scottish leaving certificate examination

SCOTTISH EDUCATION DEPARTMENT

SCOTTISH LEAVING CERTIFICATE

EXAMINATION

EXAMINATION PAPERS

I951

EDINBURGH: HIS MAJESTY’S STATIONERY OFFICE

1951

TEN SHILLINGS NET

SCOTTISH EDUCATION DEPARTMENT—1951

The following is a List of some of the more important Official Puhlieations of the Department. They cannot be purchased from this Office, hut may he obtained, either directly from HIS MAJESTY’S STATIONERY OFFICE (Scottish Branch), 13A Castle Street, Edinburgh, 2, or through any bookseller. All prices are net, those in brackets include postage.

Report on Education in Scotland in 1949 (Cmd. 7914). 2s. (2s. 2d.). The Schools (Scotland) Code, 1950. S.I. 1950, No. 915, S.62. id. [S\d.). Code of Regulations for Continuation Classes, 1936. S.R. & O., 1936, No. 791, S.28.

2d. (3^.). Continuation Classes (Scotland) Consolidation Order, 1943. S.R. & O., 1943, No. 1270,

S.42. U. (2|<i). Adult Education (Scotland) Regulations, 1934. S.R. & O., 1934, No. 1343, S.72. 2d. (3ld.). Adult Education (Scotland) Regulations (Amendment), 1940. S.R. & O., 1940, No. 742,

5.29. \d. (2id.). Circular 30/1950 (Relating to the Scottish Leaving Certificate Examination of 1951).

(October, 1950.) Is. 3d. (is. 4|-d.). Scottish Leaving Certificate Examination Papers, 1950. 7s. 6d. (7s. 1 Od.). Superannuation Scheme for Teachers (Scotland), 1926. S.R. & O., 1926, No. 363, S.13,

as amended by S.R. & O., 1928, No. 1044, S.55, S.R. & O., 1929, No. 1179, S.76, S.R. & 0., 1932, No. 1073, S.54, S.R. & O., 1933, No. 1169, S.67, S.R. & O., 1936, No. 715, S.23, S.R. & O., 1937, No. 1157, S.73, S.R. & O., 1942, No. 1056, S.31, S.R. & O., 1945, No. 787, 5.30, and S.R. & O., 1945, No. 1232, S.44. 5d. (6id.).

Amendment (1946) of the Superannuation Scheme for Teachers, 1926. S.R. & O., 1946, No. 1569, S.60. Id. (2U.).

The Superannuation Scheme for Teachers (Scotland) Amending (No. 1) Scheme, Approval Order, 1948. S.I. 1948, No. 2796, S. 204. 2d. (3£d.).

Superannuation Scheme for Teachers (Scotland), 1949. (Draft). (December, 1949). 9d. (10id.).

Table of Comparison showing how the Scheme and Rules consolidated are dealt with in the Draft Scheme. 2d. (3-Jd.).

Teachers’ Superannuation Rules (Scotland), 1926. S.R. & O., 1926, No. 356, S.9. 3d. (4id.). Amendment (1944) of the Teachers’ Superannuation Rules (Scotland), 1926. S.R. & O.,

1944, No. 1159, S.54. Id. (2U.). Amendment (1946) of the Teachers’ Superannuation Rules (Scotland), 1926. S.R. & O.,

1946, No. 203, S.4. U. (2^.). The Superannuation Rules for Teachers (Scotland), 1950. Draft Statutory Instrument-

Si/. (4i<f.). Table of Comparison showing how the Rules consolidated are dealt with in the Draft

Rules. 2d. (3$d.). The Teachers’ Pensions (National Service) (Scotland) Rules, 1949. S.I. 1949, No. 558,

S.24. Id. [2\d.). The Teachers’ Pensions (National Insurance Modifications) (Scotland) Regulations, 1948.

S.I. 1948, No. 944, S.67. 3d. (4^d.). The Teachers’ Superannuation (War Service) (End of Emergency) Order, 1949. S.I. 1949,

No. 842. Id. (2\d). Education (Scotland) Teachers’ Superannuation Grant Regulations, 1928. S.R. & 0-.

1928, No. 951, S.49. \d. (2%d.). Children and Young Persons (Scotland), Care and Training Regulations, 1933. S.R. & O.,

1933, No. 1006, S.55. id. (5J<Z.). Children and Young Persons (Scotland). Employment of Children in Entertainments,

S.R. & O., 1947, No. 1660, S.67. 2d. (3J<f.). The Teachers’ Salaries (Scotland) Regulations, 1948. S.I. 1948, No. 611, S.43. 6i. (7i^-)- The Teachers’ Salaries (Scotland) Provisional Amending Regulations, 1948. S.I. 1948,

No. 2290, S. 184. U. (2|d.). The Teachers’ Salaries (Scotland) Provisional Amending Regulations, 1949. S.I. 1949,

No. 1580, S. 110. \d. (2id.). Regulations for the Preliminary Education, Training and Certification of Teachers for

Various Grades of Schools, 1931. S.R. & O., 1931, No. 180, S.20. 5d. (6U.). Regulations for the Preliminary Education, Training and Certification of ^'e^?^er,SQinr

Various Grades of Schools (Scotland) (Amendment) Minute, 1940. S.R. & O., No. 1728, S.83. Id. (2|d.).

SCOTTISH EDUCATION DEPARTMENT


EXAMINATION

EXAMINATION PAPERS

I9SI

EDINBURGH: HIS MAJESTY’S STATIONERY OFFICE

CONTENTS

EXAMINATION PAPERS Page

Agriculture - - - - - - - - -167 Applied Mechanics - - - - - - - -129 Applied Mechanics and Heat Engines - - - - - 133 Arithmetic - -- -- -- --22

• Art - -- -- -- -- - 158 Bookkeeping - - - - - - - - -160 Botany - - - - - - - - - -119 Chemistry - -- -- -- -- 121 Commercial Arithmetic ------- 165 Dynamics - -- -- -- --37 Elementary Analysis - -- -- --34 Engineering - -- -- -- -- 133 English --------- - 3 French - -- -- -- -- -52 Gaelic - -- -- -- -- - 106 Geography - -- -- -- --13 Geometry (Additional Subject) ------ 39 German ----------63 Greek - -- -- -- -- -46 History --------- - 9 Italian - -- -- -- -- -85 Latin - -- -- -- -- -41 Mathematics - -- -- -- --24 Music - -- -- -- -- - 139 Physics --------- - 122 Russian - -- -- -- -- 95 Science (lower grade) - - - •- - - -116 Spanish ----------76 Technical Drawing ------- - 137 Zoology --------- - 127 Zoology and Human Physiology - - - - - 128

APPENDIX List of Authorities by whom evidence of success at the Scottish

Leaving Certificate Examination is conditionally accepted in lieu of Preliminary Examinations - - - - 171

3

SCOTTISH LEAVING CERTIFICATE EXAMINATION

The Scottish Leaving Certificate Examination is held annually by the Scottish Education Department. In 1951 it commenced on Tuesday, 6th March.

For information as to the purpose and scope of the Exam- ination, and as to the conditions on which pupils (of Scottish schools) may be presented, reference should be made to the Department’s circular 30 (1950), dated 19th Oct. 1950. (Price Is. 3d.; post free Is. 4|i.)

Note:—Further copies of the Ordnance Survey map extract used in the Higher Geography First Paper may be purchased direct from the Ordnance Survey Office, Leatherhead Road, Chessington, Surrey.

EXAMINATION PAPERS

ENGLISH

LOWER GRADE—(FIRST PAPER—COMPOSITION)

Wednesday, 7th March—9.30 A.M. to 10.30 A.M.

The value attached to the question is shown in brackets after the question.

N.B.—Write legibly and neatly, and leave a space of about half an inch between the lines.

Marks will be deducted for bad spelling and bad punctuation, and for writing that is difficult to read. Write a Composition of about three foolscap pages in length on any one of

the following subjects :—

(a) A description of a holiday spent either in the country or in a city or at the seaside.

ip) An account of the bravest deed of which you have ever heard or read.

(c) The happiest day of your life.

[d] The pleasures and benefits of team games or of hobbies. (35)

(99669) A 2

4 SCOTTISH LEAVING CERTIFICATE

ENGLISH

LOWER GRADE

(SECOND PAPER—INTERPRETATION, LANGUAGE, AND LITERATURE)

Wednesday, 7th March—11.0 A.M. to 1.0 P.M.

All candidates should attempt FOUR questions, namely, questions No. 1 and 2 and any TWO of the others.

The value attached to each question, or to each part of a question, is shown in brackets after the question.


Marks will be deducted for bad spelling and bad punctuation, and for writing that is difficult to read.

1. Fifty years later when Lincoln had been nominated for the Presidency he was asked for material for an account of his early life. “ Why”, he said, “it is a great folly to attempt to make anything out of me or my early life. It can all be condensed into a single sentence ; and that sentence you will find

5 in Gray’s Elegy :—■

‘ The short and simple annals of the poor.’ That’s my life, and that’s all you or anyone else can make out of it.” His other references to early days were rare. He would repeat queer reminiscences of the backwoods to illustrate questions of state ; but of his own part in that old

10 life he spoke reluctantly and sadly. Nevertheless there was once extracted from him an awkward autobiographical fragment, and his friends have collected and recorded concerning his earlier years quite as much as is common in great men’s biographies. Thus there are tales enough of the untaught student’s perseverance, and of the boy giant’s gentleness and prowess ; tales, too, more

15 than, enough in proportion, of the fun which varied but did not pervade his existence, and of the young rustic’s occasional and somewhat oafish pranks. But, in any conception we may form as to the growth of his mind and character, this fact must have its place, that to the man himself the thought of his early life was unattractive, void of self-content over the difficulties which

20 he had conquered, and void of romantic fondness for vanished joys of youth.

Lord Charnwood.

Read through the passage printed above and then answer the following questions on it:—

{a) Express in your own words the meaning of each of the following phrases as they are used in the passage :—questions of state (line 9); autobiographical fragment (line 11); more than enough in proportion (lines 14 and 15); varied but did not pervade his existence (lines 15 and 16). W

(b) Explain carefully either in single words or in equivalent phrases the meanings of the following words as they are used in the passage condensed (line 4) ; extracted (line 10) ; prowess (line 14) ; oafish (line 16) ; and suggest opposites of:—reluctantly (line 10), occasional (line 16). W

(c) Form a noun from rare (line 8) and an adjective from fragment (line 11). w'

EXAMINATION PAPERS, 1951 5

(d) Parse the following words (stating the part of speech and relation):— the second as (line 12); student’s (line 13); somewhat (line 16) ; had conquered (line 20). (4)

(e) Turn Lincoln’s own words “ Why . . . out of it ” into indirect speech after some such introductory phrase as “ He said that (5)

(/) In what manner did Lincoln dismiss questions about his early life ?

(g) What reasons are suggested for his attitude ? (5) (A) What materials exist for writing an account of his early life ? (4)

2. Write to the headmaster or headmistress of your school a short letter of thanks for a testimonial. (6)

3. Choose any Shakespearian play that you have read and describe what you consider the most humorous or the most tragic scene in it. (10)

4. Give a brief account of any one of the following poems :—Sir Patrick Spens, Tam o’Shunter, The Ancient Mariner, The Lady of Shalott, The Pied Piper of Hamelin, Horatius, The Highwayman. (10)

5. Scott, Dickens, Stevenson, Conan Doyle, John Buchan : choose any novel written by one of these novelists, and describe one exciting incident in it.

(10)

6. Give an account of any book that you have read dealing with either school life or exploration or wild animals or birds. (10)

7. Tell in your own words a story of one of the Greek or Roman heroes, or a character from the Old Testament, or one of the old Scottish kings. (10)

ENGLISH

HIGHER GRADE—(FIRST PAPER (a)—COMPOSITION)

Wednesday, 7th March—9.30 A.M. to 10.30 A.M.

The value attached to the question is shown in brackets after the question.



Write a composition of about three pages in length on any one of the following subjects

(fl) The severest winter or the hottest summer you remember.

[b) The pleasures and pains of either getting up early or living in the country or following the fashion in dress or convalescing after an illness.

(c) What benefits and interests have accrued to you from your study of one of the following subjects :■—art, music, handicrafts ?

A s (00669)


[d) Which of the following has made the most valuable contribution to the development of civilization :—the politician, the scientist, the man of letters ?

(e) A description of a typical day in the life of a farmer or a fisherman or a newspaper reporter or a housewife.

(35)

ENGLISH

HIGHER GRADE—(FIRST PAPER (5) INTERPRETATION AND LANGUAGE)

Wednesday, 7th March—11.0 A.M. to 12.40 P.M.

Answer Questions 1, 2 and 3.

The value attached to each question, or to each part of a question, is shown in brackets after the question.



1. Many years ago, I was walking in the sequestered valleys of Cumberland with an eminent author of the present day and we came to a long and desolate sort of gallery, through a wilderness of rocks, which, after rising and narrowing for about two miles, suddenly opened right and left into a little pastoral

5 recess, within the very heart of the highest mountains. This verdant circus presented in its centre a beautiful but tiny lake, which is locally called a tarn, with a wild brook issuing from it through the road by which we had approached, a few quiet fields upon the margin of the lake, solemn hills looking down upon it from every side, and, finally, a hamlet of seven cottages clustering together,

10 as if for mutual support, in this lovely, but still awful, solitude. A solitude, so perfect indeed, I had never seen ; nor had I supposed it possible that, in the midst of populous England, any little brotherhood of households could pitch their tents so far aloof from human society, from its endless tumults, and (one might hope) from its angry passions. Though a valley, and fenced

15 by barriers, verdant indeed, but almost insuperable, this little chamber in the hills -was yet far above tire ordinary elevation of inhabited ground ; road there was none, except the rude sort of sheep-track by which u'e had come; the nearest town, and that a small one, was at six miles' distance ; and here, if anywhere, it seemed possible that a world-wearied man should find a perfect

20rest. “Yes”, said my distinguished guide, who had guessed my thoughts— yes, nature has done her part to create in this place an absolute and perpetual Sabbath. And, doubtless, you conceive that in those low-roofed dwellings her intentions are accomplished. Be undeceived then : lawsuits, and the passions of lawsuits, have carried fierce dissension into this hidden paradise

25 of the hills; and it is a fact that not one of those seven households will now speak to any one of the other six.” I turned away at these words with a pang of misanthropy, and for one moment assented to the King of Brobdingnag— that men are “ the most pernicious race of little odious vermin that nature ever suffered to crawl upon the surface of the earth.”

Thomas De Quincey.


Read through the passage printed above and then answer the following questions on it:—■

(а) Explain carefully the following phrases as they are used in the passage :—-pastoral recess (lines 4-5) ; mutual support (line 10) ; world-wearied man (line 19) ; absolute and perpetual Sabbath (lines 21-22) ; pang of misanthropy (lines 26-27). (10)

(б) (i) Give the meaning of the following words as they are used in the passage :—awful (line 10) ; rude (line 17) ; passions (line 24).

(ii) Select three phrases that are used as substitutes for pastoral recess (lines 4-5) and comment briefly on the varying appropriateness. (6)

(c) Turn into indirect speech lines 22-26 [And, doubtless, . . . the other six) after some such introductory phrase as “ My companion said that (4)

(d) Give simply and in your own words the thought conveyed in lines- 10-14 (A solitude, so perfect . . . angry passions). (5)

(e) (i) Explain why the relative clause which . . . tarn (line 6) is separated by a comma from its antecedent, whereas no comma is inserted before the relative clause by which we had approached (line 7).

(ii) Why is the use of a colon justified after the words Be undeceived then (line 23) ? (4)

(/) Who was the King of Brobdingnag (line .27) ? Name the author who invented this character. (2)

[g) Make a summary of the passage in two paragraphs, describing in the first the actual scene, and in the second the reflections of the writer and his companion.

[Your summary should not exceed 120-150 words.] (14)

2. (a) Make a general analysis into clauses of the following lines, and state the relation between the clauses :—

I tell thee, prick’d upon this arm I bear That seal which Rustum to my mother gave, That she might prick it on the babe she bore. (5)

[b) Combine the following group of short sentences into one well-constructed complex sentence :—

Some valuable works of ancient art have recently been discovered. They were discovered at the bottom of the sea. They had lain there for two thousand years. They are statues of exquisite beauty. They belong to the best period of Greek sculpture. (5)

3. Write well-composed sentences, each containing one of any five of the following words used so as to bring out their meanings quite clearly :—

thwart, confirm, hypocrisy, dispense, vindictive, emancipate, satellite, ubiquitous. (10)

(W669) A 4


ENGLISH

HIGHER GRADE—(SECOND PAPER—LITERATURE)

Wednesday, 7th March—2.0 P.M. to 3.30 P.M.

All candidates should attempt THREE questions, namely, question No. 1 and any TWO of the others.

The value attached to each question is shown in brackets after the question.



1. (a) "In his tragedies Shakespeare has made his heroines wiser and nobler then his heroes.” Discuss this statement, with reference to any one of the following plays :—

Julius Caesar, Hamlet, Macbeth, King Lear, Coriolanus.

Or

(b) In many of Shakespeare’s plays there are scenes that do not contribute directly to the development of the plot. Give an account of any such scene, and say why you think it has been introduced.

Or (c) Describe briefly any one of the following, bringing out clearly both

the good and the bad features of his character :—Falstaff, Shylock, Richard II, Jaques, Malvolio, Cassius, Caliban. What is the attitude of other persons in the play to the character you choose ? (20)

2. (a) What characters in The Prologue to The Canterbury Tales had visited foreign parts ? Where had they been ? And why had they gone ?

Or (6) Tell as concisely and as interestingly as you can any one of the

following Canterbury Tales :—the Knight’s, the Prioress’s, the Nun’s Priest’s, the Pardoner’s. (15)

3. Which of Milton’s poems that you have read has made the strongest appeal to you ? Give reasons for your choice, illustrating your answer, if you can, with appropriate quotations. (15)

4. Write a short character sketch of any one of the following:— Dr. Primrose, Balfour of Burley, Dominie Sampson, Uriah Keep, Pip, Elizabeth Bennet, Jane Eyre, Mrs. Proudie, Jess Oakroyd, Jonathan Dakers. [Do not merely describe the part played by the character in the novel.] (15)

5. What information do you gather about social life in England in the eighteenth century from your reading of either The Spectator Essays or Pope’s Rape of the Lock ? (15)

6. Select any one of the following prose authors :—Boswell, Macaulay, Ruskin, Carlyle, Chesterton. Discuss any portion of his work that you have studied, and point out some of the devices by which he maintains the reader s interest. [Refer to such matters as choice of vocabulary, sentence structure, figures of speech, illustrations.] * (15)


7 “ Lamb’s chief interest was himself.” Show how far this statement is true from your knowledge of Lamb’s Essays. (15)

8. Choose one of the following poems, say who wrote it and when he lived, and give a short account of its theme and style :—

Elegy Written in a Country Churchyard, The Deserted Village, The Cotter's Saturday Night, The Lady of the Lake, Lines Composed above Tintern Abbey, Ode to a Nightingale, Adonais, Ulysses, Rabbi Ben Ezra, Sohrab and Rustum, Dauber. (15)

9. Describe your impressions of any book written by a living author and dealing with either biography or contemporary history or scientific discovery, and explain what induced you to read the book. (15)

10. If you have listened to a B.B.C. serial version or if you have seen a film version of a novel and read the novel itself, contrast the version with the original novel, pointing out briefly what you consider the advantages of the one over the other. (15)

HISTORY

LOWER GRADE

Thursday, 8th March—9.30 A.M to 12 NOON

All candidates must attempt FIVE questions, viz.. Section 1 and FOUR other questions selected from any part or parts of the paper.

20 marks are assigned to each question.



SECTION 1 (to be attempted by all candidates)

(See separate sheet provided for this section.)

SECTION 2 (55 B.C. to A.D. 1714)

1. What were the chief effects of the Norman Conquest in England ?

2. Write notes on two of the following :—The conversion of the English, Richard the Lionheart, English parliamentary development in the later thirteenth century, William Wallace, the Merchants of the Staple, the loss of the English possessions in France under Henry VI.

^ 3. What is meant by the Italian Renaissance and why is it important in

4. State briefly what you know of the relations between England and Scotland from the marriage of Tames IV to Margaret Tudor until the Treaty

Edinburgh (1560).


5. Give an account of the main achievements in peace and war of the English sailors in Queen Elizabeth's reign.

6. What problems, religious and constitutional, had James I to deal with in England ?

7. Describe the foreign policy of Cromwell and show how far it was successful.

8. What events led up to the English Revolution of 1688 and why was it so easily effected ?

9. With what aims did Britain enter the War of the Spanish Succession and how far did she achieve those aims by the Treaty of Utrecht ?

SECTION 3 (1714 to the present day)

10. In what circumstances did Walpole achieve power ? By what methods was that power maintained ?

11. Outline the course of the War of American Independence and give reasons for the British failure.

12. In what ways did the factory system prove more efficient than earlier methods of production ? What effects did it have on conditions of work ?

13. What were the defects of the British system of parliamentary representation before 1832 and what changes were made by the Reform Act of that year ?

14. Outline the main steps in the development of Australia from 1788 to 1900.

15. What claims has Disraeli to be considered a great statesman ?

16. Write an account of the development of Trade Unionism in the period 1815 to 1914.

17. Write notes on two of the following:—The Rebellion of 1715, Edmund Burke, British sea power 1793-1801, David Livingstone, the causes of the American Civil War of 1861, Giuseppe Garibaldi, the Irish Question 1910-22, General Smuts.

18. (a) " The unchanging East.” Discuss this phrase in the light of twentieth century developments in either India or China.

Or (6) Outline clearly the way in which the Government of Great Britain

is chosen.

Or (c) Describe the machinery by which the United Nations Organization

attempts to maintain peace. Are any alterations desirable ?


HISTORY

HIGHER GRADE

(FIRST PAPER—BRITISH HISTORY)

Thursday, 8th March—9.30 A.M. to 12 NOON

All candidates must attempt FIVE questions, viz.. Section I and FOUR questions selected from any part or parts of the paper.




SECTION 1 (to be attempted by all candidates)


SECTION 2 (55 B.C. to A.D. 1485)

1. Describe the extent and character of the Roman occupation oi Britain.

2. What social and political changes resulted in England from the Norman Conquest ?

3. Why did Edward I succeed in the conquest of Wales but fail in that of Scotland ?

4. For what reasons were the peasants discontented in the fourteenth century ?

5. Write notes on two of the following :—The Conversion of Scotland to Christianity, Cnut, Thomas Becket, Magna Carta, The Black Prince, Bishop Kennedy.

SECTION 3 (1485 to 1763)

6. In what ways was the national welfare of Scotland promoted in the reign of James IV ?

7. Show how the course of the Reformation in England was affected by the personalities of the monarchs.

8. “ No bishop, no king.” Does this explain satisfactorily the policy of James VI and I in either England or Scotland ?

9- Compare the foreign policy of England in the reigns of Charles II and William III.

10. Do you consider that the Jacobites had more chance of success in “15 or in 1745 ?

11. Why did Britain enter the Seven Years War and why was she successful ?


SECTION 4 (1763 to 1914)

12. In what ways did the French Revolution of 1789 affect Britain during the remainder of the century ?

13. To what extent can the unrest in Britain after 1815 be attributed to the effects of the Napoleonic Wars ?

14. Do you consider that the charge of unprincipled opportunism can justly be brought against Sir Robert Peel ?

15. Explain the causes and results of the Indian Mutiny.

16. Do you consider that the views of Disraeli or Gladstone on the Eastern Question were the sounder ?

17. Trace and account for the main steps in the development of the trade union movement in the nineteenth century.

18. Write notes on two of the following :—John Wilkes, George Canning, the Durham Report, the Irish Land Acts, the Anglo-French Entente of 1904, Joseph Chamberlain.

HISTORY

HIGHER GRADE

(SECOND PAPER—EUROPEAN HISTORY)

Thursday, 8th March—1.30 P.M. to 4.0 P.M.

All candidates must attempt FIVE questions, viz., Section 1 and FOUR other questions selected from any part or parts of the paper.




SECTION 1 [to he attempted by all candidates)


SECTION 2 [Greek and Roman History to A.D. 410.)

1. Compare the contributions of Athens and Sparta to the defeat of the Persian invaders.

2. Do you consider that Alexander of Macedon deserves to be called ■" the Great ” ?

3. Trace the extension of Rome’s power over the rest of Italy.

4. For what reasons and by what means did Julius Caesar become master of the Roman world ? How far was the opposition to his rule justified ?

5. Write notes on two of the following :—The Confederacy of Delos, the Athenian Expedition against Sicily, Epaminondas of Thebes, the Third Punic War, the Roman Constitution in the first century A.D., the Emperor Constantine.


SECTION 3 (Medieval History, 410 to 1453)

6. To what causes do you attribute the break-up of the Carolingian empire ?

7. Explain the importance of the reign of Emperor Henry VI.

8. Gregory VII—Innocent III. Which of these popes do you consider the greater ?

9. “ Philip IV set a mark upon French life and government which has never been completely effaced.” What are the grounds for this assertion ?

10. Write notes on two of the following :—The Lombard kingdom in Italy, Hugh Capet, the Teutonic Knights, Thomas Aquinas, the Jacquerie, Joan of Arc.

SECTION 4 (Modern History (A), 1453 to 1763)

11. Why was Italy the scene of so much warfare at the end of the fifteenth and the beginning of the sixteenth centuries ?

12. Explain the causes of the revolt of the Netherlands from Spain and account for the success of the Dutch.

13. To what extent was the Thirty Years’ War a war of religion ?

14. Do you consider that Louis XIV was a great statesman or a man of second-rate ability ?

15. How far and with what objects did Prussia disturb the peace of Europe between 1740 and 1763 ?

SECTION 5 (Modern History (B), 1763 to 1914)

16. Explain the causes of the three partitions of Poland.

17. For what reasons and by what means was Napoleon able to dominate Germany ?

18. Why is the year 1848 so important in the history of Europe ?

19. To what causes do you attribute the outbreak of the war of 1914-18 ?

20. Write notes on two of the following:—-Robespierre, the Vienna settlement of 1815, Guizot, Count Cavour, the Franco-Prussian War, the Congress of Berlin.

GEOGRAPHY

LOWER GRADE

Friday, 9th March—9.30 A.M. to 12 NOON

Candidates should attempt SEVEN questions, viz., the three questions of Section A, together with four other questions (from Sections B and C), of which ONE but not more than TWO must be from Section B, the remainder being from Section C.


Candidates should read the questions carefully. The answers should he clearly expressed and entirely relevant.

The value attached to each question or part of a question is shown in the margin.

M.B.—Write legibly and neatly, and leave a space of about half an inch between the lines.


SECTION A

The whole of this Section should he attempted.

Marks 1. On the accompanying map of part of the British Isles :—

(а) Print the following over areas where their use is most appropriate:—

tor; fell; down ; scarp. 2

(б) Mark with a broken line the main north-south watershed of Great Britain. 2

(c) Outline fairly accurately areas noted for hop growing (H), dairy- farming (D), cider making (C), and print in the appropriate areas the letters in brackets. For each activity mark only one area. 3

(d) A vessel sails from Leith to Glasgow via the English Channel. It starts the voyage in ballast but en route it loads and discharges cargoes of kaolin, coal, and Canadian timber, carrying only one cargo at a time. Mark and name three suitable ports for loading these cargoes, printing the appropriate cargo after each port. 41

(e) Mark and name two towns of more than 1,000,000 inhabitants (excluding London). If

(13) 2. On the accompanying map of the world :—

(a) Name and mark with arrow's to show direction the yvinds blowing over the coasts of Australia in December. 3

(f>) Africa, north of the Equator, has been subdivided into broad climatic types. Opposite the numbers printed in the margin (which correspond to those on the map of Africa) print the name of each type of climate. 2f

(c) Print the names of the following commodities over areas important for their production (one area for each commodity) :—

tea ; coffee ; bauxite. If

{d) Name the ports marked A, B, C, and D, the rivers marked E and F, and the islands marked G and H. 2

(e) Mark and distinguish the main summer and winter sailing routes from Liverpool to Eastern Canada. 2

(/) -At 45 S. 120' W. print the direction in which a ship yvould require to sail from that point to reach 0° 120° W. by the shortest route. 1

(12)


Marks 3. Examine the contour map on page 4 of the map sheet and

answer the following questions :— {a) Draw a simplified sketch-map of the area of the map to show

clearly the three main physical regions and indicate on it the direction of flow of the river Ay. 5

(b) Briefly account for the steep slope curving from J to G through H and for the drainage of area QRS. 4

(c) Show how relief and drainage control (i) communications and (ii) the position and importance of towns within the area. 6

(15)

SECTIONS B AND C

Candidates should attempt FOUR questions from Sections B and C. Of these ONE BUT NOT MORE THAN TWO must be from Section B, the remainder being

from Section C.

SECTION B Marks

4. " (a) Some coastal areas experience heavy rainfall, and (6) some coastal areas experience light rainfall.”

(i) From any one continent select two separate examples of [a) and one of [b) and state the conditions which produce their rain- falls. Illustrate your answer by sketch-maps and diagrams. 11

(ii) For one of your selected areas show briefly how the rainfall has influenced human activities. 4

(15)

5. What is meant by (a) intensive agriculture, and (5) extensive agriculture ? 4

Give one area where [a) is practised, and one where lb) is practised (both areas outwith the British Isles). Describe the agricultural activities of the selected areas. 11

(15)

6. With the aid of diagrams and/or sketch-maps explain three of the following:—

(i) the midnight sun ; (ii) the international date-line ;

(iii) the variation in the length of degrees of longitude ; (iv) the sequence of the seasons and the contrast in the dates of

their occurrence north and south of the equator ; (v) the tides; (vi) the angle of the sun and warmth.

(15)

/- “ Rivers under normal conditions and in flood may be both helpful and detrimental to men’s activities.”

Expand and discuss under the headings of erosion, floodplain, agriculture, and communications. Illustrate your answer fully by reference to specific examples. (5 marks for examples.)

(15)


SECTION C British Isles Mar^s

8. State briefly the area which you have studied as your home area and for that area answer EITHER (A) OR (B) :—

(A) State—• (i) the mean July temperature ;

(ii) the mean January temperature ; (iii) the average annual rainfall; (iv) the season or seasons of maximum precipitation ; and (v) the main crops ; and 5

show how far the agricultural activities of the area are controlled by climate. 10

(15)

(B) (i) State the present population (approximately). 1 (ii) Describe the relationship existing between the main activities

of the area and the present density distribution of population within the area. 7

(iii) Indicate the main changes which have occurred in the distribution and in the numbers of the population during this century. 3

(iv) Account for the changes mentioned under (iii). 4 (15)

9. “ On the west coast of Ireland there is no large port, on the west coast of Scotland there is one, but on the west coast of England and Wales there are seueraZ.”

Amplify and explain. (15)

Europe 10. (a) Select one of the following areas and with the aid of a

sketch-map subdivide it into areas which would facilitate regional description :—

Spain and Portugal; France ; Italy ; Germany, west of the Elbe. 5

(b) Name the subdivisions. 1 (c) Give a concise geographical account of one of the subdivisions. 9

(15) 11. “Switzerland and Norway offer many contrasts and many

similarities." Expand and discuss, referring to relief, climate, occupations, and

population. 9 Incorporate a sketch-map to show the contrast in their position

and the similarity in their relief. 6 (15)

The Rest of the World 12. [a) “In Canada the Fraser River, Lake Winnipeg, and the

St. Lawrence River largely control the network of communications." Amplify and discuss, pointing out any other controls. 9

(5) Illustrate your answer by a sketch-map showing, among other items, the southern boundary of Canada and the three physical features referred to in [a). 6

(15)


Marks

13. EITHER (a) Name and mark on a sketch-map of the United States areas important for the following (one area for each) :—

(i) cattle fattening ; (ii) fruit farming ; and

(iii) truck farming (market gardening). 5

(£) For (i) and (iii) show how local conditions have fostered their development in the areas selected. 10

(15)

OR

(a) Give one good example from the United States of each of the following types of towns :—

gap town; nodal town ; bridge town ; religious settlement. (Do not duplicate your examples.) 2

(b) With the aid of sketch-maps describe their position and importance. 13

(15)

14. Indicate briefly the peculiar conditions of climate and relief which permit South East Asia to contain every type of vegetation from tropical rain forest to cold desert. 10

Illustrate your answer by referring to specific examples. 5 (15)

15. (a) Describe broadly the distribution of population in Australia or in New Zealand. 6

(b) Indicate how refrigeration, irrigation, and improved forms of transport have benefited the country selected. 9

(15)

16. Write a geographical description of one of the following :—

(a) Chile ; (b) The Guianas ; (c) Argentina ; (d) Peru. 10

Incorporate a sketch-map in your answer. 5 (15)

17. Write an orderly geographical description of owe of the following journeys, stating at the beginning of your answer the month in which the journey started :—

(i) Algiers to Lagos ; (ii) Alexandria to Lake Victoria ;

(hi) The Mouth of the Congo to Mombasa ; (iv) Cape Town to Zanzibar via Bulawayo.

(15)


GEOGRAPHY

HIGHER GRADE—(FIRST PAPER)

Friday, 9th March—9.30 A.M. to 12 NOON

Candidates should attempt FIVE questions, viz., the two questions of Section A, together with any three questions taken from Section B.

Candidates should read the questions carefully. The answers should be clearly expressed and entirely relevant.




SECTION A The two questions of this Section should he attempted.

Marks 1. Part of the Ordnance Survey map of England is provided. After

studying the map, answer the following :— {a) Describe briefly (no more than Yl to 15 lines) and broadly the

relief and drainage of the area and indicate, giving examples, the control exercised by the population over the present drainage system. 14

ip) (i) Draw a sketch-map of the area south of the River Witham and east of grid line 500 to show the general distribution of vegetation according to the place-names. 9

(ii) Explain this distribution in terms of relief and drainage. 5 (hi) Relate the distribution of villages within the area of the

sketch-map to relief, drainage, and vegetation. 8 (36)

2. On the accompanying map of part of the world :— (a) Mark and name the principal winds of the lower Mississippi

Basin, distinguishing between January and July, winds. 5 (b) Divide South America, east of the Andes and south of the

Equator, into its main zones of vegetation. 5 (c) Shade thus //// an area important for winter wheat in North

America. Name the agricultural belts immediately north and immediately south of it. 3

(d) Mark accurately and name :— (i) an oil-exporting port in Central America ;

(ii) a fruit exporting port in the West Indies ; and (iii) a nodal town in Canada. 3

(16) SECTION B

THREE questions should be attempted from this Section.

3 (a) Show that the sea fisheries of the northern hemisphere are well developed, but that little has been done to develop those of the southern hemisphere. 9

(6) Explain why this is so. 7 (16)


Marks

4. EITHER [a) Geography is said to be the study of men in relation to their environments. Show how your study of your home area has enabled you to realize this. (16)

OR (b) (i) You have been asked to prepare three maps of any Scottish county to illustrate the relationships existing between agricultural activities and environment. Name the county, state which maps you would draw, and outline the information each map would present. 10

(ii) What would be the main conclusions you would wish a reader to reach after studying your maps ? 6

(16) 5. “In tropical countries water, not temperature, controls

vegetation.” Comment upon this statement, drawing all your examples from

that portion of one of the following areas which lies within the tropics:— (i) South and Central America ;

(ii) Africa; (iii) South-East Asia. (16)

6. EITHER (a) (i) Distinguish between an ocean current and a drift. 3 (ii) Enumerate the ocean currents and drifts of the North and South

Atlantic Oceans. 5 (iii) Describe broadly the part which the currents, drifts, and winds

of the North and South Atlantic Oceans played in the voyages of exploration made between A.D. 1450 and A.D. 1550.

OR [b) (i) Name two distinct types of coast and with the aid of diagrams state their main features.

(ii) Select one example of each and show the influence of the coasts on the geography of the selected areas and of their hinterlands.

7. The following climatic statistics are representative of the hot climates of the world :—

8 (16)

10 (16)

A /Temp. °F. \Rain In.

B /Temp. °F. \Rain In.

c /Temp. °F. \Rain In.

D /Temp. °F. \Rain In.

J. F. M. A. M. J. J. S. O. N. D.

59 63 70 78 85 90 91 90 88 82 72 62 Practically Nil.

76 77 75 71 68 4-6 4-9 5-4 3-4 1-9

65 64 65 67 69 72 74 1-2 1-2 1-7 3-2 5-1 5-0 5-1

77 81 89 94 96 91 84 82 82 85 83 77 — — — — -6 3-9 8-3 8-3 5-6 1-9 -3 -2

79 79 80 81 81 80 81 82 83 83 82 81 7-9 4-6 7-2 6-0 1M 11-79-9 6-5 3-1 2-9 6-7 11 1

YR

77

70 42-7

85 29-1

81 88-7

(«) Indicate the salient features of the climate of each of the given stations. 10

[b] Attempt a classification of the four hot climates of the world, based on these statistics, signifying to which types stations A, B, C and D belong. 6

(16)


Marks

8. After examining the following statistics state to what extent they illustrate the geography of the counties concerned, explaining in your answer the percentage of urban population in each county :—

County. Population.

Selkirk Dumfries West Lothian Inverness Renfrew

22,608 81,047 81,431 82,108

288,586

Density per Square Mile.

85 76

673 19

1,270

Percentage of Population classified

83 54 72 31

as Urban. 0 3 4 9

93-3 (16)

9. Write a geographical essay on one of the following subjects :— (i) “ In old countries railways duplicate existing routes, but in

new countries they precede settlement.” (ii) " The world has decreased in size, and natural barriers are less

obstructive to travellers.” (iii) “ In the past commerce ran in the ruts of the world.

To-day . . . ." (16)

GEOGRAPHY

HIGHER GRADE—(SECOND PAPER)

Friday, 9th March—1.30 P.M. to 4 P.M.

Candidates should attempt FIVE questions, viz., ONE question from EACH of the Sections A, B, C and D, and a fifth from any Section.

Candidates should read the questions carefully. The answers should be clearly expressed and entirely relevant.




SECTION A Marks

1. “In many parts of Scotland, particularly in the Highlands, great hydro-electric schemes are complete, or are approaching completion.”

What are the effects of this upon the adjacent areas and upon Scotland ? (20)

2. [a) In the British Isles what conditions decide whether an area is to be given over to (i) pastoral farming, (ii) arable farming, or (iii) fruit farming ? 6

EXAMINATION PAPERS, 1951

(b) Select two areas, one from List A and one from List B, state the dominant type of farming in each area, and show how far each fulfils the conditions of (a) (i), or (ii), or (iii), whichever is appropriate.

List A .. .. East Anglia ; Kent; Yorkshire Wolds. List B .. .. Cheshire ; Vale of Evesham ; Cumbria.

3. [a) Draw a map of either Scotland or England and Wales to show the density distribution of population, distinguishing between high, medium, and low densities.

(6) Show how far such a map reflects the industrial activity of the country selected ?

SECTION B

4. “ Europe is a peninsula composed of peninsulas."

Show how this characteristic has influenced climate throughout the continent and indicate the influence exercised by relief.

Illustrate your answer fully by well chosen examples.

5. From the geography of either (a) France, or (b) Germany, or (c) Italy, or (d) Spain and Portugal, write notes to illustrate the fohowing:—

(i) the effect of climate on agriculture ; (ii) the value of rivers ; and

(iii) the connection between geographical location and world importance.

6. Compare and contrast one of the following pairs :— (a) The basin of the Guadalquivir (Andalusia) and the basin of the

Garonne;

(b) The Plain of Lombardy and the Plain of Hungary ;

(c) The Baltic and its coastlands and the Aegean and its coastlands.

SECTION C

7. “ The diversity of (a) the U.S.A., (b) Canada, and (c) the U.S.S.R. is sufficiently great to warrant large internal trade.”

Select one of these areas and give an account of its internal trade, discussing (i) raw materials and (ii) manufactured goods.

ba a Se°graphical account of one of the following river

Tigris-Euphrates ; Yangtze ; Indus ; Volga ; Irrawaddy.


Marks

9. Examine the accompanying map of the United States which shows the distribution of frost-free periods (see note) and then :—•

(a) write a short and broad account of the information it provides ; 8

{&) give a brief explanation of the gulf of warmth which appears in the Mississippi basin ; and 6

(c) relate the incidence, or, if you prefer, the absence, of frost to the four main crop belts of the Mississippi valley. 6

(Note.—Frost-free period means that part of the year during which, on the average, there is not likely to occur a frost sufficiently severe to damage the staple crop of the district concerned.) (20)

SECTION D

10. “ Until recently Australia was only a primary producer.” (a) Amplify and discuss briefly. 10

(b) Give a short account of modern developments in two of the following:—

pastoral farming ; arable farming ; fruit farming. 10 (20)

11. EITHER (a) “Morocco, Algeria, and Tunisia are more closely allied to southern Europe than to the lands of the Guinea coast.”

Comment upon the truth of this statement. Refer to relief, climate, vegetation, products, and modes of life. (20)

OR (b) ‘ ' The states of South America and of Africa look overseas rather than to their neighbours.”

Select one of these continents and comment upon this statement under the headings of population, products and markets, and communications. (20)

12. (a) Draw a sketch-map of New Zealand and on it mark the main regional divisions. 5

{b) Select two coastal regions, one in North Island and one in South Island, and briefly bring out the differences and similarities in their relief, climate, vegetation, and occupations. 15

(20)

ARITHMETIC

Tuesday, 6th March—9.30 A.M. to 10.45 A.M.

Only FIVE questions should he answered.

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 legible and shown in its proper position in the answery

and, when necessary, the different steps should be clearly indicated.



Marks will be deducted for careless or badly arranged work.

1. For admission to a sports meeting in a ground which had a capacity of eighty thousand, 43,587 people paid Is. Qd. each, 3,825 paid 2s. Qd. each, and 2,197 paid 3s. Qd. each.

Find (i) the total drawings ; (ii) how many more people the ground could have accommodated.

2. How much butter, to the nearest ton, is needed weekly to give fifty million people a ration of 5 oz. each ?

Find, to the nearest thousand pounds, the weekly cost to the Exchequer of each penny per lb. of subsidy.

3. A fruit merchant bought 2 dozen 84-lb. boxes of apples for £45. He ■discarded all the damaged apples, sold the rest at 8d. per lb., and made a profit of £12.

(i) Find the average weight of damaged apples per box. (ii) What percentage of the apples (by weight) was damaged ?

4. Find the simple interest on £1,300 for 35 days at per cent, per annum. By how much would the interest be increased if the rate were increased by

l per cent, per annum ? In each case answer to the nearest penny.

5. A man, whose income for a particular year was £895, was allowed free of income tax one-fifth of his income and a further £240. The rate of tax was 3s. in the £ on the first £50 of taxable income, 6s. in the £ on the next £200, and 9s. in the £ on the remainder. If £12 16s. was deducted from his salary each month for income tax, how much tax had he overpaid or underpaid by the end of the year ?

6. On a map of which the scale is 6 inches to the mile a building site is represented by a rectangle IJ in. by jf in. Find the feu-duty on this site at the rate of £12 per acre.

7. Cylindrical tubing is made of metal which weighs 0-304 lb. per cu. in. Find, to the nearest lb., the weight of 28 five-foot lengths of this tubing, if the internal diameter is \ in. and the metal is £ in. thick.

G = f) 8. A motor-car was timed over an accurately measured distance of 200 yards,

and the time given as 12f seconds. What speed in miles per hour does this represent ?

If an error of ^ second could have occurred in the timing, what was the fiiaximum speed possible ?

In each case answer correct to three significant figures.

9- A, B, and C on a motoring holiday agree to share expenses in the proportion 1 : 1J : 1-|. During the trip A paid £13 14s. Qd. for travelling expenses, and B paid all the other expenses, which amounted to £43 16s. Id. How much should B receive from each of the others ?

10. From October to March a domestic hot water supply is heated by a stove which uses weekly 2 bags anthracite at 3s. 1(W. per bag, and from April to September by an electric heater for 8 hours per day at a cost of 2\d. per hour, hind the total cost for the whole period.


MATHEMATICS

LOWER GRADE—(FIRST PAPER)

Monday, 12th March—9.30 A.M. to 11.30 A.M.


All the figures should he neatly drawn, and, where it is necessary to turn over a page during the answer to a question, a rough copy of the figure MOST be drawn on the fresh page. All the steps of the proofs must be given. Preference will he given to proofs which depend on first principles, and in all cases it should he clearly shown on what assumptions the demonstrations are based. Where geometrical references are necessary in written proofs, care should he taken to ensure that such references are dear and intelligible. Text-book reference numbers, apart from those of Euclid, should NOT he used.



SECTION I All the questions in this Section should he attempted.

Marks

1. Prove that the diagonals of a parallelogram bisect each other. 10

2. Prove that the angles between a tangent to a circle and a chord drawn through the point of contact are respectively equal to the angles in the alternate segments of the circle. 12

3. Construct a square equal in area to a given rectangle. State and prove your construction. 12

4. Prove that the internal bisector of an angle of a triangle divides the opposite side in the ratio of the sides containing the angle bisected. 12

SECTION II Only THREE questions should he attempted from this Section.

The propositions in Section I [above) on which certain of these deductions depend are indicated in brackets.

Marks

5. The sides AB and CB of the parallelogram ABCD are produced to E and F respectively so that BE = AB and BE = CB, and the parallelogram BEGF is completed. 2

Prove that—

(i) DCGF is a parallelogram ; 5 (ii) D, B and G are collinear points. (Section I, 1.) 5

If DC and GE are produced to meet at H, prove that DE, GC and HB are concurrent. 6

6. Two circles intersect at A and B, and a common tangent to the circles touches them at C and D and cuts BA produced at E. CA and DA are produced to cut the circles again at X and Y respectively. 2

Prove that the rectangle CA.CX is equal to the rectangle DA.DY and that each is equal to four times the rectangle EA.EB. 6< 10


Marks

7. In the figure, which need not be copied into your examination book, ABCD is a rectangle; BP is drawn perpendicular to AC and is produced to meet DC at E.

r

B If AC is denoted by l and the angle BAC is 30°, express BC in

terms of l and show that PC = \l. 3, 5 Hence or otherwise show that H is a point of trisection of DC. 10

8. The sides AB, BC and CA of a triangle ABC are of lengths 7,24 and 25 units respectively. Show that the triangle is right-angled. 3

The internal bisector of angle BAC meets BC a.t X; find the length of BX. 5

If I is the in-centre of triangle ABC and IY is the radius drawn perpendicular to AB, prove that IY : XB = AI: AX, and determine the length of the radius of the inscribed circle. 4, 6

(Section I, 4.) 9. In the figure, which need not be copied into your examination

book, tangents AB, AC and a secant APQ are drawn to a circle with centre 0. CD is drawn parallel to PQ to meet the circle at D, and BD meets PQ at E ; BC, OB, OC and OE are joined.

Prove that— (i) /_AEB = Z_ACB ; (Section I, 2.) 4

(ii) E and 0 lie on the circle passing through A, B and C ; 8 (hi) E is the mid-point of PQ. 6

D


MATHEMATICS

LOWER GRADE—(SECOND PAPER)

Monday, 12th March—1 P.M. to 3.30 P.M.


Square-ruled paper and four-place logarithmic tables are provided.

All the working must be legible and shown in its proper position in the answer, and the different steps should be clearly indicated.


Marks will he deducted for careless or badly arranged work.

SECTION I

All the questions in this Section should be attempted. Marks

1. (i) Factorize (2a — b)2 — (a—2b)2. 3 (ii) Solve the equations—•

(g) 2(3* + 4)_5(3—2r) = l_3^ + 1. 5

5 4 4 (b) 3x2 + 4« — 5 = 0, giving your answers correct to two

places of decimals. ■ 7

2. Using your tables calculate the value of—

(a) 200-6 X (0-054)2. 7 61 10 X cos 42° 11' ’

(b) (0-068). 4

3. (i) UA= v:r(2l + r), express l in terms of TT, r and A. 4

(ii) In the accompanying figure, which is not drawn to scale, ACB is a straight line, ffBAD = 15°, f^BCD = 30°, DBA = 90°.

If the length of AC is 4 inches, find, without using tables, the lengths of CD and BD. 4

(iii) A man earns a pounds, b shillings per week and of this he spends b pounds, a shillings per week. How many weeks will he take to save y pounds ?


4. (i) Prove that sin A cos A tan ^4 = 1

(ii) Evaluate sin 60° cos 30°_

sin 45° cos 45°

/iii) If tan A — find the value of v ’ 12

sin A cos A cot A

cos2Al — sin2 ^4

cos2 A.

Marks

4

4

5

SECTION II

Only THREE questions should he attempted from this Section.

5. The numbers a, h and c are such that b exceeds a by 1 and c exceeds 6 by 1.

Show that—■ (i) «2 - 262 + c2 = 2 ;

(ii) he — 2ac -f ah = 2. 10

Verify these relationships for the case in which h = —6

v 3y 6. (i) If A = —, find the two values of the ratio of «toy. 7

x f-y 6* + y

(ii) The income from an estate is £x. One-third of this sum is paid away in taxes and the remainder is divided between A and B in the ratio p : q. How much does each receive ? If ^ = 3 : 1, what fraction of the total amount does A receive ? 9

7. The graphs shown on the accompanying figure indicate two different methods of paying weekly car allowances to travelling sales- men. In scheme A the sum paid is proportional to the number of miles travelled; in scheme B, the salesman is given a fixed amount each week and a further sum which is proportional to the number of miles travelled. By careful examination of the graphs answer the following questions :—

(«) If a salesman travels 58 miles in a certain week, how much should he be paid under (i) scheme A, (ii) scheme B ? 1, 1

(b) In a certain week, a salesman’s allowance is £2 17s. 6d. How many miles has he travelled if he is paid under (i) scheme A, (ii) scheme B ? 1,1

(c) For what number of miles per week is the payment the same under both schemes ? 2

(d) What is the rate of payment in pence per mile in scheme A ? 3


Marks (e) What is the fixed weekly payment in scheme B ? 3

(/) At what rate, in pence per mile, is the additional sum paid in scheme B ? 4

8. A classroom is 26 feet long and 20 feet broad. At one end the area contained by the breadth and x feet of the length is left free for the teacher, and the remainder of the floor space is seated so as to allow y square feet per pupil. (See accompanying diagram.)

If n is the number of pupils that can be accommodated, find an expression for n in terms of A and y.

For certain values of a; and y the value of n is 40, but if x is decreased by 2 and y is increased by 2 the value of n becomes 36. Find the values of x and y. 10


9. Marks

In the above diagram, ABCD is a rectangle and ii is a point on CD produced. If /_CAD = 32° 29', /_DAE = 43° 5', and AB represents a length of 40 feet, calculate the lengths represented by BC, AC and CE. Calculate also the size of /JEBA. 3, 3, 5, 5

MATHEMATICS

Higher Grade—(First Paper)

Monday, 12th March—9.30 a.m. to 11.30 a.m.


All the figures should he neatly drawn, and, where it is necessary to turn over a page during the answer to a question, a rough copy of the figure must he drawn on the fresh page. All the steps of the proofs must he given. Preference will he given to proofs which depend on first principles, and in all cases it should he clearly shown on what assumptions the demonstrations are based. Where geometrical references are necessary in written proofs, care should he taken to ensure that such references are clear and intelligible. Text-book reference numbers, apart from those of Euclid, should not be used.


Marks will he deducted for careless or badly arranged work.

Section I All the questions in this Section should be attempted.

Marks 1- Prove that the internal bisectors of the angles of a triangle are

concurrent. 11 Prove that, if from a point outside a circle a secant and a tangent are drawn, the rectangle contained by the whole secant and the part

°utside the circle is equal to the square on the tangent. 12


Marks 3. Define similar rectilinear figures. 2 Prove that, if two triangles have an angle of the one equal to an

angle of the other and the sides about these equal angles proportional, the triangles are similar. 11

4. Show that the equation of the straight line which has gradient m and which makes an intercept c on the ^-axis is ^ = mx + c. 6

Find the co-ordinates of the point of intersection of the line of gradient + 1 which makes an intercept +2 on thej'-axis and the line of gradient +2 which makes an intercept +1 on the ir-axis. 4

Find also the area of the triangle formed by these two lines and the y-axis. 3

Section II

Only three questions should he attempted from this Section.

The propositions in Section I [above) on which certain of these deductions depend are indicated in brackets.

5. Two circles intersect at A and B, the centre of each circle lying outside the other. The tangents to the circles at A meet the circles again in C and D. 1

Prove that (i) angle ABC = angle ABD ; 4 (ii) if CB produced meets the circle ABD at E, the

triangle ADE is isosceles ; 6 (iii) if DB produced meets the circle ABC at F, EC = DF. 6

6. The triangle ABC is right-angled at B, and BD, perpendicular to AC, meets AC in D. APQ is a secant to the circle with centre C and radius CB. 2

Prove that (i) PQCD is a cyclic quadrilateral; (Section I, 2) 7 (ii) the triangles APD and QCD are similar. 8

7. The bisectors of the angles A and B of an acute-angled triangle ABC meet in I. XIY, perpendicular to AI, meets AB in X and AC in Y. 1

Find expressions for the angles of the triangle IYC, in terms of A, B, and C (the angles of triangle ABC), and show that the triangles BXI and IYC are similar. (Section I, 1) 8

Prove that BP : ICa = BX : YC. 8

8. On a diagram which need not be drawn accurately to scale (square-ruled paper is not required) indicate relative to the co-ordinate axes the position of the triangle whose sides have equations

y = 3, y — 4 = 0, 7v+y + 4 = 0.

Write down the co-ordinates of the vertices of the triangle, hind (i) the equation of the circumcircle of the triangle ;

(ii) the equations of the tangents to the circumcircle which are parallel to the x-axis.


Marks 9. ABCD is a cyclic quadrilateral, and the lengths of AB, BC, CD,

DA, and AC are denoted by a, b, c, d, and fi respectively. Write down expressions for cos B in terms of p, a, b, and for cos D

in terms of p, c, d, and deduce that _ [be + ad) (ac + bd) g

ab + cd

Find (or write down) the corresponding expression for q2, where q denotes the length of BD, and deduce that

pq — ac -\- bd. 7

State the corresponding geometrical theorem. 2

MATHEMATICS

Higher Grade—(Second Paper)

Monday, 12th March—1.0 p.m. to 3.30 p.m.


Square-ruled paper and four-place logarithmic tables are provided. All the working must be legible and shown in its proper position in the answer,

and the different steps should be clearly indicated. The value attached to each question or part of a question is shown in the margin.


Section I All the questions in this Section should be attempted.

Marks

1- (i) Rearrange the formula P = — m (1 — r) l -\- m

(а) as a formula for l; (б) as a quadratic equation in r, in standard form.

(ii) Without using your tables, determine the value of the expression

i 49 , t 27 i 21 1o&i+Iog,--log,r0

6

5

2- (i) Solve the simultaneous equations

9a2 + Q%y — 4y2 = 1, 3* — 2y + 1 = 0. 6-

(ii) The time taken by a box to slide down a sloping plank varies meetly as the length of the plank and inversely as the square root of the

^rtical height of one end of the plank above the other. If the box takes - seconds to slide down when the height is 6| feet and the length 20 feet, ' at is the height for a plank 12 feet long down which the box slides in

seconds ? ft


Marks a-ap _ 2 -f a2*’ „ , . ,

3. (i) Simplify the expression -.-t» _ qp—> ™lt*-lts ':al,lIe when

a = and f = i- ^

(ii) If j = -y/3 — V2. prove that v* — ~ = 9. 5

4. From the graph of y = x2 + 'fx + 9, which is shown on the .accompanying figure, deteimine as accurately as yon can -

w the value of x for which x2 + #* + 9 is a minimiun and the immiimiTTO value of s3 Hr fix + f; 2

(6) the roots of the equation s3 +#* + 9 = 0 and hence the values of fi and f; . 2, 2

(c) the roots of the equation x* -f- fix -J- 9 = 2; 2 (if) the range of values of k for which the equation x2 fix • 9 k

has imaginary roots ; 2 (e) the range of values of % for which the function represented by

the straight line A B exceeds x% Hr fix + 9. 2


Marks 5. With the usual notation for the sides and angles of a triangle ABC,

prove that, if 6 > c, 5 B - C 5 - c A

tan = • cot — • 2 6 c 2

If J = 42-54, c =j= 31 -76, A = 73° 44', finda. 8

6. (i) Prove the sine formula, —-— = —-— = —— > for any sin A sin B sin C

triangle ABC. 4 (ii) ABC is a triangle with AB = AC.

(a) Prove that 2A sin A = a2 sin2 B, where A denotes the area of the triangle ABC. 3

(&) If the angle A is denoted by 20, show that BC = 2b sin 0 and hence by applying the sine formula to the triangle deduce the formula sin 20 = 2 sin 0 cos 0. 2, 3

Section II

Only two questions should be attempted from this Section.

7. The owner of a business establishment bought in a certain year a quantity of coal in the summer and three times as much in the winter, when the price of a ton was 16§ per cent, greater than it was in the summer. His coal bill for the year amounted to £216. In the following year the summer price per ton was 5 shillings less than in the previous summer and, having acquired more storage space, he bought all his coal during the summer season. In this way he found that for an outlay of £192 10s. he obtained 6 tons more than in the previous year. Find the summer price per ton in the first year. 14

8. (i) Solve the equation

3^/3 cos 0 — 3 sin 0 = tan 0 — -\/3 for values of 0 between 0° to 360°. 6

2t \ ^2 Q (ii) Prove that sin 0 = and that cos 6 = > where t = tan--

1 + i!2 1 + i!2 2 Hence or otherwise solve the equation 4 sin 0 — 5 cos 0 + 4 = 0, for

values of 0 between 0° and 360°. 8

9. (i) Find the sum of n terms of an arithmetical progression whose first term is a and whose common difference is + 3

^The sum of p terms of the series 1 + £>, 3 + 2p, 5 + 3p, etc., is j ■ Find the value of p and hence write down the first three terms of tfie series. 5

(ii) If to each of three consecutive terms of a geometrical progression fie middle term is added, prove that the resulting three terms are in

fiarmonical progression. 6

m saranisH BffiffiQKE QSffinnffliE'Snffi:

TIB. _ aiiiltliEedifffaEmraEaifftliWDan^h^.girroffittiHtt

(WsIA — A-H-® .. A

= —^sin 5 sm- 22 22

fry^ (|i)) SimwttiHit, if£aaKA==^< tflmnSKsam—ain—= 1111.

(îi|)H xc-\{-^>J!\-^=3iSS0„ gniRffitfiffitt ^smm'aas^yaioasr=<kjs2«—aas2^ -ff aasS? - -11.

$

5

mi f^TO^rnîK-v,- jffisiMLSSIB

itonuniBEHJ'HL M'amBffisranicm. SimoEar

(pijgiBirtSfad^)

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ISgimia&mlM flmjpar amS. fpmrjfflxBm Itqgmifhniw ttMbss amt- pmtiiikS..

TUke mdhce aUtaihM tto muih qôstfam corffarU off ca igiBstimu m sikmn -m tfhs ntmugM.

MrniEK mill ite ctMiitdM Sor cuiKbeair; mr ijjallte' aimiiixfHtl warik.

^Guniaw E

E. (D) IK.u'iKixadl.gnxwcettliEtt

^ 21 (t$!xc -H- J)) c ^

((i|) BSsgaiBS®iin gaitorB tfce clktenmiiiaitt

HUE m z:

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1

E -H-a*;-}f-^-U- Eanfl dtailuiEe Iftee amm to uuftnil^;, (dfeatil^/ HHtp nfwUrrirrftireiTB; am titte ÊeLhteaff.u'.

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®$Bt+I1 H—»!n

asguassE i iin tomE off «(„, andi graws; lilw# j*1rH33 rf4n'

5

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Marks

Hence prove that if w0 = 2 and | * | < 1, the sum to infinity of the series

w0 + % * + w2 3;2 + % + • . .

a;2 — 2* + 4 is • '

2 (1 — xz)

3. (i) {a) Prove that

2 tan-1 - + tan-1 - = —. 3 7 4

(&) Solve the equation X

tan-1 x = 2 tan-1—. 3

(ii) Eliminate 0 between the relations * = cos 30 + sin 30, y = cos 0 — sin 0.

4. Prove that, if u and v are functions of x, d (uv) dv , du ——- = u —h — •

dx dx dx Differentiate the following functions with respect to * :—-

or .... ^ cos ^ + sin a; (i) (x* + 2x)e~2x, (u) — (m) •

•\/(l — x) cos x — sm x

4

4

7

3

3, 4,5

5. (i) If y = (1 + x)2 log, (1 + x),

prove that (i + xy ^ - 3 (i + x) + 4y = Q, dx2 dx

(ii) The part of the circle %2 + y2 = a2 in the first quadrant between the ordinates % = ±a and x = a is revolved about the *-axis. Prove

that the volume generated is — rra3. 24

7

8

Section II

Not more than two questions should he attempted from this Section.

S. Express

E =

in partial fractions.

x — l x (x2 + 1)

1 \5

and higher powers of — can be Prove that if x is large so that ^

omitted, then E is given by-(x2 — x—l). xi

Calculate the value of E to six places of decimals when x = 100. (0966^

10

2 B 2

sEwnraH: iKMifrc oekiuficate

7. ((]$) 'WMte dlwfflm 1flte finst tw® fanmns iiii the espoiDsians ®f sim @ amd cse® ® ima teMS «aff ®„ whaiffi ® is ha

{(at)) IS ® is a sumail aam^k toe imsjriter-ted,, dhffiw titai auai afproxEmat® sahutmn ®f

is

s5m^ + ®J) = ®-S|L

V3S

«JrSm i ®.

(« saiiis

„ „ im , —1)) „„ mUf.— l|Bw—1^)) 1 -H shhsok^ s 2-fflssla + — —

l!! M! 3!!

ttfliHDi C = 2Z”

S. ffimw® tfflDfflt iff (($) ff' {($) = © amml ff" ((a| is ~ ^ & mmxiiminim miltae wtom « = <&.

me

SfeKBE

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xP^r-mP

TOfliK;,

. air a ]

■» (^) atSBES.is;, ((ah) a: she (W_ 4,4,* J1 + -U' '

Hanifl t4te asiaa ItKttwffian tffliE giaigJia ®fi ifbie ffcnnritiiani affi^a’sani.U' ffnir

off agffaffltti a; = © to xc =—anrfl tiftre S 2

ffiiawai tfitodt tfflis anam is (fimiiisi iia fc iMiB 7 :: ® %? fc ffnmnijroittffi


DYNAMICS

Additional Mathematical Subject

(Higher Grade)

Tuesday, 20th March—1.30 p.m. to 3.30 p.m.


Candidates should, where necessary, illustrate their solutions by suitable diagrams.



In the answers to arithmetical examples units must be stated.

g = 32 ft. I sec.2

Marks will he deducted lor careless or badly arranged work.

Section I

All the questions in this Section should be attempted. Marks

1. Assuming the formula s — ut -\- \ ft2 for the rectilinear motion of a uniformly accelerated particle, find an expression in u, f, and n for the distance travelled by the particle in the wth second of its motion. 7

A uniformly accelerated particle, moving in a straight line, travels 25 feet in the sixth second of its motion and 41 feet in the tenth second. Find its acceleration and its initial velocity, and write down an expression in n for the distance travelled in the wth second of its motion. 6, 2

2. X is a point on the line of action of the resultant of two forces P and Q. Prove, for the particular case in which P and Q are at right angles to each other, that the sum of the moments of P and Q about X is zero. 4

Forces of magnitude 1, 2, 3, and 4 lb. wt. act along the sides AB, BC, CD, and DA respectively of a square ABCD. Find the magnitude and direction of their resultant. 3, 3

If the line of action of the resultant cuts AD produced at X, show thatDX = | AD. 5

3. Explain what is meant by the Principle of Flotation. 1 A piece of copper whose volume is 34 c.c. floats in a tank of mercury.

What volume of mercury does it displace ? 4

Water is now poured into the tank until the copper is covered. What volume of mercury does the copper now displace ? 6

What downward force would it be necessary to apply to the copper to restore the volume of mercury displaced to its former value ? 4

Specific gravity of copper = 8 -7, Specific gravity of mercury = 13 '6.

(99669) -g g


Marks 4. A smooth plane inclined at 30° to the horizontal is joined at its

upper end to a smooth horizontal table. A mass of 4 oz. on the table is attached by a light inextensible thread to a mass of 8 oz. on the plane. (The masses and the string lie in a vertical plane which is at right angles to the junction of the inclined plane and the table.) If the system is allowed to move freely, find the common acceleration and the tension of the string. 7

The plane and the table are made rough, the coefficient of friction being the same for both surfaces. If the system now remains at rest, but is just on the point of moving, show that the coefficient of

- V3-l friction is —-—.

Section II

Only two questions should be attempted from this Section.

5. (a) OABCDE is a plane lamina. The angles at O, A, B, C, D, and E are each 90®, OE = 21 cm., CD = l cm., OA = 2b cm., and CB = b cm. Find the distance of the centre of gravity of the lamina (i) from OE, (ii) from OA. 6, 6

(ff) Particles of masses »%, mj and m3 are placed at three points P, Q, and R respectively. If : m2 : m3 = QR ; RP ; PO, prove that the centre of gravity of the particles is equidistant from PO QR, and RP. ' 8

6. A uniform cylindrical tube closed at one end is lowered, with its axis vertical and its open end downwards, into a tank of water. Prove that, if the air-water surface in the tube is at a depth D below the surface of the water in. the tank and the height of the water barometer is H, the ratio of the length of the tube occupied by water to the length occupied by air is D H. - „ 5

If the length of the tube is 2 feet and the height of the water barometer is 34 feet, find, to the nearest tenth of a foot,

(i) the depth of the open end of the tube when the length of the air column is 1 foot 9 inches; '' 5

(ii) ) the length of the air column when the depth of the open end of the tube is 4 feet. 10

7. A uniform rod Ar> of weight 1? is suspended from a fixed point C by two strings BC and AC. The lengths of the strings are. a and b respectively (a > f»!, and / ACB = 90°. Find the tensions of the strings in terms of a. b, and IF. 10


Marks If the angle of inclination of the rod to the horizontal is 0 and

/_KS>C = <j>, prove that sin 0 = cos 2cj), 6

and hence find an expression for sin 0 in terms of a and b. 4

8. Define Potential Energy, Kinetic Energy, and Momentum. 1, 1, 1 A particle of mass m is suspended from a fixed point A by a light

inextensible string AB of length l. If, when the string is in the vertical position, the particle is given a horizontal velocity v (such that is not greater than 2lg), show that the particle will rise until AB makes an angle 0 with the downward vertical such that

0 v2

sinz - = —• 2 Alg

Verify that the string will reach a horizontal position if u2 = 2lg. The particle is held at rest with the string taut and horizontal, and

is then allowed to fall. At its lowest point it collides and coalesces with a particle of mass \m. What angle will the string make with the vertical when the particle reaches its highest point ?

7

3

7

GEOMETRY

Additional Mathematical Subject (Higher Grade)

Wednesday, 21st March—1.0 p.m. to 3.0 p.m.


Not more than FIVE questions should be attempted, of which TWO should be chosen from Section I, TWO from Section II, and a FIFTH from EITHER Section.

Where geometrical references are necessary in written proofs, care should be taken to ensure that such references are clear and intelligible. Text-book reference numbers, apart from those of Euclid, should not be used.

Square-ruled paper is provided. The value attached to each question or part of a question is shown in the margin.


Section I Marks 1. Prove that the length of the perpendicular from the point (xv yf)

to the line ax + fry + c = 0 is, numerically,

ax1 + by1 + c 6

V(«2 + &2) ' Show that the equation x2 — 4xy + 4y2 + lOx — 20y + 9 = 0

represents a pair of parallel lines and that the point P (— 1, 2) is equidistant from them. 6,2

(99660 .


Marks If P is the centre of a rectangle whose length is twice its breadth and

whose longer sides lie on the given lines, find the equation of the pair of lines on which the shorter sides he. 6

2. Prove that the equation of the tangent at the point (%, on the circle x2 + y2 + 2gx + 2fy + c = 0 is

xx1 + m + g (* + *i) + f{y + Vi) + c = 0. 6

Show that the tangent at the point P (— 3, 1) on the circle A-2 _|_ _|_ lOx — 4jy + 24 = 0 also touches the circle

x2 jj_ y2 _ i2x — Sj' + 7 = 0

and determine the co-ordinates of the point of contact. 8 Find also the co-ordinates of the inverse of the point P with respect

to the second circle. 6

3. Establish the equation of the chord joining the points P («£j, 2ai1) and Q {a%, 2at2) on the parabola y2 = 4ax, and deduce the equation of the tangent at P. 5

If R (al%, 2at3) is any other point on the parabola and if the lines through P and Q parallel to the axis of the parabola meet the chords QR and PR, produced if necessary, in L and M respectively, prove that the tangents to the parabola at P and Q intersect at the mid-point of LM. 15

4. Assuming the equation of the tangent at the point • ^2 /y 2

P (a cos 8, b sin fl) on the ellipse —2 + p = 1, prove that the equation

of the normal at P is ax by

cos 8 sin 0 : a2 — b2.

The line drawn through a point P (« cos 0, b sin 8) on the ellipse /^2 ,y 2 ^2 + p = 1 perpendicular to the major axis cuts the circle on the major

axis as diameter at E and F ; from C, the centre of the ellipse, CE and CF are drawn to cut the normal at P in G and H respectively. Find the co-ordinates of G and H and show that, as P varies, G and H move on fixed circles, concentric with the given ellipse, and that PG = PH. 8, 4,

5. Prove that the gradient of the chord joining the points P and Q with abscissae x1 and x2 on the rectangular hyperbola xy = c2 is

x2 The points P, Q, and R on the rectangular hyperbola xy = c3 have

abscissae xv x2, and x3 respectively; find in terms of xx, x2, and x3 the condition that the chords PR and OR should be perpendicular. 3

Hence prove that there are two fixed points on the hyperbola at which all chords of a given positive gradient m subtend a right angle, and that these points are the ends of a diameter. 8

Show further that the perpendicular bisector of this diameter also bisects each of the chords of gradient m. 5


Section II Marks

6. Prove that, if a transversal cuts the sides BC, CA, and AB of a triangle ABC at L, M, and N respectively,

BL CM AN_ LC ' MA ' NB ” 1-

K triangle ABC has in-centre I, and AI, BI, and Cl are produced to meet the circumcircle of the triangle at L, M, and N respectively. From D, any other point on the circumcircle, DL, DM, and DN are drawn and meet BC, CA, and AB in P, Q, and R respectively. Prove that

(i) BP : PC = BD : DC, 5 (ii) P, Q, and R are collinear. 8

7. Prove that, if Q lies on the polar of P with respect to a given circle, then P lies on the polar of Q. 5

The tangent at A to the circumcircle of triangle ABC meets BC at S ; the tangents at B and C meet at T. Show that AT is the polar of S. 6

If a second circle is drawn through B and C to cut AB and AC again at D and E respectively, show that DE is parallel to AS and hence or otherwise that AT bisects DE. 9

8. Define the radical axis of two circles, and prove that the radical axes of three circles taken in pairs are concurrent. 6

If, in a triangle ABC, the escribed circles opposite B and C touch BC at X and Y respectively, show that BY = CX, and deduce that the radical 4 axis of these circles is the line which passes through the mid-point of BC and is parallel to the internal bisector of angle BAC. 6

Hence show that the lines which pass through the mid-points of the sides of a triangle and are parallel to the internal bisectors of the opposite angles are concurrent. 4

9. AB, BC, and CD are mutually perpendicular edges of a rectangular solid, and P and Q are any points on AB and CD respectively. If M is the mid-point of PQ, prove that MP = MB = MC. 8

If, further, P and Q move so that PQ is of constant length 2a, prove that

(i) M lies on the plane which is perpendicular to BC and which bisects BC; 5

(ii) the locus of M is a circle of radius vX®2 — where BC = 2b. 7

LATIN

Lower Grade

Monday, 19th March—9.15 a.m. to 11.45 a.m. The value attached to each question or part of a question is shown in the margin.

N.B.—Begin the answer (or fair copy of an answer) to each question on a fresh Page. Write legibly and neatly, and leave a space of about half an inch between the lines.



Marks 1. Translate into English :—• Either (a) or (b). (a) The Samnites by a surprise attack enter the Roman camp, but

the consul saves the situation. Samnites vixdum satis certa luce ad stationem Romanam in porta

vigilias agentem improviso perveniunt. milites impetu oppressi resistere non poterant. ab tergo etiam castrorum impetus factus est; itaque captum quaestorium quaestorque ibi occisus. consul tumultu excitus cohortes duas sociorum custodire praetorium iubet; ipse milites legionarios in hostem inducit. vixdum aptatis armis in ordines eunt et clamore magis quam oculis hostem noscunt. primo autem cedere coacti hostem in media castra accipiunt. inde cum consul magna voce rogaret num extra vallum expulsi castra deinde sua oppugnaturi essent, clamore sublato Samnites fugaverunt. quia autem lux incerta metum insidiarum faciebat, eos persequi non ausi sunt sed liberatis castris content! se intra vallum receperunt. 26 (V) Laodamia, writing to her absent husband, recalls how she fainted

with grief when his ship sailed away out of sight. Dum potui spectare virum, spectare iuvabat,

sumque tuos oculos usque'11 secuta meis. ut te non poteram, poteram tua vela videre,

vela diu voltus detinuere meos. at postquam nec te nec vela fugacia vidi

et quod spectarem nil nisi pontus'21 erat, lux quoque tecum abiit, tenebrisque exsanguis obortis

succiduo'31 dicor procubuisse genu, vix socer Iphiclus, vix me grandaevus Acastus,

vix mater gelida maesta refecit aqua, ut rediit animus, pariter rediere dolores.

pectora legitimus casta momordit amor. al usque = all the time. 121 pontus = the sea. <3) succiduus = failing, sinking. 26

2. Pompey seeks help from the king of Egypt. Assistance is promised, but Achillas and Septimius receive secret orders to kill the suppliant. Pompeius igitur ad regem legates misit rogatum ut in urbem

Alexandriam ipse reciperetur atque in tanta calamitate adiuvaretur. ei autem qui missi erant, confecto legationis officio, liberius cum militibus regis colloqui coeperunt. mox eos hortati sunt ut suum officium Pompeio praestarent'11 neve fortunam eius despicerent. erant enim in regis exercitu complures Pompei milites quos Gabinius Alexandriam transduxerat et postea ibi reliquerat. his cognitis rebus amici regis timebant ne corrupto regis exercitu Pompeius Alexandriam Aegyptumque occuparet. itaque legatis palam benigne responderunt Pompeiumque venire ad regem iusserunt: clam autem Achillan, audacissimum hominem, et L. Septimium, tribunum militum, ad interficiendum Pompeium miserunt. hi, cum ad Pompeium venissent, se eum ad regem prosecuturos'21 esse promiserunt. turn Pompeius nihil suspicatus quod Septimius in exercitu suo centurio quondam fuerat, naviculam conscendit cum paucis suis et ibi ab Achilla et Septimio interficitur.

m officium praestare = to do one’s duty. (2) prosequi = to escort. 36


3. Translate into Latin :—• (1) We had not been informed whether they had taken the citadel.

(2) Didn’t you say you were unable to buy this slave ?

(3) Since the consuls were not present, the ambassadors were not summoned to the senate.

(4) Caesar repented of his anger after your brother arrived.

(5) I shall persuade the women and the old men to remain in the city for a few days.

(6) Although our friend does not seem to be happy, he is envied by many.

4. (a) Give the first supine of fero, exquiro, rescindo, fingo, caveo, haurio.

(b) Give the ablative singular of sanguis, pectus, mollis, fortior, vis, luppiter.

(c) Give English synonyms, derived from Latin, for the following words :—heavenly, slavery, rage, gardening.

5. (a) (i) Give the names of the two men who for a time shared supreme power with Pompey. State what name is given to their association.

(ii) Name one campaign in which Pompey won distinction as a general.

(iii) Explain in a sentence the difference between tribunus plebis and tribunus militum.

[b) Give the name of the port of Rome. Give the name of the battle which ended the Second Punic War. Give the name of the goddess of the corn. Give the name of the official who was responsible for the cele-

bration of public games at Rome. Give the name of one Latin writer of Roman history other than

Livy and Caesar. Put the following events in chronological order, placing the

earliest first:—the reforms of Sulla, the disaster at the Caudine Forks, the campaigns of Agricola in Britain.

(c) Tell very briefly the story of Mucius Scaevola or of Tiberius Gracchus.

Marks

3

3

3

3

3

3

2

3

3


LATIN Higher Grade—(First Paper)


The value attached to each question is shown in the margin.

N.B.—Begin the answer (or fair copy of an answer) to each question on a fresh page. Write legibly and neatly, and leave a space of about half an inch between the lines.


Translate into English :—■ Marks 1. Cicero proposes the erection of a war memorial to the soldiers of the

Martian legion. Placet igitur mihi, patres conscripti, legionis Martiae militibus et

eis qui una pugnantes occiderint monumentum fieri quam amplissimum. magna atque incredibilia sunt in rena publicam huius merita legionis. haec se prima ad Caesarem contulit: hanc imitata quarta legio parem virtutis gloriam consecuta est. quarta victrix desiderat(1) neminem : ex Martia non nulli in ipsa victoria conciderunt. vos, milites, qui extremum spiritum in victoria effudistis, pioram estis sedem et locum consecuti; vobis immortale monumentum suis paene manibus senatus populusque Romanus exstruet. multi saepe exercitus Romani clari et magni fuere, nec tamen ullis tale genus honoris tributum est. atque utinam maiora possemus, quando quidem a vobis maxima accepimus. vos ab urbe furentem Antonium avertistis; vos redire conantem reppulistis. erit igitur exstructa moles incisaeque litterae, divinae virtutis testes sempiternae, numquamque de vobis conticescet® sermo gratissimus eorum qui aut videbunt vestrum monumentum aut audient. 45

(1) desiderare = to lack. <2) conticescere = to become silent, to be stilled.

’2. Spurred on by bad tidings, Turnus leaves his sheltered position and meets Aeneas in the plain.

Interea Turnum in silvis saevissimus implet nuntius et iuveni ingentem fert Acca tumultum : deletas Volscorum acies, cecidisse Camillam, ingruere W infensos hostes et Marte secundo omnia corripuisse, metum iam ad moenia ferri. file furens (et saeva lovis sic numina poscunt) deserit obsesses colies, nemora aspera linquit. vix e conspectu exierat campumque tenebat, cum pater Aeneas saltus ingressus apertos exsuperatque iugum silvaque evadit opaca. sic ambo ad muros rapidi totoque feruntur agmine nec longis inter se passibus absunt; ac simul Aeneas fumantes pulvere campos prospexit longe Laurentiaque agmina vidit, et saevum Aenean agnovit Turnus in armis adventumque pedum flatusque audivit equorum.

fi) ingruere = to press on, sweep on. Scan the line beginning vix, and the next two lines, marking the

principal caesura in each. 40


Marks 3, The Lucanians, tricked into anger against the Romans, renew their

alliance with the Samnites.

Cum haec consilia ab eis qui rerum novandarum cupidi erant approbata essent, ex iuventute Lucanorum quidam pretio induct! inter se virgis terga verberaverunt. turn, cum corpora nuda in civium concilium intulissent, vociferati sunt se, quod castra Romana ingredi ausi essent, a consulibus virgis caesos esse, hac re incitati cives damore suo magistratus senatum vocare cogunt. alii bellum in Romanos poscunt, alii ad concitandam in arma multitudinem agrestium discurrunt, tumultuque etiam sanos animos constemante decemitur ut societas cum Sanmitibus renovaretur. coacti a Samnitibus et obsides dare et praesidia in loca munita accipere, fraude et ira caeci nihil recusarunt. brevi deinde tempore fraus apparere coepit postquam criminum falsorum auctores Tarentum commi- gravere; sed amissa omni de se potestate nihil ultra restabat quam ut frustra paeniteret. 35

LATIN





Marks will be deducted for writing that is difficult to read.

1. Translate into Latin :— Marks At length the senate, thoroughly alarmed, sent Cn. Servilius to

Carthage as ambassador with secret orders to stir up as much hatred as he could against Hannibal. The Carthaginian leader soon perceived that he might lose his life. He therefore left the city by stealth towards nightfall and rode to a country house which he had near the coast. He had already concealed a large sum of money there in order that, if he were obliged to flee, he should not be hampered by lack of resources. Moreover a ship had long since been prepared and lay at anchor111 in a bay which was not far from his house. A few hours after reaching the house he embarked and directed his course towards the jhngdom of Antiochus. The next day, when news was brought that Hannibal had gone, terror arose among the Carthaginians; for the citizens believed that his flight would be their destruction. The Roman ambassador returned to Italy with all speed to inform the senate that Hannibal had escaped.

01 to lie at anchor = in ancoris consistere.

50


2. Translate into Latin :— Marks (1) Whenever we approached the tree, the bird would fly out

with a loud cry. 3 (2) That he might the more easily discover what the Gauls

intended, Cicero did not immediately arrest them. 4 (3) Most of the merchants are afraid that they will be prevented

from bringing their goods into the port. 4 (4) If you were eager to finish the task you have undertaken, you

would be working every day. 4 (5) I had never dared to doubt that these doctors could heal the

sick man. 4 (6) However unhappy men may be, they always believe that

fortune will at length favour them. 4

3. (a) Give the first person singular of the perfect indicative active of differo, pendeo, exstinguo, sino, accumbo, uro.

(b) Give the genitive plural of nix, bos, ius, aries. (c) Give the Latin for :—on 15th October, down stream, for the

second time, after noon. 7

GREEK

Lower Grade

Friday, 16th March—9.15 a.m. to 11.45 a.m.

The value attached to each question or part of a question is shown in the margin



1. Translate into English :— Marks

(a) After the death of Pericles hagnon is sent to Potidaea. He fails to take the city in spite of continuous assaults, but is afraid to give up the siege.

MsTOC Se TOCUTOC £V [LEV TCCl^ ’AO^VOCli; ri£pLxL7]<; 6 (JTp<XT7]YOC

ETeXeUT^CJEV, 0CV7]P SeLVOC LEyslV, Tipop §£ TOUT 6} yEVEl xal

ttLoutco ttoXu TCpOET/MV TCOV TCOXlTCOV. 6 Ss §-yj[LOt; (3ooX6[xsvot;

xcctoc xcv.toc eXeiv tt]v IIoTEiSaiocv eEocttegtelXsv "Ayvcova

GTpaTTjyov eyovTa tyjv S’uvapuv yjv rcpoTEpov siys IT£pi.xXy)<;.

OUTOc^ §£ [LETOC TCaVTOC TOU CTToXoU XOCTOCTlXeUCIOCc;


Marks

HoraSaiocv irapsaxeuacraTO Ta Tupo<; tt]v TroAiopxiocv' piTjxocvac;

ts yap TravToSaTrac10 TcapscrxeuaaaTO TroXiopxyjTixa^ xai otcXoiv

xal (kAcov 7iA^6o<;, sti Ss ctItov ixavov rcaciT] tt] SuvapiEi.

TcpotjpoAat; Se Ttoioupievo^ auvsêtc; xa0’ exacjTTjv yptipav

SisTpipe ttoAuv ^povov, oo Suvaptevoi; sAew ttjv ttoAlv. ol [izv

yap TOAtopxoupievo!, avSpEiaip TjpiuvovTd, ol Se TuoAiopxouvTE^

voaco KTteOvfjGxov xai to cTpaTOTcsSov aOup-ia xaTEi^sv. o S’

"Ayvcov elScoi; too? ’A07]vaiou<; SsSaTtav^xora^ dq ttjv

xoAiopxiav ttAelco ^lAicov TaAavTtov xai St.’ 6pyi)t; lôvrat;

tou^ noTEiSairfcTa.i; (ootoi yap TTpcoTOt Tipot; AaxsSaifxoviou^

aT£(7T7]crav) IôPeIto Aucjat. ttjv TroAtopxiav.

(1) TuavToSairop; = of all kinds 34

(b) Alcibiades, trapped in a burning house, meets his end sword in hand. Timandra shrouds his body in her own robes and buries him as best she can.

"Ote oov o AoaavSpo^ STrspujis itpoc; tov Oapyaâôv Taoxa

TpaTTEiv xeAeucov, etu)££v ev xcopiT] Tivi 'VTjq Opuyia^ o

’AAxipiaS7)i; oixcov. ol Se TC£pL(j>0£VT£i; Trpot; aoxov oux

EToApLYjaav £icj£A0£,iv, aAAa xuxAco ttjv oixiav TrspLcrTavTEi;

evETripiTTpatrav. aia06[j.£voc S’ o ’AAxL(3t.aS'/)p TzpoGiovraq ccurovq

irpoiTov (Xev toov ipLaxioov01 xa TrAEiaxa aovayayoiv E7r£ppit|j£

TCp TTOpi’ ETTELXa XT] apiCTXEpa X£LP'L T^V X^00!^^17-

TtEpLEAiâ^'1 xai xtj Ssîa crTraaafXEVOp xo Zj.§oq s^sSpapt-sv

axa0T)p uxo xoo Ttupoi; irpiv St.acjiAEyEO'Oat, xa ipiaxia, xai

"ou? {3apPapou<; SiEGXESaasv. ouSsi^ yap u~eu.e!.vev auxov ouS ziq jeipa.q auvÂOev, a.AA’ airoaxavTsc spaAAov axovxioi<;<J)

xai xoÊupiaGiv. ooxco S’ auxou ttegovxo^ xai xoov PapPapcov

ktceAOovxcov 7] TipidvSpa tov vexpov dvEiAsTO xai xoit; aux?]^

XiTwviaxoip X£pixaAo<|iaGa I0at];EV oi^ sSuvaxo xocAAiaxa.

(1) ipidxia = clothes (5 xAajauSa TTEpisAiâi; = wrapping his cloak round (3) 3 / .... ocxovtiov = a javelin

27


Marks 2. Translate into Greek :—

(1) The leader said that he had not ordered the cavalry to retreat. 3 (2) If the ships are captured, we shall send a messenger to the camp. 3 (3) Were you not afraid that Themistocles would betray his

country ? 3 (4) Give me a sword in order that I may resist the barbarians. 3 (5) We fought so bravely that the enemy were defeated although

they had more soldiers.- 4 (6) The citizens happened to be in the fields when the Athenians

attacked them. 4

3. (a) Give the aorist infinitive active of f3aWuj.), Seixvu^i, xaAa>, TTCXTTCO, EUptOXCO, CCp'/OJ. 3

(6) Give the genitive singular of 0a)taTTa, oSout;, ylpcov, yxpiq, yuv/j. 3

(c) Give the Greek for:—yesterday, at dawn, the magistrates, to buy for three talents. 2

4. (a) Alcibiades and Pericles are mentioned in the passages set for translation in question 1. Tell, in two sentences for each, what you know about them apart from what is related in these passages. 4

(b) Give the name of a famous Athenian historian. Give the name of a famous Athenian law-giver. Give the name of the battle in which the Athenians defeated the

Persians in 490 b.c. Give the name of the serfs of the Spartans. Give the name of the public assembly of the Athenians. Give the name of the chief temple on the Acropolis of Athens. Give the name of an important Greek city, in Sicily. Give the Greek word for “a heavy-armed soldier ”. 4

(c) Give a very brief account of the battle of Thermopylae or of the differences between an Athenian dramatic performance and one of the present day. 3

GREEK



The value attached to each question is shown in the margin.

N S-—Begin the answer (or fair copy of an answer) to each question on a fresh page. Write legibly and neatly, and leave a space of about half an inch between the lines.


EXAMINATION PAPERS, 19ol 49

Translate into English :— Marks 1. The Athenians are defeated in a naval battle and lose control of

Euboea, but the Peloponnesians fail to exploit their success by an immediate attack on Athens.

O'l S’ ’A07]va-ot, avayayofAsvot, xcd vau[i.aytjgocvtsc; oXtyov

jjiv Tt,va XP^V0V K-VTScryov, etteitcc cboy/jv TpaitojAEVOt

xaTaSitoxovrat. sq tt]v yyjv. xat ocrot jaev auxcov rupop ttiv

TtoXiv twv ’EpETpttov dip (ixXty.v xaToccbsuyoum, yaXsTCWTaTa

ETtpaâV ijlOVEUOplEVOt UTu’ aUTCOV. OL §E XotTCOt Ep TO Tzi-'/lGlfCC,

o Eiyov auxoi, SlectwCovto. XaSovrsp Se ol IleXoTtovvTjcTLOt

Suo xal Etxocn, vauc; twv ’AOtjvocioov xai avSpap Todp pisv

KTiOXTELvavrEp, too;; So CttiypâocvT£p(1) Tporcottov EcrT7)<7av.

tok; Se ’AOyjvatotp dx; 7]X0e Ta Trspl ttjv Eupoiav ysysvyjAEva,

EXTtXyj^Lp (XEytoTT) St) TtapsoTY]. oute yap 7] ev T"^ SixeAloc

ûpiôpd, xaiTOp fXEydXT] tote Soâaa si vat, oute aXXo ouSsv

OUTCOC £(j)6|3"/](TEV aUTOU^. ptdXtCTTa Se sOopUPst, Et Ot TtoXEIjttOt

ToX[i,-/]oou(jt vEvixTjxoTEg suOup ETut tov Hstpata Epyjptov OVTa

veSv tcAeiv. OTcsp av, Et ToApt7]p6T£pot ‘/jciav, paStoop dv

ETto'iTjaav, xai Ta^ die’ ’loovtac; vaup Tjvdyxaaav dv xatTrep

iiOAsjjiap ouoap ty] oXtyapyta TOtp aÊTEpoti; otxstotp xat

ty) ûptTtdaY) TtoXst poY]0Yjcrat' xat ev toutoy 'EAXy)(jtuovt6(;

te dv Yjv auToii; xat ’Icovta xat at vYjaot xat Ta pts^pt

3otap xat cop stirs tv 7} ’A0Y]vatcov dpyy iraCTa. (1) ^coypstv = to take prisoner. 45

2. The speaker is emphasising the advantages of peace with Sparta and argues that it involves no danger to the democratic constitution of Athens.

Hvtxa TOtvuv Yjv pLEv d TtoXsjjtop Y]pttv ev Eu(3ota, Msyapa

^ dyoptsv xat IlYjydp, stpY]VY]p ETrEQuptYjcjaptEV. xat tote

MtXTldcSYJV tov Kt[j,covop coaTpaxtcriAEvov xat dvTa ev XsppovYjcjcp

X«TESE^dpt£0a St’ auTo touto, TrpoÊvov ovTa AaxsSatptovtcov,

oxcop XEpn|;at{jtEV sp AaxsSatptova TrpoxYjpuxEuaoptEvov11’ Trspl

dxovScov. ptETa Ss TauTa f [A tv stpYjVY) sysvETO irpop

AaXsSatfXOVtOUp STY] TtEVTYJXOVTa, xat £VEpt£tVa[J.EV dptÔTEpOt. tauratp Tatp. cnrovSaip -ety] TptaxatSsxa. ev Syj touto, co

AOrjvatot, irpcoTov axEtficoptsOa. ev TauT'/; tyj EtpY]VY) o SY]ptop. 0 T^v ’A0Y]vatcov Ea0’ oirou XaTsXu0Y] ; ouSstp dTroSstÊt.


Marks

ayaOa 8s ocra sysvsTO Sid TauT7)v tt]v sipvjVTjy, syw ufxiv

(})pdCT03. TcpwTOv ptsv TOV ITeipocid TOTS STSiyiCJOCpiSV SV TOOTM

tw ypovqi, s’lTa to piaxpov Tsiyo;; to popsiov' dvTi 8s

tcov TpiYjpMV ai tots ypdv 7]crav TraXaiai xal druXoi, alq

jBacnXsa xal ^appapouq xaTavaup.ayycravTsq y)Xso0spoocra[Asv

Touq "EXX-/]vac, dvTi toutcav tcov vscov sxaTOV Tpiypsiq

svaurcyjy?] ad. [i.s0a. xal TauTa sx ty)<; sipyjvyc Tyq Tspoc

AaxsSaijaovlooq dya0d tt) tsoXsi xal Suva[J.iq tco 87][xco tcov 5A0'qvalcov sysvsTO.

(1) 7rpox7]puxsuscr0ai = to negotiate by herald. (_) popsioq = northern. 40

3. Either (a) or (6). (a) Telemachus, returning from his journey in quest of news about his

father, is joyfully welcomed by his mother and her household.

Airrap stusi p’ ixavs Sopiouq sovaisTaovTac,

syyoq [asv a sctt7)cts (jispcov Tipoq xlova [aaxpTjv,

auToq S’ slcrco isv xal UTrspPy] Xdivov ouSov.

TOV Ss TTOXu TTpCOTT] ElSs TpOfjlOq EupUxXsia,

xcosa01 xaaTopvuaa Opovocc svi SaiSaXsoiai,

Saxpoaaaa 8’ sttsit’ i0oq xlsv' dpubl 8’ dp’ dXXai

Sjacoal ’OSucTCJTjoq TaXaalcbpovop yyspsOovTO,

xal xuvsov dyaTca'Co[Asvai xscjjaXvjv ts xal coiaouc

7] S’ isv lx 0aXdjj.oio 7rsplcj)pcoy IlrjVsXoTrsia,

’ApTSpuSl IXsXt) TjS ypUCTST] ’AcjjpoSlTT],

ajxcju Ss rcaiSl ctilXco pdXs Tz~r\yzz SaxpucTacra,

xoctcts Ss [Aiv xscjiaXyjv ts xal djAcjico c|)dsa<2) xaXd,

Xal p 0X0(j)Up0[ASV7) STCSa TCTSpOSVTa 7rpoc7]u8a'

“ ffhSzc,, T7]Xs[Aays, yXuxspov Ados, ou a st’ syco ys

o-|sG0ai s^dfATjv, IttsI wyso VTjl HoXovSs

XaOpyj, sp.su asxr^Ti, cjilXou psTa rcaTpoq dxouy]v.” (1) /

xcosa = sheepskins. (2) i /

cpasa = eyes. Scan the line beginning dpcjx, and the next two lines, marking the

principal caesura in each. 40


Marks

(b) Mendaus, shipwrecked and in rags, has come to beg help at the gate of the king of Egypt. The doorkeeper, an old woman, failing to recognize him, treats him with disrespect.

FP. itic, 7tp6<; TcuAaiaiv ; oux ajcaXAdc^st, Sopioov;

oixov Trpo^ aAAov vuv tlv’ avxi touS’ ’lQl.

ME. oux, uXh? £ooj TtapeipiL' xal ou p,OL tuQoo.

FP. by\r$bc;l) Ta0’ cov' xal Tax’ W(J07]CT£[, ^la.

ME. aial' to. xXsiva ttou ’cjtl pioi aTpaTs^piaxa;

FP. OOXOOV EXE I TCOU CZ^O^ TjCT0’, OUX £V0aS£.

ME. 03 SaiiAOv, o')c dva^t’ rjTi;xo3aE0a.

FP. ouxouv (xtceXOoov Sdxpua aoic, Soktelp (jxAoic;;

ME. Tip S’ 7]S£ xoipa; tou Se paaiXEiot, Sopioi;

FP. nptOTE’jp TOcS’ OlXEl ScOITaT5, AlyUTCTOp Se yY].

ME. AiyuTCTop; d> SuaT7]Voc, oL tcettAeux’ dpa.

FP. 11 Sv) TO NeiAoU jJLEjJlTCTOV ECTTl CTOl yaVOp(3) J

ME. 01) tout’ E|J.£[A(j30Y]V' Tap Epidp OTEVCO TUyap.

FP. ttoAAoI xaxtop Tcpdacoucriv, ou au Sy] fxovop.

ME. zgi ouv ev oTxoip ovtlv’ ovopid^sip dva^;

FP. oux evSov* "EAAy]{7!,v Se TioAspucoTaTop.

(1' oyA^pop = troublesome. (2) /

crsp-vop = important.

^ NsiAou ydvop = the glory of the Nile.

Scan the line beginning Tip S’ an(i the next two lines, marking the principal caesura in each. 40

GREEK


Friday, 16th March—1.0 p.m. to 3.0 p.m.


N.B.—Begin the answer (or fair copy of an answer) to each question on a fresh page. Write legibly and neatly, and leave a space of about half an inch between the lines. Marks will be deducted for writing that is difficult to read.


1. Translate into Greek :— Marks Every year many of the inhabitants of Boeotia come together to a

place which is called the Village of Alexander, and there they remain for two days beside the temple of Apollo. On the first day they sell to each other many goods which they bring with them, but on the second day they drink Boeotian wine, which is said to be excellent, and continue singing and dancing until late at night. They say that the Village of Alexander was so named for the following reason. Once upon a time a poor man, Alexander by name, while crossing the river Ismenus, fell into the water with all the goods he was carrying. In this danger, fearing that he would perish, he prayed to Apollo, promising that, if he were saved, he would build a temple to him. On escaping from the river he did not forget what he had promised, and later, having become rich, he returned and built the temple and the village. 48

2. Translate into Greek :—■ (1) I have sent forward horsemen to destroy the bridge before

the enemy can reach it. 4 (2) My friend hoped that you would not go away until his son

returned home. 4 (3) You ought to take care that the Thebans do not cross the river

before you. 4 (4) We shall not be so foolish as to make peace when we can compel

the Spartans to retreat. 4 (5) They condemned the generals to death on the ground that

they had not buried those who were killed. 4

3. («) Give the first person singular of the perfect indicative active of OJJ.VOJAI, rcao^oo, TttTrrco, Aa[j.(3avoD, sopiaxoo.

(b) Give the first person singular of the aorist indicative passive of apTOX^co, eXocuvco, and of the aorist indicative of OpYL^opiGtt, UTUCT^voupiai, otopiai.

(c) Give the genitive singular of 'Hpax>i7]C, lap, nr^/yq, vzcdc,. 1

FRENCH

Lower Grade—(Paper (a))

AURAL COMPREHENSION TEST

Tuesday, 13th March—9.15 a.m. to 9.45 a.m.

This paper must not be seen by any candidate.

INSTRUCTIONS TO THE TEACHER 1. Use the ten minutes preceding the beginning of the test to make yourself

thoroughly familiar with the passage to be read. 2. When so instructed by the supervising officer, read to the candidates the

“ Instructions to Candidates ” given below.


3. Then read the passage aloud to the candidates, speaking clearly and naturally, and taking not more than four minutes to the reading.

4. After this reading inform the candidates that they may now turn over the printed question papers, and that they will have three minutes in which to study the questions. Remind the candidates that they are to do no writing during this time. You yourself will not be allowed to see the questions which are to be answered by the candidates.

5. When so instructed by the supervising officer, read the passage a second time, in exactly the same manner as on the first occasion and taking the same amount of time.

6. Remind the candidates that the questions are to be answered in English.

INSTRUCTIONS TO CANDIDATES 1. Listen carefully to the following passage with a view to answering

questions on its content. 2. The questions are to be answered in English. 3. You are on no account to touch the printed question papers or to do

any writing until you are told to do so. 4. The procedure will be as follows :—

(i) The passage will be read twice, with an interval of three minutes between the readings.

(ii) After the first reading you will be allowed to turn over the printed question papers and you will have three minutes in which to study the questions.

(iii) After the second reading you will write your answers on the special sheets provided.

5. All writing during the first and second readings, as well as in the interval between the readings, is strictly forbidden.

6. You may not ask for the repetition of any word or phrase.

Passage to be read to the candidates ;—(Maximum time of reading—four minutes)

Le matin de I’examen, personne n’etait en retard a I’ecole. Le quart apres sept heures n’avait pas encore sonne que tous les eleves etaient la. Ce n’etait pas la peine, ce matin, de passer I’inspection des mains, car chacun avait fait sa toilette avec un soin extreme.

a M. Duval allait et venait dans la cour, passant , d’un groupe a 1’autre et se m61ant aux conversations. Ses eleves decouvraient aujourd’hui un M. Duval mconnu, affectueux, paternel. 11 leur mettait une main sur 1’epaule, les regardait avec un bon sourire, et disait a chacun une parole d’amitie, de confiance ou d’encouragement.

, autres instituteurs venus des villages voisins, entoures de leurs propres eleves, se promenaient sous les platanes. Et tous, jeunes ou vieux, souriants ou graves, avaient sur le visage la mdme expression de bonte que M. Duval.

La cour, ainsi pleine de monde, paraissait beaucoup plus petite qu’a ordinaire. Tout le monde parlait a la fois. On se montrait les examinateurs,

°n cherchait a lire dans leurs yeux s’ils etaient indulgents ou severes. On attendait M. ITnspecteur.

■M. Duval, ayant rejoint les autres maitres, revint au milieu des enfants. k etait plus fort que lui: un grand besoin de les aider jusqu’au dernier instant.


S’il avait pu passer rexamen a leur place ! Mais il n’aurait meme plus le droit, tout a I'heure, de penetrer dans sa propre classe. II pouvait cependant leur donner un dernier conseil:

— Guillaume, surveille ton ecriture. Le calcul marchera tres bien, tu auras dix ; mais soigne ta composition frangaise .... Toi, Jean, si tu veux, tu te distingueras, mais ne fais pas de betises. Bonjour, Rene. Je vous presente, Messieurs, un de mes meilleurs eleves. Et voici Frangois, qui est son plus grand rival.

Rene retirait son beret, souriait de son visage ouvert et regardait bien droit les instituteurs inconnus. Frangois restait un peu en arriere, timide devant ces etrangers, heureux et tourmente a la fois des paroles de M. Duval.

Mais soudain il y eut un mouvement, les voix se taisaient, toutes les tetes se tournaient du meme cote de la cour:—M. 1'Inspecteur arrivait.

FRENCH




Answers are to be written on the special sheet provided.

QUESTIONS Marks

1. What item of the school routine was omitted on this particular morning and why ? 2

2. In what way(s) did M. Duval appear different to his pupils ? How did this difference show ? 3

3. What had all the teachers in common with M. Duval ? 1

4. How did the playground seem different from normal ? Why was this the case ? 1

5. Why were the pupils looking at the examiners ? 1

6. Why did M. Duval not stay with the other teachers ? What would he have liked to do ? 1

7. What advice did M. Duval give to Guillaume and Jean ? What was Guillaume’s strong subject ? 2

8. Contrast the behaviour of the boys whom M. Duval picked out as two of his best pupils. 3

9. What indications were there that the inspector was arriving ? 1

15


FRENCH

Lower Grade—(Paper (b))

Tuesday, 13th March—10.0 a.m. to 12.15 p.m.


U.B.—Begin the answer (or fair copy of an answer) to each question on a fresh page. Write legibly and neatly, and leave a space of about half an inch between the lines.


1. Translate carefully, with due attention to English form and expression :—

A child’s first visit to the theatre.

Un soir mon oncle se decida a m’emmener au theatre. J’avais alors quatre ans—une petite personne toute blonde, toute ronde, aimant bien se rendre utile a tous.

Nous voila done dans le theatre ! Un grand rideau remonta, laissant voir sur la scene une chambre et des messieurs qui continuaient de causer tranquille- ment, sans paraitre remarquer toutes ces personnes qui les observaient. Ce netait peut-etre pas tres poli d’ecouter ce qu’ils disaient. Mais pourquoi parlaient-ils si haut ?

— “Des clercs qui s’amusent en 1’absence du maitre ! ” murmura mon oncle. “ Les coquins ne font jamais rien d’autre.”

Ils etaient tres gais, en effet, ces jeunes messieurs ! Par exemple, ils ne cessaient de se moquer d’un pauvre vieil homme mal vetu, qui balayait la salle et preparait le feu. Et ma sympathie alia tout de suite au vieillard.

Tout a coup une musique de foire eclata. Une fete avait lieu tout pres de la, et les clercs deserterent tous leur travail, sous differents pretextes. Le vieil homme resta seul. Mais, a chaque “ bourn, bourn ”, il gemissait douloureuse- ment, tourmente lui aussi par le desir de voir cette foire.

— “ Ma foi, j’y vais ! ” s’ecria-t-il. " Si le maitre revient, je lui raconterai <pe je suis alle chercher du bois pour le feu ! ”

Et il disparut.

J’allais demander qu’on me conduisit moi-meme a cette fameuse fete, quand une porte s’ouvrit: le maitre parut. Stupefait devant la salle vide, il se mettait en colere :

“ Quoi! Pas un n’est reste ! Pas meme le pere Martin ! ” Je tremblai pour le pauvre homme. Et, comme le maitre frappait du pied

et criait de nouveau, en regardant de tous cotes : “ Pere Martin ! Mais dites-moi done oil est alle le pere Martin ! ” je me decidai, et, haussant ma jenne voix qui sonna clair dans le theatre :

Monsieur,” dis-je gracieusement, “ il est alle chercher du bois pour le feu.”

(35)


2. Read the passage below, then answer the questions which follow it.

N.B.—The passage is NOT to he translated.

La Route.

Le petit Richard grandit a cote de sa mere malade, seal, enferme, contraint de bonne heure au silence, a la songerie, dans cette chambre oil il n’avait pour s'egayer que le spectacle de la grande route avec son passage de charrettes, de voitures, d’hommes et de betes. Aussi la connaissait-il a fond, cette route

5 blanche, vrai panorama oil ses petits yeux patients savaient decouvrir mille details que les autres ne soupgonnaient pas.

Mieux que le cadran solaire installe au milieu du jardin, la route lui marquait les heures. L’ete, quand le cantonnier<1> Robin rangeait sa brouette dans 1’ombre courte du mur en face, a cote de la fontaine, I’enfant songeait

lOtouthaut: “ Le dejeuner de Robin . . . II est une heure.” Et c’etait sa joie de voir I’homme et ses deux petits s’asseoir au bord du chemin, attables devant la brouette ; puis, le repas fini, de voir la table se transformer en fauteuil, ou le cantonnier s’installait pour la sieste, tandis qu’a deux pas de lui les petits jouaient doucement a faire de beaux tas de cailloux pareils a ceux du pere.

15 De meme, quand les femmes remontaient du lavoir, que sous le grand portail de la ferme voisine le troupeau disparaissait, ou encore quand les enfants revenant de 1’ecole se separaient au tournant de la fontaine, Richard savait qu'il etait quatre, . . . cinq, . . . six heures.

Comme elle lui tenait lieu d’horloge, la route lui servait de calendrier, 20 notant d’un signe distinctif chaque jour de la semaine. Le lundi, les pauvres

se montrant devant la grande porte pour recevoir de madame Clement, la jardiniere, deux sous et un morceau de pain. Samedi, les noces, a la mode de Tancienne France : le violoneux(2) en tete ; derriere lui, la mariee en blanc, rouge et suante sous ses fleurs d’oranger, et le marie qui ramassait toute la

25 poussiere des chemins sur la sole de son chapeau haut de forme et le drap noir de sa redingote ; puis les invites, deux par deux, les femmes tres fieres de leurs belles toilettes et les hommes genes de se montrer en habits de fete un jour de travail. Les mardis et les jeudis, veille de marche a Corbeil, passaient de grands troupeaux de boeufs, des voitures chargees de marchandises. Les

30 dimanches, tout le monde faisait fete. L’automne amenait des passages de troupes, et toujours, autour de la

fontaine, des soldats en sueur qui se pressaient, se battaient pour boire, malgre les cris furieux du major.

111 le cantonnier = the roadman, roadmender (2) le violoneux = the fiddler

QUESTIONS A.—Answer in English :—

(1) In what ways was Richard’s life unlike that of most children ? What was the reason for these differences ?

(2) " La route lui marquait les heures.” (lines 7, 8) “ La route lui servait de calendrier.” (line 19)

Explain what is meant by these statements and enumerate the various incidents which are used to illustrate them. 16

(3) 1 o what rather surprising uses was the roadman’s barrow put ?

Marks

2


Marks (4) How did the roadman’s children amuse themselves ? Why

did they choose this form of amusement ? 1

(5) The author’s attitude to the wedding procession is far from romantic. Pick out the parts of his description which' illustrate this attitude. 3

(6) The fountain is the centre of many activities. Which are mentioned here ? Why should they take place at the fountain ? 3

(7) In your opinion, does Richard live in a big town or in a village ? Give your reasons. 2

_22 B.—Answer in French :—

(1) Comment le petit Richard passait-il son temps ? 1

(2) Pourquoi les petits du cantonnier j ouaient-ils doucement ? 1

(3) Pourquoi le cantonnier faisait-il la sieste ? 1

(4) A quoi sert un calendrier ? 2

(5) Que fait un violoneux ? 1

(6) Pourquoi le major etait-il furieux ? 2

^8

(30)

3. Write, in French, a continuous story based on the following summary :— lour story should be written in the past tense, and should be from one half

to three-quarters the length of your answer to question 1.

Trois ami(e)s passent une journee a la campagne—se querellent—Tun(e) s’en va—plus tard les deux autres rentrent a la maison—leur ami(e) n’est pas revenu(e)—consternation—il (elle) arrive enfin—explications. (20)

FRENCH







1. Translate carefully, with due attention to English form and expression

Un petit Parisien a la campagne.

J’ouvris la fenetre et je montai sur la chaise pour regarder dehors. II etait six heures du matin et mai commengait; je compris que le printemps etait venu. 11 etait arrive d’un seul coup, pendant la nuit; un petit vent d’ouest avait rejete les nuages la-haut, sur 1’epaule des collines, et toute la terre etait comme une peinture.

Je ne me souviens pas d’avoir ressenti une surprise plus grande. Hier, la campagne etait grisatre et mouillee, sans autre vie que des b£tes et des gens qui passaient sous les averses comme des ombres. Aujourd’hui, voila que, dans ce cadre de la vieille fenetre, je reqois, j’absorbe tant de clarte et de fraicheur que j’en suis ebloui.

Voici, tout pres, la t§te jaune et ronde d’un arbre enorme. Plus loin se trouve une prairie d’un vert doux comme le velours, d’un vert qu’on voudrait toucher du doigt et meme embrasser. Et puis, partout on entend des oiseaux; ils ont du revenir tous a la fois : hier, a peine voyait-on quelques moineaux; ce matin, cela chante partout, mtaie dans le ciel oil on ne voit rien. Je compterais bien vingt voix differentes, proches, lointaines, perqantes ou sourdes, dans ce concert de 1’aube.

J’allonge le cou; la-bas, entre deux collines, c’est rouge, rouge comme un four. Et tout d’un coup, une etincelle. Ma chambre s’illumine d’une lumiere jaune : je vois le soleil ! C’est le jour ! (30)

2. Carefully read the poem below, then answer the questions which follow it

N.B.—The poem is NOT to he translated.

Les oies sauvages.

Tout est muet, 1’oiseau ne jette plus ses cris. La mome plaine est blanche au loin sous le ciel gris ; Seuls, les grands corbeaux noirs, qui vont cherchant leurs proies, Fouillent du bee la neige et tachent sa paleur.

5 Voila qu'a I’horizon s’eleve une clameur ; Elle approche, elle vient, c’est la tribu des oies. Ainsi qu’un trait lance, toutes, le cou tendu, Allant toujours plus vite en leur vol eperdu, Passent, fouettant le vent de leur aile sifflante.

10 Le guide qui conduit ces pelerins des airs Dela les oceans, les bois et les deserts, Comme pour exciter leur allure trop lente, De moment en moment jette son cri perqant. Comme un double ruban la caravane ondoie,

15 Bruit etrangement, et par le ciel deploie Son grand triangle aile qui va s’elargissant. Mais leurs freres captifs repandus dans la plaine, Engourdis par le froid, cheminent gravement. Un enfant en haillons en sifflant les promene,

20 Comme les lourds vaisseaux balances lentement. Ils entendent le cri de la tribu qui passe, Ils erigent leur tete ; et regardant s’enfuir Les libres voyageurs au travers de 1’espace, Les captifs tout a coup se levent pour partir.


25 Ils agitent en vain leurs ailes impuissantes, Et, dresses sur leurs pieds, sentent confusement, A cet appel errant, se lever grandissantes La liberte premiere au fond du coeur dormant. La fievre de 1’espace et des tiedes rivages.

30 Dans les champs pleins de neige ils courent effares, Et jetant par le ciel des cris desesperes Ils repondent longtemps a leurs freres sauvages.

QUESTIONS

N.B.—Answer all Questions in English, except where you are clearly told to do otherwise.

Marks 1. In the opening stanza (lines 1 to 4), what mention does the

author make of colours and of sounds ? Pick out any further references to colours or to sounds in the remainder of the poem. What con- clusion (s) can you draw from the distribution of these references ? 6

2. What descriptions are given of the formation and the flight of the wild geese ? How does the poet tiy to give an impression of the speed of their flight ? 5

3. What is the duty of the leader of the wild geese ? How does he carry it out ? 2

4. Describe the gait of the tame geese when they first appear. To what is it compared ? Is this comparison appropriate or not ? Why do you think so ? 2

5. What do the tame geese attempt to do ? For what reasons do they make this attempt ? Why do they fail and how does their failure affect them ? 5

6. “ The effectiveness of this poem is due principally to the skilful use of contrasts.” Discuss this opinion with reference both to the subject matter and to the details of the poem. 6

7. (N.B.—This question is to be answered in French.) (a) Pourquoi appelle-t-on les oies sauvages “ ces pelerins des

airs ” ? (Line 10.) [b) Que signifie “ la fievre de 1’espace ” ? (Line 29.) 4

"(30) 3. Translate carefully, with due attention to English form and expression :—

Une representation thedtrale.

Me donnerai-je le plaisir de raconter la representation theatrale que jorganisai dans la cour de “ 1’Aigle d’Or ”, quand j’atteignais ma dixieme annee ? La piece qu’on jouait fut ecrite de ma main et s’appelait “ Les “rigands ”. Naturellement je m’etais attribue le meilleur role.

J’etais un jeune et hardi cavalier'1’, qui accomplissait des travaux herolques sur un escalier. Je me precipitais au secours d'un hotelier attaque par des brigands. Je ne pouvais malheureusement point le sauver, non, certes, faute ue bravoure, mais parce que nous avions besoin de Tacteur qui jouait I’hotelier, pour en faire un gendarme. II fallait done qu’il mourut. Et il mourait.


Les gens de la maison ecoutaient aux fenfitres. Les enfants du quartier, assis sur des caisses et des sacs de farine, suivaient Taction, la bouche ouverte. Cependant, au dernier rang, les grands, ceux de mon age, ricanaient, devores qu’ils etaient par la jalousie.

A la fin de la piece, je devais mourir, moi aussi. J’expirai sur mon escalier, longuement, avec des cris de souffrance et des gestes de heros. Q’aurait ete une belle mort, si Etendu sur les marches, je commengais d’expirer, quand soudain, d’une fen£tre, au troisieme etage, un malicieux me .langa un seau d’eau. (25)

(1> le cavalier = the gallant.

FRENCH

Higher Grade—(Second Paper (a))





thoroughly familiar with the passage to be read. 2. When so instructed by the supervising officer, read to the candidates the

“ Instructions to Candidates ” given below. 3. Then read the passage aloud to the candidates, speaking clearly and

naturally, and taking not more than four minutes to the reading. 4. After this reading inform the candidates that they may now turn over

the printed question papers, and that they will have three minutes in which to study the questions. Remind the candidates that they are to do no writing during this time. You yourself will not be allowed to see the questions which are to be answered by the candidates.




questions on its content. 2. The questions are to be answered in English. 3. You are on no account to touch the printed question papers or to do any

writing until you are told to do so. 4. The procedure will be as follows :—







Passage to be read to the candidates :■—(Maximum time of reading—four minutes)

Suzanne et Paul vont en vacances.

Pendant les longues annees ou Paul avait travaille a I’Universite, Suzanne n’avait pas cesse d’economiser sou par sou, pour avoir une petite epargne en cas de maladie. Elle n'avait pas dit a son frere la surprise qu’elle voulait lui en faire. Le lendemain du jour ou il etait regu a son examen, elle lui annonga qu’ils allaient passer un mois en Suisse, pour se recompenser tous deux de leurs annees de travail. Paul poussa des cris de joie, a cette nouvelle. Suzanne fut plus heureuse encore que lui—heureuse du bonheur de son frere, heureuse de penser qu’elle allait revoir enfin la campagne qu’elle aimait tant.

Les preparatifs de voyage furent une grande affaire. Le mois d’aout etait deja assez avance quand ils partirent. Ils etaient peu habitues a voyager. Tout absorbait leur attention, tout leur semblait nouveau—le spectacle des champs qui s’eveillaient, le gai soleil qui se levait de la terre, un petit clocher de village, une ligne bleue de collines, les graves silhouettes d’un troupeau de vaches.

Puis, ce fut au matin la douane suisse ou il fallut descendre. Une petite gare en pleine campagne, oil ils prirent debout, k une table en plein air, le cafe chaud qui ranime apres une mauvaise nuit.

Ils arriverent enfin au but de leur voyage—un village dans la montagne, au-dessus d’un beau lac. Ils y passerent trois ou quatre semaines, dans un petit hotel.

Ils faisaient ensemble de courtes promenades : elle, appuyee sur son bras, marchant lentement, causant tous deux, lui surtout parlant beaucoup, riant, disant ses projets, racontant des droleries.

Du chemin au-dessus de I’hotel, ils regardaient les nuages blancs se mirer dans le lac immobile, et les bateaux nager comme des insectes a la surface d’une mare et ils ecoutaient la musique des clochettes de troupeaux que le vent apportait de tres loin.

Suzanne se laissait gagner quelquefois par la belle humeur enfantine de son here: ils jouaient a se poursuivre, a se jeter de I’herbe. Et un jour, il la vit rire, comme autrefois, quand ils etaient enfants, de ce bon rire fou de petite fille, pe depuis des annees il n’avait pas entendu.

FRENCH






QUESTIONS Marks

1. Why had Suzanne always saved money and what did she now propose to do with it ? What was her reason for this decision ? When did she announce her plan to her brother ? 3

2. Why did this plan make Suzanne doubly happy ? 1

3. Describe what Suzanne and Paul saw from the carriage window. 3

4. Where did they first alight ? What did they do there ? 2

5. Where was their hotel? Describe the scene from the path above it. 3

6. Of what did Paul’s conversation consist during their walks together ? 1

7. What change became noticeable in Suzanne ? In what ways did it show ? 2

15

FRENCH

Higher Grade—(Second Paper (b))



N.B.—Begin the answer (or fair copy of an answer) to each ciuestion on a fresh page. Write legibly and neatly, and leave a space of about half an inch between the lines.


1. Translate into French :— During our stay in this lovely place I saw and learned many things that

filled me with surprise. I remember too how glad I was to see my sister again after so many months and to find that, although she had grown up, we were still friends as before.

The morning after our arrival, as soon as I was dressed, I went and knocked at Blanche’s bedroom door, for I wanted her to come out with me. I entered and found her sitting in a dressing-gowna) before a mirror, brushing her hair. As it was already nine o’clock, I exclaimed, “ Hurry up, or you’ll be late for breakfast.” She went on brushing her hair. “ Tell them to bring it here,” she said.

When I went down, only my mother was in the dining-room. My aunt almost always breakfasted in bed. I told the maid what my sister had asked and she did not seem at all surprised. “ Certainly, Mr. Edward. I’ll prepare it at once,’ was all she said. Then, a few minutes later, she went out of the room after seeing that we had everything we wanted.

Isn t Blanche well ? ” my mother asked. I replied that she seemed to me to be very well, and my mother continued her breakfast in silence. But when she had finished, she went up to Blanche’s room immediately.

a> the dressing-gown = la robe de chambre. (50)


2. Write, in French, a composition on one of the following subjects :— (a) Vous vous trouvez dans un restaurant a la meme table qu’un enfant

gate et sa mere. Decrivez la scene qui s’ensuit. (b) Pourquoi vous serez triste (ou content(e) ) de quitter 1’ecole.

(25)

GERMAN


AURAL COMPREHENSION TEST Thursday, 15th March—9.15 a.m. to 9.45 A.m.


INSTRUCTIONS TO THE TEACHER

1. Use the ten minutes preceding the beginning of the test to make yourself thoroughly familiar with the passage to be read.

2. When so instructed by the supervising officer, read to the candidates the “ Instructions to Candidates ” given below.






questions on its content.

2. The questions are to be answered in English.

3. You are on no account to touch the printed question papers or to do any writing until you are told to do so.

4. The procedure will be as follows :—







Passage to be read to the candidates :—(Maximum time of reading—four minutes).

2Bertn mein Gruber unb id) im (Marten faielten, begleitete un3 oft at§ britter im Sunbe ein tleiner batfuffiget Stnabe bon unferem Sitter, gri|, ber ©ot)n be§ @artnex§. @ine§ \d)bmn SJtorgen§, mo unfete @ltern in bie @tabt gegangen maren, lie^ un§ ba§ SDienftmabcfien gang frei. ©ofoxt liefen mix, alle bxei, anf bex ©udje nacl) Slbentenex au§ bem ©axten. SKit einigen Stac£)bax§tinbexn fammelten mix Slatter, bie bon ben SSaumen gefalien maxen, unb maxfen fie iiber ba§ ©elanbex bex tleinen SSxiide in ben Sacl). iSann liefen mix einige breiîg ©dfxitte abmcixtS, mo ein fd)maleg SSxett liber ba§ SBaffex gelegt max unb fingen bie fleinen golbenen <Scl)iffe miebex auf. 2Bix fpielten mit gxoêm @ifex unb fdfxien laut unb fxeubenboll. Sll§ id) einmat fubetnb auf ba§ fdfmanle SSrett ftiixgte, fdjlug biefex plb|litf) um unb ic^ fiel in§ SSaffex. ®ie exfd)xotfenen f^xeunbe liefen au§einanber unb bexfdjmanben unb id) gab mid) fogleid) bexloxen. SHd)t fo gxi^. §n bem Slugenblid, al§ id) fan!, fpxang ex entfd)Ioffen auf ba§ IBxett, griff in bie Stiefe, padte meine §aaxe unb fd)xie mit all feinex traft nad) feinem SSatex. 3max bxad)te ex mid) mit bem SBopfe iibex ba§ SBaffex, bod) ni(^t meitex unb id) badfte feben Slugenblid mit meinem gdetmb gu extrinfen, berm ba§ Heine SSxett fd)manlte gefdtjxlid) l)in unb fjex.

Slennod) erinnexe id) mid) gang beutlid), ba§ id) teine Slngft empfanb unb fogar nid)t ba§ gexingfte gu meiner eigenen ftettung tat.

©nblid) erxeidjte ba§ ©eftpxei meine§ £amexaben ba§ Ol)1'-

feine§ SSatexS, ber mit meiten ©priingen tibex feiue ©emtifebeete êxbeiltef, mid) êrau§gog, unb triefenb in ba§ §au§ bxd|te.

®iefex SS or fall âtte gmei golgen; ba§ ®ienftmabd)en murbe foxtgefd)idt, meil fie bie Siegel meiner SJiuttex Oergeffen âtte, unb f^xip unb id) blieben lange miteinanber txeu nerbunben.


GERMAN



Thursday, 15th March—9.15 a.m. to 9.45 a.m.


QUESTIONS Marks

1. What two children played with the writer in the garden ? 1

2. How did it come about that, on this particular day, they were not playing as usual in their garden ? 2

3. Describe fully the game that they were playing with the neighbours’ children. 3

4. How did the children show their pleasure in the game ? 1

5. Give an account of the accident which put an end to the game. 2

6. Relate how the writer was rescued. 3

7. Describe what was going on within his mind and how he behaved while waiting to be rescued. 2

8. What two consequences did the incident have ? 1

15

GERMAN


Thursday, 15th March—10.0 a.m. to 12.15 p.m.


N.B.—(i) Begin the answer (or fair copy of an answer) to each question on a fresh page. Write legibly and neatly, and leave a space of about half an n'ob between the lines.


Marks will ke deducted for bad spelling and bad punctuation, and for writing that is difficult to read.

(2) The use of German script is optional.

1. Translate carefully, with due regard to English form and expression

9âd)mittag§ macf)te grans- einen ©pastergang mit S)tetric^. SBafjrenb fte fid) atterlei ersafylten, f)atte §te ber 2Seg an eine Don @e6idd) nmgefiene dBiefe gefu£)rt, bie fid) sunt glu| abtodrtS fenite.

®te beiben blteben ftef)en unb iiberlegten, ineld)e 9iid)tung fte mdtilen fodten. ©a fd)Iug Dietrid) dor, %um glu^ fjinunten Sngeljen. @te Itefen uber bte SKiefe unb oerfud)ten untertoegS rabsufd)Iagen,(I) )na§ !etnent bon tijnen gelang. fte ba§ Ufer erreidften, fafjen fte ben gtfdjletn stt, bte burd) ba§ êlte SBaffer bli^ten. $IoÎtd) rtef ‘Dietrid): „®u, ob tntr baben?"

grans fa0te abei: traurig: „Seiber faun id) nid)t fdjinintnten."

„ ©aS lernft bu in einer ©tunbe. 2)lad) fdjnell! “

®ie (Sonne f)atte nod) bie bode firaft be§ |>od)fomnter§. 9âc^bent grans fid) au§gesogen fjatte, ging ex ntit ®ietrid) in§ Staffer. ®iefer faffte if)n urn ben Seib unb legte ifjn fjorisontal

grans berfud)te geôrfant bie notigen Setoegnngen su ntadjen. ®od) al§ ®ietrid) ilfn proben)eife(2, fallen lie^, lag er betoegung&oS int SBaffer unb fdjnapftte nac^ Suft. lint fid) su rdcên, griff er nun ®ietrid) an§ 93eirt, ber, bollig itberrafdjt bon biefetn Slngriff, fid) fofort ntit lantern ^latfd) înfe^te unb toie grans nad) Snft fdjnabbte. liefer fjatte instnifdjen bie glud)t ergriffen; ®ietrid) lief fjinterljer, eine tnilbe gagb ttber bie SSiefe begann. ®ie langeren Seine beg ^tlteren fiegten unb, obgleid) grans fief) taftfer berteibigte, lag er nad) tursem auf bent diuden unb ntu^te fid) alg befiegt erflaren. ^(bblid) brad)en beibe in Iaute3 ©eldd)ter au§. 'Sa legte fid) ein SSolIdjen bor bie (Sonne.unb fein ©djatten berbreitete fid) ttber bie SBiefe. ©d)nell sogen bie tnaben if)re fleiber toieber an unb maebten fid) erfrifdjt auf ben SSeg.

(n rabfdflagen = to turn somersaults. * * ftrobetoeife = by way of experiment.

(35)


2. Read the passage below, then answer the questions which follow it. N.B.—The passage is NOT to be translated.

Qi'tst fanb fid) ber faum 9ceim3el)it}dl)tige in bet .âuptftabt,

pm erftenmal bon fetnen ©Item entfernt unb fret fein Sebert orbnenb. mat nun bod) ettoab SCnbeteS a(§ bte SSatetftabt. Diefe mar jmat ftattlid) nnb bolfreid) genug, bod) blteb fie bei

sallebem uberfeijbat; fie mat mte etn forget mit ©itebetn nnb Drganen; man lebte batin mte in einem gtogen gamilierdjaus. ®iefe Shtimitcit feijlte bet |)au^tftabt ganj, bet einpine 9Jlenfd) mar barin mie oetloren unb e» mat unmoglid), untet ben SJltllionen ba§ 93anb eine§ gemeinfamen 'Stabtgefitfjlo gtt entbeden.

loSte Unenblidjieit unb Steite ber ©trafien, bie ©toge ber Îdê,

bte STcenge bet 9Kenfd)en, bet fiatm bet SKagen unb ©ttajieru ba^nen, alle§ ubermdltigte i£)n. ®ie 9fiiefen[iabt nafjm ben jungen $oi)ann auf unb mad)te i()it gu einem un)ierfonIid)en dtbeiiet.

is gut ben neu ûgeteiften mar e§ oot adem mid)tig, 3®oi)nung unb Irbeit p finben. @in dimmer §u finben mat nidjt fo fd)mer, benn ubetad an ben §aubtuten f)ingen bie gettel, auf benen mobliette ffimmet angeboten mutben. 9Iud) ijatte ba§

28of)nungfud)en ein gemiffe§ ^nteteffe. êbe SKenbung £uad)te 2oneue (ginbrude, unb menu bet SBanberet bie STre^ê ijinaufftieg

unb fid) bie angebotenen 3burner anfaf), fo mar et ber gut

Mjanbelte faufer, bet fit^ nad) SSelieben entfdjeiben fonnte.

®as 2lrbeitfud)en mat meniger untetfjaltenb. @t fanb in etnem Slbtepud) bie tauten bet SSJialermeiftet unb fd)tieb fid)

25etne gtoge 9lnpt)I Sfbteffen auf. SDtit ^>ilfe eineS ©tabtglanS

gtng et bann Return unb bat um Strbeit. SSenn ifjm bad ,§aud, bte ©egenb, mo bet dfteiftet mof)nte, gat §u cttmlid) ausfaf), fo 9tng er Ooruber; fonft abet ftieg et bie Stephen f)inauf unb §og bte Slingel. gut etnen fungen unb nod) junget audfetjenbeu

30§anbmet!dgefeIIen mat e§ abet nid)t leidjt, 2trbeit ju finben, unb e§ bauerte mandjen Sag, bid et ein ga fjotte. geben Sag biieb er, mie et e§ fur feine i]3flid)t tjielt, bid fed)d Ut)t auf ber

®traBe, bann abet mad)te et tufjig geietabenb. @t faufte fib^ -bit, fudjte in einet Sud)f)anblung einen nod) unbetannten ®anb

Sounb eilte auf fein gimmer. gut SSutter, 93tot unb faffee

loigte bie SSirtin. Set 9ieft bed SCbenbd murbe bann beim "eien pgebrad)t.


QUESTIONS

A.—Answer in English :— Marks

1. What changes were there in Johann’s way of life when he came to the capital ? 1

2. Describe Johann’s feelings and impressions in the capital and compare them with those he experienced in his native town. 8

3. What kind of job was Johann looking for ? Describe the method by which he set about finding work and explain why he did not take every opportunity which presented itself. What made it so difficult for him to obtain work ? 5

4. What made his search for lodgings easier and pleasanter than his search for work ? 3

5. Why did he always remain in the streets until six o’clock ? What were his feelings when that hour arrived ? 2

6. What kind of meal did he have in the evening ? Describe how it was provided. 2

7. What provision did he make for his evening’s entertainment ? 1

22

B.—Answer in German :—

1. 28ie alt ttmr ^ofiann? i

2. 2Sa§ fiebeutet „ ®ie Stabt foar bolfreid} 11 ? (line 4) i

3. 2Ba§ tft eine SBucfjIjanbtuucj ? 2

4. SBamm nennt man ^ofiann ,, ben neu gugereiften" ? (line is) 2

5. 28amm fa£)tt man in etner graven ©tabt mit bex ©trafjenbatin ? 2

8

(30)

3. Write, in German, a continuous story based on the following summary :—•

Your story should be written in the past tense and should be from one half to three quarters the length of your answer to question 1.

2)ante alletn tm §aufe — fjoxt ©eraufd) im Stebenjimmer — frembe fa£e —fa£e mill nidjt fort — fiefjt gefafjtltcf) au§ —®ante ifat Sfngft — tuft 9tad)6ax — Scadfbat lommt mit fjifci) unb @ad — £a|e toirb gefangen.

(20)


GERMAN


Thursday, 15th March—10.0 a.m. to 12.15 p.m.




1. Translate carefully, with due attention to English form and expression :—

(«) The new watch

21B $afob jloolf $al)re alt toav, belam er, ftrie e§ fur fem liter SSraitd) tear, eirte Utjr. @r trug fie boll @to% in ber oberen Itnfen SBrufttafctje unb e§ tnar if)m, aI3 ob bte unfidjtbare IRtejin gett naf)e an feinem Bergen rul)e unb ifjr metallen unb unauffjaltfam mit bent feinen fd)Iage.

2lber bte llt)r lefjrte tf)n, ba|3 ber Sag blof] bterunbjmanjtg ©tunben tjatte nnb ba|, etje man ftdE)^ berfa^, eine babon bomber mar. Stun mu^te er plot;ltd), ba§ gemaltige

©cljretten ber ©onne itber ben §tmmeI§bogen nur eine furje 3ieije mar: and) mar bte (Suntnte ber Sage — ba§ Seben—nidjt ute^r unerfdjopflid). @r tjatte biSfjer frei unb forgloS getebt, mar bent Sadje bergmdrt§ entgegengemanbert, f)atte in ben graven

SBalbern an ber SanbeSgrenje gelegen nnb in§ frembe Stublanb gefcliaut. Unb bieje§ Seben unb ^Banbern mar otjne @nbe gemefen. ê^t aber mar ba§ alle§ gegafjlt nnb gemeffen. Ibar borbet mit bem jiellofen Sraumen: ben Sag §u benuên, ein giel gu erreidjen, ftanb ploÎid) al§ @ebot ba. wnb eilig au§ ber ©d)ule nad) §aufe, al§ fei nidjt ber geringfte

Slugenblict p berlieren. ©eine Mutter fat) bie 3Sermanbtnng hub bermunberte fid) fetjr, ba§ ber fonft budferfdjeue Srdnmer

ltd) je|t eifrig in ©tubien ftiirjte. Unb in i^rem êrjen ermadjte beue ôffnung.

(30)


(6) A settler’s cabin

‘Set 9iaum mar f)aI6 ,fitd)e, f)alb SSobmftube; um ben §erb Return etn paar roê <&tixtjle au§ Stannen’EjoIj, an her SBanb etn grower aieretftger ber moÎ al§ @f3tifd) biente, benn e§ ftanben nod) in ein paar trbenen ©efafjen bte 9iefte einer 9}laf)ijett barauf. 2)te ganê @tnrid)tung be§ âr auf ba§ etnfad)fte 93ebutfni§ berec£)net; !etne ©pur etneS ©treben§ nad) ©djonpeit, nicpt einmal nacp 58epaglid)!eit, unb bielfe S3eobad)tung, bte ba§ junge 50cabd)en mit bent erften SSItcf ntacpte, ben \ie urn ben iRaunt gleiten Hep, ftel tpr fdjinerer auf ba§ §erj, al§ bte ©title bes leeren §aufe§. ®ab §an§ mitrbe fid) ja fallen, menu bie fept Stbmefenben §uritdtamen, aber mitrbe fie fiip ber fommenben freuen, bie bie§ ipr fyeirn nannten ?

©ie tnanbte ficp jum §erb tmb patte nacp menigen SRinuten au§ bem trodenen §oH, ba§ aufgefcpicptet baneben tag, ein pelle§ geuer entfacpt. ©ie fucpte unb fanb nacp einiger 8e^ alte§, meffen fie jur SSorbereitung be§ 9tbenbbrote§ bebnrfte, bann, al§ e§ nacp biefer ©eite nicptS mepr §u tun gab, fing fie an, etnm3 Drbnung in bem 9taum p fcpaffen.

(25)


2. Carefully read the poem given below, then answer the questions which follow it.

N.B.—The poem is NOT to be translated. Der Wanderer

1. @cf)rteefIoc£en fdtftetn Horn pummel Iei3 @tn SSanberer fteigt liber fyelg unb ©t§. ®ie ©cijneefrait folgt tf)m mit tiidtftfjem ©cfjritt: „§alt (tille, mein Steber, unb ntmm mid) mit! ®er Slbenb ift naf) unb bet @t:pfel ift fern. 3d) \pxeV bir jnr ^urjtned' ein Stebdjen gern./;

©ie fe^t' an Me £ip,pe bte griine ©djalmei0*, ©te fang bon SSIumen unb fienj unb 9Jlai. @r tanfdjte, bte SBangen bon Frauen naf?, ®ann fd)Iug er ein ®reugd)en(2) unb gog furba^(3).

2. Unb finfter mollt fid) ber mitbelnbe ©d)nee.

©ie fd)Iid) iijm §ut ©eite auf liftiger :

„|)alt! ba§ id) bir leudfte, bn inanbeift irrM

©in freunblicfp iOidrdjen erjaf)!' id) bir./;

©ine Sampe gog fie au§ ifjrem ©etnanb — ®a glangt' if)m bor Stugen ber ,§eimat fianb, ©er |)itgel, ber @arten, Me ©Item fein 3ttt feligen golbigen 3ugenbfd)ein.

©r fd)n>an!te. ©d)on fitrgt' er ber ©d)ritte SUiaB, ®ann fd)Iug er ein £reugd)en unb gog ftirbaB.

3. Unb e§ ftiirmt unb e§ ftbbert mit ©turme§mad)t,

SSom tjeutenben ^etfen gaffnt loeifje %ad)t. ©ein SSille berfagte, fein ®nie ber fan!. ®a faf? fie auf einer fteinernen San!.

n |)ier ift e§ befjagtid), !omm, fe|e bid)!

3d) toei^ gu !ofen gar minnigtid).(4>

Unb lodt bid) ber ©dftummer unb lat^t bir ein Xraum, 2tn meinem tnarmen Sufen ift Maitm/' ©ie blidte fo liebtid), fie nidte fo t)otb,

3tl§ ob fid) ber |>immel ifjm offnen luotlt'. ©r loanlt' if)r entgegen in taumetnbem £anf Unb ftel ifjr gu — ftanb nie mefjr auf.

(1) bie ©d)almei — bie |>irtenftote (2) ein ®reugd)en fd)Iagen — ba§ geidfen be§ freuge§

madjen (3) fiirba^ — boriodrt§ (4) minniglid) — tiebebotl

(99669) C 4


QUESTIONS Notes to candidates :—

(а) Answer all questions in English, except where you are clearly told to do otherwise.

(б) Roman numerals refer to verses, arable numerals to lines. Thus “ ii/4 ” means " verse ii, line 4

Marks 1. What is the @c£)tteeftaU all the time attempting to do ? 1 2. Describe the various means by which she endeavours to achieve

her purpose. 12 3. By what words does the poet hint at the true character of the

©cfyneeftau, and what indication is given that the traveller is aware of it ? 2

4. Show, by describing the traveller’s reactions, the progressive weakening of his resistance to the advances of the (Scfjneeftatl. 3

5. The poem gives an imaginative account of a real incident. What do you think this incident was ? Quote the lines which support your opinion and show how the poet brings out the increasing physical difficulties against which the traveller is struggling. 4

6. „ SSom tjeulenben gelfen gafynt toeifje Sftadjt." (iii/2) (а) Explain the apparent contradiction in the words

„foetf3e 9£ad)t". (б) What picture does the poet seek to give the reader by using

the word n g&fynt" ? 2 7. (a) Quote a line in which the poet achieves a good effect by

the use of contrast. [b) Quote two lines in which alliteration is used to good purpose.

Say in each case what effect the alliteration gives. 3 8. Rewrite the following phrase in German so as to bring out its

meaning clearly : „ bu ftmilbelft ttt' (ii/3) 2

9. Give from your German reading another example of a figure similar to the <Scf)TteeftaU (man or woman) and show in what the similarity consists. 1

(30)

GERMAN



Thursday, 15th March—1.30 p.m. to 2.0 p.m. This paper must not be seen by any candidate.


thoroughly familiar with the passage to be read. 2. When so instructed by the supervising officer, read to the candidates

the “ Instructions to Candidates ” given below.





6. Remind the candidates that the questions are to be answered in English..

INSTRUCTIONS TO CANDIDATES

1. Listen carefully to the following passage with a view to answering questions on its content.

2. The questions are to be answered in English. 3. You are on no account to touch the printed question papers or to do







Passage to be read to the candidates :—(Maximum time of reading—four minutes)

Hinton trat mit f)od)fIo,pfenbem Bergen in ben §of unb nafym feineS 3Sater§ 93ttef au§ bet S£afd)e. @r mat fef)t iingfitid)

gelt or ben unb et futjlte fid) jo mitbe, bafi et fid) am Itebften etnen 9lugenblid: f)ingefe|t fjatte, urn ausjumljen. Slbet nne 3iu£)e fa!) e§ in biejem (pofe nidjt au§. SSor bet Stiir ftanb ein

grower SBagen. $n bent |>ofe lagen alletlei mddjtige SHften, bie

breitjdjultrige SOMnnet auj ben SSagen luben. $n bet HJlitfe i>er SSetoegung ftanb ein junget |>etr, tneldjet ein <5tM ^teibe m bet .'oanb fjielt, mit bem et tiejige giffetn auf bie f iften

fd)tieb. Slnton ftagte biejen Jpettn nad) bem ^tinjijoal be§ @ejd)aft§ unb toutbe bntc^ eine furje ^opfbemegung an eine Aiir im fjintetn Seil be§ §ofe§ gemiejen.


3og®tb trat Slnton an btefe 3;iit; es foftete it)m etnen graven ©ntfdjlu^ ijinemptreten. @r fanb fid) in etner graven Slrbeitftube. Sin etnem langen Xifdje jaên etn I)aI6e§ 'Snênb etfrig jdjretbenber §erten. CSiner bon biefen Setren erf)o6 fid) unb fragte Slnton mit !uf)Iem ©efd)dft§ton: fteljt ju

Îjren ©tenfien ? “ Sluf bie fd)ucl)terne @r!Idrung SInton§, ba^ ex §etxn ©djxottex ju f^redien munjdje, trat au§ etnem jtoeiten Qtmmer ein grower SUtann. Slnton fal) fdjnej| auf fetn Slntlitj, nnb biefer erfte S3Itd gab it)tn einen guten Xeil femes SJtuteS toieber. ®enn ex extannte alleS baxtn, tnaS ex in ben lenten SBodjen fo oft exfet)nt tjatte: ein giitigeS §exj nnb einen xeblid)en ©inn. llnb bot^ fat) bex SJlann ftxeng genug au§, unb feme exfte forage Hang fuxj unb entfd)ieben. Slnton xeid)te iljm ben SSxief feineS SSatexS unb exfldxte il)m, in arum ex bat)exgefommen tnax. SBie ein fxeunblid)e§ Sid)t flog eS ttbex ba§ Singe beS taufmanneS: ex offnete ben Srief fdjiueigenb, la§ i^n langfant bnxd), xeid)te bem beiuegten Slnton bie ânb nnb fagte: „©eien ©ie mix nrillfommen." ®ann tnanbte ex fid) §n ben fdixeibenben §exxen am Sifdje nnb fagte: „ §exx Slnton 28ot)Ifat)xt tritt bon fieute an in unfer ©efdfdft."

GERMAN

Higher Grade—(Second Paper (a) )

AURAL COMPREHENSION TEST Thursday, 15th March—1.30 p.m. to 2.0 p.m.


QUESTIONS Marks

1. What were Anton’s feelings as he entered the courtyard ? 2 2. Describe what he saw in the courtyard. 4 3. Describe how Anton found his way to Herr Schrotter. 4 4. Who was Herr Schrotter ? Explain the effect which his appear-

ance had on Anton. 2 5. Was Herr Schrotter pleased to see Anton ? Give two reasons for

your opinion. 2 6. What announcement did Herr Schrotter make to the other men

present ? 1


GERMAN


Thursday, 15th March—2.15 p.M.to 4.0 p.m.


N.B.—(1) Begin the answer (or fair copy of an answer) to each question on a fresh page. Write legibly and neatly, and leave a space of about half an inch between the lines.


(2) The use of German script is optional.

1. Translate into German :—■ I was nine years old when I first met old Hans. At that time I was living

with my aunt and uncle in the country, and Hans, who was a neighbour, often visited us. He was tall and thin, with long grey hair and large kind eyes. " You must come over and see my well,”d) he said to me.

One day, therefore, I went to call on him. He was sitting by the well, leaning his elbows on the moss-covered rim. “ Hullo,” he said, “ so you’ve come. Here is my well. How do you like it ? ”

I approached cautiously and looked down : there was nothing but darkness and a terrible stillness. I asked if I might throw something in. “ Of course,” he said, “ would you like a stone ? ” I shook my head and took a shiny new penny® which my uncle had given me and threw it into the well. I heard nothing. Then suddenly I burst into tears—it was such a big hole and such a tiny penny !

Hans tried to console me, but without success. Fortunately, however, at that moment his wife appeared with a jug of lemonade and two glasses. “ What’s the matter ? ” she asked. “ Are you frightened ? ”

“ No,” I replied, a little ashamed. “ I threw in my penny, that’s all.” “ Don’t cry,” she said. Then she fished in her pocket and drew out a

penny. It was an old dirty penny, but I took it and thanked her; then after I had drunk the lemonade I ran home, completely cheered.

(1) the well—ber SSrunnen (2> the penny—her @tofd)etl

(50)

2. Write, in German, a composition on one of the following subjects :—

(«) @ine Me ©ie gemad)t fyaben ober bon ber

©te gelefen fjaben.

(&) SSefud) bet SSertnanbten. (25)


SPANISH



Tuesday, 20th March—9.15 a.m. to 9.45 A.M,


INSTRUCTIONS TO THE TEACHER.








questions on its content. 2. The questions are to be answered in English. 3. You are on no account to touch the printed question papers or to do







Passage to be read to the candidates :—(Maximum time of reading—four minutes). No recuerdo ya la hora a que el tren debia encontrarse en la estacion;

•pero habian pasado diez minutos y aun no habia llegado. De pronto se oyo xm ruido :

— El tren. El tren — dijo la gente. —Ya viene.


Y era el tren, en efecto ; pero arm no estaba alii Desde el punto donde se encontraba hasta la estacion habla una cuesta, y el tren no tenia fuerzas para subirla. Pasaban ya veinte minutos de la bora de llegada. El tren resoplaba, jadeaba, suspiraba, y la impaciencia del publico iba transformandose en un sentimiento que tenia mucho de piedad. A1 ver los esfuerzos desesperados de aquel tren tan viejecito, una mujer del pueblo exclamo a mi lado :

— i Pobrecito ! Y, contagiado por el ambiente, hasta yo mismo, que llegaba de Nueva York,

comence a sentir remordimientos por haber ido a la estacion con demasiado equipaje.

Por fin, en un esfuerzo supremo, el tren logro dominar la cuesta, y al poco rato aparecla en el anden.

Pero he aqul lo interesante. No bien hubo el tren entrado en la estacion, cuando un senor, no lejos de ml, exclamo a grandes voces :

— Pero j habrase visto un escandalo semejante ! Como hay todavla autoridades que toleren esa maquina ?

— Tiene usted razon —le dijo otro senor—. La verdad es que esa maquina para lo unico que estarla bien es para tostar cacahuetes.

— No. Si yo no me refiero a la maquina, precisamente — repuso el senor de las grandes voces—. La maquina es lo de menos. Lo que me parece intolerable es que se llame como se llama. (_ No ve usted la placa ? "Alfonso XIII.” Llevamos ya dos meses de Reptiblica, y aun no le han cambiado el nombre. Es un verdadero escandalo.

SPANISH Lower Grade-—(Paper (a))

AURAL COMPREHENSION TEST Tuesday, 20th March—9.15 a.m. to 9.45 a.m.


QUESTIONS 1. Where had the person come from who tells the story ? 2. Give the two references to time which show that the train was

late. 3. Describe the scene presented to the people at the station once

the train had come into view.

^ 4. What had been their first feeling ? To what did it change, and

5. Explain how and why the change of feeling affected the teller of the story.

6. Contrast the motives behind the indignation of the two men as the train drew to a stop.

7. What was the engine fit for, in the opinion of one ? 8. How long had the authorities had an opportunity of remedying

e cause of indignation of the other ?

Marks 1

2

3

2

2

3 1

1

15


SPANISH






1. Translate carefully, with due regard to English form and expression :—

Grandmother plays trains La abuela era una viejecita muy simpatica y muy rara. Habitaba en el

piso alto de im caseron grande, y vivia completamente aislada y sola. En su casa reinaba el mas absolute desorden, y en medio de aquel desorden se encontraba ella a gusto. No se trataba con nadie. Solo una antigua criada aparecia por alii, y generahnente, cuando iba, solian renir ama y criada. Con los anteojos puestos en la punta de la nariz, sentada al lado de la estufa(1), parecia la abuelita una viejecita de cuento : muy chiquita, con la nariz puntiaguda, la cara sonriente y el pelo bianco como la nieve. Cuando iba su nieta a verla, entonces comenzaba con la vieja las idas y venidas, el revolver armarios en busca de dulces y el contar cuentos. Tenia la viejecita una fantasia exuberante, y el trato continue con la nina le habia dado un infantilismo extrano. Muchas veces la vieja hacia de nina y la nina de vieja ; la abuela imitaba el hablar vacilante de los ninos y la nieta la actitud severa de los viejos, y la vida que principiaba y la vida en declinacion parecian iguales y se entendian jugando. Una de las diversiones de las dos era sentarse en un sofa e imitar la marcha de un tren.

—-Ya estamos en el vagon, £ eh ?—decia la vieja. —Si. Ya estamos—contestaba la nina. Ponte el man ton, abuelita. —No ; hasta que no lleguemos a Avila, no Y las dos imitaban la salida del tren, y luego el ruido de la marcha y los

silbidos de la locomotora, y veian paisajes, y estaciones, y el mar, y los arboles, y los montes.

0) estufa = stove. (35)


N.B.—The passage is NOT to be translated.

La marcha del regimiento

Camino de la estacion va un regimiento de linea. Catorce kilometres de marcha por la carretera, con todo el equipo, han fatigado a los muchachos y andan con la cabeza caida y el uniforme blanqueado por el polvo. Marchan de dos en dos, por entrambas aceras, pensativos, melancolicos, al cruzar las afueras. Pero ya se acercan al centre de Madrid, se oye un j Viva Espana!, ordena el coronel formar de a cuatro, la musica entona un pasodoble, la gente se amontona alrededor del regimiento, y, como movidos por un resorte, los cuerpos de los soldados se yerguen, las cabezas se levantan, una sonrisa cruza mil semblantes, los ojos se iluminan y el cansancio desaparece. i Que no se diga que parecen muertos ! Muevense los brazos con brio, el paso se acelera.


La gente prorrumpe en vivas estruendosos ; una imagen brillante, algo asi como una borrachera de valor y de triunfo, cruza, como una rafaga de viento, los mil espiritus de un mismo cuerpo ; y el regimiento se aleja entre la multitud entusiasmada. A las veces asoman por los ojos de los expedicionarios tristes remembranzas : el ultimo apreton de manos del padre que se volvio de espaldas para no dejar ver las lagrimas ; el llanto franco de la madre, de la hermana y de la novia, sus ultimos abrazos, que aun parecen que se les cuelgan del cuello. Pero la musica sigue entonando el marcial pasodoble. Oyense a lo lejos los vivas de la gente. j Atras las penas ! j Erguid el cuerpo ! £ Que se pierde, si en todo caso se pierde la vida ? Por de pronto se abandona la existencia cuartelera^, vida de cepillar botones y de frotar correas. A1 salir de Madrid el regimiento, se suceden sin tregua los vivas freneticos, cien banderas se agitan en los aires, cien mil personas escoltan al ejercito, agrupandose a lo largo de la via ferrea en una extension de mas de una legua. Es un delirio loco.

(!) ouartel = barracks.

A.—Answer, in English, the following questions Marks 1. Where were the soldiers coming from ? Where were they

going, and why ? 2 2. Describe and explain the change which came over them as a

result of the first “ j Viva Espana ! ” 5 3. Trace and account for the various emotions which successively

swept over the soldiers. 8 4. What advantages did the soldiers see in leaving barrack life ? 1 5. Explain the attitude which they came to adopt towards the

risks of the expedition. 2 6. Examine the part played by the regimental band. 2 7. Describe the scene at the station. 2

22 “•—Answer, in Spanish, the following questions :—

1. £ Por que los soldados estaban cansados ? 2 2. £ Que es el contrario de " valor ” y de “ melancolico ” ? 1 3. £ Que quieren decir estas expresiones :

[a) las afueras de una ciudad ; [b) sin tregua ? 3

4. £ Que es una novia ? 2

8 (30)

■ Write, in Spanish, a continuous story based on the following summary. Your story should be written in the past tense, and should be from half to three-ciuarters the length of your answer to Question 1. (“Grand- mother plays trains.”)

Un pastor se da cuenta de que van desapareciendo sus ovejas—sale al monte su11™ tusil en busca del ladron—pasan varios dias—por fin invoca al santo de

uevocion—poco despues le sale al paso un leon hambriento y feroZ'—nueva nvocacion del santo en sentido contrario. (20)


SPANISH

Higher Grade—(First Paper) Tuesday, 20th March—10.0 a.m. to 12.15 p.m.





An old-time schoolmaster Tan sucio era aquel caseron por dentro como por fuera. La ensenanza

que se daba correspondia muy bien con el local. El fundador y director del establecimiento era un ex-coronel de Artilleria, que habia salido del regimiento por un asunto de honor en que el suyo no habia quedado bien parado. Tuvo algunas palabras con otro oficial, nombraronse los padrinos/1) y cuando llego la ocasion de formalizarse el desafio, nuestro Don Jaime se acobardo y dio toda clase de satisfacciones. Los artilleros se ofendieron mucho con esta conducta, dejaron de saludarle, y el coronel al cabo se vid obligado a pedir que le retiraran. Por supuesto que los alumnos no sabian palabra de todo esto : antes se tenian formada, de la braveza y esfuerzo de su director, una idea superior a toda hiperbole. No habia en el colegio quien no le tuviese por mas aspero y belicoso que cualquier heroe de las epopeyas antiguas. El propio coronel habia fomentado esta opinion refiriendo a sus discipulos, en el momento en que el algebra les dejaba algiin respiro, un sinnumero de hazanas portentosas y aventuras sangrientas llevadas a termino por su mano, o en cuya ejecucion, por lo menos, habia tenido parte muy lucida. Ademas, cuando se incomodaba, y era muy a menudo, acostumbraba a desafiar al muchacho delincuente, y no solo a el, sino tambien al colegio entero, lo mismo que hizo el Cid con el pueblo de Zamora. Los chicos quedaban petrificados de terror.

^ los padrinos = the seconds (30)

2 Read carefully the poem below, then answer the questions which follow it.

N.B.—The poem is NOT to be translated. El Ermitaho de Montserrat

Alla en Montserrat mora el ermitano. i Sabeis por que mora del convento al pie ?

El buen caballero partio de su tierra ; allende los mares la gloria bused.

5 Los anos volaban, se acabo la guerra ; y allende los mares hasta el void, void un triste viento de su duke tierra.

Los mares cruzaba : llegaba a su suelo. “ Madre, madre mia : mi amada i do esta ? ”

10 “ j Ay, hijo, el mi hijo ! Consuelete el cielo. Viva esta tu amada ; mas ya no sera, ya no sera tuya mientras este en el suelo.”


De Santa Cecilia llamaba a la puerta ; los golpes doblando, redobla el furor.

15 Flotante el cabello, cenida de flores, la ve tras la reja. Que voz la llamo ? “ Mis lagrimas mira ; por nuestros amores aqul vesme. Un voto mi amor pronuncio.

Vote, si tornases a la patria tierra 20 salvo de las lides, consagrarme a Dios.

Tornabas con gloria de lejana tierra : i feliz fue mi voto ! j Mi voto a los dos, a los dos separa por siempre en la tierra ! ’ ’

Lloro, lloro el triste : su vida llorando, 25 vivid solitario del convento al pie.

Paso un ano y otro : en llanto y orando le encontre otro ano. — Ya sabeis por que, por que asi ha vivido en rezo y orando.

Questions : Answer Nos. 1 to 8 in English, No. 9 in Spanish.

(1) Tell the story of the hermit in your own words. 8

(2) What had he sought across the seas ? Did he find it ? 2

(3) Explain the “ triste viento ” of line 7. 3

(4) How had the lady shown her love ? Compare the motives which inspired her with those which inspired the knight. 5

(5) When did she carry her decision into effect ? 1

(6) What part does the mother play in the poem ? 1

(7) Expand the suggestion contained in the words “ su vida llorando ” (line 24). 2

(8) Explain the meanings of the word " suelo ” (lines 8 and 12). 2

(9) Explain, in Spanish, the meaning of the following words :—

(а) un ermitano (line 1).

(б) el convento (line 2). (c) la reja (line 16). 6

30

3- Translate carefully, with due attention to English form and expression :—

The fleet weighs anchor for the New World Nos encontramos en Sevilla ; es hacia el ano 1570, mes de junio, epoca de

a salida de una flota. Sevilla se ha convertido en una gran ciudad ; su nqueza de siempre la ha multiplicado el monopolio del comercio con las Indias. Al compararla con Madrid, notanse en ella grandezas distintas, por faltar a 1 rcyes y corte, pero no por eso menos estimables. En las gradas de su catedral realizabanse tantos y tan grandes negocios, que se le consideraba como uno de los centros de contratacion mayores del mundo.


Es el dla senalado para la partida de la flota. Manana clara y calida del verano andaluz. Brilla al sol la cupula amarilla de la Torre del Oro; la Giralda levanta su signo de admiracion sobre la ciudad. En el puerto, los mastiles de cien naos elevan sus agudas lanzas al cielo, entre el laberinto de cuerdas y velas. Se oye un canonazo ; es la serial de leva. Los ultimos pasajeros se apresuran a embarcar; los soldados y marineros perezosos son amonestados perentoriamente por los sargentos. Parten las naos con gran diligencia, por ser muy peligroso navegar por el rlo siendo de noche; en sus bajos se habla perdido mas de un navlo. Cada nave lleva un piloto de no ademas del suyo propio, que era llamado de mar. Los pilotos, muy conocedores de su oficio, tenlan con todo una debilidad, la de profesar demasiado carino al vino, a consecuencia quiza de andar siempre por el agua.

(25)

SPANISH




This jpafter must not be seen by any candidate.


1. Use the ten minutes preceding the beginning of the test to make yourself thoroughly familiar with the passage to be read.




5. When so instructed by -"he supervising officer, read the passage a second time, in exactly the same manner as on the first occasion and taking the same amount of time.







4. The procedure will be as follows :— (i) The passage will be read twice, with an interval of three minutes

between the readings. (ii) After the first reading you will be allowed to turn over the printed

question papers and you will have three minutes in which to study the questions.




Passage to be read to the candidates :—(Maximum time of reading—-four minutes). Siempre he oido decir a los politicos que madrugan mucho y que no hay

instantes mas preciosos para la meditacion que los que acompanan a la aurora. Recuerdo que una vez, cuando yo pedia hora a un politico ilustre para entre- vistarme con el, me respondio :

— I Hora ? Puedo ofrecerle todas las horas. Apenas alumbra el dia, ya estoy ante la mesa de mi despacho, trabajando. Elija usted.

Confieso que yo queria ser grato a aquel personaje. A1 dia siguiente, a las siete de la manana, llame a su puerta. El campanillazo sono larga y tristemente. Nadie contesto. Torne a llamar, sin exito apreciable. Por fin el portero subio con lentitud los escalones para venir a verme.

— i Que quiere usted ? — Deseo ver al senor Fulanez. — El senor Fulanez no recibe a esta hora. —'El senor Fulanez — afirme yo con toda conviccion — trabaja a estas

boras avidamente en su despacho. Tenga usted la bondad de avisarle de que estoy aqui. He sido citado.

El portero entro en una habitacion contigua meneando la cabeza con aire de duda. Pude oirle decir, primero en voz baja, despues a gritos desesperados :

— i Senor! . . . j; Senor !! ... j j j Senor !!! Luego batio palmas furiosamente, pateo y aullo. Por ultimo me parecio

advertir como si se hubiese subido a una cama y estuviese saltando sobre los colchones. Media hora despues se asomo sudoroso y rendido para suplicarme •

— Un poco de paciencia. • Creo que comienza a despertar. A las ocho y media se me permitio entrar en la alcoba. El ilustre politico

se estiro entre las sabanas y murmuro : — t Que hay ?

No hay nada — balbuci.

t Que diablos podia haber ? Era una pregunta estupida. — Entonces . . . ,; no hay nada ? — inquirio, cerrando un ojo. — Nada, nada.

.seguridad parecio satisfacerle. Sonrio con deleite infantil, cerro el otro ojo y volvio a dormirse.


SPANISH




Answers are to be written on the special sheet provided

QUESTIONS Marks

1. What time of day is said to be the best for politicians, and why ? 1

2. What time did the author choose to visit Senor Fulanez ? What was the explanation of his choice ? 2

3. What difficulties did the visitor meet when he called at the 2 politician’s house ?

4. Describe what the visitor heard when the servant went to waken his master. 3

5. How did the porter appear when he returned to the door, and what did he have to say ? 2

6. How long had the author to wait before being shown in ? 1 7. When the author was admitted to the presence of Senor Fulanez

what conversation took place ? 2 8. What was the effect of this conversation on the politician ? 2

15

SPANISH




N.B.—Begin the answer (or fair copy of an answer) to each question on a fresh page. Write legihly and neatly, and leave a space of about half an inch between the lines. Marks will be deducted for writing that is difficult to read.

1. Translate into Spanish :— It was the first hour of dawn when we left the house, making never a sound

lest we should be discovered. There was no one on the road as yet. Only the birds sang to welcome the day, and it pleased us to think that they were singing for us too and wishing us luck in the great adventure. It was sad, of course, to be leaving home, and there were tears in my eyes as I pictured my mother’s face when she read the letter we had left for her. I tried not to let Jim see them. But Jim was thinking of other things. “ Tell me,’ he said for the hundredth time, “ are you quite certain we are going to make our fortune when we get to America. I do hope we don’t have to wait long. “ It’s no good being impatient,” I answered : “ there are lots of other people in America trying to get rich, and they don’t all succeed.” “ Ah, but they


aren’t so clever as we are,” said Jim. “ Of course, we’ve got to decide what we're going to do. I always wanted to be an engine-driver, though I don’t suppose they’ll let me when they discover that I shan’t be ten till after Christmas. I’d better go into business. What are you going to do ? ” " just now,” I answered, with my eye on some black clouds above our heads, " I’m going back home for my raincoat. It’s going to pour. If we hurry we can get there before Mother finds that letter.”

(50)

2. Write, in Spanish, a composition on one of the following subjects :— [a) Usos y abuses de la radio. [b) “ Si yo fuera millonario ...” (25)

ITALIAN



Wednesday, 21st March—9.15 a.m. to 9.45 a.m.

This paper imist not be seen by any candidate



2. When so instructed by the supervising officer, read to the candidates the "Instructions to Candidates ” given below.


4. After this reading inform the candidates that they may now turn over the printed question papers, and that they will have three minutes in which to study the questions. Remind the candidates that they are to do no writing during this time. You yourself will not be allowed to see the questions which nre to be answered by the candidates.

5. When so instructed by the supervising officer, read the passage a second tale, in exactly the same manner as on the first occasion and taking the same amount of time.

6- Remind the candidates that the questions are to be answered in English.













Un incidents di famiglia.

L’anno delle disgrazie (tristemente famoso nelle cronache della mia famiglia) comincio cosi. Una mattina in sul principio di maggio, stavamo seduti, il babbo, la mamma ed io, sotto il portico di casa; i piccini giocavano tran- quillamente nel cortile. La mamma sceglieva e componeva in forma di mazzo le foglie di gelso da tritare per i bachi da seta, che cominciavano a nascere. Il babbo, nell’attesa della posta che gli portasse il giornale nuovo, cercava nel giornale del giorno prima qualche cosa che avesse ancora un sapore. lo, seduto alia tavola, attendevo a sciogliere un quesito d’aritmetica.

Il tempo era bellissimo. Di tanto in tanto un soffio d’aria allegra veniva con un odore di campagna cosi delizioso e forte, che avrei pagato non so quanto per poter lasciar li penna e quademo e darmela a gambe. Ma proibito uscire : due o tre giomi prima era morto di vaiuolo un ragazzetto del paese ; un altro si trovava tra vita e morte e avevano chiusa la scuola. Ottima idea questa, ma guastata dal divieto di andar per i fatti proprii e dall’obbligo (almeno in casa mia) di eseguire ogni giorno un lavoro d’italiano o d’aritmetica.

— Che cos’e, in fondo, 1'aritmetica ? Un giuoco, e uno dei giuochi pin divertenti che siano stati inventati.

In altre circostanze, mi sarei sdegnosamente ribellato a quella definizione paterna ; ma, perduta la liberta, tutto il resto conta poco e pub perfin accadere che, senza volerlo, cosi per disperazione si trovi un principio di divertimento nel dividere un numero per un altro e nel fare la prova.


ITALIAN

Lower Grade—(Paper (a) )



Answiers are to be written on the special sheet provided

QUESTIONS Marks

1. What is the situation described in the passage you have heard read ? 3

2. What was the time of year ? 1

3. How was the year to turn out for the family ? 1

4. What was the mother doing ? 2

5. What was the father doing ? 2

6. Why was the boy not at school ? 1

7. Why was he not allowed out to play ? 1

8. What did the father say about arithmetic ? 2

9. What did the boy think of this ? 2

15

ITALIAN


Wednesday, 21st March—10.0 a.m. to 12.15 p.m.


N.B.—Begin the answer (or fair copy of an answer) to each question on a fresh page. Write legibly and neatly, and leave a space of about half an inch between the lines. Marks will be deducted for bad spelling and bad punctuation, and for writing that is difficult to read.

1 • Translate into English:—

Un atto di coraggio. Le acque dell’Adige, crescendo ad una straordinaria altezza, erano divenute

cosi impetuose, che uno dopo Taltro abbattevano gli archi del ponte presso a Verona. Non rimaneva piu che 1’arco di mezzo, sul quale era una casupola, ln ‘;U1 trovavasi nella piu grande costernazione una povera famiglia, che, endendo le mani e mandando le piu dolorose grida, chiedeva soccorso ai molti


spettatori die dalla riva stavan contemplandola. Ad ogni istante si temeva che anche quell’unico arco non cadesse, e I’insolito gonfiamento delle acque e la terribile grandezza del pericolo avevano tratto alia sponda una gran folia di popolo, a fra gli altri anche il conte Spolverini. Quest! non appena vide il pericolo di quella misera famiglia, trasse di tasca una borsa con cento luigi d’oro, offrendola a colui che avrebbe avuto il coraggio di scendere in un battello a liberare quegli infelici. Ma essendo il pericolo grandissimo, niuno aveva il coraggio di accettare 1’invito del conte. In quell’instante passo per avventura un contadino, il quale veduto di che si trattasse, si leva ad un tratto la giacchetta, monta sopra un battello, e a forza di remi vince la violenza della corrente; si accosta alia pila, e con una corda fa calare nel battello uno ad uno quei miseri, e quindi incoraggiandoli e di tutta forza remando, li conduce salvi alia sponda in mezzo alle acclamazioni del popolo. Il conte Spolverini tutto lieto I’abbraccio e gli porse la borsa promessa ; ma il contadino ricusava il premio, dicendo : lo non metto a prezzo la mia vita, caro signor conte : date piuttosto codesta somma a quella povera famiglia ch’io ho avuto la fortuna di salvare, perche ne avra certamente molto piu bisogno di me. (35)


N.B.—The passage is NOT to be translated.

Giuseppe Garibaldi

Giuseppe Garibaldi nacque il 4 luglio mille ottocento sette a Nizza. Era figlio d’un capitano di bastimento.

Nel mille ottocento quarantotto al primo grido della rivoluzione italiana subito corse ad offrire il suo aiuto e quello dei suoi compagni. Quest! primi moti di rivoluzione fallirono, e Garibaldi ando in esilio volontario. Mentre era in esilio visito molti paesi. Per due anni stette nella Staten Island a Nuova York dove lavoro in una fabbrica di candele. Poi andd all’America del Sud come marinaio. Dali’America del Sud parti come capitano di bastimento per Londra nell’anno mille ottocento cinquantaquattro.

Nello stesso anno si trovava a Londra 1’amico di Garibaldi, Mazzini, che I’incontro.

Nel mille ottocento cinquantacinque morl il fratello Felice, lasciandogli trentacinquemila lire. Poco dopo Garibaldi compro la meta dell’isola di Caprera dove si ritiro. Si raise a coltivare la terra e a vivere nell’aria aperta. Si porto anche la famiglia e visse sempre semplicemente. Andavano molti personaggi a vederlo fra i quali vi erano uomini dotti e grandi. Nell’anno mille ottocento cinquantotto Garibaldi fu chiamato da Cavour e insieme andarono a vedere il re Vittorio Emanuele. Formarono un progetto, e Garibaldi comincio a raccogliere un esercito di volontari. Al capo dei suoi volontari, sbarco in Sicilia e coll’aiuto dei siciliani vinse 1’esercito austriaco.

Nel mille ottocento settanta corse in aiuto dei francesi che combattevano colla Prussia.

Garibaldi fu maestro, marinaio, operaio, negoziante, soldato e generate. Fu prima di tutto un grande patriota che amava la liberta dei popoli. In guerra portava la camicia rossa. Era forte, biondo, e bello. Sui campi di battaglia era un fulmine. Quando gettava un grido di guerra migliaia di valorosi accorrevano a lui da ogni parte del paese. Era semplice, e buono. Amava tutti i popoli, proteggeva tutti i deboli, rifiutava gli onori, disprezzava la morte, adorava la patria.


QUESTIONS

A. Answer in English :— Marks (1) When and where was Garibaldi born ? 3 (2) What was his father ? 1 (3) What did Garibaldi do when the revolution of 1848 broke out ? 2 (4) Why had he to go into exile ? 1 (5) What did he do (i) in New York, and (ii) in South America ? 2 (6) When did he come to London ? 1 (7) What other famous Italian did he meet there ? 1 (8) How did he come to settle in Caprera, and what sort of life did he

lead there ? 3 (9) What was the result of his meeting in 1858 with Cavour and King

Victor Emmanuel ? 3 (10) What was Garibaldi’s character ? 3

20

B. Answer in Italian :— (1) Quali mestieri ha esercitati Garibaldi ? 3 (2) Quando mori il fratello di Garibaldi ? 2 (3) Quale era 1’apparenza di Garibaldi ? 3 (4) Come sembrava in guerra ? 2

10

3. Write, in Italian, a continuous narrative based on the following summary :—

Your narrative is to be written in the past tense and the first person plural, but the conversation between the friends and the taxi-driver and between them and the castle-guide are to be in direct speech.

Una corsa in citta Due amici prendono un’auto pubblica (un tassi) per fare una corsa in citta

~ L autista vuol informarsi dei loro gusti e delle cose che vogliano vedere — mspondono che sono stranieri ma che s’interessano della storia — L’autista fa una breve descrizione dei monumenti principali della citta, e si decidono d’esser condotti prima al castello — Ivi scendono e dicono all’autista d’aspettarli —

ntiati nel castello ammirano la veduta e si divertono della chiacchierata della guida Poi passano giti per il Corso (High Street) fino al palazzo di Holyrood, centre 1 autista indica i punti piu interessanti e le case storiche. — Licenziato autista dopo averlo ringraziato delle sue informazioni, gli amici continuano

ie loro corsa a piedi. (20)


ITALIAN


Wednesday, 21st March—10.0 A.M. to 12.15 p.m.





(a) Mazzini

Era un uomo di statura media, e magro ; sembrava quasi fragile, visto cosi sullo sfondo del cielo : aveva tutta 1’aria e 1’aspetto di un uomo di studio. Teneva le spalle curve e la testa leggermente reclinata in avanti per I’abitudine dello studio ; il suo abito, un po’ stretto, gli tirava sul petto quando era abbottonato. Aveva proprio 1’aria di uno che aspetta e ascolta ; tutto in lui non prometteva altro che un’energia puramente contemplativa, fin tanto che non si vedeva e non si sentiva la forza del suo sguardo ; vale a dire, finche chi 1’osservava non sentiva che quei grand! occhi neri dolci e pensosi si erano impossessati di lui. In essi allora non si tro vava pin quel languore contemplativo dello studioso, riflesso tranquillo della lampada solitaria, ma una forza serena e insieme potente emanava da quel suo sguardo penetrante. Guardandolo, ti sentivi d’un balzo attratto nel vortice di una mente ampia e vigorosa, ragionatrice e al tempo stesso pronta all’azione.

II suo profilo era di una bellezza classica cosi pura, come difficilmente si trova ora cosi nei paesi di tradizione classica, come altrove. Era severe, ma la soave serenita degli occhi e delle sopracciglia inarcate ne addolciva 1’espressione.

(b) Una lettera di commiato

Alla fine di quella primavera ero cosi malandato che una mattina decisi improvvisamente di partire per la montagna avvertendo per lettera il capufficio. La lettera che sapevo a memoria prima di scriveme una parola diceva esatta- mente cosi: “ Ill.mo sig. Ingegnere, il medico dott. Ferri riscontra in me sintomi di deperimento11’ grave, e mi prescrive quindici giorni di immediate ed assoluto riposo in alta montagna. Parto oggi stesso in cerca di conveniente alloggio in Val d’Aosta. Conto di ritornare in ufficio il 20 c.m.<2) Dolente che le mie condizioni di spirito e di corpo mi impediscano di presentarmi alia S.V.,<3> prima della partenza. La prego di gradire i sensi del mio rammarico e del mi° ossequio, Suo dev.mo. Paolo Alessandri.”

a) deperimento, general weakness. <2) c.m., corrente mese. (3> S.V., Signoria Vostra. (25)


—1

2. Carefully read the poem given below, and then answer the questions which follow.

The poem is NOT to be translated. La Carte del Re Leone

Voile un giorno il Leone tutta quanta conoscer quella gente di cui il ciel 1’aveva fatto padrone. Non fu selva orrida e oscura che non fussene avvisata. Circolava una scrittura da Sua Lionesca Maesta firmata, e lo scritto diceva che per un mese intero il Re teneva corte plenaria, e principiar doveasi da un bello e gran festino, dove un certo perito Bertuccione dovea ballar vestito da Arlicchino. In tal maniera il Principe spiegava la sua potenza al popolo soggetto. Ma ecco omai, che la gran sala e plena ; che sala ! Oh Dio, che sala ! Ella era anzi un orribile macello, sanguinoso e fetente a tal segno, che 1’Orso, non potendo soffrir quel tetro avello, il naso si turo, poco prudente. Spiacque il rimedio : il Re forte irritate mando da ser Plutone il signor Orso a far il disgustato. Lo Scimiotto approve questa severita, e di Sua Maesta la collera lodo ; lodo la regia branca, e della sala disse cose di fuoco, e quell’odore sovra I’ambra esalto, sovra ogni fiore. Ma questa adulazion troppo scempiata fu dal Principe accorto ben presto gastigata ; gia lo sfacciato adulatore e morto. La Volpe eragli accanto : or ben, le disse il Sire, dimmi, che ne di’ tu ? parlami chiaro, tu vedi, io non voglio essere adulato. La Volpe allor : Sua Maesta mi scusi; io son molto infreddata, e 1’odorato ho perso affatto, ond’io a giudicar atta non sono se questo odore sia cattivo o buono. Di tal risposta il Re fu sodisfatto.

Voi che in corte vivete, apprendete, apprendete ; non state troppo aperti adulatori, nemmen troppo sinceri parlatori ; e se volete alfin passarla netta, una scusa o’l silenzio sard sempre per voi buona riceita.


QUESTIONS A. Answer in English :—

Marks 1. What were the reasons for the Lion’s decision to hold a Court ? 2 2. What preparations did he make for it ? 3 3. What entertainment did he promise his subjects ? 2 4. When the beasts assembled, what was the condition of the hall ? 3 5. How did the Bear take this, and what was the Lion’s reaction ? 4 6. How did the Monkey then behave ? and what was the result ? 4 7. How did the Fox satisfy the Lion ? 2

20 B. Answer in Italian :—

1. Perche si turo il naso il signor Orso ? 2 2. Di che carattere era (i) lo Scimiotto, (ii) la Volpe ?. Rispondere in

due parole. 2 3. Che cosa vuol dire (i) fare il disgustato ; (ii) un orribile macello ? 3 4. Quale conclusione ha tratta il poeta da questa favola ? 3

10

ITALIAN


AURAL COMPREHENSION TEST Wednesday, 21st March—1.30 p.m. to 2.0 p.m.





3. Then read the passage aloud to the candidates, speaking clearly and naturally, atid taking not more than four minutes to the reading.







2. The questions are to be answered in English. 3. You are on no account to touch the printed question papers or to do

any writing until you are told to do so.







Passage to be read to the candidates :—(Maximum time of reading—four minutes)

Baretti’s Opinion of the English, 1760 Se togliamo agl’Inglesi la loro smisuratissima parzialita per la loro patria,

e 1'odio loro arrabbiatissimo contro i Frances!, e lo irragionevole disprezzo per tutte le nazioni del mondo, Gli Inglesi non sono gente insoffribilmente cattiva. Sono, come ognuno sa, molto coraggiosi e intrepid!, vuoi per mare o vuoi per terra, ne e facile trovare nelle storie esempi di codardia inglese. La tempera naturale degl’Inglesi e un misto di semplicita e di beneficenza. Se ti possono far del bene, te lo fanno con molta magnanimita, e senza vantarsene dopo. L’umanita loro s’e molto luminosamente palesata in questa presente guerra, raccogliendo per tutta la nazione una contribuzione volontaria per vestire molte migliaia de’ lor nimici che avevano nella lor isola prigionieri, e che senza quella generosissima universal contribuzione, sarebbero in gran parte morti di freddo linvemo passato che fu molto rigido. Qual nazione antica o moderna ha mai dato un esempio al mondo di tanta eroica carita ? Vi furono deglTnglesi che diedero le venti, le trenta, e fin le cento e le dugento ghinee a questo effetto, senza voler essere nominati nelle liste che si stamparono de’ magnanimi benefattori di que’ poveri prigionieri; e molti mandarono quelle buone somme di danaro tanto destramente, che da quelli i quali furono destinati a ricevere quelle contribuzioni, non si potette sapere d’onde e da chi quel danaro venisse.

^ n°bili dTnghilterra non sono avari e superbi, come lo sono in molte parti d Italia. A vedere come trattano i loro inferiori, pare che cerchino piu di farsi amare, che non di farsi rispettare. Fra i nobili inglesi se no trovano molti di etteratissimi; e in tanti anni ch’io sono stato fra di essi, non ne ho trovato

uno che non si vergognasse di essere troppo ignorante. Le arti in Inghilterra si sono perfezionate piu che in altro moderno paese. Tranne la pittura, la scultura, 1’architettura e la musica, in cui gl’Inglesi non ci possono venir vicini. per quanti sforzi si facciano, nel resto vincono e noi e gli altri. Se noi abbiamo pnmi addattata la calamita agli usi della nautica, e se primi abbiamo volto il pannocchiale a’corpi celesti, essi hanno tanto studiato su queste nostre due mvenzioni, che le loro bussole e i telescopi loro hanno poi fatto scordare i nostri.


ITALIAN Higher Grade—(Second Paper (a) )

AURAL COMPREHENSION TEST Wednesday, 21st March—1.30 p.m. to 2.0 p.m.

Answers are to be written on the special sheet provided QUESTIONS Marks

1. What defects does Baretti find in the English ? 2 2. What, according to him, are their countervailing virtues ? 3 3. How does he define the “ natural temper ” of the English ? 2 4. What instance does he give of their humanity ? 4 5. How does he contrast the English nobility with that of Italy ? 2 6. What Italian inventions, according to Baretti, have the English

perfected ? 2

15

ITALIAN Higher Grade—(Second Paper (b) )

Wednesday, 21st March—2.15 p.m. to 4 p.m. The value attached to each question is shown in brackets after the question.

N.B.—Begin the answer (or fair copy of an answer) to each question on a fresh page. Write legibly and neatly, and leave a space of about half an inch between the lines. Marks will be deducted for writing that is difficult to read.

1. Translate into Italian :— The end of the Middle Ages saw the birth of one of the most wonderful

women in the history of Italy : Caterina Benincasa, now more generally known as St. Catherine of Siena. She was born on March 25th, 1347, the youngest of a large family of sons and daughters of Giacomo Benincasa, a dyer of the contrada of Fontebranda. Until their father's death in 1368, his children all lived together with him in the house which is still shown in the valley below San Domenico.

In her childhood Catherine began to see visions, and to practise almost incredible austerities. Her talk already seemed full of a wisdom and a prudence not her own. For a long while her family opposed her abnormal way of life; but they were at last overcome by her sweetness and perseverance. Her father especially, who had seen a white dove hovering over her head while she knelt at prayer, was convinced that she was acting in accordance with the inspiration of the Holy Spirit, and bade the others leave her in perfect liberty to live as she chose. At the age of sixteen or seventeen she took the habit of the Dominican Sisters of Penance!1)—the white robe of purity and the black mantle of humility in which we still see her clad on the walls of so many of Siena’s churches and palaces. (50)

(1> Dominican Sisters of Penance, Le Mantellate, suore terziarie domenicane. 2. Write, in Italian, an Essay on one of the following subjects :—

(a) L’aritmetica. Un giuoco ? (b) A1 bisogno si conosce I’amico. (c) Un invemo severe.

(25)


RUSSIAN




This -paper must not he seen by any candidate.




3. Write on the blackboard these words :— nonKOBa = horse-shoe HaKJlOHSITbCH = to Stoop

Kysneii = blacksmith BHmeH = some cherries TaiUHTbCH = to drag oneself HeBBHanaH = accidentally, inadvertently




V. Remind the candidates that the questions are to be answered in English.



2. The questions are to be answered in English. 3. dou are on no account to touch the printed question papers or to do

any writing until you are told to do so.

4. The procedure will be as follows :— (i) The passage will be read twice, with an interval of three minutes >






6. You may not ask for the repetition of any word or phrase. Passage to be read to the candidates. (Maximum time of reading—four minutes.)

Illen oflHajknw KpecTbHHHH co cbohm chhom b ropon. ..Hocmotph- na, cKasan otgii, „ boh na nopore jibikht nonKOBa : houhhmh ee.“ ,, H, 6aTiouiKa, H3-sa TaKOii desnenHUbi ne ctoht naKJiOHHTbca," OTBeran cbenH.

Otgii He Bospasmi hh cnoBa. Caw houhhji nonKOBy h nonomHji ee b KapMaH. Ilo nopore oh nponan nonnoBy KysHeuy sa necKOJibKO KoneeK h na sth nenbrn Kymoi BHmeH.

nomnH ohh nanbuie. flenb 6bui n<apKHH : cojiHiie Tan h mnio, a KpyroM He 6bino hh nepeea hh pyHbH. ^enio wynHEa maiKna h oh ene-ene TamnncH sa othom. Bnpyr OTeii, Kan 6bi HeBSHanaH, yponHJi onny bhuihio. OenH TOTnac nonHHJi ee h Cben ; ona HecKOJibKO ocBencHna ero. FIpoHnH HecKOJibKO maroB oreii ypoHHn npyryio bhihhio. <E>ensi h sry noHHHji h cben, Kan h nepsyio. Tan KpecTbHHHH 6pocan onny bhihhio sa npyroH, a Oenn nondHpan hx h cbenan.

Korna cbenn Chen nocnenHioK) bhiuhio, oreii obepHyncH k Heny h cKasan : ,, Bot, BHnnmb jih, eciiH 6bi th tojibko ohhh pas HaKJiOHHiicfl nonHHTb nonnoBy, rede He npHmnocb 6bi ctojibko pas HaKJiOHHTbCH sa bhiiihhmh.“

RUSSIAN Lower Grade—(Paper (a) )




QUESTIONS Marks

1. Describe the situation : the persons concerned, where they were and where they were going, the nature of the country and the weather. 6

2. What part does the horse-shoe play in the story ? 3 3. How did the father deal with the cherries ? Why did he not

simply share them out at once or hand them over ? 3 4. Did the boy enjoy the walk ? Give a good reason for your answer. 2 5. What might be a suitable title for the story ? 1

15


RUSSIAN

Lower Grade—(Paper (b) )

Monday, 19th March—10.0 a.m. to 12.15 p.m.




1. Translate into English :—

Beasts of burden in many lands

Bccm HSBecxHo, hto jiionH gshht Ha nomansix. Jlomanb yHodnee Bcex npyrax ikhbothhx hjih esnn : ona cHiibHa h nerKa na 6ery. B naniHX kdkhhx cxerrax, rue mhofo poraToro(I) CKoxa, esanx na eonax, Koxopbie BBiHocEHBee JiomaHH. Ha xojiouhom cesepe, me pacxex xojilko ohhh mox(2)', esRHx Ha oneHHx. B HeKoxopbix wecrax cesepHOH Ch6hph esnHx h na coSaKax, Koxopbix KopMsix pbidoio. Hh ceHa hh oeca hjih JiouianH xaM He pouHTCH, na ohh h He BHHecjin 6bi xaMouiHHx xohohob ; He MornH 6bi h xaiKecxH bobhxb no cxojib rjiyOoKowy cnery. A codaKH 6eryx nerno h 6bicxpo, xama sa codoio caHOHKH. Hx 3anpHraiox(3) ox 5-10 b onHH caHH.

B 6e3BonHbix cxennx h nycxbiHHx esnnx Ha BepOnionax. BepOnEon na bhu HeKpacuB, ho xepnenHB ; nonro nepenocHx xiamny h ronon, ecx

BCHKyio xpaBy h nnex name HcnopHennyio Bony. He 6ynb Bepbniona, necnanbie h SesBonHbie nycxbiHH, jrameHHbie na coxhh Bepcx KpyroM hghkoh pacTHxejibHOcxH(4), 6bDiH 6h coBepmeHHO HenpoxonHMbi. Box noHewy BepSnrona HasHBaiox ,, KopadneM nycxbiHH.“

B Henoxopbix mapKHx cxpanax ynoTpeOnnioxcH ana. esna h nepe- boskh XHmecxeH cjioHH. Cjioh caMoe Oonbinoe h cawoe cHiibHoe

cyxonyiHoe xoiBoxHoe. Oh odnanaex chjiobo 6-th nomaneH h Momex hscth na cede ox 100—150 nynoB h donee. Korna cnon Hnex juaroM, to nomanb noroHnex ero tohbko pacbio. Ceohob ne BnpHraioTl3) b

BKHnaiKH, a cannxcH b nanaxKy, ycxpoenHyio Ha cnHHe cnona. (35)

O) pop = horn. (2) moss. (3) harness, yoke. (4) vegetation.

(99669) „


2. Read the passage below, then answer the questions which follow it. N.B.—The passage is ROT to be translated.

CHaCTJlHBHH OTeiTL. 3a6onen b ropoHe ohhh padoHHii h nonan b dojibHHijy. )KeHa

nocnana k Heny hb nepeBHH cuHHiiiKy. ripHmen ManBHHK, nJiaueT, 06 oxiie paccnpauiHEaer. IloiKaiiejiH ero HOKTopa, Benenn cTopoiKy*1' k doiibHOMy oTBecTH h Bosiie nero ocxaBHTB. He ysnaii cbih oxiia : ro- nosa bch pacnyxiia(2), rnasa ne oTKpbiBaiOTCH, bojiocbi odpHTH ; jibikht OHE, CT0H6T, H TOJlbKO TydaMH HeMHOIKKO IIieBeJIHT. CTail MailbHHK 3a hhm yxaiKHBaTb; hohh He chht, c noiKeuKH ero ocxopomHO hohx. A oxeii Bee mojihhx hjih cxonex h xoiibKo HspeflKa ManbHHKa oinynbio(3>

no ronoBe nornaiiHx. Bupyr npHxoHHX ohhh pas cxopoxc h roeopHX: „ CuyniaH, Manbnyran, Benb h xot pas omndcH ; axox nenOBeK xe6e HyiKoii, a xboh oxen BbisnopoBeii, aomoh yxonax h xedn be KopHnope IKneX.“ BpOCHHCH ManbHHK B KOpHHOp. 06HHHHCb 0X611 C CbIHOM H C panocxH name sannaKaHH. „ floHneM ! “ roBopnx oxen. ManbHHK sa- nyMancH h cKasan : „ Hex, hhh ohhh, nana! Th xenepb snopoB; xedn nowa waxb Sepenb 6ynex. A tot — donbHon ; ohl uomoCvai Mensi; Kan n ero xaKoro ocxaBiiio ? “ Oxen ssrnHnyn Ha He6o, nepeKpecxHHCH, nepeKpecxHn h cbina, h nomen homoh ohhh, ho ho mySHHU Hymn CHaCXHHBHH.

.a) porter. (2) swollen. (3) groping. QUESTIONS

To be answered in English :— Marks (1) Who was it that fell ill and where was he taken to ? How

was it that his son did not recognize him at once ? 5 (2) Would you expect a young boy to be received by doctors just

as this boy was received ? How did the boy make himself useful to the patient ? Was his service appreciated ? 5

(3) There is a very unexpected turn in the story. Who was responsible ? What news did he bring ? 5

(4) What did the father expect his son to do ? Why did the latter not accede to his father’s suggestion ? Why was the father so happy about it all ? 5

(5) Compare nnanex in line 2 with saiuiaKariH in line 13. They differ in number and tense. What important difference is there in meaning ? 2

(6) Translate accurately :— paccnpaiiiHBaex line 3. FIoiKajiejiH line 3. odpHXbi line 5. rydaMH line 6. BeHb line 10.

OHiHdcH line 10. HyiKOH line 11. dpocHncH line 12. hoihoOhji line 15. nepeKpecxHJicH line 16.

30 (30)


3. Write in Russian the story of the Stone, expanding the following summary into a continuous narrative and concluding as you think fit.

Y 6enHoro HHHero ecxt — npHxoflHT k doraxoMy :— nanpaCHO : „ FlonH boh ! “ — denHHH 6o5ijich ho He yxonHE — doraxHH-cepnHx — dpocHE KaMHSM — deHHHH noHHHMaex — b KapMan — MOHrex dbixt, Korna-HHdyHb KaMHew b doraxoro — Bpewn npHmno — doraibiH—xaKxce EypeH h HecHacxeH — BesjiH b xiopbMy — denHHH panyexcn — KaMeHb ns KapMana —■ sawaxHyECH — ho Kojiedaexcn — hxo oh peuiHn ? — b doraxoro jih dpocaxb KaMHeM ? hjih naseMb ? KaK saM Kaxcexcn ? — KoHHHxe cKasKy kzk bhm yroHHo.

(20) doHXbCH — to fear. nypen = nypHOH = bjioh, He HodpbiH. BaMaxnyxbCH = to take aim. HaseMb = na seMJiio. I take pity on him = mhb xcanKO ero.

RUSSIAN Higher Grade—(First Paper)

Monday, 19th March—10.0 a.m. to 12.15 p.m. The value attached to each question is shown in brackets after the question.



1. Translate into English :— (a) Defence of a beleaguered city during the civil war of thirty years ago. B KOHiie anpeiiH neeHTHanuaxoro rona deitbie KasaKH cnoBa nepemiiH

b HacxynjieHHe. Bocnojib30BaBiiiHCb(1) xeM, hto nyHiiine, caMbie doecnocod- Hbie Haora KpacHoh apMHH dbiiiH dpomeHbi Ha dopbdy c KonnaKOM,

deuoKasaabH apMHH non KowaHnoH renepajia ToncxoBa nonouina k ropony YpanbCKy h odnoiKHEa ero co scex cxopon. Okojio HByx

MecHiieB nponoiDKanacb ocana YpaiibCKa. OicpyjKeHHbiH c xpex cxopoH penaMH ropon npencxaBEHii HenpHcxynHyio Kpenocxb, bbhxb Koxopyio duiio nOHXH H6B03M0IKH0.

Ho oxpesaHHbiii ox apMHH ypanbCKHii rapHHsoH Bcxope noHTH

nojiHocxbio H3pacxonoBan(2) cHapHUbi h naxpoHbi. Oouxouhho k Komiy

npoAOBOEbcxBHe(3). K KOHiiy Bxoporo wecHiia nonoiKeHHe cxaHOBHiiocb noHTH desnaneiKHbiM. Kojibho HenpHHxeubCKOH dnoKanbi OKHManocb Bce xecHee h xecHee. H Bce-xaKH ypanbiibi MyxcecxBeHHo h cxohko

BamamajiH ropon.

B 3xh xpynHbie hhh hs Mockbh ox xoBapHipa JleHHHa dbina

nepecnana b YpanbCK xenerpaMMa, Koxopan eipe donbme nonanjia nyx h fionpocxb ocamneHHHx.


Bne bchkoh 0HepeflH(4> miia sva saMenaTejibHaH TeiierpaMMa hs Mockbbi ot TOBapHma JleHHHa, h 6hjio HanHcano b Hen bot hto :

„ KoMaHnyiomeMy OpyH3e(5). .

npomy nepeiiaTb ypaiibCKHM TOBapmiiaM moh ropHHHH npHBei, repoim nHTHnecHTHUHeBHofi o6opoHbi ocaiKfleHHoro YpanbCKa, npocb6y He naiiaTb HyxoM, nponepiKaTbCH eme neMHoro Heneiib, repoilcKoe neEO saiuHTH YpaiibCKa yBeHHaexcH ycnexoM.

JleHHH

B to me BpeMH KOMannapM TOBapHm OpyHae oxnaji npHKas 06 oxnpaBJieHHH 25-h hhbhbhh non KOMaHHOH HanaeBa na ypanbCKHH 4)poHx hjih ocBo6o>KHeHHH YpaiibCKa.

(28) (I) ynoxpe6HBiiiH xo, hxo. <2) had run out ot, expended. (3) ctecxHbie npHnacbi. <4) out of its due order, i.e., taking precedence—marked urgent. W Name of the commander.

(b) Very early on Easter morning—the old sexton in the church-tower.

TsuKeno cxapuKy B36HpaxbCH(1) no Kpyxoii necxHHiie. He cnyiKaT yme cxapbie hoth, ^0H3H0CHJIC5^(2, oh caw, nnoxo bhhhx rnasa. Ilopa y>K, nopa cxapHKy Ha hokoh, ho Bor ne nmex CMepxH. XopoHHE cHHOBeii, xopoHHn BHyKOB, npoBoiKan b Morany cxapbix, npoBOKan MOJionbix, a caM see eme fkhb. T5DKe.no ! Mhofo ym pas Bcxpenan oh BeceHHHH npasnHHK ; noxepHn cnex h xoMy, ckojibko pas xman ypoHHoro(3) naca Ha sxoii cawoH KonoKoiibHe.

CxapHK noflomeji k npojiexy(4) kojiokojibhh h o6jiokothjich na nepHiia(o). Bnusy, BOKpyr nepKBH, b xeMHoxe, MornnH cenbCKoro KnandHina ; exapue Kpecxbi KaK dynxo oxpaHHiiH hx pacnpocxepxHMH pyKaMH. Koe-rae ckjiohhjihcb nan hhmh depesbi, eme ne noKpbixue jiHcxbHMH. OxTyna, cHHsy, Heccn k cxapHKy apoMaxHbiH sanax mojiouhx noHeK(S> h Benno rpycxHbiM cnoKOHCTBHeM BenHoro cHa.

Hto 6ynex c hhm nepes ron ? B36epexc5i(1) jih oh onsixb ciona, na BbimKy, non MenHHii kojiokoji, htoSbi ryiiKHM ynapoM pasdynHXb HpeMinomyio HOHb, huh dynex nexiaTb boh xaM, b t6mhom yronKe KJian6Hma, non KpecxoM ? Bor 3Haex. Oh toxob, a noKa npHBeJi(/)

Bor eme pas BcxpexHXb npasnHHK. H cxapHK cmotphx BBepx na rop5nnee MHJiJiHonaMH orneH sBesnHoe He6o h KpecxHxcsi

(27) 0) climb. (s) parapet. (2) is quite worn out. (6) buds. (3> fated, appointed. (') ordained. (4) opening.


2. Read the poem given below, then answer the questions that follow it.

N.B.—The poem is NOT to be translated.

3hmhhh nyrb.

1 HOHL M0p03Ha5I MyTHO rJIHEHT Oon poromy kh6htkh(1) Moefi ;

Ooh nojiosbsiMH none ckphiiht ; Hon nyron KonoKonbHHK rpeMnx ; A simikhk noroHnex KOHefi.

6 3a ropaMH, necaMH, b ntiMy obnaKOB CMoxpnx nacMypHbiH npHspaK Jiynbi. Boil npoxniKHbiH rononHbix bojikob PasHaexcH b xyMane npeMynHx necoB. Mne wepemaxcH cxpaenbie CHbi.

11 Bee MHe HyHHxcn, 6ynxo(2) CKaMeiiKa cxoht, Ha GKaMeiiKe exapyxa chuhx, flo nonyHOHH npniKy npnnex, Mho JiiobHMbin CKasKH moh roBopHx, Konbi6eJibHbie necHH noex.

16 H n BHiKy bo chc, Kan na BoiiKe BepxoM

Eny n no xponHHKe necHoii BoeBaxb c HaponeeM(3) napeM, B xy expany, rne napesHa chhhx non saMKOM,

HsHbiBan sa KpenKOH cxeHOH.

21 Tan cxeKiiHHbiH HBopen oRpyxcaioT canbi,

Tan x<ap-nxHiibi(4) noiox no Honaw H kjiioiot sonoxbie nnonbi ; Taw mypHHT kjiioh ikhboh h kjiioh MepxBOH boubi, H ne sepHiiib, He BepHinb onaM !

26 A xojionHan hohb xax me MyxHO phhuht

Hon poroiKy kh6hxkh woeii ; Hon noiiosbHMH none ckphhht ; Oon nyroli KonoKonbHHK sBeHnx ; H hmiuhk noroHHex KOHeii.

(1) a conveyance on wheels or on runners with a tilt (cover) to protect the traveUer.

<2> it always seems to me as though ; I think I see, etc. l3) wonder-worker, sorcerer. f;i wonder-birds, phoenixes.


QUESTIONS

To be answered in English:— Marks

(1) So far as subject-matter is concerned the poem falls into three parts. Indicate these three parts and, in a few words, the content of each. 5

(2) The total effect produced by the first two stanzas and especially by lines 6-9, is rather eerie. How is that effect achieved ? What sounds are mentioned or suggested ? 4

(3) How is the traveller affected by the motion, the place and the time ? 2

(4) Where is the old woman seated and what is she doing ? 3

(5) In what unusual situation does the dreamer see himself ? Where is he bound for ? And why is he going there ? 3

(6) How does the poet describe the wondrous abode of the captive ? 3

(7) Scan line 19. Do not trouble to write down the scansion but mark the tonic accent in saMKOM. What does this word mean ? What would it mean were the stress on the other syllable ? 2

(8) In line 24 translate kjhoh. If you met this word in close association with semkom, what would it mean ? 1

(9) Give Russian synonyms for KOHeii (line 5) and ohem (line 25). 1

(10) Translate exactly—•

MyiHO (line 1).

nyrofi (line 4).

b ubiwy odnaKOB (line 6).

npoTHiKHHH (line 8).

HpeMyuHx JiecoB (line 9).

cxpaHHbie CHbi (line 10).

KOiibidejibHbie necHH (line 15).

no xponHHKe necHoii (line 17).

HSHbiBan (line 20).

kjikiiox (line 23). 6

(30)


RUSSIAN




This paper must not he seen by any candidate.


thoroughly familiar with the passage to be read.


3. Write on the blackboard the following :— The title of the story might be—

There are still kindly people in the world. The names of the two peasants concerned are Thxoh and Flax6m.

naxatb = to plough and naxoxy, HenaxaHHoio, nauine are from the same root. HeynaHHbix = unsuccessful.






questions on its content.











Cb6t He des nodptix jnonefi.

>Khji b HameM ceiie KpecTtflHHH Thxoh. Xoth ceMbH y Hero 6bma h BejiHKa, ho >khji oh desdejiHO, noTowy hto padoTaii hso ecex cm. Ylpamna Becna, Hacraiia nopa naxaTt. FIpHroTOBHjicH h Thxoh Ha yxpo BbiexaTb b none, na Kan pas b sxy hohb ynpariH nomanb y Hero. Hxo eny Hejiaxb xenepb? ocxanexcn eMy sennH HenaxanHoio! Xoxen oh HanHXb Koro-HHdynb hs coceneH na naxoxy, ho bob 6wm saHHXbi CBoeii padoxoii. Bhuh, hto 6e3 nomaHH see nejio exano, Thxoh noKHnyn nepeBHio h nomen pasbicKHBaxb cboio nomajib.

Ohhh hs KpecxbHH xoro me cejia, no hmchh HaxoM, HecMOxpn na xo, hto y caMoro padoxbi 6bmo mhoxo, noManen TnxoHa h ero ceMbio, OTJIOMHJI Ha BpeMH CBOK) padoxy H, He XOBOpH HHKOMy HH CJIOBa, Bcnaxan h sacenji Thxohobo none obcom.

HeneiiH nepea HBe, Korna Thxoh, nocne HeynanHbix hohckob sa CBoeio noHiaabio, BOSBpamajicH onenaneHHbiH homoh, oh yBHfleji, hto Ha ero namHe bcxohht osec, h cnpocHii y BCxpeTHBinerocH cocena: ,,Kxo 3X0 Bcnaxan h odeesm mob none?" — ,,naxoM“, oTBeHan cocen. Thxoh npnMO c Hopora npHdeMan k IlaxoMy co cnesaMH na rnasax h CKasan: ,,BoBeK ne sadyny h tbobh nodpoxbi! “ H, b caMOM Eene Thxoh hb sadbm CBoero odemaHHH.

B xo Me jiexo FlaxoM h Mena ero sadoneriH. Kan tojibko Thxoh ysHaii od stom, Toxnac Me npndeMaji k FlaxoMy h bo bob BpeMH, noKa OaxoM dbin donen, Thxoh hochji ewy Bony, KopMHji ckox, pydnji apoBa. B to mb caMoe BpeMH Mena Taxona xonnna y OaxoMa nens, wopMHna h yxaMHBana sa ero pedHxaMH.

EXAMINATION PAPERS 1951 105

RUSSIAN





QUESTIONS Marks

1. What are we told of Tichon’s circumstances ? 1

2. What season of the year was it ? 1

3. Why did T. not get on with the work that had to be done ? 1

4. Why did he not care to ask any of his neighbours for assistance in his misfortune ? 1

5. What did he resolve to do ? 1

6. How does Pachom come into the story ? 2

7. What crop was sown ? 1

8. How was Tichon feeling as he approached his home ? Why ? 1

9. What unexpected sight met his eyes ? 1

10. Whom did he ask for an explanation ? 1

11. Was he able to repay his benefactor ? 2

12. What part did Tichon’s wife play ? 2

15

RUSSIAN

Higher Grade—(Second Paper (b) )

Monday, 19th March—2.15 p.m. to 4 p.m.




h Translate into Russian :—- Some two weeks after Easter, the day before my birthday it was, we all

got into the carriage and set out for the country. The child had a seat beside me> so that he could fully enjoy all that was to be seen on the way. Only now and then did he exchange a few words with his companions and then he would go on simply gazing at the world outside. For him it was all so new.


In four hours’ time we were all sitting in the spacious lounge of the big house you used to know so well. I was looking through the wide open window on to the meadow already covered with the spring grass : there was not one dark spot left. The only persons visible to begin with were two small boys larking about near the old hut. At last they too disappeared.

It is a funny thing, but before I had got to know absolutely all there was to be known about the countryside, I never used to feel bored and it never occurred to me to want to break with village life, although, to tell the truth, I seldom went anywhere or visited anyone. During the first few months after we came here I felt perfectly happy and in far better spirits than ever I had been in town, but after that I began to find less pleasure in this sort of existence and what had at first interested me so much has gradually ceased to have any interest for me at all; and now I am glad that we shall soon be leaving this spot—it is really too quiet. (50)

2. Write an essay, in Russian, on one of the following themes.

The essay should he about the same length as your answer to question 1.

(a) IIoHeMy ynuTbcn HHocxpaiiHHM hshksm h b Hacronmee speMH ocobeHHO pyccKowy ?

or [b) Ham ropon. (25)

GAELIC




This paper must not be seen by any candidate










1. Listen, carefully to the following passage with a view to answering questions on its content.



4. The procedure will be as follows :—• (i) The passage will be read twice, with an interval of three minutes

between the readings.





Passage to be read to the candidates :—(Maximum time for reading—four minutes.)

An Sionnach agus an Cat. Tha craobhan anabarrach mor timchioll caisteal MhicCailein am bade

Inbhir-Aora. Tha iad ainmeil fada is farsuing airson am meudachd, an airde, agus gu sonruichte an gairbhead. Aig bun craoibhe diubh sin choinnich sionnach ruadh monaidh agus cat dubh tighe agus bha iad ag comhradh. “ Cia meud car a th’ agad ? ” ars’ an sionnach ris a’ chat. “ Chan ’eil agamsa” fhreagair an cat “ ach an aon char.” “ Och ! Och ! Nach truagh learn thu, a dheoirein bhochd ! ” ars’ an sionnach. “ Fhaic thu, ’ille dhuibh, tha lan poca is lan builg de chuir agamsa.”

Anns an t-seanchas a bha ann co chuir a bhraoisg mu 'n cuairt oisinn a’ chnuic ach gille-seilg an diuc, agus mialchu caol, sleamhuinn, glas, ’na chois. Air ball chuir e an cu riuthasan a bha aig a’ chraoibh. Le aon sinteig bha an cat saor, sabhailte gu h-ard air meanglan na craoibhe, ach bha an sionnach ag cuartachadh na craoibhe is am mialchu dian air a thoir, beir is cha bheir, beir is cha bheir aig a’ chu air. Bha an cat gu seasgair air a’ mheur mhullaich ag glaodhaich a nuas “ Ma theirig am poca, feuch am bolg,—ma theirig am poca, feuch am bolg.” Ach mu dheireadh fhuair am mialchu ann an sgornan an fhir ruaidh; agus direach an uair a bha an sionnach bochd a’ toirt a suas an deo chuir an cat cagar a nuas “ Fhir nan car, nach fheuch thu nis am bolg.” Thatar ag radh gu bheil an leithidean sin de shionnaich, de chait, agus de choin air feadh an t-saoghail gu ruig an latha ’n diugh.


GAELIC


aural comprehension test


Answers ure to be written on the special sheet provided

QUESTIONS

1. Whose castle is referred to ? Locate it. 2. What were the surrounding trees noted for ? 3. What animals are mentioned ? 4. What did the one say to the other ? 5. What happened to disturb them ? 6. How did the disturbed animals behave ? 7. What advice was offered by the animal in the tree to the animal

in distress ? 8. Which is the swiftest animal in the story ? 9. What was the occupation of the man servant mentioned ?

GAELIC





1. Translate into English :— Am brii-dhearg.

Tha mi a’ deanamh dheth nach ’eil eun eile ann, co-dhiubh de na h-eoin bheaga bhios ag ceilearadh, as cairdeile agus as daimheile ri daoine na am bru- dhearg, no am bruideargan, mar a theirear ris uaireanan. Chitear e am fagus do na dorsan againn fad na bliadhna, agus e cho callda, cairdeil. Is deagh chaomh leis a bhith far am bi daoine, agus e fhein a dheanamh faicsinneach do dhuine aig baile no air mointich. Chan ’eil eun ceileiridh eile ann as lugha aig a bheil a dh’ eagal roimh dhuine na an t-eun beag, boidheach so le a bhroilleach dearg agus maiseach. Chan ’eil car a chuireas mi dhiom anns an lios nach bi e an laimh rium, agus cha luaithe thig e far am bi mi na their e facal no dha na dhiogh choibhneil fhein los gum mothaich mi gu bheil esan an sud ’nam

Marks 2 2 1 3 2 2

1 1 1

15


chuideachd. Ma tha mi ag cur spaid no grapa an talamh, tha am briidhearg air mo shail agus seoin aige air na boiteagan. Chunnaic mi sin anns a’ mhaduinn an diugh agus mi a’ togail a’ bhuntata. Bha e cbmhla rium fad an t-siubhail, agus shaoileadh tu gun robh uibhir a dh’ uidh is a thlachd aigesan an togail a' bhuntata is a bha agam fhein.

(30)

2. Read the poem below, then answer the questions which follow it:—-

N.B.—The poem is NOT to be translated.

1 Mile marbhphaisg air an earchall, Dh’ fhag e cearbach mi an drasd’; Thug e bhuam mo ghearran calma As an robh mi ’g earbs’ a ghnath.

5 'S e mi fhein a thog a suas e ; ’S i ’n lair ruadh bu mhathair dha ; ’S iomadh car a rinn e riamh dhomh, Is chan iarrainn each a b’ fhearr.

’Nuair a thigeadh am an treabhaidh, 10 Bha e ro-mhath anns a’ chrann ;

’S e gun tairngeadh ceann an amaill Ged a bhiodh an talamh teann ; E’s a’ chlais a’ falbh gu cdmhnard Gun cheum gorach null no nail;

15 Bhiodh an sgriob gu direach, boidheach, Mar bu choir bho cheann gu ceann.

’Nuair a bhithinn leis ag cliathadh Bha e iasgaidh gun bhith mall, Dh’ fhalbhadh e gu socrach ciallach,

20 Cha robh sgiansgarachd ’na cheann. ’S iomadh raon a rinn mi min leis, ’S trie a bha mi sgith am chom, ’S mi ’ga leanachd, le mo dhichioll, Cur an t-sil fo dhion 's an fhonn.

25 ’Nuair a chuirinn anns a’ chairt e Bha e taitneach air gach doigh ; Bha e lixthar, laidir, sgairteil, Le fior neart ’na chnamhan mor’; Chan fhaca mi riamh e diultadh,

30 Cha do ionnsaich e sin 6g ; Ged bhiodh rathad clachach garbh ann ’S e gum falbhadh e gu stold’.

’Nuair a chuirinn air an diollaid Dheantadh gniomh leis nach biodh cearr ;

35 Shiiibhladh e cho luath’s bu mhiann learn, ’S mi nach iarradh spor ri m’ shail. Bha e cumhachdach ro-dhealbhach ; Amhach gharbh is broilleach lan ; Sliasaid throm os cionn speir dhirich,

40 ’S lurga chaol bu riomhach cnaimh.


QUESTIONS Notes to Candidates.

(a) The answers to the following questions may be in either Gaelic or English except when otherwise indicated.

(b) Arabic numerals, within brackets, refer to lines. Marks

1. Suggest a suitable Gaelic title for the poem. 1 2. Tell the circumstances which inspired its composition. 2 3. How had the poet originally acquired the animal referred to ? 2 4. “ ’S iomadh car a rinn e riamh dhomh ”. (7) Enumerate the uses to which it had been put. 4

5. Show how it had been well suited to each of these uses. 6 6. Give in English a description of its appearance. 5 7. Select words or phrases from the poem to show that it was

(a) willing, (b) quiet, (c) strong, (d) well-trained. 4 8. Explain the following terms :—

marbhphaisg (1), earchall (1), amall (11), sgriob (15), fonn (24), spor (36). 3

9. Which verse appeals to you most ? Give reasons for your answer. 3

30

3. Write, in Gaelic, a continuous story based on the following summary, and complete it in your own way. Give it a title. The story should be about the same length as your answer to question 1.

Latha buain na mona—an t-ullachadh—air a’ bhlar—comharrachadh nam poll—buain nam fod—a’ sgaoileadh—a’ deanamh bidh do ’n sgioba . . .

GAELIC Higher Grade—(First Paper (a))

Tuesday, 20th March—10.0 a.m. to 12 Noon. The value attached to each question is shown in brackets after the question.


1. (a) Translate into idiomatic English :— Bha na fir-chlis gu maith briosg air oidhche a’ choigeamh la fichead de 'n

Fhaoilleach, agus bha iad cho soilleir ri ’m faicinn anns an taobh-deas is an Sasunn agus an rioghachdan eile na h-E6rpa agus gu robh iad 'nan suil iongnaidh do mhoran nach fhaca riamh roimhe iad, agus eadhon do mhoran a bha eolach air am faicinn. Tha sinne anns an taobh-tuath cho eolach air a bhith 'gam faicinn is nach cuir iad iongnadh sam bith oimn ged is maith leinn a bhith 'gan coimhead. Nach minic a thug sinn greis ag amharc orra-fhein is air an cleasachd, a’ dannsa anns an adhar air oidhche bhoidheach reota Gheamhraidh agus a


ghealach air a coinnil ? Bu dheagh thoigh leinn a bhith ’gan coimhead, agus is trie a bha, ’nan trusganan fada geala, agus rughadh gorm is dearg is uaine 'nan dreach, agus iad gun tamh gun fhois a’ leum a null is a nail fad airde nan speur. Is e theireadh na bodaich gur h-e soillse na gealaich air sneachd is reothadh na h-airde-tuath a bha ag aobharachadh nam fear-chlis, ach tha na speuradairean ag cumail a mach an drasda gur h-e seorsa de dhealanaich a tha sruthadh o ’n ghrein as mathair-aobhair dhaibh. Ge b’ e de as aobhar dhaibh tha iad taitneach ri am faicinn agus tlachdmhor a bhith ag amharc orra air oidhche chiuin shneachd is reothaidh. Tha iad 'nan cuis-iongnaidh gun teagamh, mar tha an cruthachadh gu leir, nam beachdaicheadh sinn air cia as a thainig e, is mor innleachd is chumhachd an Ti sin a chruthaich na speuran is na reultan is an talamh. (30)

1. (b) Translate into English or turn carefully into Scottish Gaelic Agus do bhi Raghnall mac Eoin na aird-sdiubhard ar Innsibh Gall an aimsir

athar do bheith na aois arsaidh ; agus ag riaghladh 6s a chionn do ar n-eg d’ a athair, do chuir tionol ar uaislibh Innsi Gall agus ar bhrathribh go h-aon- ionadh, agus tug se slat an tighernais d’ a bhrathair a ccill Donnain a n-Eige, agus do goireadh MacDomhnaill de agus Domhnall a h-Ue an aghaidh baramhla flier Innsi Gall. Dob fher medaighthe cheall agus mainisdreach an Raghnall-sa mac Eoin mic Aonghuis 6ig, 6 na leanmhuid clann Raghnaill do radh re n-a shliochd. Do bhromh1) se tir unga d’ fherann a n-Uibhisd do mainisdir le siorruidh go brath a n-onoir De agus Choluim Chille. Do bhi se na uachdaran ar an oirer a tuath uile agus ar na h-oileanaibh no gur eg se an bhliadhna d’ aois Chriosd 1376 na mhainer fein san Chaislen tirim ar fagbhail chuiger fher ann ar a shliochd. (20)

<u bronnaim : tiodhlaic, tabhair gu saor.

2. Read the poem below, then answer the questions which follow it.

The poem is NOT to be translated.

Taladh Iain Mhuideartaich [le Iain MacCodnmi)

Mhoire ! 's e mo rim an leanabh, 'S tu mac oighre Mhic ’ic Ailein, Ogha’s iarogh’ nam fear fearail—•

Chaidh ur n-alladh fada ’ga cur. 5 B’ fhearr learn fhein gun cinneadh sud dhuit—

Aois is fas is ailleachd an cruth, Maise's feile’s geire le guth.

Taing do ’n Airdrigh thu bhith fireann Chum 's gum meudaicheadh tu 'n fhine,

10 ’S gum biodh tu’d spailp air do chinneadh ’S an deagh ionad’s a bheil thu ’n diugh. Bhith gu siobhalt bhuineadh sud dhuit, Garg is min mar chairte ri t’ uchd, Pailt is rioghail ’s aoigheil mu d’ chuid.

15 Thaobh do sheanar is do sheanmhar, Craobh a b’ aithne dhomhsa leanmhainn, Comunn mo ruin a dh’ fhas ainmeil,

As an ainmeinn cha d’ rinn iad bun ; Cha robh miorun fillte ri 'n cruth,

20 lochdmhor fiachail ’s fialaidh mu ’n cuid, Cliu is ciatamh ’s rianadh le guth.


Nan tigeadh ort cas no eiginn ’S cairdeach dhuit an t-armunn Sleiteach Aig am biodh na laochraidh threun

25 Bu chliuiteach beum ’s an teugmhail a muigh ; Na fir ura ’n dusal an truid, Leis a’ chrun bu duthchas dhaibh cur, Thaobh an cuil cha tionndadh iad stuth.

Fir Chnoideart ’s ann leibh gun druideadh, 30 Rachadh mar sheabhag’s na druidibh,

B’e beachd ur naimhdean bu ghlice Thaobh am misnich gum b’ fhearr dhaibh sgur ; Luchd ur n-eucoir gheilleadh iad tur, Meud ur beuma ’s geiread ur guin,

35 ’N deidh an leireacSi b’ eiginn dhaibh sgur. Gait’ an robh iad riamh ri ’n aireamh, ’S iad ’nan seasamh ri h-uchd namhaid, H-aon a bhuadhaich air Clann Raghnaill ?

’S iomadh araich’s an d’ rinn iad brugh, 40 Le ’n gaoir chatha, farum an uilc,

Ginn 'gan sgathadh, snaidheadh air cuirp, Luaidhe treabhadh domhain troimh’m full.

QUESTIONS Notes to Candidates. (a) The answers to the following questions may be in either Gaelic or

English, except when otherwise indicated. (b) Arabic numerals, within brackets, refer to lines.

Marks. 1. Explain the term “ Taladh ”. 2. Who is the child to whom the poem is addressed ? 3. Describe the type of man which the poet wishes him to

grow into. 4. The poet is thankful that he is a male heir. Why ? 5. Show that the poet was familiar with his ancestors. Enumerate

the good qualities which he attributes to them. 6. Should the young heir ever be in trouble, who would come to

his help ? Can you suggest any reason why “ an t-armunn Sleiteach ” is mentioned first ?

7. What special qualities, common to the different septs mentioned, appear to impress the poet most ?

8. Show that he considers Clan Ranald superior to the others, and explain why.

9. Give in English the substance of the fifth verse, lines 29 to 35. 10. Suggest Gaelic synonyms for any four of the following :—

alladh (4), feile (7), rioghail (14), miorun (19), ciatamh (21), armunn (23).

11. [a) Locate Muideart, Cnoideart, Sleite, and (&) give the derivation of laochraidh, eucoir, araich.

12. Comment on the metrical build of the poem.

1 1

3 2

5

3

2

2 4

2

3 2

30


GAELIC

Higher Grade—(First Paper (b))



This paper must not he seen by any candidate



2. When so instructed by the supervising officer, read to the candidates the "Instructions to Candidates” given below.













5- All writing during the first and second readings, as well as in the interval etween the readings, is strictly forbidden.

6- You may not ask for the repetition of any word or phrase.



Tha cuimhne agam a bhith turns fad cheithir seachduinean a’ searmonachadh an Eilean Idhe, mu mheadhon an fhoghair. Is e an doigh iola a bha aca an sin, dha no thri shlatan am fear agus aon mhadhar air gach slait. A nis bha ministear eile, caraid dhomh, a' fuireach air an eilean, agus e a’ leigeil analach aig an aon am, agus chleachd esan a bhith anns an eilean bliadhnachan roimh an sin, agus dh’ ionnsaich muinntir an eilein dha a bhith ag iola ’nan doigh fhein. Thubhairt mo charaid rium latha an sud gum b’ fhearr dhuinn dol a mach a dh’ iola am feasgar sin. “Ach ” ars’ esan, “ chan ’eil lorg agam ach air aon slat agus driamlach.” “ Ni sin a’ chuis,” arsa mise, “ tha dubhain agus snodan agam fhein. Ni mi fhein uidheam-iasgaich. Theid sinn sios an drasda chun a’ chladaich dh’ fheuch am faigh sinn ite no dha sulaire gus an dean mi madharan. ’ ’ Rinn sinn so, agus rinn mise uidheam-iasgaich le seachd madharan air.

Air aird an fheasgair chaidh sinn a mach do bheul a’ chaolais ri cladach Mhuile, agus bha am muir air ghoil leis an t-saoidhean. Bha mo charaid ag iomramh agus mise ag iasgach, agus ma bha, cha robh sgriob a bheirinn-sa nach robh gach dubhan lan ; agus stad na h-eathraichean Muileach a bha muigh an taice ruinn agus iad ag amharc air na gadan eisg a bha sinn a’ toirt a steach mar a sgrobainn-sa. Lion sinn an t-eathar beag. Cha do chum sin fada sinn, agus an uair a chaidh sinn air tir fhuair sinn sgiiil an duine agus roinn sinn an t-iasg air gach tigh anns a’ bhaile; thug sinn earrann fhein do gach tigh. Bha mar so iola a’ mhinisteir iomraiteach an Eilean Idhe fad grunnan bhliadhnachan.

GAELIC

Higher Grade—(First Paper (b) )



Answers are to be written on the special sheet provided

QUESTIONS Marks

1. Which island and period of the year are spoken of ? 2. Describe the method of fishing practised. 3. What was the second minister’s purpose in the island ? 4. What had he learned on previous occasions there ? 5. What did the ministers talk about ? 6. How did they spend the evening ? 7. What do you think surprised those in the Mull boats ? 8. What fish is mentioned ?

1 2 1 1 3 2 2 1 2 .9. Who profited from the evening’s sport, and in what way ?

15


GAELIC Higher Grade—{Second Paper)


The value attached to each question is shown in brackets after the question. N.B.—Begin the answer (or fair copy of an answer) to each question on a fresh

page. Write legibly and neatly, and leave a space of about half an inch between the lines. Marks will be deducted for bad spelling and bad punctuation, and for writing that is difficult to read.

Section I 1. Write, in Gaelic, an essay, of not more than two pages in length, on any

one of the following subjects :— [a) Cha bhi toradh gun saothair. [b) Maise na cruitheachd timchioll air mo dhachaidh. [c) “ Fhad’s a dh’ fhasas flur air machair,

Mairidh cliu na h-ainnir chaoimh ”. [d) Is maith an t-eideadh foghlum do ’n duine shaoibhir,

Agus is maith an saoibhreas e do ’n duine bhochd. (30)

2. Translate into Gaelic :— In Tobermory Bay, where the wrecked Spanish galleon with its treasure is

embedded, the water is so still and clear that a photograph we took of a floating steamer shows equally in detail a picture of the ship and its reflection. Tobermory has many good buildings, as befits the capital and port of the Island of Mull. At the pier, cattle, merchandise and characteristic produce in the nature of salmon, venison and game are being shipped for the mainland.

Setting off again, we reach the open waters, leaving the opposing shores of Morven and Mull behind us, and steam straight into the Atlantic. We see our destination in the line of land a dozen miles ahead.

(30) Section II

3. Answer question (1) and any two of the others. The answers may be in Gaelic or in English.

(1) Select any elegy in Gaelic with which you are familiar. Name the person commemorated and the author (with approximate dates), and sketch briefly the treatment of the subject.

OR Give illustrations of the “feeling for nature" that impresses you in any

Gaelic composition, prose or verse, which you have studied. (8) (2) Write notes on the significance in Highland history of any three of the

following:— Cath Gairbheach, Blar Inbhir Lochaidh, Mort Ghlinne Comhann, Ruaig na Moighe, La Raon Ruairidh, La an t-Sleibhe. (8) ,

(3) Give a short account of any two of the following :—• Leabhar Abaid Dheir, An t-Oranaiche, Leabhar nan Cnoc, the Fernaig Manuscript, Leabhar na Feinne. (6)

(4) Explain the meaning of any four of the following terms :— Suaicheantas, Earasaid, Leine-chroich, Cuaran, Breid, Am Breacan Uallach. (6)


SCIENCE

Lower Grade

Wednesday, 14th March—1.45 p.m. to 4.15 p.m.

Not more than SIX questions should be attempted. Three, but not more than three, of these must be taken from Part I (General Science). The remaining three questions must be taken from the two sections in Part II dealing with the branches studied in the later stages, at least one question being taken from each of the two sections.

Answers should, wherever possible, be illustrated by clear diagrams of reasonable size.

Mathematical tables will be supplied to those who desire them.


Before handing in their Examination books, candidates should enter in the space provided on the front cover the numbers of the questions they have attempted.

N.B.—Write legibly and neatly, and leave a space of about half an inch between the lines. Marks will be deducted for bad spelling and bad punctuation, and for writing that is difficult to read.

PART I.—General Science

Only THREE questions from this part should be attempted. Marks

1. Name the constituent elements of water. Show by annotated sketches how you would prepare and collect several jars of each of these elements. ' 9

What do you understand by “ hard water ” and “ soft water ” ? How would you determine whether the hardness of a specimen of water was permanent or temporary ? 5

Explain the occurrence of temporary hardness in a natural water supply. 2

2. How would you demonstrate that— (i) water is a bad conductor of heat ; 3

(ii) the boiling point of water rises as the pressure on the surface of the water increases ; 5

(iii) equal weights of aluminium and lead have different capacities for heat ; 5

(iv) dilute sulphuric acid and strips of copper and zinc can be used to give an electric current ? 3

3. How would you show experimentally that— (i) a plant absorbs water ; 4

(ii) water is conducted up the stem of a plant ; 2 (iii) leaves transpire ? 4


Name the part of the root concerned with the entry of water, and explain briefly how this process takes place. 4

State two ways in which water is necessary to the plant. 2 4. What do you understand by respiration and what is its purpose ? 3 State the differences between fresh air and air exhaled in human

respiration. 2 Describe the main movements of the human diaphragm and chest

during respiration and explain how these movements cause air to enter and leave the lungs. 5

Give a brief account of how air enters the tissues of (i) an earthworm, ■:(ii) an insect. 6

PART II Only THREE questions from this fart should be attempted—see instructions on

page 1 of this paper.

Section 1.—Physics Marks

5. Describe an experiment to show that, when a body is in equilibrium under the action of three non-parallel co-planar forces, the lines of action of the forces are concurrent. 7

Show how to use the same apparatus to verify the principle of moments. 3

A block of 10 lb. weight is kept at rest on a smooth plane inclined at an angle of 30° to the horizontal by a force acting parallel to the plane. Find (i) the magnitude of this force, (ii) the work done if the block is moved 5 ft. up the plane. 7

6. What do you understand by the statement that the water equivalent of a calorimeter is 5 gm. ? 2

Describe an experiment to determine accurately the water equivalent of a copper calorimeter. 8

_^A copper calorimeter of mass 50 gm. contained 100 gm. of water at 15° C. Some dry ice at 0° C. was added and, after constant stirring, the lowest temperature reached was 5° C. Calculate the weight of ice added. 7

(S.H. of copper =0-1. L.H. of Fusion of ice = 80 cal. per gm.) 7. Describe a method of finding the focal length of a concave spherical

mirror. 5 Show how you would use such a mirror to form (i) a magnified

upright image, (ii) a magnified inverted image of a given object. 8 Find the nature, position, and size of the image of an object of

height 1 cm. standing on the principal axis and 4 cm. from a convex spherical lens of focal length 10 cm. 4

8. State the inverse square law of magnetism and describe an experiment by which you could verify it. 9

Sketch a solenoid showing clearly the direction of the current and the corresponding polarity. 1

Four cells each of E.M.F. 1 volt and internal resistance 4 ohms are used to supply current to a solenoid of resistance 3 c current when the cells are (i) in series, (ii) in parallel. 7


Section 2.—Chemistry

Answers to questions in this section should, wherever possible, be supplemented by equations.

H = 1, 0 = 16, Na = 23, S = 32. Marks 9. Describe how you would prepare and collect several jars of

chlorine. 7 Describe and explain the changes you would observe when chlorine

is (i) brought in contact with a burning paraffin taper, (ii) bubbled through an aqueous solution of hydrogen sulphide, (iii) mixed with excess ammonia gas, (iv) mixed with hydrogen in a closed glass bulb which is («) kept in the dark, [b) exposed to diffused daylight, (c) exposed to bright sunlight. 10'

10. Define the term valency of an element, illustrating by reference to the valency of nitrogen in ammonia and in nitrous oxide. 4

Sketch the apparatus used to prepare and collect dry ammonia. What are the reactions which take place (i) in the preparation, (ii) in the drying of the gas. 7

Outline the experiments you would perform to prepare nitrous oxide starting from ammonia. 6

11. Outline the experiments you would perform, starting from sulphur, to produce (i) sulphuretted hydrogen, (ii) sulphur dioxide. In each case sketch the apparatus used. 8-

Describe the chemical tests you would make to show that your experiments had been successful. 2

50 c.c. of a solution of sulphur dioxide in water were neutralized by 42 c.c. of 0-5 N sodium hydroxide solution. Calculate the weight of sulphur dioxide in 1 litre of the given solution. 7

Section 3.—Botany 12. List the characters which are common to members of the Natural

Order Leguminosae. Name one member of the Leguminosae. Make labelled drawings of the leaf, the flower cut lengthwise, and the

fruit of the plant you have named above. Describe how the seeds are dispersed. After the crop is harvested, the roots of leguminous plants may be

ploughed into the ground. Explain fully the reason for this.

13. Make a large labelled drawing of a transverse section of a leaf of a Dicotyledon.

Describe an experiment which you have performed to show that carbon dioxide is necessary for photosynthesis.

Why is photosynthesis important to all living creatures ?

14. Write notes on the following :— (i) Vegetative propagation (three distinct types should be

considered). (ii) Floral features associated with wind-pollination. Name two

wind-pollinated flowers. (iii) Hydrotropism.

Describe briefly an experiment which gives information about hydrotropism.

6

6 2.

3

6

8 3

6

5 2

4


Section 4.—Zoology Marks

15. Make a labelled drawing to show clearly the appearance of a named fish. 5

How is the fish adapted to its life in water ? 3 Why is a fish termed a “ cold blooded ” animal ? 2 Describe the structure of a gill and explain the mechanism of

respiration in a fish. 7

16. Make a labelled diagram of the structures visible in the open mouth of a frog. 4

Write notes on the appearance, position, and function of the following in a frog : testes, kidneys, gall bladder, pancreas. 13

Either 17. [a) (For candidates professing Pure Zoology.) Write an account of the life-history of a named insect, including a

brief description of its external appearance at each stage. 15 Why are houseflies and mosquitoes regarded as pests ? 2

Or 17. (b) (For candidates professing Zoology and Human Physiology.)

(i) Name two tjqoes of joint found in the human body. State where they occur and what movement they allow. 4

(ii) Give an account of the position, appearance, and functions of the small intestine in man. 5

(iii) Make a labelled drawing of a transverse section of human skin. Write a note on the excretory function of the skin and the results of this excretion. 8

SCIENCE Higher Grade—(Botany)

Wednesday, 21st March—1.0 p.m. to 3.0 p.m. FIVE questions in all should be attempted.


value attached to each question or part of a question is shown in the margin.



Marks Give an illustrated account of three different types of fruit from

the Natural Order Rosaceae. Name the plants producing these fruits and state in what essential respects their flowers differ. 15

List the features which place the three plants in same Natural Order. 3 How would you distinguish between the Natural Orders Ranun-

culaceae and Rosaceae ? 2


Marks 2. Write notes on the position, structure, and functions of the

following in a Dicotyledon :— phloem, stomata, carpels, palisade tissue, endodermis, cambium. 20

3. Write a detailed account of the different ways in which cotyledons make food available to the embryo. Refer to named plants. 8

Describe a named monocotyledonous seed and make a labelled diagram of a section of the seed. Give drawings to show the development of the seedling from the time of germination until the appearance of the first green leaf. 8

What is the region of most active growth in the root and in the shoot of a seedling ? How would you verify this experimentally ? 4

4. Name three solid constituents of ordinary garden soil. What part do these play in making the soil suitable for plant life ? 5

Describe experiments (one for each). (i) to compare the water-holding powers of different soils, 5

(ii) to demonstrate the method whereby soil water enters the roots of a plant, 5

(iii) to show the effects on a plant of deficiency of one chemical element normally obtained from the soil. 5

5. Write a full account of how Spirogyra obtains its nourishment. 5 Describe how this plant reproduces itself. 8 In what respects does Spirogyra differ from

(i) mushroom or fucus, (ii) yeast or protococcus ? 7

6. How would you show experimentally (one experiment for each) (i) that oxygen is used up during respiration, 4

(ii) that respiration is accompanied by a loss in dry weight ? 5 Explain these happenings and state why respiration is necessary

for life. 5 What do you understand by anaerobic respiration ? How could it be

demonstrated ? 6 7. Either (a) Explain fully the following :—

(i) It is difficult to eradicate dandelions from a garden and bracken from a hillside. 4

(ii) Celandines and wild hyacinths bloom early in spring in a wood ; the undergrowth of the same wood in summer may be sparse or absent. 4

(iii) Sundew can grow successfully in a peat bog. 5

(iv) On being withdrawn from water, aquatic plants such as water crowfoot rapidly wilt. 2

(v) Mistletoe is found growing on the branches of apple trees, and willowherb on recently cleared ground. 5

Or (b) Write an account of the chief factors which contribute to the success of the Natural Order Compositaj in the struggle for existence. Illustrate your answer by reference to common garden weeds. 2h


SCIENCE Higher Grade—(Chemistry)


Not more than FIVE questions should be attempted. Answers should, wherever possible, be illustrated by clear diagrams ol reasonable size and supplemented by equations.

H = 1, C = 12, N = 14, O = 16, Na = 23, Cl = 35-5.

The value attached to each question or part of a question is shown in the margin. Mathematical tables will be supplied to those who desire them. N.B.—Write legibly and neatly, and leave a space of about half an inch between

the lines. Marks will be deducted for bad spelling and bad punctuation, and for writing that is difficult to read.

Marks 1. State the Law of Multiple Proportions. 2 Outline Dalton’s Atomic Theory and show how it explains this law. 5 How would you verify the law experimentally ? 7 The chloride of a metal contains 54-4 per cent, of chlorine. The

specific heat of the metal is 0-056. Find (i) the equivalent weight, (ii) the atomic weight, of the metal. Give the formula for the chloride of the metal. 6

2. Explain fully what you understand by the terms, oxidation and reduction, and show that these two processes must always take place together. 8

Write equations for the following reactions and discuss each in respect of oxidation and reduction as defined by you above :—

(i) Hydrogen on heated copper oxide. (ii) Sulphur dioxide on potassium permanganate in aqueous

solution. (iii) Moist chlorine on sulphur dioxide. 9

Indicate how you would verify experimentally that oxidation had taken place in either (ii) or (iii) above. 3

3. Given a crystalline specimen of an organic acid (equivalent weight between 70 and 80) and a decinormal solution of caustic soda, how would you find the exact equivalent weight of the acid ? Full experimental details are required. 12

Oxalic acid is a dibasic acid, formula C2H204, xH20. 1-42 gm. of his aci(I was dissolved in water to give 250 c.c. of solution. 25 c.c. of his solution were neutralized by 20-5 c.c. of 0-11 N caustic soda.

Calculate * in the formula C2H204, *H20. 8 4- Describe, giving essential experimental details, the procedure you

would follow to obtain (i) Crystals of cupric chloride from copper sulphate.

(ii) Ammonium chloride from ammonium nitrate. (iii) Sodium bisulphate from sodium hydroxide. (iv) Barium sulphate from barium carbonate. 20

(Equations should be given for each reaction.)


Marks 5. How would you prepare and collect several jars of nitric oxide ? 7 What experiments would you carry out to compare nitric oxide and

nitrous oxide as supporters of combustion ? 4 Describe experiments to show two other chemical properties of nitric

oxide. 4 Explain the formation of nitric acid when electric sparks are passed

through damp air. 5 6. Define (i) molecular weight, (ii) vapour density, and derive the

relationship between them. 7 Describe fully how you would determine the vapour density of a

volatile compound. 10 The vapour density of ammonium chloride has been found to be

13-4. Explain this result. 3 7. Either (a) What is water gas ? How is it prepared ? Compare

water gas with producer gas as a source of heat. 7 Given a supply of water gas,

(i) how would you identify its two main constituents, 5 (ii) how would you determine the proportion by volume in which

one of these constituents was present ? 8 Or (6) Give a brief explanation of electrolysis with particular reference

to the electrolysis of an aqueous solution of sodium chloride. How would you illustrate your answer experimentally ? 12

Show how the electrolysis of sodium chloride is adapted in industry for the manufacture of caustic soda. 8

SCIENCE

Higher Grade—(Physics)

Wednesday, I4th March—1.45 p.m. to 4.15 p.m.

Not more than SIX questions should he attempted. Two, hut not more than two, of these must he taken from Section I (Mechanics), and the remainder from not fewer than two other sections.

g — 32 fit. per sec, per sec. or 981 cm. per sec. per sec.

Answers should, wherever possible, he illustrated by clear diagrams of reasonable size.

The value attached to each question or part of a question is shown in the margin. Mathematical tables will be supplied to those who desire them. Before handing in their Examination books, candidates should enter in the space

provided on the front cover the numbers of the questions they have attempted. N.B.—Write legibly and neatly, and leave a space of about half an inch between

the lines. Marks will be deducted for bad spelling and bad punctuation, and

for writing that is difficult to read.


SECTION I (MECHANICS)

Two, but not more than two, questions from this Section must be attempted.

Marks 1. Name and define a unit of work. Define the efficiency of a machine

in terms of work, and hence derive an expression for it in terms of mechanical advantage and velocity ratio. 6

Sketch a block and tackle of velocity ratio 6. How would you determine experimentally the efforts required to raise different loads ? In such an experiment the following results were obtained :—

Load (in lb. wt.) .. 6 12 18 24 30 Effort (in lb. wt.) .. 2 3-i- 5 6|

Calculate the efficiency in each case and draw the graph of efficiency against load. Comment on the shape of the graph and account for it. 10

2. State the triangle of forces and give details of an experiment by which you could verify it. 8

A uniform iron girder, 16 ft. long and weighing 320 lb., has one end resting on the ground and makes an angle of 45° with the horizontal. It is held in position by a rope attached to its upper end and making an angle of 30° with the horizontal. Find graphically or otherwise the tension in the rope and the reaction between the girder and the ground. Find the work that has been done in raising the girder from the ground to the final position. 8

3. Explain clearly what is meant by (i) the resultant, (ii) the equili- hrant, of a number of forces. 2

How would you find by experiment the resultant of three parallel forces, one of 3 lb. wt. midway between and acting in the opposite direction to forces of 1 lb. wt. and 4 lb. wt. which are 2 ft. apart ? How could you use your experiment to illustrate the principle of moments ? 8

. A circular metal disc of radius 5 in. has two circular holes, radii 1 m. and 2 in., cut from it. The centres of the holes lie on the same diameter, distant 3 in. and 2 in. respectively from the centre of the disc and on opposite sides of it. Find the centre of gravity of the remaining metal. & ^ »

, 4- State Newton’s second law of motion and show how the definition ot the pormdal may be derived from it.

Describe in detail the experiment you would perform to verify the re ationship between the force acting on a given body and the acceleration Produced by the force.

A. body just slides without acceleration down a plane inclined to the

ic°mZf0 an angle 45°. What will its acceleration be if the plane ted up to make an angle of 60° with the horizontal ?

5

7

4


SECTION II (HEAT AND HYDROSTATICS)

Marks 5. What do you understand by “ pressure at a point in a liquid ” ?

How would you use a light hollow metal cylinder, closed at one end, of cross-section area 1 sq. cm. and length 20 cm., to show the relation between the pressure at a point in a liquid, and (i) the depth of the point below the surface, (ii) the density of the liquid ? 10

A constant weight hydrometer consists of a heavy bulb and a uniform stem graduated from the top downwards in 100 equal divisions. When placed in alcohol of specific gravity 0-8 it sinks to the mark 10, and when placed in a liquid of specific gravity 1 ■ 04 it sinks to the mark 58. What is the specific gravity of carbon disulphide if the hydrometer sinks in it to the mark 90 ? 7

6. State the gas law on which the action of the constant volume air thermometer depends. How would you set up and calibrate a constant volume air thermometer on a day when water boils at 100° C. ? 8

Using this thermometer how would you investigate the relation between the boiling points of solutions of common salt in water and the strengths of these solutions ? 5

The air in a motor car tyre is at a temperature of 59° F. and at a pressure of 32 lb. per sq. in. If as a result of the sun shining on the tyre the temperature is raised to 104° F. what will the pressure become ? 4

7. Describe an accurate method for finding the melting point of naphthalene. 4

Sketch the cooling curves of water and of naphthalene (melting point 80° C.) from 95° C. to 30° C. Describe the procedure you would follow in securing the temperature readings for those curves in such a way that they could be used to calculate a value for (i) the specific heat of molten naphthalene, (ii) the latent heat of fusion of naphthalene. Outline your method of calculation in each case. 13

8. The real coefficient of expansion of aniline is 0 • 00085. What does this statement mean ? Describe an experiment by which you could verify this statement, explaining fully your method of calculation. (If required, the coefficient of linear expansion of glass may be assumed.)

Density of water at 15° C. = 0-999 gm. per c.c.

Density of aniline at 15° C. = 1-023 gm. per c.c.

Coefficient of expansion of water = 0-00030

Coefficient of expansion of aniline = 0 • 00085

At what temperature will water and aniline have the same density ?


SECTION m (SOUND AND LIGHT)

Marks 9. How would you establish that the frequencies of the notes of the

5 3 common chord are as 1 : - : - : 2, and how would you use this knowledge

4 2 to show that the frequency of the note emitted by a wire kept under constant tension varies inversely as the length ? 7

State the factors which affect the frequency of the note produced by a stretched wire. Write the formula connecting all these factors and state the units in which each is measured. 6

On what does the quality of a note depend ? How can you alter the quality of the note emitted by a stretched string ? 4

10. Given the velocity of sound in air at room temperature, how would you use a Kundt’s tube (dust tube) to determine the velocity of sound in carbon dioxide at the same temperature ? Explain the theory of your method. 8

Derive expressions for the frequencies of the notes heard by a stationary observer when a source emitting a note of frequency n (i) approaches, (ii) recedes from him with a speed of v ft. per second. 3

A whistle emitting a note of constant frequency is whirled with constant speed in a circle of radius 3 ft. A man standing some distance away and in the plane of the circle observes that the frequency of the notes heard by him differ by a semitone. Find the number of revolutions the whistle makes per second. 6'

(Velocity of sound in air = 1,120 ft. per sec.)

11. Write down the formula connecting distance of object, distance of image, and focal length of a bi-concave spherical lens, and state your convention of signs. Describe how you would verify this formula experimentally. 8

Show how you would use two convex spherical lenses of focal lengths 1 cm. and 5 cm. to illustrate the principle of the compound microscope. Trace the paths of three rays from object to eye. If the object were placed 1 • 2 cm. in front of your objective and the final image were formed 25 cm. in front of the eyepiece, what would be the distance between the lenses and the magnification ? 9

12- The refractive index of glass, from air to glass is 1-5. What does this statement mean ? Describe an experiment to verify it. 5

A glass prism ABC has angle ABC equal to 20°. A ray PQRS meets the face AB in Q and emerges from the face BC at R. If angle PQB

110° find angle BRS. 5 * 4

Show why a ray in glass meeting a glass-air surface at 45° is totally reflected. How would you use a right-angled isosceles glass prism to erect an inverted image and a pair of such prisms to act as reflectors ln a periscope ? Why are glass mirrors silvered on the back less satisfactory than prisms for such purposes ?


SECTION IV (MAGNETISM AND ELECTRICITY)

13. Sketch the lines of force about a bar magnet lying in the magnetic meridian

(i) with its N pole pointing north ; (ii) with its N pole pointing south.

In each case mark the neutral points. How would you determine as accurately as possible by experiment the position of one of the neutral points ?

The terrestrial magnetic elements at Greenwich in 1945 were:— Declination Dip H V

9° 59' W. 66° 45' 0-1857 0 • 4322 Explain what each of these means.

When the N poles of two identical magnets of length 20 cm. were 2 cm. apart, the force of repulsion between these two poles was 0-5 gm. wt. When one of these magnets was isolated and laid hori- zontally in the magnetic meridian a neutral point was found 15 cm. north of the magnet. What value do these measurements give for H at that point ?

14. Given a voltmeter, an ammeter, a resistance box, a Daniell cell, and the necessary keys and connecting wires, describe how you would determine (i) an unknown low resistance, and (ii) the internal resistance of the Daniell cell. In each case your circuit should allow you to take more than one set of readings. Explain your calculations.

Three similar cells, each of E.M.F. 1 -4 volts, are connected in series with each other and with a resistor and an ammeter which give a total external resistance of 6 ohms. If the ammeter reads 0-4 amp., calculate the average internal resistance of each cell and the potential difference between the terminals of each cell when the circuit is closed.

15. Define the electro-magnetic or absolute unit of current. Define the ampere electrolytically.

Describe an experiment to determine the electro-chemical equivalent of copper.

A current is passed for 25 minutes through a copper voltameter and deposits 0 • 55 gm. of copper. The same current passed through 2 turns of a tangent galvanometer of radius 8 cm. deflects the needle through 43°. Calculate the strength of the horizontal component of the earth’s magnetic field in the laboratory.

(Electro-chemical equivalent of copper = 0 • 00033 gm. per coulomb.)

16. Define the joule and state the relation between the joule and the practical electrical units.

Write down a formula for the heat generated in a conductor carrying a current. How would you find experimentally the relation between the amount of heat generated and the resistance if the current is kept constant ?

Two fine copper wires have resistances of 1 ohm and 6 ohms respectively. Compare the rates at which heat is generated in each of these wires when they are connected, (i) in series, (ii) in parallel, to a 2-volt supply.

Marks

12


SCIENCE

Higher Grade—(Zoology)


FIVE questions in all should be attempted.


The value attached to each question or part of a question is shown in the margin-



Marks 1. Describe the structure and functions of the different types of cells

found in Hydra. 12 Give an account of the methods of reproduction in this animal. 8

2. Write a short account of the position, appearance, and function of each of the following in an earthworm :—

typhlosole, pseudohearts, seminal vesicles, cerebral ganglia. nephridia, calciferous glands. 20

3. Give a labelled diagram of the brain of (i) a dogfish (or skate or haddock), and (ii) a rabbit (or other mammal). 10

Discuss the main differences in the structure of these brains, indicating why the brain of fish is regarded as relatively primitive. 4

Give a brief description of the mammalian spinal cord and draw a transverse section of it. 6

4. State the functions of the vertebrate endoskeleton. 3

Sketch the axis, scapula, and femur of a rabbit. Write a short note on each, stating its position, the bones with which it articulates, and how it is suited to the work it performs. 14

What is meant by the exoskeleton of a vertebrate ? Give four examples. 3

5. Distinguish clearly between breathing and tissue respiration. 3 Give an illustrated description of the respiratory system of (i) a

mammal, and (ii) an insect. Describe the respiratory movements of each animal 17

6. Make a large clearly labelled diagram of the venous blood system °f a frog. 10

What are the different routes by which a red blood corpuscle in the md leg of a frog might return to the heart ? 6

State the main differences between the blood systems of a frog and a mammal. 4


Marks 7. Either (a) Name two insects of economic importance, one beneficial

and one harmful, which occur in your district. Describe the ways in which they affect human affairs.

Choose one of these insects and give an account of its life-history. Illustrate your answer by labelled sketches. 20

Or (6) Give an account of the invertebrate life of a habitat which you have studied (e.g., pond, wood, hedgerow). Show how the animals you mention are adapted to the special conditions found there. 20

SCIENCE

Higher Grade—(Zoology and Human Physiology)


FIVE questions in all should be attempted.


The value attached to each question or part of a question is shown in the margin. N.B.—Write legibly and neatly, and leave a space of about half an inch between

the lines. Marks will be deducted for bad spelling and bad punctuation, and for

writing that is difficult to read.

Section I—Zoology Marks

1. Describe the structure and functions of the different types of cells found in Hydra. 12

Give an account of the methods of reproduction in this animal. 8

2. Write a short account of the position, appearance, and function of each of the following in an earthworm :—

typhlosole, pseudohearts, seminal vesicles, cerebral ganglia, nephridia, calciferous glands. 20

3. Give a labelled diagram of the brain of (i) a dogfish (or skate or haddock), and (ii) a rabbit (or other mammal). 10

Discuss the main differences in the structure of these brains, indicating why the brain of fish is regarded as relatively primitive. 4

Give a brief description of the mammalian spinal cord and draw a transverse section of it. 6

4. State the functions of the vertebrate endoskeleton.

Sketch the axis, scapula, and femur of a rabbit. Write a short note on each, stating its position, the bones with which it articulates, and how it is suited to the work it performs.

What is meant by the exoskeleton of a vertebrate ? Give four examples.


Section II—Human Physiology Marks

5. Give an account of the composition and structure of human blood. How does lymph differ from blood ? 11

Describe the changes which blood undergoes as it passes through (i) the lungs, (ii) the liver, (iii) the kidneys. 9

6. Write notes on the following :— (i) a reflex action,

(ii) insulin, (iii) the retina of the eye, (iv) the larynx. (v) the adrenal glands. 20

7. Either [a) What is meant by digestion ? 2 An adequate diet contains (among other things) carbohydrates,

proteins, and fats. Give an account of the digestion of these three substances in the human body. 12

What other ingredients are essential to a balanced diet ? Indicate the purposes for which each is required. 6

Or (6) Write notes on the importance from the point of view of healthy living of the following :—

(i) proper ventilation of public buildings, (ii) regular exercise and recreation,

(iii) perspiration, (iv) good teeth, (v) vitamin C.

What steps should a mother take to ensure that a child’s diet caters for (iv) and (v) above ? 20

TECHNICAL SUBJECTS—GROUP I Higher Grade—’(Applied Mechanics)

Monday, 19th March—9.15 a.m. to 11.15 a.m. Not more than FIVE questions should be attempted

20 marks are assigned to each question. When candidates use a formula they must explain each symbol. Units must

always be stated. 22 Take n = and g = 32 ft. per sec. per sec.




1. Define strain and ultimate stress. A steel rod consists of three lengths of different diameters as shown in

tigure 1. When screwed up in position by means of nuts on the ends, it is round to stretch 0-04 in.


Deteirmne— (a;) the load in lb. that has been put on the rod ; (6) the stress in|each part of the rod in lb. per sq. in. ; (4 the factor of safety of the rod (to the nearest whole number) if the

ultimate stress for the materia] is 72,000 lb. per sq. in.

Take the modulus of elasticity of steel as 30 X 10® lb. per sq. in.

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Fig.- 1.

2. Figure 2 represents the gearing of an electric crane to lift a maximum load of 15 tons. The electric motor runs at a speed of 420 revs, per minute and gives out 28 horse-power.

Determine— (а) the‘;hoisting speed of the load in ft. per min.; (б) the efficiency of the gearing when the load of 15 tons is being lifted; (c) the force on the teeth of the barrel wheel (i.e., the wheel with 80 teeth)

when the load is 15 tons. The pitch of the teeth is 1 • 1 in. If the motor is 84 per cent, efficient and runs on 500-volt mains, find, to the

nearest ampere, the current taken by the motor from the mams.

\5 Tuns


3. What is meant by torque ? x, e ■ . „ Figure 3 represents a lever system by means of which shaft S is turned

through a small angle. Lever ABC is pivoted about pm B while the bell crank lever DSE is keyed to the shaft S. On arm SE of the crank is a balance weight of 30 lb. weight.

Cal<(«)^he"-resultant torque on shaft S when a pull of 20 lb. is exerted on handle A at right angles to the handle ;

(b) the additional weight which would be required at E to keep shatt b in equilibrium when there is a pull of 20 lb. on the handle ,

(c) the direction of the reaction on shaft S when the shaft is m equilibrium.

Assuming that it moved with uniform acceleration throughout the run and flight and that the average air resistance is 1,500 lb., determine

(fl) the acceleration ; (6) the time taken from rest to the point of take-off; (c) the height attained after two minutes from taking off ; [d) the horse-power required just after taking off.

(99669) E*


5. Figure 4 represents a pin-jointed girder carrying loads of 3 tons and 5 tons. Calculate the reactions at the supports.

Draw the space diagram and the force diagram and determine the magnitude and nature of the loads on members TV, VW, TZ and VY.

(Scales : ^ in. represents 1 ft. and | in. represents 1 ton.)

6. Define kinetic energy and momentum. (a) How much kinetic energy must a block weighing 200 lb. have in order

to slide along a horizontal surface for 20 ft. before coming to rest ? Take the coefficient of friction between the block and the surface as 0-25.

(5) Two wagons, one weighing 20 tons and the other 10 tons, are moving in the same direction. They collide when the speeds are 15 ft. per sec. and 10 ft. per sec. respectively, and they then move on linked together.

Determine the velocity and kinetic energy immediately after the impact.

How far will they travel on the level before coming to rest if the frictional resistance is 20 lb. per ton ?

7. Define ■pressure. The width of a dock gate is 20 ft. When the dock is full, the gate has water

on the one side to a depth of 18 ft. and on the other side to a depth of 6 ft. Determine—

[a) the resultant fluid thrust in tons on the gate ; {V) the overturning moment in tons-ft. about the bottom of the gate ; (c) the position of the resultant fluid thrust on the gate.

Sea water weighs 64 lb. per c. ft.


SCIENCE—ENGINEERING

TECHNICAL SUBJECTS—GROUP II

Higher Grade—(Applied Mechanics and Heat Engines)

Monday, 19th March—9.15 a.m. to 11.15 a.m

Candidates should attempt FIVE questions, viz., THREE questions from Section I and TWO questions from Section II.


When candidates use a formula they must explain each symbol. Units must always be stated.

22 Taken — andg = 2>2 ft. per sec. per sec.




Section I

1. Define strain and ultimate stress.

A steel rod consists of three lengths of different diameters as shown in Figure 1. When screwed up in position by means of nuts on the ends, it is found to stretch 0-04 in.

Determine— (a) the load in lb, that has been put on the rod ; (b) the stress in each part of the rod in lb. per sq. in. ; (c) the factor of safety of the rod (to the nearest whole number) if the

ultimate stress for the material is 72,000 lb. per sq. in.

Take the modulus of elasticity of steel as 30 X 106 lb. per sq. in.

tr

Fi&. l-


2. Figure 2 represents the gearing of an electric crane to lift a maximum load of 15 tons. The electric motor runs at a speed of 420 revs, per minute and gives out 28 horse-power.

Determine— («) the hoisting speed of the load in ft. per min.; (b) the efficiency of the gearing when the load of 15 tons is being lifted; (c) the force on the teeth of the barrel wheel (i.e., the wheel with 80 teeth)

when the load is 15 tons. The pitch of the teeth is 1 • 1 in.

If the motor is 84 per cent, efficient and runs on 500-volt mains, find, to the nearest ampere, the current taken by the motor from the mains.

3. What is meant by torque ?

Figure 3 represents a lever system by means of which shaft S is turned through a small angle. Lever ABC is pivoted about pin B, while the bell crank lever DSE is keyed to the shaft S. On arm SE of the crank is a balance weight of 30 lb. weight.

Calculate— (a) the resultant torque on shaft S when a pull of 20 lb. is exerted on

handle A at right angles to the handle ; (b) the additional weight which would be required at E to keep shaft S

in equilibrium when there is a pull of 20 lb. on the handle; (c) the direction of the reaction on shaft S when the shaft is in

equilibrium.

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Assuming that it moved with uniform acceleration throughout the run and flight and that the average air resistance is 1,500 lb., determine—

(a) the acceleration ; (b) the time taken from rest to the point of take-off; (c) the height attained after two minutes from taking off ; (d) the horse-power required just after taking off.

Section II A- A boiler house plant consists of a feed water heater, a boiler and a

superheater. A test on the plant gave the following results :— Temp, of feed water entering heater . . 108°F. Temp, of feed water leaving heater and 400°F.

entering boiler. Pressure and condition of steam generated 600 lb. per sq. in., 0-98 dry. in boiler.


Temp, of steam leaving the superheater .. 716°F. Quantity of steam generated per lb. of coal 9-0 lb. Calorific value of the coal in B.Th. U. per lb. 12,500.

Determine— (a) the percentage of the heat of the coal usefully used in generating the

steam from the feed water at 108°F. ; (b) the percentage of the heat of the coal that is utilized in the heater'

boiler and superheater respectively. Use the following data from Steam Tables :—-

Total Heat H at p t L Hs Superheat of

lb. per sq. in. temp.°F. B.Th.U. B.Th.U. 200°F. 240°F. 600 486 740 1213 1347 1370

6. Explain briefly the system of governing gas engines which is known as “ hit and miss.” Illustrate the effect of a “ miss ” stroke on the indicator card of such an engine.

A four-stroke gas engine with “ hit and miss ” governing has a cylinder diameter of 14 in. and a stroke of 18 in. In a test on the engine the following results were obtained :—-

revs, per minute .. explosions per minute mean effective pressure .. gas consumption .. calorific value of the gas..

Determine—■ {a) the I.H.P. developed ; (6) the thermal efficiency of the engine ; (c) the cost of running the engine for eight hours when the gas costs

2s, Ad. per 1,000 c.ft.

7. [a) A boiler generates 3-25 lb. of steam per sec. at 600 lb. per sq. in., 0-98 dry. Calculate the diameter of pipe necessary to draw off the steam at a speed of 50 ft. per sec.

(From Steam Tables, Vs at 600 lb. per sq. in = 0 - 77 c.ft. per lb.) (b) Define kilowatt and Board of Trade Unit. The hot water supply in a small hotel is obtained by the use of an electric

immersion heater in an 80-gallon tank. The immerser takes 10 amperes at 250 volts.

Determine—- (i) the heat supplied to the water in the tank in B.Th.U. per minute;

(ii) the time required to heat the water from 70°F. to 120°F.; (iii) the cost of heating this quantity of water at ftf. per B.O.T. unit.

(A gallon of water weighs 10 lb.)

200 70 94 lb. per sq. in. 10-8 c.ft. per min. 500 B.Th.U. per c.ft.


TECHNICAL SUBJECTS

Higher Grade—(Technical Drawing)

Wednesday, 21st March—1.0 p.m. to 4.0 p.m.

Questions 1 and 2 should be attempted and either Question 3 or Question 4. The Figures are on a separate paper.

Both sides of the drawing paper may be used. The value attached to each question is shown in brackets after the question.

1. Figure 1 shows the several parts of a small screw jack—body, plunger wheel, pinion, guiding screw—and a view of the assembly.

Draw, full size, the following views with the parts assembled :—■ [а) an elevation, as a sectional view on the centre line AB, with the

plunger projecting 1J in. up from the top of the body. Do not show the plunger or the guiding screw in section, and do not show any teeth on the wheel or pinion ;

(б) an end view as an outside view looking in the direction of the arrow. In both views show only a few of the threads on the plunger—three or

four, say. Omit hidden parts. Do not give dimensions. N.B.—The dimensions 11 in. and 10 in. shown in Figure 1 give a convenient

setting for your drawing on the paper. (55)

2. A French curve is shown in Figure 2. Draw this curve full size showing clearly how the centres of all arcs

are obtained. Mark all tangent points and contact points by a heavy dot and show by

construction lines how they are obtained. Do not give dimensions. (10)

Either 3. Figure 3 shows an incomplete elevation of a vertical round post with an

inclined square strut forked at the top end to fit the post. Draw, full size—

(a) the elevation complete, i.e. with the forked end of the strut properly drawn;

(b) the plan ; (c) a development of the surface of the strut.

Show clearly all construction lines. (35)

Or 4. Figure 4 shows the elevation and plan of the outline of a splayed soffit

°f a semi-circular window. Draw, to a scale of 1 in. represents 1 ft.—

(a) the given views ; {b) an end elevation ; (c) the true shape of the soffit; [d) an auxiliary elevation on XY.

Show clearly all construction lines. (35)


MUSIC

Lower Grade


U.B.—Write in ink, legibly and neatly, and leave a space of about half an inch between the lines. Care must be taken to make the notation clear ; notes indistinctly placed will be regarded as wrong. Marks will be deducted for bad spelling and bad punctuation, and for writing that is difficult to read.

The answers to Section I must be written in the space provided on this examination paper, which must be given up with the examination book. The ruled pages in the examination book may be used for rough work on these questions.

The answers to Section II are to be written in the examination book provided.


Number of seat occupied at

examination. FILL THIS IN FIRST

Name of School

Name of Pupil.


SECTION I

All the questions in this section should be attempted.

1. (a) Transpose the following extract one tone lower. Insert the new- key-signature, name the key in which you are writing and add the time signature. (10)i

m f

Bach

The new key = (b) -Write the solfa names of the notes in the upper part (no time or rhythm,

signs need be added) :— (4)

2. Write the following two-part intervals in the alto clef with F sharp as the upper note in each case :—

an augmented 4th a major 6th a diminished 5th an augmented 2nd (6)

3. Write in staff notation the whole of any national or folk-song tune which is in a minor key. Insert the key-signature and time-signature, choosing a key which will keep the tune within the limits of middle C (or B, one step below) and G above the 5th line. Mark the phrases thus | ” ]• and by placing a letter above each, indicate the pattern of the tune (e.g., AA'BA, or ABAC, etc.). The words need not be added. (16)


4. Write in staff notation a melody suitable for singing to one of the following stanzas. Add a musical term to indicate the tempo or mood, and insert expression marks throughout. Place each syllable of the words below the note or notes to which it is intended to be sung. Words or phrases may be repeated if desired.


(a) “ The cock is crowing, The stream is flowing, The small birds twitter. The lake doth glitter, The green field sleeps in the sun.”

OR

(b) “ Why the boys should drive away Little sweet maidens from the play, Or love to banter and fight so well, That’s the thing I never could tell.”

(18)


5. Continue the following to make a shapely melody eight bars in length, ending on the key note.

The direct (w) indicates the pitch of the last note which may be of any length. (16)

Moderato

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SECTION II

Two questions should be attempted from this section.

6. Write brief but comprehensive notes on three of the following:—

pianoforte ; strings ; reed instruments ; chorus ; variations ; rondo form. (15)

7. Write an account of the ways in which dancing has influenced the art of music. Refer to particular compositions (naming the composer of each) to illustrate your answer, and quote in staff notation a theme from one of them.

(15)

8. Compare and contrast music in the first half of the eighteenth century with music in the first half of the twentieth century, making particular reference to developments and changes in one (only) of the following :—

(a) keyboard instruments and keyboard music ; or (b) orchestras and orchestral music (include chamber music if you

wish) ; or (c) vocal solo and choral music (include opera if you wish).

Refer to specific pieces of music, naming the composer, and quote in staff notation a theme from one of the works you mention. (15)

9. Identify three of the following themes. Name the work (indicating the movement if it contains more than one), the composer and the period (within 50 years) in which it was written.

Write a short paragraph about the form, general characteristics and mood of one of the works (or movements) you have identified ; quote in staff notation a bar or two of at least one principal theme other than the one you have identified. (15)

Be careful to letter your answers correctly.


Allegro moderate

Andante

Slii J JTiPj \

{Andante)

F 3


Allegro assai

Agitato

MUSIC

Higher Grade


legibly and neatly, and leave a space of about half an inch between the hnes. Care must be taken to make the notation clear ; notes indistinctly placed will be regarded as wrong. Marks will be Educ ed for bad spelling and bad punctuation, and for writing that is difficult to read.

The answers to the first four questions in Section I must be written in the space provided on this examination paper, which must be given up with the examination book. The answer to question 5 is to be written in the examination book. The ruled pages in the examination book may be used, for rough work on these questions.

In “'der^obtam a pass in this paper, candidates must satisfy the esaminers in

The answers to Section II are to be written in the examination book provided.


FILL THIS IN FIRST

Name of School.

Name of Pupil.

Number of seat occupied at

examination.


SECTION I

All candidates should attempt three questions from this section, and three only, of which numbers 1 and 2 are compulsory.

1. Write in staff notation a melody suitable for singing to one of the following stanzas. Add a musical term to indicate the tempo or mood, and insert expression marks. Place each syllable of the words below the note or notes to which it is intended to be sung. Words or phrases may be repeated if desired. Indicate the cadences by placing on the bass stave the two notes necessary to define them ; you may figure these bass notes if you wish.

" He turned him right and round about Upon the Irish shore ;

And gae his bridle-reins a shake, With, Adieu for evermore.

My dear With, Adieu for evermore.”

OR “ There will we sit upon the rocks

And see the shepherds feed their flocks, By shallow rivers to whose falls Melodious birds sing madrigals.”

(22)

&


2, Complete the following for soprano, alto, tenor and bass throughout: passing notes should be used in the added parts to make them interesting and melodious. (26)

Moderato

$

f=—r r


3. To the given bass part add a freely moving and melodious treble part in a similar style, to make an interesting and complete piece of two-part music for pianoforte, (20)

Allegro

f


4. Expand the following phrase into a melody of not less than 8 bars nor more than 16 bars in length. It should be constructed largely on the rhythms and melodic figures contained in the given phrase, and it should contain at least one modulation and a point of climax. Phrase it and harmonize the cadences. Write a short analysis of your tune commenting on its structure, rhythm, modulations, etc. (20)


Analysis :


5. Read, and try to hear mentally, the following excerpt from the alto aria “ He was despised ”, in Handel’s “ Messiah ” ; then give the information required below. (The bars are numbered for reference purposes.)


(a) Name the key in which the extract begins.

(b) Name the keys through which the music modulates. (Use the bar numbers for reference.)

(c) Describe the harmonic progression, chord by chord, in the section marked * *.

(d) Add a few short notes on the general mood and feeling of the passage, giving reasons why you think the[music reflects and enhances the meaning of the words. (20)


SECTION II

Only two questions from this section should be attempted.

6. Write brief but comprehensive notes on four of the following. Choose two from column I, and two from column II. To illustrate the answers in I, examples in staff notation should be given. To illustrate the answers in II, reference should be made to specific works, naming the composer. (If the composer of a strathspey is not known, write a few notes of the tune.)

I Imitation Vocal score Imperfect cadence Pentatonic scale

II Concerto grosso Strathspey Chaconne A serenade

(16)

7. Briefly describe two of the following types of opera :•—ballad opera, comic opera, grand opera, music drama.

Mention the titles of some examples and name the composer, and quote in staff notation at least one theme from a work to which you refer.

(16)

8. Choose two composers, one from each column of the following lists. Write a short account of the music of each, and quote one or two themes from the works you mention.

I Beethoven Haydn Gluck

II Chopin Mendelssohn Debussy (16)

9. Identify four of the following. Name the work (and the movement if it contains more than one), the composer and the period to within quarter of a century.

Write a short paragraph about the form, general characteristics and mood of one of the works (or movements) you have identified; quote in staff notation a bar or two of at least one principal theme other than the one which you have identified.

Be careful to letter your answers correctly. (16)


Allegro vivace

I ■■

gS

Andante

r

a

te'

_ i»

^ • ^IL ' £i •

dolce dim. motto

Allegro

0 4-Mif-|lir '■ Jl IpJU 122

VP


fH§

Quick


ART


Wednesday, 14th March—9.15 a.m. to 10.15 a.m.

All candidates must attempt ONE question from this paper.


N.B.—Write legibly and neatly, and leave a space of about half an inch between the lines. Marks will be deducted for bad spelling and bad punctuation, and for writing that is difficult to read.

Painting

1. Constable and Turner were contemporary : write a brief comparison of their work and say which of the two you consider had the greater influence on the subsequent development of art.

2. Write a short essay on the life and work of Velasquez. Discuss the development of his painting, and state also what outstanding qualities you consider evident in Spanish painting generally.

3. How did Italian painting of the fourteenth century differ from that of the sixteenth century ? Include in your answer the names of the prominent artists and the schools to which they belonged.

4. What are the main characteristics of the work of Matisse and Cezanne ? Discuss the characteristics in relation to painting in general.

5. Up to the beginning of the twentieth century Scottish painting was divided naturally into definite groups. Three of these groups were—• Portraiture, Landscape, the Subject picture. Name two Scottish artists in each group and write briefly on their work.

Architecture

6. Many churches show the work of the thirteenth, fourteenth and fifteenth centuries. How do you recognize the successive styles represented in them ? Illustrate your answer by sketches.

7. Show the influence of conquest, of religion and of commerce on the development of British architecture.

8. Compare the Parthenon and the Pantheon. Draw a plan of each building and add any other sketches which you feel will help your answer.

9. State what you know about the general character, both in planning and structure, of Saxon building, and illustrate your answer with sketches.


ART


Wednesday, 14th March—10.30 a.m. to 12.30 p.m.

Both questions should be attempted.


Section I—Composition

1. Make within a rectangle (7 inches by 5 inches, horizontal or upright) a sketch in colour for a figure composition illustrating one of the following subjects:—

{a) Beaching the Boat. (b) Burning Autumn Leaves. (c) In the Attic. (d) Interval.

Due credit will be given to preliminary sketches.

Section II—Design

2. Illustrate by a sketch a design suitable for one of the following :— (a) An all-over pattern arranged as a half-drop repeat, suitable for

reproduction as Block printed fabric (dress material)—size of repeat to be

3 inches by 4 inches.

OR End-papers for a book—“ Tales for Children,”—size of repeat

to be 3 inches by 2 inches. (Draw at least four repeats and colour enough to show what the

whole design would look like.) (b) Roadhouse or Inn sign for “ The Three Fishers.”

(This to be treated purely as a painted sign, and must incorporate the words “ Three Fishers.”)

(c) A handbag, having a flap decorated with embroidery. (The bag may be any shape but the outside measurement should

not exceed 6 inches by 8 inches. Make your embroidery design full size, and show the stitches clearly and name them. Also, show by a small sketch the shape of the complete bag.)


BOOKKEEPING

Lower Grade




1. Explain—Trade discount ; depreciation ; working capital. (12)

2. On 1st February, 1951, we owed Messrs. Jones and Jack, Ltd., the sum of £135. Subsequent transactions with them were as follows :—- 1951 Feb. 2. Received invoice for goods value £90, less 10 per cent, trade discount.

,, 3. Sent them debit note for amount paid by us for railway carriage, since carriage was payable by sellers, £1 15s.

,, 6. Returned goods value £7 10s. gross. ,, 10. Accepted their bill for £200 at thirty days in full settlement of

amount owing. ,, 15. Purchased goods value £43. ,, 17. Received debit note in respect of under-charge on goods, £2 10s. ,, 24. Received credit note in respect of allowance on goods damaged in

transit, £3 5s., and sent cheque for balance owing, less 5 per cent, cash discount.

,, 27. Bought goods value £74 10s. Make up the account of Messrs. Jones and Jack, Ltd., in our ledger and

balance it off at the end of the month. (12)

3. On 1st January, 1950, a doctor’s assets were :—balance at bank, £652 ; furniture and fixtures, £225 ; motor vehicles, £973.

His net receipts for the year ended 31st December, 1950, were £1,463 and his private drawings, £536.

At the end of the year furniture and fixtures were worth £140 and motor vehicles, £705.

{a) What was his balance at bank on 31st December, 1950 ? (&) Draw up his balance sheet at that date.

[Note.—-Journal entries are not required.) (10)

4. On 1st January, 1951, the balances in the books of S. Neville, merchant, were as follows :—cash in hand, £20 ; bank overdraft, £246 ; stock of goods, £783 ; bills receivable (No. 73, drawn on R. Beech, due 22nd January, 1951, £62 ; No. 76, drawn on D. Croft, due 24th February, 1951, £47), £109 ; bill payable (No. 33, drawn by S. Steel, due 15th January, 1951), £163 ,' sundry debtors (J. Key, £41 ; W. Neill, £34), £75 ; sundry creditors (K. King, £76 ; G. Green, £48), £124 ; insurance prepaid, £9 ; motor vehicles, £763 ; fittings and fixtures, £276 ; capital, £1,502.


On the same day he entered into an agreement to admit into partnership his assistant, J. Eilis. The agreement stated, inter alia, that J. Ellis was to contribute £1,000 as his capital, that he was to receive a salary of £40 per month for his services to the firm, and that the value of the goodwill of S. Neville’s business was £320.

Open the necessary books of account and record therein the above and the following transactions. Bills books should be kept. Post to ledger. Balance off the bank cash book, but do not balance off ledger accounts. Extract a trial balance.

All receipts were paid into bank on the days they were received.

Trading and profit and loss accounts and a balance sheet are not required.

1951 Jan. 2. Paid into bank J. Ellis’s capital, as arranged.

„ 4. Bought goods from K. King value £34 and sent cheque for amount owing, less 5 per cent, cash discount.

„ 6. Paid by cheque garage account for overhaul of S. Neville’s private car, £35 7s. 9cf.

„ 8. Discounted at bank bill No. 76 : amount received £46 10s. 10. Sold to J. Key goods valued £36, less 15 per cent, trade discount.

„ 12. Bank advise that a bill for £45, drawn on W. Neill and discounted on 15th December, 1950, had been dishonoured by non-payment and that they had paid noting charges, 17s. Qd.

„ 13. Bought of G. Green goods valued £64. „ 15. J. Key returned goods value £4 10s. gross and accepted bill for £50

at one month in part payment. „ 15. Duly met at bank bill due to-day. „ 16. Received from G. Green credit note in respect of allowance for

damaged goods, £4 5s. : sent him bill for £60 at 30 days and cheque for £45 in full settlement.

„ 18. Bought new shop fixtures value £85 from Walpole and Co. and gave in payment J. Key’s acceptance and our cheque for £35.

22. Bill No. 73 duly met at bank. „ 23. Sold goods to S. Wilson, £55. » 24. W. Neill is bankrupt : agreed to accept composition of 13s. Ad. in

the £ in full settlement : cheque in payment duly received. 27. Received cheque from S. Wilson for amount owing, less 5 per cent,

cash discount. " 29. S. Neville took, for his own use, goods value £14 6s. Qd.

30. Bank advise S. Wilson’s cheque has been returned R.D. j» 31. Cash sales for month, £163 15s. >< 31. Paid, by cheque, J. Ellis’s salary for month. (66)


BOOKKEEPING

Higher Grade




1. {a) Explain clearly the advantages which accrue to a merchant through the use of bills of exchange.

[b) At the end of the financial year of a firm, part of a consignment outwards is unsold. State how the consignment should be treated in the books of the consignor. (10)

2. At 31st December, 1950, the following balances appeared in the books of Messrs. Jones and Brown, Merchants.

Make up a trial balance and prepare trading account, profit and loss account, and balance sheet.

Cash in hand, £49 ; stock at 1st July, 1950, £2,823 ; sales, £8,694 ; purchases, £4,490 ; sales returns, £321 ; purchases returns, £182 ; wages, salaries and national insurance, £976 ; bills receivable, £742 ; capital, Jones, £3,000 ; capital, Brown, £2,500 ; rent and rates, £188 ; office expenses, £75 ; goods on consignment, £725 ; current account, Jones, £376 (Cr.) ; current account, Brown, £244 (Dr.) ; sundry debtors, £2,800 ; sundry creditors, £1,174 ; bad debts reserve, £180 ; general reserve, £3,000 ; packing materials, £273 ; discounts allowed, £361 ; discounts received, £172 ; drawings, Jones, £300 ; drawings, Brown, £450 ; carriage outwards, £126 ; consignment to Ashton and Co., £753 ; office furniture and fittings, £1,654 ; staff commission (paid on account), £200 ; bad debts, £262.

The difference between the totals of the debit and credit balances represents the balance at bank on 31st December, 1950.

Give effect to the following adjustments :— {a) Stocks in hand at 31st December, 1950, were : goods, £2,684 ;

packing materials, £45.

(b) Certain of the office fittings, which were valued at £65, had been destroyed by fire : the amount lost is recoverable from the insurance company.

(c) The value of furniture and fittings is to be reduced by £120 in respect of depreciation.

(d) Included in purchases are goods worth £44, which were given away for advertising purposes.

(e) An account sales has been received from Ashton and Co. showing that the consignment had realized £792 gross and that selling expenses and commission were £63.


(/) When a cash payment was made to W. Webb, a creditor, discount amounting to £14 was deducted in error.

(g) Brown, who acts as general manager, is entitled to a salary of £60 per month for his services.

{/>) The balances of the partners’ capital accounts are to remain constant: interest is to be allowed on capital at the rate of 5 per cent, per annum.

(i) Reserves for bad debts at the rate of 5 per cent., and for discounts at the rate of 2J per cent., of the sundry debtors are to be carried forward.

(j) Twenty per cent, of the divisible profits is payable to the staff under a profit-sharing scheme : £200 have been paid on account. Of the remainder, 20 per cent, is to be put to general reserve and the balance is to be divided between the partners in proportion to capital. (45)

3. On 1st February, 1951, J. Gray and R. Green agreed to enter into partnership and to take over from W. Mackay his business as a going concern at a price of £2,400.

The partners’ capitals, which were £2,000 and £1,500 respectively, were paid into the firm’s banking account.

The balances in W. Mackay’s books were as follows :—stock of goods; £1,689 ; bills receivable (No. 23, drawn on J. Briggs, due 5th February, 1951, £75; No. 25, drawn on B. Campbell, due 18th March, 1951, £124), £199 , bill payable (No. 12, payable to P. Cowie, due 24th February, 1951), £164 ; sundry debtors (J. Briggs, £13 ; N. Lewis, £63), £76 ; sundry creditors (G. Philip, £84 ; A. Reid, £131),- £215 ; furniture and fixtures, £175 ; rates paid in advance, £15 ; loan to G. Walsh, £400 ; capital, £2,175.

W. Mackay agreed to leave £1,000 of the purchase price as a loan to the firm and to accept payment of the balance in one cash payment of £800 and two bills of exchange for £300 each at two and four months respectively.

Open the necessary books of account and record therein the above and the following transactions. Bills books are to be kept. Post to ledger ; balance off the bank cash book, but do not balance off ledger accounts ; extract a trial balance.

All receipts were paid into bank on the days they were received.

1951. fieb. 1. Sent to W. Mackay cheque in payment of instalment of purchase

price and accepted bills of exchange as agreed.

3. Drew from bank for office cash, £25.

'• 5. J. Briggs’ bill, which fell due to-day, was dishonoured by non- payment ; paid noting charges in cash, 13s. 4d.

" 8. Discounted at bank B. Campbell’s bill ; amount received, £122 15s.

" 9- Sold to N. Lewis goods value £60, less 15 per cent, trade discount.

SCOTTISH LEAVING CERTIFICATE 164

Feb. 10.

„ 12.

„ 15.

„ 19.

„ 24.

„ 27.

„ 28.

„ 28.

„ 28.

Bought on credit from G. Philip goods value £45 for R. Green’s private use.

Agreed to make N. Lewis an allowance of £5 for a special window display of the firm’s goods.

Bought of A. Reid goods value £108 and gave him bill for £235 at thirty days in full settlement.

N. Lewis returned goods value £7 10s. gross and sent in full payment bill for £75 at 60 days and cheque for £25.

Duly met at bank bill due to-day.

J. Briggs is unable to meet his liabilities : accepted composition of 12s. 6d. in the £ in full settlement.

G. Walsh paid interest on loan for six months, £12.

Cash sales for month, £287.

Make provision for salary due to J. Gray for month, £40. (45)


COMMERCIAL ARITHMETIC (First Paper)


All answers must be in ink ; pencil answers will not be accepted.

This ftaper will he taken up at the end of half an hour, when the second paper will he given out.

The questions are not to he copied out. All the calculations required are to he performed mentally.

More importance will he attached to accuracy than to quickness.


Fill this in first

Name of School

Name of Pupil

1. Add, down and across :—-

£ s. d. 2,734 : 16 : 11

87 : 2 : 5 1,323 : 8 : 10 3,075 : 0 : 4 2,790 : 17 : 9

676 : 12 : 2 19 : 10 : 6

4,457 : 5 : 2 2,376 : 14 : 7

£ s- d. 3.154 : 16 : 6 2,763 : 9 : 10

844 : 14 : 8 4,851 : 11 : 9

78 : 6 : 8 1,285 : 13 : 5 4,831 : 3 : 4

609 : 6 : 6 3.155 : 19 : 8

£ s. d. 965 : 7 : 7

5,098 : 15 : 6 2,607 : 13 : 4

89 : 5 : 11 4,063 : 9 : 5 7,463 : 18 : 3 2,467 : 6:11 3,185 : 4 : 7 1,472 : 12 : 1

£ £ £

s. d

(10)

2. (a) Take £748 12s. iOd. from £2,273 Is. Id

ip) Write down the interest on £45 for 4 months at 4 per cent, per annum

(c) What is the cost of 10,000 articles at 7s. 3d. each ? {d) How many 1-litre bottles can be filled from a vat which is 4 metres

long, 1J metres wide and § metre deep ? (e) At what price should a dealer mark an overcoat costing £14 5s. so

that, after allowing 5 per cent, cash discount, he may have a profit of 33J per cent, on cost ?

(/) How much will the holder of £800 of 4£ per cent, stock receive as dividend each half-year, if income tax at 9s. in the £ is deducted at the source ? (10)

F* (99669)


COMMERCIAL ARITHMETIC

(Second Paper)



Four-place logarithmic tables are provided. 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. Algebraical symbols may be used if properly explained. The value attached to each question is shown in brackets after the question. Marks

will be deducted for careless or badly arranged work.

1. A bill of exchange for £218 Is. 9(f., which was drawn on 26th November, 1950, at three months, was discounted on 16th December, 1950. The amount received was £216 5s. 9(f. What was the rate of discount ? (10)

2. An exporter wishes to arrange insurance over his goods so that, should the goods be lost, he can recover the value of the goods and the insurance premium. If the goods are worth £38,415 and the rate of insurance is 1J per cent., what should be the total amount insured ? (10)

3. A bankrupt’s liabilities are £8,837, of which £683 are preferential and must be paid in full. His assets are as follows : cash in hand and in bank, £98 ; stock of goods, £4,650 ; sundry debtors, £3,421 ; shares in an American company, $1,250. The stock of goods is sold for 85 per cent, of its book value. Of the sundry debtors, £723 are found to be worthless ; the remainder are taken over by a collecting agency for 90 per cent, of their nominal value. The shares realize $945. If the expenses of winding up the estate are £752, what dividend in the £ (correct to one penny) can be distributed to ordinary creditors ? (£1 = $2-SO.) ^ (12)

4. A machine was purchased for £12,485 and for twelve years depreciation at the rate of 9 per cent, per annum has been written off half-yearly. What is its present book value ? (12)

5. (a) A circular basin, 4J metres in diameter, lies in the centre of a rectangular grassy plot, which is 45 metres long and 23 metres wide. A path, 1J metres wide, runs round the basin. Find the area of (i) the path and (ii) the part of the plot covered by grass.

iff) If the price of gravel is Frs. 2,250 per cubic metre, find the cost (correct to the nearest franc) of covering the path with gravel to a depth of 12J centi- metres. (re = 3-14.) (12)

6. A blender, who purchases spirit at 47s. 6if. per gallon, adds 11 pints of water to each gallon of spirit. When selling, he allows 10 per cent, trade discount and 2| per cent, cash discount. What is the list price per pint (correct to the nearest penny) if he makes a profit of 25 per cent, on his net selling price ? (12)


7. A stock-holder sold £6,500 of 4J per cent, stock at 112f. With the proceeds he purchased 3,500 10s. shares at 31s. 3i. each, and, in addition, he exercised an option to subscribe, at 25s. per share, for one bonus share in respect of every five shares held. A dividend of Yl\ per cent, was declared on the shares. The balance of the proceeds he placed on deposit at 2 per cent, per annum interest. Calculate the change in his annual income.

(Brokerage, on stock, £ per cent. ; on shares, 3d. per share. No brokerage is payable on bonus shares.) (12)

AGRICULTURE Lower Grade

Tuesday, 20th March—9.30 a.m. to 12 noon.

Not more than FIVE questions should be attempted. Answers should, wherever possible, be illustrated by suitable diagrams. Mathematical tables are supplied. 20 marks are assigned to each question.



1. [a) State as fully as you can what is meant by humus, and explain how the presence of humus affects the texture of soils.

(5) Describe any laboratory experiment which would enable you to estimate the percentage of humus in a soil.

2. [a) What do you understand by a,manure ? {b) Classify manures which are commonly used in large amounts, giving

two examples from each class. (c) Distinguish clearly between ground limestone and ground lime, and

describe how each is obtained. 3. Make a list, in the order in which they are used, of the farm implements

required to grow a crop of turnips from the preliminary cultivations until the crop is ready for lifting, and describe the operations which are performed by each implement.

4. (a) Describe the structure of the root of a bean plant and explain the function of each part.

{b) Explain the agricultural importance of the nodules which are usually found on these roots.

5. Describe couch grass and charlock under the following headings :—(i) habit °f growth, (ii) how they are spread, (iii) methods of extermination.

6. Show by means of diagrams the position of the following organs in the '—brain, oesophagus, incisor teeth, kidney. State the function of each of

these organs.

[a) What are (i) carbohydrate, and (ii) protein ? [b) In the case of the horse, explain how each of these constituents in the

0°d reaches the tissues of the body and is made available to nourish them.


AGRICULTURE Higher Grade—(First Paper)

Tuesday, 20th March—9.30 a.m. to 11.30 A.m. Not more than FIVE questions should be attempted.

Answers should, wherever possible, be illustrated by suitable diagrams. Mathematical tables are supplied. 20 marks are assigned to each question. N.B.—Write legibly and neatly, and leave a space of about half an inch between

the lines. Marks will be deducted for bad spelling and bad punctuation, and for

writing that is difficult to read. 1. (a) Enumerate the benefits which accrue from the drainage of wet land. (&) Calculate the diameter of the outlet drainage tile required to remove

in one day the whole of one inch of rainfall from an acre of land, if the water fills the tile completely and flows out at an average rate of one foot per second.

2. Make a detailed comparison of— Nitrate of Soda (16 per cent. N) costing £9 per ton, Nitro-chalk (15-5

per cent. N) costing £10 10s. per ton, and Sulphate of Ammonia (21 per cent. N) costing £8 10s. per ton, so far as their cost and suitability as fertilizers are concerned.

3. In a manurial field experiment, seven plots, each equal to one-tenth of an acre, gave the following results :—

Plot No.

Manures applied in cwts.

Sulphate of Ammonia.

Super- phosphate.

Sulphate of Potash.

Yield of Potatoes in cwts.

0-2

Nil

Nil

Nil

0-2

0-2

Nil

0-2

0-2 20-3

0-2 17-3

0-2 18-4

Nil 16-4

0-2 Nil 0-2 19-9

0-2 0-2 Nil 16-8

0-2 Nil Nil 18-1

(а) Enumerate the more important precautions which should be observed in conducting such an experiment in order to secure reliable results.

(б) If these precautions had been observed, explain what conclusions may reasonably be drawn from the results.

(c) How might this experiment be extended to provide additional or more reliable information regarding the manurial requirements of potatoes on this land ?


4. [a) Describe in detail laboratory methods of determining— (i) the percentage of water and

(ii) the percentage of crude fat in a concentrated feeding-stuff. (6) State what changes occur in the water content and in the protein content

of pasture grass as it changes from the leafy stage until the seed is set.

5. Sketch any type of threshing machine which bags the grain and bunches the straw. Label the parts and describe their action.

6. State clearly the purpose of TWO of the following, and explain fully how they work :—(i) an electric fence ; (ii) any type of governor of an internal combustion engine; (iii) the hydraulic lift of an agricultural tractor.

7. Describe the types of weather which you regard as the most favourable before, during, and after the following farming operations :—

(i) Ploughing lea. (ii) Sowing grass seeds.

(iii) Stacking hay. Give your reasons in each case.

AGRICULTURE


Tuesday, 20th March—1.30 p.m. to 3.30 p.m. Not more than FIVE questions should be attempted.

Answers should, wherever possible, be illustrated by suitable diagrams.

Mathematical tables and square-ruled paper are supplied.




1 Describe in detail the structure of (a) a potato leaf, and [b) a potato

2. In the case of the 6-course rotation—(1) oats, (2) maincrop potatoes or seed and ware), (3) wheat, (4) swedes, turnips and mangolds, (5) oats,

lb) hay, state—

(«) the type of soil and the kind of climate which would be suitable for this particular rotation, and

[b) the main farming operations which would be undertaken in the case of the potato crop during each month of the year from January to December inclusive.

3. Write a detailed account of the work of micro-organisms in the soil.


4. Write explanatory notes on FOUR of the following and discuss their relation to inheritance with particular reference to agriculture :—

{a) Vegetative reproduction.

(6) Sexual reproduction.

[c) Hybrids.

[d) Pure lines.

[e) Chromosomes.

5. Make a labelled sketch of the alimentary system of the fowl and state the functions of the various parts.

6. Explain how you would distinguish, in the larva and in the imago, between insects which belong to the orders Lepidoptera, Coleoptera and Diptera. Name TWO insects from each order which are harmful to agriculture.

7. (a) What is meant by pasteurized milk ?

(6) Describe the forms in which protein, fat and carbohydrate are present in milk.

(c) Explain the main differences in composition as shown by the following table :—


APPENDIX

LIST OF AUTHORITIES BY WHOM EVIDENCE OF SUCCESS AT THE SCOTTISH LEAVING CERTIFI- CATE EXAMINATION IS CONDITIONALLY ACCEPTED IN LIEU OF PRELIMINARY EXAM- INATIONS.

N.B.—FOR PARTICULARS AS TO THE CONDITIONS GOVERNING ACCEPTANCE REFERENCE SHOULD BE MADE TO THE REGULATIONS OF THE AUTHORITY CONCERNED.

Scottish Universities Entrance Board : University of Aberdeen. University of Edinburgh. University of Glasgow. University of St. Andrews.

University of Oxford. University of Cambridge. University of London. University of Bristol. University of Durham :

Durham Colleges. The Medical School, King’s College,

N ewcastle-upon-T y ne. Northern Universities Joint Matriculation Board :

University of Manchester. University of Liverpool. University of Leeds. University of Sheffield. University of Birmingham.

University of Wales. The Queen’s University of Belfast. Girton College, Cambridge. Imperial College of Science and Technology :

Royal College of Science. Royal School of Mines. City and Guilds (Engineering) College.


Royal Holloway College, Englefield Green, Surrey. Examiners of the General Council of Solicitors in Scotland. The Law Society. The General Council of Medical Education and Dental Board

of the United Kingdom. The Joint Examinations held by :

The Royal College of Physicians of Edinburgh. The Royal College of Surgeons of Edinburgh. The Royal Faculty of Physicians and Surgeons of

Glasgow. The Examining Board in England by the Royal College of

Physicians of London, and the Royal College of Surgeons of England.

The Pharmaceutical Society of Great Britain. The Chartered Accountants of Scotland. The Institute of Chartered Accountants in England and

Wales. *The Society of Incorporated Accountants and Auditors. *The Association of Certified and Corporate Accountants. *The Institute of Municipal Treasurers and Accountants

(Incorporated). The Institute of Company Accountants, Limited. The Faculty of Actuaries in Scotland. The Institute of Actuaries. The Chartered Insurance Institute. The Institute of Bankers. The Institute of Bankers in Scotland. The Chartered Institute of Secretaries. The Royal Sanitary Institute and Sanitary Inspectors’

Examination Joint Board. *The Royal Sanitary Association of Scotland. The Chartered Surveyors’ Institution. The Auctioneers’ and Estate Agents’ Institute of the

United Kingdom. The Royal Institute of British Architects. The Engineering Joint Examination Board.

* Evidence of having obtained the Day School Certificate (Higher) is also accepted by these Authorities ; and by the

Air Ministry—for entry as Aircraft Apprentice and as Apprentice Clerk, Royal Air Force.

173 EXAMINATION PAPERS, 1951

The Institution of Cost and Works Accountants. The Institute of Chemistry of Great Britain and Ireland. The National Froebel Foundation. The Institute of Physics. The Royal College of Veterinary Surgeons. The British Optical Association. The Chartered Institute of Patent Agents. The Library Association. The Textile Institute. *The Institute of Transport. *The Chartered Society of Massage and Medical Gymnastic The Building Societies Institute. The Chartered Society of Physiotherapy. The Institute of Brewing. The Associated Board of the Royal Schools of Music. The Royal Incorporation of Architects in Scotland. The Society of Radiographers.

(99609) Wt. 2823/87 K6 12/51 Hw.

SCOTTISH EDUCATION DEPARTMENT—1951 Regulations for the Preliminary Education, Training and Certification of Teachers for

Various Grades of Schools (Scotland) (Amendment) Minute, 1943. S.R. & O., 1943, No. 726, S.26. Id.

Training of Teachers (Scotland) Regulations, 1947. S.R. & O., 1947, No. 128, S.5. U. (2£i.).

Training of Teachers (Scotland) Regulations, 1949. S.1.1949, No. 1909, (S.129). 2d. (3%d.) Training of Teachers (Scotland) (No. 1) Order, 1943. S.R. & O., 1943, No. 1503, S.48.

Id. (2W.). Supply of Teachers (Emergency Arrangements) (Scotland) Regulations, 1947. S.R. & O.

1947, No. 127, S.4. 2d. (3id.). Education (Scotland) Act, 1945. (Appointed Days.) S.R. & O., 1945, No. 787, S.30-

Id. (2U). Circular 76, Education (Meals Service) (Scotland) Regulations. (June, 1946.) li. (2Ji.). Education (Meals Service) (Scotland) Regulations, 1946. S.R. & O., 1946, No. 799, S.32.

U (2U). School Health Service (Scotland) Regulations, 1947. S.R. & O., 1947, No. 415, S.13.

Id. (2id.). Educational Development, Research and Services (Scotland) Grant Regulations, 1946.

S.R. & 0., 1946, No. 1267, S.53. Id. (2Jd.). The Education (Scotland) Social and Physical Training Grant Regulations, 1946.

S.R. & 0., 1946, No. 864, S.37. Id. (2}d.). Educational Conferences (Scotland) Regulations, 1947. S.R. & O., 1947, No. 119, S.2.

Id. (2jd.). Incidental Expenses (Scotland) Regulations, 1947. S.R. & O., 1947, No. 120, S.3.

Id. (24:1). Circular 110. Education (Scotland) Act, 1946. Reports on Handicapped Children

(Scotland) Order. (July, 1947.) Id. (2£<f.). Reports on Handicapped Children (Scotland) Order, 1947. S.R. & O., 1947, No. 1576,

S.62. 2d.(3id.). ^Circular 119 (The Central Institutions (Scotland) Grant Regulations, 1947). (October.

The Central Institutions (Scotland) Grant Regulations, 1947. S.R. & O., 1947, No. 2221, S.78. 2d. (3}d.).

Circular 130 (Education Authorities (Scotland) Grant Regulations, 1948) (May, 1948). Iw. (2^.).

The Education Authorities (Scotland) Grant Regulations, 1948. S.I. 1948, No. 961, S.69. 2d.(3id.). ' 8

The Education Authorities (Scotland) Grant (Amendment No. 1) Regulations, 1949. S.I. 1949, No. 2061, S.143. Id. (2W.).

Compulsory Further Education (Appointed Day) (No. 1) Order, 1948. S.I. 1948, No. 2010, S.lSs. Id. (2id.). e„êEducation (Scotland) Miscellaneous Grants, Regulations, 1948. S.I. 1948, No. 2767, S-202. ld.(2K). 8

c ,Ees'deuâ* Special Schools and Orphanages (Scotland) Grant Regulations, 1948. SX 1948, No. 2768, S.203. Id. (2£d.). ^ e i I s ’

Circular 145 (Scottish Leaving Certificate) (January, 1949). Out of print. Circular 146 (Draft of the Education Authority Bursaries (Scotland) Regulations, 1949).

(February, 1949). Id. (2Jd.).

S 106 Autllor*1:y Bursaries (Scotland) Regulations, 1949. S.I. 1949, No. 1489, The Supplemental Allowances (Scottish Scholars at English Universities) Regulations,

1949. S.I. 1949. No. 818, 5.43. Id. (2£d.). ®llPPêmental Allowances (Scottish Scholars at English Universities) (Amendment Regulations, 1950. S.I. 1950, No. 466 (S.34). Id. (2£d.).

SI Proved Schools (Contributions by Education Authorities) (Scotland) Regulations, 1949. r. , Id. (24d.). circular lu4 (The Education (Scotland) Act, 1949). (May, 1949). 6d. (7£d.).

44 (tyd) (Bducation Authorities (Scotland) Grant Regulations, 1948). (April, 1949). Circular 157 (Scottish Leaving Certificate) (June, 1949). 2d. (3|d.)

,L, PP,royed Schools (Form of Court Record) (Scotland) Regulatioi ,eT4'±'iy,cu ocnoors (Form cfiXi!4--

Record) (Scotland) Regulations, 1949. S.I. 1949,

Examination in Hoder r1 (Scottish Leaving Certificate. Proposed changes in the T] "i 7'anSuaoes (including Gaelic)). (September, 1949). 4d. (5J-d.).

1 hw nr1 êals Premises (Reimbursement of Minister of Works) (Scotland) Regulations, You V950' N°- 576 (S-39)- ld- ^d-)'

(Is Citizens at School. Report on Experiments in Education for Living. Is.

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(C33095) 3,275+2+1,025 + 220+142 2/51

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1951

GEOGRAPHY

LOWER GRADE

MAPS

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[OVER

4

(8) Cardinal Richelieu ( century )

(9) The beginning of the Great Schism of the Papacy ( century ) t*

f f

\ \

(10) William the Lion ( century )

LOWER HIST.

Tcfmpugea] (SECTION I)


1951

HISTORY

LOWER GRADE

Section I

(To be attempted by all candidates)

Thursday, 8th March—9.30 a.m. to 12 noon

FILL THIS IN FIRST

Name of School

Name of Pupil

TO BE PINNED INSIDE THE CANDIDATE’S BOOK OF ANSWERS AND THUS

SENT TO THE DEPARTMENT.

[over

3

Section 1 (&)

Give the century, B.C. or A.D., of each of the following, indicate who or what each was, and say why each is important in history. Answers must be written in the space provided after each name. (15)

(1) The Black Death ( century )

(2) Hernando Cortes ( century )

(3) Demosthenes ( century )

(4) The Secret Treaty of Dover ( century )

(5) Edward the Confessor ( century )

(6) Bishop Kennedy ( century )

(7) The Battle of Pharsalia ( century )

[turn over

4

(8) British North America Act ( century )

(9) William Caxton ( century )

(10) Walpole’s Excise Bill ( century )

£ »

To face page 10 HIGHER HIST, f

(Section I)


1951

HISTORY

HIGHER GRADE—I

Section I


Thursday, 8th March—9.30 a.m. to 12 noon

FILL THIS IN FIRST

Name of School

Name of Pupil „



[over

3

Section 1 {b)

Give the century, B.C. or A.D., of each of the following, indicate who or ■what each was, and say why each is important in history. Answers must be written in the space provided after each name. (15)

(1) Treaty of Wedmore ( century ) *

l t ;

(2) John Hampden ( century )

(3) Sir John Hawkins ( century )

(4) Award of Norham ( century ) i i

(5) Battle of Bosworth ( century )

(6) Edward Gibbon Wakefield ( .century )

(7) Sir Isaac Newton ( century )

[turn over

4

(8) St. Benedict ( century )

(9) The Fronde ( century )

(10) Charles Martel ( century

To face page 12

HIGHER HIST. II

(Section I)


1951

HISTORY

HIGHER GRADE—11

Section I


Thursday, 8th March—L30 p.m. to 4 p.m.

FILL THIS IN FIRST

Name of School

Name of Pupil...



[OVER

lef %*>*

3

Section 1 (b)

Give the century, B.C. or A.D., of each of the following, indicate who or what each was, and say why each is important in history. Answers must be written in the space provided after each name. (15)

(1) The First Hague Conference ( century )

(2) Hannibal ( century )

(3) The First Crusade ( century )

(4) The LeafUe of Schmalkalde ( century )

(5) Socrates ( century ) ...

(6) Capture of the Bastille ( century )

(7) Charles XII ( century )

[turn over

o

•• *

HIGHER GEOG. I

(MAP)

SCOHISH LEAVING CERTIFICATE EXAMINATION

1951

GEOGRAPHY

HIGHER GRADE (FIRST PAPER)

MAP

FILL THIS IN FIRST

Name of School.

Name of Pupil.



’

[OVER

THE ATLANTIC and THE AMERICAS

(C33096) 1,335 + 2+1,025 + 200 + 73 2/51

^ l

HIGHER GEOG. I.

(O.S. Map)

SCOTTISH LEAVING CERTIFICATE EXAMINATION ,1951.

GEOGRAPHY

HIGHER GRADE (FIRST PAPER)

ORDNANCE SURVEY MAP

FILL THIS IN FIRST

Name of School

Name of Pupil

TO BE PINNED INSIDE THE CANDIDATE’S BOOK OF ANSWERS

AND THUS SENT TO THE DEPARTMENT.

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Waddington Heath

Scale: One Inch to One Statute Mile= V63360 1 2 3

1,000 2,000 3,000 4,000 5,000

Scale; One Centimetre to-6336 of a Kilometre 234^67

; Miles

6,000 7,000 8,000 g.OOOYards

8 Kilometres

THE NATIONAL GRID To refer to a particular point< 1) Read for each halfof the reference the doublefigures printed in large type in the margins, which denote tens of Kilometres and Kilometres. (2) Then,to obtain reading to nearest WO metres, estimate position of phint in tenths from the grid lines, which are lOOO metres apart.

THUS TO GIVE A NORMAL NATIONAL GRID REFERENCE ON THIS SHEET. EXAMPLE W ADDINGTON ST A.

East Take west edge of square in which point lies and read the large figures printed opposite this line on north or south margins.

Estimate tenths Eastwards 966

North Take south edge of square in which point lies and read the large fgures printed opposite this line on east or west margins.

Estimate tenths Northwards

Reference 966652

Heights are in feet above Mean Sea Level. Contours are at 50 feet vertical intervals True North at the West edge of this sheet is 1°08/W. of Grid North

Annual change in Magnetic Variation is about 8' E.

Crown Copyright Reserved

3536 ORDNANCE SURVEY 1951.

HIGHER GEOG. II

(MAP)

T


1951

GEOGRAPHY

HIGHER GRADE (SECOND PAPER)

MAP

FILL THIS IN FIRST

Name of School..

Name of Pupil..

PINNED INSIDE THE CANDIDATE’S BOOK OF ANSWERS AND THUS


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