"97941f10-c781-47e2-89d9-075ed88c0667"@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 . "2018"@en . "[1929]"@en . "https://open.library.ubc.ca/collections/bcsessional/items/1.0368909/source.json"@en . "application/pdf"@en . " PAET III.\nAPPENDICES.\n PART III.\u00E2\u0080\u0094APPENDICES.\nV 121\nAPPENDIX A.\nHIGH SCHOOL ENTRANCE EXAMINATION, JUNE, 1928.\nThe High School Entrance Examination was held on June 26th, 27th, and 28th at 191 centres\nthroughout the Province.\nThe number of pupils who were successful in obtaining certificates follows :\u00E2\u0096\u00A0\u00E2\u0080\u0094\nOn recommendation 4,578\nOn examination 2,294\nTotal 6,872\nThe names of the winners of His Excellency the Governor-General's bronze medals are:\u00E2\u0080\u0094\nDistrict.\nName.\nSchool.\nMarks.\nNo. 1\n441\nNo. 2\n447\nNo. 3\n436\nNo. 4\n446\nNo. 5\nDorothy Alice Buchanan\t\n439\nNo. 6\nStuart Wood School, Kamioops\t\n424\nNo. 7\n438\nNo. 8\n414\nNo. 9\n439\nNo. 10\n429\nHIGH SCHOOL AND UNIVERSITY MATRICULATION EXAMINATIONS, 1928.\nThe following are the results of the June Examinations:\u00E2\u0080\u0094:\nNo. of\nCandidates.\nNo. passed\nin all\nSubjects.\nNo. granted\nSupple-\nmentals.\nNo. granted\nPartial\nStanding.*\nGrade IX \t\n480\n298\n347\n2,133\n135\n431\n109\n31\n54\n209\n126\n141\n1,130\n90\n74\n128\n7\n20\n108\n57\n74\n479\n29\n40\n26\n25\n97\nGrade X \t\n71\nGrade XI. (Normal Entrance)\t\nGrade XI. (Junior Matriculation)\t\nGrade XI. (Normal Entrance and Junior Matriculation)\nGrade XII \t\n117\n463\n13\n259\n14\nThird-year Household Science.....\t\n22\n9\nTotals\t\n4,078\n1,925\n838\n1,065\n* Candidates who fail to obtain the necessary aggregate mark are given credit for a pass standing in all\nsubjects in which they obtain 50 per cent, or more.\nSupplemental Examinations were held at eleven centres during the week August 27th to\nSeptember 1st. At these examinations 338 were successful in completing Normal Entrance or\nJunior Matriculation, and 27 Senior Matriculation standing.\nThe number of candidates sitting for Grades IX. and X. Examination is comparatively small\nowing to the fact that in all the high schools the principals have the right to determine promotions in these grades. Students of these two grades who are granted supplementals or standing\nin four or more subjects on the June Examinations, and satisfy their principal by oral or written\nexaminations given at the opening of school in September that they have gained a fair standard\nof proficiency in the subjects in which they failed in June, may be promoted by the principal\nto the next grade without further Departmental Examinations.\n V 122\nPUBLIC SCHOOLS REPORT, 1927-28.\nHis Excellency the Governor-General's silver medals which are awarded annually to the\nfive leading Junior Matriculation students have been won this year by the following:\u00E2\u0080\u0094\nName.\nHigh School.\nPercentage.\nHelen Douglas Balloch.\nJohn Dickson Moore\t\nRalph Gower D. Moore\nNora Margaret Mains...\nKenneth Calvin Logan..\nDuke of Connaught, New Westminster\nSouth Burnaby\t\nVictoria\t\nKitsilano, Vancouver\t\nPrince of Wales, Point Grey\t\n90.4\n89.6\n89.4\n85.7\n85.6\nHelen Douglas Balloch was the winner of the Royal Institution Scholarship of $150 awarded\nannually by the University of British Columbia to the student obtaining the highest marks in\nthe Junior Matriculation Examination.\nThe winners of the six Royal Institution Scholarships of $100 each which are awarded\nannually to the six Matriculation students who obtain the highest standing in their respective\ndistricts were:\u00E2\u0080\u0094\u00E2\u0096\u00A0\nDistrict.\nName.\nHigh School.\nPercentage.\nNo. 1\n89.4\nNo. 2\nMabel G. Humphreys\t\nNora Margaret Mains _\t\nJohn Dickson Moore\t\n85.3\nNo 3\n85.7\nNo. 4\n89.6\nNo. 5\n85.6\nNo. 6\n84.0\nThe winner of the Royal Institution Scholarship of \u00C2\u00A7150 awarded by the University of\nBritish Columbia on the results of the Senior Matriculation Examination was David Carruthers\nMurdoch, Kelowna High School. He obtained 810 marks out of a possible 1,000.\n PART III.\u00E2\u0080\u0094APPENDICES.\nV 123\nAPPENDIX B.\nHIGH SCHOOL ENTRANCE EXAMINATION, JUNE, 1928.\nArithmetic.\nPart I. (Time, 1 hour.)\n[Note.\u00E2\u0080\u0094The questions in Part I. can be solved mentally, out 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\nto the right of the question.]\n[All fractional parts of answers must be given in lowest terms.]\n1. Write: Answer. Value.\n(a.) One million, one thousand, one, in figures. 1\n(6.) 2047065.8, in words\t\n(c.) 1416 in Roman notation.\n2. (a.) .3 + .05 =\n(&.) 3 \u00E2\u0080\u0094.05 =\n(c.) .3 X .05 =\n{d.) 3-^.05 =\n(e.) Ys + Vz of \u00C2\u00BB/,\u00E2\u0080\u009E =\n3. Find cost of :\u00E2\u0080\u0094\n(a.) 3 doz. oranges at 4 oranges for 25c,\n(6.) 6 lb. 12 oz. bacon at 40c. a lb.\n(o.) 2 gallons of milk at 5c. a pint.\n(d.) 2 gross buttons at 25c. a dozen.\n4. What part of:\u00E2\u0080\u0094\n(a.) a rod is 2 yards?\n(5.) a metre is 5 centimetres?\n(c.) a fathom is 2 feet?\n(d.) a chain is 11 feet?\n(e.) 5 sq. yards is 10 sq. feet?\n(/.) 3 tons is 12 cwt?\n5. Express :\u00E2\u0080\u0094\u00E2\u0096\u00A0\n(a.) y,0 as a decimal.\n(6.) 69%% as a decimal.\n(o.) 3V=o as a percentage.\n(d.) .17 as a percentage.\n(e.) 7iy7% as a common fraction.\n(/.) .018 as a common fraction.\n6. (a.) Write down the leap years between 1895 and 1906..\n(6.) How many days are there in the first three months of\nthe present year?\n V 124\nPUBLIC SCHOOLS REPORT, 1927-28.\nAnswer. Value.\n7. (a.) A man started out to walk to a town 30 miles distant.\nAt noon he found that he had gone 11 miles and 995\nyards. How far had he to walk in the afternoon in\norder to reach the town the same day ? miles yards 2\n(6.) At 16c. per square inch find the cost of an engraving\n4% inches by 21/4 inches. 2\n(c.) The floor of a swimming-pool is round; find its area if it\nis 56 feet in diameter. sq. feet 2\n8. (a.) I bought shares in an oil company at $120 each. Find:\u00E2\u0080\u0094\n(1.) gain per cent, if I sell them at $150 each. 2\n(2.) loss per cent, if I sell them at \u00C2\u00A7100 each. 2\n(6.) A house valued at $6,000 is insured for 75% of its value.\nFind the yearly premium at 2/3%. 2\n9. A piece of 4\" by 4\" scantling is 18 ft. long. Find:\u00E2\u0080\u0094\n(a.) how many board-feet it contains. 2\n(6.) how many cubic feet it contains. 2\n(c.) its value at $40 per M. board-feet. 2\n10. Jones, Brown, and Smith started business as partners, investing\n$2,000, $3,000, and $4,000, respectively. They agreed to\nshare their profits in proportion to their investments. In\n1921 their net gain was $4,500; in 1922, $\n1923, $7,200. Find:\u00E2\u0080\u0094\n(o.) Jones' share of the net gain in 1921.\n(6.) Smith's share of the net gain in 1922.\n(c.) Brown's share of the net gain in 1923.\ni,400; and in\n2\n2\n2\nPart II. (Written Work). (Time, 1% hours.)\nValue.\n8\n[All the ivork must be shown. One of the marks assigned to each problem will be given\nfor orderly arrangement.]\n1. An aviator flew a distance of 1,195.6 miles in 12 hours, 12 minutes. Find his average\nspeed per hour.\n8 2. If ice weighs 57.5 pounds per cubic foot, find the weight of a rectangular block of ice\n6 ft. 8 in. long, 5 ft. 3 in. wide, and 4 feet thick.\n8 3. A square field has an area of 20,449 square yards. What will it cost to fence it at\n$1.85 per rod?\n8 4. A piece of property was assessed in 1922 at $6,400. The tax rate that year was\n17.5 mills on the dollar. If the owner received a rebate of 7%% for prompt\npayment, find the amount he had to pay as taxes on the property in 1922.\n8 5. I bought a horse for $160 on August 15th, 1925, and I gave in payment my note\nbearing interest at 7%%. On January 8th, 1926, I sold the horse for $200 and\npaid the note. What was my gain?\n10 6. How many boxes of apples can a Regina grocer buy at Kelowna with $1,000, if the\nprice per box is $1.20 and he has to pay 10c. a box for cartage, 24c. a box for\nfreight, and 5% commission to a broker for buying?\n PART III.\u00E2\u0080\u0094APPENDICES.\nV 125\nCanadian History. (Time, 1% hours.)\nValue.\n25 1. In each blank fill in the word or words necessary to make the statement complete:\u00E2\u0080\u0094\nThe history of British Columbia begins with the arrival of the great explorer,\nCaptain Cook, at in the\nyear The chief object of his trip was to find a\t\nTen years later another Englishman named\t\n arrived and established a trading post at the same place.\nThis trader built the first vessel constructed on the coast and named it\t\nThereafter many ships of many nations came to trade with the Indians and\nto secure valuable furs\u00E2\u0080\u0094especially of the\t\nMore than one hundred years before Cook's voyage, the Hudson's Bay Company was formed and established trading posts on the shores of\t\n In 1784 the North\nWest Company was formed to engage in trading in the region drained by the\nRed, Saskatchewan, and Athabaska Rivers. The two Companies extended\ntheir operations westward. In 1805 the North West Company sent\t\n to explore the territory\nalong the .great river discovered by Mackenzie west of the Rockies. After\nestablishing several trading posts, two of which were\t\n and \t\nin northern British Columbia, he followed the river to its mouth. The\nColumbia Riyer was explored by ,\nwho, after establishing several trading posts, one of which was\t\n in the Southern Interior,\nfollowed this river to its mouth, where he found the Americans had already\nestablished a fort called\t\nThis fort afterwards passed into the hands of the North West Company,\nwhich for some time used the Columbia River as a route for its furs instead\nof sending them overland to the main depot at Fort William on Lake\n Reckless competition brought the Hudson's Bay Company and the North West Company\nto the verge of ruin. It was, therefore, decided to unite in the year\n both Companies under the name of\t\n The first Governor of the united\nCompany was ,\nwho conducted trade by economical methods that brought a long period of\nprosperity. The Company established new western headquarters at\t\n under John\nMcLoughlin. After the passing of the Oregon Treaty in 1846 the western\nheadquarters of the Company were moved to Fort ,\non Vancouver Island, with\t\nas Chief Factor. In 1869 the\t\nacquired the rights of the Company in the North West and appointed\t\n as Governor of\nthe territory. From the land thus acquired have been formed the Provinces of\n15\n2. As a result of the American Revolution, Canada gained thousands of settlers known\nas\t\nThese were accustomed to English Law and an Assembly, so the British Parliament passed the Act in\n1791, which gave the people\t\nGovernment. Canada was divided into two provinces,\t\n V 126 PUBLIC SCHOOLS REPORT, 1927-28.\nValue.\n and Each\nprovince was to have a Governor, an\t\nCouncil, a Council appointed by the\nCrown, and a\t\nelected by the people. The right of voting was extended to both English and\nFrench. The Act was well meant but did not grant\t\nGovernment. Its administration was hampered by the clash of the two races in\n Canada and by the attempt of the\nAssemblies to get control of the\t\nThe leaders of the opposition to this form of Government were\t\n in Upper Canada\nand in Lower\nCanada. They led a rebellion in the year , which was soon\ncrushed. The British Government sent out\t\nto assume the Governorship and to report upon political conditions in Canada.\n14 3. The boundaries of Canada are fixed by definite treaties. In 1763 the Treaty of\n settled the New World\ndispute between the British and\t\nTwenty years later, by the Treaty of\t\na new nation of British stock was brought into being to the south called\t\n and fresh disputes\nover boundaries began. A war with this nation beginning in the year\t\nand closed by the Treaty of Ghent left the boundaries unchanged. The\t\n Treaty in 1842 finally\nsettled the disputed territory between\t\nand Maine. The Convention in 1818\nand the Oregon Treaty in 1846 decided that the boundary between British and\nAmerican possessions in the west was to be the parallel.\nVancouver Island was to belong to the\t\nThe question of the ownership of the neighbouring Island of\t\n was left to the Emperor of Germany, who decided\nthat it should belong to\t\nThe purchase of Alaska by the United States from\t\nin 1867 opened up a dispute as to the boundary between Canada and Alaska.\nIn 1903 the matter was referred to a Commission, which awarded the larger part\nof the disputed territory to\t\n14 4. At the head of the Government of British Columbia is the Lieutenant-Governor, who\nis appointed by the\t\nand acts in the name of the He chooses as his advisers, men\nwho are called and who\nconstitute the , which is\nresponsible for its actions in office to the > ,\nwhich consists of members elected by the people. The Province is divided into\n districts, each of which is represented in the\nLegislature by one or more members. At the head of the department which looks\nafter the schools is the\t\nHe is assisted by a staff of officials at whose head is the Superintendent of\nEducation. Teachers are appointed by\t\nand those employed in the Public Elementary Schools are trained in the\t\n The affairs of a municipality are managed\nby its , the members of which in a city are\ncalled and in a rural municipality are\ncalled The head of the Municipal\nGovernment of a city is called the and\nof that of a Rural Municipality the\t\n PART III.\u00E2\u0080\u0094APPENDICES.\nV 127\nValue.\n10\n15\n5. Read each question and write the number of the best answer in the parentheses at the\nright of the page.\n1. Canada passed into the hands of Britain after a war known as:\n(1) Seven Years' War, (2) Thirty Years' War, (3) King George's\nWar, (4) King William's War ( )\n2. The Iroquois Chief who remained loyal to Britain during the American\nWar of Independence was: (1) Pontiac, (2) Brant, (3) Tecumseh,\n(4) Maquinna ( )\n3. Lord Durham's recommendation regarding the union of Upper and\nLower Canada was carried into effect by the: (1) Quebec Act,\n(2) Constitutional Act, (3) British North America Act, (4) Act\nof Union ( )\n4. The principle of Responsible Government, which requires the Governor\nto follow the advice of the Executive Council, was established\nduring the term of office of: (1) Lord Durham, (2) Lord Sydenham,\n(3) Lord Elgin, (4) Sir Charles Bagot ( )\n5. The chief leader in the struggle for Responsible Government in the\nMaritime Colonies was: (1) William Lyon MacKenzie, (2) Louis\nJoseph Papineau, (3) Lemuel Allan Wilmot, (4) Joseph Howe (^ )\n6. Lord Selkirk's efforts to establish a colony in the Red River District\nwere strongly opposed by: (1) Hudson's Bay Company, (2) The\nNorth West Company, (3) the half-breeds, (4) the Indians ( )\n7. By the Reciprocity Treaty of 1854 Canada was: (1) to have the right\nto trade where she liked, (2) to fix her own custom duties, (3) to\nhave free trade in natural products with United States, (4) to have\nfree trade with the Maritime Provinces , ( )\n8. The Provinces of Saskatchewan and Alberta were created by: (1) The\nAutonomy Bill, (2) The Boundary Commission, (3) The British\nNorth America Act, (4) The Quebec Conference ( )\n9. Members of the Senate are: (1) elected for life, (2) elected for five\nyears, (3) appointed for life, (4) appointed for five years ( )\n10. Ministers of the Crown are said to be responsible to the people because:\n(1) they are punished if they make mistakes, (2) they are elected\nby the House of Commons, (3) they are answerable legally if they\noverstep the law, (4) they must resign on an adverse vote in the\nHouse of Commons ( )\n6. In the left-hand column below you will find the names of persons who rendered\nconspicuous service in Canada. In the right-hand column you will find descriptions\nof the service they rendered. You are required to place in the parentheses after\neach description the number that appears before the name of the person to whom\nthe description applies :\n1. Laura Secord First Governor of Vancouver Island ( )\n2. Edith Cavell First Governor of Hudson's Bay Company ( )\n3. Sir Robert Borden A noted educationalist of Upper Canada ( )\n4. Lord Selkirk A heroine of the Great War ( )\n5. Sir George Simpson Premier of Canada during the Great War ( )\n6. Dr. Egerton Ryerson Founder of Red River Settlement ( )\n7. Richard Blanshard Heroine of the War of 1812 ( )\n7. Complete the following:\u00E2\u0080\u0094\n1. The Provinces that were united into the Dominion of Canada in 1867 are\n V 128\nPUBLIC SCHOOLS REPORT, 1927-28.\n2. The first Governor-General of the Dominion was\t\n and the first Premier was\nThe present Governor-General of Canada is\t\n and the Lieutenant-Governor of\nBritish Columbia is\t\nThe present premier of Canada is\t\n and of British Columbia is\nBritish Columbia joined the Dominion in :\t\nThe Government has\nauthority over many matters, one of which is the postal service. The\n Government has\nauthority over other matters, one of which is control of the public schools.\nFor the conduct of business the Dominion Government requires a large\nrevenue, the greater part of which is obtained from the two following\nsources :\u00E2\u0080\u0094\n(1) \t\n(2.) \t\nValue.\n24\n25\n25\nDrawing. (Time, 2% hours.)\n(a.) Select three examples of work from your drawings, as follows:\u00E2\u0080\u0094\n(1.) The best example of any work you have done in colours.\n(2.) The best example of any work you have done in pencil.\n(3.) The best example of any work you have done in lettering.\nFreehand O bject-drawing.\n(&.) Draw one of the following (no ruling allowed) :\u00E2\u0080\u0094\n(1.) A group of two books, one resting vertically on the other,\n(2.) or A flower-pot resting on a square slab,\n(3.) or A drawing of a square prism; then change your drawing into one of a\ntable having four square legs.\nLettering.\n(c.) Draw one of the following:\u00E2\u0080\u0094\n(1.) A menu card,\n(2.) or Any verse of poetry,\n(3.) or A motto you may have studied, with a suitable border,\n(4.) or A scroll similar to the following and letter on it the words \" Nature\nNotes, 1928.\"\n PART III.\u00E2\u0080\u0094APPENDICES. V 129\nValue.\n26 (d.) Design.\n^.(TsSfeMfe\nDraw one of the following:\u00E2\u0080\u0094\n(1.) A large drawing of the copy given above,\n(2.) or Use the units in the above border pattern to fill a 4-inch square, and\nadd a suitable border, ,\n(3.) or Make a drawing of any design you have studied during the year.\nGeography. (Time, 2% hours.)\n22 1. In each blank fill in the word or words necessary to make the statement complete :\u00E2\u0080\u00A2\u00E2\u0080\u0094\n(a.) No place can have a greater latitude than degrees.\n(&.) The earth has a circumference of about miles and a\ndiameter of about miles.\n(c.) A and B represent two places situated on the equator. A is at sea-level,\nwhile B has an altitude of five thousand feet above sea-level. The\nclimate of B would be than that of A.\n(d.) The path of the earth around the sun is called\t\n(e.) South of the equator the shortest day is on\t\nand the longest day is on\t\n(/.) On the 21st June the North Polar Cap has hours\nof sunlight.\n(g.) The South Temperate Zone extends from\t\n to\t\n{h.) The Torrid Zone extends from\t\nto \t\n(i.) The outstanding features of the surface of North America are a great western\nplateau called the\t\nand a smaller and older eastern plateau called the\t\n , with a\n between,\nstretching from the Ocean to the\n(j.) Around Hudson Bay is a V-shaped highland called '.\t\n(k.) The largest river flowing through North America into the Atlantic Ocean\nis\t\n(I.) The longest river in the world is ,\nwith its tributary, the ,\ndraining the most fertile part of the\t\n V 130\nPUBLIC SCHOOLS REPORT, 1927-28.\nValue.\n8\n14\n2. In the left-hand column below you will find the names of various products, each of\nwhich is followed by the names of several countries. Underline the name of the\ncountry that is the chief source of supply of each product.\nProduct. Country.\nRice. Japan, United States, Egypt, China.\nPetroleum. Canada, Irak, United States, Mexico.\nWheat. India, Canada, United States, France.\nMutton. Argentine, Brazil, Australasia, United States.\nLinen. France, Ireland, Russia, Belgium.\nCorn. Italy, United States, Rumania, India.\nSugar (cane). India, Hawaii, Cuba, Java.\nTobacco. Russia, India, United States, Canada.\n3. Locate the following cities, stating the main industry or most important feature\nconnected with each (if the city is in Canada or in the United States, give the\nname of the Province or the State) :\u00E2\u0080\u0094\nCity.\nOttawa\t\nNanaimo\t\nCairo\t\nBarcelona\t\nWinnipeg\t\nCopenhagen-\nChicago\t\nOsaka\t\nLiverpool..-\t\nBelfast\t\nTrail\t\nBuenos Aires\nBombay\t\nHavana\t\nLocation.\nProvince, State, or\nCountry.\nEiver, Lake, or Coast\nWater if located on such.\nMain Industry or\nMost Important\nFeature.\n39\n4. The four provinces of the Union of South Africa are:\n(i) ; (2) \t\n(3) ; (4) \t\nThe parliament of the Union of South Africa meets in the city of\t\n The largest city in the Union is\nTwo of the chief agricultural products of South Africa are\t\nand ; and its two chief minerals are..\nand\t\n PART III.\u00E2\u0080\u0094APPENDICES. V 131\n5. The densest forests in British Columbia are found on the\t\n , where there is\t\nrainfall. The trees from which the most valuable lumber is obtained are the\n and the\t\nNanaimo, Fernie, and Cumberland are centres for the\t\n industry. The Cariboo is noted for\t\nKamioops is situated at the junction of the\t\nand the Rivers. Two transcontinental\nrailways, the and the\n , pass through it, and it\nis also the centre of a district.\nPenticton is situated at the south end of Lake.\nOn the east side of the lake is the city of\t\nFarther north a few miles from the lake is the city of\t\nSituated at the confluence of the Nechako and Fraser Rivers is the city of\t\n , a divisional point on the\n Railway.\nThe three chief wheat-producing Provinces of Canada are:\u00E2\u0080\u0094\n(i) ;\n(2) ;\n(3) :\t\nThe three chief coal-producing areas of Canada are in the Provinces of:\u00E2\u0080\u0094\n(i) - ;\n(2) ;\n(3) \t\nThe three chief fruit-producing districts of Canada are:\u00E2\u0080\u0094\n(1) , in the Province of British Columbia;\n(2) , in the Province of Ontario;\n(3) , in the Province of Nova Scotia.\nThe names of the waterways through which a boat passes in going from Toronto to\nDetroit are:\u00E2\u0080\u0094\n PART III.\u00E2\u0080\u0094APPENDICES. V 133\nOn the map on the preceding page print in neatly in the appropriate places :\u00E2\u0080\u0094\n(a.) The name of each Australian State;\n(b.) The names of the two most important rivers;\n(c.) The name of each of the two large islands of New Zealand;\n(d.) The names of the following cities, indicating the location of each city by a\nsmall circle :\u00E2\u0080\u0094\n1. Canberra. 5. Perth.\n2. Auckland. 6. Sydney.\n3. Melbourne. 7. Brisbane.\n4. Hobart. 8. Adelaide.\nAs the coast-line of Australia is very compact there are\t\ngood harbours. Along the north-east coast stretches the\t\n Reef, built by\t\nThe climate as a whole is\t\nThe chief mineral product is\t\nNew Zealand, on account of its more southern position, and the nearness of all its\nparts to the , has a\n climate than Australia.\nThe most important industry of New Zealand is\t\nGrammar and Composition.\nPart I. (Time, 1% hours.)\nValue.\n12 1. When one of the scientists of Paris heard that this young student had solved the\nproblem that others had been working on so long, he sent for him immediately.\nThe restless dancing of the leaves\nDusky webs of shadow weaves,\nThat wander on the oaken floor,\nOr cross the threshold of the door.\nGive the clauses (principal and subordinate) that you find in the above sentences and\nstate the kind and the relation of each.\n15 2. (a.) The book on the desk belongs to my sister. He left his baggage at the door of\nthe inn. Children learn in a very short time to read easy sentences.\nGive the phrases in the foregoing sentences and state the kind and the relation\nof each.\n(6.) The man stood resting his weight upon his left foot, which was slightly\nadvanced; then stepping forward, he drew the scimitar across the cushion,\napplying the edge so dexterously, and with so little apparent effort, that\nthe cushion seemed rather to fall asunder than to be divided by violence.\nState the \" part of speech \" and the \" relation \" of each word given in italics\nin the above sentence.\n10 3. (a.) My brother and I built a raft. It was of green aspen logs. We set it afloat on\nthe lake near our home.\nCombine the above sentences into (a) a compound sentence, (6) a complex\nsentence.\n(6.) In each of the following sentences, write in the blank space the form mentioned\nin the parentheses :\u00E2\u0080\u0094\nThe dog his master.\n(past perfect, active, of follow)\n Value.\nThis car without oil.\n(present perfect, passive, of drive)\nIf you come with us we you.\n(future indefinite, active, of help)\nThe man his boy to read.\n(present imperfect, active, of teach)\nThey here.\n(past indefinite, passive, of bring)\nThe cook a meal for the men.\n(past imperfect, active, of prepare)\n13 4. (a.) Supply the correct word in each blank space in the following:\u00E2\u0080\u0094\nThe plural of half is\t\nThe plural of basis is\t\nThe plural of buoy is\t\nThe plural of shovelful is\t\nThe plural of he is\t\nThe present participle of the verb to lay is\t\nThe past participle of the verb to swing is\t\nThe feminine plural of husband is\t\nThe possessive of whom is\t\nThe comparative degree of graceful is\t\n(B.) Make the necessary correction in each of the following sentences and give a\nreason for the change you make:\u00E2\u0080\u0094\n(1.) Neither the boy nor the girl are attending school.\n(2.)- They have mens' and boys' clothing for sale.\n(3.) Each of these glasses contain water.\n(4.) He returned back to his home in Nanaimo.\n(5.) How brightly the moon looks to-night!\n(6.) There are 32 pupils in the school, 7 of which are in the eighth grade.\n(7.) Geography is the poorest taught of all the subjects.\n(8.) Seeing the policeman and I, he turned around and walked away.\nPart II. (Time, 1% hours.)\n12 1. (a.) After each word write a sentence containing the word correctly used:\u00E2\u0080\u0094\nin; \t\ninto; ,...:\t\ncompare to; \t\ncompare with ; \t\nbetween; \t\namong;\t\ndiffer from; \t\ndiffer with; \t\n(B.) Punctuate the following :\u00E2\u0080\u0094\nJust hold me at first Sam will you said Mr. Winkle There thats right\nI shall soon get in the way of it Sam Not too fast Sam not too fast.\n12 2. (a.) Write a letter of acceptance to a friend who invited you to Crescent Beach,\nOregon, to spend a part of your Summer holidays.\n(Candidate should use his number instead of his name.)\n PART III.\u00E2\u0080\u0094APPENDICES. V 135\nValue.\n(&.) The firm of H. M. Patterson and Co., Montreal, has its shipping office at\n470 Wellington Avenue in that city. You wish the firm to send you by\nexpress sixteen copies of the publication Through Failure to Success, which\nsells at $1.75 a copy.\nWrite a letter ordering the books. Enclose a money order, draft, or bank notes\nin the letter.\nRule a space for the envelope and in it write the address.\n(Candidate should use his number instead of his name.)\n26 3. Write a composition of about a page on one of the following subjects :\u00E2\u0080\u0094\nWhy I Am Glad that I Am a Canadian.\nWhat I Should Like to Do for a Living.\nSchool Years Form an Important Part of Life.\nPenmanship and Dictation and Spelling. (Time, l1/^ 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. Be 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.]\nValue.\n28 &\u00E2\u0096\u00A0\u00E2\u0080\u00A2 Late fall, I winter and early spring I furnish the best conditions I for weather study.\nThe pressure, I temperature, I wind direction, I state of the sky, I and precipitation\nshould all be noted. I The most conscientious record I of weather conditions I is of\nlittle value, however, I if no further use I is made of it, I as is too often the case.\nA cloudy | or actually rainy day I should be chosen ] for the first work on lows. I\nThe barometer I should be read, I wind direction noted, I the state of the sky I and\nprecipitation observed. I When clearing begins, I the same observations I should\nbe made. | It will not be long j before a low-pressure area I will stand I in the\nminds of the pupils I for stormy weather, j while a high, I when studied with the\nsame care I as the low, I will mean clear weather. I The weather map I should\nnow be introduced, I and a further study | of lows and highs I should be made. I\nThe size of the areas I should be noted approximately, I the distribution of pressure, I the direction of the prevailing winds, I the state of the sky in each area, I\nand the distribution of precipitation. I\n15 B. \" You have some wheat, I haven't you ? \" I he asked. I\n\" I have three thousand bushels.\" |\nThe miller made an offer I which startled him. I\n\" Why! \" he exclaimed, | \" that is more I than you can get for it I after it has been\nground I into flour. I What are you going to do I with the wheat? \" I\n\" I am going to sell it | for seed grain j to the settlers.\" I\n\" You can get seed grain from my father I \u00E2\u0080\u0094bushel for bushel. | For each bushel\nyou take now I you bring back a bushel I after harvest.\" I\n14 C. (o.) Habits of mind I are readily formed I through repetition. I\n(b.) An emergency arose I which necessitated rapid action. I\n(c.) Capable management I established the business I upon a permanent basis. I\n(d.) Many rare jewels | were buried I on the ocean beach. I\n(e.) Mere erasure I does not always I constitute an error. I\n(/.) An acknowledgment I of his offence I resulted in a lenient sentence. I\n(g.) In the preceding year I the queen acceded I to the request of her subjects. I\n V 136\nPUBLIC SCHOOLS REPORT, 1927-28.\nValue.\n18\nD. absolutely\niceberg\npeculiar\nbabies\nqueer\nknowledge\ntributary\nzeal\nlatitude\nmolasses\nviolin\no'clock\nninety\nenvelope\nyield\ncentury\nfamiliar\nunconscious\nworship\nscissors.\ngracious\nrescue\nhandkerchief\noccasional\njewelry\nchapel\ndyeing (changing the colour)\ntariff\nraisins\npious\nnonsense\nexcellent\nfeature\nunion\ninitial\nkettle\n PART III.\u00E2\u0080\u0094APPENDICES. V 137\nAPPENDIX C.\nHIGH SCHOOL EXAMINATION, JUNE, 1928.\nGrade IX.\nAlgebra. (Time 2 hours.)\nValue.\n12 1. (a.) Multiply.T3 + x2 + 3\u00C2\u00BB,- + 5 by x2-a:-2.\n(b.) Divide x* - 10,x2 + 12 by cc2 - 2x - 3.\n8 2. (a.) What is the rate of a train that travels d miles in t hours 1\n(6.) What is the interest on s dollars for t years at r % per annum 1\n(c.) In the formula s = \ gt2, find the value of t when s \u00E2\u0080\u0094 HA and g = 32.\n(d.) In the formula y = 4 + y\as, find the values of y when x = 0, 6, 20.\n8 3. (a.) Write down the lowest common multiple of the three quantities I2x2y3,\n15xsyz3, 20xy3zs.\n(6.) Write down another common multiple of these three quantities,\n(c.) What is the lowest common multiple of the first and third oi these quantities?\n(d.) What is the highest common factor of the second and third of these quantities ?\n9 4. Simplify :\u00E2\u0080\u0094\na - [25 + J a - 26 - (a - b + c) + b] - a - (b - c)]\na - \u00E2\u0096\u00A0'\"\u00E2\u0080\u00A2! (3a - 26) - c !\u00E2\u0080\u00A2 - {a - (6 - 2c) !\u00E2\u0096\u00A0 +a + c\n15 5. (a.) Write down the value of each of the following expressions :\u00E2\u0080\u0094'-\n(a65c3)3, V^27A18F, V P\u00C2\u00ABmM\u00C2\u00BB*\n(6.) Find the square root of : 9a;4 - 12,-e3 - 2x2 + 4333+1.\n18 6. Solve:\u00E2\u0080\u0094\n(a.) -i.(8-aj.) + *-lf = ^ + 6)-J\n(b.) 17,r + 2/ = 306\nx+11y=306.\n15 7. Piesolve into factors :\u00E2\u0080\u0094\n(a.) x6-2x3-G3.\n(b-) 2/3-2/2 + 2/-l-\n(c.) a* + 4a2 + 4.\n15 8. A man worked 40 days, part of the time at $4.80 per day and the remainder of\nthe time at $5.40 per day. For the former period he received $39 more than\nfor the latter period. How much did he receive in all 1\n V 138\nPUBLIC SCHOOLS REPORT, 1927-28.\nArithmetic. (Time, 2 hours.)\nValue.\n6\nl.\n[All work must be shown.]\nSolve the following:\u00E2\u0080\u0094\u00E2\u0096\u00A0\n(a.) | + ixf-f off\n(6.) 2.5-3-.075.\n8\n2.\nCopy and fill in the blanks:\u00E2\u0080\u0094\u00E2\u0096\u00A0\n.3 m.\u00E2\u0080\u0094 cm.\n.3 m.= km.\n3 km. 3 m. 3 cm.\u00E2\u0080\u0094 mm.\n1 kilogram- pounds (avoir).\n8\n3.\nA cubic foot of water weighs 1,000 ounces, and an imperial gallon contains 277.274\ncu. in. Find the weight of a pint of water.\n8\n4.\nA man sold a horse at $195, thereby gaining $15. Find his gain per cent.\n10\n5.\nA landlord received $822 in a year as the net rental of a house, after his agent\nhad paid $60 for repairs and charges 2% commission on the gross rental. Find\nhis gross monthly rental.\n10\n6.\nA bankrupt's assets are $17,415 and his liabilities $48,375. I place my claim of\n$2,560 in the hands of my attorney for collection. How much do I receive if\nthe attorney retains 5% commission?\n10\n7.\nA manufacturer sells his goods at a discount of 30% and 10% and thereby gains\n12%%. What is the list price if the cost is $28?\n12\n8.\nA man bought\u00C2\u00AB lot for $1,200. On this lot he built a house, the total cost of vvhich\nwas $5,220. He rented the house for $55 a month. Taxes and street improvements cost $128.80 per year, and water rates amounted to $17.60. What rate of\ninterest does he make on his investment?\n14\n9.\nA produce firm imported 345 bushels of new potatoes invoiced at $2.50 per bushel\nand 37,470 pounds of hay invoiced at $35 per ton. The duty on potatoes was\n15 cents a bushel; on the hay 20% ad valorem. Freight charges amounted to\n$93.60 and cartage cost $72.30. The firm sold the potatoes at $3.75 per bushel\nand the hay at $45 per ton. Find the gain.\nOn March 14th Mr. Smith bought an automobile from Begg Bros, for $1,260. Smith\npaid $800 in cash and gave his note for 90 days for the balance with interest at\n7%. On April 12th Begg Bros, discounted the note at the bank. The bank\ncharged 6%. What did Begg Bros, receive for the note?\n14\n10.\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.\n6\n1.\nAn example of lettering.\n6\n2.\nAn example of object-drawing.\n6\n3.\nAn example of ornamental design.\n PART III.\u00E2\u0080\u0094APPENDICES.\nV 139\nB. Object-drawing.\nValue.\n15 Make a freehand drawing not less than 6 inches high of the illustration\n15 Let A represent a door. Open this door towards the right side.\n20 Let B represent a drawer. Show this drawer pulled out about half-way.\n;iven below.\nC. Design.\n32 Work one of the following questions :\u00E2\u0080\u0094\n(1.) Draw a design for a book-cover 7% inches by 5 inches for Stevenson's novel\n\" Kidnapped,\" and indicate the colours you would use.\n(2.) Draw the elevation of a square waste-paper basket, 6 inches wide, height in\nsuitable proportion. Decorate with an appropriate design and indicate\nthe colours you would use.\n(3.) Draw a poster to include the words \"Be a good citizen, put out your camp-\nfire,\" and indicate the colours you would use. Size, 10 inches by 8 inches.\n12\n10\nEnglish Composition. (Time, 2 hours.)\n1. In each of the following combine the separate sentences into a single sentence:\u00E2\u0080\u0094\n(a.) Four large frogs were sunning themselves. They were in front of me.\nThey were near the shore. They were in the shallow water. They\nwere among the lily pads.\n(6.) The coachman is seventy years old. His name is Peter. He was born on\nthe place. He has driven its occupants for fifty years. We are very\nfond of him.\n2. (a) Punctuate the following, and (5) turn it into the indirect narrative form:\u00E2\u0080\u0094\nHe then led me to the highest pinnacle of the rock and placing me on the top\nof it cast thy eyes eastward said he and tell me what thou seest I see said\nI a huge valley and a prodigious tide of water rolling through it the valley\nthat thou seest said he is the vale of misery and the tide of water that\nthou seest is part of the great tide of eternity.\n3. Give words which are opposite in meaning to each of the following: identical,\ndishearten, gather, economy, preserve. Use each of these opposites in a sentence.\n V 140 PUBLIC SCHOOLS REPORT, 1927-28.\nValue.\n10 4. Write an informal letter of thanks to a relative who has made you a Christmas\npresent of a bicycle.\n60 5. Write a composition of not more than two hundred words on one of the following :\u00E2\u0096\u00A0\u00E2\u0080\u0094\n(1.) Farm life in Devonshire two hundred and fifty years ago (based on\nLorna Doone).\n(2.) The return of David Balfour (based on Kidnapped).\n(3.) My favourite month of the year.\nEnglish Literature. (Time, 2 hours.)\n[Candidates will answer Section A, Part I. or Part II.; Section B; and either\nSection C or Section D.]\nSection A.\nPart I. Narrative English Poems, Part I.\n4 1.(0.) Name two ballads that you have studied this year and give the names of the\nauthors.\nQ (&.) Give the characteristics of ballad poetry as revealed in one of the two poems\nyou mention.\n12 2. Name the poems from which the following extracts are taken, explaining each\npassage carefully:\u00E2\u0080\u0094\n(a.) So, with a sullen \" all's for best,\"\nThe land seemed settling to its rest.\n(6.) Even I\nRegained my freedom with a sigh.\n(o.) \"When his hundred years expire\nThen he'll set hisself afire\nAnd another from his ashes rise most beautiful to see! \"\n8 3. Give briefly but clearly the central theme of any two of the following:\u00E2\u0080\u0094\n(a.) \"The Glove and the Lions.\"\n(6.) \" Riding Together.\"\n(c.) \" The Battle of Blenheim.\"\n10 4. Give in your own words the story of \"The Italian in England,\" or the story of\n\" The Highwayman.\"\nPart II. Narrative English Poems, Part II.\n10 !\u00E2\u0096\u00A0 Give clearly and fully what you think to be the meaning of either of the following:\u00E2\u0080\u0094\n(a.) \" Goblin Market.\"\n(b.) \" The Lady of Shalott.\"\n6 2. (a.) Give the names of the poems from which the following are taken, and the\nnames of the authors:\u00E2\u0080\u0094\n(i.) Such times have been not since the light that led\nThe holy Elders with the gift of myrrh,\n(ii.) He alone breaks from the van and the freemen,\nHe alone sinks to the rear and the slaves!\n PART III.\u00E2\u0080\u0094APPENDICES. V 141\nValue.\n(iii.) There's joy and there's joy, Ma'am, but to tell 'ee the truth\nThere's none can compare with the joy of one's youth.\n9 (b.) Explain briefly but clearly each of the above extracts.\n8 3. Give in a few sentences the central theme of any two of the following:\u00E2\u0080\u0094\n(a.) \" Pre-Existence.\"\n(6.) \"The Stone.\"\n(c.) \" Flannan Isle.\"\n7 4. Write a short paragraph on Coleridge's descriptive power as revealed in \" The\nAncient Mariner.\"\nSection B. English Prose Selections, Part I.\n[Note.\u00E2\u0080\u0094Write on question 1 and on either % or 3.]\n15 1. Discuss in a paragraph one of the following:\u00E2\u0080\u0094\n(a.) Sir Roger de Coverley's relations with his servants.\n(6.) The character of the \" Perverse Widow.\"\n(c.) Lamb's attitude towards his \"Dream Children.\"\n(d.) The moods of the Saxophone.\n15 2. Write on one of the following:\u00E2\u0080\u0094\n(a.) Arthur's claim to the sword \" Excalibur.\"\n(6.) Why Goldsmith passed his life in poverty,\n(c.) How mountains are built.\n(d.) The value of Chesterfield's advice to his son.\nOr\n3. From your reading of the stories in English Prose Selections, Part I., give your\nideas on:\u00E2\u0080\u0094\n(a.) The Bootmaker's standard of workmanship. (\" Quality.\")\n(&.) Perseverance. (\" The Essence of a Man.\")\n(c.) The power of circumstances. (\"The Sire de Maletroit's Door.\")\nSection C. Kidnapped.\n15 1. Write a paragraph on one of the following:\u00E2\u0080\u0094\n(a.) Relations between the Highland Chief and his Clansmen.\n(6.) The ability of the highlander to keep a secret.\n(c.) Alan Breck Stewart's attitude towards David Balfour.\n15 2. Tell briefly but accurately the story of one of the following:\u00E2\u0080\u0094\n(a.) The quarrel between Alan Breck Stewart and Robin Oig.\n(6.) How David and Alan succeeded in crossing the Forth.\nSection D. Lorna Doone.\n10 1. Write a paragraph on one of the following :\u00E2\u0096\u00A0\u00E2\u0080\u0094 ,\n(a.) John Ridd's impression of Judge Jeffreys.\n(6.) The life of a highwayman. (Tom Faggus.)\n20 2. Give an account of one of the following:\u00E2\u0080\u0094\n(a.) The passing of the Great Winter.\n(b.) John Ridd's first visit to Lorna.\n(c.) John Ridd's interview with Sir Ensor Doone.\n V 142\nPUBLIC SCHOOLS REPORT, 1927-28.\n1\nFrench. (Time, 2 hours.)\nValue.\n10\n1.\nEcrivez\nen frangais une question pour chaque reponse dans la liste suivante. (Write\nin French a question for each answer in the following list.)\n(a.)\nMa petite soeur a onze ans.\n(b.)\nElle s'appelle Julie.\n(c.)\n11 y a dix gargons dans cette classe.\n(d.)\nSon mouchoir est en soie.\n(e.)\n11 est bleu.\n(/\u00E2\u0080\u00A2)\nC'est aujourd'hui le vingt-huit juin.\n(ff.)\n11 pleut.\n(h.)\nC'est un encrier.\n(i.)\nJe me couche a neuf heures.\nU-)\nLa voila!\n20\n2.\nWrite a\nsentence in French explaining each of the following words:\u00E2\u0080\u0094\u00E2\u0096\u00A0\nle porte-monnaie, le facteur, la souris, la violette, un eleve, le tigre, la cousine,\nle Canada, les Americains, la grand'mere.\n5\n3.\n(Faire accorder les adjectifs.) Make the adjectives agree:\u00E2\u0080\u0094\n(a.)\nC'est la dernier classe.\n(6.)\nMarie est tres beau.\n(c.)\nCe legon est difficile.\n(d.)\nC'est une vieux femme.\n.\n(e.)\nCette table n'est pas lourd, elle est tiger.\n(f.)\nLes rues sont longs et itroits.\n(Cl.)\nCette jeune fille est canadien.\n15\n4.\nEcrivez\n(a.)\n(B.)\n(c.)\n(d.)\n(e.)\nen frangais:\u00E2\u0080\u0094\nI am looking through the window.\nIs she standing?\nIt is half past one.\nAt half past twelve noon.\nOn the first of January.\n(/\u00E2\u0096\u00A0)\nThe twenty-first of July.\n\\n,\n(g.)\nIt is five minutes to seven.\n(h.)\nAt a quarter to six.\n(i.)\nAt the end of Winter.\n(}\u00E2\u0096\u00A0)\nAt the beginning of Spring.\n(Ic.)\nIt is raining in torrents.\n(1-)\nMary is not strong enough to lift her desk.\n(to/\nDoes he live in British Columbia?\n20\n5.\n(a.) Write the following verbs with II and lis as subjects: aller, dire, devoir,\npouvoir, prendre.\n(6.) Write the following verbs with Je and Nous as subjects: s'asseoir, commencer,\n*\nfinir, ecrire, preferer.\n15\n6.\nEcrivez\nen frangais les noms de cinq fleurs, de cinq fruits et de cinq vetements.\n15\n7.\nWrite a\nMa\nparagraph in French (about fifty words) on one of the following subjects:\nPamille; Mon Ecole.\n PART III.\u00E2\u0080\u0094APPENDICES.\nV 143\nGeneral Science. (Time, 2 hours.)\n[Ansicer question one and any five of the remainder.]\nValue.\n15 l.(o.) Describe a method of preparing a few jars of carbon dioxide for experimental\npurposes. Enumerate its chief properties and two uses,\n(b.) What test may be used to detect carbon dioxide?\n17 2. (a.) Clearly explain what is meant by the buoyancy of a fluid.\n(6.) An irregularly shaped piece of iron weighing 36 grams in air is found to weigh\n31 grams in water. Calculate the density of the iron.\n17 3. (a.) State what is meant by \"the struggle for existence\" in plant and animal life.\n(&.) What influences are at work to maintain a \" balance of life \"'! Give instances.\n17 4. (a.) Describe a simple experiment to show we cannot depend upon our feelings to\ndetermine the temperature of a body.\n(6.) Change 20\u00C2\u00B0 C. and -15\u00C2\u00B0 C. into Fahrenheit readings; and 59\u00C2\u00B0 F. and -31\u00C2\u00B0 F.\ninto Centigrade readings.\n17 5. (a.) What heat changes take place when a liquid evaporates?\n(6.) Illustrate with a diagram any kind of refrigerator, or cold-storage plant, With\nwhich you are familiar, and explain how it works.\n17 6. (a.) Show how plants and animals are dependent upon one another.\n(6.) Clearly explain photosynthesis.\n17 7. (a.) Describe a simple experiment to show that a magnetic field surrounds an\ninsulated copper wire through which an electric current is passing.\n(&.) Distinguish between an electric dynamo (or generator) and an electric motor.\n17 8. (o.) Why is a good supply of water important to the health of a community?\n(6.) Enumerate a number of kinds of impurities that may be found in water, and\nstate how their harmful influence may be lessened.\n17 9. (a.) Enumerate the materials and apparatus necessary for copper electroplating.\n(b.) Describe how the apparatus should be arranged for copper electroplating, and\ndraw a diagram to illustrate it.\nGeometry. (Time, 2% hours.)\n2 1- On the compass how many degrees from \" North \" is the point \" North North East \"?\n14 2. ABC is a triangle, and AD is the perpendicular from A to BC. If angle BAC = 100\u00C2\u00B0\nand angle ABC=37\u00C2\u00B0, determine the magnitude of the angles BAD, DAC, ACB.\nGive the authority for your conclusions.\n14 3. A circular grass plot 70 feet in radius is watered by a man standing at a fixed point\non the edge of the plot with a hose which can throw water a distance of 90 feet.\nShow the area that can be watered. (Scale, 40 feet to 1 inch.) Estimate by\nmeasurement the distance between the two points on the edge of the plot which\nthe water can just reach. An accurate diagram is required.\n14 4. Construct a triangle PQR whose sides are PQ = 2 inches, QR = If inches, PR = 2|\ninches. Construct a second triangle HKN from the following data: HK = 14\ninches, l HKN = u PRQ, l KHN = l PQR. An accurate drawing is required.\n V 144 PUBLIC SCHOOLS REPORT, 1927-28.\nValue.\n14 5. If two triangles have two sides of the one equal to two sides of the other, each to\neach, and have also the angles contained by those sides equal, the triangles are\ncongruent.\n14 6. Show how to draw a straight line at right angles to a given straight line AB from a\ngiven point P outside of AB. Give the proof of your construction.\n14 7. If two straight lines are drawn through a point parallel to the arms of an angle,\nthe angle between those straight lines is equal to the given angle.\n14 8. If the bisector of an angle of a triangle cuts the opposite side at right angles, the\ntriangle must be isosceles.\n\u00C2\u00AB\nHistory. (Time, 2 hours.)\n[Answer five questions, at least two from each part.]\nPart A.\n20\n1.\n(a.) Describe Indian life under the following headings: (1) tribal organization;\n(2) homes; (3) methods of warfare.\n(&.) Explain why Champlain found it difficult to found a colony in Canada.\n20\n2.\nGive a brief account of the part played by four of the following in the life of New\nFrance: Talon, Frontenac, Radisson, La Salle, de la Verendrye.\n20\n3.\n(o.) Show what advantages both England and France possessed in their struggle\nfor supremacy in North America.\n(6.) Why were the English in America dissatisfied with the Quebec Act?\n20\n4.\n(a.) Write on the Loyalists under the following headings: (1) who they were;\n(2) where they settled; (3) the hardships they endured.\n(6.) Name three important problems faced by the pioneers of Canada in the period\n1814-1840. Show how these problems were solved.\n20\n5.\nWrite brief notes on five of the following: Haliburton, Queenston Heights, Pontiac,\nGilbert Parker, Cabot, Coureur-de-bois, Brant, John Gait, Sir George Prevost,\nThe Group of Seven.\nPart B.\n20\n1.\nInto what classes was ancient Egyptian society divided during the Old Kingdom?\nDescribe the lives of the peasants and the wealthy.\n20\n2.\n(o.) Show over what area Persia ruled when she was at the height of her power.\n(&.) What were the chief contributions of Persia to civilization?\n20\n3.\n(a.) Describe the social life of the Greeks during the Homeric Age.\n(&.) Why did the Persians fail to conquer Greece?\n20\n4.\nWhy is the Age of Pericles referred to as the \" Golden Age of Greece \"?\n20\n5.\nOutline the achievements of Alexander the Great under the following heads:\u00E2\u0080\u0094\n(a.) Conquests.\n(6.) Fusing of East and West.\n PART III.\u00E2\u0080\u0094APPENDICES.\nV 145\nValue.\n10\nLatin. (Time, 2 hours.)\n1. Write the Latin words equivalent to the following English words:\nrampart ninth\t\nfamous slight\t\nboldly discreet \t\nencamp influence\t\nsortie reconnoitre\t\nburden nearer\t\nabove only\t\nunknown continually\t\nmound ! several\t\ndaily numerous\t\n10\n2. Form English derivatives from each of the following Latin words:\naqua pugno\t\npes amicus\t\nnihil soror\t\nalter nox\t\nocto porta\t\niter caput\t\nauxilium corpus\t\nomnis vir\t\nterra equus\t\nvideo pauci\t\n10\n3. Two case forms of the word miles are given. Write the corresponding case forms of\nthe other Latin words in this question:\u00E2\u0080\u0094\nmiles. milite. militum.\nres\t\nopus\t\ncohors\t\nlacus\t\npuer :\t\ndux\t\npalus\t\npons\t\niter\t\nnomen\t\n10 4. Fill in the blanks below so as to give the complete comparison of the following\nadjectives and adverbs:\u00E2\u0080\u0094\nPositive. Comparative. Superlative.\n aegrius. \t\n summus.\nmalus. \t\n magis. \t\nlibere. \t\naudacter. :\t\nfacilius.\nfortissime.\nfelix. \t\n5. To complete the following sentences insert in the spaces within brackets the proper\nforms of the perfect indicative of the verbs italicized:\u00E2\u0080\u0094\ndesilio: Nautae ex navi ( )\nrepello: Hostes ab Romanis ( )\n10\n V 146 . PUBLIC SCHOOLS REPORT, 1927-28.\nValue.\nconsisto: Copiae in summo monte ( )\naugeo: Numerus hostium ( )\nincendo: Urbs a Gallis ( .' )\naudeo: Ceteri iter facere non ( )\nrelinquo: Centurio gladium in oppido ( )\n8 6. To complete the following sentences insert in the blank spaces suitable forms of the\nwords italicized:\u00E2\u0080\u0094\nExercitus: Adventu reliqui equites confirmati sunt.\nqui: Gladius miles habet est longus.\nlibertas: Nihil est melius :\t\nnavis: Res publica similis esse dicitur.\nmitto: Si obsides copias reducam.\ngladius: Romani pugnant.\nres publica: causa impetum sustinebimus.\nqui: Miles patri civitas data erat necatus est.\n10 7. Write the Latin for the following phrases:\u00E2\u0080\u0094\nOn outpost duty.\nOn the march.\nAccording to custom.\nWithout a wound.\nAs soon as possible.\nIn a short time.\nFor two reasons.\nAt midnight.\nFor the sake of one soldier.\nWith the greatest difficulty.\n10 8- Translate into English:\u00E2\u0080\u0094\n(a.) Alter portus Gallis notus erat, alter Britannis.\n(b.) Romanis unis concedimus.\n(c.) Ex milibus triginta tertia pars reducta erit.\n(d.) Propter usum militarem non terreri videbantur.\n(e.) Plurimas habemus longas naves, quibus milites transportare consuevimus.\n PART III.\u00E2\u0080\u0094APPENDICES. V 147\nValue.\n25 9- Translate into Latin:\u00E2\u0080\u0094\n(a.) On account of the scarcity of everything he will lead the seventh legion\nback into camp.\n(6.) They withstood the attacks of the enemy for a large part of the day.\n(c.) When the commander in chief is absent they will attack the winter camp.\n(d.) He ordered reinforcements to be posted speedily on the top of the mountain.\n(e.) They determined to lay waste the neighbouring territories as widely as\npossible.\n Grade X.\nAgriculture. (Time, 2 hours.)\n[Answer question one and any five of the remainder.]\nValue.\n15 1. It is claimed that a knowledge of other sciences is of advantage to the student of\nagriculture. Give four examples that would help to establish this claim.\n17 2. What is the relation between soils, plants, and animals?\n17 3. What is meant by crop-rotation? AVhat is its main purpose? Give an example of a\ngood rotation for either a farm or a garden.\n17 4. Name a farm or garden crop in which you are particularly interested and discuss it\nunder the following headings: (a) soil requirements, including preparation;\n(6) planting of the crop; (c) method of propagation; (d) care during the growing\nperiod; (e) method of harvesting.\n17 5. There are two chief ways by which insects do injury to plants.\n(a.) What are,these ways?\n(6.) Name two insects belonging to each of these two great groups,\n(c.) State briefly how you would control or destroy insects belonging to each of the\ntwo groups.\n17 6. In a debate on \" Resolved, that the pure-bred animal is in every respect more valuable\nthan the grade animal,\" set forth the main points for the affirmative and also for\nthe negative.\n17 7. State how an up-to-date dairy-farmer may determine which cows are his most\neconomical producers. How might he proceed to build up his herd from this\nstandpoint of economical production?\n17 8. Compare natural and artificial hatching, showing advantages or disadvantages.\nAlgebra. (Time, 2 hours.)\n6 1. (a.) Find the coefficient of a;2 in : a(x - b)2 - b(x - a)2 - 3ax(2a - x).\n(b.) When is an algebraic expression said to be homogeneous 1\n15 2. (a.) Resolve into their lowest factors :\u00E2\u0080\u0094\n( i.) x7 + 8x4 - x3 - 8.\n(ii.) c(2a-c)-b(2a!--b).\n(b.) Express, in factors, the square root of:\u00E2\u0080\u0094\n(x2 + ?>x-r1)(2x2-x-3){2x2+llx-2\).\n12 3. Simplify:\u00E2\u0080\u0094\n\u00E2\u0080\u009E2_ %\nr\nyzJL/y2-5?'-6xy-2\\n2y ' W2-6y + 5 y + 2/'\nv2 _ -v \y2 - % + 5 y\nv+i\n16 4. (a.) Find the highest common factor of :\u00E2\u0080\u0094\n3X3 \u00E2\u0080\u0094 3ax2 + 2a2x - 2as and\n3a;3 + 12ax2 + 2a2a; + 8as.\n(b.) Express, in factor form, the lowest common multiple of the two expressions\nin 4 (a).\n PART III.\u00E2\u0080\u0094APPENDICES. V 149\n24\n5. Solve :\u00E2\u0080\u0094\n, . x - 7 , 1 2x -\n15\nx + 7 2(x + 7) 2x-\n6\n4 5\n, , x-\-a x + 3a\nic.) . = -.\nx-o x+a-b\n12 6. Determine whether or not the following expression is a perfect square :\u00E2\u0080\u0094\n4a:6 - 44x4 - 12a;3 + 121a;2 + 66.x + 9.\n15 7. A boy rides a bicycle to school at 7| miles per hour but returns home on foot\nby a shorter road at 3J miles per hour. It takes him 20 minutes longer to\nreturn than to go. The whole distance travelled is 8| miles. Find the\nwhole time occupied in going and returning.\nArithmetic. (Time, 2 hours.)\n[All work must be shown.]\n8 1. Copy and fill in the blanks:\u00E2\u0080\u0094\n(a.) A dollar is to ten cents as ten cents is to a\t\n(6.) The ratio of two hours to two minutes is as is to 4.\n(c.) .005 km. = mm.\n(d.) 75 mg. = g.\n8 2. How many kilograms of water will a rectangular cistern 2.25 m. long, 1.5 m. wide,\nand 1.75 m. deep, hold?\n10 3. The minute-hand of a tower clock is 10% feet long. How many miles does its\nextreme point travel during the month of June?\n10 4. A water-main is made of iron % inch in thickness. The diameter of the opening of\nthe pipe is 15 inches. Find the number of cubic feet of iron there are in a\n15-foot length of this pipe. \u00C2\u00A9\n/\n10 5. (a.) In a mixture of 2 parts of C and 3 parts of S and 7 parts of G, what per cent.\nis S?\n(b.) How many pounds of C, how many pounds of S, and how many pounds of G\nwould you use in making 100 pounds of a mixture in these proportions:\n1 part of C, 3 parts of S, and 8 parts of G?\n12 6. Helen's grandmother left her a legacy of $2,500. Her father invested it for her.\nHe paid \u00C2\u00A7524 for a $500 Vancouver bond bearing 4%% interest; $1,002.50 for\na $1,000 Victory bond bearing 4%% interest; $512.50 for a $500 B.C. Electric\nbond bearing 5% interest. He loaned the balance of the money at 7% per annum.\nHow much interest does Helen receive each year?\n14 7. A house and lot cost $4,500, the value of the house being $3,600. The house is\ninsured for % of its value at .8%. Repairs cost $40. The whole property is\nassessed for % of its value, and the tax rate is 18 mills on the dollar. What\nrent per annum must be received in order to realize 5% on the investment?\n14 8. Find the cost of a draft for $2,400 payable 60 days after sight, exchange being %%\npremium and interest 6%.\n14 9. Mr. Brown owns a farm which rents for $411.45 a year. If he sells the farm for\n$8,229 and invests the proceeds in 6% stock at 105, paying %% brokerage, will\nhis yearly income be increased or diminished, and how much?\n V 150 PUBLIC SCHOOLS REPORT, 1927-28.\nBotany. (Time, 2 hours.)\n[Questions are of equal value. Answer five only. Illustrate answers by\nsketches or diagrams.]\n1. Describe the habit, leaves, and cones of any two gymnosperms found in your district;\nemphasize their distinguishing characteristics. Write a note on the economic importance\nof gymnosperms in B.C.\n2. (a.) Give four natural methods of vegetative reproduction in plants, and name an example\nto illustrate each.\n(6.) Describe and explain what part of the plant is modified in each case.\n3. (a.) Describe the structure of the flowers of two plants you have studied, one a monocoty\nledon, the other a dicotyledon.\n(&.) Classify each to its family, and give its floral formula.\n4. State which parts of plants are sensitive, and to what stimuli they respond. Give examples.\n5. What is meant by (a) \"native\" plants, and (6) \"introduced\" plants?\nMake five vertical columns under the following headings:\u00E2\u0080\u0094\nName.\nNative.\nIntroduced.\nMedicinal.\nPoisonous.\nIn the first column write a list of twenty plants common in your district. In the second and\nthird columns indicate, by a cross (X) opposite each plant, whether it is native or\nintroduced. In the fourth and fifth columns similarly indicate those which you know\nto be medicinal or poisonous.\nCarefully draw and describe the microscopic structure of a dicotyledon stem as seen in\ntransverse section; label all the parts, and state their function.\nValue.\nChemistry. (Time, 2 hours.)\nQ 1. (a.) Write chemical formulw for the following: copper sulphate; calcium\nhydroxide; silver nitrate; iron chloride.\n6 (b.) Write chemical names for the following: NaHC03; NaNO:; MgO ; ZnS.\n3 (c.) What information is conveyed by the formula H\u00E2\u0080\u009E0?\n10 2. (a.) Describe a laboratory method for preparing a few jars of hydrogen. Draw\na simple diagram as an aid in the description. Write the equation.\n9 (&.) Enumerate the chief properties of hydrogen, and state its uses.\n10 3. Calculate the volume of oxygen at 27\u00C2\u00B0 C. and 750 mm. that will be produced when\n245 grams of potassium chlorate, mixed with manganese dioxide, are heated\nuntil all reaction ceases.\n(K=39; Cl=35.5; 0 = 16.)\n5 4. (a.) What is the Law of Definite Proportions?\n5 (6.) Apply this law to determine whether air is a chemical compound or not.\n12 5. Briefly indicate how the following may be prepared and write the equations: nitrogen\n(pure) ; hydrogen chloride.\n10 6. (a.) Describe a laboratory experiment to show how the percentage of oxygen in\npotassium chlorate may be determined, and make a list of the various\nreadings that would be recorded.\n PART III.\u00E2\u0080\u0094APPENDICES.\nV 151\nValue.\n4\n(6.) If the weight of the original potassium chlorate was 2.45 grams, and the weight\nof the oxygen .78 grams, calculate the percentage of oxygen in potassium\nchlorate.\n(K=39; Cl=35.5; 0 = 16.)\n7. Write the equation and name the products formed in each of the following:\u00E2\u0080\u0094\n(a.) Carbon monoxide is passed over strongly heated copper oxide in a combustion tube.\n(b.) A deflagrating spoon containing burning phosphorus is lowered into a jar\nof oxygen,\n(c.) A solution of potassium hydroxide is placed in an evaporating dish, enough\nnitric acid added to make the solution neutral to litmus, and then\nevaporated.\nEnglish Composition. (Time, 2 hours.)\n5 1. Write sentences which will show the distinction between the terms in each of the\nfollowing pairs:\u00E2\u0080\u0094\u00E2\u0096\u00A0\n(a.) learn, teach.\n(&.) healthful, wholesome,\n(c.) purpose, propose.\n(d.) among, between,\n(e.) bring, fetch.\n10 2. (a.) Name three characteristics which a business letter should always possess.\n(&.) Write to the publishers of some Eastern newspaper renewing your subscription\nfor a year. Write also the envelope address.\n10 3. Set down in from forty to sixty words a summary of one day's events, as for a diary.\n75 4. Write a composition of from two to three hundred words on one of the following:\u00E2\u0080\u0094\n(1.) The character of the king in Quentin Durward.\n(2.) The mob in Julius Caesar.\n(3.) The fairy actors in A Midsummer Night's Dream.\n(4.) The value of a public library to a community.\nEnglish Literature. (Time, 2 hours.)\n[Candidates will answer Section A, Part I. or Part II.; and Section B; and any\none section from. Sections C, D, and E.]\nSection A.\nPart I. A Selection of English Poetry, Book I., Part I.\n15 1. Explain carefully three of the following passages, giving the name and author of the\npoem from which each is taken :\u00E2\u0080\u0094\n(o.) But Knowledge to their eyes her ample page,\nRich with the spoils of time, did ne'er unroll;\n(6.) Twelve struck. That sound, by dwindling years\nHeard in each hour, crept off; and then\nThe ruffled silence spread again,\nLike water that a pebble stirs.\n V 152 PUBLIC SCHOOLS REPORT, 1927-28.\nValue.\n(c.) the gates\nRoll back, and far within\nFor me the Heavenly Bridegroom waits,\nTo make me pure of sin.\n(d.) ghostly Shapes\nMay meet at noontide; Fear and trembling Hope,\nSilence and Foresight; Death the Skeleton\nAnd Time the Shadow;\n15 2. Give in a few sentences what you consider to be the central thought of each of the\nfollowing poems:\u00E2\u0080\u0094\n(a.) \" I Heard the Old Men.\"\n(6.) \"Farewell in February.\"\n(c.) \" The Choristers.\"\n10 3. Tell briefly in your own words the story of:\u00E2\u0080\u0094\n(o.) \" The Foresaken Merman.\"\nOr\n(6.) \"Echetlos.\"\nPart II. A Selection of English Poetry, Book I., Part II.\n15 1. Explain carefully three of the following passages, giving the name and author of\nthe poem from which each is taken:\u00E2\u0080\u0094\n(o.) Hark! 'tis an elfin storm from faery land,\nOf haggard seeming, but a boon indeed;\nArise\u00E2\u0080\u0094arise! the morning is at hand;\nThe bloated wassaillers will never heed ;\n(6.) Maybe\u00E2\u0080\u0094for none see in that black hollow\u00E2\u0080\u0094\nIt's just a place where we're held in pawn,\nAnd, when the Great Juggler makes as to swallow,\nIt's just the sword-trick\u00E2\u0080\u0094I ain't quite gone!\n(c.) He wrote, too, in a quiet way,\nSmall treatises, and smaller verses,\nAnd sage remarks on chalk and clay.\n(d.) We look before and after,\nAnd pine for what is not:\n15 2. State clearly what you consider to be the central thought of each of the following:\u00E2\u0080\u0094\n(a.) \" Pdre Lalemant.\"\n(6.) \" The Haunted Palace.\"\n(c.) \"To a Skylark.\"\n10 3. Discuss briefly what Goldsmith, in his \" Deserted Village,\" conceived to be the\ndangers attending the commercial development of England.\nSection B. English Prose Selections, Part II.\n[Note.\u00E2\u0080\u0094Ansreer question 1 and either 2 or 3.]\n15 1. Write briefly on the ideas contained in one of the following:\u00E2\u0080\u0094\n(a.) \" Growing Old.\"\n(6.) \" Poor Relations.\"\n(c.) \" Intellectual Snobbery.\"\n(d.) \" Country Etiquette.\"\n(e.) \"Woman on Horseback.\"\n PART III.\u00E2\u0080\u0094APPENDICES. V 153\nValue.\n(/.) \"The Dead to Reason.\"\n(g.) \"Of Studies.\"\n(7i..) \"The Newness of the Old.\"\n15 2. Discuss in a paragraph one of the following:\u00E2\u0080\u0094\n(a.) English highways as described in \" State of England in 1685.\"\n(6.) Leacock's treatment of his subject in \" Government of England.\"\n(c.) Why \"The Gettysburg Address\" is a masterpiece.\n(d.) The incident told in \"Letters to Countess of Pomfret.\"\n(e.) Johnson's attitude in his \"Letter to Chesterfield.\"\nOr\n3. Write on one of the following:\u00E2\u0080\u0094\n(a.) Hardy's ability to describe nature as shown in \"The Three Strangers.\"\n(6.) The quality of Poe's writing as shown in \" The Fall of the House of Usher.\"\n' (c.) The character of the Prince Consort. (\"The Prince Consort.\")\nSection C. Julius Caesar.\n10 !\u00E2\u0080\u00A2 Write a paragraph contrasting the characters of Mark Antony and Octavius Caesar.\n10 2. By what reasoning does Brutus justify to himself his action in joining the conspiracy\nagainst Caesar?\n10 3. Discuss in a paragraph one of the following:\u00E2\u0080\u0094\n(a.) Shakespeare's idea of the Roman mob.\n(6.) The attitude of Cassius toward Brutus.\nSection D. A Midsummer Night's Dream.\n15 1. Write a paragraph on the characteristics of Shakespeare's fairies.\n15 2. \" There are few plays that give greater opportunities for striking effects in scenery\nand costume than A Midsummer Night's Dream.\" Discuss this statement fully.\nOr\n3. Write on the contribution made to the play by the clowns, with special reference\nto Bottom.\nSection E. Quentin Durward.\n10 1. Contrast briefly the characters of Louis XI. and the Duke of Burgundy.\n20 2. Answer any two of the following:\u00E2\u0080\u0094\n(a.) Write on the means by which Louis XI. was induced to visit the Duke of\nBurgundy.\n(6.) Discuss the relations between the city of Liege and the Duke of Burgundy,\n(c.) Give an account of the death of William de la Marck.\n(d.) Give an account of the interview of the envoy, the Count of Crevecoeur,\nand the King, at the court of Louis XI.\n V 154\nPUBLIC SCHOOLS REPORT, 1927-28.\nFrench. (Time, 2 hours.)\nValue.\n14\n1.\nWrite sentences in French explaining seven of the following words: Un erable,\nle magasin, la cuisine, une brosse a dents, le boulanger, le wagon-lit, la biblio-\ntheque, la malle, le Nouvel An.\n10\n2.\nRemplacez les mots en italique par les pronoms convenables. (Substitute suitable\npronouns for the italicized words.)\n(a.) Ce sont les chiens.\n(b.) Le petit garcon et sa mire vont vendre les cerises,\n(c.) Qui est la? Jean,\n(d.) Etes-vous chez Marie?\n(e.) Ne pensez pas & vos vacances.\n(f.) Pensez d, vos vacances.\n(g.) Le marchand donne les legumes aux petits garcons.\n(h.) Je me sers d'un couteau.\n(i.) Elle nous donnera les cahiers.\n(j.) Je vais d, I'dcole.\n20\n3.\nEcrivez dix phrases en employant ces pronoms. (Write ten sentences using the\nfollowing pronouns.)\nQu'est-ce qui?, Qui., Que?, Que., Quoi?, Laquelle?, Celui, Celles, Rien, Personne.\n15\n4.\nTraduisez en francais:\u00E2\u0080\u0094\n(o.) I live quite near the school.\n(6.) Our class-room is on the ground floor.\n(c.) She has been here for a week.\n(d.) My grandfather plays the piano.\n(e.) Sometimes I read aloud.\n(/.) We eat three times a day.\n(17.) Does she know how to do it?\n(h.) Everybody is having a good time.\n(i.) I do my homework (lessons) before going to bed.\n(j.) They will learn to speak French.\n(fc.) This is my sail boat.\n(1.) Here we are in the country.\n(to.) She casts a glance at her watch.\n(to.) Do you play tennis?\n(0.) She is going to leave the next day.\n15\n5.\nWrite the following verbs in the present, future, and past indefinite:\u00E2\u0080\u0094\nJe (mettre, avoir).\nElle (sortir, venir).\nNous (ouvrir, se promener).\nVous (gtre, faire).\nlis (boire, connaitre).\n26\n6.\nWrite a composition in French (about 100 words) on one of the following subjects:\u00E2\u0080\u0094\n(a.) La campagne.\n(&.) La ville.\n(c.) Ma chambre a coucher.\n PART III.\u00E2\u0080\u0094APPENDICES.\nV 155\nGeometry. (Time, 2% hours.)\nlue.\n2 1- On the compass how many degrees from \"North\" is the point \"North by East\"?\nValue\n14 2. Draw a triangle ABC having AB = 2% inches, AC=4% inches, BC=4% inches.\nFind a point (or points) equidistant from AB and AC, and 1 inch from BC.\nGive a neat and accurate diagram showing clearly all construction lines.\n14 3. You are given two lines a and b whose lengths are 3 inches and 2% inches respectively. Find a square whose area shall be equal to the difference between the\nareas of the squares on the two given lines. Give a neat and accurate drawing\nshowing clearly all construction lines, and quote the authority for your construction.\n14 4. If a straight line cuts two other straight lines so as to make the alternate angles\nequal, then the two straight lines are parallel.\n14 5. Any two sides of a triangle are together greater than the third side.\n14 6. Of all straight lines that can be drawn to a given straight line from a point outside\nof it, the perpendicular is the shortest.\n14 7. In an obtuse-angled triangle the square on the side opposite the obtuse angle is\nequal to the sum of the squares on the sides containing the obtuse angle\ntogether with twice the rectangle contained by one of those sides and the\nprojection on it of the other.\n14 8. P is any point on the diagonal HM of a parallelogram HKMN. Prove that\nA HKP = A HNP.\nHistory. (Time, 2 hours.)\n[Answer five questions, at least two from each part.]\nPart A.\n20 1. (o-) What were the causes of dissatisfaction with the government of Upper and\nLower Canada in the period 1814^1837?\n(6.) Describe the part played by two of the following in the movement for responsible government: Joseph Howe, Lord Sydenham, Lord Durham.\n20 2. (a.) Name three men who led in the exploration of what is now British Columbia.\nWhat territory was explored by each?\n(b.) Account for the failure of the Selkirk Colony.\n20 3. Compare Sir John A. Macdonald and Sir Wilfrid Laurier as \" Makers of Canada.\"\n20 4. Compare the Dominion of Canada in 1867 and 1927 under the following heads:\u00E2\u0080\u0094\n(a.) Extent.\n(b.) Provinces,\n(c.) Railways.\n(d.) Inter-Imperial relations.\n20 5- Write notes on four of the following:\u00E2\u0080\u0094\n(a.) Sir James Douglas.\n(6.) Lord Strathcona.\n(c.) Bliss Carman.\n(d.) Dr. Banting,\n(e.) Sir Robert Borden.\n(/.) John Oliver.\n V 156 PUBLIC SCHOOLS REPORT, 1927-28.\nPart B.\nValue.\n20 !'\u00E2\u0080\u00A2 (o.) Contrast the causes of the Reformation in Germany with the causes of the\nReformation in England.\n(6.) What changes were introduced in the church in England in the reigns of\nHenry VIIL and Edward VI.\n20 2. (a.) Describe the steps by which Christianity became supreme in the Roman Empire.\n(6.) Show how the victory of Christianity contributed to the decline of Roman\nCivilization.\n20 3. (a.) Describe the rise and spread of Mohammedanism.\n(b.) Estimate the achievement of the Emperor Charlemagne.\n20 4. (a.) What were the chief effects of the Norman Conquest?\n(6.) Why did the Estates-General in France never obtain the power gained by the.\nEnglish Parliament?\n20 5. Write brief notes on any four of the following:\u00E2\u0080\u0094\n(a.) Julius Caesar's reforms.\n(6.) The reorganization of the Roman Empire by Diocletian,\n(c.) The powers of the Popes in the Middle Ages.\n(d.) The results of the Crusades,\n(e.) The geographical discoveries of the Renaissance period.\nLatin. (Time, 2 hours.)\n16 1. Write the genitive singular of:\u00E2\u0080\u0094\nfilms aeger \t\neques liber \t\nu,tra lex\t\nthe dative singular of:\u00E2\u0080\u0094\nunum animal \t\naliud genus\t\nthe ablative singular of:\u00E2\u0080\u0094\nmedium flumen \t\ncornu inutile\t\ncaput melius\t\n6 2. Write the genitive singular (with the adjective in the superlative degree) of:\nrespublica parva\t\nthe accusative plural (with the adjective in the comparative degree) of:\u00E2\u0080\u0094\niter breve \t\nthe ablative singular (with the adjective in the superlative degree) of:\u00E2\u0080\u0094\nspes magna\t\n12 3. Write the second singular present indicative of:\u00E2\u0080\u0094\npatior\t\nmalo .-..\nfero (active and passive) \t\ncapio (active and passive) \t\nthe second singular future indicative of:\u00E2\u0080\u0094\nfio \t\nnolo \t\nparco\t\nthe perfect infinitive of:\u00E2\u0080\u0094\nproficiscor \t\npraesum \t\n PART III.\u00E2\u0080\u0094APPENDICES. V 157\nValue.\nthe singular present imperative of:\u00E2\u0080\u0094\nvenio \t\negredior\t\n13 4. Write in Latin :-\"-\n(o.) We were informed of his arrival.\n(b.) He was not made king.\n(c.) As soon as possible.\n(d.) For the sake of the state.\n(e.) He ordered the same horsemen to set out with me.\n(/.) I replied that I did not remember.\n(g.) At day break.\n(h.) He hopes to become consul.\n(i.) Have you not injured us?\n(;.) He does not know why I am helping you.\n10 5. (a.) Translate in space provided on opposite page:\u00E2\u0080\u0094\nUlixes cum intellexisset sociSs suos in periculo esse, gladio correpto, Eurylocho\nimperavit, ut sine mora viam ad illam domum monstraret. Ille tamen multis\ncum lacrimis Ulixem complexus obsecrare coepit, ne tantum periculum susciperet.\nUlixes autem respondit se neminem invitum secum adducturum; ei licere, si\nmallet, in navi manere; se ipsum sine ullo auxiliS rem suscepturum. Hoc cum\nmagna voce dixisset, e navi desiluit.\n V 158 PUBLIC SCHOOLS REPORT, 1927-28.\nVa lue.\n6 (b.) Account for the case of:\u00E2\u0080\u0094\nsocios \t\nEurylocho \t\ninvitum \t\nei\t\nthe mood of susciperet \t\nthe mood of mallet\t\n6. Translate into Latin :\u00E2\u0080\u0094\n5 (a.) He asked them what states were in arms.\n5 (b.) They said they had not made war upon the friends of the Roman people.\n(c.) When Caesar was in winter quarters he was informed that German horsemen had crossed the river.\n5 (d.) We have been sent by the chief men of our state to ask for peace.\n5 (e.) They began to throw away their arms so as not to be captured.\n6 (/.) So great a storm arose that we could not finish the work.\n5 (9-) We shall spare those who obey us.\nPhysics. (Time, 2 hours.)\n[Questions are of equal value. Answer five only.]\n1. (a.) Find the density of an alloy containing 8 parts by weight of a metal of density 10 grams\nper cc. and 2 parts by weight of a metal of density 6 grams per cc. Find the\nvolume of 1 kilogram of the alloy.\n(6.) Describe the construction, the determination of the fixed points, and the graduation on\nthe Centigrade scale of a mercury thermometer.\n2. (a.) Make a sketch of the field of magnetic force between (1) two similar poles, (2) two\nunlike poles.\n(&.) One cubic decimeter of wood floats with % of its volume immersed in water. What is\nthe weight of the cube?\n3. (a.) State Boyle's Law and describe a simple experimental proof of it.\n(&.) Make a diagram of the suction or lift-pump and explain clearly how it works, showing\nhow the water is lifted as the pump starts and the reason why the distance of the\npiston from the surface of the water in the well is limited.\n PART III.\u00E2\u0080\u0094APPENDICES.\nV 159\n4. (a.) If 90 grams of a metal are heated to 100\u00C2\u00B0 C. and then placed in 110 grams of water at\n5\u00C2\u00B0 C, the resulting temperature is 15\u00C2\u00B0. Find the specific heat of the metal.\n(6.) Illustrate by reference to a simple drawing the meaning of the terms : law of the lever,\nmechanical advantage.\n5. (a.) Describe a simple experiment to illustrate the meaning of each of the following terms:\nconduction, convection, radiation.\n(6.) By means of a drawing describe how an eclipse of the moon takes place.\n6. (a.) When an object is placed before a plane mirror its image is as far behind the mirror\nas the object is in front of it, and the line joining object and image is perpendicular\nto the mirror. Prove that it follows from the above statement that the angle of\nincidence of light is equal to the angle of reflection.\n(6.) Describe an experimental proof of the Principle of Archimedes.\n7. (a.) Describe the experiment by which Oersted proved that an electric current has the power\nof producing magnetic effects.\n(6.) Given a compass-needle and wire carrying a direct current, show how to find the\ndirection of the current,\n(o.) Describe an experiment which demonstrates that the electrostatic charges produced by\nrubbing fur and ebonite together are equal in magnitude but opposite in kind.\n V 160 PUBLIC SCHOOLS REPORT, 1927-28.\nGrade XL, Junior Matriculation and Normal Entrance.\nAgriculture. (Time, 2 hours.)\n[Answer question one and any six of the remainder.]\nValue.\n16 1. Give the origin and chief characteristics of: (a) sandy soils; (&) clay soils;\n(c) peaty or humous soils.\n14 2. Discuss the various factors which, taken together, determine the fertility of our soils.\n14 3. Why are legumes especially valuable? What means has been adopted to promote\nvigorous growth of legumes?\n14 4. Describe the cause, the effect, and the treatment of a plant disease common in your\nlocality.\n14 5. Give the life-history of an insect doing serious damage in your locality and prescribe\nmethods of control.\n14 6. Discuss the grade and the pure-bred animal from the standpoint of their present and\nfuture value.\n14 7. What are the important elements in an animal ration, and what are the main points\nto be observed in practical feeding?\n14 8. State fully the main factors to be observed in the production of first-class milk.\n14 9. Provided good facilities, how would you handle 100 day-old chicks from April 1st\nuntil they are ready for laying in the Autumn?\nAlgebra. (Time, 2% hours.)\n12 1. Factor:\u00E2\u0080\u0094\n(a.) i2ac-8bc + 3ab-2b2.\n(b.) p3 + 125qs.\n(c.) y\u00C2\u00B0-X+3yX-28.\n(a7.) x4 - x2 - 4 - 2x2y2 - 4a; + yK\n10 2. Simplify:\u00E2\u0080\u0094\nac\n, s x \u00E2\u0080\u0094 za x-h za tac ,\n(a.) + , when x = \u00E2\u0080\u0094\nx + 2c x -2c x2 - ic2 a + c\ni.sbc ca ab\n\b-l , fw v + /Z rrr s. + ~,\n(a-b)(a \u00E2\u0080\u0094 c) (b-~c)(b-a) (c - a) (c - b)\n4 3. (a.) Solve : s = ut + \gt2 for u ; for g ; for t.\n5 (b.) Solve: 2x2 - 5x + 2.4165 = 0 to two places of decimals.\n5 (c.) A man walks from A to B in h hours. If he had walked a miles an hour\nfaster he would have been b hours less on the road. Find the distance\nfrom A to B, and the rate of walking.\n14 4. (a.) A grocer spent $120 in buying tea at 60c. a lb., and 100 lb. of coffee. He\nsold the tea at an advance of 25% on cost and the coffee at an advance\nof 20%. The total selling price was $148. Find the number of pounds\nof tea purchased and the cost of the coffee per pound.\n(b.) A man spends $90 for wood, and finds when the price is increased $1.50 per\nload he will get 3 loads less for the same money. What was the price\nper load 1\n PART III.\u00E2\u0080\u0094APPENDICES.\nV 161\nValue.\n14\n12\n12\n12\n5. (a.) Solve : \u00E2\u0080\u0094\nx\u00C2\u00B1 + x2y2 + y4:=2l,\nx2 + xy + y2 \u00E2\u0080\u0094 7.\n(b.) Solve:\u00E2\u0080\u0094\n3(z-l) = 2(y-l),\n4(2/ + x) = 9z - 4,\n7 (5a; - 3z) = 2y ~9.\nVerify your results for 5 (6).\n6. (a.) Find the square root of 83 + 12 J3b.\n(b.) phe area of a rectangle is 16 JlO - 25, and one side is 3 JE - sJ2. Find the\nother side in simplified form.\n(c.) Simplify : (x^\n2x*y2 +y)2\n(a;*\ny\ni\n2N3\n7. (a.)\n(b.)\nIf a, b, c are in continued proportion, prove\u00E2\u0080\u0094\nai + a2c2 + c4 = (a2 + b2 + c'2) (a2 - 62 + c2).\nIn a certain examination the number of those who passed was 3 times the\nnumber of those who failed. If there had been 16 fewer candidates and\nif 6 more had failed, the total number of candidates would have been to\nthe number who failed as 2 to 1. Find the number of candidates.\n1. (a.) For what value of k does (3, - 2) lie on the line ix + ky \u00E2\u0080\u0094 2\n(6.) Solve graphically : j/=\u00E2\u0080\u0094 + x \u00E2\u0080\u0094 2 and j/ =\n2a: - 3.\nBotany. (Time, 2 hours.)\n[Answer question one and any four of the remainder. Illustrate answers\nby sketches or diagrams'.]\n28 !\u00E2\u0080\u00A2 A plant has a woody stem; leaves alternate, ovate, serrate, net-veined, petiolate;\ninflorescence a simple umbel. Flowers have actinomorphic symmetry; calyx of\nfive coherent sepals; corolla of five free, obovate petals, perigynous; andraecium\nof numerous stamens, also perigynous; gynoscium (pistil) of one carpel, half-\nsuperior, arising from bottom of receptacle-cup, the base of which is lined by a\nnectary. Fruit a drupe.\n(a.) From the above data classify the plant to its family, giving your reasons for\neach step.\n(6.) Write its floral formula.\n(c.) For what method of pollination is it adapted? Give reasons.\n18 2. Draw and label the parts seen in the section of a mature angiosperm ovule. Describe\nthe changes which take place during its development into a seed.\n18 3. (a.) Under the headings (1) location, (2) structure, and (3) function, explain the\nfollowing: sieve-tube, spiral vessel, cambium, cork, lenticel.\n(6.) What happens after the stem of a dicotyledonous tree is \"girdled\" near the\nground? Give reasons.\n18 4. Describe experiments to prove that:\u00E2\u0080\u0094\n(a.) leaves transpire,\n(b.) leaves manufacture starch in sunlight,\n(c.) roots are sensitive to light,\n(d.) roots are sensitive to gravitation.\n11\n V 162\nPUBLIC SCHOOLS REPORT, 1927-28.\nValue.\n18\n5.\nWhat are \" plant associations \" ? Name the principal members of any plant association you have studied, and explain how each member is suited to its habitat.\n18\n6.\nWhat is meant by \"Alternation of Generations\"? Illustrate by reference to the\nlife-history of a Pteridophyte. In what other subdivisions does this occur?\nChemistry. (Time, 2% hours.)\n[Candidates will answer all of Section A and any three questions from Section B.\nAtomic weights are given at the end of the paper.]\nSection A.\n12\n1.\n(a.) Define the following terms: molecular weight, critical temperature, oxidizing\nagent, sublimation.\n(&.) Write the formula of the following compounds: aluminium sulphide, sodium\naluminate, calcium bicarbonate, barium chlorate.\nState the Law of Concentration or Mass Action. Why is it important? What types\nof reaction will go completely in one direction? Illustrate. Why does the zinc\nin a hydrogen generator dissolve less rapidly after a time, even though there is\nstiU an excess of acid present?\n14\n2.\n14\n3.\nCould either dilute hydrochloric or dilute sulphuric acid be used in the preparation\nof hydrogen sulphide from iron sulphide? Give reasons for your answer. Which\nof these two acids, when concentrated, must be used for the preparation of nitric\nacid from sodium nitrate? Why?\nWhich of the following compounds are oxidizing and which reducing agents: hypo-\nchlorous acid, hydrogen sulphide, hydrogen peroxide, sulphurous acid, manganese\ndioxide? Write one equation showing the reducing or oxidizing action of each.\n12\n4.\n12\n5.\nCalculate how many grams (a) of silver sulphate and (b) of copper sulphate you\ncould make from a dime which is 10% copper. A dime weighs 2.48 grams.\nSection B.\n12\n6.\nWhat is meant by the \"Fixation of Nitrogen\"? Give an account of the methods\nwhich have been evolved for this purpose. What other elements besides nitrogen\nare essential to plants? Name three common artificial fertilizers.\n12\n7.\nWhat products of commercial imp6rtance are produced from cellulose? How would\nyou account for the difference in the properties of cellulose in cotton and in linen?\nWhat is gained by mercerizing cotton?\n12\n8.\nHow does aluminium occur in nature? How is the metal produced? What special\nproperties has this metal which makes it so useful? Write equations for its\nreaction with (a) hydrochloric acid, (b) sodium hydrate.\n12\n9.\nHow would you test for the presence of the following in solution: hydrogen sulphide,\na nitrate, a sulphate, a carbonate, a chloride, an iodide, sodium ion, and\nammonium ion?\n12\n10.\n1,000 liters of hydrogen measured under standard conditions will occupy what volume\nat 600 mm. pressure and at \u00E2\u0080\u009420\u00C2\u00B0 C?\n12\n11.\nThe analysis of a compound showed 26.5% carbon, 2.2% hydrogen, and the rest\noxygen. The molecular weight was found to be 90. What is its formula?\n12\n12.\nWhat weight of iron sulphide will be required to furnish sufficient hydrogen sulphide\nto reduce 10 grams of sulphur dioxide to sulphur?\nFeS+2HCl=FeCl3+H2S; 2H2S+SO:,=2H:,0+3S.\nAtomic weights: Ag=108, S=32, 0 = 16, Cu=63.5, C = 12, Fe = 56.\n\u00E2\u0080\u00A2\n PART III.\u00E2\u0080\u0094APPENDICES.\nV 163\nEnglish Composition. (Time, 2 hours.)\n[Candidates are reminded that they are expected to spell and punctuate correctly. They are\ntherefore urged to leave some few minutes free for a revision of their papers. They are\nalso reminded that they cannot expect marks for paragraphs and essays that are not well\norganized and well worked out. They are therefore urged to plan their compositions before\nthey begin to write. The plan of the essay in question 2 should be written in the examination book as part of the answer.]\nValue.\n25\n75\n1. State definitely what is ineffective or wrong in the following sentences, and rewrite\nthem in correct form:\u00E2\u0080\u0094\n(a.) He declared that he was innocent. That the evidence against him was a\n\" frame-up.\"\n(6.) I never heard him make use of an oath in my life, and in youth he possessed\nthe greatest spirits,\n(c.) As his wife, her every wish was granted.\n(d.) His brief career in India showed him to be fawning towards his superiors,\ninhumanly cruel to those in his power, and bad-mannered towards his\nequals,\n(e.) It serves as a colorless transition rather than to make a definite statement.\n2. Write a composition of about 300 words on one of the following subjects:\u00E2\u0080\u0094\n(a.) The values of hard work during the summer vacation.\n(6.) The characteristics and habits of Modestine.\n(c.) The justice of the ending in Silas Mamer.\n(d.) Rosalind as a character to be played by a boy-actor.\n(e.) Lincoln's loneliness.\n(/.) A character-sketch of Lynette.\n(g.) Queen Elizabeth as pictured in Kenilworth.\nEnglish Literature. (Time, 2% hours.)\n[Candidates will write on Parts A and D, and on either Part B or Part C]\nPart A.\n3 l.(o.) What is a \"dramatic monologue\"?\n3 How does it differ from actual \" drama \" ?\n10 (b.) Contrast the character of Andrea with that of Ulysses, bringing out the mixture\nof \" good \" and \" evil \" in each personage.\n4 (c.) Show that \" The Blessed Damozel \" may also be called a \"dramatic monologue.\"\n10 2. Show that \"Merlin and the Gleam\" is, as Tennyson's son called it, a \"literary\nhistory \" or biography of the poet.\n10 3. Write brief notes (of not more than a page at most) on any two of the following\ntopics :\u00E2\u0080\u0094\n(a.) The situation (circumstances of time and place) in \" The Souls of the Slain.\"\n(6.) A character sketch of Miss Thompson,\n(c.) Lawrence's feeling toward the Snake.\n{d.) Dr. Thomas Arnold.\n V 164 PUBLIC SCHOOLS REPORT, 1927-28.\nPart B.\nValue.\n16 l.(o.) Do you think that the first scene of the first act of The Merchant of Venice is a\nsuccessful \" introduction \" to the play? Give reasons for your answer.\n(6.) And to what extent do you think the fifth act to be a successful (or unsuccessful) conclusion to the play?\n10 2. Write on the character of Portia as one suitable to be played, as it was, by a boy-\nactor.\nOr \u00E2\u0080\u00A2\nWrite on the mixture of elements\u00E2\u0080\u0094good and evil, tragic and comic\u00E2\u0080\u0094in Shylock.\n14 3. Quote from the play a passage of about 12 consecutive lines. Show (a) how this\npassage is related to its context, and (6) how it reveals the character of the\nspeaker.\nPart C.\n8 1. Do you think that the first scene of the first act of Macbeth is a successful \" intro\nduction \" to the play ? Give reasons for your answer.\n18 2. (o.) Do you think that the Sleep-walking Scene is a just consequence of the character\nand life of Lady Macbeth? Give reasons for your answer.\n(&.) Discuss the following lines as a fit summary of Macbeth's life:\u00E2\u0080\u0094\nLife's but a walking shadow, a poor player\nThat struts and frets his hour upon the stage\nAnd then is heard no more; it is a tale\nTold by an idiot, full of sound and fury,\nSignifying nothing.\n14 3. Quote from the play a passage of about 12 consecutive lines. The passage quoted\nabove must not be used. Show (a) how the lines chosen are related to their\ncontext, and (b) how they reveal the character of the speaker.\nPart D.\nA poem for \" sight-reading \" :\u00E2\u0080\u0094\nAt dark a haggard lad and worn\nHomed faltering to his house-place.\nLong had he been a curse and bane\u00E2\u0080\u0094\nA byeword, mean and base.\nHe bent to suffer fiery scorn;\nHe steeled his fickle heart to trace\nIn each sad eye the shame and pain\nAnd grief of such disgrace.\nYet she that worthless one had borne\nInto a proud and olden race,\nSaw but her firstling child again\nAnd ran and kissed his face.\n9 (o.) Briefly relate a story such as you imagine may lie behind this poem.\nWhat famous story does the poem bring to mind?\nWhat expression in the piece is a direct quotation from or reference to that story?\n8 (b.) Write short notes on the significance of the following expressions as used in the\npoem : \" At dark,\" \" worn,\" \" fickle,\" \" olden race.\"\n3 (c.) Point out the peculiarity of the rhyme-scheme. How is it that the last line comes\nto have such great emphasis?\n PART III.\u00E2\u0080\u0094APPENDICES.\nV 165\nValue.\n16\nFrench Grammar. (Time, 2 hours.)\n1. Write, in the spaces provided, the correct forms of the words in italics:\u00E2\u0080\u0094\nMa marraine me regardait: elle avait des grands\nyeux bleu Elle me sourit et je lui voir\t\ndes dents aussi blanc que les miens\t\nElle parla : sa voix doux chantait comme une source\ndans les bois. Puis elle me baiser ; ses levres\netaient frais ; encore aujourd'hui je les sentir\n sur mes vieux joues ridees.\nII fallait que ce jeune femme etre\t\ncharmante, car le souvenir que m'est reste de\nlui a prendre une simplicite\nlumineux\t\n2. Change the verbs of the following anecdote from the present to past, using the\nimperfect or past definite, as required by the context:\u00E2\u0080\u0094\nLe prince de Brunswick veut :*. surprendre pres de\nVessel un corps d'arinee command*? par le marquis de Castrie. Le general\nfrangais, qui se doute du dessein du prince,\nfait coucher son armee sous les armes. II\nenvoie a la decouverte le capitaine d'Assas.\nPendant que cet officier avance '. dans l'obscurite,\ndes grenadiers ennemis Venvironner et lui\ndisent que s'il fait du\nbruit, il meurt Apres un moment d'hesitation,\nle capitaine crie : \" A moi, mes amis, voila\nl'ennemi! \" II tombe aussitot perce de coups,\nmais le regiment est sauve.\n12\n20 3. Put into French below the following passage. (Work carefully. Read over your\nfinished work.)\nIn Summer, few people remain in town, because it is so hot there. Some take\ntrips abroad; others go to visit some relatives or friends; others again go\nto the sea-side. But I (emphatic) prefer to spend my holidays in the country.\nEverything is so pleasant there, far from the noise and dust of the city. Last\nyear I enjoyed myself very much on my uncle's farm, but this year (emphatic)\n\u00E2\u0096\u00A0 . I don't know yet what I am going to do. I shall have to work hard, however,\nand make enough money to be able to go back to college in the Autumn.\nAnswer to question 3 :\u00E2\u0080\u0094\n22 4. Make short, but complete, sentences to illustrate the use of :\u00E2\u0080\u0094\n(a.) Celui \t\n(b.) Avant de \t\n(c.) Dont ;. ,\t\n(d.) Celle-ci '.\t\n(e.) ObCir\t\n(/.) Vieil\t\n(g.) La plupart\t\n V 166 PUBLIC SCHOOLS REPORT, 1927-28.\nValue.\n(h.) Plus de\t\n(i.) U faut que\n()\u00E2\u0096\u00A0) Eux \t\n(fc.) Servir de ..\n16 5. Write a suitable pronoun in each of the spaces provided below:\u00E2\u0080\u0094\n(a.) Ce chapeau-ci est a , celui-la est a\t\n(6.) , il restera, tandis que , je partirai\n(c.) Ce sont qui sont arrives les premiers, mais c'est\n qui avons remporte le prix.\n(d.) Le livre clans tu lis n'est pas aussi interessant\nque que je t'ai montre.\n(e.) Voila. deux morceaux de gateau; preferez-vous?\nSi j'etais a votre place, je prendrais\t\n(/.) Ce .' vous me racontez la. n'est pas aussi interessant\nque ce m'est arrive hier.\n(g.) est vrai que la lettre est perdue et :\t\nest bien dommage.\n(7(.) Le pere a-t-il parte de 1'affaire a, son fils? Oh oui, il\t\n a parte.\n14 6. Complete the following sentences by putting the verbs printed in italics in the tense\nrequired by the context:\u00E2\u0080\u0094\n(a.) Je vous ai entendre , mademoiselle, mais je ne\nvous ai pas repondre\t\n(b.) Des que la femme &tre rentrer\t\nchez elle, le mart arriva.\n(c.) lis se sont bien amnser , mais Us s'en sont bien\nrepentir\t\n(d.) Faut-il que vous etre stupide pour ne pas m'avoir\ncomprendre\t\n(e.) Hier le maitre lire a haute voix, afin que les\neleves Ventendre\t\n(/.) En travailler ferme, nous finissons toujours par\nreussir\t\n(g.) Je veux que vous rester ici jusqu'a ce que vous\navoir fini votre devoir.\nFrench Translation. (Time, 2 hours.)\n[N.B.\u00E2\u0080\u0094Read the questions carefully before answering.]\n40 1. You have been travelling in France for some time, visiting places of interest, making\nParis your headquarters. Every week you send a letter home relating what you\nhave been doing for the last few days.\nWrite such a letter now in French, about some building or place in Paris or out of\nParis, remembering as special features: la description, la situation, Vutiliti,\nla beauti, les souvenirs historiques, votre impression personnelle.\nPut the date in French; do not use your real name.\n35 2. (a.) Give definitions in French of the following words: le pompier, le chateau,\nle heros, les vacances, l'avion.\n PART III.\u00E2\u0080\u0094APPENDICES.\nV 167\nValue.\n25\n(6.) Make five French sentences, of at least ten words, introducing in each, one of\nthe following expressions, then translate these sentences into English:\nen mSme temps, comme il faut, servir a, etre en train de, venir de.\n(e.) Rewrite the following sentences, changing the words italicized into others which\nhave the same meaning :\u00E2\u0080\u0094\n(1.) lis se sont 'dirigis vers la galerie de tableaux dans laquelle le gardien\nbon enfant leur a immidiatement fait voir toutes les curiosites.\n(2.) Dans huit jours nous prendrons le bateau qui va vite entre les deux\nports.\n3. This passage is not to be translated. Try to understand it, showing that you have\n. , done so by answering the questions in English.\nUn Espagnol cheminait avec difliculte dans des montagnes; la nuit etait tres\nsombre; on y voyait a peine a, deux pas devant soi, il pleuvait a verse et les\nhabits du voyageurs etaient tout trempes d'eau. De plus un grand vent qui\nlui frappait la figure rendait sa marche en avant penible et dangereuse, aussi\nle pauvre voyageur, n'avancait tra' k pas comptes.\nEnfin il arriva a une petite auberge, humble hotel de la campagne, et il y frappa\n* a coups redoubles.\nL'aubergiste, qui dormait, s'eveilla en sursaut (en sautant) courut en toute hate\na. la fenetre qu'il ouvrit.\n\u00E2\u0080\u0094Qui est la? crie-t-il.\n\u00E2\u0080\u0094Don Pedro Hermandez, Rodrigo de Villanova, Comte de Malafra, Marquis\nde . . .\n\u00E2\u0080\u0094Je n'ai qu' une chambre de libre, repliqua l'hote, je ne puis loger tous ces gens-lii.\nII referma brusquement la fenetre et alia se recoucher.\nNotre Espagnol, tout stupefie, se promit qu' a. l'avenir il dissimulerait ses titres\nquand il lui faudrait demander une chambre.\nQuestions:\u00E2\u0080\u0094\u00E2\u0096\u00A0\n(1.) De quel pays etait le heros de l'histoire et oft se trouve ce pays?\n(2.) Dans quelle partie de la journee voyageait-il et quel temps faisait-il?\n(3.) Pourquoi l'homme marchait-il lentement?\n(4.) Quelle difference y-a-t-il entre un hotel et une auberge?\n(5.) Quelle est cette liste que le voyageur donne & la question de l'aubergiste?\n(6.) Pourquoi l'hflte n'a-t-il pas accueilli l'Espagnol?\n(7.) Quelle est la resolution prise par ce dernier?\n(8.) Quel titre donneriez-vous a cette histoire?\n13\nGeometry. (Time, 2% hours.)\n[N.B.\u00E2\u0080\u0094Draw neat diagrams; use printed capitals. Cite authorities by number\nor by enunciation.]\n1. (o.) In an obtuse-angled triangle the square on the side opposite the obtuse angle\nequals the sum of the squares on the other two sides increased by twice\nthe rectangle contained by either of these sides and the projection on it\nof the other.\n(6.) In the triangle ABC, AB=10, BC=5, AC=6. Compute the length of the\nprojection of BC upon AC.\n13\n2. State in words the geometric meaning of the identity (o\u00E2\u0080\u0094b)2=a2+V\nby means of a diagram and give proof.\n-2o&. Illustrate\n V 168 PUBLIC SCHOOLS REPORT, 1927-28.\nValue.\n13 3. (a.) The angles made by a tangent to a circle with a chord drawn from the point\nof contact are respectively equal to the angles in the alternate segments\nof the circle.\n3 (6.) If ACB is the tangent to the circle at the point C, CD the chord, and CED an\nangle in one of the alternate segments, into what does the angle CED develop\nwhen E coincides with D?\n13 4. Show how to construct a rhombus ABCD having its diagonal AC in a given line and\nits sides AB, BC, CD passing through three given points L, M, N respectively.\nGive a proof.\n13 5. (o.) The areas of similar triangles are proportional to the squares on corresponding\nsides.\n3 (b.) Two similar triangles have areas of 75 sq. cm. and 192 sq. cm., and the base of\nthe smaller triangle is 10 cm. Find the base of the larger triangle.\n13 6. Make an accurate construction for the following, omitting proof but showing all\nnecessary construction lines:\u00E2\u0080\u0094\nThe bisectors of the interior and the exterior vertical angles at A of the triangle\nABC (having AB=41/\u00C2\u00A3 in., BC = 4 in., AC = 1% in.) meet the circumscribed\ncircle in the mid-points of the arcs into which the base BC divides the\ncircumference; and the line joining these points is the diameter which\nbisects the base.\n[Note.\u00E2\u0080\u0094Candidates will work either 7 or 8. // both questions are done, only the first\none attempted will be marked.]\n13 7. Through a given point without a circle draw, when possible, a straight line cutting\nthe circle so that the part of the line within the circle may equal the part of\nthe line without the circle.\n8. There are two concentric circles and a straight line ABC cuts the circumference of\none of them in A and the circumference of the other in B and C. Show that\nthe tangents at B and C intersect the tangent at A at points equidistant from\nthe common centre.\nGerman Grammar. (Time, 2 hours.)\n8 1, Write in German simple answers to the following questions, using in each case\na suitable preposition and without repeating a preposition :\u00E2\u0080\u0094\n(1-) SBomit fdjretben @ie?\n(2.) SBoBiti gefiert <3ie?\n(3.) aSorauS trinfen @te?\n(4.) iffiann firtb @te gefommen ?\n(5.) SBie lange finb <3ie fdjott Bier?\n(6.) 2Borauf tegen @te ba\u00C2\u00A7 93udj ?\n(7.) SBoran benfen @te?\n(8.) SfBarum bleibett <3ie im -Spaufe?\n6 2. Use in complete sentences the genitive singular of: 3fame, .Sperr, SBodje; and\nthe genitive plural of : \u00C2\u00A9tctbt, \u00C2\u00A3odjter, \u00C2\u00A3mug.\n10 3. Fill in correct endings and insert articles where necessary, then rewrite in the\nplural:\u00E2\u0080\u0094\n$n\u00E2\u0080\u0094prad)tigft\u00E2\u0080\u0094\u00C2\u00A9ebaube bte\u00C2\u00A7\u00E2\u0080\u0094oorne^m \u00E2\u0080\u0094 \u00C2\u00A9trafee rao^nt\u00E2\u0080\u0094reicf)\u00E2\u0080\u0094 3)ame mit\nifyr\u00E2\u0080\u0094jttjtg\u00E2\u0080\u0094\u00C2\u00A9oljn\u00E2\u0080\u0094f.etn\u00E2\u0080\u0094jtnace reitet oft anf\u00E2\u0080\u0094fdjon\u00E2\u0080\u0094S|3ferb burdj\u00E2\u0080\u0094\nfjerrltdj\u00E2\u0080\u0094S^arf. SBa^renb\u00E2\u0080\u0094gerieu befudjt er mit fein\u00E2\u0080\u0094fjii&fdj\u00E2\u0080\u0094goufine\nfein\u00E2\u0080\u0094alt\u00E2\u0080\u0094Onfel auf\u00E2\u0080\u0094Sattb.\n PART III.\u00E2\u0080\u0094APPENDICES.\nV 169\nValue.\n10\n10\n8\n15\n12\n16\n4. (a.) Change the following infinitives, to the correct form of the present tense :\u00E2\u0080\u0094\n(1.) @r mitnefimen bag SBucfj.\n(2.) SDu nergeffen ,511 fdjneH.\n(3.) (St anfefjen eg genau.\n(4.) \u00C2\u00A9it jerbrecben bie J?reibe.\n(5.) @r nerlaffen bag dimmer.\n(5.) Write the future of (1), the future-perfect of (2), and all the imperative\nforms of e\u00C2\u00A7 genau anfeben and bag gimmer nerlaffen.\n5. Change the following verbs to the imperfect and pluperfect tenses:\u00E2\u0080\u0094\n(1.) 3d) ejfemem gritbftM.\n(2.) SDu betracbteft bie Sanbfcbaft.\n(3.) (5r b\u00C2\u00BBft bem Safer.\n(4.) 3Btr fabren balb ab.\n(5.) $br rcerbet mitbe.\n6. Put into German :\u00E2\u0080\u0094\n(1.) He likes to play tennis but he prefers football.\n(2.) This small boy writes better than his older brother.\n(3.) The highest buildings are in the largest cities.\n(4.) Which book do you like best?\n7. Put into German :\u00E2\u0080\u0094\n(1.) Whose pencil is this 1 My sister lost hers ; shall I give her this one ?\n(2.) Haven't you any? To whom have-you given yours?\n(3.) That one is mine; please give it to me.\n(4.) The old is often better than the new.\n(5.) Every traveller likes.to see new and interesting things.\n8. (a.) Combine the following sentences by means of a relative pronoun :\u00E2\u0080\u0094\n(1.) 3d) Jjabe eben SDetnen 93rief erfjaftett. \u00C2\u00AEu fcbrtebft if)it feijte 2Bocf)e.\n(2.) Sfteht greunb if, nad) \u00C2\u00A7aufe gegaitgen. (Seine SDJutter iff franf.\n(3.) $ene Same iff meine Xante. 3d) fprad) foeben mit if;r.\n(5.) Combine the following sentences by means of a conjunction :\u00E2\u0080\u0094\n(1.) \u00C2\u00A9te gtngen fofort \u00C2\u00A7u Sett, \u00C2\u00A9te raaren miibe.\n(2.) @tbt eg eine gute \u00C2\u00A9cfjule Bier ? @ie rotffen eg nid)t.\n9. Put into German :\u00E2\u0080\u0094\n(1.) He can learn German if he wants to.\n(2.) He had to go to school because his father wished it.\n(3.) We were sorry that you were not well yesterday.\n(4.) She brought them three cups of coffee and two glasses of milk.\n(5.) He thought they had arrived on Wednesday, March 21st, 1928. (In\nfull.)\n10. Put into German :\u00E2\u0080\u0094\nMy young brother gets up at half past seven every morning because he has\nto be at school at a quarter to nine. He washes and dresses himself\nquickly, then after he has had his breakfast, he takes his books, puts\n V 170 PUBLIC SCHOOLS REPORT, 1927-28.\nValue.\non his hat and leaves the house at twenty minutes after eight. On the\nway to school he can play with his friends but in the class he has to\npay attention. If he does not know his lesson, he must stay in after\nschool. In the evening he soon gets tired and goes to bed.\nGerman Translation. (Time, 2 hours.)\n60 1. Put into English :\u00E2\u0080\u0094\n(1.) 2tm SRorgen fonnte er burcb bag (Stfengttter oor bent genfter fetjen, true bie\n&ute aus ber \u00C2\u00A9tabt b/rbeieilten, urn tlm fjangen gu fefjen. (Sr fjorte\nbie Strommeln unb fab bie \u00C2\u00A9olbaten marfcbieren. 3ffle liefen binau\u00C2\u00A7;\nunter ibnen roar audj ein \u00C2\u00A9djufjmadjerfunge mit \u00C2\u00A9cburgfell unb\nrjScnttoffeln. SMefer lief fo im \u00C2\u00A9alopp, baf? einer feiner 5pantoffel\nabflog unb gerabe gegen bie SRauer, roo ber \u00C2\u00A9olbat fafj unb burd)\nbag Stfengitter ftinau\u00C2\u00A7fah.\n(2.) 2luf bem Jpeimroeg Jam er abenbg in ein fleineg SBirt\u00C2\u00A7l)aug, bag mit\n\u00C2\u00A9aften angefiillt roar. SDie \u00C2\u00A9afte roaren fe&r freunblid) unb luben\nifjn ein, mit ifinen ju effen; er aber lacbte. ,,3tyt Bafit felber nid)t\ngenug, alfo foUt ifjr metne \u00C2\u00A9afte fein.\" 3)ann ftetlte er fein\nfjoljerneg \u00C2\u00A3ifd)cben auf ben gupoben unb fprad): ,,\u00C2\u00A3ifd)djen, beef'\nbid).\" 3llg bie \u00C2\u00A9afte bie fdjonen \u00C2\u00A9peifen faben, jogen fie ifjre 5Dceffer\nunb a\u00C2\u00A7en fo Dtel roie fie fonnten. Uub roenn eine \u00C2\u00A9cbiiffel leer roar,\nfo ftanb gleid) eine nolle an iljrem Slatj.\n(3.) ,,3Ber fann luftig fein, roenn'g einem an ben .Stagen gef)t?\" antroortete\nbie fiatje; ,,roeil id) nun ju 3al)ren fomme, metne 3S\u00C2\u00A3)ne ftumpf\nroerben unb id) lieber flutter bem Ofen fitse unb fntnne al\u00C2\u00A7 nad)\nSDcetufen l)erumjage, Bat mid) meine Jperrin erfdufen roollen. 3^\nBabe mid) groar nod) fortgemacbt, aber nun iff guter 9tat teuer; roo\nfoil id) fjin?\" ,,@eb mit ung nad) Sremen, bu oerftebft bie lUafyU\nmufti, ba fannft bu \u00C2\u00A9tabtmuftfant roerben.\" S)a bie .false nicbtg\nSSeffereg ju tun roufjte, ging fie mit.\n(4.) SSor niefen, niefen 3 +xn^xn+1 + xn+2+ ... + x<>\u00E2\u0080\u009E\nX] xn^.^\n12 3. Solve the equations :\u00E2\u0080\u0094\nJx + 48 + Jx Jx- i+ J3\n(a-) \u00E2\u0096\u00A0 -- = \u00E2\u0080\u0094r== =-\u00E2\u0080\u00A2 Verity.\nJx + 48 - Jx Jx - 4 - J3\nn .1 1 x+y 7\nx y 12 x + y + 5\n14 4. (a-) Form the equation whose roots are less by unity than those of x2 + 3x + 6 = 0.\n(6.) Under what conditions are the roots of ax2 + bx + c = 0 reciprocals ?\n(c.) If f(x) = c^Z^x prove /(* + y) = /& +{^\nax + a-x l+f(x).f(y)\n10 5. The kinetic energy of a flywheel of given radius varies as the mass M and the\nsquare of the number of revolutions N per minute. When M = 2,000 lb.,\nK= 150, the kinetic energy is 63,000 ft. lb. What will be the energy when\nM= 1,700 lb., N=1221\n14 6. (a.) Write the 7th term of (3 -x.\n(6.) Find the coefficient of x5 in\nl\n(c.) Write the first four terms of the expansion of (1 - x) 2. Take a; = 0.02 and\ndeduce the value of J2 to 4 decimal places.\n14 7. (a.) Prove the formula nCr _ nCn __ r[\n(b.) In how many ways can the letters of the word point be arranged if the\nletter p is always first 1\n(c.) From 3 pencils, 2 pens, and 5 erasers how many selections can be made\ntaking at least one of each ?\n12 8. A man buys a car for $1,000, and estimates that he will be allowed $400 for it\nin purchasing a new car three years later. How much should he save at the\nend of every three months for the purchase of the new car at $1,200 if he\ndeposits his savings in the bank at 4% interest compounded quarterly?\nUse such of the following as you need:\u00E2\u0080\u0094\n(1.01)11 = 1.115668.\n(1.01)i2=1.126825.\n(1.01)ls= 1.138093.\n [Questions are of equal value. Ansiver five only. Illustrate anstvcrs by sketches\nor diagrams.]\n1. Compare Pleurococcus, Paramcecium, and Lumbricus (Earth-worm) with each other under\nthe following heads : (a) structure; (&) nutrition; (c) power of movement.\n2. (a.) In what respects may the blood system be regarded as accessory to respiration?\n(&.) What changes occur in the blood during one complete cycle? You may illustrate by\nreference to the blood system of the frog, or any higher animal.\n3. Discuss fully the characteristics of living things.\n4. The structure of cells is related to the function they perform. Discuss this statement, and\nillustrate by describing five examples.\n5. Describe, and compare with each other, the dentition of the cat and of the horse. How is the\nstructure of the teeth related to the natural food of the animal?\n6. Describe an experiment to prove that respiration takes place during the growth of yeast.\nHow does respiration in yeast differ from that in man?\nChemistry. (Time, 3 hours.)\n[Questions are of equal value. Ansiver ten only. Atomic weights are given\nat the end of the paper.]\n1. State the laws of chemical combination by weight, and show that they are the natural\nconsequences of an atomic structure of matter.\n2. Define the following terms: basic salt, double salt, complex ion, solubility-product, vapour\npressure.\n3. Explain fully the use of hydrogen sulphide as a chemical reagent. Describe an experimental\nproof of its molecular formula.\n4. Write an account of the chemistry of phosphorus, arsenic, and antimony and their compounds.\nIndicate clearly any gradation in physical and chemical properties of the elements and\ntheir compounds with increasing atomic weight of the elements.\n5. Which would take the more alkali to neutralize, a liter of normal acetic acid or a liter of\nnormal hydrochloric acid? AVhy? Why does silver bromide dissolve in a solution of\npotassium cyanide, likewise in a solution of sodium thiosulphate?\n6. Write an account of the chemistry of copper and its compounds.\n7. State the special properties of each of the following metals or alloys which render them\nuseful either commercially or in the laboratory : aluminium, chromium-vanadium steel,\ninvar, duriron, Wood's metal.\n8. Why does lead hydroxide dissolve in sodium hydroxide solution but not in ammonium\nhydroxide? Why does cupric hydroxide dissolve in ammonium hydroxide but not in\nsodium hydroxide? Why does zinc sulphide precipitate from a zinc chloride solution with\nammonium sulphide but not with hydrogen sulphide?\n9. A liter of oxygen at standard conditions weighs 1.429 grams. 440 cc. of this gas measured\nover water at 24\u00C2\u00B0 C. and 742 mm. will contain what weight of dry gas? (Vapour pressure\nof water at 24\u00C2\u00B0 =22.2 mm.)\n10. What weight of sodium sulphate would it theoretically be possible to make from 10 grams of\nsodium, 11 grams of sulphur, and 40 grams of oxygen?\n PART III.\u00E2\u0080\u0094APPENDICES. V 181\n11. A slight excess of barium chloride solution was added to 400 cc. of a solution of sulphuric\nacid. From the weight of the barium sulphate precipitated, 4.12 grams, calculate the\nnormality of, the acid.\n12. 15 grams of an alloy of zinc and copper (containing 10% copper) were placed in a vessel\ncontaining 100 grams of sulphuric acid (25% H,S04). What weight of hydrogen was\nliberated ?\nAtomic weights : Na = 23, S = 32, O = 16, Ba = 137, Zn r= 65.\nEnglish Composition. (Time, 3 hours.)\nValue.\n20 1. Improve each of the following sentences, and state clearly your reason for doing go :\u00E2\u0080\u0094\n(a.) A fly-rod may be of lancewood, greenheart, split bamboo, steel, or many\nother materials. But the easiest to make is the lancewood rod.\n(b.) He is not only experienced in this business, but he is conservative in his\nmethods and his prospects are considered favourable, and we do not\nhesitate to recommend him for the amount of credit indicated.\n(c.) If the request is within reason, the employer is not likely to refuse it, if it is\nnot made too frequently.\n(d.) The objects of this science are to determine the constituents of which the\nmaterial world is composed, reducing these constituents to their simplest\nforms, and building up new chemical compounds from them.\n(e.) Without obligating myself, please send further particulars, together with\nyour illustrated booklet.\n10 2. Name five methods of paragraph development. Select one of the following topics,\nand write a paragraph to illustrate one of these methods:\u00E2\u0080\u0094\u00E2\u0080\u00A2\n(a.) Men's lives are affected by small things.\n(6.) The thirst for novelty takes man to distant countries,\n(c.) All the world's a stage.\n15 3. Considering each of the essentials of a good paragraph, state your opinion of the\nfollowing:\u00E2\u0080\u0094\n\" The style of Bunyan is delightful to every reader, and invaluable as a study to\nevery person who wishes to obtain a wide command over the English language.\nThe vocabulary is the vocabulary of the common people. There is not an\nexpression, if we except a few technical terms of Theology, which would\npuzzle the rudest peasant. We have observed several pages which do not\ncontain a single word of more than two syllables. Yet no writer has said\nmore exactly what he meant to say. For magnificence, for pathos, for\nvehement exhortation, for subtle disquisition, for every purpose of the poet,\nthe orator, and the divine, this homely dialect, the dialect of plain working-\nmen, was perfectly sufficient. There is no book in our literature on which\nwe could so readily stake the fame of the old unpolluted English language;\nno book which shows so well how rich that language is in its own propel\nwealth, and how little it has been improved by all it has borrowed.\"\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.) The type of moving picture I like best.\n(6.) My favourite character in Senior Matriculation Literature.\n(e.) The choice of a profession.\n English Literature. (Time, 3 hours.)\nValue.\n14 1. (a.) Poetic skill has been defined as \" the power of using words so as to produce in\nus a sort of enchantment.\" Quote, or carefully paraphrase, the poem in\nMethuen's Anthology that, in your opinion, best accomplishes this. Point\nout some of the means by which this effect is obtained.\n(6.) Name six other poems that charm in the same way.\n14 2. (a.) For what reason has the work of Thomas Hardy been much discussed this year?\nWrite about two pages on his chief characteristics as a poet.\n(6.) Name some of his works in other departments of literature.\n12 3. \" The whole purpose of a poet's technique is to make a moment of his experience\ncome into life in other minds than his.\"\nSelect any two of the following poems, and state to what extent and by what devices\nthe poet has communicated his experience to you:\u00E2\u0080\u0094\n(a.) \" Ecstasy.\"\n(b.) \"The House Beautiful.\"\n(c.) \"The Snowflake.\"\n10 4. Discuss the nature of the punishment given the offenders at the end of Electra,\nand show to what extent it was deserved.\n10 5- Discuss the respective merits of Brutus and Cassius as conspirators.\n10 6. Write at least a page on the character of Lady Teazle, showing, by reference to at\nleast two scenes, how it is displayed.\n10 7. (a.) Set forth in a paragraph what you believe to be the theme of A Doll's House.\n(b.) Do you notice any difference in purpose between Ibsen and the other dramatists\nstudied this year? Briefly indicate to what extent it has affected his play.\n12 8- Contrast the methods of obtaining unity of effect in \" The Masque of the Red Death \"\nand \" Ethan Brand.\"\n8 9. Write as fully as time will permit on the following:\u00E2\u0080\u0094\n(a.) The value of the setting in \"The Sire de Maletroit's Door.\"\nv .\n(b.) The best-defined character in \"On Greenhow Hill.\"\nFrench Language. (Time, 3 hours.)\n[N.B.\u00E2\u0080\u0094Lisez les questions avec soin. Soulignez les mots que vous changes ou ajontez.]\n20 1- Traduction :\u00E2\u0080\u0094\n(a.) I have known and loved Moliere from my youth and have never ceased to\nlearn from him.\n(&.) One more man who can read is one more reader for MoliSre.\n(e.) The French enjoy an hour of social life and yet succeed in being alone in\na crowd.\n(d.) If only youth would learn that \" study is what counts most in life.\"\n(e.) This comedy owes its popularity to the delightful way in which it satirizes\nwhat would now be called a literary fad (un caprice).\n PART III.\u00E2\u0080\u0094APPENDICES. V 183\nValue.\n15 2. Mettez les verbes en italique au temps correct:\u00E2\u0080\u0094\n(a.) Voici les hautes tours que les architectes ont construire, et qui ont plaire\na tous.\n(b.) Si vous alliez a, une reception de l'Academie, pouvoir-Yoiis m'inviter?\n(c.) Je demande qu'elle vous dire cette poesie avant qu'elle s'en alter,\n(d.) Le galant lui dit aimablement: \" Vouloir passer madame, croire-moi votre\nserviteur.\n(e.) Vous serez.satisfait aussitot que vous le voir entrer, avant qu'il soit Hire,\n(f.) C'etait la plus sublime action qu'il pouvoir accomplir apres vainere l'ennemi.\n(g.) Un ingSnieur americain s'etonnait qu'on n'obtenir pas une bonne production.\n(h.) En prendre parti pour notre amie nous nous sommes blesser au bras.\n(i.) II y avait trois jours que nous craindre cette conclusion.\n15 3. (a.) Donnez le genre de: serment, image, roman, reputation, ame.\n(6.) Feminin de: ce parrain, un grand pecheur, un serviteur discret, son acteur\nmalin.\nPluriel de : mon chef-d'ceuvre, notre email, cette arriere-pensee, un chemin de fer.\n20 4. (a.) Remplacez les mots en italique par des pronoms :\u00E2\u0080\u0094\u00E2\u0096\u00A0\n(1.) Vous saurez la poesie par coeur avant le pidant.\n(2.) J'arrive de Vancouver.\n(3.) Mascarille! faire des excuses? jamais!\n(4.) Avez-vous sujet d'etre satisfait?\n(5.) Paites donner des sieges a ces personnes.\n(6.) Pensez a: voire devoir.\n(7.) Je lirai Vaffiche a. I'etudiant.\n(&.) Faites des phrases (anglais et frangais) pour montrer que vous comprenez ces\nmots: rester, connaitre, jouir de, matinal, rencontrer.\n15 5. (a.) Donnez l'gquivalent des mots en italique a l'aide de synonymes. Reconstruisez\nles phrases s'il est necessaire :\u00E2\u0080\u0094\u00E2\u0096\u00A0\n(1.) L'amour des perspectives grandioses a <3te leur principe.\n(2.) On ne peut continuer a. produire faute de bon materiel pour le travail\na domicile.\n(3.) C'est la plus belle ville du mondc, y compris votre capitale.'\n(4.) Madame, je n'entends pas votre langage du tout, vous et moi nous\nsommes aux antipodes quand il s'agit de litterature.\n(&.) Ecrivez tout correctement a la place des tirets:\u00E2\u0080\u0094\nQuant a, la marquise aimable qu'elle soit, elle est vraiment \u00E2\u0080\u00A2 surprise\nde voir ces jeunes filles qui arrivent tranquillement en retard\n les jours.\n15 6. (a.) Anglais de:\u00E2\u0080\u0094\nCe grand amateur de curiosites par excellence, prend une allure bizarre\nquand il entre dans ce magasin et avec un recueillement digne d'une\nmeilleure cause, examine les debris precieux, que lui apporte au petit\nbonheur, le bouquiniste du quai, lequel a ses entrees chez l'antiquaire.\n(6.) Remplacez les tirets par des pronoms relatifs :\u00E2\u0080\u0094\n(1.) Cet homme n'est pas celui \u00E2\u0096\u00A0 je veux voir.\n(2.) Tout je fais a l'air cavalier.\n(3.) Voici le palais ft l'interieur s'epanouit la Sainte Chapelle.\n(4.) Le galant sort d'ici est exactement la personne nous avons\nbesoin.\n French Literature. (Time, 3 hours.)\nValue.\n20 1. Commentez ce passage en francais et expliquez ensuite les expressions en italique.\nNe traduisez pas.\nMarotte.\u00E2\u0080\u0094Voilft un laquais, qui demande si vous etes au logis, et dit que son\nmaitre vous veut venir voir.\nMagdelon.\u00E2\u0080\u0094Apprenez, sotte, a vous enoncer moins vulgairement. Dites: \" Voila\nun necessuire, qui demande si vous etes en commodite d'etre visibles.\"\nMarotte.\u00E2\u0080\u0094Dame! je n'entends point le latin, et je n'ai pas appris, comme vous\nla filofie dans le Grand Gyre. ,\nMagdelon.\u00E2\u0080\u0094L'impertinente! Le moyen de souffrir cela ? Et qui est-il, le maitre\nde ce laquais?\nMarotte.\u00E2\u0080\u0094II me l'a nomme le marquis de Mascarille.\n\u00E2\u0080\u00A2 Magdelon.\u00E2\u0080\u0094Ah! ma chere, un marquis! Oui, allez dire qu'on nous peut voir.\nC'est sans doute un bel esprit qui aura ou'i parler de nous.\nCathos.\u00E2\u0080\u0094Assurement, ma chere:\nMagdelon.\u00E2\u0080\u0094II faut le recevoir dans cette salle basse, plutot que dans notre\nchambre. Ajustons un peu nos cheveux au moins, et soutenons notre\nreputation. Vite, venez nous tendre ici dedans le conseiller des graces.\nMarotte.\u00E2\u0080\u0094Par ma foi, je ne sais point quelle bete c'est la.: il faut parler Chretien,\nsi vous voulez que je vous entende.\n30 2. Traitez 1'un des sujets suivants :\u00E2\u0080\u0094\n(a.) Comparez les idees de Gorgibus sur le mariage avec celles de sa fille et de\nsa niece.\n(6.) La preciosite: ce que c'etait; la vraie et la f ausse ; comment cette derniere\nse manifestait.\n20 3. Exprimez les expressions suivantes en frangais moderne:\u00E2\u0080\u0094\n(a.) Ma cousine donne dans le vrai de la chose.\n(b.) II faut qu'un amant sache pousser le doux, le tendre.\n(o.) Que ton p&re a la forme enfoncee dans la matiere !\n(d.) Je vous demande de faire le brouhaha devant que les chandelles soient\nallumees.\n(e.) Attachez un peu sur ces gants la reflexion de votre odorat.\n(/.) Le sublime en est touche delicieusement.\n(g.) Ma franchise va danser la courante aussi bien que mes pieds.\n(ft.) Mais en venir de but en blanc ft l'union conjugale!\n(i.) Une oreille delicate patit furieusement a entendre ces noms-la.\n(j.) Votre complaisance pousse un peu trop avant la liberalite de ses louanges.\n10 4. Traduisez:\u00E2\u0080\u0094\nQuand vous visiterez le vieux monde, vous eomprendrez vite que le charme des\npares, des squares et des promenades vient justement de ce qu'ils sont tous\net vraiment habites. II y a meme des types qu'on ne voit que 1ft. Officiers\nou professeurs retraites, petits rentiers, commercants retires des affaires:\ntous ces braves gens y croisent de jeunes etudiants, en train de discuter\npassionnement avec toute la fougue de leurs vingt ans, ou de paisibles veuves\nenveloppees de leurs souvenirs et de leurs voiles, et des polissons d'age ingrat,\nqui se detendent de leurs longues heures de classe, en faisant des niches au\ngardien.\n20 5. Traitez en une dizaine de lignes deux des sujets suivants :\u00E2\u0080\u0094\n(a.) Ce que l'humanite doit ft Pasteur.\n(b.) Une promenade sur les quais.\n(c.) Un \"pardon\" en Bretagne.\n(d.) La Tour Eiffel et son utilite actuelle.\n Geometry. (Time, 3 hours.)\n[N.B.\u00E2\u0080\u0094Draw neat diagrams of good size.]\nValue.\n12 1. Two similar polygons may be so placed that the lines joining corresponding vertices\nare concurrent.\n14 2. (a.) The rectangle contained by the diagonals of a quadrilateral inscribed in a circle\nis equal to the sum of the rectangles contained by its opposite sides.\n(6.) If the quadrilateral in (a) is that formed by joining four consecutive vertices\nof a regular pentagon, find the value of sin 18\u00C2\u00B0.\n14 3. Points Y, Z are taken in the sides CA, AB of a triangle ABC such that 3AY=AC,\n4AZ=AB. If YZ, BC are produced to meet at X, show that CX=2BC.\n20 4. (a.) Find the perpendicular distance from (\u00E2\u0080\u00941, 3) to x+y=2.\n(b.) Write the equation of the straight line passing through (4, 1) and making an\nangle 30\u00C2\u00B0 with the X axis.\n(c.) Find the condition that hx-\-ky=a should be the same line as y=mx-\-e.\n(d.) Find the co-ordinates of the point which divides the join of (\u00E2\u0080\u00943, \u00E2\u0080\u00944) to (\u00E2\u0080\u00948, 7)\nin the ratio 7 : 5.\n(e.) Find the area of the triangle made by the axes and the line through (\u00E2\u0080\u00943, \u00E2\u0096\u00A0\u00E2\u0080\u00944)\nand (\u00E2\u0080\u00948; 7).\n(/.) Find the distance between (\u00E2\u0080\u00943, \u00E2\u0080\u00944) and (\u00E2\u0080\u00948, 7).\n14 5- Circles pass through the points (\u00E2\u0080\u00946, 1) and (2, \u00E2\u0080\u00A2\u00E2\u0080\u00943).\n(a.) Find the locus of their centres.\n(6.) One of these circles has its centre on the y-axis. Find its equation.\n14 6. (a.) Derive the equation of the tangent to the circle af-\-y'^^d2 at the point (x', y').\n(b.) Two points (x,, j/,), (x2, y.,) are taken on the circle x'J~x-y:z=a-. Show analytically\nthat the straight line through the origin and the intersection of the tangents\nat these points bisects at right angles the chord which joins the points.\n12 7. The vertices A, B of the triangle ABC move on the axes of x and y respectively.\nThe side AB passes through (1, 1) while the sides AC, BC pass through the\npoints (3, 1) and (1, 3) respectively. Find the equation of the locus of C.\nHistory. (Time, 3 hours.)\n[Answer any five questions.]\n14 1. Show how the discovery of America by Columbus led to the foundation of European\ncolonies in North and South America.\n6 Why was England late in entering the colonial field?\n15 2. Sketch the story of Acadia and New France from Champlain to Frontenac (inclusive).\n5 Which of these two men did most for Canada? (Give reasons.)\n13 3. \" The French were the real explorers of the heart of the North American continent.\"\nDiscuss.\n7 Was seigneurial tenure a strength or a weakness to New France?\n10 4. Trace the connection between the capture of Canada and the outbreak of the American\nRevolution.\n10 What part did the United Empire Loyalists play in the building-up of the British\nNorth American colonies subsequent to the American Revolution?\n V 186 PUBLIC SCHOOLS REPORT, 1927-28.\n. f :\t\nValue.\n20 5. Estimate the part played by the fur trade in the development of the Canadian West.\n14 6. Outline the struggle for responsible government in either the Maritime Provinces or\nin Canada.\n6 Why has Lord Durham's Report been called the \" Magna Carta of Canadian self-\ngovernment \"?\n10 7. Account for the break-down of the Act of Union of 1841.\n10 Show how the political deadlock in Canada paved the way for Confederation.\n20 8- Write brief biographical notes on four of the following, indicating the contribution\nof each to the history of British Columbia:\u00E2\u0080\u0094\n(a.) Captain George Vancouver.\n(&.) Sir Alexander Mackenzie.\n(c.) Simon Fraser.\n(d.) David Thompson,\n(e.) Sir James Douglas.\n(/.) Judge Begbie.\n(g.) Sir Richard McBride.\n20 9. Show how the railways have promoted Canadian unity.\nLatin Authors. (Time, 3 hours.)\nValue.\n12 1. Translate:\u00E2\u0080\u0094\u00E2\u0096\u00A0\nAtque ut inde oratio mea proficiscatur unde haec omnis causa ducitur, bellum\ngrave et periculosum vestris vectigalibus atque sociis a duobus potentissimis\nadfertur regibus, Mithridate et Tigrane, quorum alter relictus, alter lacessitus\noccasionem sibi ad occupandam Asiam oblatam esse arbitratur. Equitibus\nRomanis, honestissimis viris, adferuntur ex Asia cotidie litterae, quorum\nmagnae res aguntur in vestris vectigalibus exercendis occupatae; qui ad me\npro necessitudine quae mihi est cum illo ordine causam rei publicae pericula-\nque rerum suarum detulerunt.\n(a.) Comment on the use of inde; the logical bearing of the clause ut .\nproficiscatur.\n(6.) Explain the reference in necessitudine . . . ordine.\n(c.) Indicate (by a map or otherwise) the kingdoms of Mithridates and Tigranes.\n13 2. Translate:\u00E2\u0080\u0094\nAge vero, ceteris in rebus quae sit temperantia considerate. Unde illam tantam\nceleritatem et tarn incredibilem cursum inventum putatis? Non enim ilium\neximia vis remigum aut ars inaudita quaedam gubernandi aut venti aliqui\nnovi tarn celeriter in ultimas terras pertulerunt, sed eae res quae ceteros\nremorari solent non retardarunt. Non avaritia ab instituto cursu ad prae-\ndam aliquam devocavit, non libido ad voluptatem, non amoenitas ad delecta-\ntionem, non nobilitas urbis ad cognitionem, non denique labor ipse ad\nquietem; postremo signa et tabulas ceteraque ornamenta Graecorum\noppidorum quae ceteri tollenda esse arbitrantur, ea sibi ille ne visenda\nquidem existimavit.\n(a.) Explain the syntax of temperantia; the derivation of eximia, libido.\n(b.) State in brief compass the argument of the oration.\n PART III.\u00E2\u0080\u0094APPENDICES.\nV 187\nValue.\n10\n10\n10\n15\n10\n3. Translate:\u00E2\u0080\u0094\nPotestis igitur iam constituere, Quirites, hanc auctoritatem multis postea rebus\ngestis magnisque vestris iudiciis amplificatam quantum apud illos reges,\nquantum apud exteras nationes valituram esse existimetis.\nReliquum est ut de felicitate quam praestare de se ipso nemo potest, meminisse\net commemorare de altero possumus, sicut aequum est homines de potestate\ndeorum, timide et pauca dicamus.\n(a.) Comment on the grammatical use of auctoritatem, reliquum, aequum, dicamus.\n(6.) What is the value of repeating quantum?\n(c.) Write a brief explanatory comment on the following words: Quirites, equites,\npublicani, comitia, centuriae, forum.\n4. Translate:\u00E2\u0080\u0094\nAt liquidi fontes et stagna virentia musco\nadsint et tenuis fugiens per gramina rivus,\npalmaque vestibulum aut ingens oleaster inumbret,\nut, cum prima novi ducent examina reges\nvere suo, ludetque favis emissa iuventus,\nvicina invitet decedere ripa calori,\nobviaque hospitiis teneat frondentibus arbos.\n(a.) Scan the third and last lines.\n(6.) Explain the syntax of adsint, tenuis, calori.\n(c.) State the substance of the practical advice offered in these lines, and show how\nVirgil, outside of the verse form, has given this a poetical colour.\n5. Translate:\u00E2\u0080\u0094\nErgo ipsas quamvis angusti terminus aevi\nexcipiat (neque enim plus septima ducitur aestas),\nat genus immortale manet, multosque per annos\nstat fortuna domus, et avi numerantur avorum.\nPraeterea regem non sic Aegyptus. et ingens\nLydia nee populi Parthorum aut Medus Hydaspes\nobservant. Rege incolumi mens omnibus una est;\namisso rupere fidem, constructaque mella\ndiripuere ipsae et crates solvere favorum.\n(a.) Scan the sixth and ninth lines.\n(6.) Explain the mood of excipiat; the tense of solvere.\n6. Translate:\u00E2\u0080\u0094\nHaec Proteus, et se iactu dedit aequor in altum,\nquaque dedit, spumantem undam sub vertice torsit.\nAt non Cyrene; namque ultro affata timentem:\n' Nate, licet tristes animo deponere curas.\nHaec omnis morbi causa, hinc miserabile Nymphae,\ncum quibus ilia choros lucis agitabat in altis,\nexitium misere apibus. Tu munera supplex\ntende petens pacem, et faciles venerare Napaeas;\nnamque dabunt veniam votis, irasque remittent.\nSed modus orandi qui sit, prius ordine dicam.'\n(a.) Account for the case of haec, Cyrene, apibus; the mood of venerare, sit.\n(b.) Explain the reference in ilia, and write a short note on Proteus and Cyrene.\n(c.) Give the context of this selection.\n7. Translate:\u00E2\u0080\u0094\npostera Phoebea lustrabat lampade terras\numentemque Aurora polo dimoverat umbram,\ncum sic unanimam adloquitur male Sana sororem:\n V 188 PUBLIC SCHOOLS REPORT, 1927-28.\nValue.\n' Anna soror, quae me suspensam insomnia terrent!\nquis novus hie nostris successit sedibus hospes!\nquern sese ore ferens! quam forti pectore et armis!\ncredo equidem, nee vana fides, genus esse deorum:\ndegeneres animos timor arguit. heu, quibus ille\niactatus f atis ! quae bella exhausta canebat! '\n(a.) Explain how you assign the adjectives postera and Phoebea to their respective\nnouns;\n(6.) Explain the case of pectore.\n10 8. Translate.:\u00E2\u0080\u0094\ntalia dicentem iamdudum aversa tuetur\nhue illuc volvens oculos, totumque pererrat\nluminibus tacitis, et sic accensa profatur:\n' nee tibi diva parens, generis nee Dardanus auctor,\nperfide, sed duris genuit te cautibus horrens\nCaucasus Hyrcanaeque admorunt ubera tigres.\nnam quid dissimulo? aut quae me ad maiora reservo?\nnum fletu ingemuit nostro? num lumina flexit? '\n(a.) Explain the reference in diva, Dardanus; the form admorunt.\n(b.) To whom is Dido speaking in the last line?\n10 9. Translate:\u00E2\u0080\u0094\nhuic se. forma dei vultu redeuntis eodem\nobtulit in somnis, rursusque ita visa monere est,\nomnia Mercurio similis, vocemque coloremque\net crines flavos et membra decora iuventa:\n' nate dea, potes hoc sub casu ducere somnos?\nnee, quae te circum stent deinde pericula, cernis,\ndemens, nee Zephyros audis spirare secundos?\nilia dolos dirumque nefas in pectore versat,\ncerta mori, variosque irarum concitat aestus.'\n(a.) Explain the case of omnia, iuventa, dea.\n(b.) Was the vision justified in saying \" ilia dolos dirumque nefas in pectore versat\"?\n(c.) Scan the third line.\nLatin Prose Composition, Sight Translation, and Roman History. (Time, 3 hours.)\nA. Latin Prose Composition.\n10 1- Translate into Latin :\u00E2\u0080\u0094\n(a.) Doing nothing is a pleasure to me.\n(6.) You are obviously mistaken,\n(c.) I had rather die than be a slave.\n(d.) He was dear to the whole country.\n(e.) Honesty is the best policy.\n40 2. Translate into Latin:\u00E2\u0080\u0094\n(a.) He threatened with death any who deserted the standard.\n(&.) He promises to be there if he is not unexpectedly prevented from coming.\n(c.) Do not inquire how the prisoners escaped, for I have said that I shall tell\nnobody.\n(d.) Your father happened that day to be absent; he hoped to return within\na week.\n PART III.\u00E2\u0080\u0094APPENDICES.\nV 189\nValue.\n35\n15\n(e.) He praised your countrymen again and again in their presence in order to\nbe praised by them in his absence.\n(/.) Do not believe that I, who have so often led you to the field of battle, am\nafraid to-day of being defeated.\n(g.) Having ascertained this fact, he promised to break up the crowd which had\ngathered around the king's palace.\nB. Sight Translation.\nAfter the Battle.\nSed confecto proelio turn vero cerneres, quanta audacia quantaque animi vis fuisset in\nexercitu Catilinae. Nam fere quern quisque vivus pugnando locum ceperat, eum\namissa anima corpore tegebat. Pauci autem, quos medios cohors praetoria\ndisiecerat, paulo diversius sed omnes tamen adversis vulneribus conciderant.\nCatilina vero longe a suis inter hostium cadavera repertus est, paululum etiam\nspirans ferociamque animi, quam habuerat vivus, in vultu retinens.\nNeque tamen exercitus populi Romani laetam aut incruentam victoriam adeptus erat;\nnam strenuissimus quisque aut occiderat in proelio aut graviter vulneratus\ndiscesserat. Multi autem, qui e castris visendi aut spoliandi gratia processerant,\nvolventes hostilia cadavera, amicum alii, pars hospitem aut cognatum reperiebant;\nfuere item qui inimicos suos cognoscerent. Ita varie per omnem exercitum\nlaetitia maeror luctus atque gaudia agitabantur.\nC. Roman History.\nAnswer any two of the following:\u00E2\u0080\u0094\n(a.) Describe the constitution and functions of the various Comitia.\n(b.) What is meant by the term \"Urban Proletariat\" as applied to Rome?\nWhat were its effects on the economic and political life of the country?\n(c.) Give an account of Hannibal's campaign in Italy. Why did he fail in his\ncontest with Rome?\nPhysics. (Time, 3 hours.) \u00E2\u0080\u00A2\n[Answer question one and any seven of the remainder.]\n5 1. (a.) How much work is done in taking a 2,400-pound automobile up a grade which\nrises 3 feet vertically in 100 feet of road, if friction and air resistance are\nequal to a force of 80 pounds?\n5 (6.) At what horse-power is the engine working in (o) when the speed is uniform\nat 30 miles per hour?\n6 (c.) If at a certain point the flow of gasoline and air to the engine is suddenly\nso adjusted that it gives an average pull of 150 pounds more than that\nneeded for uniform motion as in (6), what will be the acceleration and\nhow far will it go in one second from that point?\nQ 2. (a.) Draw two diagrams of a Boyle's Law apparatus such as is used in a modern\nschool laboratory, one showing adjustment to give pressure greater than\natmospheric and the other less. Record reasonable observations on the\ndiagrams and show by numerical computations how the law is confirmed.\n6 (6.) A certain mass of gas occupies 100 cc when the temperature is 20\u00C2\u00B0 C. and the\npressure is 80 cm. of mercury. What must be the temperature when the\nvolume is 110 cc. and the pressure is 80 cm.?\n V 190 PUBLIC SCHOOLS REPORT, 1927-28.\nValue.\n6 3. (a.) An object 6 inches in height is placed 10 inches in front of the centre of\ncurvature of a concave mirror and its image is 2 inches from the centre of\ncurvature towards the mirror. How far is the mirror from the object\nand what is the height of the image? Draw the usual diagram.\n6 (6.) Draw an outline diagram of a telegraph circuit with two stations and a relay\nat each station. Explain the function of the relay.\n6 4. (a.) What are protons and electrons? What is our present conception of the\nstructure of atoms?\n6 (b.) In an experiment with a Kundt's tube apparatus the iron sounding-rod was\n120 cm. long and it was found that nodes in the air column were an average\nof 8 cm. apart. Find the frequency of the note and the velocity of sound\nin iron. What adjustments must be made to get the effect?\nQ 5. (a.) State what is meant by the term \"capillarity\" and show why the surface of\nwater in'a glass vessel is elevated at the side of the vessel but lowered in\nthe case of mercury.\n6 (b.) What are the three types of spectra? How is each formed? Give reason for\nexpecting one type from the filament of an electric light and another from\na luminous gas.\nQ 6. (a.) A ball of iron, of weight 200 gm. and specific gravity 7, is tied to a block of\nwood, of weight 50 gm. and specific gravity .8. What will the combination\nweigh when suspended in water?\nQ (b.) Write a short note on the transformations of radium or on the present concep\ntion of the means by which electricity is transferred in solids (conductors),\nliquids (electrolytes), and gases (as in the passage of an electric spark).\nQ 7. (a.) How many B.T.U.'s are needed to change 100 pounds of ice at 20\u00C2\u00B0 F. to water\nat 180\u00C2\u00B0 F.?\n6 (6.) Show, by reference to diagrams, what is meant by chromatic aberration in the\naction of a simple lens and how it is overcome in an achromatic combination of lenses.\nQ 8. (a.) What is meant by the scale of equal temperament? In what kind of musical\ninstrument is it used, and why?\n6 (b.) Draw a diagram of a Wheatstone bridge, connected up ready for use. What is\nthe adjustment? Show by a numerical example how the result is calculated.\n5 9. (a.) Explain the method of making a phonograph record and the way in which the\nsound is reproduced.\n5 (&.) Draw a diagram showing the arrangement of the lenses and the formation of\nthe images in a telescope or a compound microscope.\n2 Show what is meant by the term \" magnifying power \" in the instrument chosen.\n\u00E2\u0096\u00A0 4 40- (o.) What are the laws of resistance of solid conductors?\n4 (b.) A constant current was passed through a silver voltameter for 20 minutes and\nit was found that 6.708 gm. of silver were deposited. What was the strength\nof the current?\n2 (c.) Why, in an ice-cream freezer, do we put the ice in a wooden pail and the\ncream in a metal one?\n2 (d.) Give one reason for the fact that winter temperatures in the arctic zone are\nnot lower than in many regions of the temperate zone.\n PART III.\u00E2\u0080\u0094APPENDICES.\nV 191\nValue.\n15\nTrigonometry. (Time, 3 hours.)\n[Note.\u00E2\u0080\u0094Sufficient data are appended in the table.~\\n1. (a.) Find, without tables, the exact numerical value of\ncos 120\u00C2\u00B0 + 3 sin 240\u00C2\u00B0 - 2 tan ( - 135\u00C2\u00B0).\n(&.) Express 3.124 radians in degrees, minutes, and seconds. (Use tt = 3.1416.)\n(c.) If A lies between 180\u00C2\u00B0 and 270\u00C2\u00B0 and 3 tan A = 4, find the value of\n2 cot A - 5 cos A + sin A.\n2. (a.) Solve 2 sin A tan A + 1 = tan A + 2 sin A, if A is acute.\n(6.) Prove cos (180\u00C2\u00B0 + A) = - cos A.\n(c.) Given cot A= - 2.0248, find two values for A.\n3. Prove any two of the following :\u00E2\u0080\u0094\n15\n10\n(a.) cos - =\ns(s - c)\n2 V ah\n(b.) a = c cos B + b cos C, when B is obtuse,\n(c.) cos (A + B) = cos A cos B - sin A sin B.\n15 4. (a.) In any triangle show that a sin ( \u00E2\u0080\u0094 + B ) = (6 + c) sin\n15\n15\n15\nA\nare the radii of the\n(b.) If r is the radius of the inscribed circle and rv r2, r3\nescribed circles, show that r, = and -_ + \u00E2\u0080\u0094 + \u00E2\u0080\u0094 = -.\ns - a 1\ Tr\ rs r\n5. Given a = 327.5, b = 476.8, c \u00E2\u0080\u0094 294.7, use the formula in 3 (a) and logarithms to\nfind C.\n6. Given a = 7, 6 = 9, O = 37\u00C2\u00B0 30', find A and c and the area.\n7. The elevation of a rock is observed to be 47\u00C2\u00B0; after walking 1,000 ft. towards it\nup a slope inclined at 32\u00C2\u00B0 to the horizon one observes the elevation to be 77\u00C2\u00B0.\nFind the vertical height of the rock above the horizontal at the first point of\nobservation, given sin 47\u00C2\u00B0 = .731.\nTable.\nAngle sin tan cot log sin log cos\n18\u00C2\u00B0 45' .3214 .3395 2.9459 L50710 1.97631\n20\u00C2\u00B0 13' .3456 .3682 2.7155 L53854 1.97238\nlog tan log cot\n1.53078 .46922\nT.56615 .43385\n26\u00C2\u00B0 17' .4428 .4939 2.0248 1.64622 1.95262 1.69361 \u00C2\u00BB.30639\n37J 30' .6089 .7673 1.3032 f.78445 1.89947 1.88498 .11502\nNumber\nlogarithm\nNumber\nlogarithm\n2.548\n.40620\n4.768\n.67834\n2.947\n.46938\n5.495\n.73997\n3.275\n.51521\n V 192 PUBLIC SCHOOLS REPORT, 1927-28.\nGrade XII., Beginner's Greek.\nGreek. (Time, 2 hours.)\nValue.\n10 1. Decline throughout iras, tvSatpiov, vv\u00C2\u00A3.\n5 2. Decline irar-qp, ddXarra.\n10 3. Conjugate the present passive imperative of ex\", the aorist passive imperative of\nXvco, the perfect passive subjunctive of Xvio.\n10 4. Conjugate the imperfect active indicative of dnXoia, the aorist middle indicative\nof Xvm, the future middle optative of irapao-Kevdfa.\n10 5. (a.) Write the classification of the Greek mutes.\n(b.) State the rules for accenting the oblique cases of nouns,\n(c ) When does an enclitic retain its accent?\n10 6. Write the principal parts of ypdi,\u00C2\u00A3op.a,i, SeSoiKa,\n, r/yeopai,, KaXed), davpdfo.\n20 7. Translate into English:\u00E2\u0080\u0094\n(a.) eTTLpeXr/o-opiOa oVcos dyiova KaXbv Troirjo-opeOa.\n(6.) kv avry yap ry oSw Kal dvSpes xai iraiSes -.. /. /A4s \u00C2\u00B1J~m^r^\n\u00E2\u0096\u00A0/At\n/^5-^/J^-^a<(k^^^Ais -ris^s\n\u00E2\u0096\u00A0Jl\u00C2\u00A3L\n^r\n~^/&^.\n\u00E2\u0096\u00A0Jl2s\n ty. 6&~~\u00C2\u00A3/_ /f.&&..^fc. ^ *,L\nJ>a.T^/J*>. /i%A2Ztt2^\n-J\u00E2\u0080\u0094T\n3& \u00E2\u0096\u00A0\u00E2\u0096\u00A0 ^&6i^\u00E2\u0082\u00AC7/*is. M^A-^a^iy '^2,^%\n^V- \" &zU4ASd\u00C2\u00A323^X2t4t&&^. '//\n'-a. \u00E2\u0080\u00A2\u00E2\u0080\u00A2 XZ^^rr-J-^/3-J.^fT^y :i.VA\n3.\ns^^J^daaia^Z. .^clZ^g^ga^^ G&\n\u00C2\u00A3.ryy^j?^^s&^^\n'r-\nAted.\n'&\u00E2\u0096\u00A0\u00C2\u00A3;\n/J?. - ^j-TJjf^l^ZA/,.\nvr\nt\u00C2\u00A32\ng^W-^-i^cL^\nVhL\n-\u00C2\u00A5- \u00E2\u0096\u00A0\u00E2\u0096\u00A0 Sb^ztr-isns^JL-StS\n/\u00E2\u0096\u00A0ZZ..S-\n;f \u00E2\u0096\u00A0\u00E2\u0096\u00A0 /^saaU\n'-Z-\nv\n-rffP^J. 2/z&7s> j teZ-tea^uM, ftjy /_\u00C2\u00A3_\n- -^^^-^g-r-^f^^r^-gg g^-t^\n37-\n'-^L-\n V 198\nPUBLIC SCHOOLS REPORT, 1927-28.\nValue.\n5 2. Prepare the following Statement:\u00E2\u0080\u0094\nJ*Z\n7 jr^^^^gS^-g-^^^^^^^y JAa-Ca^T^^^'^3^\n-^IkhfcrT^--\n\u00C2\u00AB*2r=tf'-*L*r*\u00C2\u00A3*&,\nr\u00C2\u00A3Zr?-r--^ tL VfZe^\u00C2\u00A3i*si^-i^e^fr-\nCzCz-\nr^lA^ut, /&JL,7^^. Y^2d\u00C2\u00A3\u00C2\u00A3z44\u00C2\u00A3&i22t\u00C2\u00A3\u00C2\u00A34\nxC^sIa \aJP ^d^Jk\nPZ^\^.Z&/,,^^/^f7>lr4Jkr-^\n-&*&\u00C2\u00A3&\n\u00C2\u00A3^&\u00C2\u00A3L\u00C2\u00A3\u00C2\u00A3^ ^J-i^r/r\nzzO^/^i.^ -\u00C2\u00A3aL:2*cJL&*l'' -J/~\u00C2\u00A3L'-^^fV\nyy,J^fZ,^J-^/ ?&^,s ^^J^aaOa*/\ne^zzi-A ^SrkaassaZdZaa^ G^^r^. iv. /f/r\n^A/>^^, ^~A/\n-Jt&^^^s.V^^svCA-srrj? tt^Zt-U-\n_^\n^\u00E2\u0080\u00A2Z\n\u00C2\u00A3\u00C2\u00A3.\n^2jL\n27.-.\n?/\u00C2\u00A3.\n\u00C2\u00A3\u00C2\u00A3\u00C2\u00A3.\nZL\n\u00E2\u0080\u00A2m\n25\n3. Add vertically and horizontally:\u00E2\u0080\u0094\n12\n72457\n9135\n679\n28015\n3576\n8125\n15769\n8427\n9168\n71492\n159\n3682\n12091\n742761\n9346\n85768\n27936\n5827\n6148\n137\n8327\n34726\n24\n856\n2385\n168\n2094\n3857\n30845\n27638\n526\n39275\n123\n4839\n76\n29473\n483\n6582\n38924\n9876\n2473\n87649\n58\n3478\n29399\n949\n6428\n87657\n987\n23456\n4. Multiply :\n83078\n64816\n39276\n31854\n27469\n32648\n9 5. Divide:\u00E2\u0080\u0094\n4)32256\n9^\t\n7)\n9)31428\n12)\n3)\n7)33348\n6)\t\n2)\n PART III.\u00E2\u0080\u0094APPENDICES.\nV 199\nValue.\n22 6. Complete the following Note calculation :\u00E2\u0080\u0094\nDate of Note Jan. 16, 1927\nTime to run 90 days\nRate of Interest 6%\nFace of Note $500.00\nInterest \t\nAmount due at Maturity \t\nDate of Discount March 4, 1927\nTerm of Discount \t\nRate of Discount 6%\nDiscount \t\nProceeds \t\n12 7. Supply equivalents in the blank spaces:\u00E2\u0080\u0094\n&aCUZ&<~*,\nVckti,\nOJ\n(2Z>\n\u00E2\u0080\u00A22,S\n(3)\n/6V3\nVr\nKS-j\n\u00E2\u0080\u00A2/\nKj\n/JZS\nr7j\n'ft\n;-33'A\n(9i\n6\u00C2\u00A3'A\nO,)\n*/-7.r\nr/\u00C2\u00A3)\n/'A\nBusiness Correspondence. (Time, 2 hours.)\n[Candidates will be furnished plain letter paper, and may use pen and ink\nor the typewriter.]\n12 1- Acknowledge W. H. Brown's remittance for $87.06. which with a discount of $1.78\nhas been placed to his credit. He has deducted 50c. for freight, which you judge\nis for one 32 W.C.F. Single-shot Round-barrel Rifle shipped from the factory.\nYou did not carry the gun specified, and you quoted him a low price f.o.b. factory.\nRefuse the claim and ask for the amount with his next remittance.\n12 2. A department store receives a letter from Miss Helen Urquhart, a good customer,\nreporting the discourtesy of a clerk and a floor-walker. She came to the glove\ncounter at 9.15 a.m. and was unable to attract the attention of the clerk, who was\ntalking to others. The floor-walker gave her no satisfaction. Write a full-page\nletter, applying what remedy you think best and emphasizing the store's desire\nto serve.\n V 200 PUBLIC SCHOOLS REPORT, 1927-28.\nValue.\n12 3. Johnson Bros., Limited, Calgary, a prosperous firm, gives your salesman small orders\nof about $100 once or twice a year. These accounts have frequently been delinquent, though the money has always come eventually. An invoiee due May 1st\nis still unpaid on June 3rd in spite of two reminders. Write a long, frank letter\nasking for larger orders and better relations; use strong sales material; assume\nthat the smallness of the orders has been to blame for their having had irregular\nattention.\n7 4. (a.) George Thomas, a foreman in a local foundry, has stopped trading with you,\nleaving a bill of $75.81. Your statements and reminders have been unanswered, and the bill is eight months past due. Write him a letter showing\nthat you appreciate his difficulties and are willing to help him out, and\nasking him to step in and make an arrangement that will not burden him.\n7 4. (6.) George Thomas makes no reply. Notify him that on July 1st the account will\nbe given to your lawyer with instructions to proceed with its collection.\nMake the letter courteous and express regret that you have found it necessary to take such action.\n15 5. Write a series of three follow-up sales letters from a firm of trunk manufacturers to\na prospective purchaser in reply to an inquiry.\n10 6. Answer the following advertisement:\u00E2\u0080\u0094\nWANTED\u00E2\u0080\u0094A competent stenographer, one with a knowledge of book-keeping.\nState experience, salary required, and give references. Box 258 Province.\n25 7. Name five systems of vertical file indexing, explaining the advantages of each system.\nDescribe in detail the system most commonly used in business.\nCommercial Geography. (Time, 2 hours.)\n10 1. What are the advantages and disadvantages of mountains and plains in the development of a country? Illustrate your answer by referring to Canada.\n15 2. Give a brief survey of the mining activities of British Columbia, showing the precise\nlocation of the most important producing areas, together with transportation\nfacilities for smelting and marketing.\n15 3. AVith the aid of a sketch-map explain why the ownership of the \" Pan Handle \" of\nAlaska is so important to the adjoining Canadian territories from a commercial\nstandpoint.\n5 4. Compare British Columbia with Ontario under the heading of development and\ndistribution of water-power.\n5. \" Canada can boast of having along the St. Lawrence one of the most remarkable\nsystems of canals to be found anywhere in the world.\"\n15 (a.) Illustrate the truth of the above statement by means of a sketch-map of the\nGreat Lakes and St. Lawrence waterways, and mark thereon the chief ports\nand grain routes to Montreal and Buffalo.\n3 (b.) What other commodities are shipped in large quantities by these routes?\n2 (c.) Name the chief destinations of these cargoes.\n15 6. The staple industries of the United States are carried on in six clearly defined\ngeographical divisions. Name these districts, with their productions and chief\nindustrial centres.\n PART III.\u00E2\u0080\u0094APPENDICES.\nV 201\nValue.\n20\n100\n7. Write a note on Australia under the following:\u00E2\u0080\u0094\n(a.) Exports.\n(b.) Imports.\n(c.) Industrial centres.\n(d.) Trade with Canada.\nCommercial Law. (Time, 2 hours.)\n15 1. On May 6, 1928, Henry Brown bought goods from E. W. Parks, amounting to $560, for\nwhich he gave his note for $300, payable three months after date, negotiable by\nendorsement, and drawn to bear interest at 8% per annum until paid; a cheque\nfor $100 on the Bank of Nova Scotia, Vancouver; and a draft at ten days' sight\non L. K. North, non-negotiable, for the balance. The draft was accepted on\nMay 8 by the drawee. Draw the note, the draft, and the cheque.\n2. On May 10, E. W. Parks (question 1) sold the note to D. King, endorsing it in full.\nMr. King transferred the note to G. H. Massey on June 5, placing upon it a\nQualified Endorsement.\n10 (a-.) Show the endorsements, and explain the legal significance of each.\n10 (b.) If the note is not paid on the due date, what should the holder do to protect his\ninterests ?\n7 3. (a.) State what is required of a Limited Partner so that he may be assured of his\nexemption from liability beyond the amount of capital contributed.\n7 (b.) For registration of a Limited Partnership what information is necessary and\nwhere, under British Columbia Law, must it be filed ?\n5 4. (a.) What are the usual terms or periods of tenancy?\n5 (b.) How should a landlord proceed if he wishes to raise the rent?\n5 (c.) What different remedies does the landlord have if the tenant does not pay the\nrent when due?\n3 5. (a.) Define: (1) Misrepresentation; (2) Fraud; (3) Duress as applied to contracts.\n4 (6.) Mention four contracts which are said to be contrary to public policy.\n5 (c.) When is a contract closed if the offer and acceptance thereof are made by mail?\n5 (d.) Under what circumstances (if any) may a minor make a contract.\n3 6. (a.) How many witnesses must there be to make a will valid?\n3 (b.) Explain how a will should be signed, to make it valid.\nQ (c.) Define: Executor, Probate, Administrator, Codicil, Devisee, Legatee.\n7 7. Define Agency. In what different ways may an agent be appointed ? To what extent\ncan an agent bind his principal?\nToo\n V 202 PUBLIC SCHOOLS REPORT, 1927-28.\nShorthand Dictation. (Time, 3 hours.)\n[Note to Presiding Examiner.\u00E2\u0080\u0094Candidates are to be provided with plain white letter paper,\nor books, for transcripts, and with Stenographic note-books for taking down notes. Notes\nmay be taken with either pen or pencil and transcripts may be either pen-written or typewritten. The material should be given to the Dictator fifteen minutes before he is required\nto dictate so that he may prepare the timing of his dictation.]\n[Note to Dictator.\u00E2\u0080\u0094The dictation must be at uniform rate of speed with close attention to the\nquarter-minute marks on the copy and with watch in hand. The matter must not be read\nto the candidates prior to their actual note-taking. Allow three minutes' rest after dictating\neach section. Candidates will hand in transcripts of the three pieces\u00E2\u0080\u0094A, B, C. They must\nattach their shorthand notes to each piece, and should see that their examination number\nis on each loose sheet. Each piece should be transcribed on a separate sheet, and may be\neither typewritten or pen-written.]\n\" A.\"\n(Eighty words per minute. Syllabic intensity not exceeding 1.5.)\nDear Sir: We are in receipt of your favour of yesterday's date and the specification you enclose.\nWe have perused (%) the latter very carefully, but of course it is not possible to make the\nnecessary calculations and get (%) out the plans for so large an installation of heating\napparatus under at least a week. We have put the (%) work in hand, and hope to be able\nto furnish you with a schedule of costs within the next seven (1) or eight days. We notice\nthat the specification varies very greatly from the usual standards, and we see from your\n(%) letter that you are aware of that fact; but possibly you do not quite realize that these\nvariations will increase (%) the prices enormously over the prices of the standard parts,\nowing to the special patterns and moulds which will have (%) to be made, and also very\nmuch lengthen the time required to fulfil the contract. We are, therefore, proposing to (2)\nget out for you two schedules, one on the basis of your own specification, and the other on\nthe basis (%) of the standard size usually stocked by us. AVe wish you to understand,\nhowever, that there will be no difficulty (%) in complying with your requirements if you\nare able to allow the extra time for the work and are willing (%) to pay the extra charges.\nThe cast-iron pipes, we notice, are all to standard, and these we can supply (3) immediately.\nThe changes are principally in the fittings, many of those you enumerate being to (%)\ndimensions which come halfway between the sizes in our list. AVe presume that this is\nvery largely, if not wholly, (%) due to the special nature of the building in which the\napparatus is to be set up, and if we are (%) correct in this thinking, there would appear to\nbe no possible way out of the trouble except to adopt (4) your specification entirely. We\nshould be glad to hear from you if this is so. When the tenders are ready (^4) we shall\nbe obliged if you will give us an appointment when our representative will wait upon you\nand discuss (%) any points arising on which you require explanations. Thanking you for\nyour esteemed inquiry, which is having the (%) immediate and close attention of our chief\nengineer and our drawing-office staff, AVe are, dear Sir, Yours faithfully, (5)\n\"B.\"\n(One hundred words per minute.)\nThe taxation of luxuries which has been put into force by the government will inevitably mean\n. not only a diminution in their (14) consumption, but will seriously affect the finances of\ntheir manufacturers. The World of Commerce is about to enter another phase of (y2) the\nfinancial earthquake which has affected every trade and industry save alone those concerns\nwhich are engaged in providing the staple food (%) of the community. The complexities\nof the financial situation are, therefore, destined to become even greater than they have been\nand it (1) is more than ever necessary that the investor shall proceed with the utmost\ncaution.\nIn these times, when opportunities of profitably and (%) safely investing money are becoming\nmore and more scarce, and when members of the Stock Exchange are transacting but little,\nif any, business, (%) it follows that there is a paramount necessity for some method of\nscientific money making to be evolved and many fantastic schemes (%) have been suggested\n PART III.\u00E2\u0080\u0094APPENDICES. V 203\nto fill the void. The whole of these, however, are valueless from the point of view of\nsecurity as they take too (2) much for granted, and what is needed is an investment safe\nand sound and free from any element of loss or risk.\nNow just as (%) Nature compensates in one way for a deficiency in another, so there is a\nnatural Law operating in finance aud commerce which (%) tends to maintain an even\nbalance. In common parlance of the people, \" One door never shuts but that another one\nopens,\" and although many of (%) our former avenues of money making have been closed,\nothers have been opened of which we have had no previous knowledge. To move from the (3)\ngeneral to the particular, we will ask the investor if he has given any thought to the matter\nof the decline in some provision stores, (*4) and if he cannot see any economic reason why\nthese concerns should have gone downhill, whilst rivals have forged ahead and made larger\nprofits (%) than in former years.\nIt is not a matter of luck or advertising, but it can be said with certainty to be simply due to\n(%) the fact that many of the companies which now feel the draught, made a grievous\nmiscalculation and committed a great error of judgment when they (4) failed to appreciate\nthe potentialities of nut-butter whilst their rivals were engaged in supplying it to the\npeople. In these days of (%) increased cost of living, the people have been compelled to\nlook about for substitutes of a cheaper character and impelled to experiment doubtless by\nCVn) the advertisements of the firms we have mentioned, they have tried nut-butter, and\ncoming to scoff have remained to praise. The manufacturing of nut (%) has now\nbecome a regular and extensive home industry on a large scale and is likely to continue\nso to the advantage of the people. (5)\n\" 0.\"\n(One hundred and twenty words per minute.)\nWhen a trustee is appointed in a bankrupt's estate, he has to get possession of the books and\npapers. Those books and papers are, for the time being, in the (%) hands of the Official\nReceiver, who acts as provisional trustee, and the professional trustee, when appointed, has\nto obtain and take over the records. It is very advisable (x/2) to make a list of these books\nand papers, because when the estate is closed they will have to be handed back to the Official\nReceiver, and if anything is (%) missing he will at once challenge it. Then the Receiver\nhas a correspondence file relating to the estate, and it is very important for the trustee\nto (1) get inspection of that file because he will get a good deal of information there which\nmight cost him some trouble to obtain otherwise. The file can usually be borrowed (*4)\nfor a few days. He will also find that there is on the file a record of the private examination of the bankrupt. Every bankrupt is subjected by the Official (%) Receiver to a\nprivate examination, which is recorded in writing and signed by the bankrupt. It is thus\nan important permanent record, and one which may come up (%) against the bankrupt at\nhis public examination which takes place at a later stage. It often contains important\ninformation which will not be found either in the debtor's (2) statement of affairs or\nelsewhere.\nThe next step will be to get an office copy of the statement of affairs, the cost of which can\nbe charged to the estate. (%) The statement of affairs is an official record which every\ndebtor who is adjudicated bankrupt must file'. It contains, as you know, a full statement of\nhis assets and (%) liabilities, and constitutes the basis upon which the trustee commences\nhis work, as it gives notice to him of every asset which the estate possesses\u00E2\u0080\u0094at least, it (%)\nought to do so. For instance, in going through this statement the trustee will have to see\nwhether there is any onerous property which he may have to disclaim, such (3) as leases\nor contracts involving some obligation which would become a personal liability to himself\nif he did not get rid of it. He is entitled to (%) relieve himself by disclaiming the contract\nor lease within twelve months of his appointment or of the time it comes to his knowledge,\nwhichever is the later date. If (V2) anything is mentioned in the statement of affairs\neither directly or indirectly of a contract or a lease, that is notice to the trustee, and if he\noverlooks that (%) notice, although it may be somewhat obscure, and omits to disclaim,\nhe may become personally liable, or at least he will have to make a special application to\nthe (4) Court for leave to disclaim at a later date and probably have to pay the costs\nhimself. It will also be necessary to obtain from the Official Receiver the proofs of (14)\n Ar 204 PUBLIC SCHOOLS REPORT, 1927-28.\ndebt. These proofs will be in the hand of the Official Receiver and he will hand them over\nto the trustee upon application. The trustee should next consider carefully (%) what is\nthe position with regard to the landlord and any rent that may be due to him. The landlord\nis not a preferential creditor under the Bankruptcy Act. (4%)\nStenographic Practice. (Time, iy2 hours.)\n[To the Presiding Examiner.\u00E2\u0080\u0094The following letters are to be dictated ONCE only at SO words\nper minute. To facilitate this the selections are divided into quarter-minute sections.\nPeriods and paragraphs, but no other punctuation-marks, should be indicated during the\nreading only. After reading a letter the Dictator should rest until his watch indicates the\nbeginning of the next even minute before commencing the following letter.]\n[Instruction to Candidates.\u00E2\u0080\u0094The letters are to be typed and carbon copies taken. They are to\nbe dated from Vancouver on the date of writing. The letters are to be folded and inserted\nin properly addressed envelopes. Shorthand notes are to be handed in with the finished\nwork, and it is of the utmost importance for candidates to place their examination number\nat the top right-hand corner of every sheet and envelope.]\n[The work is to be handed in within one hour of commencing the typing and candidates finishing\nbefore this time should have the actual time taken indicated on the first envelope by the\npresiding examiner.]\nLetter 1.\nMr. David Thomas,\n319 Pender St. West,\nVancouver, B.C.\nDear Sir:\nIt has been some time since we have (%) had the pleasure of receiving an order from you,\nalthough we used to have your account on our books regularly. (y2) AATe trust you will bear\nus in mind when again in the market for goods in our line, as we (%) can offer goods of\nexceptional quality at prices that will prove more than usually attractive.\nYours truly, (1)\nLetter 2.\nMr. Charles Martin,\n189 Nelson St.,\nSouth Vancouver, B.C.\nDear Sir:\nIn reply to your inquiry (%) of April 24th, we beg to quote you $1.50 per page for setting\none hundred pages (%) like your sample. We do electro typing and the plates will cost you 2c.\nper square inch unblocked, and 2%c. (%) per square inch blocked, according to the size of the\nmatter. AVe shall be glad to receive your order, which (1) will have our prompt attention.\nThanking you in anticipation of receiving your esteemed commands, we are,\nYours very truly, (%)\nLetter 3.\nMessrs. Poster and Company,\nDouglas Street, Victoria, B.C.\nDear Sirs:\nWe have carefully noted your letter of (%) the 15th hist, and we regret to learn that you\nare not able to make payment of your account on (y2) the date previously arranged. Under the\ncircumstances we shall be willing to grant you an extension of three months. We (%) hope\nthat in this time business conditions will improve, and that you will then be able to make\npayment promptly. (1)\nKindly note that this is not to be taken as establishing a precedent, but merely a matter of\ncourtesy. (Y\u00C2\u00B1)\n PART III.\u00E2\u0080\u0094APPENDICES.\nV 205\nThanking you for past business, which is much appreciated, and hoping to be favoured with\nyour continued patronage, (Y2) we remain,\nVery truly yours,\nLetter 4-\nThe Office Supply Company,\n345 Smith St., Toronto, Ont.\nGentlemen:\nWe recently mailed (*4) you our catalogue and price list, which we presume you have on file.\nAVhen we brought out our new line (\'2) we endeavoured to meet the requirements of all our\ncustomers in regard to style, finish, and construction.\nWe take special (%) pride in our typewriter desks. There is nothing more up-to-date,\npractical, or convenient on the market to-day. (1) The operator can use the typewriter and\ndesk alternately without removing the papers.\nWe are anxious to ('%') secure your business, and whether your order is large or small it\nwill receive our most careful attention.\nYours respectfully, (%)\nLetter 5.\nMessrs. AValter AVilson & Co.,\n675 45th Ave., London, Ont. (%)\nDear Sirs:\nAVe again take the liberty of calling your attention to our goods with a view to extending\nour (Y2) lines with you. AVe can furnish you with printed matter, of the highest quality, at\nprices consistent with good work. (%)\nAll progressive business houses use Manifold Books in some form or other. To secure the\nbest results, this kind of (1) work must be carefully done, and we guarantee that our products\nshall be to your satisfaction.\nOur Tags have a (%) reputation for superiority everywhere. AVe make many different\ngrades and sizes, samples and prices of (%) which we shall be glad to submit to you.\nWe also offer: Specialties of every description made from paper; (%) Tickets for marking\nand pricing goods, made in over a hundred styles, grades, and colours ; Labels for advertising\npurposes, (2) made from the best quality gummed papers.\nYours truly,\nTypewriting.\n[To the Presiding Examiner.\u00E2\u0080\u0094The Typewriting paper consists of two parts, A and B. In\nPart A, 900 five-stroke words are given and the candidates are to be allowed 15 minutes.\nIn Part B, the candidates are also to be allowed 15 minutes, and as many words as possible\nshould be written. No carbon copies are required in either Parts A and B. The work\nshould be done in double spacing.]\nPart A.\nValue.\n50\nThere is a world-wide discontent among wheat farmers. They are convinced that they\ndo not receive an adequate price for their crop, in consequence of the methods by\nwhich that crop is marketed; and they are, therefore, anxious to introduce other\nmethods that will give them a greater control over their product, so that, as one\nAmerican farmer has expressed it, they may \" put a price tag on each bushel of\nwheat.\" They believe that the farmers in each country lose because the whole of\ntheir crop is harvested and usually marketed during about ninety days of the year,\ninstead of being distributed throughout the whole year, like the output of the\nmanufacturer. Moreover, the manufacturer conserves his market by restricting his\noutput when the price sags. Until recently the farmers have not done this. As\nsoon as the wheat has been harvested they have rushed it to market, and sold it\nfor what it would fetch. Sometimes they would be lucky. Usually they considered\nthey were not, whether the harvest was good or bad.\n N 206 PUBLIC SCHOOLS REPORT, 1927-28.\nThe experience of the War, however, taught the American farmer that such things need\nnot be, for part of the 1916 crop and the whole of the 1917 and 1918 crops were\ndisposed of in bulk through the Wheat Board. The Wheat Exporting Co., the\nsuccessors of a Canadian grain firm, acted as the British Government's buying\nagents, and the whole of the surplus crop was taken over for the Allies.\nA Board of Grain Supervisors, composed of leading members of the Winnipeg Grain\nExchange, of representatives of the farmers, and of the Canadian Government,\nfixed a price that was reasonable from the standpoint of the farmers and of the\nBritish Government. This experience persuaded the farmers that the former prices\nwere anything but reasonable. AVhen this Wheat Board was dissolved in July, 1919,\na post-war AVheat Board was formed. This controlled the internal price of flour\nand the working of the grain exchanges. But after the AVar there was in Canada,\nas in England, a hurried reversion to pre-war trading methods and the 1920, 1921,\n1922, and 1923 crops were disposed of in the old way. The prices obtained in 1920,\nhowever, were so low in comparison with those obtained under the Board that the\nfarmers were dismayed, and pressed for the re-establishment of the AVheat Board.\nThis was denied them, and they were forced to look for alternatives. After three\nyears' agitation, during which local and more or less successful selling combinations\nwere formed, the farmers succeeded in establishing three allied provincial wheat\npools to market the 1924 crop and the crops of the next five years.\nAlberta was the first in the field, the farmers working half the wheat acreage in the\nprovince undertaking in the autumn of 1923 to dispose of their crop through the\n\" pool.\" They appointed a representative on the Winnipeg Exchange, and arranged\nwith the chief elevator companies to store the wheat for them. Thirty-four million\nbushels were thus marketed at a price two and one-eighth cents per bushel higher\nthan that obtained outside the pool. Saskatchewan and Alberta completed the\narrangement for provincial pools about the middle of 1924, and in the following\nSeptember a central selling agency was opened for the three pools, with an eastern\nsales manager at Winnipeg and a western sales manager at Vancouver. At least\nhalf of the Prairie wheat crop for 1924 was thus marketed by a single authority,\nwhich represented more than 35,000 farmers, and handled the crop from ten million\nacres of wheat land. The farmers signed binding agreements to market through\nthe pool the whole of their crop for five years, and are liable to a fine of 25 cents\na bushel if they do not do so.\nThe pool is worked as follows: When the farmer sends his wheat to the elevator, he\nreceives a \" participation certificate,\" entitling him to a pro rata share in the total\ntakings from the sale of the wheat. He is paid a substantial sum on account, say,\none dollar a bushel, the funds required for this being advanced by the Canadian\nbanks\u00E2\u0080\u0094in 1924, 25,000,000 dollars were provided at 6 per cent. The central selling\nagency of the pool has absolute power to sell when it thinks fit, and disposes of\nits vast stock piecemeal, according to the trend of the market, thus obtaining for\nthe farmers any benefits resulting from disasters to the crop in other lands and\nensuring some recompense for damage done to part of the Canadians' own harvest\nthrough bad weather, such as that of October, 1924.\n(901.6 five-stroke words.)\nPart B.\nA'alue.\n50 It is sometimes thought that there is an unbridgeable gulf between practice and theory;\nand many practical men both in trade and in industry deride the theorist as heartily\nas many theorists despise the practical man. It comes, therefore, somewhat as a\nshock to realize that practical men have themselves in almost all branches of work\ninstituted and supported extensive schemes of research.\nThere is need for it in both commerce and industry. The former has become so complex\nthat it is very, very difficult to trace cause and effect or to prescribe for the ills from\nwhich the business world at present undoubtedly suffers, ills such as unemployment,\nhigh prices, and lost markets. All proposals must be studied from many standpoints,\nand the effects must be traced out along the most devious paths. The facts are\nusually so obscure that much patient investigation is required to collect and collate\n PART III.\u00E2\u0080\u0094APPENDICES.\nV 207\nthe necessary statistics. Sometimes, for example, it is necessary to know what is\nthe total production of an industry and the capital and labour involved. Similarly,\nbefore a trade association can advise on price changes or suggested taxes, it must\nknow what is the nature of the demand for its goods, and the extent to which the\nchange of price would affect the quantity that could be sold. In all business the\nfuture must be borne in mind: any reliable method of forecasting the trend of\nbusiness would do much to abolish the trade cycle with its disastrous recurrent\nbooms and depressions. The field for research is ever widening.\nFortunately it is being more and more thoroughly worked. Never before has the business\nworld had so many investigators. Individual firms have \" managers of expense,\"\nwhose duty it is to study expenditure in all its aspects and to make what suggestions seem advisable. Cost accountants are now employed in most industrial concerns, and to collect statistics and information concerning the business and the\nindustry is a large part of their work.\nMost of the investigation needed is, however, beyond the scope of the individual firm, and\nmust be undertaken by trade associations, universities and public authorities,\ncommittees and commissions. The universities play a most important part in\nsupplying trained investigators. In America they do much more, for here there\nare numerous university bureaux for economic and business research, largely\nsupported by private firms, which individually suggest lines of investigation and\nmutually provide the information required. The bureaux are thus vast clearinghouses of commercial experience, and by systematizing the knowledge so garnered\ncan sometimes give very valuable advice on accounting methods for different trades,\naverage costs, labour management, and advertising, and suggest solutions for difficult\nproblems that arise from time to time. The university schools use the information\ngathered by the bureaux as the basis of their teaching. The instruction is therefore\nvery practical, and the co-operating firms are provided with a good supply of well-\ntrained assistants.\nWe cannot over-value the importance of the research work of the various Government\nDepartments and of the committees appointed from time to time in connection with\ntrade disputes. Such problems as the decasualization of dock labourers, the\nrehabilitation of the coal-mining industry and the effect on trade of price changes,\nincome tax and commodity taxes require for their solution facts that the private\ninvestigator in this country could hardly hope to secure. In industry the problems,\nif not more insistent, are more easily discerned. Nowadays industry is a vast\nlaboratory in which the discoveries of science are applied to design and manufacture.\nIt is to this that we owe most of the amenities of the present day, such as artificial\nlight, quick transport, cheap and beautiful fabrics, sterilized and preserved food.\nAll the sciences contribute to this result. Biologists and botanists, working through\nthe universities and the Government Departments, suggest remedies for the diseases\nand parasites of economic plants and animals; and have, for instance, lessened the\nravages of the boll weevil in cotton, rust in wheat, foot and mouth disease in cattle.\nFurther, they have helped in transplanting staple commodities such as rubber.\nChemistry and physics have given us new materials, for example, case-hardened\nsteel and aluminium. Moreover, they have determined the grade of material best\nsuited for different purposes, and have found uses for by-products that would otherwise have been wasted. All science is tapped to yield its quota of profit to the\nindustrialist and, incidentally, service to the public. In recent years, it has given\nus many things; aniline dyes, electricity in all its applications, and new fabrics,\nsuch as artificial silk. The processes of manufacture must themselves be studied\nscientifically. Conditions of working must be adapted to suit the material.\n(996.4 five-stroke words.)\nVICTORIA, B.C.:\nPrinted by Chaet.es F. Banfield, Printer to the King's Most Excellent Majesty.\n1928.\nS25-1128-3545\n "@en . "Note non-consecutive page numbering for the V sections. Pages V_1 to V_71 is PART I. PUBLIC SCHOOLS REPORT; Pages V1 to V117 is PART II. STATISTICAL RETURNS; Pages V119 to V207 is PART III. APPENDICES."@en . "Legislative proceedings"@en . "J110.L5 S7"@en . "1929_V02_10_V119_V207"@en . "10.14288/1.0368909"@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-SEVENTH ANNUAL REPORT OF THE PUBLIC SCHOOLS OF THE PROVINCE OF BRITISH COLUMBIA 1927-28 BY THE SUPERINTENDENT OF EDUCATION WITH APPENDICES [PART III. APPENDICES]"@en . "Text"@en . ""@en .