SECONDARY EDUCATION (SCOTLAND). I :g' jjjj ^ S LEAVING' CERTIFICATE EXAMINATION FURTHEU CIRCULARS AND EXAMINATION PAPERS 1909. LONDON: PRINTED FOR HIS MAJESTY’S STATIONERY OFFICE, BY EYRE AND SPOTTISWOODE, LTD., FBINTERS TO THE KING’S MOST EXCELLENT MAJESTY. And to be purchased, either directly or through any Bookseller, from WYMAN AND SONS, LTD., FETTER LANE, E.C. ; or OLIVER AND BOYD, TWEEDDALE COURT, EDINBURGH ; or B. PONSONBY, 116, GRAETON STREET, DUBLIN. 1909. Price Fivepence,
Transcript
SECONDARY EDUCATION (SCOTLAND).
I :g' jjjj ^ ™ S LEAVING' CERTIFICATE EXAMINATION
FURTHEU CIRCULARS
AND
EXAMINATION PAPERS 1909.
LONDON: PRINTED FOR HIS MAJESTY’S STATIONERY OFFICE,
BY EYRE AND SPOTTISWOODE, LTD.,
FBINTERS TO THE KING’S MOST EXCELLENT MAJESTY.
And to be purchased, either directly or through any Bookseller, from WYMAN AND SONS, LTD., FETTER LANE, E.C. ; or
OLIVER AND BOYD, TWEEDDALE COURT, EDINBURGH ; or B. PONSONBY, 116, GRAETON STREET, DUBLIN.
1909.
Price Fivepence,
SCOTCH EDUCATION DEPARTMENT.
SEPTEMBER, 1909.
RECENT PUBLICATIONS OF THE DEPARTMENT.
Code of Regulations for Day Schools, 1908. [Cd. 3948.] Price Zd. j post free, 4rf.
Minute of 12tb. March 1909, continuing the provisions of the Code of 1908. [Cd. 4570.] Price \d. ; post free, \d.
Regulations for the Preliminary Education, Training and Certification of Teachers for various grades of Schools, 1908. [Cd. 4034.] Price 3[rf. ; post free, i\d. Regulations for 1909 will be ready shortly.
Regulations as to Grants to Secondary Schools, 1908. [Cd. 4040.] Price \d. ; post free, 1 d.
Memoranda on the Teaching of various School Subjects :— English. [Cd. 3410.] Price 2d. ; post free, 3d. Arithmetic. [Cd. 3448.] Price J \,d.; post free, 2d.
Languages. [Cd. 3546.] Price l\d. ■ post free, 2d. Drawing. [Cd. 3662.] Price lie/. ; post free, 2d. History. [Cd. 3843.] Price 1 \d. ; post free, 2d.
Nature Study and Science. [Cd. 4024.] Price 3d. ; post free, id.
Music. Price 2d.; post free, 21, d. The Cleansing and Disinfecting of Schools, 1907. Price Id.; post
free, Igd. Notes in regard to Syllabus of Physical Exercises for use in Public
Elementary Schools, with Additions, 1907. Price id.; post free, 5d. These “Notes'' which are designed to make the Syllabus more
useful to Teachers, contain 27 full-page illustrations of
Good, and, Bad Positions in the various exercises.
The Department have reason to believe that many Teachers have not read (or received) the Memoranda on the Teaching of School Subjects or similar documents published by the Department, and that very often they are not aware of the issue of important publications till long after they have appeared.
Special attention is called to the important bearing which the Publications above referred to have upon the teaching and manage- ment of a School, and School Boards (or Managers) should take steps forthwith to supply a copy of each of these Papers to every School under their control, if this has not already been done.
The practice of some Boards of placing a standing order with their stationer or bookseller to supply direct to the Schools and Managers, as soon as issued, the Code for the year, the Memoranda on the Teaching of School Subjects, and other inexpensive official publications of special interest to the School Staff, might usefully be followed.
A FURTHER LIST OF PUBLICATIONS APPEARS ON PAGE 3 OF COVER,
Official Publications cannot be purchased from this Office, but may be obtained, either directly or through any Bookseller, from OLIVER & BOYD, Tweeddale Court, Edinburgh ; or WYMAN & SONS, LIMITED, Fetter Lane, London, E.C.
(11)1643.
SECONDARY EDUCATION (SCOTLAND).
LEAVING CERTIFICATE EXAMINATION
FURTHER CIRCULARS
AND
EXAMINATION PAPERS 1909.
LONDON: FEINTED FOE HIS MAJESTY’S STATIONEEY OFFICE,
BY EYRE AND SPOTTISWOODE, LTD.,
PBINTERS TO THE ICING’S MOST EXCELLENT MAJESTY.
And to be purchased, either directly or through any Bookseller, from WYMAN AND SONS, LTD., FETTER LANE, E.C.; or
OLIVER AND BOYD, TWEEDDALE COURT, EDINBURGH ; or E. FONSONBY, 116, GRAFTON STREET, DUBLIN.
1909.
Price Fivepence.
INDEX.
Page CIRCULARS.—No. 349. Encloses Time Table and states arrange-
ments for conducting Examination - - 3
Nos. 413 and 424. State proposed amendments of requirements for Leaving Certificates - - 8:
List of University and Professional Authorities by whom Evidence of having passed at the Leaving Certificate Examination is accepted in lieu of Preliminary Examinations held by them - - - 11
Conditions as to Exemption :—
University of Oxford - - - - - - 12 University of Cambridge - - - - - - 12 Scottish Universities - - - - - - 13 University of London - - - - - - 14
EXAMINATION PAPERS 15
Specimen Examination Papers in History and Geography (Lower Grade) with explanatory Memorandum ------ 60.
SECONDARY EDUCATION. 3
LEAVING CERTIFICATE EXAMINATION.
The Leaving Certificate Examination is held annually by the Scotch Education Department. In 1909 it commenced on Tuesday the 30th March.
Candidates must be pupils of a School at which, or in connection with which, the examination is held, and must have been in regular attendance from January to the date of the examination.
Pupil Teachers engaged in a State-aided School may also be admitted to the examination.
Application for admission to the examination must be made by the Official Correspondent of the School.
Leaving Certificate Examination, 1909. Circular 349. Written Examination.
Scotch Education Department, 5th January 1909.
SIB,
1. I am directed to remind you that the first of the written papers in connection with the Leaving Certificate Examination will be set on Tuesday, the 30th March, and I am to give the following further particulars.
2. Li a few days the Department will issue a form on which exact infor-- mation will be asked as to the numbers to be examined in the various grades. of each subject.
This form (H. (1)) should be returned to the Department as soon as possible, and in any case so as to reach this Office not later than the 19th January.
To prevent disappointment on the day of the Examination, it is of the utmost importance that the form should be correctly filled up.
3. Candidates must be (a) Pupils who have been in regular attendance at the school from January to the date of the examination; or (5) Junior Students*; or (c) Pupil Teachers actually engaged in a State-aided School.
No Pupil, Junior Student or Pupil Teacher who is not a bond fide candidate may be admitted to the Examination Room, and if a candidate attempts a paper, his answers, whatever may be their character, must, be sent to the Department.
-L The following subjects will be included in the written Examination:— English (including History and Greography), Latin, Greek, French, German, Italian, Spanish, Gaelic, Mathematics, Book-keeping with Commercial Arithmetic, Commercial French, and Commercial German.
5. If the authorities of any school desire to present pupils in Spanish or Italian, intimation should be sent to the Department by 25th January.
*1. Papers in two Grades—Lower and Higher—will be set in each of Diese. subjects except Book-keeping and Commercial Arithmetic, Italian, Spanish, Gaelic, Commercial French and Commercial German, where only one Grade of Paper will be set.
A For information as to the arrangement of the Papers and the character of the questions in Mathematics, I am to call your attention to the Note as to Mathematical Papers. I am also to call your attention to the Note as to Papers in English, the Note as to Latin and Greek Papers, and the Note as
\ Jnnior Students should be presented on the Higher Grade Standard only ; see Article 10 of the Regulations for the Preliminary Education, &c., of Teachers.
u (11)1643, Wt. 6203. 1125 & 1500. 9/09. A 2
4 SECONDARY EDUCATION.
to Papers in Modem Languages. Copies of these Notes have already been sent to you.*
8. As on previous occasions, the examination will be general, and not in prescribed books. In those Papers where this might operate unfairly, the Department will as heretofore endeavour to' meet the difficulty by giving a considerable choice of questions. In the Lower Grade of English such an amount of knowledge as will enable.a candidate to answer satisfactorily a sufficient number of the questions set in History and Geography will be expected from every pupil. Candidates in the Higher Grade of English must this year take the special Papers in History and Geography.
9. Candidates who are presented in the Lower Grade of Modem Languages will be required, as a test of Composition, to write a Prench or German version of a short and simple piece of English narrative which will be read out during the Examination. In order that there may be no misapprehension, I may explain that the passage will be read out once or twice by the Supervising Officer, or, if desired, by one of the teachers in the presence of the Super- vising Officer, and that the candidates will then be required to reproduce the substance of it from memory in Prench qr German. Candidates will not be allowed to make notes while the passage is being read. A similar test will be applied in Gaelic, Italian and Spanish. In the second of the two Higher Grade papers a dictation test in the foreign language will be included. It will be read aloud, in the presence of the Supervising Officer, by the principal teacher of the language concerned. In this Grade a passage for “Pree” Composition will also be put before each candidate in the form of a summary.
10. In Latin, Greek, Prench, and German two papers will be set in the Higher Grade. In the Higher Grade of English three papers will be set; the first will deal with Language and Literature, and the other two with History and Geography respectively. In Book-keeping and Commercial Arithmetic separate papers will be set, but a pass will not be granted to any candidate who fails to satisfy the Examiners in both branches.
11. The papers will be set simultaneously at each centre, beginning on Tuesday, the 30th March. The subjects will be taken in the order shown in the Time Table on page 7.
12. In previous years many pupils have failed to give the detailed work in Mathematical subjects. Candidates should be informed that in order to obtain full marks all the work must be shown. In this connection I am to direct your special attention to the circular letter (No. 339) issued by the Department on 12th December, 1901.
Candidates are recommended to write out the working very carefully in the first instance, so that a second copy may not be required and the time thus saved may be utilised for answering further questions.
13. Books of Logarithms will be supplied by the Department for the use . of candidates presented in Mathematics. They will be sent to the Head Master of the School at which the Examination is to be held. A book should be supplied, before the Examination begins, to every candidate presented in Mathematics in the Higher Grade, and also in Commercial Arithmetic. If there are any spare copies, a book may also be supplied to any candidate presented in the Lower Grade who may wish to use it.
Candidates should be cautioned against writing in, or otherwise damaging, these books, and the books should on no accomit be used except on the day of the Examination.
The books must be returned to the Department at the close of the Examination.
o These papers are on sale (price 4d.) and can be obtained, either directly or through any bookseller, from OLIVER & BOYD, Edinburgh; or WYMAN & SONS, Ltd., Fetter Lane, .London, E.C.
If you require copies you should ask for the Pamphlet containing the Circulars relating to the Leaving Certificate Examination to be held this year.
SECONDARY EDUCATION. 5
14. The Examination will he held at the school from which candidates are presented, unless the authorities are informed to the contrary. A suitable room or rooms must he provided, also pens, ink, and blotting paper. Slates may not be used, nor pencils, except in the drawing of mathematical diagrams. Red ink and round rulers should be available for the use of those candidates who take the Book-keeping paper. Every candidate in English must be provided with a graduated ruler and a jrair of compasses; these will be required in connection with the Lower Grade paper and also with Paper III. in the Higher Grade. Candidates may also bring, for Paper III. in Higher Grade English, a small piece of squared tracing paper, or of tracing paper and ordinary squared paper. A supply of pins should be kept at hand by the School Authorities for the use of the Supervising Officer in comiection with Papers II. and III. in Higher Grade English.
The instructions regarding the number of questions to be answered should, in all cases, be most carefully followed by candidates.
15. The use of scroll paper is absolutely prohibited. The rough work (if any should be necessary) as well as the fair copy is to be written in the books, and candidates should draw their pen through the rough work.
16. One piece of blotting paper only should be supidied to each candidate. It must be left on the desk at the end of each sitting. Writing of whatever hind on blotting paper is strictly forbidden. A fresh piece may be supplied by the Supervising Officer to a candidate who requires it and gives up the piece first supplied.
17. The books in which the answers are to be written will be supplied by the Department, and will be forwarded to the Head Master of the School at which the Examination is to be held, a short time before the examination. These books are intended for use at the Examination only, and those which are not used must be returned to the Department after the close of the exammation in all the subjects, together with the fly-leaf to Form H. (27)a, which will be sent with the books. The carriage will be paid on arrival at the Department.
18. Any candidate introducing any book or note of any kind into the Examination Room, or detected in copying, will be liable to instant dismissal, and the case will be reported to the Department.
19. In previous years there have been several cases in which serious copying has been detected, and the Department desire to impress upon school authorities the importance of doing all that is possible to prevent such dishonesty. The Department feel bound to deal with the practice severely, and candidates should be warned before the examination, that a candidate in whose papers, or in any one of them, indisputable evidence of copying is detected, will not be allowed to pass in any subject.
20. I am to request your attention to the following extract from the Instructions to Supervising Officers :—
“ No communication whatever should take place between the candi- dates, who should be so placed as to obviate the possibility of copying (<;.</., by placing candidates of a different grade alternately, and so on). Where candidates working the same paper sit side by side, they ought to be seated, if possible, five feet apart.”
21. As last year, the Department will appoint one Supervising Officer for each room used for the Examination, but when the number of candidates to be examined in one room exceeds 40, additional Supervising Officers will be appointed as follows :—
Eor 41-80 candidates, one Assistant. For 81-120 candidates, two Assistants, and so on.
When the number of Supervising Officers to be employed under this scale for any subject exceeds three, and the candidates are to be seated in more than one room, an additional Supervising Officer will be appointed, and the Chief Supervising Officer will only exercise a general supervision.
6 SECONDARY EDUCATION.
22. The expenses of supervision will be borne by the Department.
23. The Supervising Officers will distribute the papers and supervise the Examination. Such supervision cannot be entrusted to anyone who does not represent the Department.
24. The responsibility for the presentation of candidates from any school rests entirely with the authorities of the school.
I have, &c., J. STRUTHERS.
SECONDARY EDUCATION. 7
.05 O
ce 5 x o a fi.
a Cu
a 04 o
04 a d.
'-'rO
5 ^ c ^ d BO O
fajDrC bbffl
O C3
^ ^ -5 &x) o d
? 2 S § d a .a ,3 dd3
s£a^j* rj/'^1 -a^ o
8 £*5 - ^ FH £
0
5 g
M o Pi c3 04 m W o
H a a d
a d
a d 04
o a d o
a d
a d
a d
a d
a d
a d
a .a ,a .a ^
g B ”
fco o
a o rO S-t-3 C3
£ s.
w ^
§ a F-t O cb
WD S w w w
cS co 03 S3
EH 2
EH
'T3 o
& (3 n3 co 03 3
EH
d nd
SECONDARY EDUCATION.
Leaving Certificates. Circular 413'..
Scotch Education Department, 3rd October 1908.
SIB, I am directed to inform you that the Department have now under
consideration the desirability of issuing, within the next few months, a revised edition of Circular 340. They believe that the time has come when certain modifications of the conditions upon which Leaving Certificates are at present granted might with great advantage be introduced, the main object being to apply to the award of the Leaving Certificate the methods- which have been successfully employed dining the last three years in connec- tion with the award of the Intermediate Certificate. These methods, I may remind you, render it possible to "secure the active co-operation of the responsible teachers in deciding whether a pupil shall pass or fail, and they also admit of comparative excellence in one subject compensating for weakness in another. It is not intended that the changes thus foreshadowed, should have effect until the Examination of 1910, but the Department deem it right to take the earliest opportunity of laying before School Authorities a general statement as to what is in contemplation. I am to add, that in. the interval which is to elapse before the revised Circular assumes a definite shape, expressions of opinion from those directly or indirectly interested will be welcomed and any suggestions that may reach the Department will be most carefully weighed.
While it is not proposed to preclude entirely all possibility of awarding a. Leaving Certificate to pupils who have completed a well-arranged Secondary course extending over five or six years and unbroken by the intervention of any other examination, the Department are of opinion that, unless some very special reason to the contrary exists, all candidates for the Leaving- Certificate should have gained the Intermediate Certificate and should, subsequently have gone through an approved course extending over not less than two years. At the conclusion of this course they would be piresented at the Leaving Certificate Examination in all the subjects which their curriculum covers, and their success or failure would be determined by a careful comparison of the appearance then made with the recorded opinion, of their teachers as to the manner in which they had acquitted themselves, during the whole period of instruction.
The first step would be to invite school authorities to submit curricula on the strength of which they desire that Leaving Certificates should be granted.. These curricula would obviously refer not to individual pupils but to whole schools or sections of schools, and it would be understood that no pupil would be presented who had not completed the appropriate curriculum to the satisfaction of his Headmaster.
It would clearly be essential to maintain some uniformity of standard as between the various curricula, and the general idea which the Department would like to keep before them in their endeavours to secure that end—this„ of course, quite irrespective of the inclusion or exclusion of any particular- subject or subjects which existing University regulations may demand—is that the pupil who had successfully completed any Post-Intermediate course, entitling him to a Leaving Certificate, ought to have received a general education sufficiently broad and yet sufficiently intensive to enable him to> enter with profit upon further study at a University level. Intellectual ripe- ness of the sort indicated can be attained in different ways. Hence a wide freedom of choice might quite safely be allowed. The only subject, indeed, which should be regarded as absolutely necessary is English on the Higher- Grade standard.
With the reservation just indicated, therefore, the Department would be prepared to consider impartially on their merits all curricula put before them. At the same time they are confident that, in framing their proposals. Managers will realise that, although some degree of concentration would be. not merely permissible but advantageous, it is not desirable that any post- intermediate curriculum should be too restricted in range. Even those
SECONDARY EDUCATION. 9
pupils, for example, wlio think of turning their stepis towards the higher reaches of Technical or Art instruction ought, both for practical reasons and for purposes of intellectual discipline, to receive continued instruction in at least one foreign language. On the other hand, strong justification would require to he produced for any curriculum that was to be exclusively literary. In this connection it would be well to bear in mind that the examination of 1910 will also see certain important changes brought into- operation in connection with the single subjects. So far as the Higher Grade is concerned. History and Geography will be treated as independent of English. Further, the standard required for a pass in Higher Drawing and in Higher Science will be very considerably raised, it being understood that in those subjects the Higher Grade will be aimed at only by pupils possessed of a special talent or a special liking.
There remains the question as to the Grade or Grades in which pre- sentation would be looked for. This would normally be the Higher, but, in the case of subjects not taken up until the Intermediate Certificate had been gained, it might be permissible for pupils to be presented on the Lower. The really important point would be that Managers hi submitting a curriculum for approval should make clear in the case of each subject what was the degree of attainment which it was expected that the pupils would reach by the time they were ready to leave School—that is, in which of the two grades they would fall to be presented at the end of their course. The Leaving Certificate, when issued, would thus be of the nature of a general guarantee of intellectual ripeness, but it would also bear a record of the individual subjects in which the holder had reached that higher standard which would entitle him to enter, say, a particular University class.
I have, &c., J. STRUTHERS.
Leaving Certificate. Circular 424.
Scotch Education Department, 29th May, 1909.
SIR,
Adverting to Circular 413,1 am directed to state that the Department have now received a large number of communications expressing general approval of the changes therein outlined. Useful suggestions as to details have also been made from various quarters. Of these none seem so likely to be helpful as those in which proposals for curricula are put into concrete shape. So strongly, indeed, are the Department impressed with the value of the guidance certain to be obtained through getting into touch in this- practical fashion with the ideas of School Authorities that they deem it advisable, before undertaking the definite revision of Circular 340, to ask from, the Managers of each school presenting candidates for the Leaving Certificate a statement, in the briefest possible form, giving particulars of the Post- Intermediate course or courses, which, in view of the greater liberty of action now to be accorded, and in view also of the resources of the school staff— an element of absolutely first-rate importance,—might in their judgment reasonably be made the basis of the award of the Leaving Certificate The statement should indicate the whole school-work of the pupil during the. .Post-Intermediate stage, and also the degree of proficiency in each subject, according to the standards of the Leaving Certificate Examination, at which it is proposed that he -should aim. I am to add that, in the opinion of the Department, it will be a matter for regret if due consideration is not given to the desirability of extending the duration of the modified curricula beyond the period of two years, which has hitherto been customary.
The statements, when received, will have to be carefully scrutinised,, especially with reference to how the proposals they contain might affect the
10 SECONDARY EDUCATION.
position of various bodies having an interest in the. standard and kind of attainment which should be indicated by the Leaving Certificate of the Department. Foremost among such bodies are the Unversities of Scotland whose opinion on the question must of necessity be largely influenced by the changes in the Arts Curriculum which are at present taking place, and by the nature of the preliminary education which may ultimately be required as a condition of entering upon the Degree courses in their altered form. At the same time, there are obviously other interests which it would be unfair to lose sight of when regulations are being framed. In these circum- stances it is probable that, as indicated in Circular 413, it will be found expedient to make the Certificate correlative to the satisfactory completion of any course, however constituted, which can be regarded as a suitable discipline of the mental powers of any pupil of a recognised Secondary School up to the age of 17 or 18. It would then be for the various autho- rities interested, Universities and others, to determine, after conference with the Department, which of the alternative courses, approved on the foregoing principle, they would be prepared to accept as satisfactory for their own purposes.
It is probably unnecessary for the Department to offer any suggestions regarding such possible curricula as would naturally approximate more or less closely to that followed at present by students preparing for entrance to the Universities. But they would desire to impress upon Managers, in the interests of those pupils, particularly girls, who are not preparing for pro- fessions, the importance of devising courses which shall be independent of University requirements, and shall yet involve a reasonable employment of the time and energy of those who may be willing to complete a Secondary School course. A thorough study of English literature, for instance, might be combined with either Music or Drawing, or with both, or with the acquisi- tion of a power of reading at sight some modern language not generally taken up at present, Italian, for example. Or again, a special study of Literature and Music might be combined with Artistic Needlework, or with Cookery and Domestic Science generally—that is, with all that relates to the management of a home, not merely from the point of view of utility, but also from the point of view of taste and refinement.
The statements here asked for should be in the hands of the Department not later than June 15th. Their examination will inevitably require time. And, even under the most favourable circumstances, it will not be possible to bring into operation until, say, two years hence the new system whose intro- duction was the chief change proposed in Circular 413. As any approved course must cover at least two complete sessions, it will be evident that no pupil can be ready for presentation before 1911 at the earliest. Accordingly, all Leaving Certificates granted in 1910 will be awarded in accordance with existing regulations.
The consideration just mentioned is of importance in another connection. It renders it necessary to postpone for at least a year the contemplated separation of Higher Grade History and Higher Grade Geography from Higher Grade English. The enhanced value which it is proposed in the near' future to attach to these two branches, as separate subjects, will be dependent, not so much upon any increase in the difficulty of the actual papers set, as upon the completion of full and adequate courses of instruction. Consequently, no pupil can be ripe for examination under the altered conditions sooner than 1911. Incidentally, there will be a considerable advantage in this postponement. It will be remembered that, while History and Geography will continue to be treated as integral parts of English for the purposes of the Lower Grade Examination, separate papers will next year be set in each of them even at the Lower Grade stage. The Department hope to be able to issue specimen papers shortly. When the specimens appear, it will probably be found that their scope is such as may lead to some modification in the range of work which it is proposed to overtake for Higher Grade.
SECONDARY EDUCATION. 11
There is a final point to which I am to draw your particular attention. Managers have already been informed that in the case of Science and Drawing the practice of endorsement will disappear, two well defined standards being henceforward recognised for a pass. In future the Lower Grade standard in each will represent the degree of attainment that should be kept in view by all candidates for Intermediate Certificates. On the other hand, it is not expected that a pass in the Higher Grade will be aimed at save by pupils who, having a special talent or liking for Science or Drawing, as the case may be, are prepared voluntarily to devote considerable attention to it during their Post-Intermediate course. Accordingly in the case of pupils to be presented in the Higher Grade of Science and Drawing in 1910 and following years no scheme of instruction will be approved which does not give ample scope for intensive study throughout a period of not less than two years beyond the Intermediate Certificate Stage. The Department are prepared to consider such schemes forthwith.
I have, &c., J. STRUTHERS.
LIST OP UNIYERSITY AND PROFESSIONAL AUTHORITIES BY WHOM EYIDENOE OP HAVING PASSED AT THE LEAVING CERTIPICATE EXAMINATION IS ACCEPTED IN LIEU OP PRELIMINARY EXAMINATIONS HELD BY THEM.
The Lords of Council and Session (for the purposes of the Law Agents Act);
The University of Oxford; The University of Cambridge; The Joint Board of the Scottish Universities, for the Preliminary
Examination; The University of London; The General Medical Council; The Royal College of Surgeons of Edinburgh; The Army Council * (as qualifying for attendance at the Competitive
Examination for entrance to the Regular Army); The’Pharmaceutical Society of Great Britain; The Society of Solicitors before the Supreme Courts; The Chartered Accountants of Scotland; The Institution of Civil Engineers ; Girton College, Cambridge; Royal Holloway College, Englefield Green, Surrey.
Scotch Education Department, April, 1906.
JY* The Army Council desire it to be known that, in the case of Schools in Scotland, the Certificates of the Scotch Education Department are the only Certificates of the kind which receive their recognition. Por detailed conditions, see Circular Letter No. 392 (Army Certificates).
12 SECONDARY EDUCATION.
MEMORANDUM
AS TO
EXEMPTION OE CANDIDATES WHO HATE PASSED AT THE LEAVING CERTIFICATE EXAMINATION FROM
EXAMINATIONS OF THE UNIVERSITIES OF OXFORD AND CAMBRIDGE.
My Lords are informed tliat Passes at the Leaving Certificate Exami- nation of the Scotch Education Department are accepted by THE UNIVERSITY OF OXFORD under the following conditions :—
(1) No evidence as to a Pass shall be accepted unless the Candidate has passed in Greek, Latin, and Elementary Mathematics, at one Exami- nation.
Subject to the conditions hereinafter contained, a Candidate shall be deemed to have passed, who
a. In Elementary Mathematics, has passed at least the Lower Grade standard of the Scotch Education Department. A Pass in the Higher Grade or in Honours will be accepted.
b. In Latin and Greek, has passed the Higher Grade standard.
(2) Any Candidate, who, having satisfied the above conditions, has gained Honours in Greek, Latin, French or German, shall be considered to have passed an Examination equivalent to Responsions together with an Additional Subject.
Also, that the following Recommendations have been approved by the Senate of the UNIVERSITY OF CAMBRIDGE
1. That a student who in one and the same year has passed in the Higher Grade in both Latin and Greek in the Leaving Certificate Examination of the Scotch Education Department be excused from Part I. of the Previous Examination with the exception of the paper on the Greek Gospel or its substitute.
That a student who in one and the same year has passed in the Higher Grade in both Latin and Greek in the Leaving Certificate Examination of the Scotch Education Department be admitted to the paper on the Greek Gospel or its substitute in Part I. of the Previous Examination on payment of a fee of five shillings.
2. That a student who has passed in the Higher Grade in Mathematics in the Leaving Certificate Examination of the Scotch Education Department be excused from the Papers on Mathematics in Part II. of the Previous Examination.
That, if in addition he has passed in the Higher Grade in English, he be excused from the English Essay in Part II. of the Previous Examination; and if he has passed in the Higher Grade in Science he be excused from the paper on Paley’s Evidences and its substitutes.
That, if in accordance with this regulation he be excused from the papers on Mathematics, but not excused from either or both of the remaining papers of Part II. of the Previous Examination, he be admitted to the English Essay or to the paper on Paley’s Evidences (or one of its substitutes), or to both, on payment of a fee of five shillings for each paper.
SECONDARY EDUCATION. 13
3. That a student who has passed in the Higher Grade in French, or German, or Mathematics (including Dynamics) in the Leaving Certificate Examination of the Scotch Education Department he excused from the additional subjects of the Previous Examination.
4. That, for the purposes of the foregoing Regulations, a Pass in Honours m the Leaving Certificate Examination of the Scotch Education Department in any subject be accepted as equivalent to a Pass in the Higher Grade in the same subject, provided that in the case of Mathematics a candidate who has passed in Honours shall have passed also in the Higher Grade in Arithmetic.
5. That the necessary evidence on behalf of any student who claims exemption from any portion of the Previous Examination by virtue of the foregoing Regulations be presented in his first term of residence to the Registrary, and that a fee of 11. for the registration of each certificate of exemption from Part I. (or any portion of Part I.), or from Part II. (or any portion of Part II.), or the Additional Subjects, be paid at the same time to the Registrary.
Evidence entitling a student to exemption from any portion of the Previous Examination may be accepted for registration at a time later than that above specified provided that in every such case an additional fee of 12. be paid to the Registrary.
Scotch Education Department, April, 1909.
MEMORANDUM.
Passes at the Leaving Certificate Examination of the Scotch Education Department are accepted by the Joint Board of Examiners of the four Scottish Universities of St. Andrews, Glasgow, Aberdeen and Edinburgh, in lieu of the Preliminary Examinations in Arts and Science and in Medicine under the following conditions, viz.:—
I. —In lieu of the Arts and Science Preliminary Examination. Passes in the Higher Grade in Latin, Greek and Mathematics are
accepted as exempting pro tanto from the Arts and Science Preliminary Examination on the Higher Standard, and passes in the Lower Grade in those subjects as exempting pro tanto from the same examination on the Lower Standard. Passes in the Higher Grade in English, Modern Lan- guages and Dynamics are alone accepted as exempting from the Arts and Science Preliminary Examination in those subjects. Passes in the Higher Grade in Mathematics are alone accepted as exempting from the Science Preliminary Examination in that subject. A pass in Science is accepted as an equivalent for the Preliminary Examination in the subject of Dynamics.
II. —In lieu of the Medical Preliminary Examination. The Intermediate Certificate of the Scotch Education Department
exempts its holder from the entire Medical Preliminary Examination, provided there are endorsed upon it all the four subjects prescribed as essential by the General Medical Council.
14 SECONDARY EDOCATION.
Passes in the Higher Grade in all the subjects of the Medical [-Pre- liminary Examination are accepted as exempting pro tanto from ; that examination, but passes in the Lower Grade will only be so accepted provided the examinations in all the requisite subjects have been taken[ and passed at one or not more than two examinations.
Scotch Education Department, December, 1908.
MEMORANDUM
AS TO
EXEMPTION OP CANDIDATES WHO HAVE OBTAINED A LEAVING CERTIFICATE PROM THE MATRICULATION
EXAMINATION OP THE UNIVERSITY OP LONDON.
My Lords are informed that the SENATE OP THE UNIVERSITY OP LONDON has passed the following resolution:—
“ That the Scotch Leaving Certificate be accepted in lieu of the Matriculation Examination in accordance with the terms of Statute 116, provided that the Candidate has passed in the Higher or Honours grade in all the subjects required by the Regulations for the Matriculation Examination on one and the same occasion.”
Scotch Education Department, December, 1902.
EXAMINATION PAPERS. 15
LEAVING CERTIFICATE EXAMINATION, 1909.
EXAMINATION PAPERS.
ENGLISH.
LOWER GRADE.
Tuesday, 30th. March—10 A.M. to 12.30 P.M.
All candidates should attempt seven questions (and no more), namely. Questions 1, 2 and 3, with one or other of the options given in Questions 4 and 5, one question in Section B, and one in Section 0.
"VALUE. SECTION A.
10. 1. Write out, and punctuate, the passage for dictation. [The passage will he read out at 10.45 A.M., and candidates should
reserve the first page of their books for this answer.[\
20. 2. Write a composition of about two pages on any one of these subjects :— (a) Write an imaginary account of a shipwreck, in the form of a
letter from a survivor. (b) “ Oh wad some power the giftie gie us
To see oorsels as ithers see us! ” . An English boy, who has come to Scotland to finish his school
education, writes home describing what strikes him most in the manners, character and habits of his new class-mates.
(c) Describe any scientific experiment or series of experiments, or any geographical excursion, in which you have yourself taken part. (Tour account should be so written as to be intelligible and interesting to a person who has no previous knowledge of the subject.)
15. 3. Read the following poem from beginning to end. Then (1) Tell Sir Humphrey Gilbert’s fate in your own words, as simply
and briefly as you can. (2) Point out the metaphor which runs through the poem, bringing
together all the lines in which it appears. Southward with fleet of ice
Sailed the corsair Death; ■' Wild and fast blew the blast,
And the east-wind was his breath. His lordly ships of ice
Glisten in the sun ; On each side, like pennons wide,
Plashing crystal streamlets run. His sails of white sea-mist
Dripped with silver-rain; But where he passed there were cast
Leaden shadows o'er the main. Eastward from Campobello
Sir Humphrey Gilbert sailed; Three days or more seaward he bore,
Then, alas ! the hmd-wiird failed.
16 LEAVING CERTIFICATE EXAMINATION.
VALUE.
10.
Alas ! the land-wind failed, And ice-cold grew the night;
And never more, on sea or shore, Should Sir Humphrey see the light.
He sat upon the deck, The Book was in his hand ;
‘ Do not fear! Heaven is as near,’ He said, ‘ by water as by land! ’
In the first watch of the night, Without a signal’s sound,
Out of the sea, mysteriously, The fleet of Death rose all around.
The moon and the evening star Wei-e hanging in the shrouds ;
Every mast, as it passed, Seemed to rake the passing clouds.
They grappled with their prize At midnight black and cold !
As of a rock was the shock; Heavily the ground-swell rolled.
Southward through day and dark They drift in close embrace,
With mist and rain o’er the open main ; Vet there seems no change of place.
Southward, for ever southward, They drift through dark and day;
And like a dream, in the Q-ulf Stream Sinking, vanish all away.
4. Either (a) Turn the first of the following passages into direct speech, and the second into reported speech, adding notes to show the exact meaning of fanaticism, wreathe, senti- ments, muster, lieges, as used in these two passages.
(1) Lord Menteith said that he wished what he was about to propose had come from some person of better known and more established character. Since, however, it lay with him to be spokesman, he had to state that those of his hearers who wished to throw off the base yoke which fanaticism had endeavoured to wreathe round their necks had not a moment to lose.
(2) “'Thane of Menteith,” he said, “you have well spoken ; nor is there one of us in whose bosom the same sentiments do not burn like fire. But I ask of you, who is to sustain the banner under which we are invited to muster omselves ? Will it be expected that we should risk our children ere we know to whose guidance they are to be entrusted? Show us, my Lord, the royal commission, under which the lieges are to be convocated in arms.”
Or (b)
' (1) Parse the words in italics in the following sentence:— At my first admission into the printing house I took to
working at press, imagining I felt a want of bodily exercise I had been used to in America, where press work is mixed with the composing.
And (2) Distinguish the meanings of the following pairs of words,
and make sentences to show their correct use :—paternal, fatherly ; human, humane; new, novel; mutual, common;
_ quantity, number.
EXAMINATION PAPERS. 17
YAIilTE.
15.
5. Either (a) Give some account of any famous allegory that you have read. Name the author, and (if you can) his period. Tell briefly how the story runs, and what is its inner meaning.
Or (5) Spring, War, Lovers Parting, Birds and Flowers, Country Life, Freedom, Death, the Fairy WorldMention songs dealing with any five of these themes. Quote a stanza or two from one of them. Name the author of the song you quote, and say what you know about him.
Or (c) Mention, with author’s names and periods, any three historical novels, poems or plays, that have helped you to picture the life of England or of Scotland at any period in the past. What light do they throw on the times they describe ?
15.
SECTION B. \_One question to be answered.]
6. Arrange the following events chronologically in three columns, according to the century and the country in which each happened, thus :—
Century. Scottish. English. Foreign.
1200-1300
1300-1400
&c.
Battle of Largs, Dissolution of the Monasteries, Discovery of the New World, Seven Tears’ War, Jack Cade’s Rebellion, the Cession of Orkney to Scotland, the First Scottish Parliament, the First Hague Conference, the Campaigns of Montrose, the Conquest of Bengal, the Campaigns of Garibaldi, the Battle of Langside, Magna Charta, Authorised Version of the Bible, the Reign of Louis XIY. of France.
Then select one event from each column, and write a paragraph about it.
15. 7. Arrange the following persons in the manner explained in Question 6, according to the century and the country in which each flourished :—James I. of Scotland, Copernicus, Martin Luther, Yiscount Dundee, the Black Prince, Peter the Great, John Milton, Thomas Chalmers, Wiclif, the Regent Moray, the elder Pitt, Joan of Arc, George Washington, James Watt, Lord Bacon.
Then write a short paragraph on one person taken from each column, showing the historical importance of the person chosen.
SECTION C. [One question to be answered.]
15. 8. Draw a rough outline map of the New World and mark on it the Equator, the Tropics, the Arctic Circle; the rivers Mackenzie, St. Lawrence, Missouri-Mississippi, Amazon and La Plata; the Rocky Mountains, Appalachian Range, and Andes; the iiosition of New York, Quebec, and Buenos Ayres ; and show by shading the part of N. America where wheat is grown.
u. 1613. B
18 LEAVING CERTIFICATE EXAMINATION.
VALVE. 9. Draw a rough outline map of Scotland and mark on it G-lenmore, the
15, southern edge of the Grampians, the Sidlaw Hills, Ochil Hills, Campsie Fells and Lowther Hills; the rivers Tay, Clyde and Tweed ; the position of Wick, Aberdeen, Perth, Stirling and Dumfries; and show the coalfields by shading.
15. 10. Enumerate, in order of importance, the chief sources of the world’s supply of wool and cotton; and infer the climatic conditions which are favourable to the production of each of these commodities.
15. 11, Locate any five of the following towns carefully and explain the causes which have contributed to their importance:—Carstairs, Southampton, St. Etienne, Lille, Vienna, Salorrica, Smyr-na, Bombay, Singapore, Shanghai, Durban, Halifax (N.S.), St. Louis, Havana, Valparaiso.
ENGLISH.
LOWEB GBADE.
Tuesday, 30th March—10.45 A.M.
This paper must not he seen hy any Candidate.
To be read out hy the Teacher at 10.45 A.M. in the presence of the Supervising Officer, first with ordinary rapidity, a second time slowly and in short clauses, as indicated hy the vertical lines, and a third time more rapidly, to enable Candidates to revise and punctuate. No assistance whatever beyond the reading, which should show the sense of the passage, may he given to the Candidates.
PASSAGE FOB, DICTATION. “The song,” explained Flora, | “is little more than a catalogue | of
names of the Highland clans [ under then- distinctive peculiarities, | and an exhortation to them | to emulate the actions of their forefathers.” |
“And am I wrong,” | said Waverley,* | “in conjecturing, | however extraordinary the guess appears, | that there was some allusion | to me | in the verses which he recited ? ” |
Flora was visibly embarrassed. | “Tour- observation, | Captain Waver- ley, | has not deceived you. | The Gaelic language, | being uncommonly vocalic, | is well adapted | to extemporaneous poetry; | and a bard seldom fails | to augment the effects | of a premeditated song [ by throwing in any stanzas | which may be suggested | by the circumstances | attending the recitation.”
ENGLISH.
HIGHEK GRADE—(FIRST PAPER).
Tuesday, 30th March—10 A.M. to 12.30 P.M.
\_Candidates should attempt FIVE questions, and no more ; namely, the whole of Section A, ONE question from Section B, and TWO questions from Section C.]
SECTION A. [The ivhole of this Section to be attempted^]
25. 1. Write a Composition, of about two pages, on any one of the following subjects :—
(ci) Describe an imaginary visit to, and conversation with, some famous author, or some character in a book, with whose personal appearance, habits and views you are fairly well acquainted.
* The teacher who dictates the passage will spell this name to the candidates.
EXAMINATION PAPERS. 19
(&) Aerial Navigation—what has heen achieved, and what may be looked for. [N.B.—Do not attempt this unless you can give some accurate detail.]
(c) Hither (a) Reproduce in narrative form the most striking scene in any play that you have read.
Or (13) Reproduce in dialogue form the most striking chapter in any novel that you have read.
[In either case prefix a paragraph to explain the situation.]
2. The following extract is from Burke’s Letter to a Noble Lord, viz., the Duke of Bedford. It was written in 1796. (a) State exactly, in one sentence, and without metaphor, the meaning of the passage, (o) Explain the precise metaphor employed by Burke, and show how it is carried out in detail:—
“Such are their ideas; sueh their religion, and such their law. But as to our country and our race, as long as the well compacted structure of our church and state, the sanctuary, the holy of holies of that ancient law, defended by reverence, defended by power, a fortress at once and a temple, shall stand inviolate on the brow of the British Sion—as long as the British monarchy, not more limited than fenced by the orders of the state, shall, like the proud Keep of Windsor, rising in the majesty of proportion, and girt with the double belt of its kindred and coeval towers, as long as this awful structure shall oversee and guard the subjected land—so long the mounds and dykes of the low, fat, Bedford level will have nothing to fear from all the pickaxes of all the levellers of Prance.”
SECTION B.
[ONE question to be attempted.*]
3. Select ten of the following words, and make ten sentences, using, in each, one of the words in its correct modem sense ; show how the word has changed from its original meaning, and add the derivation where you can :—
4. (1) Rewrite the following passage in modem English, i.e., modernize the spelling, the vocabulary and the constructions where necessary:—
“ Thus went they together abroad, the good Kalander entertaining them with pleasaunt discoursing—howe well he loved the sporte of hunting when he was a young man, and how much in the comparison thereof he disdained all chamber delights, that the sunne (how great a jornie soever he had to make) could never prevent him with earlines, nor the moone (with her sober countenance) diswade him from watching till midnight for the deeres feeding. 0, saide he, you will never live to my age, without you kepe your selves in breath with exercise, and in hart with joyfullnes; too much thinking doth consume the spirits ; and oft it falles out, that while one thinkes too much of his doing, he leaves to doe the effect of his thinking. Then spared he not to remember, how much Arcadia was chaunged since his youth; activitie and good felowship being nothing in the price it was then held in ; and so beguiled the times hast, till they came to the side of the wood, where the houndes were in couples, staying their coming; many of them in colour and marks so resembling, that it shewed they were of one kinde.”
(2) Add short notes on the words in italics.
5. An English critic, writing in Elizabeth’s reign, advises writers to employ “the usual speech of the Court, and that of London and the shires lying about London within lx. miles.” How did this speech come to be accepted as Standard English ?
20 LEAVING CERTIFICATE EXAMINATION.
YALTJE.
20.
20.
20.
SECTION C. [Two questions to be attempted.^
6. Describe the framework in which Chancer has set his Canterbury Tales Compare it with the setting of any other collection of stories known to you. What are the advantages of Chaucer’s plan ?
7. How has Spenser personified and characterized any three of the following qualities in The Faerie Queene :—Hypocrisy, Superstition! Christian Truth, Worldly Pride, Avarice, Chivalry (“To ride abroad redressing human wrongs ”), Despair, Hope ?
8. (1) Come, Sleep, oh Sleep, the certain knot of peace, The baiting-place of wit, the balm of woe, The poor man’s wealth, the prisoner’s release, Th’ indifferent judge between the high and low, With shield of proof shield me from out the 'prease Of those fierce darts Despair at me doth throw; Oh make in me those civil wars to cease : I shall good tribute pay if thou do so.
1 Prease = press.
(2) Tired Nature's sweet restorer, balmy sleep ! He, like the world, his ready visit pays Where Portune smiles ; the wretched he forsakes ; Swift on his downy pinion flies from woe, And lights on lids unsullied with a tear.
Contrast these two passages in respect of poetic truth, imagery and diction. To what period would you assign each, and why P Quote, or refer to, any other famous verses on Sleep in English poetry.
20. 9. “ Every play of Shakespeare has its special climate, its definite season, its local peculiarities.” Discuss this statement with reference to any play or plays that you have read.
20. 10. Distinguish three periods in Milton’s literary life. With what “ high purpose ” did he undertake the composition of Paradise Lost 1 What is meant by calling it a “ classical Epic,” and how does it differ in con- struction from such narrative imems as, e.g., The Faerie Queene or Marmion? Quote a few characteristic lines to show metre and style.
20. 11. Discuss the treatment in imaginative literature, whether prose or verse (by Shakespeare, Scott, or any other first-rate author), of any famous historical character (such as Richard I. or III., Louis XI., Sir Walter Raleigh, Napoleon Buonaparte, &c.). If the treatment seems strikingly inaccurate or unfair, try to account for this.
20. 12. Name your favourite essayist, indicate his range and choice of subjects, and consider what light they throw upon his times, and upon his. own tastes and character.
ENGX.ISH.
HIGHEB GRADE—(SECOND PAPER—HISTORY).
Tuesday, 30th March—1.30 P.M. to 3 P.M.
[Candidates should attempt EOUR questions, namely Section I., ONE question from Section II., and TWO questions from Section Illi]
SECTION I. [This question must be talcen by all Candidates.^
16. 1. In the skeleton chronological chart provided place as many as you can of the following in the appropriate compartments:—The Battle of
EXAMINATION PAPERS. 21
rALRE.
10.
10.
10.
10.
12.
12.
12.
12.
12.
12.
12.
12.
12.
12.
Otterbuiu, the Revocation ot the Edict of Nantes, the Thirty Years’ War, the capture of Quebec, the Repeal of the Com Laws, the Wars of the Roses, the Berlin Conference, Foundation of St. Andrews University, the Cowrie Conspiracy, the Treaty of Northampton, the Authorized Yersion of the Bible, the Darien Scheme, the War of the Spanish Succession, the Conquest of Pern, the Methodist Revival, the capture of Constantinople by the Turks.
SECTION II.
[Candidates must select ONE question from this Section.']
2. It has been maintained that it would have been better for Scotland to have submitted to Edward I. What would she have gained thereby ? And what should we have lost P
3. Give some facts which illustrate the state of Scotland as regards industry and commerce, education and literature in James Fourth’s reign.
4. Describe the situation of any three famous ruined abbeys, monasteries or cathedrals in Scotland. How did they come to be built where they are P And what led to their destruction ?
5. Illustrate by three examples the part played by Scotsmen in building- up the British Empire.
SECTION III.
[Candidates must select TWO questions from this Section.]
6. Describe the relations of Judsea with either the great Empires of the East, or Greece, or Rome.
7. What do you know of the state of Greece as revealed in the tlomeric poems ?
8. “ Athens, the eye of Greece, mother of arts And eloquence, native to famous wits.”
Of what period in Athenian history, and of what great names, is Milton thinking here ?
9. Give some account of the various stages in the conquest of Britain by the Romans. Why did they abandon the island in 410 A.D. ?
10. Either, (a) Give some account of any two of the following :—Solon, Miltiades, Demosthenes, Philip of Macedon, Pyrrhus, the elder Scipio, Catiline, Pompey, Seneca, Marcus Aurelius.
Or, (b) Give some account of any two of the following :—Charles Martel, Rollo the Ganger, Saladin, the Black Prince, Charles the Bold, Sir David Lindsay, Cortez, Mary of Guise, Calvin, Gustavus Adolphus.
11. Sketch shortly the spread of Christianity in Britain up to the Synod of Whitby, with special reference to the parts played by Augustine and Columba.
12. Describe the origin of the English navy, and the part played by it either in the Hundi-ed Years’ War, or under the Commonwealth, or in the Napoleonic wars.
_ 13. Give a clear account of any one of the following :—the reign of Richard II.; the policy and career of Cardinal Wolsey; the career and fate of Robert, Earl of Essex f Chatham’s foreign policy ; English politics from 1815 to 1832; European developments from 1848 to 1872.
_ 14. Trace the course taken by the Reformation in England, and contrast this with its course in Scotland and in France.
22 LEAVING CERTIFICATE EXAMINATION. VALUE.
12. 15. Discuss tlie change in the relative positions of France and Britain as Em-opean Powers between 1660 and 1760.
12. 16. What is meant by the Eastern Question F Through what phases has it passed since the Crimean War?
EITGLISH.
HIGHER GRADE (Chronological Chart referred to in Question 1 of Second Paper).
Tuesday, 30th March—1.30 P.M.
£ Schoo:
Name of PupiL
xvn J-I ■ ■ f Name of School Fill this m J first |
A.D. 1300
1350
1400
1450
1500
1550
1G00
1650
1700
1750
1800
1850
ENGLISH HISTORY. SCOTTISH HISTORY. EUROPEAN HISTORY.
1900
EXAMINATION PAPERS. 23
VALUE.
16.
12.
12.
12.
12.
12.
12.
ENGLISH.
HIGHER GRADE (THIRD PAPER—GEOGRAPHY).
Tuesday, 30tli Marcli—3.30 P.M. to 5 P.M.
[Answer the whole of Section A, ONE question in Section B, and TWO questions in Section 0.]
SECTION A.
[All Candidates must attempt this Section^]
1. The scale of the accompanying map is 1 inch — 1 mile. (а) Measure the distance from A to .B by footpath (by Bealach
Brittle). (б) Measure the area of the land shown on the map. (c) Write a brief description of the general character of the
country. (d) Draw a section along the line CD in the space provided on the
map.
SECTION B.
[ONE question to be answeredi]
2. Draw a map to show the chief towns and railways of that part of Scotland which lies east of the Nith and south of the Central Lowlands. Show the connections with Edinburgh.
3. Draw a map either of the Alps, or of the Appalachian Mountain System, or of the Deccan, or of the Eastern Highlands of Australia. Show the chief rivers.
SECTION 0.
[TWO questions to be answeredi]
4. Compare the intertropical forest of Africa with that of South America in respect of situation and character. Show how these forest conditions affect the life of the inhabitants.
5. What are the chief wheat-producing regions of either the Old World or the New World? Point out in what month or months of the year harvest is likely to take place in each region named, and give reasons for this.
6. Describe carefully the situation of Scone, Dunfermline and Edin- burgh. Give full reasons for the importance of each at the time when it was a royal residence.
7. Write geographical notes on any two of the following statements:— “ Monsoon lands have special advantages for the early development
of civilization.” “ The Western Plains of Canada are more likely to be economically
profitable than the Eastern Plains.” “ The animals of New Zealand show that it must have long been
separated from other lands.” “ Too large an army will starve in Spain; too small a one cannot
hold the country.” “ The West Indies were the most important British Colonies a
century ago. They are so no longer.”
24 LEAVING CERTIFICATE EXAMINATION.
LATIN.
LOWER GRADE.
Friday, 2nd April—10 A.M. to 12.30 P.M.
I. 25. Translate into English:—-
Ac fait antea tempus cum Germanos Galli virtute superarent, ultro bella inferrent, propter hominum multitudinem agrique inopiam trails Rhenum colonias mitterent. itaque ea quae fertilissima Germaniae sunt loca ciroum Hercyniam silvam, quam Eratostheni et quibusdam Graecis fama notam esse video, quam illi Orcyniam appellant, Volcae Tectosages occupavenmt atque ibi consedenmt; quae gens ad boo tempus bis sedibus sese continet, summamque babet iustitiae et bellicae laudis opinionem. nunc, quod in eadem inopia, egestate, patientia qua German! permanent, eodem victu et cultu corporis utuntur. Gallis autem provinciarum propinquitas et trans- marinarum rerum notitia multa ad copiam atque usus largitur; paulatim assuefacti superari multisque victi proeliis, ne se quidem ipsi cum illis virtute comparant.
II. —GRAMMAR.
[N.B.—The questions refer to the passage set for translation.']
19. 1. Parse, giving tbe principal parts of eacb verb:—inferrent, consederunt, utuntur, largitur, assuefacti.
2. Mark tbe quantities of tbe vowels in fertilissima, loca, consederunt, permanent, comparant.
3. Explain the subjunctive moods in tbe first sentence.
III. —SENTENCES.
30. 1. He will tell you who tbe boy is and where be comes from.
2. I hope you will never do that.
3. If you do not obey your father, you will be sorry for it.
4. There is no one who knows better than you what ought to be done.
5. Although he is young, he has a great reputation for prudence.
6. I was persuaded by him to go to Rome.
7. There were so many people in the street that we could not come quicker.
8. Do you wish me to tell you what I think ?
9. Do not tell anyone what you have heard.
10. He said that no one would ever say that.
IY.—FOR LATIN PROSE.
20. Deceived by this, the enemy approached nearer the camp, and drew up their line of battle on the unfavourable ground which lay between it and the stream. They then sent heralds* round to proclaim that they would spare those who should come over to them before the third hour. But Csesar sent out his forces by all the gates, and the Gauls, thoroughly terrified by the sudden attack, took to flight, and many of them were killed. Csesar,
VALUE.
* “herald,” praeco.
EXAMINATION PAPERS. 25
VALUE, however, was afraid to pursue them any further, as there were woods and marshes which he could not cross without danger ; so he went on to Cicero’s
camp, which he reached the same day. When he heard what Cicero had done, he declared that everything had been managed in the best possible way.
V.—GENERAL QUESTIONS.
g, 1. Give a short description of a Roman camp. 2. What do you know of Servius Tullius, Appius Claudius, Fabius
Cunctator ?
LATIN.
HIGHER GRADE—(FIRST PAPER).
Friday, 2nd April—10 A.M. to 12 NOON.
IS. I. Translate into English (1) Gracchus proditione circumventus.
Gracchus, fraudem et sermoni et rei abesse ratus, ac similitudine veil captus, duce hospite in insidias praecipitatur. hostes subito exorti; et, ne dubia proditio esset, Flavius his se adiungit, tela undique in Gracchum atque equites coniciuntur. Gracchus ex equo desilit, idem ceteros facere iubet, hortaturque ut quod unum reliquum fortuna fecerit, id cohonestent virtute. reliquum autem quid esse paucis, a multitudine in valle silva ac montibus saepta circumventis, praeter mortem ? id referre, utrum praebentes corpora pecorum modo inulti tracidentur, an, toto animo in impetum atque iram verso, agentes audentesque, perfusi hostium cruore cadant. inter haec dicta, paludamento circum laevum brachitun intorto (nam ne scuta quidem secum extulerant) in hostes impetum fecit.
10. (2) Turnus compared to a hunted lion. Talibus accensi firmantur, et agmine denso consistunt. Turnus paulatim excedere pugna, et fluvium petere, ac partem, quae cingitur amni. Acrius hoc Teucri clamore incumbere magno, et glomerare manum, ceu saevum turba leonem quum telis premit infensis; at territus ille, asper, acerba tuens, retro redit; et neque terga ira dare aut virtus patitur, nec tendere contra, ille quidem hoc cupiens, potis est per tela virosque. Hand aliter retro dubius vestigia Turnus improperata refert, et mens exaestuat ira. Quin etiam bis turn medios invaserat hostes ; bis confusa fuga per muros agmina vertit; sed manus e castris propere coit omnis in unum, nec contra vires audet Satumia luno sufficere.
10. H. Translate into English either (1) or (2):— (1) An old man regrets the harshness which has d/riven his
son from home. Domum revortor maestus atque animo fere pertiubato atque incerto prae aegritudine. adsido: accurran servi, soccos detrahunt; video alios festinare, lectos sternere, cenam apparare : pro se quisque sedulo faciebant quo illam mihi lenirent miseriam.
26 LEAVING CERTIFICATE EXAMINATION.
YALUE. ubi video, haeo coepi cogitare : Hem, tot mea solius solliciti sint causa ut me unum expleant
ancillae tot me vestiant ? sumptus domi tantos ego solus faciam ? sed gnatum uuicrnn, quern paritez' uti bis decuit azzt etiam amplizzs, quod ilia aetas magis ad baec zzteiida idoneast, eum ego bine eieci miserum iniustitia mea ! malo quidem me quovis dignum deputem, si id faciam.
(2) Be content with little.
- At qzii tantuli eget, quanto est opus, is neque limo turbatam bauz-it aquam neque vitanz amittit in zzndis. At bona xzars bominum decepta cupidine false, ‘ nil satis est,’ inquit, 1 quia tanti, quantum habeas, sis.’ Quid facias illi ? lubeas miserum esse, libentez- quatemis id facit: ut qzzidam |nemoratur Atbenis soz-didzzs ac dives, populi contemnei'e voces sic solitus : ‘ populus me sibilat, at mihi plaudo ipse domi, simul ac nummos contemploi' in ai'ca.’ Tantalus a labi'is sitiens fugientia captat flizmina. Quid z-ides ? Mutato nomine de te fabula narratur. Congestis zmdique saccis indormis inbians, et tamquam paz-cei'e saci'is cogei’is aut pictis tamquam gazzdei'e tabellis.
IH.—GENEBAL QUESTIONS.
5. Answez- any me of tbe following:— 1. Sbow tbe importance of Sicily in Roman bistoz-y. 2. Explain bow tbe plebeians became a constituted power in the
Roman State. 3. What do you know of Lucilius ? 4. Oonti’ast tbe characters of Julius Caesar and Pompeius.
LATIKT.
HIGHEK GRADE—(SECOND PAPEE).
Friday, 2nd April—1.30 P.M. to 3.30 P.BI.
I.
30, For Latin pi’ose:— “ You accuse me, Romans, because I have lost soldiers in tbe last battle;
but who is the general that can make war upon a warlike people without loss ? What, then, is my ci-ime ? What fault have I committed, and what do you z'eproacb me with P Have om- gods ever pledged themselves to give the Romans victozy without bloodshed ? I attacked an enemy moi'e numei'ous than the troops you had given me, and I put them to flight. What, then, z-emained for me to do ? I was obliged to pursue them. I could not even have restrained my men; for their courage cairied them away. Let any of your tribunes tell me where I have failed in the duty of a general. Not one of them, I am suz-e, would have apimoved my conduct, if I had neglected to follow up the enemy.” These words wei’e i-eceived by the multitude with shouts of applause, and a crowd of citizens escorted the general home. There was hardly a man who did not share the public joy at his acquittal.
EXAMINATION PAPERS. 27
II. —SENTENCES.
1. We have heen forbidden, by the magistrates to go out of the city before sunrise.
2. I told them I was not the sort of man to say what I did not think. 3. I shall certainly try to do what you ask me, if I get an opportunity, 4. Unless you spare this man’s life, you will never be forgiven. 5. He did everything in his imwer to avoid injuring anyone.
III. —G-KAMMAE.
1. Translate, with a note on the syntax:— (а) Haec cum viderem, quid agerem, iudices P (б) Malo te sapiens hostis metuat, quam stulti cives laudent. (c) Dederatque comas diffundere ventis. (d) Aristoteles ait bestiolas quasdam nasci quae tmum diem
vivant. (e) Accepit vocem lacrimis Lavinia matris
flagrantes perfusa genas.
2. Scan the following verses, marking the quantity of every syllable long by nature, and dividing the feet. Give the name of the metre in each case:—
(а) Fortes creantur fortibus et bonis. (б) Me pater saevis oneret catenis. (a) Ingratam Yeneri pone superbiam.
GREBE:.
LOWEE GEADE.
Tuesday, 6th April—10 A.M. to 12.30 P.M.
I.—FOB TBANSLATION.
The Dangers of a Tyrant’s Life.
’Eyd) (ra(f)Q)S oida, a> StpcortS);, Kai Aeyco trot OTL oi rvpavvoi TCOV yeylaron'
ayadcov iXd^ujra /i€T6^ou(7t, TCOV be jieylaTCOv Katccov TcXeicrra KcKnjvraL. el yev
Scan the first four verses, marking the caesura in each.
5. IV. General Questions.
(1) What do yon know of either (a) Stesichorus, or (b) Phrynichus ?
(2) Explain the rise of the Athenian dpxrj after the Persian wars.
30 LEAVING CERTIFICATE EXAMINATION.
GREEK.
Higheb G-bade—(Second Papeb).
Tuesday, 6tli April—1.30 p.m. to 3.30 p.m.
I.—Composition. Translate into Greek :■—
A. (1) If I treat the man well, he will be more friendly to us. (2) If you are wise, you will give nothing- to anybody. (3) The general feai-ed that the enemy would not make a truce. (4) I told him that I would not go away till he had told me what I
asked him. (5) He said he did not know that the man was to be put to death.
B. The Queen said that she too would go in search of her daughter, and would never come back without her. So they went on and on, and travelled a long way, and passed over mountains and rivers, and sailed over seas. They asked everywhere if anyone could tell them what had become of Europa. The rustics, of whom they asked this question, paused a little while from their labour's in the field and looked very much surprised. They thought it strange that a woman in the garb of a queen (for Telephassa had forgotten to take off her royal robes) should be wandering about the country, with four- boys, on such a quest. But no one could give them any tidings of Errropa.
II —Gbammab.
1. Give aor. inf. act. (in Attic usage) of dvaLpco, aTTOKTeLvco, irporrayopevco, Karecrdta).
3. Give the Attic equivalents of the following poetical words :—npoarev- vtireiv, (tt€L)(eiv, Evrjrpori', poxQos, arvydiv.
4. Illustrate by examples (short sentences, with translation) the construction of verbs of perception.
EXAMINATION PAPERS. 31
Val'Cte. FRENCH.
Loweb G-bade.
Wednesday, 7tli April—10 a.m. to 12.30 p.m.
To secure full marTcs, the whole of this paper should be answered.
20. I. Write from memory a French version of the passage read out. [_The passage will be read out at 10.45 a.m. and Candidates should reserve
the first page of their boohs for this answer.2
30. EL Translate into English:— Le honhomme Piedeleu etait natif de la Beauce, on il avait passe sa vie
et on il comptait Men mourir. O’etait un vieux et honnete fermier de la terre de la Houville, pres de Chartres, terre qui appartenait a Mme Doradour. Il n’avait vu de ses jours ni une foret ni une montagne, car il n’avait jamais quitte sa ferme que pour aller a la ville on aux environs, et la Beauce, comme on salt, n’est qu’une plaine. Il avait vu, il est vrai, une riviere, 1’Eure, qui coulait pres de sa maison. Pour ce qui est de la mer, il y croyait comme an paradis, c’est-a-dire qu’il pensait qu’il fallait y aller voir; aussi ne trouvait-il en ce monde que trois choses digues d’admiration: le clocher de Chartres, une helle fille, et un heau champ de Me. Son erudition se bomait a savoir qu’il fait chaud en ete, froid en hiver, et le prix des grains an dernier marche. Mais quand, par le soleil de midi, a Theure ou les laboureurs se reposent, le bonhomme sortait de la basse-cour, il faisait bon voir sa haute taille et ses larges epaules se dessiner sur 1’horizon. A sa vue, ses gardens de ferme, couches a 1’ombre et en train de diner, se decouvraient respec- tueusement, tout en avalant leurs belles tranches de pain et de fromage.
35. HI. Translate into French:—
Le renard et le bouc.
One day, long ago, a fox which had gone out to look for food fell into a well and could not get out of it. He was beginning to lose heart when he saw, or rather heard, an animal approaching the well. It was a goat, which looked into the well and saw the fox.
“ What are you doing there ? ” he asked. “ Can’t you see what I am doing? ” he replied—he did not say he had
fallen into the well and could not get out. “ Is the water you are drinking very good ? ” “ Indeed it is. It is the sweetest water I ever tasted in my life. You
should come down and have some of it.” “ I will,” said the goat, who was very thirsty and wanted a drink. And so down he jumped. As soon as he reached the bottom the fox
climbed on his back and jumped to the top of the well. I need not tell you the end of the story, as you all know it.
15. IY. Translate into French :— (a) What have you been doing to-day ? I have been writing all day. (5) You will go out when you are quite ready. (c) We did not fully understand you. (d) I hope he will come soon. (e) We shall do what we can.
32 LEAVING CERTIFICATE EXAMINATION.
Value. FRENCH,
Lower Grade.
Wednesday, 7th April—10.45 a.m.
This paper must not be seen by any Candidate. The passage should be read out by the Teacher at 10.45 a.m. in the presence of
the Supervising Officer. It should be read out twice, not too quickly, nor too slowly.
No notes may be made by the Candidates while it is being read. Immediately after it has been read out the Candidates should proceed to
reproduce the substance of it in French from memory. Before the passage is read out, the Supervising Officer must write upon the
blackboard the title of the story in French, Les deux oiseaux et le cerisier adding at the same time the following word : “ peck = becqueter.” He must also warn the Candidates that they are not to aim at reproducing the passage in all its details, and in the same words or order of words as the original. What is desired is that they should attempt to relate the story in French, in their own way. Great importance is attached to grammatical correctness, and full credit will be given for idiomatic phraseology.
Les deux oiseaux et le cerisier.
One hot summer day two little birds were dying of hunger and thirst. The ground was quite dry, and no food could be discovered anywhere, no water could be seen. One of the birds said to the other : “ You must go and get a drop of water for me before it grows dark, for I am very ill. I shall die if you cannot bring me a little water.” The other bird flew away. He, too, was very tired, but the hope of saving the life of his brother gave him strength to fly. He felt sure he would find water somewhere, and be able to carry a few drops back in his beak for his companion. Suddenly he perceived a fine cherry-tree, with many, many red cherries on it. He sang for joy: “ Here we have all we require, food and drink at the same time,” he said. And he began pecking the fruit here and there, right and left, up and down, eating as much as ever he could. After a long while he paused ; the sun had set and it was quite dark. Then he x-emembered his poor companion. He would have liked to go straight back to him with a few fine cherries; but it was too dark, and he thought he would not be able to find his way that night. So he put his head under his wing and fell asleep. At break of day the following morning he flew home as quick as he could; but he arrived too late. His brother was dead.
FRENCH.
Higher Grade—(First Paper).
Wednesday, 7th April—10 a.m. to 12 noon.
To secure full marks the whole of this paper should be answered. 30. I. Translate into French :—
Never had man a more faithful and sincere servant. I was greatly delighted with him, and did my utmost to teach him everything likely to make him useful and handy, but especially did I try to make him speak and understand me when I spoke. He was the aptest scholar that ever was, and, besides, he was so merry, so constantly diligent and so pleased when he managed to understand me or to make himself understood, that it was a pleasure to talk to him. Now my life, which ever since the shipwreck had
Value. EXAMINATION PAPERS. 33
been hard enough, became so easy that I began to say to myseli that, but for the fear of savages, who might attack me at any moment, I cared not if I were never to leave my lonely island. I had everything I needed : a hut which gave me heat in winter and shade in summer, plenty of food to eat and of water to drink, and now I had a servant to share my work and my life. The only thing I missed was the society of my companions and friends, but with so much to do I had but little time for such regrets.
20, II- Narration fran9aise. Sujet a developper en ttste page et demie environ:—
Christopher Columbus in high honour at Spanish court—jealous courtiers—constant persecution—one day at table open murmurs—Columbus takes egg—challenges courtiers to make it stand—Columbus breaks end, and sets egg up—courtiers indignant—could have done it too, if they had thought of it—Columbus retorts, “ So with discovery of America.”
FEEITCH. Higher Grade—(Second Paper).
Wednesday, 7th April—1.30 p.m. to 3.30 p.m.
To secure full marlcs, the whole of this paper should be answered. 8, I. Write out, and punctuate, the passage dictated.
[The passage will be read out at 2 .15 P.M. and candidates should reserve the first page of their boolcs for this answer.
35. II. Translate into English :— (a) La jeune fille, cependant, vivait avec les Rannou de letu- belle
existence errante dans la foret du Roscoat. Kaour ne lui avait pas menti. Dans ces xuofondes et verdoyantes solitudes, entouree par les trois freres d’une sorte de veneration naive, elle avait vu s’evanouir Tun apres I’autre tons les mauvais souvenirs de son passe. Les journees se deroulaient pour elle avec une monotonie apaisante et grandiose. Des le matin, les freres partaient. Pour quelles aventures P Elle n’avait souci de le savoir; eux, de leur cote, s’en taisaient avec elle soigneusement. Hs rentraient a des heures.. irregulieres. Souvent ils avaient des taches de sang a leurs vestes ; du sang de bete, peut-etre aussi du sang d’homme. D’ordinaire on soupait tons ensemble, aux premieres etoiles. C’etait le moment des causeries, la veillee en commun sous les hautes branches, a travers lesquelles les astres brillaient comme de claires chandelles lointaines. A vrai dire, il n’y avait guere que Ga'idik qui causat. Les Rannou etaient des taciturnes. Puis ils aimaient mieux entendre Ga'idik, la petite sceur. Des que 1’un d’eux ouvrait la bouche, les deux autres lui disaient: “ Laisse parler Ga'idik.” Et Ga'idik parlait. Elle les entretenait de ses courses durant le jour, les amusait avec des riens.
(1>) Qu’heureux est le mortel, qui, du monde ignore, Vit content de soi-meme en un coin retire; Que 1’amour de ce rien qu’on nomme renommee N’a jamais enivre d’une vaine fumee ;
5 Qui de sa liberte forme tout son plaisir Et ne rend qu’a lui seul compte de son loisir! II n’a point a souffrir d’affronts ni d’injustices, Et du peuple inconstant il brave les caprices, Mais, nous autres, faiseurs de livres et d’ecrits,
10 Sur les bords du Permesse(') aux louanges nourris. Nous ne saurions briser nos fers et nos entraves. Du lecteur dedaigneux honorables esclaves,
f1) Permessus, a Boeotian river, sacred to Apollo and the Muses. V 1643. C
Value.
7.
34 LEAVING CERTIFICATE EXAMINATION.
Du rang ou notre esprit une fois s’est fait voir, Sans nn facheux eclat, nous ne saurious dechoir.
15 Le public, enrichi dn tribut de nos veilles, Croit qu’on doit ajouter merveilles sm- merveilles; An comble pai-venus il vent que nous croissions; II veut, en vieillissant, que nous rajeunissions! Oependant tout decroit, et moi-meme, a qui I’age
20 D’aucune ride encor n’a fletri le visage, Deja moins plein de fen, pour animer ma voix, J’ai besoin du silence et de 1’ombre des bois.
III. (a) (i) Give the normal prose construction of the sentences in lines 5 and 6, and 12, 13 and 14.
(ii) Explain in a sentence or two (of English) the idea conveyed by the whole passage.
Or, (b) With reference to the above passage in verse—
(i) Indicate the place of the ctesura in lines 3, 9, 15, 17. (ii) Scan lines 8, 20, 22. (hi) Give a list of the rimes riches.
FRENCH.
Higher Grade—(Second Paper).
Wednesday, 7th April—2.15 p.h. This paper must not be seen by any Candidate.
To be read out by the Teacher at 2.15 p.m. in the presence of the Supervising Officer.
DIRECTIONS FOR TEACHER. 1. Bead the passage aloud distinctly and deliberately, but not slowly, the
object being to bring out the meaning of the whole as clearly as possible. Observe the liaisons as marhed.
2. Dictate the passage slowly, repeating each group of words (as indicated by vertical lines) twice over, and pronouncing every word verg distinctly. The punctuation should be indicated thus :—(.) ‘ un point,’ (,) ‘ virgule,’ (;) ‘point virgule,’ (:) ‘ deux points,’ (p) ‘point d’interrogation.’
3. After an interval of five minutes read the text over again in the same manner as on the first occasion, but do not on any account repeat separate words at the reguest of individual candidates.
4. Not more than half an HOUR should be allowed for this Question.
DICTEE. La Eontaine, | dans sa jeunesse, | aimait_et sentait la nature ; | et
il^en parlait longuement, | comme^on parle | de ce qu’on^_,aime. | Mais s’il^est vrai | qu’on^est naturellement porte | a parler longuement | de ce qu’on^aime, | sachez^aussi [ qn’il faut parler brievement j et fortement | de ce qn’on veut faire^aimer. | Si vous^avez^un^ami | qui vous soit tres cher, | et si vous_en parlez^_,a quelqu’un, | tachez de distinguer | bien nettement | les deux,_ou trois traits | de caractere | qui vous le font^_.aimer
| et exprimez-les_avec force, | en pen de mots. | Yoila comment | vous forcerez Tattention | de Tindifferent | et laisserez^en son esprit | comme^,une^,empreinte profonde | de ce que vous^avez voulu | y faire^entrer.
EXAMINATION PAPERS. 35
COMHtERCIAI. FRENCH.
Tuesday, 6tli April—1.30 p.m. to 3.30 p.m.
The whole of this Paper should he answered.
1. Translate into English:—• Paris, le 12 ootohre 1908.
Messieurs Oh. Letdanc & Cie., Lille.
Je suis en possession de votre lionoree du 10 cour. qui m’avise de la vente des 49 hectolitres d’huile de colza restant de notre achat en participation, vente effectuee an taux de 77 fr. 50 c., ce que j’ai trouve exact.
Je vous ai dehites de 11,426 fr. pour ma pai’t dans le produit des 300 hectolitres d’huile de colza (deduction faite d’un hectolitre pour cordage) vendus airs divers cours indiques dans votre compte de vente.
Yous m’avez remis en deux traites Fr. 4,500 sur Paris, au 25 cour.
„ 3,200 „ „ 30 „
Ensemble Fr. 7,700, dont je porterai le paiement a votre compte de credit.
Le compte courant que vous m’avez adresse presente en ma faveur une balance de 3,726 fr. Suivant votre desir, j’ai dispose aujourd’hui pour la dite somme formant mon solde au 15 courant et balan^ant nos comptes. Yeuillez en prendre note, afin de preparer tout accueil a ma signature au debit de mon compte.
Agreez, Messieurs, mes civilites empressees, H. LAROZE.
2. Write in French a letter announcing your intention of starting business in Glasgow as a ship and insurance broker. Mention the experience you have had in this branch of business, the connections you possess, and your knowledge of foreign languages. Conclude by giving references to your bankers or other business firms with respect to yoiu- standing in the city.
3. Explain briefly in French the following commercial terms :—Consols, Charter-party, First of Exchange.
4. Translate the following market report:— Sur le marche au comptant les affaires n’ont pas encore repris toute
leur activite. Nos Rentes restent calmes a 94-90 le 3% et 79-90 le 2 1/2 %.
__ Les Yaleurs de Banque sont toujours calmes, cependant les cours restent tres fermement tenus.
Les Yaleurs de Navigation sont tres faiblement tenues. La Compagnie Transatlantique ne s’ecarte pas du cours de 200. Les Messageries Maritimes accentuent leur baisse a 161 I’action ordinaire et 176 la privilegiee. Les Chargeurs Reunis se negocient a 420. L’assemblee generate est convoquee pom- le 23 courant. Bien que les comptes de 1’exercice 1907-1908 ne soient pas encore connus dans leur detail, nous croyons savoir qu’aucun dividende ne sera distribue. Les recettes bx-utes sex-aient en augmentation par x-appox-t a celles de 1906-1907, mais les benefices nets accusex-aient une diminution assez sensible.
5. (a) Translate into English the following sentences :— Nous venons d’acquex-ir le fonds de commex-ce de M. Legros,
imprimeur-libraire de cette ville. Nous avons recju la depeche suivante :—
“ Yendez fex-me fin com-ant.” Cette entei-pi-ise, qui a a sa disposition une matiex-e premiere
abondante et qui tx-availle avec un px-ix de revient excessive- ment bas, ne peut manquer d’obtenir les plus brillaxxts resultats.
36 LEAVING CERTIFICATE EXAMINATION.
(6) Translate into French :— We have received from Messrs. Jones & Roberts a notice of the
dissolution of their partnership. These items must he checked before being entered in the ledger. The whole of the cargo has now been landed and warehoused.
GERMAH. Lower Grade.
Monday, 5th April—10 a.m. to 12.30 p.m.
To secure full marks, the whole of this Paper should he answered, and the German script used, at least in the passage for composition, III.
I. Write out, from memory, a German version of the passage read out. (The passage will he read out at 10.45 A.M., and Candidates should
reserve the first page of their hooks for this answer.)
III. Translate into German (using the familiar “Thou, Thy”):— My dear Fred, you will have got a letter from me this morning, and
here is one again (say, again one). “ John must like to write letters,” you will think, but my other friends call me a lazy boy because I do not write
EXAMINATION PAPERS. 37
Yalije. often enough. The truth is, I have to tell you something new to-day, and something very important for you and me. My aunt in Italy has sent me
ten pounds as a birthday present,—do you hear ? ten pounds ! Dear old lady, is she not ? She says, I should go to the Highlands for one or two weeks ; but I have already asked my father that I might take you with me, as it would be very much more pleasant for me. He said “ yes,” and he thinks it will not cost us more money, if we are careful. So make yourself ready to go with me on Friday. Oh, what fine walks there will be for us over the hills ! Ever yours, John Brown.
10. IV. With any jive of the following verbs form short sentences showing (by compound tenses or otherwise) how their past participle is made:—• tefeljen, scrjMjcn, jhtbtemt, auffyoven, entgetyen, ubcvfefjen, gemimtett, a6fd)nciben.
In each case add the translation of your sentence.
15. V. Translate into German:— (a) When my friend arrived in his carriage he found the house
closed. (b) I would have bought a pretty book for my sister, if I had not
lost my purse. (c) Though my uncle is not rich, he does more for the poor than
many who have ten times as much as he has. (d) Is it not strange that it always rains when I have left my
umbrella at home ? (e) The poet Goethe died on the 22nd of March 1832; and Zelter
followed him in less than two months after.
GERMAN.
Lower Grade.
Monday, 5th April—10.45 a.m.
This paper must not be seen by any Candidate. The passage should be read out by the Teacher at 10.45 A.M. in the presence
of the Supervising Officer. It should be read out twice, not too quickly, nor too slowly.
No notes may be made by the candidates while it is being read. Immediately after it has been read out the candidates should proceed to
reproduce the substance of it in German from memory. Before it is actually read, the Supervising Officer should explain that candi-
dates are not to aim at reproducing the passage in all its details, and in the same words or order of words as the original. They should attempt to tell the story in German in their own way. Grammatical accuracy is considered very important, and special value is attached to anything that shows a knowledge of idiomatic German.
A gentleman was leaving his house one morning. He found an old man at the door, who asked him for some money. He said he had had nothing to eat and felt very cold. His clothes looked, indeed, dirty and tom. The gentleman told his servant to give the poor man a good breakfast, and some clothes that were hanging in his bedroom. Some days after, he saw the old beggar again on the street, in the same old clothes. “ Hallo ! ” said he, “ did not my servant give you the clothes as I told him F ”—“ 0 yes, dear sir,” was the reply, “but they are too good for begging. I put them on when I get home.”
38 LEAVING CERTIFICATE EXAMINATION.
Value.
30.
15.
5.
5.
15.
G-ERMAN.
Higher Grade—(First Paper).
Monday, 5th. April—10 a.m. to 12 noon.
The whole of this paper should he answered, and the German script used throughout.
I. p uterfejjen :— In the year 1172 the comity of Beam had lost its ruler, who had diecl
without children. For some time the people were in doubt as to what they should do ; but in the end they resolved to apply to the King’s sister. Countess Marie de Montade, who had twin sons. So three burgesses were sent to the lady’s castle to inform her that, if she would let them have one of her sons, they would make him their ruler. The Countess readily consented, as. you may imagine; but she did not like to decide which of the two seemed to her worthier of the honour. “ If you will come with me, gentlemen,” she said, “ you may see them both, and may choose the one you like best.” They followed her to a bedroom where the two young noblemen were lying asleep together in one bed. They were both fine healthy boys, and it seemed by no means easy for the delegates to choose between them. At last, however, one of them said, “ Do you see that one of them holds his right had closed, whilst the other has it open P What say you if we take the one with the open hand P ” They did so, and had never to regret their choice, for their new count has become known in history as Gaston the Good.
15. III. 3tt ibiomatifi^es ®cutfd) jtt fiberfe|ett (a.) I warned Mm so often not to consort so much with these
wicked people, hut he would not listen to my advice. (b) After having finished your English essay to-night, you may
read, or do anything else you like. (c) If the man objects to working for these wages, I am sure I
shall find many others who will he only too glad to do so. (<Z) Though all nations seem to he constantly increasing their
armies and navies, it is to he hoped that peace will he preserved.
(e) The oldest people say, they can hardly rememher having ever seen so dry and sunny an autumn as we enjoyed last year.
40 LEAVING CERTIFICATE EXAMINATION.
Value.
20.
GERMAN.
Higher Grade—(Second Paper).
Monday, 5tli April—2.15 p.m.
This paper must not he seen by any candidate. To he read out by the Teacher at 2.15 P.M., in the presence of the
Supervising Officer.
Direction for Teacher. 1. Head the above passage aloud distinctly and deliberately but not slowly,
the object being to bring out the meaning of the whole as dearly as possible.
2. Dictate the passage slowly, repeating each group of words (as indicated by vertical lines) twice over, and pronouncing every word very distinctly. The punctuation should be indicated thus—(,) ‘ Hottinm ’ (.) ‘ $unft.’
3. After an interval of five minutes read the text over again in the same manner as on the first occasion, but do not on any account repeat separate words at the request of individual candidates.
4. Not more than half an HOUR should be allowed for this Question.
Value. 2. Answer the above letter, saying that you have duly noted its contents and that you will be pleased to enter into business relations with your corre-
25. spondents, of whose firm you have already received favourable accounts from your friends. Add that you are disposed to make them a shipment of goods that are in demand in their market, and that you await the arrival of Mr. Muller, with whom you will discuss the prospects of business and make the necessary arrangements.
15. 3. Mention some of the principal articles of commerce imported into England from Germany and vice versa. Give your answer in German.
abgejogen trorben. 3Cir ft®en nette Sletbinbnngeu fut ben Slbfa^ unferet gabttfaie. afitt finb beteii, 3i)tc Slfjepte gegen J0/o Smnisitprotnjton einjitlcfen, H'enn
@ie unb ret^ijeitig Secfung ciufc^iifen. (5) Translate into German:—
A large export trade in this article is done here. This amount has been carried forward to new a/c. We are sending you, by parcels post, some samples of cotton of
the new crop.
GAEIiIC.
Thursday, 1st April—1 P.M. to 4 P.M. 20. I. Reproduce, in Gaelic, the story read out.
[The story will he read out at 1.45 p.m., and candidates should reserve the first page of their boohs for this answer.']
20. II. Translate into English:—
AN DAOL*
Chaidh grabadh a chur air na smaointean so le da chuileig a bha crocht’ air ladhran ris an fharadh; agus ged bha am faradh leathann gu leoir air son mhiltean d’ an seorsa, b’eigin do’n da chreutair thruagh cm- a mach air a cheile—cha’n ’eil fhios c’ar son; ach chaill iad an greim air an fharadh, ’s thuit iad le cheile aim am dheoch. Thog mi as a’ ghloin’ iad cho faicilleach ’s a dh’ fhaodainn, ’s chuir mi gu reidh air an urlar iad, ach cha robh sgrid annta. Bha an deoch tuille’s laidir air an son. Thuit e mach gu’n do thog
* Beetle.
42 LEAVING CERTIFICATE EXAMINATION.
V ATina. mi dluth air lan na spaine de’n dibli leis na cuileagan, ’s rinn sin tobar beag air an urlar. Blia dba no tri de na daoil dhubba a tha ctunanta gu leoir an
tighean bbailte-mora, a’ ruitb mu’n urlar a’ solar loin dhaibb fein. Cbunnaic aon dinbb an tobaran so, is stiur i a oursa direacb g’a ionnsnidb. Oba luaithe tburn i a srbn ann na db’eiriob i suas air a con-abiod; tbog i a ceann’s an adbar, mar gu’m biodh ann cearc ag 61 uisge; thug i greis a’ blaiseamachd a beoil, ’s an sin cbaidb i air a gliiinean; choir i a ceann gus an da sbiiil anns an linne, ’s cha do tbog i a sin e gus an robh i dall, bodhar, gun cbomas car. Thug mi greis a’ beachd-sinaoineachadh air ana-measarrachd a’ cbreutair, ’nuair a thuit clo cadail orm.
15. ni. Translate into English one of the following :— (a) Aidicb fhein nacb ’eil thu’d pbiobair’,
’S leig dhiot bbi’m barail gur bard thn; Daoine cridheil iad le cheile,
’S bitbidb iad gu leir ri tair ort: Pear-ciuil gun bbinneas, gun ghrinneas,
Euadaicbidb sinn as ar pairt e, Mar a tbilgeas iad craobh chrionaich
O’n fhionan a macb as a’ gharadb. (b) Bu gbearr an uin’ ’n a dbeigb sin
’Nuair tbainig sgeul a’ bhroin, Nacb fbaiceamaid ri’r maireann thu
Air thalamh anns an fbeoil; Tha do chre’s an duslach,
’S tha mis’ an so gun treoir,— Am dhuine tuisleach, easlainteach,
Am sheasamh crom aig t’ fhoid.
20. IY. Translate the following passage into Gaelic :— Oolumba* was bom in Ireland, and is said to have belonged to the royal
family. In the year 563, when he was forty-two years old, Columba landed, along with twelve companions, on the little island of Iona,f which was to be his home for the rest of his life. Here he built a little church of wood and clay, and not of stone like that of St. Ninian. Then, quite near it, were erected the houses, or rather huts, in which the brethren lived—that of Oolumba being at a little distance from the rest. Round them all was a high wall made of turf, which would both shelter them from storm and keep them apart from other people who might be living on the island. Iona came to be looked on as a holy spot, and for a long time Scottish, and even Norwegian,J kings, when they died, were brought to be buried there.
0 Calumcille. t I- t Lochlannach.
5. Y. Give the Imperfect and Euture Indicative (Affirmative only) of the verbs dean, faic, faigh.
8. YI. Correct such of the following phrases as you consider wrong:—nead na cearc-fhraoich, tigh brathair-mo-mhathar, luach deich tastain, piuthar bean-an-tighe.
5. YII. Turn any three of these sentences into idiomatic Gaelic :—I intend to rise. He died of old age. I cannot help it. He is blind of an eye. I do not know the man, but I know where he lives.
YHI. Express any three of the following in English idiom :—Is mairg d’an galar an grddh. Is beag orm e fhein ’s a dhbigh. Naoh e tha mbr as fhein ? An t-ainm gun an tairbhe. Cha mhor nach coma learn cogadh no sith.
6.
EXAMINATION PAPERS. 43
Value. GAELIC.
Thursday, 1st April—1.45 p.m.
This paper must not be seen by any Candidate. Before it is actually read, the Supervising Officer should warn the Can-
didates that they are not to aim at reproducing the passage in all its details, and in the same words or order of words as the original. What is desired is that they should attempt to relate the story in Gaelic, in their own diction and idiom.
The passage should be read out by the Teacher at 1.45 P.M. in the presence of the Supervising Officer. It should be read out twice, not too quiclcly nor too slowly.
No notes may be made by the Candidates while it is being read. Immediately after it has been read out the Candidates should proceed to
reproduce the substance of it in Gaelic from memory.
The Shepherd Boy.
There was once a young shepherd hoy who tended his sheep at the foot of a mountain near a dark forest. It was rather lonely for him all day, so- he thought upon a plan by which he could get a little company and some excitement. He rushed down towards the village calling out “Wolf! Wolf !” and the villagers came out to meet him, and some of them stopped with him for a considerable time. This pleased the hoy so much that a few days afterwards he tried the same trick, and again the villagers came out to- help him. But shortly after this a wolf did actually come out from the forest and began to worry his sheep, and the hoy of course cried out “ Wolf I Wolf!” louder than before. This time, however, the villagers, who had already been fooled twice, thought the boy was again deceiving them, and nobody stirred to come to his help. So the wolf made a good meal off the boy’s flock, and when he complained, the wise man of the village said : “ A bar will not be believed even when he speaks the truth.”
SPANISH.
Monday, 5th April—1.30 to 4.30 p.m. The whole of this paper should be answered. Candidates will not be allowed-
to pass unless they reach the necessary standard both in composition and in translation.
Pabt I.
15. 1- Write from memory a Spanish version of the passage read out. [The passage will be read out at 2.1d P.M., and Candidates should reserve the
first page of their boohs for this answer.]
29. 2. (a) Translate into English :— Me detuve algunos dias y me junte despues con un mercader de Segovia
que paso por Olviedo. Habia ido a Valladolid con cuatro mulas cargadas de varies generos y se volvia a su casa con todas ellas de vacio. Me hizo- montar en una y tomamos tanta amistad.en el camino que, cuando llegamos a Segovia, se empeno en que me hospedase en su casa. Dos dias descanse en ella y cuando me vio resuelto a marchar a Madrid con el arriero, me did una carta de recomendacidn, encargandome mucho que la entregase yo mismo en mano propia, sin decirme que era una carta de recomendacidn. Lo hice asi, poniendola yo mismo en manos del Senor Mateo Melendez, mercader de
44 LEAVING CERTIFICATE EXAMINATION.
"Valve, panes, que vivia en la Puerta del Sol, esquina de la callejuela del Cofre. Apenas abrio el pliego y leyo su contenido, cuando me dijo con un modo muy
agradable: “ Senor Gil Bias, mi corresponsal Pedi-o Palacio me recomienda la persona de Ymd. con tan vivas expresiones que no puedo dejar deofrecerle un cuarto en mi casa. Adennis de esto, me suplica le busque una buena eonveniencia, cosa de que me encargo con gusto y con esperanza de qne no me sera muy dificil colocar a Vmd. ventajosamente.”
(5) Juan Lanas tenia un hijo que Labia llegado a los quince anos. Su jiadre estaba muy perplejo para elegirle una carrera. Tomo un dla consejo de su esposa y le dijo:—“ Oye, mujer, tendremos que decidir lo que hai-emos •de nuestro Juanito. No podra seguir pasando el tiempo en la ociosidad, y •el mismo no lo querra tampoco. Podrlamos hacerle cura, pero, segun dice el maestro de escuela, no sabra jamas bastante latln. Tampoco valdra para •abogado, porque todo ese mar de leyes y mas leyes qne tendrla que meterse en la cabeza le entrarla por un oldo y le saldrla por otro. Para desempenar el papel de catedratico valdrla menos aiin; no tendrla nunca paciencia ni gusto para estar siempre hojeando libros. Confleso que no se que partido tomar.”
La mujer, que era de buen consejo, le contesto:—“ En efecto, no le valdrla un comino todo lo que has dicho, no le harla ningun provecho. Ademas, •estoy segura de qire el no querrla hacerse ni cura, ni abogado, ni catedratico. Es verdad que podrla consagrarse a la polltica, pero, a lo que creo, tampoco le convendrla esa can-era. Es tan sencillo, tan francote, dirla siempre lo que piensa, cuando harla mejor en callarlo. Queda aun la medicina, esta creo que le convendria.
“ Mujer,” repuso Juan Lanas, “eres una alhaja. Sin tl, jamas habrla pensado en eso.”
20. 3. Translate into Spanish:—• I was sitting the other day at breakfast, when my servant handed me
a letter from Mrs. R. “ Dear Mr. K.,” she wrote, “ we propose to make an excursion this morning to the mountains and as I know you like such country trips, you will be glad, I daresay, to accompany us. The steamboat leaves at half-past nine.—Tours truly, E.R.”
I put in an appearance at the appointed time, and perceived that Mrs. R. had invited a number of ladies and gentlemen whom I did not know. On .account of the swift currents the steamers go very slowly; indeed the navigation is sometimes rather dangerous, as the river is in places very shallow, and the boats often get aground.
The steamer was crowded with country women, who were returning from the town after having disposed of their butter, eggs and vegetables, and these presented an interesting spectacle.
Part II. S. 4. Explain the use of the reflexive form of Spanish verbs. Translate the
following sentences, making use of the reflexive form:— Newspapers are sold here. One dines well in this hotel. John was asked if he could do it. John asked himself if he could do it.
7. 5. Mention some usual Spanish idioms formed with the following verbs:—dar, hacer, caber, volver, echar.
7. 6. Give the 2nd pers. sing, and plur. imperative of the following verbs :— dar, hacer, pedir, oir, ver, volver ; and translate:—Do not make a noise; let ets ask for more money; let them give what they can.
14. 7. Translate into English the following sentences, adding a grammatical note on the words in italics :—■
Despues de acabado el trabajo, Juan se fue a comer, Segun me dijeron los que me contaron la historia. Al ponerse el sol los buques se perdieron de vista. Los griegos, cuyas arquitectura y escultura quedan sin rivales.
EXAMINATION PAPERS. 45
Yaiaje.
10.
14. 16.
Translate into Spanish :— Mr. Lopez has just gone out. We could not help laughing at it. I have often heard you say so. It is a long time since I saw my friends. This young man earns more than two hundred pounds a year.
SPANISH.
Monday, 5th April—2.15 p.m.
This Paptyr must not he seen hy any Candidate. The passage should he read out by the Teacher at 2.15 P.M in the presence of
the Supervising Officer. It should he read out twice, not too quiclcly. nor too slowly. Before it is read out the Supervising Officer should, write upon the Blackboard,—hellows = fuelle.
No notes may he made, hy the Candidates while it is being read. Immediately after it has been read out the Candidates should proceed to
reproduce the substance of it in Spanish from memory. A German professor, called A., once sent to ask his colleague, Professor B.r
to lend him a certain book for half an hour. He received as an answer r “ Professor B. does not lend books away from his room, but if Professor A. will come to him he can use the book at his pleasure.” One day during the following winter, it being very cold, Professor B. sent to ask Professor A. if he would lend him his bellows for a moment, as his fire had gone out. Soon the messenger came back with the following note : “ My dear Sir, you ask for my bellows that you may kindle your fire. I am sorry that I do not lend them away from my room, but if you will come to me you can use them at your pleasure.”
MATHEMATICS. Lower Grade—(First Paper).
Wednesday, 31st March—10 a.m. to 12 noon. Before attempting to answer any question, candidates should read the whole
of it very carefully, since time is often lost through misapprehension as to what is really required.
All the figures should be accurately drawn, and, where geometrical con- structions are employed, the construction lines should be shown. Proofs of geometrical constructions need not be given unless specially- asked. Marks are given for neatness and good style.
Section I. [The whole of the questions in this Section must be attempted.']
1. Bisect a given angle. State and prove your construction. 2. A, B, C are places joined by straight roads BBC, CQA, ABB. A
person starts from P, walks to C, thence to A, thence to B, and back to P. The angles BCA and CAB are known to be 70° and 80° respectively. State through what angle the man turned—
(1) between leaving P and reaching Q, (2) between leaving P and reaching B, (3) between leaving P and returning to P.
Hence deduce the size of the angle ABC.
46 LEAVING CERTIFICATE EXAMINATION. Value.
20.
20.
20.
20.
20.
10.
12.
3. ABC is a triangle, right-angled at B. A square ACFQ is described on AC, on the opposite side from B. BKK is drawn perpendicular to AC, cutting ACmS and GF in K. Prove that AHKG is equal to the square on AB.
Find by geometrical construction a straight line equal to -v/(2-4)2 + (3'7)2 inches;
and measure its length in inches to two decimal places.
Section II. [One of each of the following alternatives should he attempted.]
Fither, 4a. ABC is a triangle with the angle ABC obtuse. A line is drawn
through C parallel to AB, and perpendiculars AP and BQ are drawn to this line. Prove from first principles that the area of the triangle ABC is half the area of the rectangle ABQP.
LMN is a given triangle. State what construction and measurements you require to make in order to find its area in square units with as little calculation as possible, and write down the formula for the area. Or,
46. Construct a parallelogram of area 8 square inches, such that the length of one pair of equal sides may be 4 inches and the length of the other pair may be inches.
State your construction and prove its correctness. Fither,
5a. Prove that the angle at the centre of a circle is double the angle at the circumference on the same arc when the angle at the circumference is obtuse.
AB is a straight line 1J inches in length, which is produced 1 inch to C. Find a point P, such that each of the angles APB and BPC may be 30°. Or,
56. A quadrilateral PQBS is inscribed in a circle whose centre is within the quadrilateral. Show how to divide PQBS into four isosceles triangles having a common vertex; and hence prove that the sum of the angles P and B is equal to the sum of Q and S. What is the actual sum of each pair ?
Prove that if a quadrilateral inscribed in a circle have two of its sides parallel and one angle a right angle, it must be a rectangle.
MATHEMATICS. Lower Grade—(Second Paper).
Wednesday, 31st March—1 p.m. to 3 p.ar.
Before attempting to answer any question, candidates should read the whole of it very carefully, since time is often lost through misapprehension as to what is really required.
Square-ruled paper is provided for the graphical work. Marks are given for neatness and good style.
Section I. [The whole of the questions in this Section must he attempted.]
1. Divide x1 — 2®5 + 1 by
verifying your result for the case of a; = 10 x — 1,
Value.
15.
16.
17.
15.
15.
15.
15.
6. 7.
EXAMINATION PAPERS. 47
2. Find the highest common factor and the least common multiple of x3 + x2 — x + 2 and x3 — 4a:2 + 4a: — 3,_
giving your answers in descending powers of x.
3. Taking half an inch as unit, draw the graphs of the equations.
(!) y = —, (2) y = 2x— 4, X from a: = 2 to a; = 8; and find from yom- figure the co-ordinates of x and y which satisfy both equations.
4. Solve the equations (1) 2-3a:- 3-4 = l'5a:- 1-4; (2) x2 -j- 6x = 20, correct to two decimal places.
Section II.
[One of each of the following alternatives should be attempted^] Either,
5a. Simplify the expressions (1) (a + 5) (a + c) + (6 + c) (6 + a) + (c + a) (c + 6)
Or, 5b. A dealer buys 476 eggs, x of them at 10 a shilling and the rest at
16 a shilling. By selling all the eggs at 14 a shilling he makes two shillings profit. Find *. Either,
6a. The sides of a triangle are equal to (p2 + q2), (p2 — q2), and 2pq units of length respectively; where and q are any numbers, -p being greater than q. Show that the triangle is right-angled.
By considering the area of the triangle, show that the perpendicular from the vertex to the hypotenuse = J P* + <f2
Or, 6b. A rectangle has its sides equal to x feet and y feet respectively,
x and y being whole numbers. Write down the area in square feet and prove that your answer is right.
If the length and breadth of the rectangle are (a + b) and (c + d) units of length respectively, show by a figure that the whole area is equal to the sum of four rectangles whose areas are ac, ad, be, bd units of area.
If the unit of length is half an inch, define and construct the unit of area.
MATHEMATICS. Lowek Grade—(Third Paper).
Thursday, 1st April—10 A.M. to 11 A.M. Before attempting to answer any question, candidates should read the whole
of it very carefully, since time is often lost through misapprehension as to what is really required.
All the working must be shown in its proper position in the answer, and the different steps of the calculation should be shortly indicated in words.
Marks are given for neatness, arrangement, and style. 1. Three new pennies weigh one ounce avoirdupois. Find in hundred-
weights, quarters, pounds and ounces the weight of 12549 new pennies.
48 LEAVING CERTIFICATE EXAMINATION. "V ALUE ' 2. Find the simple interest due on a loan of £724 10s. for 4| year's, the
7 yearly rate of interest being 3£ per cent.
8. 3. Express 7875 and 9450 as products of prime factors, and hence express their greatest common factor and their least common multiple as products of prime factors.
8. 4. A cubic centimetre of water weighs a gram. Express in kilograms the weight of the water contained in a cistern 1 metre long, 81 centimetres broad and 28 centimetres deep.
10. 5. A dealer buys 750 sheep at £1 7s. 6d. each, and sells them at £1 10s. 4c7. each. Find the amount of his profit on the transaction.
Express this profit as a percentage of his outlay.
14. 6. A mil is the thousandth part of £1. Explain the following steps :—
n pence = £ 9T?r= n 1000)1
240“ 240 mils
(4,l+|) | 4n + —J mils.
Hence convert into mils 9d., 2s. 4Jd., 16s. 7d. Without further calculation write down these sums as decimals of £1 to
four places.
10.
MATHEMATICS.
Higher G-rade—(First Paper).
Wednesday, 31st March—10 a.m. to 12 noon.
Before attempting to answer any question, candidates should read the whole of it very carefully, since time is often lost through misapprehension as to what is really required.
Marks are given for neatness, good style and accurate diagrams.
18.
18.
18.
Section I.
[All the questions in this Section must he attempted^]
1. Two straight lines intersect; find the complete locus of the centres of the circles rvhich touch both lines. Give construction and proof.
Find the centres of all the circles, which touch three straight lines intersecting in three given points.
2. Prove that the square on the hypotenuse of a right-angled triangle is equal to the sum of the squares on its sides.
A square of area 53 square feet is placed inside a square of area 81 square feet with each of its vertices on one side of the larger square. Find the positions of the vertices, and draw the figure on the scale of 4 feet to the inch.
3. Prove that if the vertical angle of a triangle is bisected, either internally or externally, the bisector divides the base into segments which are in the ratio of the sides of the triangle.
ABC is a triangle, right-angled at A, and having = The bisectors of B and C meet the opposite sides in Q and B. Prove that AQ— %AB, and that AR = IAC.
EXAMINATION PAPERS. 49
Value.
18.
18.
Section II. [One of each of the following alternatives should he attempted.']
Either, 4a. Prove tliat angles in the same segment of a circle are equal. ABC, ABB are two circles intersecting in A and B. C and B are fixed
points, and a variable double chord QAB, meets ABC in Q and ABB in B. If OQ and BB meet in P, find the locus of P. Or,
46. State the relation between the sides of a quadrilateral in which a circle can be inscribed.
ABCB is a quadrilateral such that the circles inscribed in ABB and BCB touch BB in the same point. Prove that a circle can be inscribed in ABCB. Either,
18. 5a. Pi’ove that two straight lines which are parallel to the same straight line are parallel to each other
(1) when all three are in the same plane; (2) when all three are not in the same plane.
Or, 18. 56. ABCB is a given square. Show that two points in space, P and Q.
can be found whose distances from each of these four points is equal to a side of the square.
How many equilateral triangles are there in the figure thus formed ? If AB = 5 inches, find correct to one decimal place the area of the whole
surface formed by these triangles.
MATHEMATICS. Higheb Gbade—(Second Paper) .
"Wednesday, 31st March—1 P.M. to 3 P.M. Before attempting to answer any question, candidates should read the whole
of it very carefully, since time is often lost through misapprehension as to what is really required.
Square-ruled paper and four-place logarithmic tables are provided. 10. Marks are given for neatness and good style.
Section I. [The whole of the questions in this Section must he attempted.]
18. 1. Prove that a number is divisible by 8 when the number formed by its three right-hand digits is divisible by 8; and that a number is divisible by 9 when the sum of its digits is divisible by 9.
If the number 8a:63i/ is divisible by 72, find x and y.
12. 2. Find the highest common factor and the lowest common multiple of a:6 + a;5 — *4 — *3 — a:3 — x — 1
and a:4 — a;3 — a;2 + 1.
Arrange your answers in descending powers of x. 15. 3. Solve the simultaneous equations
as'4 + ?/2 = 25, x2 — 4-y,
by means of graphs ; taking half an inch as unit of length, and drawing the parts of the curves between x z=. — 5 and as = 5.
u 1643. r,
50 LEAVING CERTIFICATE EXAMINATION. Value. 4. Find the sum of n terms in geometrical progression.
15. If a, h, c, cZ .... he in geometrical progression, prove that a — b, b — a, o — cl . . . . and a+b, b+c, c+d . . . . are in geometrical progression.
Show that, if S, Si, S2 he their respective sums to n terms, S = ^ = S2 _ a a — b a + b
Section II. [One of each of the following alternatives should be attempted.']
Either, 15. 5a. Solve the equations :
(1) x2 — (a + 6 + c) a + a (b + c) = 0; (2) a;3 + a:2 - 2 = 17 (:» — 1); (3) + w l *2/ + 2/' = f •
Or, 15. 5b. Define the logarithm of a number to the base 10.
By means of your tables write down the logarithms of 4356 and -0815 ; and find the number whose logarithm is 4'2163.
Find to the nearest tenth of an inch the edge of a cube whose volume is 2 cubic feet. Either,
15. 6a. Show that the triangle whose sides are a/3 + a/2, a/3 - a/2, a/10
is right-angled; and find its area. Find the length of the perpendicular from the right angle to the
hypotenuse, and the ratio it bears to the length of the hypotenuse. Or,
15. 6b. Find the condition that must be satisfied by the coefficients a, b, c of the equation
ax? + b* + c = 0 in order that the roots may be real quantities.
Find the greatest possible value of p, if the equation lOar + 9ai + P = 0
is satisfied by a real value of x.
MATHEMATICS. Highek Geade—(Third Paper) .
Thursday, 1st April—10 A.M. to 12 NOON. Before attempting to answer any question, candidates should read the whole
of it very carefully, since time is often lost through misapprehension as to what is really required.
Square-ruled paper and four-place logarithmic tables are provided. 10. Marks are given for neatness and good style. All the figures should be
accurately drawn. Section I.
[All the questions in this Section must be attempted.] 15. 1. Prove that sin 2A + cos 2A = 1, for all values of A less than 180°.
A and B are each less than 180°, sin A — '3900, sin B — ’9208, find four possible values oi A + B.
Yaltjb. EXAMINATION PAPEES. 51
2. Find from your tables the value to two decimal places of the expression
sin 8 + sin 28, when 8 is 10°, 20°, 30°, . . . 90°, and from these draw a graph of the expression on a suitable scale.
15.
15.
3. G-ive a definition of tan A, applicable to both acute and obtuse angles.
Prove the identities
(1)
(2)
x — x x — fam _j_ x
sin 2A tan A tan 2A tan 2A , o . sin 2^4 + sin 4-A tan 3A— - Pi- ■
cos 2A + cos 4A
4. A tree, which grows at a point A on the north bank of a river, is observed from points S and C on the south bank. The distance PC is 200 metres, the angle ABC is 46° 30', and the angle ACB is 58° 20'. Calculate the distance of A from the straight line BG.
15.
15.
Section II.
[One of each of the following alternatives should he attempted.'] Either,
5a. I observe the altitude of an air-ship to be 35°, and that of the sun, which is in the same vertical plane as my eye and the airship, to be 40°. The shadow of the air-ship falls on a tree on the same level as my eye and 500 feet in front of me. Find the height of the air-ship. Or,
5b. Prove the formula _ /(s — h) (s — c) sin ^A =^/^'
be
15.
If in a triangle ABC, 25 = a + c, prove that sin !_B = 2 sin ^A sin iC.
Either, 6a. Assuming the formulae for the sine and cosine of half an angle of a
triangle in terms of the sides, prove that t(s — a) (s — 6) (s — c)
a)-/
(2) B = 2 sin A
15. Or,
6b. What is the meaning of tan -1 x?
Prove that
tan -1 a: + tan ~l y — tan ~1 ® ^ . 1 - *2/
Prove that 45° is one value of tan " 1 | + tan - 1 ? + icm ~1
i> 2
52 LEAVING .CERTIFICATE EXAMINATION.
Talub.
10.
12.
13.
13.
13.
13.
13.
13.
ELEMENTS GF DYNAMICS.
Additional Mathematical Subject.
(Higher Grade.)
Friday, 2nd April—4 p.m. to 5.30 p.m.
Before attempting to answer any question, candidates should read the whole of it very carefully, since time is often lost through misapprehension as to what is really required.
All the steps of the proofs must he given, and the work of the calculations should he shown in full. Additional marks will be given for neatness, good style, and accurately drawn figures.
1. What is meant by the velocity of a point ? A point is in motion in a straight line PQ, with a velocity of 17 feet per
second. If its velocity parallel to a line AB is 15 feet per second, what is its velocity perpendicular to AB P
2. A moving body has a velocity of 6 feet per second, which is uniformly increased, receiving in each second an acceleration in the direction of motion of 3 feet per second. Find its velocity after 10 seconds. Find also its average velocity during the 10 seconds, and the distance travelled in the 10 seconds.
3. A bullet is fired -with a velocity of which the vertical component is. 320 feet per second and the horizontal component is 500 feet per second. Find its height and distance from the point of projection after 20 seconds.
4. Show how to find the resultant of two parallel forces. Masses weighing 1, 3, 5 and 7 pounds are hung at the corners of a light
horizontal square slab which is supported at one point. (The comers are taken in order round the square.) Find, by means of a diagram on the squared paper, the point in the square at which it is supported.
5. Define Work and Horse-power. A force pump brings up 22 lbs. of water every 4 seconds from a depth
of 150 feet. How much work does it do in a minute P How much horse-power is required to chive it ?
6. Prove that the surface of a heavy liquid at rest is horizontal. What is the actual form of the surface of any large expanse of calm
water ?
7. Enunciate Boyle’s Law connecting the pressure and density of gases. How deep must a cylinder, 8 feet in length, be sunk in a lake in order
that the water may rise 2 feet within the cylinder, if the pressure of the air on the surface of the lake is equal to the weight of a column of water 30 feet high; or, in other words, if the height of'the water barometer is 30 feet ?
EXAMINATION PAPERS. 53
Yalue. HIGHER DYNAMICS.
Additional Mathematical Subject.
(Higher Grade.)
Friday, 2nd April—4 p.m. to 5.30 p.m.
Before attempting to answer any question, candidates should read the whole of it very carefully, since time is often lost through misapprehension as to what is really required.
Candidates should answer questions only, namely, Nos. 1, 2, 3, and one of the alternatives in each of Nos. 4, 5.
10, Marks are given for neatness, good style, and accurate diagrams.
18. 1. Define Velocity and Change of Velocity. Two points move with uniform velocity V, one round the perimeter of an
equilateral triangle, the other round that of a square. Find in each case the magnitude and direction of the change of velocity at a vertex.
18. 2. A "body is projected with velocity V and has an acceleration a in the direction of motion. If v is the velocity after travelling a distance s, prove that
r2 — V'2 = 2 as. A stone is thrown down a pit shaft with a velocity of 40 feet per second.
If the depth is 200 feet, find with what velocity the stone will reach the foot of the shaft.
Find also the time taken. 18.
18,
18.
18.
3. What is meant by the pressure at a point in a fluid ? Prove that it is the same in all directions.
Explain the principle of the Bramah press. If in a Bramah press the diameter of the ram is 12 times the diameter
of the piston, what force must be applied to the piston to raise a weight of one ton ?
Alternative Questions. Hither,
4a. Explain what is meant by a rough surface. A mass m rests on a rough plane surface, which is inclined at an angle
a to the horizon; the coefficient of friction between the mass and the surface is /x. The mass is prevented from slipping down the surface by a cord pulled in a direction making an angle 6 with the upper side of the plane, and is on the point of moving up the plane. Prove that the tension of the cord is
sin a + u. cos a —r— . „ mg. cos 6 + g. sm S Find the tension when the mass is on the point of slipping down the
plane. Or,
4b. Define Work. A mass m is in motion with velocity v, find an expression for the amount
of work it can do in virtue of its motion. If two inelastic bodies, moving in the same direction along the same
straight line, impinge and move on with a common velocity, prove that the kinetic energy of the combined mass is less than the sum of the kinetic energies of the separate masses before impact.
Hither, 5a. A missile is projected with velocity V in a direction making an
angle 0 with the horizontal plane. Find after what time it will return to
54 LEAVING CERTIFICATE EXAMINATION.
Tai/cte.
18.
10.
15.
15.
15.
15.
15.
the horizontal plane, and what will then he its distance from the point of projection.
If the time is 4| seconds and the distance 432 feet, what was the velocity of projection P
Find also the angle of projection. Or,
56. A weight of 10 lbs. is placed on a table and connected by strings which pass over smooth pulleys at opposite sides of the table, and support weights of 5 and 6 lbs. respectively, the parts of the string which are on the table being in a straight line. Find (1) the acceleration of the system, and (2) the tension of each string.
Before attempting to answer any question, candidates should read the whole of it very carefully, since time is often lost through misapprehension as to what is really required.
All ordinary symbols and contractions are allowed. All the steps of the proofs must he given. Preference will be given to proofs
which depend on first principles, and in all cases it should be clearly shown on what assumptions the demonstrations are based.
Additional marks will be given for neatness, good style, and accurately drawn figures.
1. Define what is meant by the tangent to a curve. S is the focus of a conic, and PM is the perpendicular from P, a point on the curve, to the directrix. Prove (1) that if the conic is a parabola, the tangent at P bisects the angle SPM, and (2) that if the conic is not a parabola, the tangent does not bisect the angle.
2. Prove that in the parabola, with the usual notation, PN- = 4 AS . AN.
If QM is the ordinate of a second point further from the focus than P and NM is equal to the latus rectum, prove that
QM= PM. 3. PM is the perpendicular from P, a point on a conic, to the directrix,
and S is the focus. Through S a straight line is drawn making, with SM, the same angle as SP, but on the opposite side. If this line meet PM in Q, prove that Q is a point on the conic.
Draw the figures for the cases when P and Q are (1) on the same side of the directrix, (2) on opposite side.
4. Define the auxiliary circle of an ellipse. Prove that corresponding chords of the ellipse and the auxiliary circle
meet on the axis. Tangents are drawn to an ellipse and its auxiliary circle from a point on
the axis. Prove that the four points of contact are in one straght line. 5. What are conjugate diameters ? If P be any point on an ellipse and CD be conjugate to CP, prove that
CA- + CP2 = CP2 + CD2. 6. Give two different definitions of a hyperbola; and, from either
definition, show that the curve extends infinitely in certain directions. 15.
EXAMINATION PAPERS. 55
Yalue. ANALYTICAL GEOMETRY.
Additional Mathematical Subject. (Higher Grade.)
Monday, 5th April—4 p.m. to 5.30 p.m.
Before attempting to answer any question, candidates should read the whole of it very carefully, since time is often lost through misapprehension as to what is really required.
10, All the steps of the proofs must he given. Additional marks will he given for neatness, good style, and accurate diagrams.
The co-ordinate axes may he assumed to he rectangular. Each answer should he accompanied by a careful diagram.
15. 1. Prove that the equation y = mx + c
represents a straight line, and state the geometrical meanings of m and c. If the sum of m and c is a constant quantity, prove that the line always
passes through a fixed point, and find the co-ordinates of the point.
15. 2. Find the co-ordinates of the point of intersection of the lines ax + hy = c, a'x + h'y = c'.
Find the vertices of the triangle formed hy the lines 2a = i/ + 2, a = 7i/ — 12, 5a + 4i/ = 57.
15. 3. If (*!, y^, (x2, y^) are the co-ordinates of P and Q, find an expression for the area of the triangle OPQ.
OABG is a rectangle, and P, Q are points hi AB, BC; PM is drawn perpendicular to GO, and QN is drawn perpendicular to OA, meeting PM in B. Prove that the triangle OPQ is half the gnomon CBANBM.
Ig 4. Find the equation to the circle whose centre is (a, h) and radius c. What relation must exist between a, h, and c, in order that this circle
may touch (1) the axis OX, (2) both axes ?
15. 5. Prove that if x, y be any point P in the plane of the circle + y2 ~~ — 26?/ + c = 0,
then the expression + 2/2 — 2a* — 25?/ + c
represents the square of the tangent drawn to the circle from P. Hence find the locus of all points in the plane from which equal tangents
can be drawn to the circles *z + ?/2 — 4 =0, x1 + y^ — 2* — 6?/ + 9 = 0.
6. Prove that the equation S*2 + 17®?/ — 28y" — 0
represents two straight lines through the origin, and find the angle contained by the two lines.
15.
56 LEAVING CERTIFICATE EXAMINATION.
Value. BOOK-KEEPING.
25. 125.
Thursday, 1st April—1 p.m. to 4 p.m. Maries are given for writing, ruling, and style.
On 1st October 1908, James and Robert Mitchell purchased from Ramsay & Oo. their Manufacturing business for £7,500, and continued the business under the name of Mitchell Bros. They agreed that each partner should be allowed interest at the rate of 5 per centum per annum on such capital as he contributed, and that the profits or losses should be divided equally between them. They took over from the old firm the following Assets and Liabilities :—
Assets. £
Buildings Machinery - Manufactured Goods Raw Materials Due by J. & R. Currie
„ R. Dalgleish
Liabilities. Due to Martin & Co.
,, Western Metal Coy. Ltd. They made the following transactions :—
1908. Oct. 1.
„ 3. „ 15.
” 27. Nov. 2.
10. 17. 23.
Dec.
25. 28.
1. if 1) 8.
15. 31.
J5 )>
James Mitchell contributed as Capital Robert Mitchell - - - - They paid Ramsay & Co. - - - and accepted their bills at 2/m/d and 3/m/d
respectively each for ----- in settlement of purchase price of the business.
Cheque drawn for cash - - - - Received from J. & R. Cturie - - - - Discount allowed to them - - - Bought Raw Material of Western Metal Coy. Ltd. Sold part of buildings taken over from Ramsay
& Co. at £250 to Brown Bros., and received price of
Sold Manufactured Goods to R. Dalgleish Bought Raw Material for cash Paid Western Metal Coy. Ltd. - - - - Discount allowed by them - - - Received from R. Dalgleish to a/c Sold Manufactured Goods for cash - Accepted Martin & Co.’s bill at 3/m/d Discount allowed by Martin & Co. Bought Raw Material of the Western Metal
Coy. Ltd. ------- Sold Manufactured Goods to R. Dalgleish Paid Wages and Salaries - - -
„ Trade Charges - - - - - Values at 31st December 1908—
Manufactured Goods . - - - - Raw Materials ....
Note.—All sums over 10Z. received are paid into Bank the same day, and all sums over 101. paid are paid by cheques. Bills payable are paid by the Bank when due.
Write 2J per cent, off Machinery for Depreciation.
2,250 4,200 1,110
530 320 170
730 350
£ s. d. 4,000 0 0 3,000 0 0 3,500 0 0
2,000 0 0
20 0 0 304 0 0
16 0 0 465 10 0
280 0 0 632 10 0
8 3 6 315 0 0
35 0 0 300 0 0
7 10 0 710 0 0
20 0 0
244 4 0 470 2 6 435 17 6
74 2 6
1,383 12 6 577 12 6
EXAMINATION PAPERS. 57
Value. Record these transactions in hooks of first entry. Note.—Only entries not suitable.for other hooks are to he journalized.
Rost to Ledger. Frame Profit and Loss Account for quarter ending 31st December 1908. Frame Balance Sheet at 31st December 1908. Candidates are required to rule their own books of first entry, but the
Ledger, Profit and Loss Account, and Balance Sheet may be written in the ruled part of the book provided.
COMMERCIAL ARITHMETIC.
Fibst Papeb,.
Tuesday, 6th April—10 a.m. to 10.30 a.m. This^paper will be taken up at the end of half-an-hour, when the other paper
will be given out. The sums are not to be copied out, and all the calculations required are to
be performed mentally. More importance will be attached to accuracy than to quickness.
Fill this in first.
Name of School
Name of Pupil :
13. 1. Write down in column B as decimals of £1 correct to three places the sums given in column A, and add both columns.
Column A. Column B. s. d. £
10 0
2 6
17 6
6 8
13 4
1 6
3 44
7 9J
4 24
5 11 !
1. 2. Add 72-36 + -521 + 5416-2 + 964-2873 =
58 LEAVING CERTIFICATE EXAMINATION.
Yaltje.
4.
3.
1.
4.
3. (1) If a dozen articles cost 15s. 6d., one article will cost
(2) If a score of articles cost £3 14s. 7ci, one article will cost
(3) If a gross of articles cost £2 5s., one article will cost
(4) If a hundred articles cost £317s. Id., one article will cost
4. (1) 17 yds. 2 ft. 5 in. x 12 -
(2) 34 acres 2 roods 20 poles 5 -
(3) 8 cwts. 2 qrs. 17 lbs. less 2 cwts. 3 qrs. 23 lbs. 8 oz.
5. If f of an estate is worth £7434, the whole is worth ....
6. (1) 4178 x 6s. 8d. -
(2) 34% of £250000
(3) 3i ft. x 4! ft. -
(4) 706-452 - 28'46271 -
COMMERCIAL ARITHMETIC.
Second Paper.
Tuesday, 6th April—10.30 a.m. to 12 noon.
Before attempting to answer any question, candidates should read the whole of it very carefully, since time is often lost through misapprehension as to what is really required.
All the working must be shown in its proper position in the answer, and the different steps of the calculation should be shortly indicated in words.
7. Marks are given for neatness, arrangement, and style. Algebraical symbols may be used if properly explained.
7. 1. A St. Petersburg “ standard ” of timber contains 165 cubic feet. If it is delivered in planks 12 feet long, 11 inches broad, and 3 inches thick, how many planks are contained in the “ standard” F
7. 2. A bankrupt pays 5s. 44d. in the pound, find the amount received by a creditor to whom he owed £425 6s. 8d.
7. 3. Gold is beaten out so thin that an ounce avoirdupois covers 20 squar-e yards. Find to the nearest penny the value of the gold required to cover 3J square feet, assuming that an ounce of gold is worth £3 llg.
EXAMINATION PAPERS. 5&
4. A merchant buys articles at 5s. 7-|c£. a dozen, and sells them at 6Jd. each. Find how much profit per cent, he makes on his outlay.
5. The units of length, surface and volume in the metric system are the metre, the are, and the litre. Express an are in square metres and a litre in cubic metres.
What is the unit of weight in this system, and what is its relation to the metre ?
6. Find to the nearest penny the compound interest on £2,500 for 4 years at 4 per cent, if the interest is added to the principal once a year.
7. What is meant by saying that the currency of a country is on a gold basis ? Name one country in which the currency is on a gold basis and one in which it is on a silver basis.
Explain what is meant by a depreciated paper currency.
8. An English merchant has to pay 10,000 francs in Paris. If he pays oy a cheque on a London bank he will be credited with 25’2 francs per £1. If, however, he pays by a cheque on a Berlin bank, 81 marks will be accepted as worth 100 francs, while the Berlin banks will credit him with 20 • 5 marks for £1. Find how much he will save if, instead of sending a London cheque to his creditor in Paris, he pays him by a cheque on Berlin.
60 LEAVING CERTIFICATE EXAMINATION.
LEAVING CERTIFICATE EXAMINATION, 1910. Histoby and G-eogeaphy (Lowee Grade).
School Boards and Managers of Schools are reminded that next year separate papers in History and Geography will he set for those candidates who are presented in the Lower Grade of English. Specimen papers have been prepared, and will be found printed below. That dealing with Geo- graphy is self-explanatory. The outline maps, referred to in Question 1, will be supplied as for the corresponding Higher Grade question. As regards History, it seems desirable to point out, for the guidance of teachers, the general principles on which the paper has been framed. It is assumed that the staple of instruction at this stage will be Scottish History. Up to the time of the Reformation, only a general knowledge of this will be looked for. From the 16th century onwards a somewhat more accurate and detailed acquaintance with events and personalities will be expected. Ample room, however, will be allowed for special attention being given to different periods by different schools. In so far as English History is studied, the same general plan will be followed; but teachers will be encouraged to emphasise those aspects of the History of England which either comiect closely with Scottish History, like “ The Hundred Years’ War,” or present an instructive contrast thereto, like “ The Growth of Parliament.” Such questions on European History as are set will be limited to a few outstanding personalities and picturesque incidents. At the same time it is extremely important that the older pupils should be made to realise the significance of current events and to miderktand that, in the course of a few years, these, too, will have become History.
Scotch Education Department, August, 1909.
SPECIMEN PAPERS. History (Lower Grade).
Time allowed—One hour and a half. Question 1 must be attempted by ALL candidates.
1. Name the century in which each of the following events happened, and add a brief note on any three of them, connecting each with the general history of its century or with some important series of events in that century:—Battle of Carham; the Reformation by Parliament of the Scottish Church ; the Darien Scheme; the Porteous Riots ; the defeat of the Armada; the Persecution of the Covenanters; Declaration of Independence; Repeal of the Corn Laws; Death of Joan of Arc; the Eranco-Prussian War.
Three of the remaining questions should be attempted. One of these must be talcen from Section I.
Section I.
2. What different peoples occupied Scotland between the coming of Columba and the death of Alexander III. ? Indicate some of the events by which they were welded into the nation which resisted Edward.
3. Tell the story of the struggle for Scottish Independence from the death of Alexander III. to the Treaty of Northampton, and name some of poems in which the achievements of the heroes have been celebrated.
4. What do you know of any one of the following events in Scottish History :—(a) the policy and death of James I.; (6) the conflict between the House of Stewart and the House of Douglas in the reign of James II. ; (c) the circumstances that led to, and the incidents of, the battle of Elodden.
SPECIMEN PAPERS. 61
5. Trace the events which led to the conversion of Scotland to Pro- testantism and show how they were affected by the relations of Scotland to England and to Prance.
6. Describe the character and career of two of the following:—(a) Mary of G-uise, (b) John Knox, (c) the Regent Morton, (d) James VI., (e) the Marquis of Montrose, (f) Prince Charles Edward.
Section II.
7. What do you know of the origin of the English Parliament and its power under the Plantagenets and under the Tudors ?
8. What was the origin of the Hundred Tears’ War ? Sketch its course; name some of the principal battles ; and show how it affected Scotland and the English Parliament.
9. Describe the character of Henry VIII., and show how the Reformation in England differed from the Reformation in Scotland.
10. State what you know of one of the following events, and of its importance for English (and it may be Scottish) History :—(a) the Conquest of Wales, (b) the Colonisation of America, (c) the Hampton Court Con- ference, (d) the Solemn League and Covenant, (e) the Seven Tears’ War, (/) the Revolt of the American Colonies.
11. Describe the character and career of two of the following:— (a) William the Conqueror, (b) Cardinal Wolsey, (c) Oliver Cromwell, (d) the Duke of Marlborough, (e) the elder Pitt, (/) Nelson, (g) Sir Robert Peel.
Section III.
12. Charles V. of Spain, contemporary of Henry VIII. of England, is generally spoken of as “ The Emperor.” What was he Emperor of and where did this title come from F
13. What do you know of the discovery and settling of America P
14. What were the Crusades ? What part in them was taken by Scottish or English Kings P Did they have any effect on our life and customs ?
15. Who were two of the following, and what importance have they for Scottish, English, or British History:—King Haco; Gregory the Great; Joan of Arc; Martin Luther; John Calvin; Philip IV. of Spain; Christo- pher Columbus; William the Silent; the Duke of Guise; Frederick the Great; Napoleon Buonaxiarte ; Prince Bismarck ; Abraham Lincoln?
16. What are “ the Great Powers of Europe ” ? Give a very brief account of the history of any one of them since 1850, with special reference to its present relations with Britain.
Geography (Lower Grade). Time allowed—One hour and a half.
Answer the whole of Question 1. 1.—(a) On the outline map of the Eastern Hemisphere, insert in then-
proper places the names of the Tropic of Capricorn, China, Arabia, the Mediterranean Sea, the Sahara Desert, the Tundra, indicating limits by a line, where that is not already done on the map. Draw and name the rivers Congo and Hwang-ho, and also the Himalaya and Ural Mountains. Show by a dot the position of the following towns, and write the name of each close to the dot: Cape Town, Colombo, Constantinople, Hongkong, Melbourne, Tokyo.
62 LEAVING CERTIFICATE EXAMINATION.
(6) On the outline map of North America, draw and name the Rooty Mountains and the Mississippi and St. Lawrence rivers. Insert in their proper places the names of Cuba and Newfoundland. Put a dot to show the position of the cities of Mexico, New Tort and Yancouver, and write the name of each close to its dot. Write “ cotton ” and “ wheat ” over the regions where these are the chief crops.
(c) On the map showing the rivers and coasts of Scotland, insert in their proper places the names of the Clyde, Spey, Tay, Arran, Skye, Glenmore, Fife, Caithness, Solway Firth, Ben Nevis, Ben Lomond, the Pentland Hills, indicating position by a dot and limits by a line, where that is not already done on the map. Put carefully a dot to show the position of the following towns, and write the name of each near its dot: Aberdeen, Ayr, Berwick, Crieff, Dumfries, Oban, Perth, Wick.
Measure the distance in a direct line from Berwick to Wick and from Aberdeen to Oban.
Answer any two of the following. 2. Describe a delta, a fiord, a glacier, and sand dunes. Give a European
example of each.
3. Why is it warmer at the equator in spring and autumn than anywhere else F Where would you expect it to be warmest at our midsummer P Why ?
4. Describe two of the following and the life of their inhabitants : The coasts of Greenland, the Steppes of Russia, the forests of Central Africa, the Veldt, Palestine.
5. Where are the following occupations carried on in the British Isles ? Give any explanations you can: Cotton Manufacturing, Linen Manufac- turing, Shipbuilding.
OFFICIAL PUBLICATIONS.
Price by Post.
Report for the year 1909 by J. Struthers, Esq., C.B., LL.D., on Secondary Education in Scotland -
Circulars and Notes relating to the Leaving Certificate Examination of 1909 - - - - -
Further Circulars and Examination Papers, 1909 -
Price.
0 6
0 5 0 6
These papers camiot be obtained from this Office, but can be purchased, either directly or through any Bookseller, from Oliveb & Boyd, Edinburgh; or Wyman & Sons, Ltd., Fetter Lane, London, E.C.; or E. Ponsonby, 116, Grafton Street, Dublin.
'
SCOTCH EDUCATION DEPARTMENT.
September, 1909.
The following’ is a List of some of the more important Official Publications of the Department. They cannot he purchased from this Office, hut may_ he obtained either directly or throixgli any Bookseller, from OLIVER & BO YD, Tweeddale Court, Edinburgh ; or WYMAN & SONS, LIMITED, 109, Fetter Lane, Fleet Street, London, E.C.; or E. PONSGNBY, 116, Grafton Street, Dublin.
Code of Regulations for Continuation Classes, 1909. [Cd. 4063.] Price 2 Id.; post free, 34d.
Report (1907-8) of the Committee of Council on Education in Scotland, with Appendix. [Cd. 4085.] Price 4s. Id. • post free, 5s, Id.
General Report for the Year 1908 by the Chief Inspector for the Southern Division. Price 3d.; post free, 4d.
General Report for the Year 1908 by the Chief Inspector for the Western Division. Price 4d.; post free, 5|d.
General Report for the Year 1908 by the Chief Inspector for the Northern Division. Price 3d.; post free, 4d.
Report on, and Papers relating to, the Training of Teachers, 1907-8. Price 5d.; post free, OJd.
Statistical Tables for 1907-8. Price lOd.; post free, Is. 0^-d. Lists of School Boards, Voluntary Schools, Provincial Committees for the Training of
Teachers, Training Centres and Colleges, Secondary Education Committees, and Centres for the Training of Junior Students, with the names of Clerks and Correspondents, H.M. Inspectors’ Districts, Staff, and Headquarters (August 1909). Price 6d.; post free, Ib.d.
Lists of Continuation Classes; Central Institutions conducted under Article 87; and Secondary Schools under the Minute of 30th May, 1903; with names and addresses of Correspondents. (Session 1908-9.) Price 6d.; post free, 7d.
Secondary Education: Report for the year 1909, by J. Struthers, Esq., C.B., LL.D. [Cd. 4310.] Price 5d.; post free, 6d.
Rules to be observed in Planning and Pitting up Public Schools (February, 1906). Price 3cZ.; post free, Bjd.
Syllabus of Physical Exercises for use in Public Elementary Schools. Price 9d.; post free, lid.
Ditto—separate Key Table of Exercises. Price 2d.; post free, 2|d. Ditto—Notes and Additions to. Price 4d.; post free, 5d. Superannuation Pamphlet. Price 3d.; post free, 4d.
This Pamphlet contains the Superannuation Act, Pules, Annuity Tables, and Explanatory Circulars.
Reports on Continuation Classes and Central Institutions for the Year 1907-8. Price 6d.; post free, 7jd.
Regulations with regard to School Registers and the method of keeping them. Price Id.; post free, IJd.
A selection of Circular Letters of the Scotch Education Department, 1898-1904, with explanatory Memorandum. [Cd. 2077.] Price 8d.; post free, 9jd.
General Report by Dr. W. Leslie Mackenzie on the Teaching of School and Personal Hygiene to Students in Training as Teachers. [Cd. 3443.] Price Id.; post free, 1 Jd.
Report by Dr. Mackenzie and Captain Poster on the Physical Condition of Glasgow School Children, [Cd. 3637.] Price lOJd.; post free, Is. 0|d.
Royal Scottish Museum, Report for the year 1908. Price 2d.; post free, 2Jd. The Thirty-Sixth Annual Report by the Accountant for Scotland to the Scotch
