094by William Smith\n1930.\n28 3- In a 4%\" square, draw a butterfly decoration similar to the copy shown below.\nChanges may be made in the forms of the wings and also in proportions. Attention should be given to the making of good curves and to the construction\ngenerally. Q 132\nPUBLIC SCHOOLS REPORT, 1929-30.\nValue.\n28 4. Make a pencil outline drawing of the photograph shown below to fill a rectangle\n4y2\" by 6\". PART III.\u00E2\u0080\u0094APPENDICES. Q 133\nEnglish Composition. (Time, 2y2 hours.)\nValue.\n10 1. Combine each group of sentences into one sentence:\u00E2\u0080\u0094\n(a.) My friend, Sir Roger, is a good Churchman. He has beautified the inside\nof his Church with several texts. He chose these texts himself.\n(6.) Many beggars squatted on the stair leading to the Norman dining-hall.\nThis dining-hall was usually on an upper floor. The beggars sometimes\ngrew so insolent that ushers had to be posted outside to beat back the\nnoisy throng. The ushers were armed with rods.\n13 2. Compose sentences (one sentence for each word) to illustrate the correct use of the\nfollowing:\u00E2\u0080\u0094\nCounsel, council; core, corps; currant, current; stationary, stationery; steak,\nstake; principal, principle.\n12 3. Write in their appropriate places in the blanks the words that are given on the\nleft-hand side of each sentence:\u00E2\u0080\u0094\nvain AVe do not blame a man who is of his success so\nproud\nmuch as one who is of his learning.\nlove It has been wisely said that we may a friend\nlike\nthough we do not his faults.\nold Most of my friends are still young men; but I\naged\nhave lately become acquainted with a very man.\nold His library contains many editions of the\nancient\n classical writers.\ncure He has tried nearly every in existence;\nremedy\nbut no has yet been effected.\ninvention We speak of the of a new planet or\ndiscovery\nisland but of the of a new machine.\n12 4. Rewrite the following, supplying the necessary capital letters and punctuation-\nmarks :\u00E2\u0080\u0094\n(a.) a hubert a hubert shouted the populace more interested in a known person\nthan in a stranger in the clout in the clout a hubert forever thou canst\nnot mend that shot locksley said the prince with an insulting smile\ni will notch his shaft for him however replied locksley who can this be\nwhispered the yoemen to each other such archery was never seen since\na bow was first bent in britain.\n(6.) bravo bravo the king cried out\nall honour to those who try\nthe spider up there defied despair\nhe conquered and why not i\nG 5. (a.) Rewrite the following sentence, changing the direct quotation to the indirect:\u00E2\u0080\u0094\n\" I am sorry,\" replied the King, \" that my vessel is already chosen and that\nI cannot, therefore, sail with the son of the man who served my father.\"\n(6.) Rewrite the following sentence, changing the indirect quotation to the direct:\u00E2\u0080\u0094\nThe ruler said that it had been bravely done, and that he would keep his\nplighted word. Q 134 PUBLIC SCHOOLS REPORT, 1929-30.\nValue.\n12 6. Write a short story of two or three paragraphs telling about any unusual or amusing\nexperience that you may have had.\n8 7. Write a letter to the Publications Branch, Department of Agriculture, Ottawa,\nCanada, asking for a copy of the \" List of Publications \" issued by the Branch.\nUse your Examination number instead of your name. Rule a space for the\nenvelope and in it write the address.\n28 8. Write an essay of at least a page on one of the following subjects:\u00E2\u0080\u0094\n(a.) The city, town, or district in which I live.\n(6.) The early history of British Columbia.\n(o.) My favourite character or theme in the Literature studied,\n(tl) My ambition in life.\nEnglish Grammar. (Time, 2 hours.)\n21 1. The native inhabitants, who formed five-sixths of the population of Red River, were\ndisturbed when they learned that they were to have new rulers.\nTo her fair works did Nature link\nThe human soul that through me ran;\nAnd much it grieved my heart to think\nWhat Man has made of Man.\nGive the clauses (principal and subordinate) in the above sentences. State the kind\nof each clause and the relation of the subordinate clauses.\n10 2. Supply the correct word in each blank in the following:\u00E2\u0080\u0094\n(1.) The feminine of wizard is\t\n(2.) The comparative of bad is\t\n(3.) The masculine plural of heroine is\t\n(4.) The past participle of forget is\t\n(5.) The feminine plural of gander.is\t\n(6.) The plural objective of she is\t\n(7.) An adverb that is formed from easy is\t\n(8.) The superlative degree of evil is\t\n(9.) The possessive plural of mouse is\t\n(10.) The plural of the adjective this is\t\n5 3. On the line at the end of each sentence state the mood of the verb in italics in the\nsentence:\u00E2\u0080\u0094\n(1.) I feel sure that he is ill\t\n(2.) Come at once, please\t\n(3.) If he were a king, he would rule justly\t\n(4.) He wishes to see me\t\n(5.) Give me your answer in writing\t\n20 4. In the first sentence given below the group of words, \" on whom he relied,\" is an\nadjective clause modifying the noun \" persons.\"\nState the grammatical value (i.e., classify) the word or group of words given in\n. italics in each of the other sentences. Give also the relation of each word or\ngroup of words. PART III.\u00E2\u0080\u0094APPENDICES.\nQ 135\nValue.\nValue.\nRelation.\n(1.) The persons on whom he relied\n\u00E2\u0080\u00A2were not sincere.\n(2.) I know that he is ill.\n(3.) The book on the desk is mine.\n(4.) That he is ill is certain.\nAdjective clause.\nModifying the noun\n\" persons.\"\nherd wandered southward.\n(6.) He decided to fight to the last.\n(7.) Giving alms to the poor brings\nsatisfaction.\n(8.) To whom did you speak?\n(9.) When he left she entered.\n(10.) The man was a soldier.\n10 5. When this introductory ceremony was performed, Cedric extending his hand to\nRichard, conducted him into a small and very rude chapel which was excavated\nout of the external buttresses.\nThe words given in the form below are from the above sentence. Tell what part of\nspeech each word is. Give also the relation of the word.\nWord.\nPart of Speech.\nRelation.\nwhen\t\nthis\t\nintroductory\t\nextending\t\nhis\t\ninto ....\nvery\t\nwhich\t\nwas excavated.,\nbuttresses\t Q 136 PUBLIC SCHOOLS REPORT, 1929-30.\nValue.\n16 6. Write in the blank spaces the verb form referred to in the parentheses:\u00E2\u0080\u0094\n(1.) The hound _ the hare.\n(present indefinite, active, of the verb chase)\n(2.) I hope I my work by noon.\n(future perfect, active, of the verb finish)\n(3.) The girls to their friends.\n(i 't'seut imperfect, active, of the verb write)\n(4.) They the law.\n(past perfect, active, of the verb break)\n(5.) The directions faithfully.\ni (past perfect, passive, of the verb follow)\n(6.) The boy the ball.\n(present perfect, active, of the verb catch)\n(7.) I have heard that he\t\n(future indefinite, passive, of the verb reward)\n(8.) The race by Percy Jones.\n(past indefinite, passive, of the verb win)\n18 7. Select in each case one of the words given in the brackets and then write the word\nin the blank space. Give the reason for your choice of word.\n(1.) The committee has chosen either you or (I or me)\nReason:\n(2.) It was to whom you gave the money, (he or him)\nReason:\n(3.) The dog down before the fire, (lay or laid)\nReason:\n(4.) He has all the milk, (drank or drunk)\nReason:\n(5.) did you see at the meeting? (who or whom)\nReason:\n(6.) His work is done than hers, (neater or more neatly)\nReason:\nGeography. (Time, 2,4 hours.)\n33 !\u00E2\u0080\u00A2 In eacn blank fill in the word or words needed to make the sentence complete :\u00E2\u0080\u0094\n(a.) Most of the countries of South America have a\t\nform of government, while the prevalent language among the people\nis In Brazil, however, \t\nis generally spoken. The original native people belonged to the\t\n ..race. The most progressive country\nis , which competes with\nCanada in the production of and\n South American countries lead\nthe world in the production of certain commodities. Brazil is noted for\nthe production of , Argentina for\nthe production of , and Chile for\nthe production of In South America\nonly one transcontinental railway has been built, the western terminus\nof which is , the eastern\nterminus being\t\n(&.) Circles passing around the globe parallel to the equator are called\t\n The North Temperate PART III.\u00E2\u0080\u0094APPENDICES. Q 137\nZone lies between the and\n The South Temperate\nZone extends from the\t\nto the : The latitude\nof the North Pole is The distance\nbetween any two consecutive parallels is approximately\t\nmiles. Longitude is measured east and west of the meridian which\npasses through near\n Meridians are farthest\napart at the The only place\nwhich has no latitude and no longitude is that point where the\t\n crosses the :.\t\nmeridian. When the time at Kamloops, 120 degrees west longitude, is\n12 noon, the time at London is In Canada\nwe have our longest day on , while the\npeople of Australia have their longest day on .'\t\nThe earth rotates on its axis once in '. .:\t\n(c.) The northern part of the Rocky Mountain trench is drained by the \t\n and \t\nRivers, which unite to form the Peace River. This river breaks through\nthe Rocky Mountains and flows in\t\ndirection to join the River\nsystem. The chief industry of the Peace River area is the growing of\n : At the present time the development\nof this district is retarded by the lack of\t\nfacilities.\nPrince George is situated at the junction of the Fraser and\t\nRivers; Kamloops at the junction of the\t\nand Rivers; and Prince Rupert\non Kaien Island near the mouth of the River.\nThe principal industry of the lower Fraser Valley is\t\nThe products of this area are consumed principally in the City of\nTwo centres in British Columbia noted for the manufacture of wood-pulp\nare and \t\n(d.) The Nile River rises in ,\nthe largest lake in Africa. Much of the water of the Nile comes from\nrains in the\t\nMountains, through its tributaries the\t\nand the The largest dam\nof its kind in the world has been built across the Nile at\t\n The chief crop grown on the\nirrigated lands of this area is\t\n(e.) Underline the name of the country, state, or province that is the chief source\nof supply of each product listed below:\u00E2\u0080\u0094\nProduct. Country.\nGold. Alaska, Australia, South Africa, Canada.\nSilver. Canada, Mexico, Bolivia, Spain.\nNickel. Mexico, Chile, Ontario, Nova Scotia.\nTin. Malay, Alberta, Uruguay, Transvaal.\nAsbestos. Norway, Quebec, Algeria, Queensland.\nDiamonds. Brazil, Spain, Mexico, South Africa.\nPetroleum. Persia, France, United States, Turkey.\nJute. Jutland, Argentina, Cuba, India.\nPulp and paper. Sweden, Canada, United States, Russia.\nTea. China, India, Japan, Greenland. Q 138 PUBLIC SCHOOLS REPORT, 1929-30.\nValue.\n(/.) Name the principal raw material from which each of the following is\nmanufactured:\u00E2\u0080\u0094\nMolasses, Rayon,\t\nChocolate, Glass,\t\nCrockery, Binder-twine,\t\nMalt, Quinine, \t\nQ 2. Tell in a sentence or two what is meant by each of the following:\u00E2\u0080\u0094\nErosion.\n\" White coal.\"\nHorizon.\nAntipodes.\nDoldrums.\nMarsupials.\n18 3. Give, in a sentence or two about each, brief answers to the following questions:\u00E2\u0080\u0094\n(a.) Why is the eastern side of the Okanagan Valley more densely wooded than\nthe western side?\n(6.) What effect would the deepening and widening of the canals of the St.\nLawrence River system have upon the commerce of Vancouver?\n(c.) Why are there so many more lakes in Canada than in the United States?\n__jj (d.) Account for the frequent fogs in the neighbourhood of Newfoundland.\n(e.) Why do the channels of trade in China run in an easterly and westerly\ndirection?\n(/.)Why is the plain of the Ganges River more densely populated than the plain\nof the Indus?\n(} 4. Canada derives many benefits from her membership in the British Empire. Mention\nthree such benefits.\n25 5. (a.) On the map of the world supplied you, ten seaports are represented by the\nnumbers 1 to 10. Write after each of the numbers given below, the name\nof the seaport that is represented on the map by the number:\u00E2\u0080\u0094\n1 2\t\n3 4\t\n5 6\t\n7 8\t\n9 10\t\n(b.) The numbers 11 to 20 on the map represent other cities. Write after each\nnumber the name of the city that is represented on the map by the\nnumber:\u00E2\u0080\u0094\n11 12\t\n13 14\t\n15 16\t\n17 'lS\t\n19 20\t\n(c.) Trade routes are represented on the map by arrows, and ships are marked by\nletters. Write below after each letter two important products that would\nprobably be carried by the ship that is represented by the letter :\u00E2\u0096\u00A0\u00E2\u0080\u0094\nA\t\nB\t\nC\t\nD\t\nE\t PART III.\u00E2\u0080\u0094APPENDICES. Q 139\nValue.\n(d.) Indicate, opposite each letter in the table below, two products which might be\ncarried on the return voyage of the ship which is represented by that\nletter:\u00E2\u0080\u0094\nA\t\nB\t\nc : :\t\nD\t\nE\t\n(e.) The letters F to P on the map indicate islands. Write after each of the following letters the name of the island, or islands, represented by the letter:\u00E2\u0080\u0094\nF G\t\nH J\t\nK L\t\nM N\t\nO P\t\n12 6. Write three brief paragraphs on Australia under the following headings:\u00E2\u0080\u0094\n(a.) Position and surface features;\n(6.) Three prevailing winds, their direction, and their influence upon the climate;\n(c.) Industries and the district in which each industry is carried on.\n(a.)\n(6.)\n(ft)\nPenmanship and Dictation and Spelling. (Time, iy2 hours.)\n(25 marks for Penmanship and 75 marks for Dictation and Spelling.)\n[Note.\u00E2\u0080\u0094The Supervisor shall read Sections A and B to the candidates three times\u00E2\u0080\u0094the first time\nto enable them to gather the meaning; the second time slowly and clearly in subsections as\nmarked by the bars, allowing all the candidates sufficient time to write the words; and the\nthird time for review. He should repeat words and phrases, when necessary, in order that\nevery candidate may hear distinctly. Punctuation-marks should not be dictated. Candidates\nare not permitted to rewrite the passages.]\n24 A- Often and often | I have thought of writing something I about the love of my native\nland, | but was restrained ] by the feeling | that it was too intimate I and personal I\nto be exposed | for the entertainment of the public. I Goodness knows, I I have\ngossiped | about almost everything | in the most shameless way, I but there was\nsomething | about love of the land | that seemed too sacred | to reveal even to\nintimate friends. | But now I am emboldened | to talk to those of my readers I\nwho have felt the love of the land | and know what it means. I I have the good\nfortune | to be living on the farm | on which I was born I \u00E2\u0080\u0094the farm which my\nfather cleared. | Although | I was born too late to take a hand I in the work\nof clearing, | I learned the history of every acre | before an open fireplace I many\nyears ago. | The history of the clearing of the land, | the first crops, I the names\nand characters | of the horses and cows on the place, I are so interwoven I with\nmy youthful recollections | that I seem to remember them all I as if I had taken\npart ] in the battle with the wilderness myself | and had shared I in all its\ntriumphs and sorrows. ]\n15 B. \" You seem so very strong,\" | said the king, | \" that I am sure [ you must be able to\ngrind these millstones.\" I Q 140\nPUBLIC SCHOOLS REPORT, 1929-30.\nValue.\n16\n20\n\" Oh yes,\" said the women in a breath, I \" we can turn these millstones quite easily. I\nWhat shall we grind for you, our King? \" I\n\" Grind out gold,\" said the king, I \" gold in a glittering heap.\" |\n\" That we will,\" said the women, I and baring their great arms I they set to work\nwithout delay. I\nIn a few minutes I there were many glittering piles of yellow gold I on the floor of\nthe barn. I\nThe king's eyes glistened I as he watched the women, I and when they paused to rest\ntheir arms I he cried eagerly, \" Grind more, grind more! \" I\nC. The physician I recommended a higher altitude I for the patient. I\nThe distinctive characteristics I of a true gentleman I are nobility and chivalry. 1\nThe fourth session I of the ninth parliament I opened in February. I\nThe principle of Responsible Government I received the approval I of a majority of\nthe electors. I\nIt is important | that each recitation begin | with a short review | of the one\nimmediately preceding it. |\nThe musician believed I that he could arrange | to practise on his violin I for a brief\nperiod every evening. I\nThese children are inseparable I and they rarely disagree. I\nThere must not be I a repetition of this occurrence. I\nD. wrathful\nwouldn't\nworthily\nvirtuous\nwarriors\nvigorous\nvicious\nunvarying\nunconscious\ntwelfth\ntyping\nintemperate\nharmonious\ntemporarily\nsystematic\nsympathies\nsuggestive\nstudious\nspecialize\nsolemnity\ninsincere\nserviceable\nscenery\nruinous\nirresolute\nrecognition\npursuing\nclumsily\npersuasion\nornamental\noppression\nomitted\nmysterious\nluxurious\ninheritance\ninjurious\nheroism\nburied\ndistribution\nfertility PART III.\u00E2\u0080\u0094APPENDICES.\nQ 141\nAPPENDIX G.\nHIGH SCHOOL EXAMINATION, JUNE, 1930.\nValue.\n3\n1.\n(a\n2\n(b\n2\n('\n3\n2.\n(a\n(b.\n3\n(ft\n1\n3. (a.\n3\n(&\n3\n(c.\n7\n4. (a.\n2\n(6.\n2\n(ft\n7\n5. (a.\n6\n(6.\n8\n(c.\n6\n6. (a.\n6\n(6.\n6\n(ft\n9\n7. (a.\n9\n(i,\n9\n(c\nGrade IX.\nAlgebra. (Time, 2 hours.)\nA girl is x years old now; how old will she be in x years?\nShe is m + n years old now; how old will she be in m \u00E2\u0080\u0094 n years 1\nShe is a + b years old now; how old was she a - b years ago 1\nExpress algebraically the number of which the three digits taken in order\nfrom right to left are 31, 2m, and 5n 1\nThe digits of a two-figure number are a and b. If a new number is formed\nby reversing the order of the digits, show that the product of the two\nnumbers is expressed by 10a2 + \0lab + 1062. Test the truth of this\nstatement by using the number 37.\nExplain why a - (b - c) = a - b + c.\nIn the expression a -b - c, what is the sign of the term b 1\nClassify the terms in a4 - 3a263 + 7a64 - a2b-c - 8a263 according to the following groupings : like terms, homogenous terms, and negative terms.\nIf a = 8 - 2jo2, b = ip +p- - 15, c = 3p2 - 2p + 7, find the value of Ja - 26 - 3c.\nA school of 720 boys is separated into upper, middle, and lower divisions\ncontaining i(p - 5), 5(p + 6), and 3 p- 10 boys respectively. Find the\nvalue of p, and the number of boys in each division.\nDivide \xhy2 - 3x3y4 by - -far'?/2.\nSimplify by removing brackets and collecting like terms:\u00E2\u0080\u0094\n14a:4 - (5a;4 + 3a.4) + (7a;4 - 9a,4) - (8x'4 - 11a,4).\nA father is nine times as old as his son, and three times as old as his\ndaughter. Their combined ages make up 65 years. Find their ages.\n\"Write down : (1) the square of 3a2 - iab ; (2) the product of 7aa.2 - 4a2a; and\n7aa:2 + 4a2a.; and (3) the product of 198 and 202.\nWhen a = - 4, 6 = 2, c = - 3, and d= 0, find the value of\n3a63 - 62(2a2 + 36) + 2a2ci(2\u00C2\u00AB - 62 + 3) - 363(a - 1).\nSubtract 5x?y - Uxy3 + a;4 - 6y4 - 3a%2 from 8a.y3 - 2a;3y - 5y\\nWhat must be added to as - 63 to give a26 - a>621\nDivide Ua(a - 1) - 15(a+ 1) by 2a-5.\nSimplify 2(a + 26)(2a-36)-(a-26)(a + 36)-8a6 and divide the result by\n3a + 26.\nDivide Ja.2 + 3xy - 30y2 by %x 4- 6y.\nSimplify :\n\u00E2\u0096\u00A0 27j/3 8a;3+ 2/3 x* + 6iys\nx\u00E2\u0080\u00943y c2x + y x + 4y Q 142 PUBLIC SCHOOLS REPORT, 1929-30.\nArithmetic. (Time, 2 hours.)\n[Write answer on dotted line at end of question. Work need not be shown.]\nValue.\n3 1. (a.) 142/7% of $68.25 = _\t\n3 (&\u00E2\u0096\u00A0) Divide the product of 3% and 2y2 by their difference\t\n3 (e-) Divide the cube of .1 by the square of .01\t\n3 (d.) When the cost is \"/, of the selling-price, what is the gain per cent.?\t\n3 (e.) The perimeter of a square is .28 metres. Express its area in sq. cm.\n(/.) The total area of all the faces of a cube is 216 sq. in. What is its volume?\n3 (g.) 45 km. per hour equals how many dcm. per second?\t\n3 (h.) Express in its simplest form the ratio of % to %\t\n3 (i.) 1 ton 5 cwt. is what per cent, of 1,000 lb.?\t\n3 (j.) If I expend % of my money and then 3/7 of what remains, how much of the\nwhole is left?\t\n[The work for this part of the paper must be shown in the space below the question.\nIf you cannot complete the question, work as much as you can.]\n10 2. A rectangular field, whose width is 176 yds., contains 7 ac. 3,080 sq. yds. Find the\ndistance from corner to corner on the diagonal.\n10 3. A dealer paid $31.50 for an article after receiving successive discounts of 12y2% and\n10%. What was the list price?\n10 4. A circular fish-pond of 35 yds. diameter is surrounded by a cement walk 21 ft. wide.\nWhat is the area of the walk?\n10 5. I wish to invest $1,500 for 2 years. Which is the better investment, a note bearing\n4%% yearly interest or a savings-bank account bearing 4% interest, compounded\nsemi-annually? How much better?\n10 6. Find the proceeds of a note for $400, drawn Feb. 3, 1929, at 3 months with interest at\n5% per annum and discounted at a bank on Feb. 22, 1929, at 8%.\n10 T. A man's tax is $37.80. His property is assessed at 30% of its value and the rate is\n15 mills. What is the man's property worth?\n10 8- Capital originally invested so as to yield an annual income of \u00C2\u00A722,500 at the rate of\n9% is reinvested at 10% and the income divided among 3 persons in the ratio of\n4:7:9. What is the yearly income of each?\nDrawing. (Time, 2 hours.)\nA. Selections from Drawings.\n[The time taken to collect these drawings is not to be deducted from the two\nhours allowed for this paper.]\nSelect the following from the drawings you have made during the past year, and write\nyour distinguishing number at the top right-hand corner of each. Before beginning\nyour drawing give these to the Examiner.\n1. An example of nature-drawing. (Preferably in colour.)\n2. An example of lettering. (Should illustrate the use of margins.)\n3. An example of object-drawing. (Preferably in full light and shade.) PART III.\u00E2\u0080\u0094APPENDICES.\nQ 143\nValue.\n5\n30\n10\n4. An example of ornamental design. (Indicate the scheme of colour-harmony employed.)\n5. A colour-chart.\nB. Object-drawing. (Ruling is not permitted in this question.)\nBelow is shown an unshaded, outline drawing of a gramophone as seen from a position\ndirectly in front. The top is opened to an angle of 45 degrees. Make a freehand\ndrawing of the gramophone as it would appear if it were turned so as to bring\nthe right-hand corner directly opposite your eye.\nShade your drawing to show the light falling downward from the left-hand side.\nC. Design.\n35 Work one of the following questions:\u00E2\u0080\u0094\n(1.) Design enrichment for a cup and saucer. Draw an elevation of the cup and\nthe plan of the saucer with the ornament applied. Indicate the colours\nyou would use and name the type of colour-harmony produced by the\ncolour scheme.\n(2.) Design a poster, as large as your paper will conveniently permit, to announce\na basket-ball match between two school teams. The information on the\nposter should also make clear the time, place, and admission fee.\nEnglish Composition and Grammar. (Time, 2y2 hours.)\n5 1. Use the following words in sentences of your own: credible; incessantly; terminate;\nominous; paltry.\n10 2. Make desirable corrections in the following sentences:\u00E2\u0080\u0094\n(a.) Riding in an elevator always gives me a funny sensation.\n(&.) Each of the children who visit the bakery are given a tiny cake. Q 144\nValue.\n10\n30\n10\n10\n15\n10\nPUBLIC SCHOOLS REPORT, 1929-30.\n(c.) We saw a man driving a car with only one leg.\n{d.) The first thing a beginner must learn is to be not afraid of the water.\n(e.) What kind of a typewriter do you prefer?\n3. Explain in a short letter to a friend why you will not be able to carry out plans\nmade with him (her) for a summer holiday.\n4. Write a paragraph (or short essay) on one of the following:\u00E2\u0080\u0094\n(a.) How Alan Breck Stewart secured a passage over the Firth of Forth.\n(Kidnapped.)\n(b.) The capture of the gold train. (Westward Ho!)\n(c.) The skill of Indian trackers. (The Last of the Mohicans.)\n(d.) The hammer-throwing match. (The Broad Highway.)\n(e.) A visit to the dentist.\nEnglish Grammar.\n1. (a.) Having said this, he retired to the outer room.\n(6.) The desire to make a large fortune overcame any scruples.\n(c.) Mixing mortar all day is very hard work.\n(d.) The open and relaxed hand gave tokens of the most profound repose.\nWrite the phrases that you find in the above sentences and state the kind and the\nrelation of each phrase.\n2. In the following sentences, underline the simple subject once, the simple predicate\ntwice, and bracket the qualifiers of the subject and the modifiers of the predicate\nas in the following example:\u00E2\u0080\u0094\n[Between the mountains] (a vast) plain stretches [northward].\n(a.) The terrific heat of the sun oppressed the army of the Romans during the\nlong day's march.\n(6.) Once upon a time games for girls seemed unladylike.\n(c.) The next morning at the break of day the battle began in terrible earnest.\n(d.) There lay before me, extending completely across my path, a huge tree,\n(e.) The heads of the English settlement, now thoroughly alarmed by the success\nof Dupleix, met in council.\n3. (a.) If he calls, say that I am busy.\n(6.) The man to whom he gave the money was willing to return it when he discovered that a fraud had been committed.\nIn each of the above cases, state the kind of sentence (i) according to form,\n(ii) according to use.\nWrite the separate clauses in full.\nExplain the relationship of each subordinate clause.\n4. (a.) The life of a hunter has no attractions for me.\n(b.) What to say at such a time was a puzzle.\n(c.) Praising a man is not always to his benefit.\n(d.) To start in business without capital is almost impossible,\n(e.) In the evening he read the newspaper.\nCopy the above sentences, underline the subject in each case, and in each case state\nthe kind of subject. PART III.\u00E2\u0080\u0094APPENDICES. Q 145\nEnglish Literature. (Time, 2 hours.)\n[Candidates will write on Section A; and either Section B, or Section C, or\nSection D, or Section E.]\nSection A.\nNarrative English Poems.\nValue.\n'4 1. (a.) The form of the ballad is rhythmical and suggests singing. Quote a verse from\none of the ballads you have read which illustrates this statement. Comment\non any devices which the poet uses to gain this effect.\n6 (b.) The story of the ballad is generally simple. Give briefly in your own words the\nstory of \" Sir Patrick Spens.\"\n2 (c.) There is much use of the supernatural in ballads. Refer definitely to an\nexample of the use of the supernatural in one of the ballads you have read.\n10 2. Describe how the curse was gradually lifted from the Ancient Mariner.\n8 3. Comment briefly on the treachery of Tim, the ostler, in \" The Highwayman.\"\n10 4- Show how the peasant girl in \" The Italian in England \" was a patriot.\n12 5. Name the poems from which the following extracts are taken and explain each\npassage carefully:\u00E2\u0080\u0094\n(a.) And the burning ship drove on\u00E2\u0080\u0094\nLike a meteor of the air.\n(6.) But misery still delights to trace\nIts semblance in another's case,\n(c.) The guilt of blood is swift and dread.\n(d.) The gemmy bridle glitter'd free,\nLike to some branch of stars we see\nHung in the golden Galaxy.\nSection B. Kidnapped.\n16 1. Answer briefly the following questions:\u00E2\u0080\u0094\n(a.) Why did Ebenezer Balfour wish to get rid of David?\n(5.) What was the cause of the quarrel between Alan and David?\n(c.) Why was Mr. Rankeillor so discreet?\n(d.) For what purpose was the gold intended that Alan carried in his belt?\n16 2. Write a paragraph giving your opinion of one of the following:\u00E2\u0080\u0094\n(a.) Captain Hoseason.\n(b.) Mr. Riach.\n'(c) James of the Glens.\n16 3. Describe briefly one of the following:\u00E2\u0080\u0094\n(a.) The death of the Red Fox.\n(6.) David Balfour's first reception by his Uncle Ebenezer.\n(c.) David Balfour's experiences on the islet.\nSection C. Westward Ho!\n16 1- Answer briefly the following questions:\u00E2\u0080\u0094\n(a.) What enabled the English always to conquer vastly superior Spanish fleets?\n(b.) Why had Amyas to leave school?\n10 Q 146 PUBLIC SCHOOLS REPORT, 1929-30.\nValue.\n(c.) What reasons did the merchant Salterne have for remorse?\n(d.) How did John Brimblecombe prove his valour?\n16 2. Write a paragraph giving your opinion of one of the following:\u00E2\u0080\u0094\n(a.) Eustace Leigh.\n(b.) Salvation Yeo.\n(c.) Ayacanora.\n16 3. Describe briefly one of the following :\u00E2\u0080\u0094\n(a.) John Brimblecombe's adventure with the sharks.\n(6.) The escape of the Jesuit spies,\n(c.) The Brotherhood of the Rose.\nSection D. The Last op the Mohicans.\n16 1. Answer briefly the following questions:\u00E2\u0080\u0094\n(a.) Why did Uncas hate the English?\n(6.) How did the Hurons cover up their tracks?\n(c.) On what occasions did the singing-master narrowly escape death?\n(d.) What led the Delawares to recognize Uncas as a friend?\n16 2. Write a paragraph giving your opinion of one of the following :\u00E2\u0080\u0094\n(a.) The Singing-master.\n(6.) Le Renard Subtil.\n(c.) Hawkeye.\n16 3. Describe briefly one of the following:\u00E2\u0080\u0094\n(a.) The skill of Indian trackers.\n(6.) The escape of Uncas and Hawkeye.\n(c.) The death of Magua.\nSection E. The Broad Highway.\n16 1, Answer briefly the following questions:\u00E2\u0080\u0094\n(a.) Into what dangerous situations did Peter's likeness to his cousin lead him?\n(B.) What did Peter inherit in his uncle's will?\n(c.) What reconciled Black George to Peter?\n(d.) Why was the Ancient disappointed when he saw Peter after the night in\nthe cabin?\n16 2. Write a paragraph giving your opinion of one of the following:\u00E2\u0080\u0094\n(a.) The Ancient.\n(b.) The Literary Tinker.\n(c.) Sir Maurice Vibart.\n16 3. Describe briefly one of the following:\u00E2\u0080\u0094\n(a.) The Tinker's theories concerning the writing of a good novel.\n(b.) The duel.\n(c.) The adventure in the Haunted House. PART III.\u00E2\u0080\u0094APPENDICES. Q 147\nFrench. (Time, 2 hours.)\nValue.\n20 1- (\u00C2\u00AB\u00E2\u0080\u00A2) Answer the following questions in French in complete sentences:\u00E2\u0080\u0094\n(1.) Dans quelle province est Vancouver?\n(2.) Oil est New York?\n(3.) Pourquoi ouvrez-vous la fenetre?\n(4.) Que voit-on au marche? (Mention 5 things.)\n(5.) Oil y a-t-il du cafe?\n(6.) Y a-t-il du lait dans le cafe noir?\n(7.) Combien font neuf fois neuf ? (Answer in words, not in figures.)\n(8.) Dans quelle saison chantent les oiseaux?\n(9.) Dans quelle saison neige-t-il?\n(10.) A quoi jouez-vous quand il fait beau?\n5 (b.) Ask questions to which the following are answers:\u00E2\u0080\u0094\n(1.) II est midi.\n(2.) Jean est a 1'ecole.\n(3.) J'ai quatorze ans.\n(4.) Ma plume est verte.\n(5.) Mou crayon est en bois.\n5 2. Complete in French :\u00E2\u0080\u0094\n. (1.) La fille de mon oncle est ma\t\n(2.) Henri est le de son oncle.\n(3.) Monsieur Durand est le de Madame Durand.\n(4.) Les trottoirs sont deux cotes de la rue.\n(5.) Andre n'est pas grand que son frSre.\n(6.) Regardez la fenetre.\n(7.) Les Americains demeurent 1'AmSrique du Nord.\n(8.) Les Japonais demeurent Japon.\n(9.) Les habitants de la Chine parlent\t\n(10.) \" Beaucoup \" est le contraire de\t\n10 3. Use each adjective with the noun corresponding, paying attention to order and\nagreement:\u00E2\u0080\u0094\n(1.) Une poule (beau)\t\n(2.) Des boites (carre)\t\n(3.) De la soupe (chaud)\t\n(4.) Une abeille (leger)\t\n(5.) Une rose (pareil)\t\n(6.) Une gomme (mauvais)\t\n(7.) Une brosse (plat)\t\n(8.) Une vache (vieux)\t\n(9.) Une fraise (mou)\t\n(10.) Des yeux (bleu)\t\n10 4. Copy the following sentences, putting the verbs in brackets in the proper form :\u00E2\u0080\u0094\n(1.) Je (s'asseoir) sur mon bane.\n(2.) Les garcons (lire) dans leur livre.\n(3.) Nous (batir) une petite maison. Q 148 PUBLIC SCHOOLS REPORT, 1929-30.\nValue.\n(4.) Vous (faire) des exercices physiques.\n(5.) (Entendre)-il la voix du professeur?\n(6.) Vous vous (appeler) Jacques.\n(7.) Nous (ecrire) des mots.\n(8.) Vous n'(etre) pas a la maison.\n(9.) Ces 'Sieves (aller) au cinema.\n(10.) Jean, (avoir)-il son chapeau?\n20 5- Translate into French:\u00E2\u0080\u0094\n(1.) It is half-past nine.\n(2.) One thousand chairs.\n(3.) His teeth are white.\n(4.) Some one is coming.\n(5.) This tree and that tree.\n(6.) My boots and shoes.\n(7.) It is a silk handkerchief.\n(8.) In August; in the month of July.\n(9.) Good morning, sir; how are you?\n(10.) Sit down, please.\n10 6. Arrange the words below in the proper order and add what is necessary to make a\ncomplete sentence; give the English of your sentences.\n(1.) En general, ne, pas, mets, sucre, the.\nSentence \t\nMeaning\t\n(2.) Assises, Lucie, c6t<5, sont, a, professeur, Marie.\nSentence\t\nMeaning\t\n(3.) Vous, aller, Jean, tournez, chez, pour, droite.\nSentence \t\nMeaning\t\n(4.) Quelques, poche, j'ai, ficelle, un peu, bonbons.\nSentence \t\nMeaning\t\n(5.) Crayon, assez, ecrire, mon, pointu, est.\nSentence \t\nMeaning\t\n6 7. After reading carefully the following passage, answer the questions about it in\nEnglish:\u00E2\u0080\u0094\nLe petit Henri n'est pas un tr&s bon eleve. Un jour son oncle lui demande:\n\"Quelle place as-tu dans ta classe?\" Henri rougit, hesite, et repond enfin:\n\" Si je monte d'une place, mon oncle, *je serai l'avant-dernier.\"\n*je serai =. I shall be.\n(1.) What does Henry's uncle wish to know?\n(2.) What does Henry do before answering?\n(3.) Translate the last sentence.\nH 8. Write in French a short composition, of not less than fifty words, describing your\nown family (or any other family you know) :\u00E2\u0080\u0094 PART III.\u00E2\u0080\u0094APPENDICES.\nQ 149\nSuggestions.\nTitle: Ma Famille.\nParagraph I.: Enumerate the members of your family, beginning, \"Dans ma\nfamille, il y a \"\nParagraph II.: Say something about each member of your family, tell where each\none now is and what he is doing; e.g., \" My mother is in the garden where\nthere are pretty red roses.\"\nParagraph III.: Finish by saying that you like your own family and explain\nwhy very simply.\n1. (a.\n(o.\n(c.\n2. (a.\n(o.\n(e.\n3. (a.\n(o.\n(c.\n4. (a.\nip,\n(o.\n5. (a.\n(b.\n(c.\n6. (a.\n(b.\n(c.\nGeneral Science. (Time, 2 hours.)\n[Questions are of equal value. Answer five only.]\nName the gases of which pure air is composed.\nIn order to push a loaded wheelbarrow a man exerts a steady force of 48 pounds.\nhe wheels the load a distance of 280 yards, how much work does he do?\nGive examples of the effects of slow oxidation. How may it be prevented?\nIf\nExplain fully how a refrigerator keeps food from spoiling.\nGive three examples to illustrate the fact that man to a certain extent can control his\nenvironment, and four examples to illustrate the fact that plants and animals adapt\nthemselves to their environment.\nHow do forests affect the water-supply of a district?\nDefine the following terms: Matter, Energy, Work, Inertia, Friction.\nDescribe what you would consider to be the best way properly to ventilate a room.\nGive reasons for your answer.\nGive three examples of bacteria which are helpful and two examples of those which are\nharmful. State three ways in which harmful bacteria may be kept in check.\nAn electric iron takes a current of 4.5 amperes at a pressure of 110 volts. How much\ndoes it cost to operate the iron for 25 minutes if the energy costs 6 cents per\nkilowatt-hour?\nWhy are houses wired in parallel?\nWrite a note on the nature, prevention, and control of tuberculosis.\nWhat is a seed?\nName the principal parts of a mature flowering plant, and state the functions of each\npart.\nDefine the following terms: photosynthesis, transpiration, digestion.\nName the parts of the brain and give the functions of each part.\nHow does the body defend itself against disease?\nState several ways in which we can help the body to resist disease.\n7. (a.) Make a list of the various food materials which you consider would form a properly\nbalanced diet for a high-school student for one day. Tell why each article has been\nincluded.\n(&.) A person eats a meal consisting of protein, starch, and fat. Trace the changes which\ntake place in the digestible portion of the food from the time it enters the mouth\nuntil it is taken into the blood. Q 150\nPUBLIC SCHOOLS REPORT, 1929-30.\nGeometry. (Time, 2V2 hours.)\n[Note.\u00E2\u0080\u0094No proof is required for any construction on this paper. Constructions must be neat\nand accurate and the figures should show, by construction lines, the method used in making\nthe various diagrams. Letter all diagrams neatly, using printed capitals.]\nValue.\n8 1. (#\u00E2\u0096\u00A0) Construct the triangle ABC, making AB = 2.5 inches, BC=3 inches, and CA=2\ninches.\n8 (P-) Draw AX, BY, and CZ perpendicular to BC, CA, and AB respectively. AX and\nBY intersect at O.\n6 ic.) Bisect AO and BO at L and M respectively.\n8 (d.) Bisect AB, BC, and AC at F, D, and E respectively.\n2. Draw any triangle DEF.\n4 (a.) Bisect angle EDF by DK meeting EF at K.\n6 (5.) Through K draw KM and KN parallel to ED and FD respectively, meeting FD\nin M and ED in N.\n4 (c.) Bisect DK at T and join M and N.\n6 (d.) Bisect KM and KN at X and Y respectively. Through X and Y draw straight\nlines perpendicular to KM and KN respectively and let these perpendiculars\nmeet at R.\n14 3. Draw any acute angle A. At a short distance from this angle draw a triangle PQR,\nhaving angle PQR=angle A and the sides QP and QR 2 inches and iy2 inches\nrespectively. Measure the length of PR.\n20 4. Draw two acute angles X and Y, making angle X what you think is about 35 degrees\nand Y about 70 degrees. Take a line 2.4 inches long and on this line as base draw\na triangle having an angle at one end of this given line equal to angle X, and the\nangle opposite to this given line equal to angle Y.,\n16 5. Draw the right-angled triangle ABC, making the right angle at B and having BA=\n3 inches. The hypotenuse AC is to be 5 inches long. Measure the length of the\nremaining side BC.\nLatin. (Time, 2 hours.)\n10 1- In the left-hand column there are forty Latin words, opposite each of which are four\nEnglish words. One of these four words gives the correct English word for the\ngiven Latin word. Underline for each Latin word the English word which you\nthink best gives its meaning, according to the following example:\u00E2\u0080\u0094\u00E2\u0096\u00A0\nmensa month table immense mensuration\nIf you place your ruler across the line and then rule the appropriate word, you will\nbe able to run down the page more rapidly.\n1.\ninsula\ninsular\nisland\ninhabitant\ninsulate\n2.\npopulus\npopular\npopulation\npopularity\nnation\n3.\nquot\nhow many\nwho\nwhat\nhow big\n4.\nporta\nto carry\nI carry\ngate\nporter\n5.\nludus\nschool\ngames\nwe play\nludicrous\n6.\nsedeo\nI am seated\nseditious\nsediment\nsedentary\n7.\ndoceo\ndocile\nI learn\nI teach\ndocument\n8.\npatria\npatriot\nfather\nnative-land\npatriotic\n9.\nunus\none\nuniversal\nunit\nunion PART III.\u00E2\u0080\u0094APPENDICES.\nQ 151\nValue.\n10. aqua\nequal\nwater\naquatic\naqueduct\n11. ambulo\nambulance\nI walk\nramble\nperambulator\n12. servus\nservile\nservitude\nslave\nI serve\n13. supero\nsuperior\nabove\nsuperlative\nI overcome\n14. verbum\nverb\nverbosity\nverbal\nword\n15. exspecto\nexpectation\nI expect\nI look at\nI wait for\n16. longe\nlong\nlengthy\nfar\nlength\n17. monstro\nI remonstrate\nmonster\nI show\ndemonstrate\n18. liberi\nbooks\nliberty\nlibrary\nchildren\n19. propero\nproper\nI hurry\nI propose\nnear\n20. disco\nI teach\ndisc\nI learn\nI speak\n21. scribo\nscribe\nI write\nscript\nscribble\n22. consido\n\u00E2\u0080\u00A2 I consider ,\nI decide\nI sit down\nsedition\n23. ceteri\net cetera\nchalk\nthe rest of\ncretaceous\n24. appello\nappellation\nI name\nI shout\nI compel\n25. impero\nimperial\npower\nI give orders\ncommand\n26. absum\nI am absent\nabsent\nabscess\nfar away\n27. locus\nlocal\ntalk\nplace\nloquacity\n28. libenter\nbook\nwillingly\nlibrary\nliberal\n29. nomen\nname\nI remain\nearly\nnominal\n30. pes\nfoot-soldier\npedal\nfoot\nspace\n31. possum\nposition\nI place\npossible\nI am able\n32. cur\nwhy\ndog\ncurious\ncure\n33 miles\nspace\nsoldier\nmiles\ndistance\n34. caput\nhe takes\ncaptured\ncapital\nhead\n35. iterum\nagain\ninterior\nmarch\niterate\n36. mane\nbadly\nname\nearly\nI remain\n37. tempus\ntemple\ntime\ntempest\ntemporal\n38. maneo\nearly\nname\nI remain\npermanent\n39. eques\nhorse\nequine\ncavalry-man\nequal\n40. incendo\nI ascend\nincendiary\nI set on fire\nincense\nUnderline the word or phrase which most correctly completes the sentence.\n(a.) A vilicus was\na boy's personal attendant, the steward of a large estate, a cavalryman.\n(6.) In Rome the teacher was paid by\na group of men interested in education, the senate, the parents of\nthe pupils.\n(c.) The \"hub of Rome\" was\nthe Capitolium, the Forum, the Circus Maximus.\n(d.) The mightiest of the Roman deities was\nMars, Jupiter, Apollo, Neptune.\n(e.) A paedagogus was\na school-master, a god, a boy's personal attendant, a door-keeper.\n(/.) The Romans felt that they \" were of the race of Mars \" because\nMars was the god of war, the people decided questions of peace and\nwar on the Campus Martius, Rome was the greatest military state in\nthe world, Romulus was the son of Mars. Q 152\nPUBLIC SCHOOLS REPORT, 1929-30.\nValue.\n7\n3. Place in the parentheses before each Latin word the number of the English phrase or\ngroup of words in the column on the right which translates the given Latin word\nor words.\n1. you learn.\n2. are you going to the games?\n3. what are you making?\n4. you are speaking.\n5. he went.\n6. by roads.\n7. give me.\n8. you are doing.\n9. you want.\n10. he goes.\n11. do you go to school ?\n12. by means of our sword.\n13. they were taught.\n14. you do speak, don't you ?\n15. we have seen.\n16. you are teaching.\n17. we see.\n18. the black books.\n19. they have been led.\n20. with us.\n21. the black children.\n22. they approached.\n(\nquid facis?\nappropinquaverunt\niit\nisne ad ludos?\nvis\nvidimus\nmihi date\nviis\ndiscis\nliberi nigri\ndicis\nnostro gladio\nnobiscum\ndocti sunt\n5 4. In each example printed below underline that one of the words or phrases following\neach sentence which means the same or most nearly the same as the italicized\nword in the sentence. Also fill in the blank with the Latin word from which the\nitalicized word is derived.\n(a.) The vassal paid homage to his overlord,\nmoney, goods in kind, fealty.\nhomage is derived from the Latin word\t\n(6.) Colloquial expressions should not be used frequently,\nslang, foreign idioms, local expressions.\ncolloquial is derived from the Latin word\t\n(c.) The corpses of the slain were piled in a heap,\nbodies, armour, weapons, clothes.\ncorpses is derived from the Latin word\t\n(d.) By his mother Achilles was not considered vulnerable.\nhandsome, unable to be wounded, able to be wounded.\nvulnerable is derived from the Latin word\t\n(e.) The candidate was nominated by his party,\ncalled, named, defeated,\nnominated is derived from the Latin word\t\n[Note.\u00E2\u0080\u0094Do not translate these Latin paraxjraphs into English. See questions below.]\n10 5- The questions printed in Latin below relate to the Latin paragraphs. Read the\nLatin carefully and then write in English the answers to the questions below. PART III.\u00E2\u0080\u0094APPENDICES. Q 153\nValue.\nMedia in arena est murus. Longus est murus, sed non altus. Romani murum quem\nmedia in arena videtis, spinam appellant. Videtisne spinam ? Spina Circi Maximi\ncolumnis et statuis est ornata. Prope terminum spinae sunt tres columnae. Has\ncolumnas Romani metas appellant. Videtisne metas? Metae terminum spinae\naurigis monstrant cum curriculum equorum in Circo est.\nNunc consul mappa alba signum dat. Statim quattuor quadrigae in arenam currunt.\nQuam pulchri sunt equi! Quam validi! Nunc spectatores ex subselliis surgunt,\nnunc clamant, nunc aurigas incitant.\nAlbata primuni locum tenet, sed primum locum diu tenere non potest. Russata enim\nequos incitat, nunc albatam superat, nunc prima est russata. Sed prasina tertio\nin loco celeriter venit. Nunc albatam superat, nunc russatam quoque superat,\nnunc prima currit.\nSextus autem venetam semper incitat. Nunc circum spinam cursu ultimo currunt.\nEcce, nunc denique auriga Sexti equos incitat. Albatam russatamque superat.\nNunc aequatis jugis veneta et prasina currunt. Ecce, nunc veneta est prima.\n\" Veneta superat! Veneta palmam fert! \" clamant spectatores.\n(a.) Quid est media in arena?\n(6.) Quibus rebus (things) spina ornata est?\n(c.) Quod nomen Romani columnis prope terminum spinae positis dederunt?\n(d.) Qua re signum aurigis dat?\n(e.) Quid faciunt spectatores ubi equi arenam intrant?\n(/.) Primo (at first) quis primum locum tenet?\n(g.) Quem aurigam Sextus incitat.\n(h.) Quo tempore auriga Sexti equos incitat.\n(i.) Quis palmam fert?\n(j.) Quid spectatores clamant?\n6. Translate into Latin :\u00E2\u0080\u0094\n1 (a.) How large are Italy and Greece?\n1 (B.) The natives of ancient Gaul were uncivilized.\n2 (c.) Girls, look at the black horse.\n2 (d.) Are you hurrying to school, Marcus and Lucius?\n2 (e.) They did not see the beautiful buildings of the Roman Forum, did they?\n2 (/\u00E2\u0080\u00A2) Was the charioteer able to urge on the horses?\n1 (g.) I wanted you to go with us to the games.\n2 ih.) There are many races of men in Europe.\n2 ii.) We worship Minerva, the goddess of wisdom, don't we?\n2 (;'\u00E2\u0080\u00A2) The teacher gave the boys instructions and they obeyed her.\n2 (k.) Learn the new words and recite them to me, Anna.\n2 (I,) In the temples built by the Romans were many statues of the mighty gods.\n2 (m.) Fortified cities often were captured by us in these wars.\n2 (n.) We wrote to him but he did not answer us.\n2 (o.) Caesar with many foot-soldiers approached the captured town.\n3 (p.) With what did a Roman soldier fight? He fought with sword and spear.\n3 (q.) The city was fortified by the inhabitants with a high wall because Caesar\nwas not far distant.\n12 7. Translate the following paragraphs into English and explain the cases of the\nitalicized words:\u00E2\u0080\u0094\u00E2\u0080\u00A2\n(a.) Flaccus et Sextus in viam properant et per vias angustas ad Circum\nMaximum emit. Nunc appropinquant, nunc ad Circum veniunt, nunc Q 154 PUBLIC SCHOOLS REPORT, 1929-30.\nValue.\nlata porta intrant, nunc in subselliis sedent. Quadrigae autem nondum\nsunt in arena. Flaccus et Sextus viros et pueros qui circum eos\nsedent spectare incipiunt.\nlata porta \t\n(B.) Multa sunt genera hominum, alia clara, alia barbara. Genus autem\nRomanum est clarissimum. Gencri Romano dei imperium in ceteros\npopulos dederunt. Cur milites Romani ceteros populos superare potu-\nerunt? Semper superaverunt quod dei nos ceteros populos imperio\nregere voluerunt.\ngeneri\t\n(c.) Hoc oppidum, altis muris munitum, a Romanis oppugnatum est. Romani\nid prima oppugnatione capere non potuerunt. Itaque oppidum ob-\nsederunt. Nunc iterum oppidum obsessum oppugnant. Sed Galli\nnondum superati sunt. Quam fortiter Romanis resistunt! Quis enim\nliber esse non vult? Quis vult servus Romanis esse?\nRomanis\t\n8 8. Give the first person plural present indicative of absum\t\nthird person plural perfect indicative passive of duco....\nsecond person plural present imperative active of rego..\nthird person plural present indicative active of facio....\nthird person singular present indicative active of eo\t\nsecond person plural perfect indicative active of disco..\nfirst person plural perfect indicative of possum\t\nsecond person singular present indicative of volo\t\n8 9. Give the nominative plural of hoc caput\t\ndative singular of auriga altus\t\ngenitive plural of quae urbs\t\nvocative singular of Lucius bonus\t\naccusative singular of flumen longum..\nablative singular of liber ruber\t\naccusative plural of homo liber\t\nablative plural of nomen magnum\t\n4 10. Complete the statements. -\n(a.) Two examples of first declension nouns which are not feminine in gender\nare and\t\n(B.) The case which expresses the complement is the\t\n(c.) The case which expresses the indirect object is the\t\n(d.) The case which corresponds to our nominative of address is the\t\n(e.) The case which expresses means is the\t\n(/.) If a question may have either \"yes\" or \"no\" for an answer, the enclitic\nused is\t\n(g.) If a question definitely expects \"no\" for an answer, it is introduced by\n(h.) If a question definitely expects \" yes \" for an answer, it is introduced by\n(i.) The preposition ex governs the case.\n0'.) The preposition circum governs the case.\n(k.) The preposition de governs the : case. PART III.\u00E2\u0080\u0094APPENDICES. Q 155\nValue.\n(I.) The preposition sine governs the case.\n(m.) The preposition post governs the case.\n(n.) The preposition ultra governs the case.\n(o.) Nouns ending in \"\u00E2\u0080\u00A2\u00E2\u0080\u0094men\" in the nominative singular change the \"e\" to\n\" \" in the genitive singular.\nSocial Studies. (Time, 2 hours.)\n[Answer four questions; two from each part.]\nPart A.\n25 I- (\u00C2\u00B0-) The achievement of responsible government in Canada was a great advance in\nBritish colonial policy. Explain this statement.\n(B.) Define the following terms: dominion, crown colony, protectorate, mandated\nterritory, empire,\n(o.) What important changes have taken place in India under British rule?\n25 2. (a.) Compare the Witenagemot and the Great Council.\n(B.) Why was the parliament of Edward I. called the Model Parliament?\n(c.) Name five gains made by Parliament in its growth during the Hundred Years\nWar.\n(d.) Briefly outline two of the principal sources of trouble between Parliament and\nthe Stuart kings.\n(e.) What were the results of the First Reform Bill?\n25 3. (a.) Point out (i) the natural and geographic advantages of the district in which\nyou live; (ii) some of the industries and occupations.\n(B.) Explain the terms: (i) statute and common law; (ii) civil law and criminal\nlaw.\n(c.) Write very briefly on the subject of Fire Prevention.\n(d.) Tell something of the opportunities for employment associated with any two of\nour outstanding B.C. industries.\nPart B.\n25 1- (a.) (i.) Write briefly on the contributions to civilization made by prehistoric man.\n(ii.) Whence does the historian get his material on prehistoric man?\n(B.) \" The Phoenicians were missionaries of culture.\" Explain this quotation, and\ntell something of the culture of which they were missionaries.\n25 2- (\u00C2\u00AB\u00E2\u0080\u00A2) Describe the course of Egyptian history leading to the establishment of the\nKingdom of Menes, 3400 B.C.\n(B.) (i.) Write a geographical description of (a) \"the Nile and Egypt\"; (B) \"the\nLand of the Two Rivers.\" (ii.) Point out any resemblances, (iii.) In what\nway were these two lands peculiarly fitted to become the cradles of civilization?\n25 3- Write brief notes on: (i) the Economic Reforms of Solon; (ii) Spartan discipline;\n(iii) the work of Phidias; (iv) Marathon; (v) Failure of Greek states to\nbuild a united nation.\n25 4. (a.) Briefly describe the Athenian Empire in the time of Pericles, using the following topics: extent, government.\n(B.) What were the limitations to Greek culture?\n25 5- (\u00C2\u00AB\u00E2\u0080\u00A2) \"Write concisely on Alexander's attempted \"Merging of East and West.\"\n(B.) The Epicureans and the Stoics.\n(c.) Libraries and Museums. Q 156 PUBLIC SCHOOLS REPORT, 1929-30.\nGrade X.\nAgriculture. (Time, 2 hours.)\n[Candidates will ansioer question 1 and any five of the remainder.]\nValue.\n20 i- In what succession (rotation) would you arrange the following garden crops and\nhow would you divide a yearly application of stable manure at the rate of 30 tons\nper acre to: (1) peas and beans; (2) potatoes; (3) beets and carrots; (4)\ncabbage, cauliflower, and brussels sprouts.\n16 2. What is the origin of soil and which agencies have been chiefly responsible for\npresent-day soil formations?\n16 3. State the considerations which would determine your choice of different varieties of\npeas, beans, carrots, beets, and other vegetables.\n16 4. Give the life-history of (1) the tent-caterpillar and (2) the cabbage or onion maggot-\nfly, together with remedial measures against attacks from these insects.\n16 5. Why do bees swarm? What is the object in preventing undesirable swarming and\nhow may it be prevented?\n16 6. Describe and compare the four main breeds of dairy cattle common to this Province.\n16 T. What are the main causes of success in poultry-keeping?\n16 8. Under what conditions is pruning (1) important, (2) undesirable?\nAlgebra. (Time, 2 hours.)\n4 1. A path half a mile long is to have a stone curb made on each side of it. The\ncurb-stones are 6 inches long and c of them have already been supplied.\nHow many more are needed ?\n4 2. There are x gallons of oil remaining in an oil-drum from which y quarts have\nleaked out. Express the leakage as a percentage of the original contents of\nthe drum.\n5 3. The area of a triangle whose sides are a, 6, and c is\n, a + b + c\n]x2 + l4a. _Q\nreduce \u00E2\u0080\u0094. to its lowest terms.\na.3 - 6a:2 - x + 6\n10 12. Gold loses \u00E2\u0080\u0094 of its weight and silver loses ttjj of its weight when weighed in\nwater. Find the amount of each metal in a mass of gold and silver which\nweighs 10.8 ounces in air and 9.9 ounces in water.\nArithmetic. (Time, 2 hours.)\n[Write answer on dotted line at end of question. Work need not be shown.]\n3 1. (o.) An agent charged $63 for collecting debts of $2,520. Find his rate of commission\t\n3 (&\u00E2\u0080\u00A2) Give the formula for finding the area of a triangle, the lengths of the three sides\nbeing given\t\n3 ic.) Express in its simplest form the ratio of .001 km. to 50 mm\t\n3 (d.) How many board-feet are there in a board 18 ft. long, 10 in. wide at the narrow\nend and 14 in. at the other, and % in. thick\t\n3 (e.) What is the price of stock when 3y2% stock pays 5% on the investment?\n3 (/.) .000084 cu. m. is what per cent, of 24 cu. cm.?\t\n3 iff.) .035 is % of what?\t\n3 (ft.) The interest on a sum of money in 3 yrs. 6 mos. is */& of the sum. Find the\nrate per cent\t\n3 it.) Name the unit of capacity of the metric system of liquid measure and give its\nvolume\t\n3 (/.) Find a mean proportional between 9 and 144\t\n[The work for this part of the paper must be \u00E2\u0080\u00A2shown in the space below the question.\nIf you cannot complete a question, work as much of it as you can.]\n10 2. A retailer sold a wagon for $131.25 at a gain of 25%. The wholesaler from whom he\nbought realized a gain of 20%, and the manufacturer from whom the wholesaler\nbought gained 16%%. What did it cost the manufacturer?\n10 3. The outer diameter of an iron pipe 7 ft. long is 14 in. and the iron is 2 in. thick.\nHow many cubic feet of iron are there in the pipe?\n10 4. Two ships leave the same port at the same time. One travels due north at the rate\nof 18 miles per hour and the other due east at the rate of 13.5 miles per hour.\nHow far are they apart \"at the end of 6 hours? Value.\n10 5. A person invests $6,825 in a 3-per-cent. stock at 91. He sells out $5,000 stock when\nit has risen to 93y2 and the remainder when it has fallen to 85. He invests the\nproceeds in 4yj-per-cent. stock at par. What is the difference in his income?\n(No allowance for brokerage.)\n10 6. A house and lot cost $4,500, the value of the house being $3,600. The house is insured\nfor % of its value at %%, and repairs for the year cost $40. The property is\nassessed for 66%% of its value, and the tax rate is 18 mills. What rent per\nannum must be received in order to realize 5% on the investment?\n10 7. Two settlers own adjoining farms of 3,000 and 5,000 acres respectively. They unite\ntheir farms, taking at the same time an additional partner who pays them $24,000,\non the understanding that y3 of the land shall in future belong to each of the\nthree partners. How is the $24,000 to be divided between the original owners?\n10 8- On March 4th a merchant received notice of a draft for $1,968 which he must pay at\nonce. His bank agreed to furnish the money on receipt of his note drawn for\n70 days, discounted at 8% per annum.\n(a.) For what amount must he draw up the note?\n(B.) On what date does the note fall due?\n(c.) What yearly rate of interest will the bank make on its loan?\nBotany. (Time, 2 hours.)\n[Questions are of equal value.]\n1. Describe the fruits of a plant belonging to each of the families, Ranunculacese, Cruciferse,\nLeguminosse. Compare their structures and follow the origin of each from the parts of\nthe flower.\n2. Classify fruits according to their methods of dehiscence and methods of distribution, giving\nat least one example of each class.\n3. Describe the flower of a plant which is insect-pollinated and show how the structure of the\nflower is related to pollen distribution.\n4. Name three plants which grow in bogs and three which grow on rocky slopes. In what\nrespects does each habitat present unusual conditions of life, and in what ways do the\nplants named relate themselves to these unusual conditions?\n5. Of what use is water to plants? How do land plants obtain water, and what becomes of the\nwater which they absorb?\nChemistry. (Time, 2 hours.)\nValue.\n6 1, (a.) State the Law of Definite Proportions and the law of Multiple Proportions.\n6 (B.) Sulphur dioxide is 50 per cent, sulphur and 50 per cent, oxygen by weight.\nSulphur trioxide is 40 per cent, sulphur and 60 per cent, oxygen by weight.\nShow how these facts illustrate each of the above laws.\n10 2. (a.) Name five types of chemical reaction. Give an equation illustrating each type.\n5 (B.) Write out a definition of each of the following technical terms as used in\nchemistry: element, compound, catalyst, melting-point, absolute zero.\n3 (c.) Write formulae for the following: magnesium oxide, aluminium chloride, silver\nnitrate. PART HI.\u00E2\u0080\u0094APPENDICES. Q 159\nValue.\n10 3. (a.) Complete and balance the following equations. Name the substances formed in\neach case.\n(a.) KOH + HCl=\n(B.) NaOH + H,S04=\n(c) Ca(OH)2+H,S04=\n(d.) Ba(OH)2+HN03=\n'(e.) A1(0H)3+HC1=\n5 (B.) The atomic weight of a certain metal is 52. By experiment it is found that\n26 grams of this metal replace 1 gram of hydrogen from hydrochloric acid.\nWhat is the valence of the metal in this displacement?\n6 4. ia.) Describe a laboratory method for the preparation of carbon dioxide. Illustrate\nwith a diagram.\n2 (B.) Write an equation for this reaction.\n4 (c.) How could you distinguish between carbon dioxide and carbon monoxide?\n6 5. (a.) What are the characteristic properties of water solutions of (1) acids, (2)\nbases ?\n4 (B.) Write the equation for the neutralization of sodium hydroxide by hydrochloric\nacid. Name the substances formed.\n6 (c.) State the Law of Conservation of Matter. Describe briefly an experiment which\nillustrates it.\n4 6. (a.) How many grams of hydrogen can be prepared by treating 13 grams of zinc\nwith an excess of hydrochloric acid?\n4 (B.) What volume will the mass of dry hydrogen occupy at 27\u00C2\u00B0 C. and 700 mm.\npressure?\nAtomic weights: Zn = 65; H = l.\nOne litre of hydrogen at N.T.P. weighs 0.09 grams.\n6 (c.) Describe, with diagram and equation, the reduction of copper oxide by hydrogen.\n4 7. (a.) Why do we consider air to be a mixture and not a compound?\n5 (B.) Name five normal components of the air.\n4 ic.) Name four of the chief factors in the air which affect human comfort.\nEnglish Composition. (Time, 2 hours.)\n10 1. Write sentences that illustrate clearly the difference in meaning between:\u00E2\u0080\u0094\n(a.) Principal and principle.\n(B.) Luxurious and luxuriant.\n(o.) Awful and disagreeable.\n(d.) Pretty and handsome.\n(e.) Famous and notorious.\n5 2. Punctuate the following and introduce capitals where necessary:\u00E2\u0080\u0094\nwhen you've shouted rule britannia\nwhen you've sung god save the queen\nwhen you've finished killing Kruger with your mouth\nwill you kindly drop a penny in my little tambourine\nfor a gentleman in khaki ordered south\n10 3. If the following sentences are incorrect either in wording or arrangement, rewrite\nthem in correct form :\u00E2\u0080\u0094\u00E2\u0096\u00A0 Q 160 PUBLIC SCHOOLS REPORT, 1929-30.\nValue.\n(a.) You cannot do this without I help you.\n(B.) We know the culprit to be he.\n(e.) A horse stood at the door having a beautiful mane and tail.\n(d.) Every pupil should bring their own book.\n(e.) He does not dress like I do.\n75 4. Write a composition of from two to three hundred words on one of the following\ntopics:\u00E2\u0080\u0094\n(a.) The death of Caesar\u00E2\u0080\u0094an account by an eye witness. (Julius Caesar.)\n(b.) The quarrel between Oberon and Titania. (A Midsummer Night's Dream.)\n(c.) Mediaeval superstitions (based on Quentin Durward).\n(d.) The future of aviation in Canada.\nEnglish Literature. (Time, 2 hours.)\n[Candidates will write on Section A, Part I. or Part II.; and on Section B;\nand on any one section from Sections C, D, and E.]\nSection A.\nPart I. A Selection of English Poetry, Book I., Part I.\n15 1. Explain any three of the following quotations, giving the name and author of the\npoem from which each is taken:\u00E2\u0080\u0094\n(a.) .... our grandsire great\nClaiming the regal seat\nBy many a warlike feat\nLopped the French lilies.\n(B.) Did the steady phalanx falter? To the rescue at the need,\nThe clown was ploughing Persia, clearing Greek earth of weed,\n(c.) So thou must eat of the white Queen's meat and all her foes are thine,\nAnd thou must harry thy father's hold for the peace of the Border-line.\n(d.) They've no locks\nTo click against the teeth\nOf weasel and fox.\n(e.) When the wind goes through the poplars and blows them silver-white\nThe wonder of the universe is flashed before my sight.\n(/.) Even the busy woodpecker\nMade stiller by her sound\nThe inviolable quietness.\n15 2. Explain the meaning of any three of the following titles as revealed in the poems to\nwhich they are attached:\u00E2\u0080\u0094\n(a.) The Palace of Pan.\n(B.) Le Roi est Mort.\n(c.) Choristers.\n(d.) Circe.\n10 3. By what poetic touches does Shelley heighten the force of the lesson contained in\nOzymandias?\nPart II. A Selection of English Poetry, Book I., Part II.\n15 1- Explain any three of the following quotations, giving the name and author of the\npoem from which each is taken:\u00E2\u0080\u0094 PART III.\u00E2\u0080\u0094APPENDICES. Q 161\nValue.\n(a.) Full on this casement shone the wintry moon,\nAnd threw warm gules on Madeline's fair breast.\n(B.) Vain transitory splendours! Could not all\nReprieve the tottering mansion from its fall!\nObscure it sinks, nor shall it more impart\nAn hour's importance to the poor man's heart.\n(c.) Keen as are the arrows\nOf that silver sphere\nWhose intense lamp narrows\nIn the white dawn clear.\n(d.) ... riches that serve for nothing\nBut to fetter a friend for a slave,\n(e.) Pines shall thy pillars be,\nFairer than those Sidonian cedars brought\nBy Hiram out of Tyre.\n(/.) Under a rainbow's jeweled arch,\nNo foe can find a lodgement there.\n15- 2. Explain the significance of any three of the following titles as revealed in the poems\nto which they are attached:\u00E2\u0080\u0094\n(a.) The Haunted Palace.\n(B.) The Day is Coming.\n(c.) The New Jerusalem.\n(d.) A Threnody.\n10 3. What interesting association of ideas is found in the poem The Ice Cart?\nSection B. English Prose Selections, Part II.\n15 1, Write briefly on any one of the following topics :\u00E2\u0080\u0094\n(a.) Conference maketh a ready man. (Of Studies.)\n(b.) The old man died in 1689 and was buried in the year 1709. (The Dead to\nReason.)\n(c.) The visit to Miss Feeble. (On the Art of Growing Old.)\n(d.) Addison's views on women in politics. (Party Patches.)\n(e.) The woman who apes the man. (Woman on Horseback.)\n15 2. Write briefly on any one of the following:\u00E2\u0080\u0094\n(a.) The grammar of boys' natures. (The Good Schoolmaster.)\n(b.) The advantage of the cabinet system of government as it exists in Britain.\n(The American and British Constitutions\u00E2\u0080\u0094A Contrast.)\n(c.) Johnson's opinion of patronage. (Letter to the Earl of Chesterfield.)\nOr\n15 Write a paragraph on one of the following:\u00E2\u0080\u0094\n(a.) The relation between Mrs. Veal and Mrs. Bar grave prior to the death of the\nformer. (The Apparition of Mrs. Veal.)\n(b.) The Second Stranger. (The Three Strangers.)\nSection C. Julius Caesar.\n10 1- Explain the following quotations and name the speaker in each case:\u00E2\u0080\u0094\n(a.) Why, man, he doth bestride this narrow world like a Colossus.\n(B.) Is Brutus sick? and is it physical\nTo walk unbraced and suck up the humours\nOf the dank morning?\nll Q 162 PUBLIC SCHOOLS REPORT, 1929-30.\nValue.\n(c.) Here wast thou bayed, brave hart,\nHere didst thou fall, and here thy hunters stand.\n(d.) .... you yourself\nAre much condemned to have an itching palm.\n10 2. By what arguments is Caesar persuaded to change his decision not to go to the\nSenate House?\n10 3. Describe in a paragraph one of the following:\u00E2\u0080\u0094\n(a.) The mob scene in the first act.\n(B.) The portents which preceded Caesar's death,\n(c.) The death of Brutus.\nSection D. A Midsummer Night's Dream.\n10 1. Describe the part taken by the fairy, Puck, in the play.\n10 2. Write a paragraph on the character of Bottom the weaver.\n10 3. \" Ostensibly the scene of the play is in ancient Athens; in reality it is in the England\nof Shakespeare's day.\"\nIllustrate the truth of this statement by reference to the play.\nSection E. Quentin Durward.\n10 !\u00E2\u0080\u00A2 Describe the meeting of Quentin Durward with Maitre Pierre.\n20 2. Write a paragraph on each of the following topics :\u00E2\u0080\u0094\n(a.) The appearance and character of William de la Marck.\n(B.) Hayraddin Maugrabin's account of himself.\nFrench. (Time, 2 hours.)\n5 1. Answer the following questions in French in complete sentences:\u00E2\u0080\u0094\n(1.) A quelle heure vous etes-vous leve ce matin?\n(2.) A quelle heure vous couchez-vous generalement?\n(3.) Qu'est-ce qu'une librairie?\n(4.) Qu'est-ce qu'on fait dans une cuisine?\n(5.) Quel oiseau chante le mieux?\n12 2. (a.) Complete in French :\u00E2\u0080\u0094\n(1.) Une hirondelle est un\t\n(2.) Le grenier est au-dessous du\t\n(3.) La couturiere fait des\t\n(4.) On achSte du sei et du poivre chez\t\n(5.) Le batit des maisons en bois.\n(6.) Le preche (preaches) dans une eglise catholique.\n(7.) Le premier Janvier s'appelle\t\n(8.) La modiste fait des\t\n(9.) Mon ami patine (mat or mauvais)\t\n(10.) Nos patins sont (mieux or m.eilleurs) que les\nautres.\n(B.) Give another word in French of the same family as the following [example:\nmatin: matinee]:\u00E2\u0080\u0094\n(1.) ecrire \t\n(2.) le jour\t PART III.\u00E2\u0080\u0094APPENDICES. Q 163\nValue.\n(3.) la chasse\n(4.) l'oreille ..\n15 3. (a.) Rewrite the following sentences, using the verb in the tense required:\u00E2\u0080\u0094\n(1.) Henri vient chez nous (future).\n(2.) Les soeurs vont en ville (past indefinite).\n(3.) Jean va a la maison (future).\n(4.) Nous nous asseyons ici (past indefinite).\n(5.) Vous Ctes de bonne heure (imperative).\n(6.) II pleut a verse (imperfect).\n(7.) Nous repondons a la lettre (past indefinite).\n(8.) Elle remplit son verre (imperfect).\n(9.) Nous avons du the (imperative).\n(10.) II neige tr6s fort (imperfect).\n(B.) Use the proper form of the past participle to complete these sentences:\u00E2\u0080\u0094\n(1.) Quelles boites avez-vous (ouvrir) ?\n(2.) Les enfants se sont (baigner)\t\n(3.) Je leur ai (envoyer) les fraises.\n(4.) Les legons, que nous avons (apprendre) '.\t\nsont faciles.\n(5.) II a (pleuvoir) a, verse.\n20 4. (a.) Use pronouns instead of the nouns in italics:\u00E2\u0080\u0094\n(1.) II est sorti de la maison.\n(2.) Pouvez-vous voir le professeur?\n(3.) Donnez-moi le journal.\n(4.) Ne me montrez pas le chapeau.\n(5.) Voila deux oeufs.\n(6.) N'avez-vous pas pris les couteaux?\n(7.) Nous avons apporte le livre aux enfants.\n(8.) Nous avons laissiS des cartes dans le salon.\n(9.) Vous etes a cfite de Jean.\n(10.) Le professeur est plus grand que les garcons.\n(b.) Use relative pronouns to complete the following:\u00E2\u0080\u0094\n(1.) La cuisinifire, vous avez vue, prepare le diner.\n(2.) Voici les legumes elle a parle.\n(3.) La bonne, a elle repond, est petite.\n(4.) Voyez-vous le four (oven) dans elle met la\nviande?\n(c.) Use interrogative pronouns in the following:\u00E2\u0080\u0094\n(1.) (What) est dans le four?\n(2.) Avec (what) prepare-t-elle son dessert?\n(d.) Use demonstrative pronouns in the following:\u00E2\u0080\u0094\u00E2\u0096\u00A0\n(1.) Ces gateaux-ei sont bons mais sont tout noirs.\n(2.) Regardez ces assiettes; est tres jolie.\n(3.) Le tablier de la bonne est blanc, mais de la\ncuisiniere est rose.\n(4.) Cette fourchette et qui est sur la table sont\npropres. Q 164 PUBLIC SCHOOLS REPORT, 1929-30.\nValue.\n20 5. Translate into French :\u00E2\u0080\u0094\u00E2\u0096\u00A0\n(1.) These shoes are very cheap.\n(2.) Are you going to Seattle by train or boat?\n(3.) We have been swimming for fifteen minutes.\n(4.) My bed-room is fifteen feet long by twelve feet wide.\n(5.) You are boiling some eggs.\n(6.) The butcher uses a long knife to cut the meat.\n(7.) In the meantime we have Latin four times a week.\n(8.) No one has come and there is nothing (a) to do.\n(9.) The pupils came in running.\n(10.) This aeroplane goes three hundred and sixty miles an hour.\n8 6. Read very carefully the passage below and answer the questions at the end in\nEnglish:\u00E2\u0080\u0094\nDans une rue tres etroite od il etait impossible 3, deux voitures de passer a la fois,\nun Quaker assis dans sa voiture a rencontre un individu obstine dans une\ncharrette (cart). Le Quaker lui a demande doucement de faire reculer son\ncheval jusqu'au bout de la rue. Mais l'homme a declare qu'il ne le ferait\npas. Au bout d'une heure de discussion l'homme dans la charrette a pris un\njournal et a commenc6 fl, le lire attentivement. \" Mon ami,\" dit le Quaker,\n\" quand tu auras fini ton journal veux-tu me le prefer (lend)?\" L'autre\ns'est vu vaincu et, sans lien dire, il a fait reculer son cheval.\n(1.) Describe in a sentence the street mentioned above.\n(2.) What two persons enter into the story?\n(3.) What did the Quaker ask and how?\n(4.) What was the answer?\n(5.) How long did the two argue?\n(6.) What means did one of them take to show his determination?\n>, (7.) Translate the words of the Quaker beginning: \" Mon ami . . .\"\n(8.) What was the result of his speech?\n20 7. Write a composition in French (about seventy-five words) describing your school.\nSuggestions.\nParagraph I.: Large or small; made of brick (brique f.) or wood; number of\nstories ; number of rooms; number of teachers and students.\nParagraph II.: Subjects you study; those you prefer.\nParagraph III.: At noon ; lunch; a game.\nParagraph IV.: Conclusion: My school is a good school; I am learning much\nthat is useful and I work hard (fort), for I know that there's no royal road\nto learning (on n'a rien sans peine).\nGeometry. (Time, 2y2 hours.)\n[Candidates will take the first eight questions and one part of the ninth.]\n[N.B.\u00E2\u0080\u0094Draw neat diagrams; iise printed capitals. Authorities may be cited by\nnumber or enunciation.]\n4 1. Express in degrees the angle between East and North-ivest.\nWhen are triangles (or other geometrical figures) said to be similar, congruent,\nequivalent?\n12 2. Construct a A ABC having BC = 2 in., / A = 60\u00C2\u00B0, / B=45\u00C2\u00B0. Show all construction\nlines, and explain clearly your various steps. A proof is not required. PART III.\u00E2\u0080\u0094APPENDICES. Q 165\nValue.\n12 3. ABCD and EFGH are two quadrilaterals having AB = EF, BC = FG, CD = GH,\nDA=HE, and / ADC=/ EHG. Prove that these two quadrilaterals are equal.\n12 4. Show how to construct a right-angled triangle when given the length of the hypotenuse and that of one side.\n12 5. In the accompanying diagram ABCD is a parallelogram having BP = DQ, AS = CR. Prove A PRX =\nA QSX.\n12 6. Prove that if the square on one side of a triangle is equal to the sum of the squares\non the other two sides, then the angle contained by these two sides is a right\nangle.\n12 7. Of all straight lines that can be drawn to a given line from a point outside it the\nperpendicular is the shortest. Prove that this statement is true.\n12 8. What is the locus of a point which moves within a triangle ABC but which is always\nequidistant from the two sides AB and AC? Prove the correctness of your\nstatement.\n12 9. P is a point lying within the triangle AOB. Draw a straight line through P terminated by OA and OB and bisected at P. v\nOr\nIn the accompanying figure AB and AC are the equal sides\nof an isosceles triangle; QR intersects the base BC in\nP so that QP=PR. Prove QB = RC.\nOr .-\nIn an obtuse-angled triangle, the square on the side opposite the obtuse angle is equal\n- to the sum of the squares on the other two sides increased by twice the rectangle\ncontained by one of those sides and the projection on it of the other.\nHistory. (Time, 2 hours.)\n[Answer any five questions, at least two from each part.]\nPart A.\n20 !\u00E2\u0080\u00A2 (<*\u00E2\u0080\u00A2) Narrate concisely the struggle between the Patricians and Plebeians on the\nfollowing occasions: (1) the \"General Strike\"; (2) the Licinian Laws.\n(B.) Give some account of Roman Society at its best.\n20 2. (a.) Show how Julius Caesar was \" the champion of the oppressed provincial world.\"\n(B.) Write briefly on (1) Marcus Aurelius, (2) Diocletian.\n(e.) Describe briefly the condition of the Middle Class, and of the Peasantry in the\nlater Roman Empire. Q 166 PUBLIC SCHOOLS REPORT, 1929-30.\nValue.\n20 3. (a.) Why did the Christian Church succeed in the days of the later Roman Empire?\n(B.) Name the important movements effected by Charlemagne.\n20 4. (a.) Briefly describe the relation between the king and the barons in Feudal times.\n(B.) Tell briefly how the peasants lived at this period.\n20 5- (<*\u00E2\u0080\u00A2) Contrast the Renaissance period with the \"Middle Ages.\"\n(B.) What were the characteristics of the Renaissance as it appeared in Italy?\nPart B.\n20 I- (**\u00E2\u0080\u00A2) What were the causes of discontent in (1) Upper Canada, (2) Lower Canada,\n(3) the Maritime Provinces, which led to the movement for reform?\n(B.) Write a brief note on the work of Lord Elgin.\n20 2. Indicate briefly the part played in the development of Canada by the following:\n(1) Captain Vancouver; (2) The Northwest Company; (3) Lord Selkirk; (4)\nSir James Douglas.\n20 3- Give some idea of the general progress in Canada between 1840 and 1867, using four\nof the following topics: population, agriculture, fisheries, industries, transportation, education, and standards of living.\n20 4. Indicate Canada's place among the nations: (1) in the Empire\u00E2\u0080\u0094her political status\nin relation to England and to the other dominions; (2) in the League of Nations.\n20 5. (a.) Write a note on the San Juan dispute between the United States and Canada.\n(B.) Write short notes on: (1) one Canadian poet; (2) one Canadian painter.\nLatin. (Time, 2 hours.)\n10 I- Write the second singular present indicative of progredior\t\nfirst singular future indicative active of capio\t\nthird person plural present subjunctive of nolo\t\nthird person singular present indicative of malo\t\nsecond person singular imperfect subjunctive active of fero..\nthird singular perfect indicative active of pono\t\nfirst person plural present subjunctive of fio\t\nsecond person plural imperfect subjunctive of venio\t\nthird person plural pluperfect subjunctive active of mitto....\nfirst person plural present subjunctive of eo\t\n5 2. Write the genitive singular of hie dies\t\ndative singular of alius exercitus\t\nablative singular of Me portus\t\nablative plural of ilia filia\t\naccusative plural of flumen ingens\t\n10 3. Put into Latin :\u00E2\u0080\u0094\n(a.) He returned to Athens.\n(B.) He comes from Rome,\n(c.) I spare the slave.\n(d.) He reigns with great glory,\n(e.) He will reign with wisdom.\n(/.) Of his own accord. PART III.\u00E2\u0080\u0094APPENDICES. Q 167\nValue.\n(g.) They took to flight.\n(h.) The middle of the island.\n(i.) The foot of the mountain.\n(j.) All of us.\n4. Put into Latin:\u00E2\u0080\u0094\n1 (a.) If we defend our liberty the state will be safe.\n1 (B.) The camp will have to be fortified.\n1 (c.) Caesar knows where the soldiers have been.\n1 (d.) They told Caesar how large Britain was.\n1 (e.) While this vtas happening, Suetonius returned.\n1 (/.) They had fled lest they should be seen.\n1 (g.) He orders the soldiers to advance.\n1 (h.) I am afraid that he may come.\n%y2 (i.) He was killed by the soldier whom he had obeyed.\n!\u00E2\u0096\u00A0% (j.) Our men were so brave that the enemy did not fight.\n\}/2 (fc-) After disbanding his soldiers he returned to Rome.\n1^2 it-) How many miles from the river Thames did they pitch camp?\n2 (w.) The next day at dawn the Romans were defeated by the enemy by a\nstratagem.\n2 in.) Although they are no match for the Romans, yet they are unwilling to make\npeace.\n2 ( r2+rs.)\n(Give explanations but no proof.)\n14 7- DEF is a triangle inscribed in a circle with centre O. The diameter perpendicular\nto EF cuts DE at P and FD produced at Q. Prove that OE is a mean proportional between OP and OQ.\n. - German Grammar. (Time, 2 hours.)\n1. Complete the following sentences by filling in proper articles and endings where\nneeded, always putting the underlined word in the genitive. Then rewrite\nin the plural:\u00E2\u0080\u0094\n(1.) _flopf\u00E2\u0080\u0094gftettfd) ift runb.\n(2.) \u00E2\u0080\u009431ame\u00E2\u0080\u0094\u00C2\u00A9tabt ift -Bcmcouoer.\n(3.) \u00E2\u0080\u0094\u00C2\u00A9djroefter\u00E2\u0080\u0094Stnaht tfi Wlaxk.\n(4.) \u00E2\u0080\u0094\u00C2\u00A9eite\u00E2\u0080\u0094-Bud) ift roetfj.\n(5.) \u00E2\u0080\u009433emeguitg\u00E2\u0080\u0094Serg ift rcgdmaftig. Q 180 PUBLIC SCHOOLS REPORT, 1929-30.\nValue.\n10 2. Put into German :\u00E2\u0080\u0094\n(1.) He went behind the desk and up to the blackboard.\n(2.) She is sitting on a chair near the window.\n(3.) He works for his father during the day.\n(4.) Karl went with his brother out of the house.\n20 3. (a.) Rewrite in the present and imperfect tenses :\u00E2\u0080\u0094\n(1.) (Sr fjat fein grutyftuct gegeffeit.\n(2.) (Sr ift frill) aufgeftcmben.\n(3.) (Sr ijat e\u00C2\u00A7 fyhtauSgeruorfert.\n(4.) @ie |at e\u00C2\u00A7 mitgebrcidjt.\n(5-) (Sr l)at um nBerjietjung gefieten.\n(b.) Rewrite in the pluperfect:\u00E2\u0080\u0094\n(1.) (Sr 6etnadE)t ba\u00C2\u00A7 SjauS.\n(2.) (S\u00C2\u00A7 luirb bunfeL\n(3.) SSIeibt ifjr pt \u00C2\u00A3->aufe ?\n(4.) (Sr fcfjtdft fogleidj ein.\n(5.) JBir f)eben bie Sretbe auf.\n(c.) Rewrite (b) (1) in the future; (b) (2) in the future-perfect, and all the\nimperative forms of fid) Ijtnfetjen and e\u00C2\u00A7 tiorlefen.\n10 4. Put into German :\u00E2\u0080\u0094\n(1.) He knows that he cannot speak German well.\n(2.) He wants to go home but he has to stay here.\n(3.) I thought that you were bringing me your book.\n(4.) I knew that he did not know you.\n(5.) He could not find his pen, so he had to write with his pencil.\n10 5. Fill in the correct endings and insert articles or adjectives where necessary, then\nrewrite in the plural :\u00E2\u0080\u0094\n(1.) \u00E2\u0080\u0094gtofj\u00E2\u0080\u0094,\u00C2\u00A3>au3 wit\u00E2\u0080\u0094rot\u00E2\u0080\u0094S^ad) gebort meirt\u00E2\u0080\u0094reid)\u00E2\u0080\u0094OnfeL\n(2.) SKeht\u00E2\u0080\u0094flein \u00E2\u0080\u0094 \u00C2\u00A9djtuefter fpielt nut\u00E2\u0080\u0094geib \u00E2\u0080\u0094 9ta%t unb\u00E2\u0080\u0094fdjnmrj\u00E2\u0080\u0094<\u00C2\u00A7unb\nunfer\u00E2\u0080\u0094gut\u00E2\u0080\u00943la&)bax%.\n(3.) \u00E2\u0080\u0094alt\u00E2\u0080\u0094Sefjrer unfer:\u00E2\u0080\u0094beutfdj\u00E2\u0080\u0094fitaffe \u00C2\u00A7at\u00E2\u0080\u0094fdjon\u00E2\u0080\u0094\u00C2\u00A9arten.\n15 6. Put into German :\u00E2\u0080\u0094\n(1.) I think that pencil belongs to my sister ; please show it to her.\n(2.) This is my dog and that is hers ; which one do you prefer?\n(3.) The pen with which I was writing yesterday has no ink in it.\n(4.) My friend, whose mother has suddenly become ill, has gone home.\n(5.) He described to us all that he had seen on his trip.\n15 7. Put into German :\u00E2\u0080\u0094\n(1.) There are three hundred and sixty-five days or fifty-two weeks and one\nday in a year.\n(2.) On Mondays, Wednesdays, and Saturdays I go to the country to visit\nmy uncle.\n(3.) Please bring us two glasses of water and three cups of coffee.\n(4.) With what and to whom are you writing? This is a good pen, write\nwith it.\n(5.) When the days are longest, the nights are shortest. PART III.\u00E2\u0080\u0094APPENDICES. Q 181\nValue.\n15 8. Put into German :\u00E2\u0080\u0094\nVancouver is a rather large city in the western part of Canada with one of\nthe best harbours in the world. It has grown very quickly and now\nhas two main streets in which all kinds of vehicles and many\npedestrians hurry along. In the middle of each of these streets cars\ngo up and down. On both sides are fine shops with decorated windows\nand other high buildings. The city has now over three hundred and\nfifteen thousand inhabitants, but most of these live in quieter parts of\nthe town. The houses of tbe rich are large and beautiful and are\nusually surrounded by splendid gardens.\nGerman Translation. (Time, 2 hours.)\n60 1. Put into English:\u00E2\u0080\u0094\n(1.) (Sr fiityrte feinen (Sfel an ber .,panb, unb ber SBirt rooHte ifym bag Xier\nabttelpnen unb e\u00C2\u00A7 anbtnben; ber jnnge \u00C2\u00A9efette aber fpradj: ,,@ebt\n(Sud) Seine 9JUif)e; meinen \u00C2\u00A9raufdjimmel fiiljre id) fetber in ben \u00C2\u00A9tall\nunb binbe ibn aud) felber an, benn id) ntu\u00C2\u00A7 roiffen, wo er ftetjt.\"\n3)a\u00C2\u00A7 fchten bem SLBirt fonberbar, unb er meinte, einer, ber feinen (Sfel\nfelbft anbtnben mu\u00C2\u00A7te, Ijatte ntdjt uiel \u00C2\u00A9elb. 91I\u00C2\u00A7 aber ber grembe\njroet \u00C2\u00A9olbftMe au\u00C2\u00A7 ber \u00C2\u00A3afd)e nafym unb fagte, er mode etroag \u00C2\u00A9uteg\nju effen, madjte er grofse 9lugen, lief unb fud)te bag -Beflte, roag er\nfinben fonnte.\n(2.) ^n einem \u00C2\u00A9orfe ant Dftfeeftraitbe rooljnte em junger ^tfdjer, ber troi?\nfeiner Slrmut non grower SebenSlnft mar unb beSEjalb gern mefjr beg\ntrbifdjen \u00C2\u00A9uteg geljabt tjcitte. \u00C2\u00AEa er jebod) roenig .Spoffnung Ijatte,\nburcl) bte gifdjeret reid) ju roerben, fo\u00C2\u00A7 er eine\u00C2\u00A7 Stageg fitminernoH\nam \u00C2\u00A9tranbe unb t)6rte bem raftfofen .-Platfdjern ber -Sranbunggniellen\ngu. \u00C2\u00AEag flang U)m feljr liebtid), rate ein freunblidjeg ^laubern non\nSUdbdjenlippen.\n(3.) 3>nbeffen meinte ber -peter, eg fei geit, fein nBiel) ju fiittern, unb fttef,\ngat)nenb bie \u00C2\u00A9talltiir auf. S)a fieljt er ben leeren \u00C2\u00A9tanb beg\n-Braunen. Sange fonnte er fein 28ort l)eroorbringen. ,,3um\nSucfud ! \" rief er enblidj aug ; ,,ber frentbe \u00C2\u00A9aul mar mein jpanfel,\nunb eg ift bitrd) -Blenbraerf gefdjelien, bafj fein 3Jfenfd) tljn bafiir\nerfannte.\" \u00C2\u00AEer $eter raotlte fid) bie .Spaare augraufen, allein, raag\nfollte er madjen ? S5er \u00C2\u00A9ant roar fort.\n(4.) \u00C2\u00AEann bradj au\u00C2\u00A7 ben 9tugen beiber ein \u00C2\u00A3)et\u00C2\u00A7er Kriinenftrom, unb unter\n\u00C2\u00A3ranen erjaljlte 2lll)etb, roie fie, bem .Mat ber (Sule folgenb, bte\n2Bunfd)frau aufgefudjt l)abe unb auf iljre -Bitten in eine (Sfeltn\nnerroanbelt roorben fei. \u00C2\u00AEann erftattete aud) ber \u00C2\u00A9dnfertd), uon\nIieftigem @djlud)geit oft unterbrodjen, 23ertd)t, unb bie \u00C2\u00A9onne fjat\nrooljl nie jroei iinglii(flid)ere \u00C2\u00A9efdjopfe befd)ienen alg unfere betben\nSiebenben. Q 182\nPUBLIC SCHOOLS REPORT, 1929-30.\nValue.\n10\n15\n15\n(5.) (Sin \u00C2\u00A9ilberftiicfdjen roarf er breimal tng SJEeer l)htab,\nUnb bretmat mufjt' icffg Ijolen, el) er'S gum Soljn mir gab.\n\u00C2\u00AEann reidjt' er mir ein 9cuber, fjief-; in ein 23oot mid) geljn,\n(Sr felber blieb gur \u00C2\u00A9ette mir unuerbroffen fte^n,\nSBteg mir, rote man bte 3Boge mit fcl)arfen \u00C2\u00A9djlage bridjt,\n2Sie man bie SBirbel metbet unb mit ber 23ranbung fidjt.\n(6.) (\u00C2\u00A3g Hirrten bte 93edper, eg jaudjgten bie \u00C2\u00A3ned)t';\n\u00C2\u00A9o Hang eg bem ftiirrigen .ftonige redjt.\n\u00C2\u00AEeg J?onigg SBangen lettdjten \u00C2\u00A9lut;\n3m SfBein erroud)g iljm fecfer 5D?ut.\nUnb blinbltngg reifjt ber SKut i|n fort;\nUnb er laftert bte \u00C2\u00A9otttjeit mit fiinbtgem 28ort.\nUnb er briiftet fid) fred), unb laftert roilb ;\n3)te $ned)tenfd)ar iljm Seifall briittt.\n2. Translate at sight:\u00E2\u0080\u0094\n(Sineu Sag fuljr ein fleiner $unge in ber \u00C2\u00A9trafjenbatjn. (Sr fag gang ftill in\neiner (Scfe unb t)offte, bag ber \u00C2\u00A9djaffner ib,n nid)t fetjen roiirbe. 2lber ber\n\u00C2\u00A9d)affner fal) ifjn bod) unb rief: ,,\u00C2\u00AEu, Kleiner, bu Ijaft nod) ntd)t\nbegablt. \u00C2\u00AEu bift oiet gu gro\u00C2\u00A7 um fret gu faljreu.\" \u00C2\u00AEa roar nun letber\nnidjtg gu madjeit, er mufjte begaljlen. Sangfam gog er ben \u00C2\u00A9elbbeutel\naug ber -wtafdje, naljm ein 3cl)npfennigfti't(f fjeraug, gab eg bem \u00C2\u00A9d)affner\nunb fagte: ,,^>ier ift 3tjr \u00C2\u00A9elb. 2lber id) mod)te ,3l)neu etroag fageu;\nroenn id) begaljlen mug, roill id) mit \u00C2\u00A9te angerebet roerben.\"\n3. Put into German :\u00E2\u0080\u0094\nOnce there was a good shoe-maker who became very poor. He got up\none morning and found a fine pair of shoes on his table, which he\nhad not made. He did not know who had helped him, but he sold\nthem for a good price. Later he learned that two tiny, naked little\nmen came every night at midnight and worked for him. He and his\nwife were so thankful that they made clothes and shoes for them, and\nwith these the little men were very much pleased.\n4. Write in German a description of the seasons.\nGreek. (Time, 2 hours.)\n10 1. Decline irary]p, yeptov.\n10 2. Decline ovtos, ,uiA.as.\n16 3. Write the second singular imperfect indicative passive of Tiy.da; the first plural\naorist subjunctive active of \vo>; the third plural aorist imperative passive\nof dOpo^to; the first plural aorist optative passive of irip.ww} the third singular\npresent optative active of rifxaw ; the third plural perfect indicative passive\nof AeiVd) \ the second singular pluperfect indicative passive of dyto; the first\nplural present indicative of fjTTa.op.ai.\n9 4. Write the imperfect indicative of dy.1, vroteco (passive); the pluperfect indicative\nactive of dOpolfa. PART III.\u00E2\u0080\u0094APPENDICES. Q 183\nValue.\n10 5. Write the principal parts of iXavvia, trtpfo), Sokiw, t/So/xcu, aKovtit, itpaTTw, tf>i\ev irpbi to T\u00E2\u0082\u00ACt)(os.\n(d.) \u00E2\u0082\u00ACt ou\"EAA.t;i/6s vlkwcv tous fiapfidpovi, KaXtoS av Z\oi.\n(e.) iBievotpStvTU. dpyovra liroLrj(rdp.t6a Iva trotdeip-ev.\n20 7. Translate into Greek:\u00E2\u0080\u0094\n(a.) I did this in order that the enemy might not hear.\n(b.) Let us ask Cyrus what he intends.\n(c.) The generals proceeded through the mountains.\n(d.) Let the mercenaries be collected in the market place.\nHistory. (Time, 2 hours.)\n[Answer question 8 and three others.]\n25 !\u00E2\u0080\u00A2 Describe conditions in France before the Revolution and the ideas of change that\nwere becoming popular at that time through the writings of Voltaire and\nRousseau and the reforms attempted by Turgot.\n25 2. Outline the rise and fall of Napoleon.\n25 3- What led to the Industrial Revolution in England? What were its effects upon the\nlives of the people?\n25 4- Show by a brief account of events in France, Prussia, Italy, and the Austrian Empire\nthat the year 1848 was one of revolt, and explain why each of these revolts failed.\n25 5. Outline the stages by which national unity was achieved in Italy and in Germany,\nand point out the parts played by Cavour and Bismarck.\n25 6- Explain the need and the effects of the reform bills in England during the nineteenth\ncentury. What further extension of the franchise has been made in the twentieth\ncentury ?\n25 7. Write brief explanatory notes on the following: The Holy Alliance; The Monroe\nDoctrine; The Suez Canal; The Panama Canal; The Hague Conference of 1899.\n25 8- What is the purpose of the League of Nations? How is it organized? Give some\nexamples of work that it has done for the betterment of mankind.\nLatin Authors and Sight Translation. (Time, 2y2 hours.)\nA. Caesar, De Bello Gallico, Books IV. and V.\n1. Translate:\u00E2\u0080\u0094\n4 In petenda pace ejus rei culpam in multitudinem contulerunt, et propter impru-\ndentiam ut igno-sceretur petiverunt. Caesar questus, quod, cum ultro in\ncontinentem legatis missis pacem ah se pelissent, bellum sine causa intulissent\nignoscere imprudentiae dixit obsidesque imperavit.\n1 (a.) What is the literal translation of in petenda pace?\n1 (P.) ut ignosceretur. Why not ut ignoscerentur? Q 184 PUBLIC SCHOOLS REPORT, 1929-30.\nValue.\n2 (c.) Account for the mood of petissent, intulissent.\n1 (d.) What is the subject of ignoscere?\n2. Translate:\u00E2\u0080\u0094\u00E2\u0096\u00A0\n10 His adductis, in iis filio propinquisque ejus omnibus, quos nominatim evocaverat,\nconsolatus Indutiomarum hortatusque, uti in officio maneret: nihilo tamen\nsecius principibus Treverorum ad se convocatis hos singillatim Cingetorigi\nconciliavit: quod cum inerito ejus a se fieri intellegebat, turn magni interesse\narbitrabatur ejus auctoritatem inter suos quam plurimum valere, cujus tam\negregiam in se voluntatem perspexisset. Id tulit factum graviter Indutio-\nmarus, suam gratiam inter suos minui, et qui jam ante inimico in nos animo\nfuisset, multo gravius hoc dolore exarsit.\n7 (a.) Account for the mood of maneret, fuisset; the mood and the tense of per\nspexisset; the case of magni, animo, multo, dolore.\n1 (6.) What is the subject of interesse?\n3. Translate:\u00E2\u0080\u0094\n4 His rebus cognitis a captivis perfugisque Caesar praemisso equitatu confestim\nlegiones subsequi jussit. Sed ea celeritate atque eo impetu milites ierunt,\ncum capite solo ex aqua exstarent, ut hostes impetum legionum atque equitum\nsustinere non possent, ripasque dimitterent ac se fugae mandarent.\n1 (a.) Express the thought in his rebus cognitis by a Latin clause suitable to the\ncontext.\n1 (6.) Express the thought in legiones subsequi jussit by substituting imperavit for\njussit and making all other necessary changes.\n3 (c.) Account for the case of celeritate, capite; the mood of dimitterent.\nB. Virgil, Selections. i !\n4. Translate:\u00E2\u0080\u0094 ! ' ' ;\n4 stetit ilia tremens, uteroque recusso \u00E2\u0080\u00A2 \u00E2\u0080\u00A2\ninsonuere cavae gemitumque dedere cavernae. '\net, si fata deum, si mens non laeva fuisset, i\nimpulerat ferro Argolicas foedare latebras,\nTroiaque nunc staret, Priamique arx alta maneres.\n1 (a.) To what does ilia refer? '.\n1 (6.) Parse dedere. J\n1 (c.) Account for the mood and the tense of maneres.\n5. Translate:\u00E2\u0080\u0094\n4 ' Mene efferre pedem, genitor, te posse relicto\nsperasti, tantumque nefas pa trio excidit ore?\nsi nihil ex tanta superis placet urbe relinqui, :\u00E2\u0096\u00A0 .\net sedet hoc animo, perituraeque addere Troiae\nteque tuosque iuvat, patet isti ianua leto.\n3 (a.) Account for the case of te, nihil; the mood of addere. ,\n6. Translate:\u00E2\u0080\u0094\u00E2\u0096\u00A0\n4 ' Quod tibi delato Ortygiam dicturus Apollo est,\nhie canit et tua nos en ultro ad limina mittit.\nnos te, Dardania incensa, tuaque arma secuti,\nnos tumidum sub te permensi classibus aequor,\nidem venturos tollemus in astra nepotes,\nimperiumque urbi dabimus.\n3 (a.) Explain the reference in Ortygiam, hie, nos.\n2 (P.) Account for the case of Ortygiam, idem.\n1 (c.) Mention one instance of the fulfilment of the promise tollemus in astra nepotes. PART III.\u00E2\u0080\u0094APPENDICES. Q 185\nValue.\n7. Translate:\u00E2\u0080\u0094\n3 progeniem sed enim Troiano a sanguine duel\naudierat, Tyrias olim quae verteret arces;\nhinc populum late regem belloque superbum\nventurum excidio Libyae: sic volvere Parcas.\n2 (\u00C2\u00AB\u00E2\u0080\u00A2) Account for the mood and the tense of verteret; the case of excidio.\n1 (b.) Did the prophetic rumours mentioned in this extract prove to be true? Explain\nvery briefly.\n2 (c.) Scan the lines beginning progeniem and venturum.\nC. Sight Translation.\n[In dire distress because winged monsters called Harpies were carrying off all his food,\nthe aged Phineus appealed to Jason and his fellow Argonauts, who were journeying\nto Colchis in quest of the Golden Fleece.]\n32 8. Translate at sight:\u00E2\u0080\u0094 , ,,\nArgonautae primum gladiis Harpyias adorti sunt; cum tamen viderent hoc nihil\njuvare, duo ex Argonautis, qui alis instructi sunt, in aera se sustulerunt, ut\ndesuper impetum facerent. Quod cum sensissent Harpyiae, rei novitate\nperterritae statim aufugerunt, neque postea umquam redierunt.\nQuo facto, Phineus, ut pro tanto beneflcio meritam gratiam referret, Jasoni\ndemonstravit, qua ratione Symplegades vitare posset. Symplegades autem\nduae erant rupes ingenti magnitudine, quae a Jove in mari positae erant eo\nconsilio, ne quis ad Colchida perveniret. Hae parvo intervallo tiatabant et,\nsi quid in medium spatium venerat, incredibili celeritate concurrebant.\nPostquam igitur a Phineo doctus est, quid faciendum esset, Jason, sublatis\nancoris, navem solvit, et brevi ad Symplegades appropinquavit. Turn in\nprora stans, columbam, quam in manu tenebat, emisit. Ilia recta via per\nmedium spatium volavit et, priusquam rupes conflixerunt, incolumis evasit,\ncauda tantum amissa. Turn rupes utrimque discesserunt; antequam tamen\nrursus concurrerent, Argonautae, bene intellegentes omnem spem salutis in\nceleritate positam esse, summa vi remis contenderunt, et navem incolumem\nperduxerunt.\ngratiam referre, show gratitude.\nrupis, rock.\nparvo intervallo, a short distance apart.\nnato are, swim.\nevado, ere, evasi, evasum, get away, escape.\nutrimque, on both sides, in both directions.\nLatin Grammar and Composition. (Time, 2 hours.)\n15 1. Write:\u00E2\u0080\u0094\n(a.) the accusative singular of\npalm latior \t\nille homo \t\n(6.) the ablative singular of\nquod iter\t\nmagna res \t\n(c.) the genitive plural of\ncivitas nostra\t\ncorpus utile\t\nille dies\t\nhoc nomen\t Q 186 PUBLIC SCHOOLS REPORT, 1929-30.\nValue.\n(d.) the accusative plural of\nmagistratus fortis \t\nmare latins \t\n(e.) the genitive singular of\nquod flumen \t\nunits quisque \t\nhoc genus \t\n(/.) the ablative singular of\nnox \t\ncornu \t\ndies \t\npedes \t\n14 2. Translate into English :\u00E2\u0080\u0094\n(o.) Nos nostraque omnia in silvas conferemus.\n(6.) Caesari omnia uno tempore erant agenda.\n(c.) Quaesivit a me cur abire nollemus.\n(tl) A Romanis petebant ne sibi nocerent.\n(e.) Pollicitus est se quam celerrime auxilium missurum esse.\n(/.) Num putatis vos nobis amicos fuisse?\n(g.) Eos monebo ut finem orandi faciant.\n15 3. Write:\u00E2\u0080\u0094\n(a.) the second plural present subjunctive active of\niungo \t\neo\t\nmalo \t\npossum .\t\n(b.) the third singular imperfect subjunctive of\nfero (active) \t\nrcdeo \t\ndesum \t\nproflciscor \t\n(c.) the second singular present indicative of\nfero (active and passive) \t\nmalo \t\ncapio (active and passive) \t\n(d.) the second singular future indicative of\naudio (active) \t\nnoceo \t\nparco\t\nnolo\t\nutor\t\nfio\t\n(e.) the plural present imperative of\nsequor \t\nconor\t\n(/.) the first singular perfect indicative active of\nrefero \t\nmalo \t\npraesum \t\nreddo \t\npello \t\npraesto \t\nfio \t\npersuadeo \t\naudeo \t PART III.\u00E2\u0080\u0094APPENDICES. Q 187\nValue.\n4. Translate into Latin :\u00E2\u0080\u0094\u00E2\u0080\u00A2\n4 (\u00C2\u00AB.) Do you believe that the Gauls will do what they have promised?\n5 (b.) They promised to send back the hostages whom they had received.\n5 ic) I hope no one will answer that he wishes to go away.\n5 id.) Vour brother ordered me not to help you.\n5 (e.) They persuaded Caesar not to give the Germans land in Gaul.\n7 if.) On the same night we were informed by our scouts that the cavalry of the\nenemy had encamped two miles from us.\n5 iff-) The next year he perceived that he must return to Rome.\n5 (h.) They asked how great an army was marching against him.\n5 (\u00C2\u00AB\u00E2\u0080\u00A2) They said that they had not injured us.\n5 H-) Do you know why we have come into your territories?\n5 ik.) He makes the camp so large that it cannot easily be surrounded.\nPhysics. (Time, 2% hours.)\n[The last question and any other seven constitute a full paper.]\n11 1. (a.) A uniform wooden rod 6 cm. square and 50 cm. long is loaded so that it floats\nupright in water with 30 cm. below the surface. If the rod were placed in\na liquid of specific gravity 0.8, what length of the rod would be below the\nsurface?\n(6.) The area of the large piston of a hydraulic press is 200 square inches and that\nof the small piston is 5 square inches. What is the mechanical advantage\nof this machine? Prove that, if there is no friction, the work obtained from\nthis instrument is equal to the work put into it.\n11 2. (a.) Air is forced into a vessel of volume 1,000 cc. until it contains 2.58 grams, the\ntemperature being 17\u00C2\u00B0 C. Find the pressure of the air in the vessel if the\nmass of one litre of air at 0\u00C2\u00B0 C. and 760 mm. pressure is 1.29 gm.\n(b.) Define the following terms : heat of fusion, relative humidity, boiling-point.\n11 3. (a.) If 50 grams of steam at 100\u00C2\u00B0 C. are passed into a cavity in a block of ice which\nis at 0\u00C2\u00B0 C, how much ice will be melted, assuming that no heat is lost?\n(6.) Show by reference to a diagram, in each case, how convection currents may be\nestablished in liquids and also in gases. What is the real cause of such\ncurrents? Give one example of each from nature.\n11 4. (a.) At a time when the velocity of sound in air is 350 metres per second what will\nbe the length of the shortest closed tube that will be in resonance with the\nfundamental note from a tuning-fork of frequency 300?\n(6.) Write a short note on the influence of temperature on the velocity of sound\nin air.\n(c.) Describe, by reference to a diagram, the nature of a sound-wave in air.\n11 5. (a.) An object is placed before a convex lens of focal length 20 cm. and its image is\nformed on a screen 30 cm. from the lens. Find the position of the image by\ncalculation. Make the usual diagram.\n(&.) Explain clearly how the colour of natural objects arises.\n11 6. (a.) State the law of variation of intensity of illumination with distance from the\nsource and describe how it is used in determining the candle-power of a\nlamp.\n(b.) Describe a simple experiment for comparing the magnetic shielding power of\niron with that of brass. Use drawings. Q 188 PUBLIC SCHOOLS REPORT, 1929-30.\nValue.\n11 7. (a.) Describe the human eye as an optical instrument. How is it that a person\nwith normal vision can see distinctly objects at all distances from 10 inches\nup to infinity?\n(b.) Describe the electrophorus and explain its action in terms of the electron theory.\nWhat is the source of the electrical energy obtained when the cover is\ndischarged?\n11 8. Answer part (ct) and either (6) or (c).\n(a.) A helix of insulated wire is wound around a vertical cardboard tube. The\ncircuit is then closed and the N pole of a bar magnet is moved into the coil.\nMake a drawing of the apparatus so as to show clearly the direction, of\nwinding of the helix. Predict, by Lenz's law, the polarity of the upper end\nof the coil and mark It and the direction of the induced current on the\ndiagram.\n(&.) A heating-coil of resistance 50 ohms is connected to a 100-volt circuit. Calculate (1) the power in k.w. used by the coil, (2) the heat given off in\n5 minutes. (The factor used in converting watts into calories per second\nis 0.24.)\n(c.) A cell has an internal resistance of 0.3 ohm and its E.M.F. on open circuit is\n1.8 volts. If the poles are connected by a conductor of 1.2 ohms, what would\nbe the reading of a voltmeter connected to the terminals of the cell while\nthe current is flowing?\n23 9. (\u00C2\u00AB\u00E2\u0080\u00A2) From a rifle 64 feet above the water a bullet is shot in a horizontal direction\nand strikes the water at a horizontal distance of 3,000 feet. What was the\naverage horizontal velocity of the bullet?\n(6.) A mass of 100 grams, which is free to move, acquires a velocity of 10,000 cm.\nper second in 10 seconds from rest. What constant force has produced the\nvelocity?\n(e.) A spring balance would have to be used to compare the weight of a body on the\nmoon with that on the earth. Explain why.\n(d.) What horizontal force is required to draw a trunk weighing 150 pounds across\na floor, if the coefficient of friction is 0.3?\nGrade XI., Normal Entrance.\nGeography. (Time, 2 hours.)\n[Ansicer the first question and four other questions.]\n28 1- Draw a large sketch-map of the four western Canadian provinces. Include and\nname: (a) the Fraser, Columbia, and Saskatchewan-Nelson river systems; (b)\nthe Peace, Athabaska, and Skeena rivers; (c) four provincial capitals, with\nPrince Rupert, Kamloops, Nelson, Vancouver, Calgary, Prince Albert, Saskatoon,\nBrandon, and Churchill; (d) the parallel 60\u00C2\u00B0 N. and the meridian 120\u00C2\u00B0 W.\n18 2. (a.) Why is it that a December day in British Columbia is (i) cooler than, (ii)\nshorter than a June day? Illustrate your answer by large and clear\ndiagrams.\n(b.) Explain why our warmest and coldest months are usually August and January,\nrespectively, rather than June and December.\n18 3. ia.) \" Cities tend to develop wherever there is a break in transportation.\" To what\nextent do the cities Montreal, London, and Marseilles justify this statement?\nIllustrate your answer by sketch-maps. PART III.\u00E2\u0080\u0094APPENDICES. Q 189\nValue.\n(B.) What other conditions have determined the location and growth of such cities\nas Hamilton, Winnipeg, and Seattle?\n18 4. (a.) Halifax, Nova Scotia, and Portland, Oregon, lie very nearly on the same\nparallel of latitude. What are the climatic differences between these two\ncities? Explain as fully as possible how these differences are caused.\n(b.) \"The condition of winter rains and dry bright summers has been called\nMediterranean climate because it is so prevalent in this region (Southern\nEurope).\"\n(i.) Explain fully the reasons for this condition.\n(ii.) What areas in North America, Africa (south of the equator), and Australia\nhave a \"Mediterranean climate\"?\n18 5. (a.) Name three important manufacturing industries carried on in England, and\none in each of the countries Scotland, Ireland, and Wales. Name one\ncentre associated with each of these manufactures.\n(&.) In which two European countries has water-power been most highly developed?\nFor what purposes is this power utilized?\n(c.) Select three other European countries which are engaged in manufacturing;\nname the manufactures and one centre associated with each.\n18 6. (a.) Describe the surface of New Zealand. In what industries are the people of\nNew Zealand principally engaged? What are the chief products of these\nindustries ?\n(b.) (i.) Compare British India with Canada in regard to area and population.\n(ii.) What rivers drain the Great Plain of India? Describe the surface of this\nplain and enumerate the principal crops raised there,\n(iii.) Describe the position of these cities and state what special interest\nattaches to them: Delhi, Calcutta, Karachi, Bombay.\n18 7. (o.) Enumerate (i) three main sources of the world's toheat supply, and name\none shipping-point in each; (ii) three main sources of the world's cotton\nsupply, naming one shipping-point in each; (iii) two countries that supply\nthe largest wool clip, and the chief shipping-point in each.\n(&.) Name the principal coffee producing country, and the chief shipping-point for\nthis product.\n(c.) From what raw products are the following obtained: starch, chocolate, guttapercha, jute, copra, olive-oil? Indicate one country of origin for each. Q 190\nPUBLIC SCHOOLS REPORT, 1929-30.\nGrade XII., Senior Matriculation.\nAlgebra. (Time, 3 hours.)\n1. (a.) Show how to find the sum of n terms and the sum to infinity of a G.P.\n(b.) The 7th term of an A.P. is 15 and the 21st term is 8. Find the sum of the\nfirst 13 terms.\nValue.\n14'\n14\n14\n12\n14\n12\n14\n6\n2. (a.) If x : a = y : b-\n(b.) Find the ratios x : y\n.r\nc, then \u00E2\u0080\u0094 + \u00E2\u0080\u0094 -\na2 b2 c'2\n(x + y + z)\n(a+b + c)2\nfrom the equations'3x \u00E2\u0080\u00942y = 3z, I0y \u00E2\u0080\u0094 6z \u00E2\u0080\u0094 x.\n3. (a.) If x cc y, prove x2 - y2 ccxy.\n(b.) The weight of a cylinder varies as the square of the radius of the base when\nthe height is constant and as the height when the radius is constant.\nTwo cylinders have their heights in the ratio 17 : 8; find the ratio of\nthe areas of their bases if the first weighs three times as much as the\nsecond.\n4. (a.) Show that in the combinations of 40 different things taken 10 at a time, the\nnumber of combinations in which a particular thing occurs is one-third\nof the number in which it does not occur.\n(b.) How many different arrangements beginning with / and ending with e can\nbe made from the letters of the words, (i) failure, (ii) feature? Explain\nclearly.\n12\n5. (a.) Write the 5th term of (2 - cc) .\n(b.) Expand (16 + 3*-) 4 to 2 terms.\n(c.) Find the sum of the series - + -ZL + '' \u00E2\u0080\u0094\nV ' 4 4.8 4.8.12\n+ ... to infinity.\n6. A man mortgages property for $10,000 and agrees to pay the money off in 10\nequal annual payments, the first to be made a year hence. If money is\nworth 5%, what is the amount of each payment?\n(1.05)10== 1.628895, (1.05)\"\n= 0.613913.\n7. (a.) a and /3 are the roots of 3a:2 + x + 2 ===== 0, (a+ 1) and ((3 + 1) are the roots of\ny2 -py + q = 0. Find the values of p and q.\n(6.) Discuss the values imposed upon k when the equation x2 \u00E2\u0080\u0094 kx + 5 \u00E2\u0080\u0094 0 has\n(i) equal roots, (ii) real roots, (iii) imaginary roots.\n8. Solve the equations : x + y + z \u00E2\u0080\u0094 10, yz + zx + xy \u00E2\u0080\u009433, (y + z)(z + x)(x + y) ===== 294.\nBiology. (Time, 3 hours.)\n[Questions are of equal value.]\n1. Compare the teeth of the rabbit or beaver (a) with those of the cat or dog and (6) with\nthose of the sheep or horse. What specializations are to be noted in each case, and what\nrelation exists between the kind of food eaten by the animal and its teeth?\n2. Outline the life-history of the malaria parasite, or of a parasite fungus. Show how the\nparasite reproduces, how it is carried from host to host, and how it obtains its food.\nDistinguish between symbionts and commensals, giving examples.\n3. Compare the processes of photosynthesis and respiration under the headings: (a) the\nchemical changes involved; (b) the energy changes; (c) the cells which carry on the\n. work; (d) the time during which these processes are carried on. PART III.\u00E2\u0080\u0094APPENDICES. Q 191\n4. According to the \" cell theory,\" plants and animals are composed of cells and their products.\nDescribe the structure of a unicellular plant and of a unicellular animal. Compare the\ntwo. Describe two specialized plant-cells and two specialized animal-cells belonging to\nhigher forms, and show how the structure in each case is related to the work performed.\n5. Explain the following terms, giving examples: (a) hormone; (b) vitamin; (c) geotropism,\n(d) chemotropism, (e) supertonic, (/) isotonic, (g) gamete, (h) spore.\nChemistry. (Time, 3 hours.)\n[Questions are of equal value. Answer ten only. Atomic weights are given\nat the end of the paper.]\n1. What connection is there between the atomic theory and (a) the law of definite proportions,\n(&) the law of multiple proportions? Explain clearly why the formula of water is HoO.\n2. State the laws of (a) Le Chatelier, (6) DuLong and Petit, (c) Faraday, and give an\nillustration of the usefulness of each law.\n3. Arrange the following non-metals, O, S, Cl, Br, I, F, in order of their activity, as in the\nE.M.F. series of the metals. Give replacement reactions to justify the order of your\narrangement.\n4. Compare briefly the chemistry of the various members of the nitrogen family (N, P, As,\nSb, Bi) and their compounds, with special reference to their hydroxides.\n5. Give the physical and chemical properties by which you would recognize : (a) bromine,\n(b) nitrogen tetroxide, (c) hydrogen peroxide, (d) a phosphate, (e) a chloride,\n(/) hydriodic acid, (g) a sulphate, (h) a nitrate.\n6. Which hydroxides are amphoteric? Write their formulae and give equations to show how\nthey would react with (a) NaOH, (6) hydrochloric acid. Why are solutions of\naluminates, alkaline and those of alums, acid?\n7. Why are magnesium and zinc not found free in nature, while silver and gold are? How\nwould you account for the fact that hydrogen sulphide will not precipitate zinc sulphide\nfrom a zinc chloride solution but will from a zinc acetate solution?\n8. Describe any three processes of manufacture in which electrical energy is employed in the\nproduction of an element or a compound of industrial importance.\n9. 25 grams of NaNO\u00E2\u0080\u009E are dissolved in 1,000 grams of water. The degree of ionization of the\nsalt in the solution is 70 per cent. What is the freezing-point of the solution?\n10. What weight of bromine can be liberated from a concentrated solution of potassium bromide\n(excess) by the addition of 15 grams of hydrochloric acid (containing 39.1% HC1) and\nan excess of manganese dioxide?\n11. A solution of hydrochloric acid was found to have a normality of 1.05. What volume of\nwater must be added to 500 cc. of this solution to make it exactly normal?\n12. 20 grams of an alloy of zinc and copper (30% copper) were placed in a vessel containing\n150 grams of sulphuric acid (25% H\u00E2\u0080\u009ES04). What weight of hydrogen was liberated?\nxVtomic weights: Na=23, N=14, Br = 80, Cl = 35.5, Zn=65, S = 32. Q 192 PUBLIC SCHOOLS REPORT, 1929-30.\nEnglish Composition. (Time, 3 hours.)\nValue.\n20 !\u00E2\u0080\u00A2 Improve each of the following sentences, and state in detail your reasons for the\nchanges made:\u00E2\u0080\u0094\n(a.) By continuing his depredations, they were so much enraged that a party of\nthem resolved to go and hunt the monster.\n(6.) \"The Gypsy\" was perhaps the most peculiar story we read. This was\nbrought about by the fact that the characters and setting were\ndifferent,\n(c.) One morning as Major Pendennis, Esq., sat down to his breakfast at his\nclub in Pall Mall, he discovered in his mail two letters of special\ninterest and at the same time very annoying.\n(d.) I was so uncomfortable that I rolled up my sleeves so far that my arms\ngot sunburned, so I could hardly sleep that night,\n(e.) Once having made up his mind, you may depend upon it he will never draw\nback when he has got fully started.\n10 2. Write a letter to a prominent business man asking him to place an advertisement in\nthe next issue of your school paper.\n15 3. State your opinion as to the effectiveness of the following paragraph, basing your\njudgment upon considerations of unity and completeness of thought, method of\ndevelopment, coherence, and any other features that occur to you:\u00E2\u0080\u0094\nThe aim of literary study is not to amuse the hours of leisure; it is to awake\noneself, it is to be alive, to intensify one's capacity for pleasure, for sympathy,\nand for comprehension. It is not to change utterly one's relation with the\nworld. It is not to affect one hour, but twenty-four hours. An understanding appreciation of literature means an understanding appreciation of the\nworld, and it means nothing else. Not isolated and unconnected parts of\nlife, but all of life, brought together and correlated in a synthetic map! The\nspirit of literature is unifying; it joins the candle and the star, and by the\nmagic of an image shows that the beauty of the greater is in the less. And,\nnot content with the disclosure of beauty and the bringing together of all\nthings whatever within its focus, it enforces a moral wisdom by the tracing\neverywhere of cause and effect. It consoles doubly\u00E2\u0080\u0094by the revelation of\nunsuspected loveliness, and by the proof that our lot is the common lot.\nIt is the supreme cry of the discoverer, offering sympathy and asking for it\nin a single gesture. In attending a University Extension Lecture on the\nsources of Shakespeare's plots, or in studying the researches of George\nSaintsbury into the origins of English prosody, or in weighing the evidence\nfor and against the assertion that Rousseau was a scoundrel, one is apt to\nforget that literature is first and last a means of life, and that the enterprise\nof forming one's literary tastes is an enterprise of learning how best to use\nthis means of life. People who don't want to live, people who would sooner\nhibernate than feel intensely, will be wise to eschew literature. They had\nbetter, to quote from the finest passage in a fine poem, \" sit around and eat\nblackberries.\" The sight of a \" common bush afire with God \" might upset\ntheir nerves.\n55 4. Draw up a plan and write an expository essay of about 300 words on one of the\nfollowing topics:\u00E2\u0080\u0094\n(a.) My opinion of the value of examinations.\n(b.) The finest character I have met in fiction,\n(c.) How I learned to like poetry.\n(d.) End-of-the-term feelings. PART III.\u00E2\u0080\u0094APPENDICES. Q 193\nEnglish Literature. (Time, 3 hours.)\nValue.\n20 !\u00E2\u0080\u00A2 Write notes on five of the following passages, giving the name of the author, the\ntitle of the poem, the context, and, as concisely as you can, the meaning:\u00E2\u0080\u0094\n(a.) His are the quiet steeps of dreamland,\nThe waters of no more pain.\n(b.) Still in the dawnlit waters cool\nHis ghostly Lordship swims his pool.\n(c.) The devil's walking parody\nOn all four-footed things.\n(d.) War's annals will cloud into night\nEre their story die.\n(e.) We travel the dusty road, till the light of the day is dim,\nAnd sunset shows us spires away on the world's rim.\n(/.) I pleaded outlaw-wise,\nBy many a hearted casement, curtained red.\n(g.) But I, being poor, have only my dreams;\nI have spread my dreams under your feet.\n13 2. Quote a poem, or a selection of at least fourteen lines from a poem, in Methuen's\nAnthology. Discuss the poetical effectiveness of this quotation and show clearly\nin as many ways as you can how it is characteristic of its author.\nQ 3. After each of the following topics list the names of the three poems in Methuen's\nAnthology that you think most clearly develop the idea:\u00E2\u0080\u0094\n(a.) The ugliness of war.\n(6.) The love of one's own familiar countryside,\n(c.) The romantic tale of the world.\n(d.) An interest in the simple things of life.\n11 4. Speaking of the short stories of Edgar Allan Poe, Canby remarks: \" There is manifest a care that all the attributes of the story, characters, setting, and most of\nall the style, should lend their suggestive powers to the desired effect.\"\nWhat appears to you to be the desired effect in \" The Masque of the Red Death \"?\nIn about two pages, give a careful analysis of the story showing to what extent\nthe attributes mentioned above contribute to this effect.\n5 5. (a.) Name the story (and its author) in Canby's collection that best illustrates each\nof the following:\u00E2\u0080\u0094\n(a.) Suspense and mystery.\n(6.) Pathos.\n(c.) A moral situation.\n(d.) An age of romance.\n(e.) A reminiscent mood.\n8 (P-) Assign each of these characters to its story: Hutcheon, the genius, the German\nJew, Jupiter, Maister John, Amos Barraclough, Cupidus, Florimond de\nChampdivers.\n10 6. What scene presents the climax in the drama of Electra? In support of your answer,\noutline what happens therein and show the effect on the characters concerned.\n9 7. (a.) What do you understand by Dramatic Irony?\n(b.) In a few sentences indicate precisely a moment in each required play at which\nthe effect of Dramatic Irony is clearly felt.\n10 8. Briefly suggest several contrasts between Brutus and Antony as leaders of men.\nBy a careful analysis of the funeral orations, show the difference between their\nmethods with the mob.\n8 9. In at least a page discuss the meaning of the title A Doll's House, and show in\ndetail how the idea is worked out in the play.\n13 Q 194 PUBLIC SCHOOLS REPORT, 1929-30.\nFrench Language. (Time, 3 hours.)\n[N.B.\u00E2\u0080\u0094Lisez les questions avec soin. Soulignez les mots que vous changes ou ajoutez.]\nValue.\n25 !\u00E2\u0080\u00A2 Traduction:\u00E2\u0080\u0094\n(a.) I don't think there is a man in France more ill-served than I.\n(5.) The famous author was born in the very heart of the city, quite near the\nmarket,\n(c.) Do you think I shall ever speak French without making many mistakes?\n(d.) It is said with regard to Moliere that he had no longer need to read authors,\nhe had only to study the world.\n(e.) You told me not to talk to any of my friends about it.\n10 2. Mettez les verbes en italique au temps convenable :\u00E2\u0096\u00A0\u00E2\u0080\u0094\n(a.) Dites a ces dames qu'elles ne s'en aller pas tout de suite.\n(6.) J'ai peine a me persuader que je pouvoir etre veritablement sa fllle; d'autres\nsauront m'apprecier.\n(c.) Autrefois les Parisiennes aller a. pied et sortir tous les jours.\n(d.) Depuis combien de temps dormir-il? je crains qu'on ne faire du bruit,\n(e.) C'est la seule usine qui produire de telles machines.\n(/.) II ne parla plus apres qu'on le convaincre de son erreur et k huit heures\nprecises, nous partir tous.\n15 3. Composez une phrase avec chaque groupe de mots; ajoutez-en d'autres; faites les\nchangements necessaires; traduisez en anglais.\n(a.) academicien, faire, une fois elu, visite de rigueur, sous la coupole.\n(b.) au jour dit, en plein air, s'amuser, grande fete, un loup.\n(c.) maitres, sur-le-champ, battre, aller sur les brisfies, depouiller.\n20 4- ia-) Donnez le genre de: terrasse, verre, montagne, academie, dictionnaire.\n(6.) Pluriel de: Le vitrail du chateau etait bleu; ce cristal rose est un vrai bijou.\n(c.) Adverbesde: tier, prudent, nouveau, bref.\n(d.) Employez le mot convenable selon le sens de la phrase.\n(1.) Nous sommes partis de la du marche et une heure aprSs nous\nsommes revenus au meme (endroit, place).\n(2.) Nous faisons des fautes de frangais \u00E2\u0096\u00A0 mais quand nous aurons\npasse en France nous parlerons bien (quelquefois, quel que\ntemps).\n(3.) Le jeune homme a \u00E2\u0096\u00A0 son pere comme directeur de l'usine mais il\nn'a pas encore faire fortune (reussir a, succeder &).\n15 5. Donnez l'equivalent frangais des mots en italique:\u00E2\u0080\u0094\n(a.) C'est le plus beau pont du monde y compris ceux de Paris.\n(c.) Ces reunions sont toujours fort courues.\n(c.) II y a, bien entendu, un grand nombre de ces usines.\nid.) II y a des affiches d'un bout A Vautre du pays,\n(e.) Ce critique se pique avec raison de pouvoir juger une pi&ce.\nEmployez le verbe devoir pour traduire:\u00E2\u0080\u0094\n(a.) I owe you a visit.\n(6.) He had to go to town.\n(c.) They must admit the truth.\n(d.) We ought to have come here,\n(e.) You ought to write carefully. PART III.\u00E2\u0080\u0094APPENDICES. Q 195\nValue.\n15 6. (a.) Placez les prepositions convenables s'il est necessaire, sinon mettez une croix X.\nNotre galant est-il arrive \u00E2\u0080\u00A2 temps? ou \u00E2\u0096\u00A0 retard? et est-il alle & la\nbelle maison \u00E2\u0080\u0094\u00E2\u0080\u0094 aller voir son amie qu'il esp&re trouver car il\nveut demander un ofncier de ses amis, s'il peut conduire\ntout le monde un kilometre de la, pour pgcher la ligne pendant\nplusieurs heures?\n(&.) Changez les mots en italique pour des pronoms personnels:\u00E2\u0080\u0094\n(1.) Les passants qui se prominent dans cette rue font des reflexions.\n(2.) C'est Pasteur qui a renouvele les sciences.\n(3.) Nous prenons des notes, en classe.\n(4.) Portez ces robes a ees dames.\n(5.) Ces valets? lis parlent pour cette precieuse. \u00E2\u0096\u00A0 <\nFrench Literature. (Time, 3 hours.)\n20 1- Commentez brievement ce passage (en anglais) et expliquez les expressions en\nitalique. Ne traduisez pas le passage et ne faites pas un re'sume du passage.\nGorgibus.\u00E2\u0080\u0094Et par oil veux-tu done qu'ils debutent? \u00E2\u0096\u00A0 \u00E2\u0096\u00A0 N'est-ce pas un procede\ndont vous avez sujet de vous louer toutes deux aussi bien que moi? Est-il\nrien de plus obligeant que cela? Et ce lien sacre oil ils aspirent n'est-il pas\nun temoignage de l'honnetete de leurs intentions?\nMagdelon.-\u00E2\u0080\u0094Ah! mon p6re, ce que vous dites-la est du dernier bourgeois. Cela\nme fait honte de vous oui'r parler de la sorte, et vous devriez un peu vous\nfaire apprendre le bel air des choses.\nGorgibus.\u00E2\u0080\u0094Je n'ai que faire ni d'air ni de chanson. Je te dis que le mariage est\nune chose sainte et sacret., et que c'est faire en honnetes gens que de debuter\npar la.\nMagdelon.\u00E2\u0080\u0094Mon Dieu, que, si tout le monde vous ressemblait, un roman serait\nbientot fini? La belle chose que ce serait si d'abord Cyrus epousait Mandane,\net qu'Aronce de plain-pied fut marie a, Clelie!\nGorgibus.\u00E2\u0080\u0094Que me vient confer celle-ci?\nMagdelon.\u00E2\u0080\u0094Mon pere, voila ma cousine qui vous dira, aussi bien que moi, que le\nmariage ne doit jamais arriver qu'aprSs les autres aventures. II faut qu'un\namant, pour gtre agreable, sache debiter les beaux sentiments, pousser le\ndoux, le tendre et le passionm&, et que sa recherche soit dans les formes.\nPremierement, il doit voir au temple, ou a la promenade, ou dans quelque\ncertSmonie publique, la personne dont il devient amoureux; ou bien etre\nconduit fatalement chez elle, par un parent ou un ami, et sortir de la tout\nreveur et melancolique. II cache un temps sa passion a Vobjet aime, et\ncependant lui rend plusieurs visites, ou Ton ne manque jamais de mettre sur\nle tapis une question galante, qui exerce les esprits de l'assemblee. Le jour\nde la declaration arrive, qui se doit faire ordinairement dans une allee de\nquelque jardin, tandis que la compagnie s'est un peu eloignee; et cette\ndeclaration est suivie d'un prompt courroux, qui parait a. notre rougeur, et\nqui, pour un temps, bannit l'amant de notre presence. Ensuite il trouve\nmoyen de nous apaiser, de nous accoutumer insensiblement au discours de sa\npassion, et de tirer de nous cet aveu qui fait tant de peine. Apres cela\nviennent les aventures, les rivaux qui se jettent a\u00C2\u00A7 ?\nSDcacbonalb (erftaunt). \u00C2\u00A9er SRenfd) fd)eint\u00E2\u0080\u0094(3Iuf ben Sopf meifenb.)\n\u00C2\u00A9ibfon. (Sin 3Injug fann ein jufammengeflidteg \u00C2\u00A9ti'tcf $eug fein\u00E2\u0080\u0094e\u00C2\u00A7\nfann aber aud) ein jfrtnjlroerf fein\u00E2\u0080\u0094unb raer bag madjen fann, ift ein\nSunfiler. 3I)ren Dtocf f)at ein -pfufdjer gemadjt. PART III.\u00E2\u0080\u0094APPENDICES. Q 199\nValue.\n9 (b.) SDiacbonalb. \u00C2\u00A9ie Ijaben fid) guriidgegogen unb finb ben gangen Sag\nnidjt roieber gum 23orfd)ein gefomtnen\u00E2\u0080\u0094ba\u00C2\u00A7 mar fefir oerftdnbtg,\u00E2\u0080\u0094\nI)eut fd)eint eg mir aber fefjr groeifell)aft, ob \u00C2\u00A9ie gang gured)nunggfdl)ig\nfinb. (216 burd) bie 3JUtte.)\n\u00C2\u00A9ibfon. -Dag bin id),\u00E2\u0080\u0094bag bin id)! \u00E2\u0080\u0094ol), je\u00C2\u00A3t \u00C2\u00BBerftet)e id), ber funge\n.Sperr mad)t feine \u00C2\u00A9page mit mir, unb id) blamiere mid).\u00E2\u0080\u00943e|t ift\naber meine \u00C2\u00A9ebulb gu (Snbe. \u00C2\u00AEie betben Jpdfdjer ftt-jen nod) im\nSffiirt\u00C2\u00A7il)aug\u00E2\u0080\u0094id) roerbe mir erlauben, mit bem jungen |jerrn aud)\neinen SBitj gu madjen. (2lb burd) bie StTiitte.)\n5 (c.) (1.) (Sg Ijanbelt fid) urn eine rotdjttge Slttgelegenljeit.\n(2.) Unt bid) ift mir nid)t meljr bange.\n(3.) j\u00C2\u00A3un \u00C2\u00A9ie mir ben \u00C2\u00A9efalten, ben 3J?enfd)en fortgufdjaffen.\n(4.) \u00C2\u00AEa Ijabe id) mir etroag \u00C2\u00A9djoiteg eingebrocft.\n(5.) \u00C2\u00A9ie roerben bod) mit fid) reben laffen !\n8 2. SLBie fam \u00C2\u00A9ibfon af\u00C2\u00A7 \u00C2\u00A9aft bei .Sperm SJlarglanb ?\n3. Translate :\u00E2\u0080\u0094\n8 (a.) \u00C2\u00A9iefe 2lnftd)t leud)tete oielett ein, aber eg rodre bod) unertjort geroefen,\nroenn matt fold) ein erljabeneg 2Berf einem einfad)en 33reifad)er Sinb,\nroie .Spang Siefrinf, t'tbertragen Ijdtte, ben jeber alg bummett 3\"\"Sen\ngefannt, ben man fo aufniad)fen fat), oljne je etroag -Befonbereg an\nt^m roal)rgunet)tnen,\u00E2\u0080\u0094ja, ben man fo fiber bie 2ld)feln angefeljen unb\nuerad)tet Ijatte! D?ein, eg roar fdtjoit unt beg Slnfetjeng ber r ntd)t an bem fiebenten Ijerauggegogen, fo feljr id) aud)\nbagegen eiferte ? S)a Ijabt il>r nun bag Ungliid.\n9 (b.) \u00C2\u00A9ctjulge (ri)rlid)). 9?ein, SJadjbar, roag man fo gefd)impft nennt ntemalg.\n(Sg ift roofjt gefagt roorben: ^lir rodret eigenfinnig unb fjalSftarrig,\nilir rodret red)tl)aberifd) unb tljdtet gern bid, iljr rodret ftreitfitcljttg\nunb grob\u00E2\u0080\u0094aber etroag Unredjteg liat end) niemanb bei ung nadjgefagt.\nSefjmann. ,Spm, bag rodre! 9ca fet)t, @d)ulge, fo eigentlid) fitr einen\nfd)led)ten fterl feib il)r bet ung aud) nidjt geljalten roorben. 3Sir\nIjaben rool)l gemeint: %l)i rodret biffig unb ftarrfbpfig, iljr rodret\netroag bumm unb mit bem 5D?aule oornroeg, i^r rodret geigig unb\nmtfjgiinftig, aber etroag (Sfjrenri'ttirigeg f;at eud) feiner oon ung\nnadjgefagt.\n10 7. (Srgdtjlen \u00C2\u00A9ie bte @efd)id)te ron ,,(Siner mug tjteraten.\"\nHistory. (Time, 3 hours.)\n[Answer any five questions.]\n30 1- Compare the achievements of Cartier and Champlain in exploration; of Champlain\nand Talon in colonization.\n20 2. Describe briefly: (a) the Jesuit missions to the Indians, (6) the character and\norganization of the Church in New France.\n20 3. Illustrate the importance of the fur trade in Canadian history.\n20 4. Sketch in your own words the chief waterways by which a trader from Montreal in\n1821 might hope to reach Hudson Bay, the Pacific Ocean, the mouth of the\nMississippi, and the mouth of the Mackenzie.\n20 5. Who were the United Empire Loyalists? Where and in what numbers did they\nsettle? What has been their influence on Canadian history.\n20 6. What led to Lord Durham's Report? What were its chief recommendations? Sketch\nthe struggle over these recommendations in Canada between 1839 and 1849.\n20 7. Describe briefly the historical importance of three of the following: Lord Selkirk,\nJoseph Howe, L. A. Wilmot, Edward Whelan, A. T. Gait, Thomas D'Arcy McGee,\nSir George Cartier, and Sir James Douglas.\n20 8. Sketch the stages in the movement towards Confederation in 1867 and in the later\nextension from sea to sea.\n20 9. Describe the railway systems of Canada and indicate their importance, both economically and politically.\n20 10- *n what ways has Canada progressed since Confederation? PART III.\u00E2\u0080\u0094APPENDICES. Q 201\nLatin Authors. (Time, 3 hours.)\nValue. *\n17 1. Translate:\u00E2\u0080\u0094\nQuare, si propter socios, nulla ipsi iniuria lacessiti, maiores nostri cum Antiocho,\ncum Philippo, cum Aetolis, cum Poenis bella gesserunt, quanto vos studiosius\nconvenit, iniuriis provocatos, sociorum salutem una cum imperii vestri\ndignitate defendere, praesertim cum de maximis vestris vectigalibus agatur?\nNam ceterarum provinciarum vectigalia, Quirites, tanta sunt, ut Us ad ipsas\nprovincias tuendas vix contenti esse possimus; Asia vero tarn opima est ac\nfertilis, ut et ubertate agrorum et varietate fructuum et magnitudine\npastionis et multitudine earum rerum, quae exportentur, facile omnibus\nterris antecellat. Itaque haec vobis provincia, Quirites, si et belli utili-\ntatem et pacis dignitatem retinere vultis, non modo a calamitate, sed etiam\nmetu calamitatis est defendenda.\n(a.) Account for the case of quanto, vos, Us, terris, vobis; the mood of defendere,\nexportentur, antecellat.\n(P.) Justify (briefly) Cicero's use of propter socios in reference to the Punic wars.\n14 2. Translate:\u00E2\u0080\u0094\nlam quantum consilio, quantum dicendi gravitate et copia valeat, in quo ipso\nihest quaedam dignitas imperatoria, vos, Quirites, hoc ipso ex loco saepe\ncognostis. Pidem vero eius quantam inter socios existimari putatis, quam\nhostes omnes omnium generum sanctissimam iudicarint? Humanitate iam\ntanta est, ut difficile dictu sit, utrum hostes magis virtutem eius pugnantes\ntimuerint an mansuetudinem victi dilexerint. Et quisquam dubitabit, quin\nhuic hoc tantum bellum permittendum sit, qui ad omnia nostrae memoriae\nbella conflcienda divino quodam consilio natus esse videatur?\n(a.) Account for the case of quantum, consilio, memoriae; the mood of dilexerint,\nvideatur.\n(P.) Explain the reference in 7ioc ipso ex loco. What is the subject of sit?\n(c.) What and where was Caieta, Cyzieus, Numantia?\n14 3. Translate:\u00E2\u0080\u0094\nReliquum est, ut de Q. Catuli auctoritate et sententia dicendum esse videatur.\nQui cum ex vobis quaereret, si in uno Cn. Pompeio omnia poneretis, si quid\neo factum esset, in quo spem essetis habituri, cepit magnum suae virtutis\nfructum ac dignitatis, cum omnes una prope voce in eo ipso vos spem habi-\nturos esse dixistis. Etenim talis est vir, ut nulla res tanta sit ac tarn\ndifficilis, quam ille non et consilio regere et integritate tueri et virtute\nconficere possit. Sed in hoc ipso ab eo vehementissime dissentio, quod, quo\nminus certa est hominum ac minus diuturna vita, hoc magis res publica,\ndum per deos immortales licet, frui debet summi viri vita atque virtute.\n(a.) Account for the mood and the tense of poneretis; the mood of essetis, possit;\nthe case of vita,\n(b.) What was the other objection advanced by Catulus and (very briefly) how did\nCicero answer it?\n(c.) Who was Gabinius, Hortensius, Medea?\n10 4. Translate:\u00E2\u0080\u0094\nhis ego nee metas rerum nee tempora pono;\nimperium sine fine dedi. quin aspera Iuno,\nquae mare nunc terrasque metu caelumque fatigat,\nconsilia in melius referet, mecumque fovebit\nRomanos, rerum dominos, gentemque togatam.\nsic placitum. veniet lustris labentibus aetas,\ncum domus Assaraci Phthiam clarasque Mycenas\nservitio premet ac victis dominabitur Argis. Q 202 PUBLIC SCHOOLS REPORT, 1929-30.\nValue.\n(a.) State two causes of Juno's hostility towards the Trojans.\n(6.) Explain the reference and the implication in domus Assaraci.\n(c.) Where was Phthia? Why is it specifically mentioned here?\n20 5. Translate:\u00E2\u0080\u0094\n' Vade age, nate, voca Zephyros et labere pennis,\nDardaniumque ducem, Tyria Karthagine qui nunc\nexspectat fatisque datas non respicit urbes,\nalloquere, et celeres defer mea dicta per auras.\nnon ilium nobis genetrix pulcherrima talem\npromisit, Graiumque ideo bis vindicat armis;\nsed fore, qui gravidam imperiis belloque frementem\nItaliam regeret, genus alto a sanguine Teucri\nproderet, ac totum sub leges mitteret orbem.\nsi nulla accendit tantarum gloria rerum\nnee super ipse sua molitur laude laborem,\nAscanione pater Romanas invidet arces?\nquid struit? aut qua spe inimica in gente moratur\nnee prolem Ausoniam et Lavinia respicit arva?\nnaviget: haec summa est; hie nostri nuntius esto?\n(a.) Explain the reference in nate, mea.\n(b.) Account for the mood of mitteret, naviget; the case of nostri, nuntius.\n(c.) Scan, with comments, the lines beginning Vade, exspectat, naviget.\n10 6. Translate:\u00E2\u0080\u0094\nhuius in adventum iam nunc et Caspia regna\nresponsis horrent divum et Maeotia tellus,\net septemgemini turbant trepida ostia Nili.\nnee vero Alcides tantum telluris obivit,\nfixerit aeripedem cervam licet, aut Erymanthi\npacarit nemora, et Lernam tremefecerit arcu;\nnee qui pampineis victor iuga flectit habenis\nLiber, agens celso Nysae de vertice tigres.\n(a.) By whom, and to whom, are these lines spoken?\n(&.) Explain the reference in huius, Alcides, Lernam tremefecerit arcu.\n(c.) Account for the epithet pampineis; the mood of pacarit.\n(d.) Where was Maeotia tellus?\n5 7. Translate:\u00E2\u0080\u0094\nsalve, magna parens frugum, Saturnia tellus,\nmagna virum: tibi res antiquae laudis et artis\ningredior, sanctos ausus recludere fontes,\nAscraeumque cano Romana per oppida carmen,\n(a.) Explain the reference in sanctos recludere fontes, Ascraeum, carmen.\n10 8. Within about a page give an account of either the career of Pompey or the life and\nthe works of Virgil.\nLatin Prose Composition, Sight Translation, and Roman History. (Time, 3 hours.)\nA. Latin Prose Composition.\n45 1- Translate into Latin:\u00E2\u0080\u0094\n(a.) Do not think that it is possible for us to injure our country without injuring\nourselves.\n(6.) I am afraid that they cannot help thinking that we have not wished to\nhelp them. PART III.\u00E2\u0080\u0094APPENDICES. Q 203\nValue. ,\n(c.) So far were we from injuring you that we urged the soldiers to spare you.\n(d.) How happens it that you have never been informed that the city has been\ntaken by the enemy?\n(e.) The Senate passed a resolution that all should be present at daybreak.\n(/.) He told us so many falsehoods that no one believed him when he was\nspeaking the truth.\n(g.) They said that they had not gone away against their will.\nB. Translation at Sight.\n35 2. Translate into English :\u00E2\u0080\u0094\nPost haec mala Carthaginienses a Regulo duce, quem ceperant, petiverunt, ut\nRomam proficisceretur, et pacem a Romanis obtineret, ac permutationem\ncaptivorum faceret. Ille Romam cum venisset, inductus in senatum, nihil\nquasi Romanus egit, dixitque se ex ilia die, qua in potestatem Afrorum\nvenisset, Romanum esse desisse. Itaque et uxorem a complexu removit et\nsenatui suasit, ne pax cum Poenis fieret: illos enim fractos tot casibus spem\nnullam habere; se tanti non esse, ut tot milia captivorum propter unum se\net senem et paucos, qui ex Romanis capti essent, redderentur. Itaque\nobtinuit. Nam Afros pacem petentes nullus admisit. Ipse Carthaginem\nrediit, offerentibusque Romanis, ut eum Romae tenerent, negavit se in ea\nurbe mansurum, in qua, cum Afris serviisset, dignitatem honesti civis habere\nnon posset. Regressus igitur ad Africam omnibus suppliciis exstinctus est.\nC. Roman History.\n20 3. Write a brief note on eight of the following: Lavinium, Numa, nobiles, Veii, Vestal\nVirgins, Trebia, delenda est Carthago, Terence, Rubicon, Varus.\n4. Write a note (half a dozen lines) on each of the following: Social war, Mithradates,\nSilver Age.\nPhysics. (Time, 3 hours.)\n[Answer question 1 and any seven of the remainder.]\nQ 1. (a.) How many seconds would it take an engine pulling with a force of 2 tons more\nthan friction to get a 600-ton train from rest up to a speed of 60 miles per\nhour on a level track?\n5 (P-) A jackscrew operated by a lever-arm 3 ft. long has 4 threads to an inch.\nNeglecting friction, what will be its mechanical advantage and what load\ncan be lifted by a force of 10 lb. at the end of the lever-arm?\n5 (c.) At 2 cents per kilowatt-hour, what would it cost to run a 1-horse-power motor\ncontinuously for a year?\n4 2. (a.) Write a short note on the acceleration of a body which is moving with constant\nspeed in the circumference of a circle.\n4 (P.) The standard pressure of a gas is 76 cm. Express this in dynes per sq. cm.,\ngiven that the density of mercury is 13.6 gm. per cc.\n4 ic.) Draw a simple diagram of a common pump with the piston moving upward and\nshow on the diagram the distance which may not be more than 34 feet.\n6 3. (a.) How do we explain the phenomena of gas-pressure and Boyle's Law with the\nhelp of the molecular theory?\n6 (P-) A certain steel wire when stretched with a weight of 10 kilograms is found to\nhave a vibration frequency of 250. What tension would be needed to make\nit give a note an octave higher? How could we calculate the frequency of\na brass wire of equal diameter and under equal tension? Q 204 PUBLIC SCHOOLS REPORT, 1929-30.\nValue. ,\n6 4. (a.) State Doppler's Principle. If the horn of an automobile has a frequency of\n250 per second, what will be its apparent pitch to an observer as the automobile is approaching him at a speed of 80 ft. per sec?\n6 (b.) 40 gm. of ice at 0\u00C2\u00B0 C. and 8 gm. of steam at 100\u00C2\u00B0 C. are added to a 150-gram\ncopper caloiimeter containing 400 grams of water at 20\u00C2\u00B0 C. Find the\nresulting temperature. (The specific heat of copper is .09.)\nQ 5. (a.) Find the number of calories in one B.T.U. and the latent heat of fusion of ice\nin British units.\nO (b.) Write a note on the efficiencies of different types of heat-engines.\nQ 6. (a.) A convex lens has a focal length of 10 cm. An object is placed within this\nfocal length and its image is found to be 12 times as high as the object.\nCalculate the position of the image and draw the usual diagram.\n6 (6.) What is the theoretical value of the magnifying power of the above lens? How\nwould you find it by experiment?\nQ 7. (a.) Describe with diagrams the formation of a primary rainbow.\n(J (&.) Write a note on spectrum analysis, showing how it enables us to determine the\npresence of different elements in the sun.\n6 8. ia.) What are the properties of lines of magnetic force? Show how this conception\nof lines of force is used in the study of dynamos.\n6 (6.) Given that the resistance of a platinum wire 1/1000 inch in diameter and 2 ft.\nlong is 60 ohms, what length would have a resistance of 100 ohms if the\ndiameter is 2/1000 inch? What would be the effect of a change in temperature?\nQ 9. (a.) Explain the action of a simple voltaic cell. With references to the electron\ntheory, discuss the statement of the text that \" the hydrogen ions migrate\ntowards the copper plate and give tip their charges to it.\"\nQ (b.) Draw a diagram showing some of the transformations in a modern electrical-\npower system. Why must the current be alternating and why are all these\ntransformations made?\nTrigonometry. (Time, 3 hours.)\n[N.B.\u00E2\u0080\u0094Sufficient data are appended in the table.]\n15 1. (a.) Prove cos (180 +A) =-cos A.\n(b.) Find all the values of A between 0\u00C2\u00B0 and 360\u00C2\u00B0 such that\nsec2 A + (1 - n/I) tan A - 1 - JX = 0.\n(c.) Sketch the graph of -y = sin x and also of y = cos x (two figures), as x ranges\nfrom 0\" to 360\u00C2\u00B0. Mark an ordinate on each graph to show that\nsin (270 + A) ===== - cos A.\n15 2. In any triangle prove :\u00E2\u0080\u0094\n(a.) a = -\u00E2\u0080\u0094= ,\u00C2\u00B0 =2R.\nsin A sin B sin C\n,, > , A-B a-b , C\n(b.) tan = cot \u00E2\u0080\u0094.\nV ' 2 a+b 2\n(c.) a (b cos C - c cos B) = b2 - c2.\n. _ o / \ r> sin 2A + sin 3A , A\n15 3. (a.) Prove =cot \u00E2\u0080\u0094\n; cos 2A - cos 3A 2 PART III.\u00E2\u0080\u0094APPENDICES.\nQ 205\nValue.\n(b.) Prove 2 sin x + tan x = -\t\ncosec x\n(c.) If r is radius of the inscribed circle, and rv r.\n2, r3 are the radii of the escribed\ncircles remote from A, B, C, respectively, prove ,J + -1\nc\n10\n15\n10\n10\n4. In a circle of radius 10 in. a chord is drawn which subtends at the centre the\nangle 42\u00C2\u00B0 18'. Find the difference in the length of the chord and of the arc\non which it stands.\n5. Given a = 6.44, 6 = 2.21, C = 84\u00C2\u00B0 36', find A, B, c and the area using logarithms\nthroughout.\n6. A and B are two consecutive milestones on a straight road running due North.\nFrom A a spire is observed to be N. 19\u00C2\u00B0 27' W., and from B the bearing of\nthe spire is N. 75\u00C2\u00B0 57' W. Find the shortest distance from the spire to the\nroad.\n7. A hemispherical bowl, centre C, radius r, rests with its lowest point O on a\nhorizontal plane. It is tilted until the line CO makes an angle 6 with the\na\nvertical. Prove that the height of O above the plane is now 2r sin2 -.\n10 8. Given the data in the accompanying diagram, show that x =\n(b sec a - to) sin fi\ncos (a + /3)\ni\n\u00E2\u0096\u00A0V\nh\nTable.\nan\nrie\nCOS\ncot\nlog sin\nlog COS\nlog tan\nlog cot\n19\u00C2\u00B0\n27'\n.9429\n2.8318\n1.52242\n1.97448\n1.54794\n.45206\n28\u00C2\u00B0\n15'\n.8809\n1.8611\n1.67515\n1.94492\n1.73023\n.26977\n42\u00C2\u00B0\n18'\n.7396\n1.0996\n1.82802\n1.86902\n1.95901\n.04099\n75\u00C2\u00B0\n57'\n.2428\n.2503\nL98681\nT.3S519\n.60162\nT.39838\n84\u00C2\u00B0\n36'\n.0941\n.0945\n1.99807\n2.97363\n1.02\n444\n2.97556 Q 206\nPUBLIC SCHOOLS REPORT, 1929-30.\nNumber\nLogarithm\nNumber\nLogarithm\n1.8\n.25527\n6.44\n.80889\n2\n.30103\n6.608\n.82007\n2.21\n.34439\n7.085\n.85034\n7t(3.141\n6)\n.49715\n7.383\n.86823\n4.23\n.62634\n8.65\n.93702\nValue.\n14\n6\n2\n8\n4\n3\n9\n4\n1\nGreek Authors. (Time, 3 hours.)\n1. Translate :\u00E2\u0080\u0094\neVetSi) Se Kvpos e/caAet, Xaf3utv ipdc eVopevo/Miv, Iva, et Tt. SeotTo, tiitptXoirjv avTov\ndv6' &v ev eiradov vtt' Ikuvov. e?ret Se vpels ov [iovXetrOe o'v/jiiropevecrdai,\navayKTj S?J fioi rj vpds irpoSovTa ti) Kvpov c/>tA.ta \u00E2\u0096\u00A0^prjo'Oai rj wpb,\n'EXXrjvas dyaytov ets tovs f3ap(3dpovs, irpoSoi\"} tous 'EAA/iivas ttjv t\u00C2\u00A3>v\nJ3apj3dp(i)v tfnXtav etX6p.i)v, d.XX' eVet vy-eis ipol ov OeXeTe TreiOe&dai, ovSi\neVeix^at, lXov, eeire, Kal pyv, Z Kvpe,\nXeyovvl Ttves on TroAAa virio\"^vel vvv Sta to ev toiovto) etvat, tov klvSvvov\nvTpocrtoFTOs' av Se ei5 yev\u00C2\u00BBrrat Tt, ov pepFi)iTecrt9at ere c^acrtv eVtot Se oi58', et\npttuvyb Te Kat /3ovXolo, Svvatrdat dv aVoSoiivat ocra -uvTicr^vet. a/vroijo-as raiiTa\neAe^ef 6 Kopos, ctAA' eo\"Tt pev yplv, & avSpes, 1) o-PXV V \"\"aTpwa 7rpbs pev\npetTTip/Sptav pe^pt ot> Sta Kavpta oi SvvavTai otKetv dvBpuytroi, irpbs Se dpKTOV\npe)(pt otj Sta xetpwva- ri S' ev pecra tovtcov vTavra craTpaTrevovtriv ot tov\nipov dSeXion estimated that some 40,000 horse-power would be adequate for Canadian\nconsumption. But one of the members of the (%) Ontario commission has told us to-day\nthat 120,000 horse-power has been applied for in Ontario, and that, to a very large extent,\nthat power would (1) be derived from Niagara Falls.\nHow is the minister going to ascertain which estimate is correct? Yet that is an important\nmatter to determine before the government grants any licences. (%)\nSuppose a company invests several millions in developing power at Niagara Falls with the\nintention of shipping the surplus to the United States. If that company has the assurance\n(y2) of being able to ship 100,000 horse-power to the United States during ten years, it Q 228 PUBLIC SCHOOLS REPORT, 1929-30.\nknows what it is doing, and it builds its lines accordingly. (%) Its customers likewise\nknow what they are going to receive, and they know further that at the end of that period\nthe probability is that this surplus supplied to them (2) will be required by the Canadian\nconsumers and they will be no longer able to get it.\nBut if the right to ship power to the United States may be (%) taken from that company at\nany moment, the situation is altogether different.\nIt seems to me that it is of paramount importance that a definite period should be fixed within\n(%) which the right to export could be exercised, and that time should be sufficiently long\nto enable the company to recoup itself for the cost of its transmission lines to (%) the\nUnited States and the shipment of that power.\nThat is also of importance from the point of view of the purchaser. Suppose there be no period\nfixed and the (3) company offers to sell to American manufacturers. The first question the\npurchasers will ask will be: For how long a period can you supply us with this power?\nAnd the (%) inability to give such a guarantee may prevent the company from doing any\nbusiness on any kind of a favourable basis.\nIf these licences may be cancelled at any moment (~y2) at the will of a minister, then the\ncompany cannot fail to be at a very serious disadvantage. Governments change and so\ndo ministers, and the minister of to-morrow may (\u00E2\u0080\u00A2%) come to the conclusion that all the\npower developed is required in Canada, although his predecessor may have held quite a\ndifferent opinion.\nIf I had a power plant, (4) I would much rather have the right to export a limited amount of\npower within a fixed period than the right to export a larger amount and be subject to (%)\nthe possibility of having my licence revoked at any moment. Therefore, I think that before\nfinally deciding on an important clause of this kind, we should consider it from every point\nCY2) of view, and with the greatest possible care.\nSuppose, for instance, a man has invested his money in a power plant and then offers to sell\nto an American consumer. (%) The American consumer refuses to purchase unless the\nother will contract to give him his supply during a certain number of years. What, under\nsuch circumstances, can the minister do? (5).\nStenographic Practice.\n(Time-limit for transcription, 1 hour.)\n(Eighty words a minute. Syllabic intensity, 1.5.)\nLetter 1.\nMr. James Wilson,\nNanaimo, B.C.\nDear Sir:\nAt your request we are mailing you to-day our latest catalogue of (%) \" Wearever\"\nAluminium. The special articles you mention will be found listed on pages 14, 20, and 35. (%)\nWe shall appreciate your order for any of these.\nVery truly yours,\nLetter 2.\nBates Furniture Co.,\n217 Eighth Avenue West,\nCalgary, Alberta.\nGentlemen:\nWe are surprised to have your (y\u00C2\u00B1) complaint about lot No. 279 Mahogany Veneer Dining-\nroom Suite, your order No. 643.\nThere is always, (%) of course, a certain possibility of veneer chipping, and for that reason\nwe take extra precautions in (%) packing such merchandise in special crates.\nIf you will return the damaged pieces to us, we will examine them for (1) blemishes which\nmight have caused the chipping.\nYours sincerely, PART III.\u00E2\u0080\u0094APPENDICES. Q 229\nLetter 3.\nSecretary,\nChamber of Commerce,\nVancouver, B.C.\nDear Sir:\nWe should appreciate it if you would put us in touch with (14) some firm in your city that\nis financially responsible, progressive, and generally a live-wire organization, (%) to take up\nthe sale and distribution of the Ajax Carburettor in your city and surrounding towns, preferably\n(%) a battery or electric service station, or a good, live automobile accessory dealer.\nPreparatory (1) to putting on a national advertising campaign, it is necessary for us to\nobtain a desirable (%,) and permanent connection for the distribution of our product.\nWe shall appreciate very much your courtesy (%) in the matter.\nYours very truly,\nLetter 4.\nMessrs. David Finley & Son,\nMaple Grove Avenue,\nHamilton, Ontario.\nGentlemen:\nIn times like these, when the country (14) is struggling to do a large amount of business on\na limited supply of capital, it is important from the (V2) standpoints of both buyer and seller\nto keep credit from being frozen up in nonliquid book accounts.\nThe trade acceptance (%) puts such accounts into liquid form. For this reason banks, the\nforemost business organizations, and progressive firms (1) in general, favour their extended use.\nEnclosed is a trade acceptance covering your invoice of November 17. (%) With the\nacceptance is a statement of some reasons why it is a good thing to use this method of settling\naccounts. (%)\nAll that is necessary is to write across the face of the acceptance the date, your name, and\nthe name of the bank (%) where the acceptance is to be paid on the due date, and return it\nto us.\nWill you be good enough to co-operate (2) with us in easing the general pressure on credit\nby adopting the acceptance method?\nYours very truly (%,)\nLetter 5.\nPresident of the Privy Council,\nOttawa, Canada.\nSir:\nI notice that the criticism has been passed that (,4) considerable attention has been devoted\nto disputes between railway companies, rather than to matters (%) affecting the public interest.\nThese disputes, however, generally relate to matters which are necessary (%) to be\ndetermined in order to facilitate the construction of new lines, or to matters which affect the\nsafety (1) of the public, and in both these classes of cases it is important, in the public interest,\nthat the disputes should (%) be settled without too much delay.\nThe board has also initiated proceedings for the consideration of several (%) subjects of\nan important nature upon which it expects in the near future to make such orders or regulations\n(%) as may seem to be within the powers of the board, and to be needed in the public interest;\nand it may be obliged (2) to ask for the interference of parliament either by direct legislation\nor by adding to the powers of (%) the board.\nWe have also asked the Minister of Justice to give us legal assistance for the purpose of\ninvestigating (%'') the positions of the telephone companies and the express companies, over\nwhich we have been given jurisdiction. (%)\nI have the honour to be, Sir,\nYour obedient servant,\nChief Commissioner. Q 230 PUBLIC SCHOOLS REPORT, 1929-30.\nTypewriting.\n[To the Presiding Examiner.\u00E2\u0080\u0094This examination shall be conducted in accordance with the\nrules for International Typewriting Contests. Part A shall be double-spaced. Twenty\nminutes will be allowed for typewriting this part and any student completing the section\nbefore the end of that lime will begin again at the first. At the expiration of twenty\nminutes the speed work, Part A, shall be placed in the envelope provided for the same.\nAn interval may be allowed for preparing the typewriter for the Tabulation Work, Part B.\nTwenty minutes shall be allowed for the completion of this part.]\nPart A.\nValue.\n75 The hand loom weaver was greatly attached to his calling and stuck to it when work\nwas very intermittent and badly paid: but soon after the Commission had reported,\nit became obvious that he was engaged in a useless struggle, and that power\nweaving must win the day. As it came more and more into use the transformation\nof the clothing trade became complete. It ceased to be a great industry which gave\nemployment for great varieties of highly specialized skill, and was transformed\nthroughout into a series of processes of production by machinery.\nDuring the whole course of the industrial revolution there was a decided feeling among\nmany of the labourers that machinery was their enemy, diminishing their opportunities of employment and bringing about a reduction in their wages. This feeling\nfound expression in many ways; sometimes in such riots as those in which the\nYorkshire shearing frames were destroyed, and sometimes in proposals to impose\nlegislative restrictions on the use of machines, so as to bring them to a level with\nhand work, and prevent them from doing the work more quickly or more cheaply\nthan it could be done by hand. This latter suggestion rested on the old fallacy\nthat employment is a limited quantity, and that efficiency of every kind is an evil,\nsince it leaves less work to be done, and therefore less scope for employment at the\nold work on the old terms.\nUnder ordinary conditions this is a quite mistaken and, in any case, it would be a\nnarrow-minded policy to pursue. Whatever the interest of a particular trade may\nbe, the interest of the general public is best secured by efficiency. When goods\nare made more quickly and more cheaply wants are supplied on easier terms.\nThese are benefits which accrue to consumers generally, and in case of articles of\ncommon consumption like clothing the working classes, collectively and individually, gain by increased efficiency and greater cheapness of production.\nBut this gain is sometimes so very slight and distant, that it is absurd to point it out\nas a consolation to a man who loses employment because his work is done better\nand more cheaply by a machine.\nAt the same time the rates of pay for weaving were miserably low. This may,\nconceivably, have been indirectly due to the possibility of having recourse to power\nweaving, but it was also a reason why the new invention was introduced so slowly.\nWhen wages were very low and the expense of production by hand was small, it\nwas not worth while to run the risk of purchasing and setting up expensive\nmachinery. It was not advantageous to do this unless the margin of probable\nprofit was considerable. There was reason to doubt whether power weaving would\nbe generally introduced after all. It did not seem likely to be less expensive than\npoorly paid hand labour for low-class goods, and moreover it had not been so far\nperfected that it could do the high-class work of the best weavers.\nThe great advantage of machine production in the eyes of the employers was similar\nto that which led them to prefer steam to water power. For all trade purposes it\nwas desirable to have the organization of business under control. Water power\ncould not be counted upon, and the hand loom weavers could not always be trusted\nto work regularly. They could not be depended on to finish a job, so that orders\ncould not be executed for certain by a given day. With power weaving the whole\nwas under the master's eye; he knew both where he stood and what he could\nundertake. Besides this the difficulties, which arose from time to time from the PART III.\u00E2\u0080\u0094APPENDICES. Q 231\nValue.\nembezzlement of materials, were far less likely to occur in connection with power\nweaving carried on under supervision in a factory.\nSome of these advantages could be secured by a system which had been adopted in the\nwoollen trade in Scotland, and which was beginning to come into vogue in the\ncotton trade also, though more slowly. The masters erected sheds in which looms\nwere placed, and the weavers came and executed their work by hand loom but\nunder supervision. Those who worked in this way got much higher wages than\nthe men who preferred the greater freedom of working at home: but after all, such\nhand loom sheds were only a transitional form. Weaving organized in this fashion\nhad its advantages, and when thus managed the application of power was particularly easy, especially if it was already employed on the same premises in connection\nwith spinning. The gain to the community at large may be very great and may be\nundoubted, but there is serious loss to the individual who is no longer required to\ndo the only thing he can do thoroughly well. Despite its benefits, the introduction\nof machinery has meant the displacement of workers possessing special skill as\nspinners or weavers; and a mechanical invention, which renders their special\nattainments useless and valueless, causes them irreparable loss. It seems hard to\nweigh an infinitesimal gain to a large number of consumers, against the ruin of\na skilled artisan whose whole employment is taken away from him by the introduction of a machine which has rendered him useless.\n(1,039 five-stroke words.)\nPart B.\n35 Tabulate the following (making one carbon copy) :\u00E2\u0080\u0094\nInvestment Table.\nShowing the amount of $1 invested annually at seven different rates.\nrrg.\n1%\n1%%\n2%\n2%%\n3%\n3%%\n4%\n1\n1.010\n1.015\n1.020\n1.025\n1.030\n1.035\n1.040\n2\n1.020\n1.030\n1.040\n1.050\n1.060\n1.070\n1.080\n3\n1.030\n1.045\n1.061\n1.076\n1.092\n1.108\n1.124\n4\n1.040\n1.061\n1.082\n1.103\n1.125\n1.147\n1.169\n5\n1.051\n1.077\n1.104\n1.131\n1.159\n1.187\n1.216\n6\n1.061\n1.093\n1.121\n1.159\n1.194\n1.229\n1.265\n7\n1.072\n1.109\n1.148\n1.188\n1.229\n1.272\n1.315\n8\n1.082\n1.126\n1.171\n1.218\n1.266\n1.316\n1.368\n9\n1.093\n1.143\n1.195\n1.248\n1.304\n1.362\n1.423\n10\n1.104\n1.160\n1.218\n1.280\n1.343\n1.410\n1.480\n11\n1.115\n1.177\n1.243\n1.312\n1.384\n1.459\n1.539\n12\n1.126\n1.195\n1.268\n1.344\n1.425\n1.511\n1.601\n13\n1.138\n1.213\n1.294\n1.378\n1.468\n1.563\n1.665\n14\n1.149\n1.231\n1.319\n1.412\n1.512\n1.618\n1.731\n15\n1.160\n1,250\n1.345\n1.448\n1.557\n1.675\n1.800\nVICTORIA, B.C. :\nPrinted by Charles f. Banfield, Printer to the King's Most Excellent Majesty.\n1930.\n6,825-1130-2486 "@en . "Note non-consecutive page numbering for the Q sections. Pages Q1 to Q48 is PART I. GENERAL REPORT; Pages Q_1 to Q_121 is PART II. STATISTICAL RETURNS; Pages Q_125 to Q_231 is PART III. APPENDICES."@en . "Legislative proceedings"@en . "J110.L5 S7"@en . "1931_V02_06_Q125_Q231"@en . "10.14288/1.0300531"@en . "English"@en . "Vancouver : University of British Columbia Library"@en . "Victoria, BC : Government Printer"@en . "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"@en . "Original Format: Legislative Assembly of British Columbia. Library. Sessional Papers of the Province of British Columbia"@en . "FIFTY-NINTH ANNUAL REPORT OF THE PUBLIC SCHOOLS OF THE PROVINCE OF BRITISH COLUMBIA 1929-30 BY THE SUPERINTENDENT OF EDUCATION WITH APPENDICES [PART III. APPENDICES.]"@en . "Text"@en . ""@en .