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A
IHntversitig of tCotonto
Examination Papers
FOB
1901
tORONTO:
HENRY HUTCHISON,
Pbintkk to the Univbrsity.
1901.
education Dcp
Anoual Bxcu PAKT I. JUNIO]
ENGLISH
[W.J. Exami7ier8:\ Pelh.
[W.J.
i7ier8:\ Pelh.
[Q. M.
1. "Ift Of what it holds could Were aa a volume, ahu Of yielding ite conteat We should recoil, stric To see diaclosed, by si That which is done mi To reason, and by com
Analyse the above passa^ (principal and eiibordinate) ii lations to one another. In specially careful to state the g to point out the particular woi
[N.B.~Wnte evttry daux inj
2. Explain the grammatica (line 2), "were" (line 3), "si (line 6), in the poetical passa^ words in the following senterc
"There was nothing to do bu; human brenst." "I found the waj in." " How could it be otherwise !' more than another.
3. (a) Write out short sentf tain a true imperfect participl imperfect participle but in fun an imperfect participle dischai the fourth, an imperfect parti conjunction. (In each of thi word in question may more pr preposition, or conjunction re
{b) State the grammatical fanctions and relations of each of the prepositional phrases in the following passage : —
** First, then, I would draw attention to the coincidence, for such it would seem to be, of what has been said, with St. Paul's definition of Faith in the text."
4. Eewrite in correct form any words which are incorrectly spelled in the following : —
The principle drammatic occurance was the production, on Teusday last, of a little tradgedy which, although lacking in literery and immaginative ex- ceUence succeeded in seizing the attention of the audience and in arrousing their sympathy.
6. Point out the nature of each of the grammatical errors in the following passage, and amend them : —
Every intelligent student ought to be careful who the members let into a society entrusted so completely to their own control, and which may likely have a great influence both on the younger and elder pupils of the school. I spoke of this the other day when I expected 5 more members of the committee to have been present ; but now, return- ing to the same subject, this society should not neglect, like so many similar associations have done in the past, to afford each, even of the very immature pupils, an opportunity for exercising their own particu- lar powers. Let no talent lay hidden, let it not be said that the senior 10 boys hindered instead of helped the others, for you are at least as old, and certainly much more advanced than them. I hope I will have the pleasure of seeing all your proceedings characterized with good sense and free from the bickerings of various factions among each other.
6. What simple Latin word is the root of the English word modesty ? Give six other English words which may be traced to the same root. Point out the connection between the present meaning of each of the derivatives and that of the root, indicating the effect of the prefixes and affixes.
7. (a) State two important kinds of change that the English language underwent between the time of Edward the Confes- sor and Chaucer (end of 14th century).
(6) Point out, with examples, the chief ways in which the vocabulary of the English language is being changed at the present time and indicate any other respect in which the language has undergone marked change during the last two centuries.
ma ot each
9, for such it bion of Faith
ncorrectly
susday last, ^fnstive ex- larrousmg
irrors in
members roi, and nd elder expected return- K> many 2 ol the particu- ) senior east as 11 have i sense
r.
word be
the
lish
he he
he
k
£bucation Department^ Ontario*
Annual Examinations, 1901.
PART I. JUNIOR MATRICULATION.
ARITHMETIC.
Eocamin^rs :■
A. C. McKay, B.A.
A. Odell.
W. Prendergast, B.A.
1. Find the L. C. M. and the H. C. F. of 13230, 32( 23625.
2. A stick was broken into two pieces so that f of th( piece equalled the shorter. The difference between the of the two pieces was 4 inches. What was the length of tl stick ?
3. A sells a quantity of wheat at $1 per bushel and ga afterwards he sold a quantity of the same wheat to the of $37.50 and gained 50%. How many bushels were in lot, and at what rate per bushel did he sell it ?
4. Divide $916 among A, B, and C, so that \% of A may equal 7^% of B's, and 12^% of B's may equal 20% c
6. What sum of money would amount to $1406.08 in at 4% per annum, compound interest ?
6. A note was discounted at a bank, 120 days before due, at the rate of 7%, and the proceeds amounted to For what amount was the note drawn ?
7. If copper weighs 500 lbs, lead 600 lbs., tin 480 lbs. tively, to the cubic foot, find the weight of a cubic foot c composed of equal weights of copper, lead, and tin.
8. Bank of Commerce stock is divided into shares of $ Bank of Montreal stock into shares of $100 each. A holding 220 shares of the former sells when it is quoted and purchases with the proceeds an integral number I greatest number possible) of shares of the latter stock wl quoted at 248, and deposits the balance of the proceeds i ings bank which pays interest at the rate of 3% per annum the change in his yearly income caused by the change ol ment, if Bank of Commerce stock pays an annual div 7% and Bank of Montreal stock an annual dividend of 1!
(«60P)
jBbucation Department, Ontario.
i
Annual Examinations, 1001.
PART I. JUNIOR MATRICULATION.
HISTORY AND GEOGRAPHY.
[ W. J. Alexander, Ph.D. ExamiTiera : \ Pelham Edgar, Ph.D.
(g. M. Wrong, M.A
1. Explain the bearing upon the expansion and contraction o the British Empire of the Treaty of Paris in 1763, and of tha of Versailles in 1788.
2. Write brief explanatory notes upon : —
(a) the destruction of the tea cargoes in Boston Harbour (6) Warren Hastings' administration in India ; (c) the Reform Bill of 1832.
3. Give a brief account of the following: — the Irish rebellioi of 1798; Britain's part in the Peninsular War; Chartism.
4. Indicate the causes of the Crimean War, and the part whicl Great Britain took in that contest.
6. Compare the extent of Canada in 1837 and in 1885, an< the systems of government in operation at these dates.
6. Indicate : —
(a) William the Conqueror's claim to the Crown of England
(/;) the caase of Oliver Cromwell's quarrel with the Lon; Parliament ;
(c) the significance of the battle of Trafalgar.
7. Show by an outline map or by a verbal description th geographical position of the chief portions of the British Empire noting the political divisions of Australia, Canada, and Soutl Africa.
(8600)
^
£^ucation 2)epartment» Ontario*
Annual Bzamlnatione, 1901.
PART I. JUNIOR MATRICULATION.
PHYSICS.
Exwminers: -
R. R. Bensley, B.A., M.B. W. L. Goodwin, D.Sc. F. W. Merchant, M.A.
1. (a) Distinguish between the density and the specific gravity of a body.
(b) Describe fully one method of determining accurately the specific gravity of alcohol.
2. State Boyle's law and give an experimental verification of it. Why is it necessary to keep the temperature constant during the experiment ?
I 8. (a) Describe an experiment illustrating the diffusion of
7 gases through a porous partition.
J (b) State the law of diffusion.
4. (a) Describe the construction of a mercurial thermometer, state the manner in which the freezing and boiling points are determined, and explain the Centigrade and Fahrenheit scales.
{b) What information concerning heat does the thermome- ter supply ? Explain fully.
5. If a hot lamp-chimney is touched with a cold knife-blade it may crack. If a tightly corked bottle full of water is put out of doors on a frosty night it will burst. State as fully as you can the reasons for these two results.
6. State the laws of ebullition. Describe an experiment to show the effect of the reduction of pressure on the boiling-point of water.
7. (a) Define (i) specific heat, (ii) latent heat of fusion.
(b) How many units of heat will be required to raise 20 grams of a hquid, whose specific heat is .5 and latent heat of vaporisation 500, from 30° C. to its boiling-point at 180"* C, and to convert it into vapor at that temperature ?
(BUO)
1
£bucation department, Ontario.
Annual Examinations, 1001.
PART n. JUNIOR LEAVING.
ENGLISH GRAMMAR AND RHETORIC.
Examiners :
W. J. Alexander, B.A., Ph.D. Pelham Edoar, B.A., PLD. ^G. M. Wrong, M.A.
1. Ab, where a despotic authority has exclusive control over the adminis- tration and religious organization of a country, that authority does not brook any contradiction of its own views, and, if there is no rivalry of neighbouring nations, necessarily unifies the ideas of the whole nation, and suppresses ail new opinions that may rise against the established ones, the new views that were springing into life in Japan would have perished at once, had it not been for the peculiar form of government existing at that time.
(a) Analyse the above sentence so as to show the various clauses (principal and subordinate) which it contains, and indi* cate their relations to one another. In the case of subordinate clauses be careful to state the grammatical function of each, and to point out the particular word or words e€M5h one modifies.
[N.B. — Write every dauae in full.]
2. Write brief grammatical notes on the italicised words in the following : —
(a) After my trip abroad I went into the country.
(b) It rained cats and dogs.
(c) The fewer who came the better he liked it.
(d) It is very hard to prevent the grass from becoming
parched.
(e) She went out crying.
(/) She went out sketching.
(g) His drawing of animals is faulty.
3. Explain the forms : — or ere, last, lesser, near, nea/rer, fore-
TTiost, mithinks.
[over.]
(8600)
4. Discuss the influence of word-stress in English.
5. Give the plural of: — cMoquy, gaUowa, scdmon, crisis, tableau, banjo, potato.
6. Write not more than half a page to illustrate the operation of analogy in EnglisL
B.
7. State the nature of the errors in the following sentences, and re- write each sentence correctly : —
(a) Integrity is the shortest and nearest way to our end, carrying us thither in a straight line, and will hold out and last longest
(&) At least my own private letters leave room for a poli- tician, well versed in matters of this nature, to suspect as much, as a penetrating friend of mine tells me.
(o) He accepted all fcheir tales with a credible mind.
id) Your Englishman is just as serious in his amusements as in any act of his life.
{e) He returned to England in 1839, and next year he was persuaded to enter Parliament, but he soon lost his seat, and then he retired, and resumed his literary studies, and died suddenly in 1849.
8. The following is the opening paragraph of an essay upoi^ the subject "A Contrast between Macbeth and The Tempest Criticise it as such, with special reference to its sentence and paragraph structure, and the appropriateness of the words.
In the study of the works of any author the student should take into his careful consideration, and make himself familiarly acquainted with the conditions, both social and political as well, existing at the period when the work was written. EspeciaUy should this be done with tne study of the great works of Shakespeare, for without this previous preparation it is quite impossible for the reader to procure a clear understonding of the many now obsolete expressions and references which are so frequently encountered in the works of Shakespeare. It does not matter any that these illustrious works are immortal and were written as has been said for ~ aU time. For though this is true they were also written for his own time and age ; and if one would want to understand him it is necessary that we may understand the people of his day and their surrounding environment. Now ** Macbeth" is a tragedy and ^*The Tempest" is a comedy, therefore our aim must be twofold in the following, namely to arrive at an imderstand- ing of the age, and to observe the contrasts that exist between a great comedy and a great tragedy.
}
1
>
£bucatfon Department, Ontario.
Annual Examinations, 1001.
PART n. JUNIOR LEAVING AND PART II. JUNIOR
MATRICULATION.
ENGLISH COMPOSITION.
Eoccmiinera :
W. J. Alexander, Ph.D. Pelham Edgab, B.A., Ph.D. G. M. Wrong, M.A.
Note. — The candMate wiU write on one, and one only, of the
following avhjecta: —
1. Courage (either a narrative or an exposition).
2. The Great Lakes, (a descriptive essay).
3. The Advantages of Youth.
4. Athletics.
5. Camping Out in Canada.
6. "Lay aside life-harming heaviness, And cultivate a cheerful disposition."
(W»)
£^ucatlon S)epartment, Ontario.
Annual Examinations, 1901.
PART n. JUNIOR LEAVING AND PARt H. JUNIOR
MATRICULATION.
ENGLISH POETICAL LITERATURE.
(W. J. Alexander, Ph.D. Pelham Edgar, B.A., Ph.D. G. M. Wrong, MA.
1- The splendour fallfi on castle walls
And snowy summits old in story : The lonff light shakes across the lakes, And the wild cataract leaps in glory. 5 Blow, bugle, blow, set the wild echoes flying. Blow, bugle ; answer, echoes, dying, dying, dying.
O hark, O hear ! how thin and dear.
And thinner, clearer, farther going ! ,
O sweet and far from cliff and scar 10 The horns of Elfland faintly blowing !
Blow, let us hear the purple glens replying : Blow, bugle; answer, echoes, dying, dying, dying.
O love, they die in yon rich sky.
They hmt on hiU or field or river ; 16 Our echoes roll from soul to soul,
And grow for ever and for ever. Blow, bu^e, blow, set the wild echoes flyins^ And answer, echoes, answer, dying, dying, dying.
(a) Explain briefly and clearly what is referred to in "splendour" (\A), "snowy sammits old in story*' (1. 2), "scar" {L9), "The horns of Elfland" (LID), "glens" (L 11), "rich" (1. 18), "our echoes" (L 15).
{b) Explain, clearly and within the space of half a page, the plan of the above poem, — that is, the main idea expressed and the relation between this idea and the other principal thoughts.
2. (a) State, in a word or two, the main feeling or idea to which Ulysses gives expression in the poem named after him.
(b) What circumstances of his life are indicated in the poem as giving rise to this feeling or idea ?
(c) Whom is he adcbressing, and what indications of the scene are ^ven ? [ovbb.]
8. Nor toil for title, place, or touch
Of pension, neitner count on praise : It grows to guerdon after-days : Nor deal in watch-words overmuch :
Not clinging to some ancient saw ;
Not master'd by some modem term ;
Not swift or slow to change, but firm : And in its season bring the law.
(<z) Express, in simple prosaic language of your own but in good literary form, the thoughts contained in the above passage. (The utmost brevity consistent with accuracy and clearness is required).
(b) Describe the versification adopted in this poem, t.e., the form of line and stanza.
4. Describe, within the limits of half a page, the character of Lancelot as presented in Lancelot and Elaine,
5. Qupte either "Tears, idle tears," or "Early Spring," or a passage of twenty consecutive lines from one of the blank verse poems prescribed.
6. Give a description, (with short appropriate quotations), of The Lady ofShalott, such as would give some adequate idea of the contents and character of the poem to a person unacquainted with it.
7. There rolls the deep where grew the tree.
O earth, what changes hast thou seen ! There where the long street roars, hath been The stillness of the central sea.
The hills are shadows, and they flow
From form to form, and nothing stands ; They melt like mist, the solid lands,
Like clouds they shape themselves and go.
But in my spirit will I dwell.
And dream my dream, and hold it true ; For tho' my lips may breathe adieu,
I cannot think the thing farewell.
(a) Explain what natural phenomena are referred to in the first two stanzas.
(b) What is the plan of this poem, that is, what is the main thought and what the relation between this main thought and the other thoughts expressed ?
(c) In a single word or short phrase, give a suitable title to the poem.
J£^ucation Department, Ontario*
Annual Examinations, 1901.
PART II. JUNIOR LEAVING.
ARITHMETIC AND MENSURATION.
Exaffiiners :
A. C. McKay, B.A.
A. Odell.
W. Pbendergast, B.A.
1. I borrow $4,500, agreeing to pay interest and principal in two equal annual payments. Find the amount of each payment, interest at the rate of 5% per annum.
2. The sides of a rhombus are each 845 ft in length, one of the diagonals is 1014 ft in length. Find the area of the rhombus.
3. There are two rectangles, one 189 yds. by 45 yds., the other 244 yds. by 36 yda Show that there is only one square whose area is less than that of the one rectangle and greater than that of the other, and whose side is an integral number of yards in length ; and find the length of its side.
4 A note for $182.50 was discounted at a bank on March 24th at the rate of 7% ; it fell due on July 2nd following, and was re- deemed by the maker. What rate of interest did the bank make on its investment ?
5. A person borrows $1000 for 2 years and agrees to discharge the debt by paying $600 at the end of one year, and $600 at the end of two years. What rate of interest did he pay ?
6. A pyramidal tent whose base is a square contains 960 sq. ft of canvas. If the length of the side of the base be 24 ft., find the perpendicular height of the tent.
7. A commission merchant sold a consignment of oranges and charged 5% commission. Other charges against the consi^mient paid by the commission merchant amounted to $56. He was instructed to invest the proceeds in cheese, after deducting a com- mission of 3%. His entire commission amounted to $438. Find the selling price of the oranges. [over.]
(8«0)
8. A man invests $40,000 in a certain stock that sells at a dis- count of 20i% and pays a dividend of SJ^ ; and $60,000 in another stock which sells at a premium of 19|^ and pays divi- dends at the rate of 7^%. What is his total income ii the bro- kerage in each case be i%.
^
£dttcation ^Department, Ontario.
Annual Examinations, 1901.
PART IL JXJNIOR LEAVING AND PART H. JUNIOR
MATRICULATION.
ALGEBRA.
Examimera:
(A. C. McKay, B.A. A. Odell. W. Prendergast, B.A.
1. Solve: —
, V 05+1 3 X 5—x (a) — = —
^ "^ 2 X 3 6 (6) aj+y=rl8. a;«+y« = 194.
2. Solve:—
(a) aj« + Va«^^=19.
f3aj-4y+20=-14. (6) \2x+3y-5z=3S. l&c+y-32f = 25.
3. (a) If a number be a measure of two other numbers, prove that it will also be a measure of the difference of any multiple of these numbera
(6) Find the highest common factor of cc'— cc* — 2a5+2 and a;*-3a;» + 2a;«+aj-L
4. (a) Pindthesquarerootof (a-4Xa-3Xa-2Xa-l)+l. (6) Show that the product of any four consecutive integers
increased by unity is a perfect square.
5. Divide x—2{x^-ak)+2(x^-x^-x^hyx^-x^.
6. Express: —
(i) a(6* — (;»)-t-6((;» — a«)+c(a» — 6») in four factors.
(ii) {x* - 9aj)« + 4(aj« - ftu) - 140 in four factors.
[over.]
dBOO)
7. (a) Find the condition that the roots of ax^+bx+c=0 may be real and unequal, if a, b, and c are real.
(6) If p and q are the roots of ax*+bx+c=0, find the value of p* +p^q^+q^ in terms of a, b and c.
8. (a) What must be the value of n in order that ttt zrr—
l(m+21ot
may be equal to f when a is ^ ?
(6) The left-hand digit of a certain integral number exceeds the right-hand digit by 6 ; and when the number is divided by the sum of the digits the quotient is 8. Find the number.
9. A field whose length is to its breadth as 3 to 2, contains 664 square rods more than one whose length is to its breadth as 2 to 1. The difierence of their perimeters being 60 rods, find the area of the larger field.
{
\
^
£ducation department, (Ontario.
Annual Examinations, 1901.
PART n. JUNIOR LEAVING AND PART U. JUNIOR
MATRICULATION.
EUCLID.
A. C. McKay, B.A. Excumimera :-( A. Odell.
.W. Pbendergast, B.A.
1. If one side of a triangle be prodaced, the exterior angle shall be greater than either of the interior opposite angles. (Euc. L, 16.)
2. The square described on the hypotenuse of a right-angled triangle is equal to the squares described on the other two sides. (Euc. I., 47.)
3. ABC is an equilateral triangle, and AD is the perpendicu- lar drawn from the vertex A to the opposite side BC. Prove that four times the square on AD is equal to three times the square on AC.
4. If a straight line be divided externally into any two seg- ments, the square on the straight line is equal to the difference of the rectangles contained by the straight hne and the two segments. (Euc. 11., 8.)
5. To describe a square that shall be equal to a given recti- lineal figure. (Euc. II., 14.)
6. Find the sides of a rectangle, given its perimeter and the side of a square of equal area.
7. Equal chords in a circle are equidistant from the centre. (Euc. in., 14.)
8. If a straight line be a tangent to a circle, and from the point of contact a chord be drawn, the angles which the chord makes with the tangent shall be equal to the angles in the alternate segments of the circle. (Euc. III., 82.) [oveb.]
(WOO)
9. Two circles touch internally at the point A. From A two chords APQ^ ARS are drawn, the one meeting the circumfer- ences in P and Q, and the other in R and S. If the radius of the one circle is double that of the other, show that the straight line QS is double the straight line PR,
i
4
£^ucaUon Department, Ontario.
Annual Examinations, 1901.
PART n. JUNIOR LEAVING AND PART H. JUNIOR
MATRICULATION.
ANCIENT HISTORY.
(W. J. Alexander, Ph.D. Pelham Edgar, Ph.D. Q. M. Wrong, M.A.
NoTB. — OandidaUt ioiU take questions 1 to5 cmd either 6 or 7.
1. Explain the chief peculiarities of the geographical situation of Greece, and the causes of Greek colonial and commercial enterprise.
2. Outline the political situation which Solon opposed, and compare him with Pericles.
8. Give the main features of the careers of Pausanias and Alcibiades.
4. Discuss the causes and the political effects of the free dis- tribution of corn to the Roman populace.
5. Write notes upon : — (a) Jugurtha;
{b) Marcus Cato;
(c) Caius Gracchus ;
(d) Hasdrubal.
6. Give an account of the political work of Julius Caesar.
7. Write geographical notes upon : — Attica, Ar^os, Leuctra, Hymettus, Peneus, Dyrrhachium, Massilia, Numidia, Capua.
y
£^ucatton Department, (^ntarto.
Annual Examinations, 1901.
PART n. JUNIOR LEAVING AND PART H. JUNIOR
MATRICULATION.
FRENCH COMPOSITION.
^ J. H. Cameron, M.A. Examiners : \ J. Macgillivray, Ph.D.
,A. H. Young, M.A.
A.
1. Translate into French : —
(a) How many months are there in a year ? — There are
twelve. (6) What day is it ? — It is Thursday, not Wednesday.
(c) It is twenty minutes past six, or a quarter to seven.
(d) To-morrow will be the fifteenth of August, nineteen
hundred and one.
2. Translate into French: —
(a) This wine is too dear ; it should sell at eight francs a bottle.
(6) Three times five make fifteen, and the half of fifteen is seven and a half.
(c) My cousin is twenty years old, and my brother is only sixteen.
{d) The carpenter and the grocer have been here for forty- one years.
3. Translate into French : —
(a) It is cold to-day, but I am too warm, for I am ill. (6) I never go out when it rains ; I work at home.
(c) He has lost all his money, but that makes no difference
to him.
(d) I shall have a house built soon, if I am well.
4. Translate into French : —
(a) Are you sorry that they cannot come and see us ? (6) How do you want her to arrange her l)ooks ?
[over.]
(c) I do not think you will have time enough for that.
{d) Although we are very young, we must learn something.
B.
5. Translate into French, using the materials provided in the extract below : —
I do not intend to travel in a straight line; I have in a comer a picture to which I proceed on setting out. A medi- tative {Tndditatif) man who traverses his room obliquely, sometimes meets his armchair, and he may at once settle himself in it without ceremony.
(Not to he translated.)
Lorsque je voyage dans ma chambre, je parcours rarement une lime droite ; je vais de ma table vers un tableau qui est plac^ dans un coin; de Ik je pars obliquement pour aller k la porte ; mais, quoique en partant mon intention soit bien de m'y rendre, si je rencontre mon fauteuil en chemin, je ne fais pas de fa9on, et je m'y arrange tout de suiter
C.
6. Translate into French : —
If there were some snow, we could enjoy ourselves on the hill; but as there is none, we must stay at home. What shall we do ? Henry will sit down here at the window, where he will see the people who are passing, and he will tell us all that he dis- covers in the street. Mary wants to finish her dress, and she will put her chair near the window, so that she can see her work well. Lewis, who is making a drawing (dessin, Tnaac), will have to take his place {se Tnettre) at the large table, for he needs plenty ol room. Mary, bring him his paper, and take away those big books which you left here yesterday. Now we are all ready to begin our work.
£bucation Department^ Ontario*
Annual Examinations, 1901.
PART n. JUNIOR LEAVING AND PART H. JUNIOR
MATRICULATION.
FRENCH AUTHORS, GRAMMAR, AND
SIGHT TRANSLATION.
Examiners :
J. H. Cameron, M.A. J. Macgillivray, Ph.D. A. H. Young, M.A.
A.
1. Translate into English: —
Jean, entrant avec vme terrinepleine de hlanc d^Eepagney pa/r le pan coupe gauche. YoUk le blanc d'Espagne.
Blanche, d pa/rt. Oh ! (Bas d Jean.) Jette tout cela sor Machut s Jean, dtonn4. Hein ! platt-il ?
Blanche, bas. Va done !
Jean, d part. Je veux bien, moi ! (iZ passe entre Machut et Caboussat, et renverse la terrine sur la redingote de Ma>chuL) 1 o Machut. Ah ! sapristi !
Blanche, nw/rchant sur Jean. Maladroit !
Caboussat. Imb^dle !
Jean. Mais c'est mamzelle qui m'a dit. . .
Blanche. Moi ? 1 5 Caboussat. Tais-toi, animal ! butor !
Jean, se sawvant par la porte de d/roite. Je vais chercher nne brosse !
Caboussat, d Madhut Vite 1 6tez votre redingote!
Machut. Merd ! ce n'est pas la peina . . so Blanche. Si!
Caboussat, exaspSrd. Mais dtez done votre redingote ! (R le dSpouiUe, aiad de safiUe.)
Blanche, se sauvant avec la redingote. Un coup de brosse . . . je reviens {EUe sort vivement par le premier plangoMcn^.) [over.]
98001
2. Write the second person plural of the imperative and of the present subjunctive of entrant, jette, plait, va, veux, dit, tais, est, reviens, sort,
3. Write the past participle of the verbs in question 2 preceded by the third person singular of the present indicative of their proper auxiliary.
B.
4. Translate into English : —
"Quoi ! dis-je alors en moi-meme, il y a done des homines qui d^crottent les souliers des autres pour de Targent ? " Ce mot d' argent fut un trait de lumifere qui vint m*^lairer. Je me ressouvins tout k coup qu'il y avait longtemps que je 6 n'en avais point donn^ k mon domestique. — ''Joannetti, lui dis-je en retirant mon pied, avez-vous de Targent?" Un demi-sourire de justification parut sur ses Ifevres k cette de- mande. — " Non, monsieur ; il y a huit jours que je n'ai pas un sou ; j'ai d^pens^ tout ce qui m'appartenait pour vos
10 petites emplettes. — Et la brosse? C*est sans doute pour cela?" II sourit encore. II aurait pu dire k son maitre: " Non, je ne suis point une t^te vide, un animal, comme vous avez eu la cruaut^ de le dire k \otre fidMe serviteur. Payz-moi 23 livres 10 sous 4 deniers que vous me devez, et
1 6 je vous acheterai votre brosse." II se laissa maltraiter in- justement plut6t que d'exposer son maitre k rougir de sa colore.
Que le ciel le b^nisse ! Philosophes ! chr^tiens ! avez-vous lu?
5. Write in French words the numerals which occur in the extract contained in question 4.
6. Write in full the present subjunctive of aov/rit and rougir.
7. Write in full the future and the future anterior (the future perfect) of Trie ressouvins and pu,
C.
8. Translate into English : —
(a) " Te woilk done mari^, mon cher Joannetti," lui dis-je en riant II ne s'^tait pr^cautionn^ que contre ma colore, en sorte que tons ses pr^paratifs furent perdus. H retomba tout k coup dans son assiette ordinaire, et mSme un peu plus
has, car il se mit k pleurer. " Que voulez-vous, monsieur ! me dit-il d'une voix alt^r^e ; j'avais donn^ ma parole. — Eh ! morbleu ! tu as bien fait, mon ami ; puisses-tu Stre content de ta femme, et surtout de toi-mSme I . . . . II faudra done nous s^parer ! — Oui, monsieur ; nous comptons aller nous
^tablir il Asti "
Get homme me servait depuis quinze ans. Un instant nous a s^par^ Je ne Tai plus revu.
(6) C'est un retour de cimetifere, au jour tombant, dans une petite maison de la rue du Val-de-Grftce. On vient d'enterrer grand'mfere ; et, la porte pouss^e, les amis partis, rest^es semes dans Tetroit logis oil le moindre objet leur
rappelle I'absente, Mme Ebsen et sa fille sentent
mieux toute Thorreur de leur chagrin. Meme Ik-bas, k Montpamasse, quand la terre s'ouvrait et leur prenait tout, elles n'avaient pas aussi vivement que . . . devant ce f auteuil vide la notion de I'irr^parable, Tangoisse de T^temelle separ- ation. Cast comme si grand'm^re venait de mourir une seconde foi&
t
i
fl
I
I
f
£^ucation Department, ©ntarto.
Annual Examinations, 1901.
PART n. JUNIOR LEAVING AND PART II. JUNIOR
MATRICULATION.
GERMAN COMPOSITION.
[J. H. Cameron, B.A. Exanniners : ^ J. Macgillivbay, Ph.D.
(a. H. Young, M.A.
1 Translate into German: —
(a) I have a good pen, ink, and a black lead pencil. (6) The paper on which I am writing is blue, (c) You nave white paper. Give me a sheet. {d) This is the book which you gave me. {e) Put it on the table, and do not read it.
2. Translate into Geriaan: —
(a) My father's house is on the other side of the road.
(6) It has thirteen rooms and twenty-two windows.
(c) My mother's room is the largest in the whole house.
(d^ In winter the windows are almost always shut.
{e) The doors are opened when anyone goes out or comes in.
3. Translate into German: —
(a) In summer when it is warm, it is different.
(6) No one likes to stay in the house then.
(c) It is nicer to sit in the shade of a tree;
id) Or to lie on the green grass where the sun does not
shine (e) Those who must work should not mind the heat.
4. Translate into German: —
(a) There was once a lazy boy, who was a dreamer. (6) This boy's father had to work hard every day. (c) The boy did not work and did not go to school. {d) He often sat on a stone under a large oak tree. \e) And there he once fell asleep and had a dream.
[over.]
5. Translate into German: —
(a) He dreamed of a beautiful princess, (6) Who lived in a far away country,
(c) And whose father was a great kin^.
(d) He set out to go in search of this distant country.
(e) But, just when he arrived there, he awoka
6. Translate into German: —
The old Germans (der Oermane) had many gods and god- desses. One of the mightiest of their gods was called Thor. The fairest among their goddesses was Freya, who could never become old. Thor was very strong, but in order to be so, he had to eat and drink very much. He could eat a whole ox and drink a barrel of mead {Meth) at one time. He became angry very, easily, and this is not becoming to a god. He had a big ham- mer, with which he could strike anyone, and which came back to him again after it had struck. When this hammer flew, there was lightning. Thor also possessed a chajAot (Wagen), in which he often drove. The noise that this chariot made, when it rattled (raaaeln) through the clouds, was the thunder that men heard.
education Department, Ontario.
Annual Examinations, 1901.
PART n. JUNIOR I.EAVING AND PART H. JUNIOR
MATRICULATION.
GERMAN AUTHOES, GMMMAR AND
SIGHT TRANSLATION.
J. H. Cameron, iLA. Examiners :\ J. Macgiluvbay, Ph.D.
A. H. Young, M.A.
1. Translate into English: —
Sarauf ging bcr ^onig bcr Irdumc poran unb ^bx^ folgte i^m. aiS fie an bic Stcttc lamcn, roo bie 2Bolfcn auf bic (?rbc ^ingen, roxt% ber ftdnig auf etne ^^-atlt^ure, toelc^e fo Derftecft im Sufd^ tag, ba^ fte gar nid^t gu ftnben toar, toenn man eS nid^t iDu|tc. (5r f)ob fie auf unb fu^rte feinen 93egleiter funf{|unbert ®tufen l^inab in eine l^etl erteud^tete @rotte, roeld^e ftd^ metlen- roeit in rounberbarer ^rac^t ^injog. @S roar unfagtid^ fd^Sn! JJa roarcn Sd^Ioffer auf 3nfetn mitten in gro^en Seen, unb bie ^nfeln fd^roammen um^er roie ©d^iffe. 3Benn man in ein fotc^eS Sd^Io^ ^ineingel^en rooUte, braud^te man fid§ nur an bad Ufer ju ftellen unb ju ruf en :
,,®(^t6ptein, ©d^lo^lein, fd^roimm l^cran, JDap id^ in bid§ 'reingel^n !ann !"
bann fam e§ Don felbft an bad Ufer. SBeiter roaren noc^ anbere ©d^loff^r ba auf SQSoIfen; bic flogen langfam in ber 8uft.
2. Give the present infinitive and the past participle of ging, tamen, ^ingen, roied, lag, ]^ob...auf, l^tnjog, flogen, fd^roimm, roaren.
3. Give in full the present indicative of roufete, rooHte, roaren.
4. Give, with the definite article, the nominative singular of Iraume, Snfeln, Seen, ©c^iffe, ©c^ISffer. [over.]
mm
5. Make a list of the prepositions in the extract which may govern either the dative or the accusative, naming the case of each object, with reason for its use.
6. What is the normal position of the verb in principal and in dependent clauses ? Refer to exceptional cases in the extract, and give the reasons for the positions of such verba
B.
7. Translate into English: —
5)a l^icfe SBlauduglctn bic rocifec Jaubc fid^ auf il^rc ©d^ultcr fcfeen, bamit fie il^r ben SSBcg roicfc, unb mai^te pd^ auf, ^eino ju fud^cn.
3la(i)itm ftc brci Sage geroanbert roar, fam fie an ben ^trroijd^jumpf, too S^tino Dergaubert lag. ®ie fefete ftd§ ftiH an ben 2Bcg unb roartete, btS eS Slbenb rourbe. 2KS eg bunfel roarb, begog fic^ ber ^immel unb bte SSBolfen jagten. ^raffelnb fc^Iug ber S^cgen in baS (Srlengebufc^ ; unb ni^t langc, jo fal^ fie fern im ©umpf bie erften blauen glammd^en auffteigcn. 5)a fd^urgte fie fic^ i^re Sftocfe, ftieg bel^ergt ^inab in baS ©d^ilfgraS unb roanberte DorroartS, unoerrudt na^ ben ^trlid^tern f(|auenb. Q-^ roar ein befd^roerlid^er SSBeg ; benn fie fan! balb biS ubcr bie £n6d^el ein, ber SBSinb peitfc^te i^r baS ^aar urn bie ©d^ultern, bafe fie ftel^en bleiben mufete, urn eS in einen grofeen ^noten im yiadtn jufammcn ju fc^irgen, unb ber 9%egen tief i^r uber bic &>angen.
8. bie roeifee ^aube (linel), ein befd^roertid^er SBeg (line 12). Decline the foregoing in full in both the singular and the plural.
9. Mention the verbs in the extract that govern an infinitive without the preposition zu. Name four other verbs that govern the infinitive without zu ?
C.
10. Translate into English: —
©d roar cinmal ein fteiner ^unQz, ber roar oier Sal^rc alt unb biefe ^^v'it. Seine ©Item roaren 23auerSleute unb rool^nten in einen abgelegenen SBalbborf . SDer ^nril roar aber nid^t fo angegogen roie bie l^iefigen ©auern jungen ; er l^atte nid^tS am Seibe al8 ein lurgeS ^emb oon grober Seinroanb.
9lun traf fid^'g, bafe bic 9Jiuttcr ^uc^cn gcbadfcn ^attc ; roic fi^ bic Scute bort gu fianbc Ucbcn. SSon btcfcn ^ud^cn banb bie 9Jiuttcr iDeld^e in ein Zn6), gab eS bcm flcincn 3nrif in bie ,g>anb unb fagtc : @c§% brtng'S bcm Satcr auf baS gelb ; abcr cite bid^, bamit er'S loarm friegt.
35cr ^leine fa^te ben ftnotcn beS %ni)t^ fcft unb fprang n)O^I= gemut in feinem ,g>cmb(^cn baoon. @r mufete aber burd^ cincn grofecn SBalb laufen, too t)iete ©rbbeeren ftanben ; bod^ roeil if)m bie ©iutter gefagt l^attc, ba§ er ftd^ eilen jaQte, \o rul^rte er feinc an unb lam balb gu feinem 25ater. J)er rul^te im ©d^atten am Sftanbe beg SESalbed, an ben fein gelb ftiefe. ©r ru^te von ber Slrbeit unb roodte cbcn fein SeSperbrot, bie mitgebrad^te faure 9Wild^, Dergel^ren, alS 3"^*' ^^^ ^^^ anlangte. 35a f rente fid^ ber SSater uber ben fileinen unb uber bie Aud^en, lie^ i^n neben fi^ nieberft^en unb gab t^m and) havon.
. I
Ebucation department Ontario.
Annual Examinations, 1901.
PART n. JUNIOR LEAVING AND PART U. JUNIOR
MATRICULATION.
LATIN COMPOSITION.
G. W. Johnston, Ph.D. Examinera ; -j A. L. Langfobd, B. A.
i A. B. Nicholson, B.A.
1. Translate into ^tin: —
(a) The territory of the Belgae is said to have been one-
third of all QauL
(b) Both the general and the soldiers had to do many
things at one time.
(c) I shall De unable to send more soldiers to assist you. {d) He ordered the embassies to return to him at the
beginning of the summer.
(e) He asked ^o was unwilling to seem brave. (/) While the soldiers of two legions were entrenching {m/wnire) the camp, the enemy attacked the rear- guard.
{g) This river, which at that place is three feet deep, is two hundred miles long.
(A) He persuaded the Qermans not to remain longeron this side of the river Rhine.
2. Translate into Latin: —
Although Caesar had been in Gaul man^ years and had * been victorious over very many of the tribes {civitaa), few were willing to surrender to his power. They knew indeed that all the men they could bring together had no chance of withstand- ing the Romans in a battle; but, as Caesar himself was spending the winter in Italy, they hoped that, if they formed a conf eder- . acy and all attacked his generals simultaneously, they would at last regain {^recwperare) their freedom. Alarmed by a despatch which he received from Labienus, Caesar started immediately for QmL But the winter not yet being ended {ccmficere), the roads were very difficult ; besides (jprdeterea) the Qauls were endeavor-
[OYBB.]
ing to prevent him from reaching the army before their own forces were ready. Caesar nevertheless hurried forward with such speed that he arrived more quickly than anyone expected, and at once began to carry on operations against the tribes who had conspired against him.
B^ucation Department, 0ntado*
Annual Examinations, 1001.
PART n. JUNIOR LEAVING AND PART H. JUNIOR
MATRICULATION.
LATIN AUTHORS, GRAMMAR AND SIGHT
TRANSLATION.
Examviners :
G. W. Johnston, Ph.D. A. L. Langfobd, B.A. A. B. Nicholson, B.A.
Note. — To parse is to give, —
(a) A complete description of the form (case, gender, number, person, tense, mood, voice, degree).
(5) A statement of the word from which it is formed (e. g. the principal parts of verbs ; the nominative and genitive of nouns).
(e) An explanation of the syntax (i. e. of the mood or case).
A. 1. Translate into English : —
(a) Hostes, nbi et de expugnando oppido et de flumine transenndo spem se fefellisse intellexerunt, neque nostros in locum iniquiorem progredi pugnandi causa viderunt, atque ipsos res nrumentaria deficere coepit, ooncilio convocato con- 6 stituerunt optimum esse, domum suam quemque reverti, et, quorum in fines primum Bomani exercitum introduxissent, ad eos defendendos undique convenirent, ut potius in suis
?[uam in alienis finibus decertarent, et domesticis oopiis rei rumentariae uterentur.
10 (b) Sabinus idoneo omnibus rebus loco castris sese tenebat, cum Viridovix contra eum duum millium spatio consedisset quotidieque productis copiis pugnandi potestatem faceret, ut iam non solum hostibus in contemptionem Sabinus veniret, sed etiam nostrorum militum vocibus
1 s nonnihil carperecur ; tantamque opinionem timoris praebuit, ut iam ad vallum castrorum hostes accedere auderent. Id ea de causa faciebat, quod cum tanta multitudine hostium, praesertim eo abeente, qui summam imperii teneret,*nisi aequo loco aut opportunitate aliqua data legato dimicandum
t o non existimabat [over.]
IMOQ
2. Parse : — expugnando (1. 1), pugnandi (1. 3), quorum (1. 6), millium (L 11), legato (1. 19), dimicandum (L 19).
3. Explain the s^tax of the following words: — optimum (1. 6), domum (1. 6), mtroduxissent (1. 6), convenirent (1. 7), spa- tio (L 11), consedisset (1. 12), hostibus (1. 13), teneret (1. 18), loco (L 19).
4. Write out in full the principal parts active of : — f ef ellisse, coepit, praebuit, auderent.
B.
5. Translate into English: —
(a) Omnis spes Danaum et coepti fiducia belli Palladis auxiUis semper stetit. impius ex quo Tydides sed enim scelerumque inventor Ulixes, f atale aggressi sacrato avellere templo
6 Palladium, caesis summae custodibus arcis, corripuere sacram effigiem, manibusque cruentis vir^neas ausi divae contingere vittas ; ex illo fluere ac retro sublapsa referri spes Danaum ; f ractae vires, aversa deae men&
(b) urbs antiqua ruit, multos dominata per annos; plurima perque vias stemuntur inertia passim corpora, perque domos et religiosa deorum limma. nee soli poenas dant sanguine Teucri ;
« quondam etiam victis redit in praecordia virtus, victoresque cadunt Danai. crudelis ubique luctus, ubique pavor, et plurima mortis imago.
6. Who is the speaker of the lines in (a) ? Give the substance of his story.
7. Explain the syntax of the following words in (a): — Danaum (v. 1), belli (v. 1), auxiliis (v. 2).
8. Write brief explanatory notes on: — Tydides, Palladium, deae (v. 9 in (a)).
9. Scan w. 3 and 4 in (a).
c.
10. Translate into English: —
Allobroges, crebris ad Bhodanum dispositis praesidiis, magna cum cura et diligentia suos fines tuentur. Caesar, qaod hostes equitatu saperiores esse intellegebat, et, interclusis omnibus itineribus, nulla re ex provincia atque Italia sublevari poterat, trans Rhenum in Qermaniam mittit ad eas civitates, quas superioribus annis pacaverat, equitesque ab his arcessit et levis armaturae pedites, qui inter eos proeliari con- suerant Eorum adventu, quod minus idoneis equis utebantur, a tribunis militum reliquisque equitibus Romanis atque evocatis equos sumit Qermanisque distribuit. Interea, dum haec geruntur, hostium copiae ex Arvemis equitesque, qui toti Galliae erant imperati, conveniunt
disponere — ^to arrange at intervala ttieri — to protect svJblevare — to render assistance. evocati — veterans.
1
<Sdttratia» §t9Uttmtni, 0nt»ri«.
ANNUAL EXAMINATIONS, 1901.
PART II. JUNIOR LEAVING AND PART XL JUNIOR
MATRICULATION.
GREEK COMPOSITION.
G. W. Johnston, B.A., Ph.D. Examiners : ^ k. L. Langford, B.A.
A. B. Nicholson, B.A
1. Express in Greek :
To the doors. With many hopes. Half (fj/jLiav*;) of the army. In the same city. On this plain. For three days. By the quickest (raxv^) road. All must die. They were glad to (fjSiw^) halt. He told them where Cyrus was.
2. Translate into Greek :
(a) Cyrus marched through the plain, with the river Euphrates on his right.
(6) We asked them if they would give pledges {irurTo) to do this.
(c) They would have been afraid if they had seen the enemy
crossing the river.
(d) After waiting there one day, on the next they continued
their march (TropeveaOai).
(e) The barbarians wished to deprive {o^ipelaBaC) the
Greeks of their country.
(/) Did you think they would forget (hriXapOdveaOai) the way to the camp.
3. Translate into Greek :
It was DOW full (irXijOtov) market-time and the station was , near, where they intended to halt. Then a Persian appeared riding at full speed with his horse in a sweat {iSpoay), To all whom he met (ivrvyx^veo) he shouted out that the king with a great army was coming up, evidently ((109) prepared to fight. Thereupon there arose great confusion (rdpayo^). For the Greeks as well as the others thought the king would attack them at once disordered as they were (ara/cTo<;). Then Cj^rus, leaping down from his chariot, put on (iviSuv) his breast-plate and, mounting {lufoffcUiw) his horse, ordered all to arm themselves and to take their stand {KoOiarafuu) each in his own rank (rd^i^).
(BAnnHtn ieparttnimt, (^ntaprio.
ANNUAL EXAMINATIONS. 1901.
PART IL JUNIOR LEAVING AND PART IL JUNIOR.
MATRICULATION.
GREEK AUTHORS, GRAMMAR AND SIGHT
TRANSLATION.
G. W. Johnston, B.A., Ph.D. Examiners :\ A. L. Lanqford, B. A.
A. B. Nicholson, B.A.
A,
1. Translate into English:
(a) No/ii{|o> yitp v^jlu^ ifjLol elvai /cal irarpiha icai <l>i\ov^ koI
I avfjkfidxov^, fcai avv vfiiv fjL€v &v ol/icu etvai rlfiio^ Sttov &v &, vfi&v
J he Sfnffio^ &v oifK &v ucavo^ elpai olfuu ovr &v <l>i\op o)(l)€\tj<rac ovr*
iv ix^pov oKi^aadac, i^ ifiov oiv ibirro^ oirg Stv /cat vfiei^, oirto
Tfpf yvatfifjp exere,
Aifiah.y I.
(6) E/ ik Koi TflS ^€fi6vc irurrevaofiev h &v Kvpo^ 8^, rt /cf»\v€i /cal ra ajcpa ^/uv xeKeveuf Kvpov irpoKaraXa^eiv ; iya> yhp 6/cpoif)P /i€i/ &v €i9 T^ ttXouk ifi^aiveiv h rifiiv Bolrj, firj fifjM^ rcu^ rpiiipeai KaraSvarj^ <lx>/3ol/jtffv B* &v r^ tfyefiovi (o iotq hrecOat, fiif ^f£a^ ayoffif odev ov/c hrrat i^eXdeiv fiovKolfirp/ o &v ukovto^ hirmv Kupov XaOeiv abrbv aweKBtov' h ov Swarov iariv.
Ibid.
2. Parse: (a) i/Mov, vful^, ^ere,
(6) 89), fiS, ?7r€<T0ai, ar/dyp, Kvpov,
3. What would be the form in aratio recta of ehat (olpju eJyai) in (a) ?
4. Substitute a fin te clause for eprjfio^ &v in (a).
5. Account for the syntax of the following words : itlct^v- <yofA€P, fipSv (K€7i€V€iv), Boirf {eiretrBai).
6. What connection had Cyrus with other events in Grecian history ?
[OVEE]
B.
7. Translate into English :
(a) & iroTTOi, J} fji0iya irkvOo^ *A^aiffia ycuav iicdvei 9 icev y7fdii<Tai Hpiafw^ UpcdfioiO re TrotSe? aXKoi T€ T/owe? fiiya k€v Key^apolaro dvfji^, el a<f>oilp rdBe iravra irvdolaro fiapvafievouVf
ot iripl ixiv fiovKriv Aavawv, irept o eare pAx^cOai, aKKcL irLdeaG**' afufxo Be vetoTepa) iarov ifjueio* 7j8r) yap iror iycb Kai apeioaiv rje irep v/juv hvSpdtriv ODfiiXrjaaf Kai ov irore p^ ov y adept^ov, olf yap irto roiov^ iSov avepa^ ovhe tSm/Mait olov tleipiOooif T€ ^pvavra re, TrotpAva \a&v.
Homer, Iliad, I.
(b) fih^ yap fie ical aXKor a\e^€p,evat p^fiaAra ptylre woho^ rerar^wv airo firfKov Oeairea-ioLo, frav S* ^p^p <f>€p6p/r}v^ apxi 8' rjeXiq) xartiBvirn tcdmreaop iv Arip^v^y okiyo^ 8' Ita BvpJb^ hfrjeir evda p,e X^ree? avhpe^ &<f)ap KopXaavro ireaovra.
Ibid.
8. Parse yi]0i](Tat, irvdoiaro, irlBetrffy apeloaiv. ^
9. Account for the syntax of a^iv, rdSe, /3ov\ijp, ^avaAv, fJbdx^o'dai, vpJlv, r8a)yLia&.
10. Who is the speaker of the lines in (6) ?
11. Comment on the tense of <f>ep6p/qv and Kdmreaov, the case of TToSo? and eu Ai^p^vtp, and the form of rerarfmv and evrjeu,
12. Scan verses 3 and 4 in (a).
C.
Translate into English :
'Hi/ he Tt9 hf rf} CTpari^ 'Si€vo<f)&v ^AOrjvalo^y S? ovre arpar'qyo^ ovre \o')(arfo^ oUre (TTpaTuoTrj^ fov avvqicoKovdeL^ hXKd Ilp6^evo<: abrov psereTrepr^aro oiKodeu ^€vo<; &p dpx^^^' vwur'XvelTO Be abr^y el ekdoi, <f>i\ov avTov Yivptp iroii^a-eip, bp abro^ €<^i; /cpeirTo^ eavrt^ popl^eip t^9 TrarpiBo^* 6 pAproc B€PO(f>&p apaypov<; rffp eiruTroXrjp opaKovpovrai, XtoKodrev r^ ^KSripaUp trepi t^9 iropela^, Kai 6 "S^Kpdrrj^, vtto- TTTevtra^ p^ij ri 7rpo9 t^ woXeio^ vTraiTLov elrj Kvptp ^ilsjop yeveadcu^ OTi eBoKei 6 JLvpo^ irpodvp^o^ roU AaKeBatp^opiot^ iirl tAv ^KOrjpa^ avpiroKepriaav, avplSovXeve^ to) 3epo(l>&vrL ekdopra ek A6X.<^V9 apaKotp&aai r£ 0e^ wept rfj^ Tropela^,
Xenophon, Anab., TIL
(TvpaKoXovdeip, to accompany.
dpoKOLpovp, to consult.
tmaiTiop Tt, a ground for censure.
JE^ucation Department, ®ntarto«
Annual Examinations, 1901.
PART n. JUNIOR LEAVING AND PART II. JUNIOR
MATRICULATION.
CHEMISTRY.
R R Bensley, B.A., M.B. Exarainera : ^ W. L. Goodwin, D.Sc.
F. W. Merchant, M.A.
1. (a) Define dibasic add.
(b) Give an example of (a) and show that your definition applies to the example.
2. Show how the law of multiple proportions is illustrated by oxides of chromium having the following composition : —
J _ Chromium 76.47% tt _ Chromium 52%
^' Oxygen 23.53% ^^* Oxygen 48%
3. Show by reference to compounds of chlorine, oxygen, and sulphur the meaning of the law of reciprocal proportions.
4. (a) Define chemical element
(6) Iron bums in an atmosphere of oxygen. How would you prove that the iron has not been decomposed, but that it has combined with something ?
5. Write equations for the following cases of chemical change, and note in each case any changes of colour, physical state, smell and taste : —
(a) Sodium on water,
(6) Dilute sulphuric acid on ferrous sulphide,
(c) Hydrochloric acid solution on sodium hydroxide solution,
(d) Hydrochloric acid gas on ammonia gas,
(e) Sulphuretted hydrogen burning in oxygen.
6. Write the equation for the neutralisation of sulphuric acid by ammonia, and mark the proportions by weight of the ammo- ma, the sulphuric acid, and the salt [N=14, S=32, 0=16.1
[over.]
ism)
7. Describe the properties of sulphur under the heads (a) physical and (6) chemical.
8. (a) What volume of nitrogen monoxide .measured at 0° C and 760 millimetres pressure is required to bum completely 10 grammes of pure carbon ?
(J)) Calculate the volumes of the resulting gases measured at 0** C' and 760 millimetres pressure. [N=14, 0=16, 0=12.]
>
Education department, ^tario*
Annual Examinations, 1001.
P^RT n. JUNIOR LEAVING.
PHYSICS.
Exwnvmers:
R R. Benslby, B.A., M.B. W. L. Goodwin, D.Sc. F. W. Merchant, MA.
1. (a) Indicate by means of a diagram the construction of the common barometer. Explain the principle of its action, and state its chief ases.
(6) The volmne of a certain mass of gas at 2T C and 600 m m. pressure is 80 litres ; find its volume at — W C and 780 m m. pressure.
2. (a) Describe an experiment which tends to verify the fact that a material medium is necessary to transmit sound.
(b) State the commonly accepted theory which explains the transmission of sound by a material medium.
8. (a) State the laws of the transverse vibrations of strings or wires.
(6) Two wires of the same material, whose lengths are in the ratio 8 : 4 and whose diameters are in the ratio 5 : 8, are stretched with the same tension on a sonometer; find (i) the ratio of tilie vibration-numbers of the notes given by the wires, (ii) the interval between these notes.
4. Show by means of diagrams : —
(a) the positions of all the images of a luminous point formed by two plane mirrors which ma]ke an angle of Wf with each other ;
{b) the character and position of the image of an object formed by a double convex lens when the object is placed be- ^ tween the focus and the lens.
5. Describe an experiment illustrating the decomposition of white light by a prism. Explain the cause of the dispersion of the rays, and incUcate by a &etch : —
[OVEB.]
(a) how the directions of the rays are changed by their passage through the prism,
(b) the order of the colors seen when the light falls on a screen.
6. Describe the construction and the action of a voltaic cell suitable for supplying current to an electric bell. Give your reasons for regarding the cell as suitable for the purpose.
7. Give a full description of an electro- magnet. Make draw- ings to show : —
(a) the relation between the direction of the current and the polarity of the magnet,
{b) the construction of any instrument in which an electro- magnet is employed for some useful purpose.
Education department, ^ntarto.
Annual Examinations, 1001.
SENIOR LEAVING OR HONOR MATRICULATION.
ENGLISH COMPOSITION.
ExaTniners :
W. J. Alexander, Ph.D. Pelham Edgab, B.A., Ph.D. G. M. Wrong, M.A.
Note. — Hie candidate will write on one, and only one, of the
following iliemes : —
1. The Study of Literatare.
2. The Study of Science.
3. A Sammer-Evening Scene.
(The candidate is to describe a scene as presented to a spectator remaining stationary at a given point, and the details must be snch as are presented simultaneously to the eye, or at least are included in a period not longer than five minutes.)
4. French Canada.
(The essay must be a description eiiher of the physical and material, or of the social, moral, and political aspects of the Province of Quebec.)
Education Department, Ontario.
Annual Examinations, 1001.
SENIOR LEAVING OR HONOR MATRICULATION.
ENGLISH POETICAL LITERATURE.
Excmdnera :-
'W. J. Alexander, Ph.D. Pelham Edqab, B.A., Ph.D. G. M. Wrong, M.A.
1. Is it preferable to consider " The Lady of Shalott " merely as a poem of fancy, or as possessing a symbolical meaning? Give reasons for your answer.
2. (a) State in three or foor lines the gist of '' Ulysses."
(b) Contrast the moral temper in the two poems '' Ulysses " and '' The Lotos Eaters." Give brief quotations for illustration.
8. Give yoar estimate, with appropriate brief quotations, of the character of Julius Caesar as revealed in the play.
4. ** Look, Lucius, here's the book I sought for so ; I put it in the pocket of my gown."
Show the full dramatic appropriateness of this passage. Befer to other examples of realistic detail in the play.
5. Give an account in your own words of the quarrel scene between Brutus and Cassius.
6. ** Half yet remaiiis unBung, but narrower bound Within the viaible diurnal sphere ;
Standing on earth, not rapt above the pole,
More safe I sing with mortal voice, unchang'd
To hoarse or mute, though fall'n on evil days,
On evil days though fall*n, and evil tongues ;
In darkness, and with dangers oompast round.
And solitude ; yet not alone, while thou
Visit'st my slumbers nightly, or when mom
Pui^les tlie east : still govern thou my song,
Urania, and fit audience find, though few.
But drive tu off the barbarous dissonance
Of Bacchus and his revellers, the race
Of that wild rout that tore the Thradan bard [over.]
In Rhcxlope, where woods aiid rocks had ears To rapture till the savf^e clamour drown'd Both harp and voice ; nor could the Muse defend Her son. So fail not thou, who thee implores : For thou art Heavenly, she an empty dream."
(a) Explain in careful detail the meaning of the passage.
(/>) Comment on its value as poetry.
(c) Give the gist of what has preceded in the seventh book.
7. Explain in general the meaning of the following passages, with special reference to the italicised lines : —
(a) ** But pamper not a hasty time
Nor feed ii*ith crude imaginings The herd, wild hearts and feeble wings Tliat every sophister can lime.
Deliver not the tasks of might To weakness, neither hide the ray From those not blind, who MXtitfor day,
Tho' sitting girt with doubtful light.
(b) But lest his heart exalt him in the harm Already done, to have dispeopl'd Heav'n My damage fondly deem'd, I can repair That detriment, if such it be to lose Self-lost.
(c) but feather'd soon and fledge
They sunim'd their pen^, and soaring th' air sublime With clang deftpised the ground.
(d) The genius and the mortal instruments Are then iri cimncil ;
(e) He shall but l)ear them as the ass bears gold.
8. The situation which Pitt occupied at the close of the reign of George the Second was the most enviable ever occupied by any public man in Eng- lish history. He had conciliated the King ; he domineered over the House of Commons ; he was adored by the people ; he was admired by all Europe. He was the first Englishman of his time : and he had made England the first country in the world. The Great Commoner, the name by which he was often designated, might look down with scorn on coronets and garters. The nation was drunk with joy and pride. The Parliament was as (piiet as it had been imder Pelham. The old party distinctions were almost efiaced ; nor was their place yet supplied by distinctions of a still more im{>ortant kind. A new generaticm of country squires and rectors had arisen who knew not the Stuarts. The Dissenters were tolerated ; the Catholics not criielly persecuted. The Church was drowsy and indulgent. The great civic and religious conflict which began at the Reformation seemed to have ter- minated in universal repose. Whigs and Tories, Churchmen and Puritans, spoke with equal reverence of the constitution, and with equal enthusiasm of the talents, virtues, and services of the Minis^^"*-
[over.]
A few years sufficed to change the whole aspect of afiairs. A nation con- vulsed by faction, a throne assailed by the fiercest invective, a House of ConiTnons hated and despised by the nation, England set against Scotland, Britain set against Amerioi, a rival legislature sitting beyond the Atlantic, flnglish blood shed by English bayonets, our armies capitulating, our con- quests ^nrested from us, our enemies hastening to take vengeance for past humiliation, our flag scarcely able to maintain itself in our own seas, such was th.e spectacle which Pitt lived to see. But the history of this great revo- lution re<|uires far more space than we can at present bestow. We leave the Great Commoner in the zenith of his glory. It is not impossible that we may take some other opportimity of tracing his life to its melancholy, yet not inglorious close.
(rt) State in a phrase the theme of the above extract.
(b) Critically examine the paragraphs to show whence they derive their strength.
i
Education S)epartment, Ontario.
Annual Examinations, 1901.
SENIOR LEAVING OR HONOR MATRICULATION.
EUCLID.
Exa/miTiera ;
A. C. McELay, B.A.
A. Odell.
W. Prendergast, B.A.
1. To divide a given straight line so that the rectangle con- tained by the whole line and one part shall be equal to the square on the other part. (Euc. 11, 11.)
2. On t given straight line to describe a segment of a circle which shall contain an angle equal to a given angle. (Euc. Ill, 83.)
I 8. To circumscribe a square about a given circle. (Euc. lY, 7.)
4. To circumscribe a regular hexagon about a given circle.
5. State Euclid's test of equality of ratios. Apply the test to show that lines whose respective lengths are 8, 4, 5 and 6 inches, are not proportionals.
6. Parallelogramsof the same altitude are to one another as their bases. (Euc. YI, 1.)
7. Equal parallelograms, which have one angle of the one equal to one angle of the other, have their sides about the equal angles reciprocally proportional. (Euc. YI, 14.)
8. APB is any chord of a given circle, drawn through the fixed point P. On AB is described a semicircle, and PC is drawn perpendicular to APB, to meet the circumference of the semicircle in C. Show that the locus of G is a chrcle.
k 9. Through a given point within a circle draw, if possible, a
' chord which shall be divided at the point in the ratio of 2 to 1.
10. Show how to produce a given straight line so that the whole line produced shall be to the part produced in the dupli- cate ratio of the given line to the part produced.
£i)ucation department, Ontario.
Annual Examinations, 1901.
SENIOR LEAVING OR HONOR MATRICULATION.
ALGEBRA.
Exa/minera :
(A. C. McKay, B.A. A. Odell. W. Pbendebgast, B.A.
1. Solve: — (a) 323a;«+2a5-l=0.
(&) V3a;«-2a;+9 + V3aj«-2aj-4 = 13.
2. Solve:— (a) «+y = 9,
aj»+y« = 189.
aj«+3ajy-10y«=32.
3. (a) Write the equation whose roots are the reciprocals of the roots of (a;+a)* + 6(aJ+a)+m=0.
(6) Find four linear factors of 26«c« + 2c«a« + 2a«6« -a* -
(c) Show that the ratio of 999* to 997* is nearly the same as the ratio of 1005 to 997.
4. (a) Show how the whole number, JV, may be expressed in the scale whose radix is r.
(6) Prove that the difference of two integers, expressed in the ordinary scale and consisting of the same figures, is divisible by 9.
I
•:• 5. (a) li yoox when z is constant, and yoo — when x is con-
stant, prove that y oo — when x and z are variable. State a problem exemplifying this principle.
fOVBB.]
W K-;n:7=<*;TXr=^5TX:;:=*5 fi^ *^^ relation be-
y"*^ 2^+ic ^+y
tween a, b and o.
6. (a) Sum to ti terms the series : —
2 3 4 (i) l+-2-+'2i'+'2^+
(ii) 1+3 + 6 + 7+
(6) If a, 6, c, be inir.P. show that ^_^ + ^_ =2.
7. (a) Prove that the number of combinations of n things r at a time is equal to the number of combinations of the same number of things taken n— r at a tima
(b) How many different permutations may be formed of the letters in the word, arraTige^ taken all together ?
8. (a) Find the sum of the coefficients in the expansion of
(6) Show that the coefficient of aJ* in the expansion of (l+oj)^* is double the coefficient of cc* in the expansion of (l+a;)2»-i.
(c) If C^, Cj, C„ Cn denote the coeffidentsof (l+»)**,
find the sum of Co+-^ + ^+ +-^, n beinga posi-
1 o 71 + 1
tive integer.
9. (a) Find the discount on A dollars in t years at r per cent per annum, compound interest being allowed.
(6) Find the cash value of an annuity of A dollars deferred t years and to continue for T years, r being the interest on one doUai* for one year.
£t)ucation department, Ontario.
Annual Examinations, 1901.
SENIOR LEAVING OR HONOR MATRICULATION.
TRIGONOMETRY.
Exa/minera:
f A. C. McKay, B.A. A. Odell. W. Prenderoast, B.A.
1. (a) The value of sin cc is -g" ^'^^ ^ ^ known to lie between 0"* and 90°. Find cos x and tan 2a;.
(6) Express the sine of an angle in terms of the tangent.
2. (a) Prove that 8in*<?+cos*<? = l — 3eo8^<?+3cos*<?. (6) Find the value of cos 76"* and tan 75°.
3. (a) A and B being each less than a right angle, prove that sin (^A+B)=miA cosS+cos^ wiB.
(b) Show that ^"^^^ = tan«A. ^ l+cos^ 2
4. (a) Show that cos 2-4. = cos^-4. — sin^il.
rt 1 1
(b) If tan x= and tany = -- -, show that one
a 2a— 1
value of (x+y) is 45°.
6. (a) Show that tan(45°+.4)-tan(45-^) = 2tan2il.
(6) Prove that 8in(a;— y) + sin (y—z) + sin (0—0;) +
6. Prove that logo( — )=logom-loga'y^; and that logio^=
*og€^ State the importance of this last formula.
[over]
7. Prove : —
(a) •R= — ?-— J, R being the radius of a circle de-
scribed round a triangle.
S •
(6) r= — , r being the radius of a circle inscribed in
s a triangle.
8. (a) Find the area of a triangle in terms of its sides.
(6) Given a=37, 6=13, c=30, log 3= '47712125, log 13= 11139434, L sin 56°. 18' =9-9200994, L sin 56". 19' =99201 836, find the angle A,
9. (a) Given two sides and the included angle of a triangle, show how to solve it.
(6) From the bottom of a tower 75 feet high, the angular elevation of the summit of a hill is 60°, and on retiring 75 feet the top of the tower is seen to be in a straight line with the top of the hill. Find its height.
£^ucatfon De)>artment, Ontario.
Annual Examinations, 1001.
HONOR MATRICULATION.
PROBLEMS.
(SOHOLABSHIPS.)
ExamiTiers :•
f A. C. McKay, B.A. A. Odell. W. Prendergast, B.A.
1. Eliminate x and y from the equations : —
2. Show that x^+px+q==iO, and px*+qx+1^0, have a conmion root, if 1+p* +q* =^p+q+pq.
3. find the number of combinations, taken 2n at a time, of Sn things of which 2n are alike and the others different.
4. Show that 16** + lOn — 1 is divisible by 26, if ti is a positive integer.
5. In every triangle, show that (6*cos*5— c*co8*(7) cot 2A + {c* cos* C-a* cos* ^)cot 2B+{a* cosM-fe« cos* 5) cot 2(7=0.
6. If r, Tj, r^, r,, iJ, denote the radii of the inscribed, escribed and circumscribed circles of a triangle, show that r^ +r^ +'^^ — ^j^3—'r3ri—rir2=(4J2+r)* — 3«*, where « is the semi-sum of the sides.
7. Produce a riven straight line so that the square on the whole line may be equal to the sum of the square on the given line, and of the square on the line made up oi the given line and half of the part produced.
8. A rectangle, whose length is double its breadth, is inscribed in a circle. Prove geometrically that five times its area is equal to four times the area of the inscribed square.
9. From a given point without a circle draw a secant which will be divided in a given ratio by the circumference.
10. Find.a point P in the sid^^d^ of the triangle ABC such that the sum of the squares on AP and CP may 1^ minimum.
£^ucation Department, Ontario.
Annual Examinations, 1001.
SENIOR LEAVING OR HONOR MATRICULATION.
ENGLISH AND ANCIENT HISTORY.
Exa/miTiers :
'W. J. Alexander, B.A., Ph.D. Pelham Edqar, B. a, PrD. G. M. Wrong, M.A.
1. Explain in what respects the policy of Henry VIII. may be regarded as revolutionary. Compare his authority as monarch with that exercised by William III.
2. Write notes upon : —
^ (a) Wentworth's policy in Ireland ;
r (b) the Jacobite risings ;
' (c) the founding of the Massachusetts colony.
3. Explain why the Battle of Marathon could be called '* the most memorable battle in the history of the world." (Freeman.)
4. Write explanatory notes upon : —
(a) the reasons for the severe discipline of life enforced at
Sparta ;
(b) the political and social effects of the Olympian festival;
(c) the career of Themistocles.
5. Explain the origin of the patrician and plebeian parties at Borne, and indicate briefly the political functions of the Tribunes and the Censors.
6, Write notes upon : —
(a) the career of Hannibal ;
(b) the chief causes of the decline of public virtue at Bome ;
(c) the greatness of JuUus Caesar.
[over.]
7. Write notes, historical and geographical, upon the follow- ing:—
(a) the political results of the peculiar physical features of
Greece ;
(b) the frontiers of the Soman Empire under Augustus ;
(c) Salamis;
(d) Sedgemoor;
(e) Plymouth Bock ; (/) Argos.
£^ucatfon De{)artment, Ontario*
Annual Examinations, 1901.
SENIOR LEAVING OR HONOR MATRICULATION.
FRENCH COMPOSITION.
Examiners :
J. H. Cameron, M.A. J. Macgillivbay, Ph.D. A. H. Young, M.A.
A.
1. Translate into French : —
(a) Why does the sun rise ? — Because the earth turns.
(fc) How far is it from Paris to London? — It is four hun- dred and twenty kilometres.
(c) How much did your hat cost ? — I paid ten francs for it.
(d) How do you know where my brother is ? — He has told
me.
(e) When did you do that ? — When you were sleeping.
2. Translate into French : —
(a) Some are very bad, and none are quite good.
(b) I told him to take some of them, but he took all.
{c) Nobody can believe all that ; it is too ridiculous.
(d) Each will receive the same thing, and everybody will be satisfied.
{e) Both have gone away, but the eldest will come back.
3. Translate into French: —
(a) I am sure that will produce the same effect this time.
(6) You {!2nd pers. sing.) do not think that we have worked long enough.
(c) It is impossible that men should know all that is to
happen after death.
(d) We diould like somebody to tell us where we are all
going.
(e) They hope that we shall succeed better than they did.
4. Translate into French : —
(a) He will lend us his horses, if we give him ours. (6) They will send us news when they are in France.
(c) The poor would have had food enough, if they eoukl
have got work.
(d) Could you tell me whether he will come next week ?
{e) Even if it should not rain to-night, I should not go out again.
B.
5. Translate into French: —
(a) It is said that one day Sir Isaac Newton, sitting in front of a great fire, was in danger of being roasted alive, when some- body demonstrated to him that he could escape that fate by pushing back {recider) his chair.
At another time, the philosopher, who was smoking his pipe beside a lady, is-reported-to-have (aurait) committed the mis- take of using the lady*s finger to press down the burning tobacco.
{b) A Scotch advocate meeting his minister (pasteur) one day, said to him, '' It was an excellent sermon that you gave (faire) us on Sunday ; but you did not say (there) a single word that I cannot show you in a book which I have at home."
" It is not possible," said the astonished minister ; " I com- posed the sermon myself, from one end to the other. I beg you to show me your wonderful book."
"Well," replied the advocate, with a smile, "be good enough to come with me."
In a quarter of an hour they arrive at the house of the advo- cate, and the latter shows his visitor into the library. Then he goes to a table and lays his hand upon an immense volume, upon the back of which the minister sees in big letters the word, " Dictionary."
£6ucation Department, Ontario.
Annual Examinations, 1001.
SENIOR LEAVING OR HONOR MATRICULATION.
FRENCH AUTHORS, GRAMMAR, AND
SIGHT TRANSLATION.
J. H. Cameron, M.A. Examiners : \ J. Macgillivbay, Ph.D.
^A. H. Young, M. A,
A.
1. Translate into English: —
PoiTBiNAS. Merci . . . maintenant je vais vous demander un service.
Caboussat. Lequel ?
PoiTRiNAS. C'est de tenir la plume k ma place ; je vais dieter.
Caboussat, a part. Diable ! (Haul.) Mais . . . c'est que . . .
PoiTRiNAS. Quoi ?
Caboussat. £crire h, une acad^mie.
PoiTRiNAS. Puisque vous Stes membre correspondant . . . c'eet pour correspondre . . .
Caboussat, va a'asseoir d la table. C'est Juste ! {A part,) a'asaeyant au bureau. lis ont tons la rage de me faire ^crire aojourdliui . . . et ma fille qui n'est pas Ik !
PorrRiNAS. Y etes-vous ?
Caboussat. Un moment ! {A part.) Peut-etre qu'avec beaucoup de p&t^ . . .
PoiTRiNAS, dictant. " Messieurs et chers collogues .... "Tarch^ologie vient de s'enrichir . . ."
2. Construct two French sentences to show the different uses of lequel. Translate your sentences.
3. Write the perfect infinitive of the following verbs : — vaia, tenir y est, icrire, correspond/re, a'asaeoir, faire, a'enrichir.
4. Sasaeoir. Write the imperative of this verb in full (a) with the negative, (6) without it (over.)
B.
5. Translate into English : —
Je ne sals comment cela m'arrive : depuis quelque temps mes chapitres finissent toujours sur un ton siniatre. En vain je fixe en les commen5ant mes regards sur quelque objet agr^ble, — en vain je m'embarque par le calme, j'essuie bientdt une bourras- que qui me fait d^river. — Pour mettre fin k cette agitation, qui ne me laisse pas le maltre de mes id^es, et pour apaiser les batte- ments de mon coeur, que tant d'images attendrissantes ont trop agit^, je ne vois d'autre rem^e qu*une dissertation. — Oui, je veux mettre ce moreeau de glace sur mon coeur.
Et cette dissertation sera sur la peinture ; car de disserter sur tout autre objet, il n'y a point moyen. Je ne puis descendre tout a fait du point od j'^tais mont^ tout k llieure.
C.
6. Translate into English : —
Madame Malingeak, Ah ! je te dis qu'ils sont sortis eblouis . . . charm^s . . . tons les deux.
Malingear. Tu crois ?
Madam Malingear. Et demain . . . pas plus tard que de- main . . . nous entendrons parler d'eux.
Maliiuqear, apercevant 8a fille qui entre. Chut! Emmeline!
Emmeline. Maman, il n'y a plus de Sucre r&p^.
Madame Malingear. Voilk la clef de Tofiice.
Malingear, d Emvidine, qui se diepoae d sortir. Eh bien., tu ne m'embrasses pas ? . . . (L'embraasant,) Ch^re petite ! . . . Ton pfere. vient de se donner bien du mal pour toi !
Emmeline. Quoi done ?
Malingear. On ne pent pas le dire . . . ne le r^p^te pas . . . c*est un secret.
Emmeline. Sois tranquille. (A part) II s'agit de mon manage. (Haut) Oh ! je ne te le demande pas ! Approche done . . . il y a ^ ta redingote un bouton qui ne tient pas.
7. Crois, apercevant, dire, ripUe, tient Write in full the present subjunctive of these verbs.
D.
8. Translate into English : —
Nous autres enfants, Hans Aden, Franz S^pel, Nikel, Johann et moi, nous allions de porte en porte, regardant les tuiles cass^es, les volets bris^, les hangars d^fonc^s, et ramassant
les guenilles, les papiers de cartouches, les balles aplaties le long des mors.
Ces trouvailles nous r^jouissaient tellement, que pas un n'eut ridee de rentrer avant la nuit close.
Vers deux heures, nous fimes la rencontre de Zaph^ri Schmouck, le fils du vannier, qui redressait sa tSte rousse et semblait plus fier que dliabitude. II tenait quelque chose cach^ sous sa blouse, et comme nous lui demandions : *' Qu'est-ce que tu as ? " il nous fit voir la crosse d'un grand pistolet de uhlan.
Alors toute la bande le suivit
II marchait au milieu de nous comme un g^n^ral, et k chaque nouvelle rencontre, nous disions : " II a un pistolet ! " Le nouveau venu se joignait k la troupe.
Nous n'aurions pas quitt^ Schmouck pour un empire ; *il nous semblait que la |;loire de son pistolet rejaillissait sur nous.
Voil^ bien les en&nts, et voilk bien les hommes 1
E.
^
9. Translate into English : —
" Voyons, David, reprit Kobus en s'animant de plus en plus, qoand le ^and Hom^rus, le po^te des pontes, nous montre les h^roe de Ta Grkse qui s'en vont par centaines sur leurs petits bateaux — pour r^lamer une belle lemme qui s'est sauv^e de chez eux — traversent les mers et s exterminent pendant dix ans avec ceux d'Asie pour la ravoir, crois-tu qu'il ait invents cela ? Crois- tu que ce n'^tait pas la v^rit^ qu'il disait ? Et s'il est le plus grand des pontes, n'est-ce pas parce qu'il a c^l^br^ la plus grande chose et la plus sublime qui soit sous le ciel: Tamour! Et si Ton appelle le chant de votre roi Salomon le Cantique des Can- tiques, n'est-ce pas aussi parce qu'il chante I'amour, plus noble,
f>lu8 grand, plus profond que tout le reste dans le coeur de liomme ? Quand il dit dans ce Cantique des Cantiques : " Ma bien-aim^e, tu es belle comme la vo6te des ^toiles, agr&ble comme Jerusalem, redoutable comme les armies qui marchent, leurs ensignes d^ploy^es ! " est-ce qu'il ne veut pas dire que rien n'est plus beau, plus invincible et plus doux que I'amour ? Et tous vos prophetes n'ont-ils pas dit la meme chose ? Et depuis le Christ, I'amour n'a-t-il pas converti les peuples barbares? N'eet-ce pas avec un simple ruban rose, qu'il faisait d'une esptee de sauvage un chevalier ?
Education department, 0ntario»
Annual Examinations, 1001.
SENIOR LEAVING OR HONOR MATRICULATION.
GERMAN COMPOSITION.
[J. H. Cameron, B.A. Examiners : ^ J. Macgillivray, Ph.D.
(a. H. Young, M.A.
1. Translate into German: —
(a) I once lent my newest book to a good friend.
(b) This friend told me he would return it after reading it.
(c) I thought he could read it in a couple of days.
{d) I have waited for it now many years without getting it
back. (e) It is always best never to lend one's books to anyone.
2. Translate into German : —
(a) I am going to write a letter to my sister this evening.
(6) Do you write to her once a month, or once a week, or
daily ? (c) I write to her only when I have something important
to say. id) I consider that sensible : people should not speak about
^nothing, (e) They do it all the same ; but then I should rather not
listen.
8. Translate into German :r—
(a) The cleverer one is, the more modestly he should
behave himself.
(b) He has been obliged to leave the country on account
of a crime.
(c) Does the patient know that I have had the doctor
come? ((2) Are you fond of translating from English into German ?
(e) The best German is not spoken in the city of Berlin, the capital of Germany.
[over.]
4. Translate into German : —
(a) Tailors were not always bo much respected as they are now-a-days.
{b) A German gymnasium teacher was once tormented by his pupils because he was a tailor's son.
(c) An official's boy, who could write poetry, was the worst
oflFender.
(d) The teacher went to the boy's parents to complam of
their son, and fell in love with the daughter.
(e) The mother was a vain, foolish woman, yet the young
man became her son-in-law.
5. Translate into German : —
August Hohendorf was a young doctor, who at the time of our story had been married for a short time to a young and beautiful wife named Gacilie. The doctor enjoyed a good repu- tation, and was consequently pretty busy. It is, therefore, pos- sible that he had to neglect his young wife somewhat, or, at least, to appear too indifferent to please her. She became quite unhappy over it. It happened that her uncle, a wise old man, paid a visit to the young couple about this time. Once when he was alone with his niece he found out the cause of her trouble. She wanted her husband to be jealous of some man on Her account. Finding the old gentleman sympathetic, she proposed that he should disguise himself as a gay young officer and pay her attentions sometime when her husband would see them. She said she would dance with him at the next ball if he could make her husband jealous. He promised to do this but he first told the plan to the husband and the latter played his part so well that Cacilie was always after that a happy wife.
\
£^ttcatfon department, Ontario.
Annual Examinations, 1901.
SENIOR LEAVING OR HONOR MATRICULATION.
GERMAN AUTHORS, GRAMMAR AND
SIGHT TRANSLATION.
J. H. Cameron, M.A. Eocaminers :\ J. Macgillivray, ?h.D.
A. H. Young, M.A.
1. Translate inix) English: —
®ic fc^tcn ben ®arg Dor bcm 9lltarc nicbcr, nnb ber Orgclbau- mciftcr Icl^ntc fid^ ftiU an cine ©fiulc bancben unb laufd^tc ben Sonen, bie immer geroaltiger an\6)rooVitn, ]o geroaltig, ba^ bie ^irc^e in i^rcn ©runbpfcilcrn bcbtc. $)ic Jlugcn ficlcn i^m gu, benn cr roar fcl^r mubc Don bcr rocitcn SRcifc ; abcr jcin §crg roar frcubig, bcnn er rouble, bafe xf)m ©ott Dcrjicl^cn ^abc, unb alS bcr Ic^te Zon bcr Orgel Dcr- Kang, ^cl cr tobt auf ba§ ftcincrnc ^paftcr nicbcr. 35a l^obcn bie Scute bie 2ei(^e auf, unb roic fie inne rourben, rocr eS fei, offnctcn fie ben vgarg unb Icgtcn i^ ju feincr 33raut. Unb roic fie ben ®arg roicbcr fc|loffcn, begann bie Orgel nod) cinmal gang leifc gu tSnen. Dann rourbc fie ftiU unb f)at fcitbcm nie roieber Don felbft geflungcn.
2. Write the perfect infinitive and the third person singular of the present indicative of the following verbs: — anSd^rootlcn, fe^ten, ficlcn gu, roar, roufetc, f|oben, inne rourbcn, fd^loffen, begann.
3. Indicate the gender and write the genitive case singular of Sltar, loncn, (Srunbpfeilcrn, Slugcn, ^erg.
B.
4. Translate into English: —
J)cr ©d^ulgc fclber abcr roar roic umgeroanbelt. ©o ernft unb
^ j^roeigfam er oor^er gerocfen, fo luftig unb auf geraumt rourbc cr jc^t,
unb Stmolb felber f onntc fic^ bem ©inftuffe bicfeS loftbaren SOBcineS
nic^t entjie^cn. O^nc ba§ cr eigentlid^ genau roufete, roic cS get ommen,
[over.]
CMOQ
^atte bet Sc^ulje eine iBtotine in bie ^anb genommen unb fpielte einen lupigcn lanj, unb Slrnolb, bic fd^one ©crtrub im 9trm, roirbcltc mit i^r in bcr ©tube fo toll Return, bafe cr baS ©pinnrab unb bic ©tu^lc umroarf unb gcgcn bic 3Ragb anronntc, bic baS ©cjc^irr ^inauStragcn rooCtC; unb attcrl^anb luftige ©treid^e tricb, ba^ \i6) bic Ucbrigcn bariibcr opr Sadden audfd^uttcn rooHtcn.
5. Point out (a) the inseparable, (b) the separable verbs in this extract, and explain the reason for the position of the separable particles here used.
C.
6. Translate into English; —
55 rib a. 3lnv reciter, rocitcr.
Stern (Icfcnb). ,,Unb cS fc^ien mir aud^, bafe Sic in 3^^^^ ^immlif^cn @ute mir ni^t auSroid^cn, fonbcrn meinc unbcl^ilflic^cn 33emu^ungcn, ^^nm bic l^crgtid^ftc SScrcl^rung ju bcrocifcn, frcunb= tid^ bulbetcn." (3luf6lidfcnb unb cin ®la3 umrocrfcnb.) 9lber barin irre id^ racial ?
i^riba. aCBarum rooHcn ®ic ba3 anncl^mcn ?
©tern (Icfcnb). ,,8cibcr rciftcn ©ic ai, ol^nc bafe id^ S^ncn ^dttc fagcn lonncn, roaS ic^ fur ©ic cmpfanb. 2Kd bic attcrglurf= lid;[tc ©c^idfung abcr bctrad^tctc id^ c3, ba§ mcinc Scrufung l^icrl^cr mic^ nun bauernb in ^l^rc SRal^c brad^tc. ^6) bin cntfd^loffcn, attcS 5U TOugcn. O mcin ^rdulcin — "
55tiba. Slbcr foCtcn ©ic bag — roaS ba folgt — roirftid^ nid^t auSrocnbig roiffcn, ^crr ^rofcffor?
©tern. 2lu8njcnbig — ©S ift nur gar ju fcl^r inroenbig.
7. Give, with examples, rules for the position of the modal auxiliaries in simple as well as in compound tenses in (a) principal clauses, (6) in dependent clauses.
D.
8. Translate into English: —
„Dlcfcr ffllenfd)," fnl)r ber ©firgenndftcr fort, ,.\\t cin mcbrfad) bt- ftrafttr ©cfriiger, bcr fid) ftit \tDti 3a()reu btm *rm bcr «Poliici immtr auf bic |d)laueflc !^cifc ent^itbt. ^r ift cbcnfoiDcnig bcr ungarifd)t @raf 3ftban Don (ifanobt), aid bcr Si^einbfinbler Stcrnfopf ober ber Sieutcnant bon Stein obcr bcr ))olnifd)e Emigrant ©apiet)a, unter meid)cn llteln er anbcrtoSrtd gefcbtoiii' belt bat. Scin cigentdcbcr 9iamc unb Stanb— "
M?oulO Spinblcr, ©(bnclbcrgefellc auS iborn/' fid bcr !Pfcubograf ein, inbcm cr ftd) bobnlfd) bor bcr Aanjlririlin bcrbcugtc.
„&\\ Sd)neibergcfca I" fd)rie cntftt}t bie Dame unb fanf obnmad)tig in bie «rme bc0 4>crrn (£(fart.
E.
9. Translate intx) English : —
SBaumann. 3^ fagc, bu 6ift cin Sldrrd^cn. ^i^il^i, l^unbcrtc oon ^raucn rourbcn fid^ gturfUd^ prcifen, rocnn il^rc Sffidnncr nid^t ciferfud^tig roarcn, bcnn ©ifcrfud^t ift cine JpoCcngcfiurt, unb bu rounjd^cft, ba| bcin 3Rann, ben bu Ucbft, bid^ mit bicfcr ©atangs toc^ter qualen foQ. ^ber wit bu mtr Dorl^in gefagt l^aft, fo bift bu ia fclb|t nid^t cijcrfud^tig, roarum rounfc^cft —
6Sc ilic. (rafd^ cinfaCcnb). O, mit mir ift baS aud^ gang roaS anbered alS mit Suguft.
F.
10. Translate into English: —
2118 ©lifabctl^ micbcr l^crctnfam, l^attc fic cin SJtatt papier in ben ^Snbcn unb \o roei^e garbc tm ©cfid^t, roie baS SSIatt felbft.
TOuttcrc^cn, fagtc fic mit ftorfenber ©timmc, baS l^at mir bic 55onate cbcn eingcl^dnbigt. @3 ift Don il^m. SBoltt il^r c8 guerft Icfen ?
fiieS c3 nur, fagte bic 9Kutter. 63 lann nid^tS Unrcd^tcS fein.
O abutter, pfterte bag 3Rabd^cn, ic^ fann nic^t lefen, cS fc^roimmt mir nor ben 2tugen. 3^ "^^^B/ ^^^ ^^ ^^^ Stbfd^icb ift.
©0 gieb ! fagtc 5^<i^ ^ctena unb cntfattctc ben Srief . — @r fragt bic^, fagte fic nad^ einiger ^tit, ob bu nid^t baroiber rodrft, loenn cr bei mir um bic^ anl^iette. 6r tl^uc cS jd^rifttic^, bcnn rocnn bu il^n nid^t moHteft, roie er leiber furd^ten mu|c, ba bu il^m immer nur cin ganj luftigcS ©cfic^t gemad^t, fo moUe er bir nid^t mcl^r unter bie ?lugcn treten, fonbern abrcifen ol^nc ein Scbmol^t unb fein unfetigeS ;^erg fo rocit aU mogtic^ Don l^inncn tragen.
33a§ aKdbd^en antmortetc nid^tS, unb bic abutter fd^roieg auc^ cine ganjc SBcile. ^tofelic^ ful^Ite grau ^ctena bie 9lrme il^rcS ^inbeg an i^rem ^aU unb il^rc naffen Slugcn an i^rer SCBange unb bad rocid^e 3Runbd^en ftammette bid^t an il^rcm Of)x : ^d) mdre geftorben, 9Jiuttcr(^cn, rocnn er mic^ nid^t licb gcl^abt ^dtte! — S)a jog bie SKutter fte auf ben ©c^oofe, roie fie il^r ^inb feit ben frul^ften unmunbigcn Sa^ren nid^t mcl^r gcl^attcn l^attc, briidtte fic feft an il^r J^crj unb fagte mit bebenber ©timme : ®ott fegne cud^, mcine guten ^inbcr. S^x ffabi mir t)iel roicber gut gu mac^en.
►
►
£&ucation Dei>artment, Ontario*
Annual Examinations, 1001.
SENIOR LEAVING OR HONOR MATRICULATION.
LATIN COMPOSITION.
Exa/minera :
• .
Q. W. Johnston, Ph.D, A. L. Langfobd, B.A. A. B. Nicholson, B.A.
1. Translate into Latin : —
(a) The consul was within a little of being slain in the' battle at the river Ticinus.
(6) Hanno knew that he had to oppose the Roman without any delay if he hoped to regain his province for Carthage.
(c) He besought them not to waste time in discussing the situation, while the danger of the townsmen was in- creasing day by day.
{d) At this crisis the senate sent a messenger to meet the consul and to command him to wait where he was for the enemy.
(e) He decided, before he put his army in battle array, to deliver a speech before a mass-meeting of the soldiers.
(/) This young man afterwards had the great distinction of finishing the war by a victory in Africa, and for this reason was sumamed Africanus.
[g) What have you to fear? Are you not very much ashamed of such cowardice ? Do not yield in cour- age to anyone. (Write in indirect also, depending on qtuiesivit).
2. Translate into Latin : —
When spring came, Hannibal himself hastened to succour the beleaguered city of Capua. But after a fierce assault on the Boman lines had been steadfastly met, the Carthaginians were compelled to draw oflf by want of provisions.
Hannibal now resolved to march on Rome. It was per- l^aps the most daring move of a daring captain. He knew that ^thout artillery it would be impossible for him to reduce the
foVSB.J
city. Bat doabtless he hoped that the legions woald abandon Capua for the defence of the capital. All accounts agree that lie came by the river Anio, and encamped unmolested within four miles of Bome. Panic reigned in the city. Two legions, mus- tered in the cit^, were ready to repel assault, and levies of fugi- tives were rapidly raised and armed. From his camp by tbe Anio Hannibal rode round the city and gazed wistfully on tlie ancient walls which alone saved the houses and temples from destruction. He had wasted her lands and even thrown a spe&ir against her gates, but even now he knew he must turn his baek on the hated city which all his life it had been his purpose to destroy.
>
j£bucation Department, Ontario*
Annual .Examinations, 1901.
SENIOR LEAVING OR HONOR MATRICULATION.
LATIN AUTHORS. GRAMMAR AND SIGHT
TRANSLATION.
EoDaminera :
G. W. Johnston, Ph.D. A. K Langfoed, B.A. A.. B. Nicholson, B.A.
1. Translate into English: —
Veneti reliqaaeque item civitates, eognito Caesaris ad- vento, simiil quod quantum in se facinus aomisissent intelle- gebant, legatos, quod nomen ad omnes nationes sanctum mviolatumque semper fuisset, retentos ab se et in vincula ooniectoB, pro magmtudine periculi bellum parare et maxime ea, quae ad usum navium pertinent, providere mstituunt, hoc maiore spe, quod multum natura loci confidebant
2. Elxplain the mood of fuisset, and the syntax of legatos retentos.
8. Translate into English : —
Ibi Hannibal militibus certa praemia pronuntiat, in
Suorum spem pugnarent : a.grum sese daturum esse in talia, Africa, mspania, ubi quisque velit immunem ipsi, qui accepisset, liberipque ; qui pecuniam quam agrum mal- » uisset, ei se argento satisfacturum ; qui sociorum cives Car- thaginienses fieri vellent, potestatem facturum ; qui domos redire mallent, daturum se operam, ne cuius suorum popu- larium mutatam secum fortunam esse vellent. Servis (juoque dominos prosecutis libertatem proponit, binaque pro io iis mancipia dominis se redditurum. Eaque ut rata scirent fore, agnum laeva manu, dextera silicem retinens, si falleret, lovem ceterosque preeatus deos, ita se mactarent, quemad- modum ipse a^um mactasset, secundum precationem caput pecudis saxo eusit.
4. Make clear the syntax of gitorum (1. 2), pugnarent (1. 2), Uheris (L 4), socwrwm (1. 5), rata (1. 10), Toactarent (1. 12), and account for the tense of velit (1. 3), maluisset (1. 4). [over.]
5. State briefly the occasion and circumstances of Hannibal's address.
6. Translate into English : —
ipsum autem sumptis Priamam iuvenalibus armis ut vidit '^uae mens tarn dira, miserrime coniunx, impulit his cingi telis ? aut quo ruis V inquit. ' non tali auxilio, nee def ensoribus istis tempus ^et: non, si ipse mens nunc adforet Hector. hue tandem concede ; haec ara tuebitur omnes, aut moriere simuL' sic ore effata recepit ad sese, et sacra longaevum in sede locavit.
Ecce autem elapsus Pyrrhi de caede Polites, unus natorum Pnami, per tela, per hostes porticibus longis fugit, et vacua atria lustrat sauciua ilium ardens inf esto vulnere Pyrrhus insequitur, iam iamque manu tenet et premit hasta.
7. Elxplain the mood and tense of adforet, and the case of portidbvs.
8. Give inyour own words the meaning of nion tali auxUio . . . adforet Hector ; inf esto wlnere ineequitv/r.
9. Give the principal parts of ciifhgi, nda, moriere, effata,
10. Translate into English: —
frustra cruento Marte carebimus fractisque rauci fluctibus Hadriae, frus^ per autumnos nocentem corporibus metuemus Austrum :
visendus ater flumine languido Cocytos errans et Danai genus inf ame damnatusque longi Sisyphus Aeolides laboris.
linquenda tellus et domus et placens uxor, neque harum quas colis arborum te praeter invisas cupressos ulla brevem dominum sequetur.
absumet heres Caecuba dignior servata centum clavibus et mero tinget pavimentum superbo, pontificum potiore cenia
11. What is the theme of the ode ? Briefly explain the ref* erence in Cocytos, damnatua lahoria.
12. Account for the case of laboris. Make clear the poet's reason for using ater, inviaaa, Caecuba, dignior, pontijicuTn potior^ cenia,
13. What is the metre ? Scan the first stanza, indicating the feet and all long syllablea
14. Translate into English : —
PoBtero die dispoeitis praesidiis cum in forum descendisset, conversaque in eum plebs novitate rei esset, missus ab dictatore Servilius, magister equitum, ad Maelium 'vocat te/ inquit, 'dic- tator.' Cum pavidus ille, quid vellet, quaereret, Servilius causam dicendam esse proposuit ; tunc Maelius recipere se in catervam Buoramy et primum cireumspectans tergiversari ; postremo, cum lictor iussu magistri equitum duceret, ereptus a circumstan- tibos fidem plebis Bomanae implorare, et se opprimi consensu patrum dicere, quod plebi benigne fecisset ; neve se ante oculos teueidari aiiiarenl Haec eum vocif erantem adsecutus Servilius obtroncat, respersusque craofe dictator! renuntiat Maelium, repulso lictore, poenam meritam habere.
)
le^ucation department, ©ntarto.
Annual Examinations, 1001.
SENIOR LEAVING OR HONOR MATRICULATION.
GREEK COMPOSITION.
Examiners :
G. W. Johnston, B.A., Ph.D. A. L, Langford, M.A. A. B. Nicholson, B.A.
1. Translate into Greek: —
(a) Gyrus, with the assistance of the Greeks, demanded
that the cities of Tissaphernes should be given to him.
(b) Many of the soldiers used to abandon the ranks when-
ever night fell.
(c) He declared that it was impossible to cross the river,
if the enemy opposed.
(d) If we should give arms to the horsemen, we think they
would be grateful to us for the gift.
(e) I am afraid that the admiral in his anger will sink us,
ships and all.
(/) The river must be crossed by us before we reach the capital.
2. Translate into Greek: —
At that moment the centres of the two armies were still distant from one another a space of three miles. But when the Greek generals noticed that their camp was occupied by the king and his troops, they deliberated whether to send a detachment or to go in full strength to the rescue of their camp. During this hesitation of the Greeks the king was apparently advancing straight forward to attack them. They therefore made ready to sustain the shock. But the king passed by without attacking, merely picking up some Greek stragglers together with Tissa- phernes and his men. Now, when the Greeks saw the Persians declining the fight, raising the battle-song they advanced at the doable against the foe. They, however, did not wait, but fied through an adjoining village until they reached a hill. There they halted, as the hUl was covered by their own cavalry.
tf Anratim ^tpnttmnA, (6nUitia.
ANNUAL EXAMINATIONS, 1901.
SENIOR LEAVING OR HONOR MATRICULATION.
GREEK ADTHORS, GRAMMAR AND SIGHT
TRANSLATION.
Johnston, B.A., Ph.D. Examiners :-{ A. L. Langford, B.A.
Nicholson, B.A.
1. Translate into English :
*Op6vTa^ Si, Uipaff^ ^vrjp, yivei re irpoa"qKa)p /SaatXei /cal ret 'jToTufJua \€y6fi€V0<s hf toZ? dploToc^ HepcrHv, iirifiovXevei Kvpip, Kai trpoirdev TroKe/Mi^a'a^, KoraXKayel^ Si, oiro^ Kvp^ etirevy el airr^ Soirf hrirea^ x^Xtbu?, ori tou9 Trpo/earaKaoPTOf; Imria^ fj 5 Karaxavoi hv eveSpevaa^ fj ^civra^ 7roX\ou9 avr&v iuf eXoc xal xtaXweie rov Koew hriovra^, koX iroLrjcreiev Acre fnprore Suva- aOay ainois ISovra^ to Kvpov cTTpdrevfia ^aaCKei SutyyeiXaL
Anabasis, I.
2. Give the syntax of yivei (1. 1). Write out the principal parts of KaraXKarfek (1. 3) and koclv (1. 6). Give the form in oratio recta of Soirj (1. 4) and of iroci]<T€L€v (I. 6). Give and distinguish the different constructions that follow &ar€.
3. Translate into English :
(a) " ^ArpeiSrjj vvv afifie irdTuv frXar/xOivTa^ 6t(o
&y^ cnrovooTi^eiv, el xev ddvarov ye <f)vyoLfi€i/, el Sif ofiov irokefio^ re Sap^ xal Xo^/i09 *A^aiov^' aW' aye Si; rwa pbdvTiv ipeiofiev fj ieprja, 5 fi teal opeipoTToXop — koI yap t ovap k/c A509 iarcp —
09 K eiiroi 8 Ti TotTGOv i)(QxraTO <l>o2)3o9 ^AiroWcov"
Iliad, I.
[oveb]
(6) Top S* ai TriXefiayo^ ireirvvfjAvo^ avrlov fjvha'
" aA.\a>9 /*€!/ <r iiv iyd y€ xai rifierepovhe K€\oifiijv €pX€(T0'' ov yap Tt ^€via)V irodtf' aXKa <to\ axnot
10 ^cApof, hrei toi iya> fiev hniaaofMai, ovBi ae ixtfrrjp
Sy^erat' ov fiiv yap re ffapM fjLi/fforfjpfr ii/i oliap <j>aiv€Tai, aW* airo rS)v irrrepwitp iaTOv v<f>aiP€t. aX\d TOI, aXKov <f>&Ta 'm<f>ava'KOfjuii ov kbv Xkoig^ FivpvfjLayov, Ilo\v0oto Sat(f>povof; ayXaov vlov^
15 toi; vvv taa Ge^ ^Wcucqacot europowar
fcal yhp iroWov apurro^ avr)p fiifioviv re pAXidra /lm;t€P* €fir)v ya/jAevv Kat *OSi;<r<r^o9 yipa^ l^iv, dXXA rd ye Z€U9 olBev ^0\vfjL7no<;, aidepi paitap, €1 fci <T<f)v irpo yajMoio reXevrijaei, kcucop fi^iap,^^
Odyssey^ XV.
4. What is noticeable in the syntax of <l>vyoifi€p (v. 2), &z/^ (v. 8) and etiroi (v. 6), and in the form of ipeiofjuep (v. 4) ? Supply the verb with x^^P^^ (^- ^^)' Explain the mood of txoio (v, 13) and reXevn^a-ei (v. 19), and tense of yafUeip (v. 17).
5. Scan vv. 6 and 13.
6. What is meant by pa'^^ioi and what explanation of the origin of the Homeric poems is based upon this term ?
7. Translate into English :
(a) 'ETreiSAi/ he oirot wavcrayprat ahopre^, Sevrepo^ X^P^^ ircLpip- X^o,t ix KVKPiop Kal ^eXtSoz/coi/ koX arjSopcop. eiretSap Se #ca« oihot aamait Tore Sff waaa ri vKr) hravKelt rmp apeficov Karap- XpproDP, fMeyitTTOP Se Brj 7rpo9 €v(f>poavpf)P ixeipo eyovai' Tnjyai
5 eici 8vo irapb, to av/JLiroaiop, 17 fj^p yiXtaro^ fj oe riSopfj^^ iic TovrcDp exarepa^ rrdirre^ ip apx§ rrj^ 6ua>p^/a9 'jripovai, Kal to Xoiirop riiofiepoi, Kal yeX&pre^ Sidyovort.
Vera Histoid, XL
(b) *fl fMaratoij t( etriroviaKare irepX ravra ; iravaaade Kap*- popre^' ob yap 69 del fitaxrecOe' ovSip t&p ipravda aepLvS^P
10 aiStop ear LP ^ ovS^ &p aTrar/drfoi t49 abr&p ri avp avr& arroBavKav, aX-X* dpdy/cT) rop flip yvfipop olxefrdait rr^p oIkUlp he Koi top dypop KoX ro ^vcr/oi; hel SXKcop elpai Kal fierafiaXKjeip rov^ heoTTora^. el ravra Kal rd roiavra i^ hrr^Koov efifioijaaip^i^ air 01^, ovK &p olei fieydka a><l>e\f)0fipaL rop fiiop Kal aax^popeare-
15 pov^ tip yepeadai irapd rroXv ;
Charon.
8. Mark the antepenult — of ;^€XtSoi/a)j; (1. 2), and give the principal parts of nripovai (1. 6) and fjhofiepoi (1. 7). Explain the syntax of drrarfdyov (1. 10) and SXSmv (1. 12), and the use of hv in oifK &p oUi, etc. (1. 14).
9. In a short sketch, show the state of politics, education and religion in the Roman Empire during Lucian's life.
10. Translate into English :
XAP. ^AKovaare, w e^ei ^/uv rh Trpar/fiara* fiucpov fjLcv vfjM/, a>9 opare, to <TKa(\>Ziov xal inroaadpoi/ iarL, koI Siappel rk TToXX^, ical ijv rpair^ hr\ Oarepa, ol^aerai wepcrpaTriv v/AeU Si t€KTovTOL &fia ffKere, ttoXKcl hri^epouevoi eKaaro^' ffv ovv fA€Ta Tovrtov €/Ml3rJT€, BiSia firj v<rT€pov fi€Tavoij(r€T€'\ Koi fuxKurra OTTotToi v€iv ovK hrLoTcurde. NEK. Hw oft/ Trovqaame^ evTrXo'fjaofiev ; XAP. *£>ya> vfiip <f>pdcw, Fv/lu/ov? hn^aivetv XPV» '''^ 'Tepi^rra ravra irdvra hrl rrfi fjiovo^ KaTaKiwovTw;*
fJLO\M^ *>fiLp aV K€U OVTOD Si^OdTO VflcL^ TO TTopOfieiov (Tol Si, &
*^pfi7j, fieXiio'et, TO Sltto tovtov, firjBipa irapoBiyeaffcu alrriiv^ &9 &v fLti '^iXo9 ^y KcuTii eTTurXa, &<nr€p €<f>rfv, hiro^oKtov* iraph Se T7}u hiro^oBpav €<rTa>9 BtarflvaxTKe airrov*:, xai avaXafi/Savef yvfjtvow hn^alveof avarfKa^tov.
HeKpucol AuiXoyoi.
•\
i
f
JE^ucation Department, Ontario.
Annual Examinations, 1001.
SENIOR LEAVING OR HONOR BiATRlCULATION.
CHEMISTRY.
Exa/minera: ■
fR R Bensley, B.A., M.B. W. L. Goodwin, D.Sc. F. W. Merchant, M.A.
Note. — Thirty minutes will be allowed for the analyais of the
salt
Part A,
1. Determine the base and the acid in the salt submitted.
2. Give the names and formulas of the base and acid found, and state the tests by which they were identified.
£bucation Department, Ontario.
Annual Exanninations, 1901.
SENIOR LEAVING OR HONOR MATRICULATION.
CHEMISTRY.
Examiners:
R R Bensley, B.A., M.B. W. L. Goodwin, D.Sc. F. W. Merchant, M.A.
Part B.
1. (a) The molecular weight of phosphorus is 124. Its atomic weight is 81. Calculate the volume of 8 grammes of phosphorus Tapor at SOCG and 740 millimetres pressure.
(6) Calculate the volume of phosphorus trichloride at 150° C and 750 millimetres pressure formed by combining 10 grammes of phosphorus with the requisite chlorine. ^
2. Describe the changes in properties and write equations for the following reactions : —
(a) ammonia gas on hydrobromic acid gas, (6) phosphorus and iodine on water,
(c) moderately dilute nitric acid on copper,
(d) hot concentrated sulphuric acid on copper,
(e) sulphuretted hydrogen on solution of lead nitrate.
3. Describe the halogens and their compounds in such a way as to bring out resemblances and gradations in properties.
4. (a) What is the composition of blue vitriol, of chloride of lime, and of baking soda ?
(6) How is hydrochloric acid manufactured ?
(c) What substances are formed when brass is dissolved in nitric acid ?
5. (a) Describe the manufacture of aluminium.
(6) Write the formulas of potassium and ammonium alums.
(c) Describe what takes place when a solution of potassium hydroxide is added little by little to a solution of aluminium chloride.
education Department, static*
Annual Examinations, 1901.
SENIOR LEAVING OR HONOR MATRICULATION.
PHYSICS.
ExaTninera:
(R. R. Bensley, B.A., M.B. W. L. Goodwin, D.Sc. F. W. Merchant, M.A.
1. (a) Explain the absolate measurement of force and work, defining the metrical onits dyne and erg.
(6) A constant force of 100 dynes acts on a mass of 10 grams, initially at rest, for two seconds and then ceases; find: —
(i) the velocity of the mass at the end of two seconds,
(ii) its displacement at the end of four seconds,
(iii) its kinetic energy at the end of four seconds.
2. (a) State the conditions of equilibrium of any number of forces in the same plane acting at a point.
(6) A uniform horizontal beam AB, whose mass is 100 pounds, is movable about A and has a body whose mass is 200 pounds suspended from it at J3. If it is kept from moving by a rope BC fastened at a point C so placed that the angle ABC is SO"", find the tension of the rope.
8. (a) Define the centre of gravity of a body.
(6) Through the centre of gravity of a triangle ABC, a line DE is drawn parallel to the base BC. If F is the centre of BC and AF is 45 centunetres in length, find the distance of the centre of gravity of VBCE from F.
m
4. (a) Prove that the resultant fluid pressure on a submerged body acts vertically upwards, and is equal to the weight of a mass of the fluid equal in volume to the body.
(b) Equal masses of two substances, whose specific grav- ities are 8 and 2 respectively, are weighed in a liquid whose specific gravity is f ; find the ratio of their apparent weights in the liquid. [over.]
CMO)
5. A current from a battery is passed through an electrolytic cell which contains water acidulated with sulphuric acid, both electrodes being copper. After the current has been passing through the cell for a time the electrodes are disconnected from the battery and connected with a galvanometer: —
(a) Describe as fully as you can the chemical changes which go on within the cell when it is connected with the battery.
(6) When the cell is connected with the galvanometer does the galvanometer indicate the presence of an electric current ? If so, -state its cause, indicate its direction, and describe the chemical changes within the cell.
(c) What would be your answers to questions (a) and (6), if the cell contained a solution of copper sulphate instead of the acidulated water ?
6. The current from a battery of two similar cells is sent through a tangent galvanometer, the resistance of which, to- gether with the attached wires, is 4 ohms. If the tangent of the angle of deflection of the galvanometer when the cells of the battery are grouped in series is five-fourths of the tangent of the angle of deflection when the cells are arranged in multiple, what is the internal resistance of a cell ?
7. Make a drawing of a direct current electric motor indicat- ing:—
(a) the direction of the current in the field-magnet and armature coils,
^ (b) the positions of the magnetic poles in the field-magnet and in the armature,
(c) the direction of the revolution of the armature. State the cause of the revolution of the armature.
Education Department, ^tarfo.
Annual ExaminationSi 1901.
SENIOR LEAVING OR HONOR MATRICULATION.
BIOLOGY-IBOTANY.)
ExamiTiers :-
R R Bensley, B.A,, M.B. W. L. Goodwin, D.Sa F. W. Merchant, M.A.
Pabt a.
Identify the submitted plant by means of your text-book, re- ferring it to its proper order, genus and species, and analyse it according to the accompanying schedule.
(Schedide uriU be found on Pages i9, 3 cmd 4.)
[over.]
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education 2>epartment, Ontario*
Annual Examinations, 1901.
SENIOR LEAVING OR HONOR BiATMCULATION.
BI0L0GY.-(B0TANY.)
Exa/ndne7'8: ■
f R R Bensley, B.A., M.B. W. L. Goodwin, D.Sc. F. W. Merchant, M.A.
Pabt B.
1. Describe folly the submitted plant.
2. Describe a lichen.
8. Describe the general structure of a stem and a root, point- ing out the differences. Give examples.
4. Draw the submitted section, naming the parts. From what organ is the section taken ? State, with reasons, whether the plant belongs to the Monocotyledonous or Dicotyledonous divis- ion of flowering plants.
5. Give an account of venation in plants, indicating its value from the classificatory and physiological standpoints.
6. Describe features of perennial plants which enable them to persist for more than a single season.
education department, Ontario.
Annual Examinations, 1001.
SENIOR LEAVING OR HONOR MATRICULATION.
BIOLOGY-lZooLooY.)
R R Bensley, B.A., M.B. Examiners :-{ W. K Goodwin, D.Sa
Merchant, M.A.
1. Examine the submitted animal. Illustrate by drawings and description : —
(a) the mode of the subdivision of the body, (6) the character of the appendages,
(c) the organs of special sense.
Compare the animal in these respects with the crayfish.
2. Describe the e^e of a vertebrate. Indicate by a diagram the effect of each of its parts on rays of light traversing it. How are the various movements of the eye accomplished ?
3. Describe the fore limb and girdle of a frog. Compare the corresponding structures in a bird, showing how the structures in the latter instance are adapted to the animal's mode of life. What other adaptive modifications of structure may be noted in the bird ?
4. What is respiration ? Describe the organs of respiration in: —
{a) earthworm,
(b) crayfish,
(c) insect,
(d) frog,
showing in each case how they are adapted to the animal's mode of life.
Unt\»tvnit9 ot Soronto*
ANNUAL EXAMINATIONS: 1901.
FIRST YEAR.
GREEK.
PASS AND HONORS.
E, f M.AUKICE HUTTON, M.A.
Examiners: | ^^^^ Carruthers, M.A.
I.
HOMER, ODYSSEY, XV., XVI.
1 . Translate literally :
(o) *[!<; elirmv iv x^i^pl ridei Seira^ dfiil>iKirrre\\ov 17/M09 'ArpeiBf)^ 0 8' apa KprfTTJpa ^aeivov Oijic avTOV 7rpoTrdpoi0€ if>ip(ov Kparepo^ ^eyoTrivOry;, apyvpeoir 'EXcw; Se Trapurraro KaWiirdprfo^ TTCTrXov expvtr iv ^^e/ocrli/, Itto^ t' e^ar etc r ovofAofy* " Bipov Toi fcat 670), rhcvov <f>i\€, tovto SiBtafu^ pt^vfifjL *EXi;i/i79 ;^etp«i)i/, iroKurfparov i^ ydfiov Sprjv, afi aXoxtp <l>op€€iir retft)? 8^ <t>i\fj iraph firfrpl iceia'dw ivt fie^faptp, <tv Se iiol '^aiptov d<t>iKOio ducov ivKrifievov Kal afjv 69 irarpiSa ycuav.**
ft9 ehrovtr iv X€p<ri t10€1, 6 S' iSi^aro ^atpoH/. Kol ra fiiv 69 ireiptvda riOei UeuricTpaTo^ fipdus Be^fjLCvo^, Kai irdvra ii^ drjija'aro Ovfu^* T0U9 S ffy€ irpo^ S&fJM xdprf ^avOb^ Mei/eXao^. e^a-ffrjv S* dp* hreira icara xkiafiov^ t€ dpovov^ re. ')(€pvifia y dfiil>i7roXo<; tt/oo^oo) iwi'^eve <f}€pov<ra KoK^ ypva-eifj, virep dpyvpeoio Xe^tfTo^, vi'^aauar irapd 8i ^€a'Tr}v irdwaae rpdire^av. airov 8' alSoir) ra^iirj irapedrffee (f)€povaa' et&ara ttoW' iTn^detaa, 'x^api^ofievr) irapeovrtov,
(6) ** 'Ai/t/i/o', v^ptv e'^cov, KaKOfii]')(av€, xal Si ai (fyaatv iv S^tJup *I0dtcrf^ fieff o/if^X^/ica? efif^ev dpiarov 0ov\^ Kal fivOotar av 8' ovrc apa rolo^ erjaffa.
^
fidpyCf TLT) Bi <rv TtyXe/xa^y Odvarov re fiopop re pdvTei^, ov8' ifC€Ta<; ifitrd^ecu, ohnv apa Z€i)? fidprvpo^ ;-^-oi;8' otrir) Kaxct pdtrreiv aWriKoLa'w. ff ovK ol<T0* ore Bevpo Trarrjp reo^ iKero (f>€vy<oi/, SrjfjLov vTroBBelaa^ ; Bij yap Ke^^o^jtoaro XiV/i/, ovv€Ka X7)t,(nijp<TW iirKnTOfievof; Ta<^tot<rti/ i^/caye 0e<r7rpwToi5<?* oi 8' fjiuv apdfiiot fjaau. rov p edeXov <f>0laat xat airoppaldai 4>iXov ^rop rfBe Kara ^(orfv <f>ay€€Lu ixevoeiKia iroXXriv' aW* '08ifO"€U9 KarepuKe /cal eayedev iefi€uov<i irep,
2. Parse fullv :
(a) TideCt 0r]K fJLvri/ji\ <f}ope€iv, k€L(tO<o, d(f>lKoi,o, irei- pivOa^ 0ffij(TaTOy €^i<T0r)v, ^epvtffa, apyvpioiOf Xe/S^yro^, em0€l(ra'
(b) €/jifJL€i/y i/JLwd^eai, oltriVy fjudprupo^Sy oa-irf, K€\o- \a>aTo, \7}iarripaiv^ iTncwoiJLepo^, ^^^^j fievoe^/cia,
[FOR HONOR CANDIDATES ONLY.]
(a) Write out the Attic form of any words in this passage, where it is distinct from the Homeric.
(6) Comment on p,€0^ op^riXxKa^t p^dprvpo^^ oa-irf,
ir.
[Write in a Beparate book.] LUCIAN.
1. Translate:
20A. ovSe aiSijpov iK€lv6<s y€ Berj(r€Tai, aW* {)VT€ x^Xkov ffVTe ')(pv<rov hua0fis^ SlKXoi^ fiiv wore KTTJfia Kal ipfjLiuov eaj) dvaT€0€iKW fj ^aoKeikrw i^ Bo(6)TO?9 fj A€X<f>oh avTOL^ rj TtvL rvpdvvtp fj Xtia-r^^ T^ Be 0€a> oXiyov pAXei r&v a&v ')(pv<TO'jroi,&v,
KP0I2. hel (TV fiov T^ TrXovTtp wpoaTroXefiel^ /cat <l>0ov€k.
EPM. ov <f}€p€i 6 A17S099 & l^dpmp, Tffv irapprj' ciav Kai rr)v aXi]0€uiv r&v Xoytov, dXXa ^ivov airy SoKcl TO TrpayfJM, Trevrfff dv0p(owo<; ov\ vTTOirr'qa-irmu, TO Be irapiaTdp^euov €X€v0ipa>^ Xeyoav. fAefitrjaerai
B* OVV /MlKpOV VCTTepOV TOV ^X(0VO^, STav auTov Sifj
dXovTa iiri Ttfv TTVpdv xrrro tov K.vpov ava')(0rivai' i^Kovaa yap vij^ K.X(O0ov^ Trpt^ffp dvayi,v(o<rKova''q<; tA eKaarTtp ^tiC€K\(Q(ypAva, iv oU xal TavT iyeypa'TrrOy Kpourov /lev d\^y^f, tnrb Kvpov, TS^vpov Be avTov inr* ixewffal tt/^ ^ ^ifrf€TiBo^ a7ro0av€lu. op^s "rifp X/cvOiSa, rtfu J^ ^q\) vkttov tovtov tov XevKov
i^e\avpov<rav . ^i
Charon,
2. Parse ivaOfjs, fjL€fivi](rerai, ava')(0TJvaij aXAvai, eiTiKhicKwafjLeva,
3. What historical figures are brought before us in this dialogue \ Where and when is the scene laid ?
•4. Give a brief account of Lucian's life and times. Write a note on the literary and the didactic value of this dialogue.
5. Translate:
OinrfD hi Svo rj Tpei^ r^fiipai BteXrfXvffeaav xal irpoaeXOwp €ya> 'Ofii^pip ti^ iroirjrr^, axoXrj^ ovarj^ afuf)olif, rd re aWa iwwOavofAtfv /cal o0€v eltf, Xeya^t^ rovTo /jbaXiara Trap rffilv euriri vvv t^'qreiaOat. o hk ouS* airro^ fxev ayvoeiv €(f>a<rK€Vf a>^ oi fiep Xlov ol Se ^fivppoiov TToWol Be teal KoXoifxoviov avrov vofii- fyvaiv, elvai /Jbiproi eXeye "BaffvXcovio^^ koi irapd ye Tot9 TToXiTat? oi/y 'O/ATypo? aXXd Tir/pavrj^ KaXel- aOai' varepov Si ofi/rjpevaa^ irapa rot? "'EXXt/o**!/ aXXa^ot Tfiv trpoaffyopiap, eri, Si xai ire pi r&v oBeTovpivoav ariywv iinjpdntop^ el inr ixeivov elai yeypafifjLevor xal i^ €<f>aa'tc€ iravra^ avrov eivai. KareyiypoiHTKOp ovp tcui/ dfjL^l top Zi]p6Sotop kcu ' Apiarap-xop ypafiiuiTiK&p iroXXrjp rr}p y^v)(poXoyiap. iirel Be ravd* ucapw dneKpiparo, irdXtp avTOP rfpo}- TCtfV, Tt Bi] TTore hwb rrj^ fii^ptBo^ rr\p dpyy\p erroii]' aaro' tcai &9 ehrep ovt<o^ hreXdelp avrt^ firiBep eirirr^BevaapTi.
Vera Hietoria, II.
6. BieXviXiBeaap xat ... eirvpdapo/jLtfp. Explain the coordination of these clauses. What syntactial pecu- liarities have you observed in Lucian ?
7. Parse dfi<l>oip, Ofirfpevaa^, dXXd^at, eirrjpaoTmp. Explain the syntax of a^xoXtj^, etr), "O/nijpo^y ainov, ^pafJkfjLaTuc&p.
*8. What is the purpose and what are the probable originals of the Vei'a Historia ? What modern satires or romances may have been suggested by this work ?
* For Honor CandidatOB only. [FOR PASS CANDIDATES ONLY.]
9. Translate :
Koi ^fAeh iqpofieOa ripe^ re elep oi iroXifuoi Kcd Tffp airloLV rtff Bta<f>opa^ 6 Bi, ** ^atde^p^^ ^alp, ' 0 T&p ev T(p ^Xi^ KoroiKovpTwp iStiaiXev^ (olKeirai
yap Sif Kax€WO^, Aairep koX 17 l^ekrivfi) iroXifv ijSff fTpos fffia^ iroXffiei \povov. ijp^aro oe i^ airla^
TOiaVTff^* T&V €V T§ Op^ T§ ^/A§ TTOTC TOU? CLWOpw^
TaT0U9 awwyar^w ifiovXrfifjv airouclav ^ top *Km- aifwpov areiXcUf ivra epfifiov xcti inrb firfSevo^ /caro^- tcov(A€POV 6 Toivvv ^cUOmv ^Oovi^aa^ imiiXwre rfpf airoucLav, Korh fiiaov rov iropov anavrriira^ ewX r&v 'lirrrofAVpfirjfctDv, rore fiev ovv vucffiivre^ {pi yhp ff^p canvrrciKjoi rp irtipaaK€uff) hvex^piia-afiev vw Bi ffovXofiai aidi^ i^eveyKew top iroXefiop, tcaX arroa- reiXiu rrjp diroiiciap. fjp ovp ideXf/re, tcoiPfov^ari fioi Tov OToXoi;."
Ibid.y I.
&iropo%, poor.
' E{i»a<f)6po^, planet Venus, 'iTTirofivpfjirj^, in plur. ant-cavalry. apTiTraXo^, Tnatch, equal. €Kif>€pa), begin.
nnftievfitfts ot CTovomo^
ANNUAL EXAMINATIONS : 1901.
FIRST YEAR.
GREEK.
HONORS.
Examiner: A. L. Lanoford, B.A.
HERODOTUS, VII.
1. Translate:
Mer* avTov Bi MapSovio^ iXeye' *ft hiawora, ov /JLOVOV eh rSnf yevofiivfov Tlepa-imv apLtrro^, dWa xal r&p iaofiipcov, 89 rd re aXXa Xeytov iirUeo aptcra Kai aXtfOia-TaTa, Kal "laovas tov^ iv rfj Ftvpayrrr) KarotKfffiivov^ ovk icurei^ KarayeXdaat ^fuv, ioma^ apa^iov^, xal yap heivhv &v eit) Trpfjyfia, el l.aKa^ fjLtv KoX ^Ivhov^ KoX hWlonrd^ re Kai * Aaovpiov^ aXXa re edvea iroKKa xal fieydXa dSlKijaavra Hipcra^ ov&ip^ dXXit SvvafMW irpotTKrdaBai ^ovXo- fjiepoi xaraarpe^dfievoi BovXou^ e)(Ofxev^ "^XXr^vaf; Se irrrdp^avra^ dStKirj<; ov rifJL<apff<r6fi€da.
2. Parse eTruceo, Karoitcrf/Mevov^, VH'lv^ ob (rifMeaprfao- fi€6a).
3. Translate:
*n tcaxe avOpudrre^ <tv iroXfirjca^^ ifiev crparevo- fieifov ai/TOv eiri rifv *EtXXdBa Kal ar/ovro^ fralBa^ ifLOiK Kal aSeX<l>€OV^ Kai olKt^tov^ Kal <l>iXov^, fivqaaadai irepl aeo iratBo^, ioav ifio^ SovXo^, rop 'Xp^v navoiKLp avrrj ywaiKi avveireaOai ; ev vvv roS* i^errlara^Oy ©9 iv rolat oaai r&v dvdpdmnjiv ouciei 6 9vfi6^, &9 ypri<rrit fiiv dKovaaf; repyjno^ ifivirrXie^ to a&fia, wrevavria Si rovrottri uKovaas avoihiei. ore fjkiv vw ')(^p'q<Trd iroirjaa^ Irepa roiavra ^riyyiXXeo, evepyeairjai ^aaiXea ov Kav^W^^^
irrrep^akiadar errel re Se e9 to dvaiBitrrepov irpd-- V€v, Ttfv fihf a^vqv ov Xdfiylreai, iKiaata hi rrf^ b^itf^. ' (T€ fjL€P ^ap KOL T0V9 riacepa^ riv ircUhwv pverat tcl ^eivuL' Tov he ivb^, tov Trepii^etu fjbdXiara, rfj "^^^XV ^rffMidaeai'
4. Who is addressed in these lines ? iroXfitiaa^. Why this tense ? Parse Xdfiy^ecu, ^rj^iuoaeai.
5. Translate:
*Aprdfiav€, oIkotod^ fihf <rv ye tovtodp SKCurra Siatpeai' arap fitjre iravra <f>o^eOt f^V'^^ irav ofiouo^ eTTiXerfeo, Et yap hfj ^ovkoio iirl r^ aUl hre<ri^epO' fiev^ 7rpj]yfjLaTL to tt&v ofiolot^ hrikeyeadac, iroiijaeuL^ &v oifhafjM ovSev Kpeaaov he, nravra Oapereovra i^fiKTV TSiv heiv&v Trd(T')(eiv ^iSiXKov fj wav j(p^fia irpoheiixaivovra firihaficL fitfhev iraOeiv, el he epi^mv 7rpo9 irdv to Xeyofiepov fit) to ^e/Saiov dirohe^ei^, a^Weadat 6<f>ei\eL^ iv airroiac o/jlouo^ xal 6 x/rrevavria tovtokti Xe^a^. rovro fiev vw hr^ l<nf^ eyet* elheuat he avOporTrov eovra «m^ ^^ to pe^aiop ; hoxeo) fiiv ovhafim, roia-i roivvp ^ov- XopAvoiav TToieetv &^ ro iiriirav i^Chjeei ytveadai, rh Kephea, rdiai he hriKeyofievoKri re irdvra koX OKueva ov fidXa ideXec, 'Opa^ rd Ilepaicov irprjy/juira €9 h hvvdfjLio^ 'n'poKe')(<»pf)Ke' ei roivvv eKelvov oi rrpio ifiev yevofievoi ^aaiXee^ yva>p/p<Tc rouivTr)<n aXXov^ <Tv/jL0ovXov^ elyov toiovtov^, oifK &v xore elhe^ abrd €? toOto wpoeXOovra* vw hi tcivhvvov^ dvapptTrreovre^ €9 toOto a'<f>€a irpoffydyovro, fjbeydXa yap irpr\yfiara aeydXotcrt Kivhvvov<TL eOeXei KaratpeecdaL*
0. Parse drrohe^ei^ and Mn79.
7. With a map show Xerxes' progress in the portion of Herodotus rend this year. Locate any places mentioned.
HOMER, ODYSSEY, XVIL. XVIIL
1. Translate :
*^n9 €<t>aT\ ^Ai/rivoo^ S' eireo'iv vetKecae avfiwrrjv " & apiyvtore a'v/3S\ra, tIv he av rovhe iroXivhe ijyaye^ ; fj ov^ a\c^ ^i/,\p aXrjfiove^ eiai Kat aSXot^ iTToyxoi avtrjpoi, hair^u d'^oXvfiavrripe^ ; fj ovoaat OTC rot ^{q ^a^ehovaiv avatcro^ 5
ipffdS^ dyeipofievoi ?^» i /cat tt^otI rovS eKaXeaaa^ ;**
ft »
KvrlvOj oh fiiv KaXii xal iirdXb^ iwv itrfopev€i^' TVi 7^/) S^ ^etvov KoXei aWoOev abro^ hreKOiav SSXmf 7*, €i fXTf r&p ot ^fiioepyol laat, 10
fuivTiv fj trirrjpa kok&v fj reKTova hovprnv, f^ teal 0€<rmv aoiSoi/^ o /cev ripirrjaw aeiScoP ; oxfTOi jap KXrjToi ye fipor&v iir' aireipova yaiair fTTtajfpv S* obK ap Tt9 icaKeot rpv^pra I avrop, aXXJ aUt wXetro^ irepi irdprHv eU fMrqar/fptap 15
Sfimaiv 'OoiKTcr^o?, 'rripi S" aSr ifioi' avrap iyw ye ov/c aXeyfA, €ia»9 uoi i'V€<l>pwp Hfp/eX&rreui ^a>€i ivl fieydpoi^ Kat TtfXA/jLaxo^ deoetSi^"
2. Scan vv. 2, 3 and 4, noticing any irregularities.
3. Parse ivoaa^, t&p (v. 10), xaKiot, iioi (v. 17).
4. Translate :
**Qv if>dTo, T& S' (hi fjL&Wop inro rpofio^ eXXalSe yvia, €9 fjbia'aop 8' apayop' rcb 8' apL^oo x^^P^^ aveaxov* hi) Tore fuppLTipL^e iroXvrXa? Sw 'OSutrcrct'? ^ eXdirei &^ p,ip yfrvx^ Xliroi aiOi irea-opra, ^ puv ^K eKaaeie ravvaaeiep r iTrl yaltf. wBe Si 01 ^popiopTi Sodtraaro KepBiop elpa^, ffK iXdaai, Xpa /mij fnp iiri^paacalar ^Ayau>L 8J7 tot' dvaayofiipm o uep fiKaae Be^ibv (Ofiop ipo^, o o av^ep eKaaaep vtt ovarof;, oarea o etac^ effXaaep* avruca 8* ^Xde Kara aTopui <j>oipiop atiia, KaS 8' hre<r ip Kopi'po'i puucimPy avp 8' ijXaa oBopra^ Xajcri^fop iroal yaZap* drap fiprfarrjpe^; hyavol Xiupa% dpaaxpfiepoi yiX(p etcdapop,
5. Parse t^S (v. 1), dpiaxoPj Soda-aaro, hri^aaaaiar y fULKiip, yiXqfj exOapop,
6. What part does Penelope take in the events of these two books ?
VLnintvntts of ffovomo*
ANNUAL EXAMINATIONS : 1901.
ALL THE YEARS.
GREEK PROSE.
PASS.
Examiner : Adam Carruthers, M.A.
Note : — First year Candidates wil take A. and B. ; Candidates of
the other yean will take A. and C.
FOR ALL TEARS.
Translate into Greek :
To this king himself ; of these fathers ; in the mid- dle of the iskuid ; at night ; on the same day ; in the same summer ; in addition to this ; after this ; by means of this; because of 'this; in my day; owing to the influence of no woman ; they know (otSa) this ; they did not know what to do ; we are persuading the citi- zens ; you were obeying the general ; do not take the gold ; they said he was not present ; he said not to come ; do you not see those three men ?
B.
FOR FIRST YEAR.
Translate into Greek :
1. The general said that both peace and war were advantageous to the State.
2. After hearing the general speak, the Athenians condemned him to death.
3. The soldiers made use of horses to carry provi- sions from the fields into the city.
[oyxB]
3. He said that flowers did not bloom there even in. the spring.
5. They had more honesty than wealth, and were too loyal to desert us.
6. Because he wished to take counsel with us he was put to death by his own countrymen.
7. I am afraid that this man loves himself more than he does his children.
8. He came to see the battle, but fearing that he might be captured, he crossed the river.
9. Wherever they came they used to encamp, although the enemy were present.
10. If the Spartans had not given quarter, all our soldiers would have been slain.
C.
FOR SECOND. THIRD, AND FOURTH YEARS.
Translate into Greek :
1. Would that the king had not been slain. If he were here now all would be well.
2. Socrates said that he was not wise, and that he was conscious of his own ignorance.
3. He asked Meletus whether it was better to dwell among good citizens or bad ones.
4. A Boeotian arriving at Corinth, as there arose a north wind, and the water in the streets froze (aor. pass, of Tnjyvvfu), fell down in the market-place, and was in a very bad way (Sv<r;^e/3a>9 BLaKciadai), And the bystanders raising him up {iwaipw) bore him to his house. And when certain persons advised to send for a physician, the sick man did not allow them, in-the- idea-that (cov) there was only one wise physician, and he (ouTo?) a Boeotian, by name Philondas. And they sent a messenger that he might fetch (/co/a/J©) Philon- das. And the messenger returned bringing a letter as follows : ' My friend, I cannot come to you myself, but I will send a proper (e^rtTiy&tov) medicine {^dpfJuiKov) if I only know about ^^^ mischief (Ka/cov), where you first felt pain.' A^j ^^e sick man bade them say, ' In the market-piace of^he Corinthians/
nmrttvuits of fl:ovoiito«
ANNUAL EXAMINATIONS : 1901.
FIRST AND SECOND YEARS.
GREEK PROSE.
HONORS.
Examiner: Adam Carruthkrs, M.A.
Bi*asidas represented to them that he had been sent among them by the Spartans in order to make good the promise that the Peloponnesians had made at the beginning of the war, to the efiect that they would emancipate all the cities enslaved by Athens. That the Spartans had not redeemed their promise sooner was because the war had not gone as prosperously with them as they had hoped it might.
But he was now come, having made a long and datigerous journey, to redeem that promise, and offered himself to them as their liberator. He assured them that the Lacedaemonians would respect their inde- pendence, and that no one party in the city need fear that they would be delivered up to their political enemies ; he had not come among them to be '* the tool of a faction." The liberty that he brought them was liberty for all, not for a few. But if they refused to accept the freedom he offered them, and open their gates to his army, then he would be forced to regard them as the enemies of Sparta and her allies, and would at once proceed to ravage their fields and make war upon them in every way ; for it could not be endured that they should be allowed to stand in the way of the work of emancipating the Hellenes which Sparta and her allies had undert^iken.
ii't.-r. »iii
^tniiierlSfiff at th^tmthl
ANNUAL EXAMINATIONS : 1901.
FIRST YEAR.
HONORS.
i « »
J v» ' ».
rv«^ . ^„ . J J. C. ROBERT8QN, B.4.
.. 1. OtvQ theByntox of (a)'geDfiiral»^.conditi9naI,Ben- tei^ces in Oree}^;, (6) ^be.v^rb^ ip -rio^^^XO ^^ abso- lute construction ; (d) ** before " and " until " clauses ; (e) av with the indicative.
2. Distinguish the following forms: cuf^elveug aweivai, iiTiivaij a<l>ih€Ui /i^iQKa^ .a^l^^il ffLpcurr^t vapitrnf^ irapUrtfi ; /caOiaraaop, KaBiaraaav, KoSioTaaap, /cara- aracav, KaraaTtfiTav, tearecrrja'av,
3. Write out the mopd-synopsis of t^e. following: the present of BvvafAai and Bel ; the aorist active of TtTMwrMttb irpofialvw and irapi)(<» ; the future middle of wopl^.
4. Point out what is noteworthy or peculiar in the syntax of the underlined words :
(a) oXX* Ire fffpaatuoai 'iroXiv tcdra 00X' avOpanrmv,
m». ap^poTi^oti /AiroXXflni' ^AprifiA ^ifP , . oU affavoi/9 0€\€€traip iiroifxpiuvo^ Kareir^^vw*
(6) rcw^ €X ic€P iramtev avn^aofUP iv^v iovrmv, fiif iroXvir$Kpa fcal aiviL^fiia^ ufrrorUretu tXJBmv^
(c) Jtt*, 9 T04 iihf iyiiP tlfi ^9 iroKiP, 6^pa /*€ /iifri^ J^rrrm* ov 70/9 ^oy i^poadeif irawrtaOai 61m
KkavOfiov re arvyepcSo yooto r« ioKpvoepro^,
TTplp y avTOP fi€ ihrjrar drhp aoi y c5S' hrririWa).
BcuTa irroD'xevtf,
(d) iya> Si k€ ae tcKjeifo Kar ainipova yalav.
(e) el irdvTe: ae iBoiev dv "laeroi/ *'Apyo^ 'Aj^a*oJ, irkiovi^ K€ /ivrfo-Trjpe^ iv vfieripoia-i Bofiouriv rjciOev Baivvaro,
(f) fifuk S* OUT* cttI epya irdpo^ y ifuv oire irfj aXXy irpiv ye ae r^ yqfiaadaL 'A^^ataii/, 09 ri^ apurro^,
(g) 6 Si dSi/ceei dpaTreidofievo^ irpiv fj hrpeKcm^ iKfiAfftj.
{h) AecwoTa, ouk oIko^ iari *A0ijvaiov^, ipyaaafievov^ iroWd r^Sfj xatcd Tlepaa^, /iff ov Bovvcu Buca^,
(i) ^Cl fiaaiXev, enel re appo^Beeiv obBev ia^ wprfyfia, aif Be fiev avfifiovXirfp evBe^at,
(J) f^p&Tov Bi PovKofuiL irept rrj^ ttoXcw? eiTrea/, hrel firjB^ a\\<p Tti/i yey paTTTiu irepl avrrj^,
(Jc) *X2 tS)9 hvoia^, oXye obte laaaiv ore k&v ohjqv rf^v Ile\<yir6pvr}(Tov eKoaro^ airrayv fcn^atovTait fJLoyi^ tiv TToBuuov Xd/Soiev roirov irapd rov Alaxov.
11.
[Write in a separate book.]
1. Translate : Dixit urbem captum iH. Explain the syntax of captum and of irL What is the com- mon periphrasis for the f ut. inf. p&ss. ?
2. How is the lack supplied of (a) the pres. part.
fass., (b) the fat subjun. act, (0) the i^t subjun. pass. ? llustrate.
3. Translate : ./ asked them what they xuovld have done,
4. Give the main rales of oblique narration in Latin.
Translate : He said that the city wovXd have been adorned,
5. Turn into direct narration :
Si mercede conducti obviam candidatis issent^ si conducti sectarentur, si giadiatoribus vulgo locus tributim et item prandia si vulgo essent data, contra legem Calpurniam factum videri.
\
^. Explain italicised forms in :
^a) Quamquam ego iam putdbam, iudices, multis viris fortibus ne ignobilitas generis obiiceretur, meo labore eaae perfectum, qui non mode antiquis illis, fortissimis viris, novis hominibus, sed his recentibns, corn/memorandia iacebant.
(b) Accusandi terrorea et minae, quibus tu cotidie uti solebas, sunt f ortis viri,
-(c) Yenio nunc ad M. Catonem, qtuod est firmamen- tum ac robur totius accusationis.
m
(jd,^ Quod si ita putaaset, certe optabilius Miloni Juit dare iugulum P. Clodio.
^eT) Post diem teriium gesta res est quam dixerat.
^y) Quos nisi manu misiaaet, tormentis etiam de- dendi JiierurU.
(ff) At etiam litteras, quas me sibi misisse diceret, recitavit.
(A) Num exspectas, dum te stimulis fodiamua ?
(i) SyngrskphsL sestertii centiena,
(J) tJtinam id canere.
einftifrttfts of Soromo«
ANNUAL EXAMINATIONS : 1901.
FIRST AND SECOND YEARS.
GREEK AND LATIN.
TRANSLATION AT SIGHT. HONORS.
r* •^-— . (Cr- W. Johnston, Ph.D. ExarmnerB:^j^ L. Langford, B.A.
. I. for both tears.
Translate :
(a) lamque pedem referens casus evaserat omnes redditaque Eurydice superas veniebat ad auras pone sequens, — namque banc dederat Proserpina
legem — cam subita incautum dementia cepit amantem, ignoseenda quidem, scirent si ignosoere Manes : restitit, Eurydicenque suam iam luce sub ipsa inmemor heu victusque animi i^espexit ibi omnis effusus labor, atque inmitis rupta tyranni foedera, terque fragor stagnis auditus Avemia ilia 'quis et me/ inquit, ' miseram et te perdidit,
Orpheu, qais tantus furor ? en iterum crudelia retro fata vocant conditque natantia lumina somnus. iamoue vale : feror ingenti circumdata nocte invalidasque tibi tendens, heu non tua, palmas ! ' dixit et ex oculis subito, ceu fumus in auras commixtus tenues, fugit diversa.
Virgil, Georgics, IV.
(6) TTX. "E^j^ft? fioL, & 4>i\6K\et<;, elireii/, ri ttotc apa rovTo iariv o Tois ttoXXois eh iiriOvfiiav tov yjrevSeaOaL Trpodyerai, c!)9 avrov^ re ^aipeiv /uLrjSet vyu^ \€yo])7a^ xal roU ra Toiama hie^covai fxaXicTTa TTpoai'^etv tov vovv ;
<I>I A. IloXXa, €0 Tu^idhT}, iarlv h tov^ av0pa>7rov^ ipiov<i apayKa^ec tcl yjrevSfj Xiyeiv^ e? to ')(priai$jLov aTTo^XeTTovTa^.
TTX. Ov&iv TTpo^ eTTov raCra. ovSe irepi TovTtov rjpofi/qv OTToaoi r^v ')(peia^ eveKa -^evhovTai, airy- yvcofJLty; Totyapovu ovtoi ye fidXKov koi eiraii/ov Tive^ avTcav a^ioc, oiroaoi fj iroXe/jLiov^ i^ij7rdT7f(rau Tj em aoyTfjpia tw Toiourip f^pfjbaKto e')(^pri<ravTo iv To?9 hevol^^ ola iroXKa koX 'Ohvaaeu^ eiroiei, njv t€ avTOv '^v')(7]v apvifievo^ koX tov voaTov tS>v cTaipcov. dWa irepl eKeivtov, & apiaTe, <l>f)fJLC, ot avTo aveu t^? 'Xpew TO ylrevSo^ irpo 7r\eibi/o9 r^9 aXfqdeia^ TiOevrai^ tfSofievoi Tw irpdyfiaTc koi ivSuiTpi^ovTe^ err* ovBcfMia 7rpo(f}da€c dvayKaca.
LUCIAN, ^c\oyjr€v8i]<:,
11. FOR FIRST YEAH ONLY.
Translate :
(a) Prudentissima ci vitas Atheniensium, duni ea reruin potita est, fuisse traditur ; eius porro civi- tatis sapientissimnm Solonem dicunt fuisse, eum qui leges, quibus hodie quoqu« utuntur, scripsit. Is cum interrogaretur, cur nullum supplicium constituisset in eum, qui parentem necasset, respondit se id neminem facturum putasse. Sapi- enter fecisse dicitur, cum de eo nihil sanxerit, quod antea commissum non erat, ne non tarn proliibere quam admonere videretur. Quanto nostri maiores sapientius! qui cum intellegerent nihil esse tam sanctum, quod non aliquando violaret audacia, supplicium in parricidas singu- lare excogitaverunt, ut quos natura ipsa retinere in officio non posset, ii magnitudine poenae a maleficio summoverentur ; insui voluerunt in cul- leum vivos atque ita in flumen deici.
Cicero, Fro Roacio Amerino.
(6) n^ apa (b<ovri<raa fjyri<raro IlaXXa^ 'KOrjVT}
KaprraXifKo^i* 6 8' eireira fier r^^i^ia /Salve deolo, l^ov S' €9 YlvKiODV avSpaop ayvpiv re Kal eipa^iy evff apa Nea-rwp fjaro auv vldaipy afi<f>l 3' eraipoi Salr ivTuvofievoi Kpear ATrrcav aWa t' eireipov, oi 8' 0)9 ovv ^eivov^ i8ov, dSpoot ffKdov iiravre^, ')(€p(riv r riairaifiino Kal eSpidaadat dvooyou, TT/xwTo^ N6<TTopt8i79 HeiaiKTTpaTo^ eyyvdev iXOoov afji(f>OT€pQ)v eXe ^cl/^a xal tSpvaev irapa iatrl fcd)€(riv ev fiaXaKOitriv, iirl ylraudPoi^ aXiija'i, irdp re Koa-ir/u-qrco ^paavfxijBel Kat irarepi rZ* S&tce 8* apa airXayyytov fjLOipa^^ ev 8' olvov e^^ve ')(pv€rel<p Bejrai' SeiBuT/cofievo^ 8e TTpo<rr)vha naXXa8* ' AOrjvairjv, Kovprfv A 109 alyioxoto'
Homer, Odj/ssey^ III. III.
FOR SECOND YEAR ONLY.
Translate :
(a) Legati iotroducti in senatuin maxime in banc sententiam locuti sunt. " Populus nos Campanus legates ad vos, P. C, misit araicitiam in perpetuum, auxilium praesens a vobis petitum. Quam si secundis rebus nostris petiissemus, sicut coepta celerius ita infirmiore vinelo contracta esset : tunc enim, ut qui ex aequo nos venisse in aniicitiam I meminissemus, amici forsitan pariter ac nunc,
j subiecti atque obnoxii vobis minus essemus ; nunc,
i misericordia vestra conciliati auxilioque in dubiis
rebus defensi, beneficiura quoque acceptum col- amus oportet, ne ingrati atque omni ope divina humanaque indigni videamur ... Campani, etsi fortuna praesens magnifice loqui prohibet, non nrbis amplitudine, non agri ubertate uUi populo praeterquam vobis cedentes, baud parva, ut arbi- tror, accessio bonis rebus vestris in amici tiam venimus vestram. Acquis Volscisque, aeternis hostibus huius urbis, quandocunque se moverint, ab tergo erimus; et subactis iis gentibus, quae inter nos vosque sunt, quod propediem futurum spondet et virtus et fortuna vestra, continens imperium usque ad nos habebitis."
LiVY, VII.
[OYIR.}
(6) KopivOuLi yvvaiK€^, i^rjXdov iofi^ov,
firi ^ol 71 fiifjL<fyrf<T0\ olha yap iroXkov^ fiparAv
<T€fivov^ yey&ra^y tov9 fi€v ofMfidroDv airo,
T0U9 iv Bvpaioi^, oi 8* atfi f^av^ov 7roSo9
hvfTKkeiav iK7t]<rap70 xal paOvfiia.
SiKf) yap ovK evear iv 6<f>0a\uoU fipor&v,
o(rTi9 wplv avSpo^ <T<f>\ayyvov i/ctAoOeuf aa^^Af
artjyel SeBopKw^, ovSev rioLKfiiuvo^*
"Xjph ^^ ^ivop fiiv Kopra irpoa*)(wpeuf iroXei,
ovB* harov ^vea octtk avdd&f^ 767019
TTiKpo^ woklrai^ iariv apM0ia^ iiro.
ifiol S' acKiTTOv TrpS^fjM irpoaireaov roSe
'^vj(r)v hii^apK' olxofJMt ^ fcai 0lov
Xdpiv fjL€d€7aa Kardaveiv XPV^^' ^^'^^*
EuHiPiDBS, Medea^
i^tifiictsitv of t'okHm.
ANNUAL EXAMINATIONS : 1901.
FIRST YEAR.
». . 1
ANClfeNl^ fltStbRY.
EoDamvner : Adam Carbuthers, M.A.
Nor. — ^The candidatee will put I. and II. in separate books, and
write on /our qnesttons m ecLch section,
I.
1. Give some account of (a) the Tribal Asp, (6) The Mycenaean Ai^e, and (c) The Epic Age, of rrehistoric Greece.
8. Distinguish the copditions pi politiqal union or organization in (a) Boeotia, (hi) Attica, (c) Lacouia.
What hindrances, were there to political union on a larger sciite in Greece t
3. '* Among, the Greeks, not race so much as sur- ronndings mide chi^i^iel.''
Illustrate the truth of tl^is dictum by* a considera- tion of 8parta, Tarentuin, Corinth, and the Greek oolonies in Sicily, bistingtiish briefly between charac- teristic features of Doriaps and lohians.
4. What was the procedure in the organization of a Greek colony ? In what relation did such colony stand to the mother State ? What do you understand by Clemchy t
5. Write brief notes on the following, mentioning any famous work or works of each : Myron, Aeschylus, Phidias, Sophocles, Praxiteles, Polygnotus.
6. Show the influence exercised by the Olympian uid other great games on (a) Commerce, (6) Politics, (c) MoraUty and ReKgion, (d) Art.
[oybrI
L i
a pa TovTo iariv o rots ttoWov^ €tv inriffu^tav toD y^evSeaOai irpodyerai, a)v avTov^ re ')(aip€cv /j/rjSei. vytt<? X€70i^Ta9 Koi T0I9 to, roiavra Sie^tovai /jLd\ia"ra irpoaeyeiv top vovv ;
<I>I A. IloXXa, & Tirx^idSr), iariv h tov^ dvOpct^Trou^ ipiov^ avayKa^ei jk y^evhfi Xiyeiv^ €9 to ')^q<ri/JLOV d'TTO^XeTTovTa^,
ITA. yjvo^v TTpo^ CTTO? ravra, ovoe irept Toxrrtov 7]pdp/r)v OTrocoi t^9 'xpeia^ evcKa yjrevSopTai, rruy- yvca/Jirj^ roiyapovv ovroi ye /bLoXKov koI e'TraCvov TLve^ avTmv a^ioc, oiroaoi ^ TroXefiiov^ e^TrciT7j<TCLV ff hrl (ToyTrjpta tw toiovto) i^apfjbdKtp e'Xp7]a-cti/TO ev T0A9 hevoh^ ola TroWd Koi 'OBvaaev^ eTroiei, Tqv re avTOv ylrv'xr)v dpvvfievo% fcal rov voarov rSiv eTalpcji/^ dXkd Trepl eKeivtov, & apitrre, <f>r)fjLif ot avro ai/ev ttj^ 'Xp€ia(; TO ylrevBo<: irpo nfkeiovo^ tt)^ dkrjdeia^ riOevTCU, r^86fjL€voi Tc3 irpdypiaTc koi ivBiarpi^ovTe^ eir* ovBe/Mia 7rpo(f}d<TeL dvayKaia,
LUCIAN, 4>tXo^eyS?79.
11. FOR FIRST YEAR ONLY.
Translate:
(a) Prudentissima civitas Atheniensium, duni ea rerum potita est, fuisse traditur ; eius porro civi- tatis sapientissimnm Solonera dicunt fuisse, eum qui leges, quibus hodie quoque utuntur, scripsit. Is eum interrogaretur, cur nullum supplicium constituisset in eum, qui parentem necasset, respondit se id neminem facturum putasae. Sapi- enter fecisse dicitur, cum de eo nihil sanxerit, quod antea commissum non erat, ne non tam prohibere quam admonere videretur. Quanto uostri maiores sapientius! qui cum intellegerent nihil esse tam sanctum, quod non aliquando violaret audacia, supplicium in parricidas singu- lare excogitaverunt, ut quos natura ipsa retinere in officio non posset, ii magnitudine poenae a maleficio summoverentur ; insui voluerunt in cul- leum vivos atque ita in fiumen deici.
Cicero, Pro Roado Amerino.
I
\
(6) n^ apa (t><ovri<raa fffqaaro JlaWa^ *A0ijvff
fcapiraXifia)*;' 6 S' erretra fier ix^^o, jSatpe deolo, l^ov S' £? UvXlddv avBp<ov ayvpiv re Kal lSpa<;y €vff apa Niartap fjaro <ruv vldaiv, afufn 3* eraipoi ha^T €VTvv6fj,€voi Kpiar Syrrrfov oKXa r eTreipov, ot 8' OK ovp ^€Lvov^ i8oPy dSpooi ffKSov airavre^y ^epaiv T '^aird^omo Kai iSpidaaffai apt&yoi^. TTp&ro^ Neo-TopiS^ Held i(rr par o<; iyfudep i\0oi>p dfM(l>or€pwv IXe ')(€ipa xai l[Spva€P rrapk hairl xdeaip iv fia\aKolaiP, iirl ylraudfioi^ dXtrjai, Trap re xaa-iyp^rtp ^paavfnjBei teat irarept w* 8&K€ S' apa (rTrXdyvpayp fjMipa^j ip 8' olvop €)(ev€ ypv^reitp Bhral* SeiSiaKOfiepo^ Se irpoarjuSa llaWdS* 'A0rjpairjp, Kovprjp Aio9 alyioxoco'
Homer, Othjssey, III. III.
FOR SECOND YEAR ONLY.
Translate :
(a) Legati iotroducti in senatum inaxime in banc
sententinm locuti sunt. " Populu.s nos Campanus
legates ad vos, P. C, misit amicitiam in perpetuum,
auxiliuni praesens a vobis petitum. Quam si
secundis rebus nostris petiisseinus, sicut eoepta
celerius ita infirmiore vinclo contracta esset : tunc
enim, ut qui ex aequo nos venisse in amicitiam
meminissemus, amici forsitan pariter ac nunc,
subiecti atque obnoxii vobis minus essemus; nunc,
misericordia vestra conciiiati auxilioque in dubiis
rebus defeusi, beneficium quoque acceptum col-
amus oportet, ne ingrati atque omni ope divina
humanaque indigni videamur ... Campani, etsi
fortuna praesens magnifice loqui prohibet, non
urbis amplitudine, non agri ubertate ulli populo
praeterquam vobis cedentes, baud parva, ut arbi-
tror, accessio bonis rebus vestris in amicitiam
venimus vestram. Acquis Volscisque, aeternis
hostibus huius urbis, quandocunque se moverint,
ab tergo erimus; et subactis iis gentibus, quae
inter nos vosque sunt, quod propediem futurum
spondet et virtus et fortuna vestra, continens
imperium usque ad nos habebitis."
LiVY, VII.
[otbl}
II.
Translate :
(a) Eheu cicatricum et sceleris pudet
Fratrumque. Quid nos dura refugimus Aetas ? quid intactum nefasti
Liquimus ? Unde manum iuventus
Metu deorum continuit ? quibus Pepercit aris ? O utinam nova Incude diffingas retusum in Massagetas Arabasque ferrum !
(6) Auream quisquis mediocritatem Diligit, tutus caret obsoleti Sordibus tecti, caret invidenda Sobrius aula.
Saepius ventis agitatur ingens Pinus et celsae graviore casu Decidunt turres feriuntque summos Fulgura montes.
1. Scan the first four verses of extract (a), naming the metre.
2. Parse refugimua, nefasti, Arabas, sordibus, and explain the meaning of diffingas.
3. Write explanatory notes on dura a^tas and auream mediocritatem, showing their connection with the poet^s theme in each extract.
4. Explain the references in the italicised words in the following :
(a) Si mobilium turba Quiritium Certat tergeminis tollere honoribus.
(b) Animaeque magnae Prodigura Paulluvi superante Poena,
(c) Occidit et Pelopis genitor, conviva deoi^m, Tithonusque remotas in auras.
(d) Satis beatus uvicis Sabinis.
(e) Utrum Hannibal [est] aemuLus itinerunx Herculis, an vectigalis sfipendiariusque et servus populi Romani a patre relict as ?
III.
Translation at sight :
Sub adventum praetoris ilomani Poenus agro Nolano excessit et ad mare proxime Neapolim descendit, cupidus maritimi oppidi potiundi, quo cursus navibuB tutus ex Africa esset; ceterum postquam Neapolim a praefecto Romano teneri accepit, Neapoli quoque, sicut Nola, omissa petit Nuceriam. Eam quum aliquamdiu circum- sedisset, saepe vi, saepe soUicitaoidis nequiquam nunc plebe, nunc principibus, tandem tame in deditionem accepit, pactus, ut inermes cum singu- lis abirent vestimentis. Deinde, ut qui a prin- cipio mitis omnibus Italicis praeter Romanos videri vellet, praemia atque honores, qui remanere ac militare secum voluissent, proposuit. Nee ea spe quemquam tenuit.
IV.
(Write at the end of the book.)
Translate into Latin :
1. While the Romans ivere making these prepara- tions, it was long uncertain whether Hamilcar, whom the enemy had commissioned to win over the Spanish tribes, would break the treaty.
2. On coming to Carthage and being given a hear- ing in the Senate, he warned the other faction not to prevent any one from returning home at the beginning of winter.
3. " Let ambassadors be sent/' said he, " to ask the Carthaginians their reason for besieging the city of Saguntum ; and if, as they seem likely to do, they express their willingness to send for Hannibal, do not declare war."
4. As it was impossible for us to reach the Pyrenees, on account of the difficulty of crossing this river, they did not know what to do.
0. When they began to fear that we should induce the mountaineei*8 to join us, they declared that the Roman people had promised not to impose a larger tribute.
anfticrsUff of Saronto*
ANNUAL EXAMINATIONS: 1901.
FIRST YEAE.
LATIN.
HONORS.
Exanatier: J. Fletcher, M.A., LL.D.
I I
I
L Translate :
(a) dixerat haec, adytis cum lubricus anguis ab imis septem ingens gyros, septena volumina traxit, amplexus placide tumulum lapsusque per aras, caeruleae cui terga notae maculosus et auro squamam incendebat fulgor.
Virgil, Aerieid, V.
(6) ipse mihi nuper Libycis tu testis in undis
quam molem subito excierit : maria omnia caelo
miscuit, Aeoliis nequiquam freta procellis,
in regnis hoc ansa tuis.
per 8celu8 ecce etiam Troianis matribus actis
exussit foede puppis et classe subegit
amissa socios ignotae linquere terrae.
quod superesty oro liceat dare tuta per undas
vela tilny liceat LaurenteTn attingere Thybrim,
si concessa peto, si dant ea moenia Parcae.
Id.
(c) Daedalus, ut fama est, fugiens Minoia regna, praepetibus pennis ausus se credere caelo, insuetum per iter geiidas enavit ad Arctos, Chalddicaque levis tandem super adstitit arce. redditus his primum terris tibi, Phoebe, sacravit remigium alarum, po8ui^ue inmania templa.
in foribus letum Androgeo turn pendere poenas; CecTOpidae iussi — misenim ! — septena quotannis corpora natorum ; stat ductia sort'ihua uma.
Virgil, Aemeid, VL
(d) igneus est oUis vigor et caelestis origo seminibus, quantum non noxia corpora tardant terrenique hebetant artus moribundaque mem- bra.
hinc metuunt cupiuntque, dolent gaudentque,
neque auras dispiciunt clausae tenebris et carcere caeco. quin et supremo cum lumine vita reliqult, non tamen omne malum miseris nee funditus
omnes corporeae excedunt pestes, peuitusque necesse
est multa diu concreta modis inolescere miris.
Id.
(e) Sed unam rem vereor ne non probes. Si enim fuissem, non solum regem, sed etiam regnum de re publica sustulissem : et, si mens stilus ille fuis- set, ut dicitur, mihi crede, non solum unum actum, sed totam fabulam confecissem. Quamquam si interfici Caesarem voluisse crimen est, vide, quaeso, Antoni, quid tibi futurum sit, quem et Narbone hoc consilium cum C. Trebonio cepisse notissimum est et ob eius consilii societatem, quum interfi- ceretur Caesar, tum te a Trebonio vidimus sevo- cari. Ego autem — vide quam tecum agam non inimice ! — quod bene cogitasti aliquando, laudo : quod non indicasti, grati&s ago : quod non fecisti, ignosco. Yirum res ilia quaerebat. Quod si te in indicium quis adducat usurpetque illud Cassia- num, cui bono fuerit, vide, quaeso, ne haereas. Quamquam illud quidem fuit, ut tu dicebas, omni- bus bono, qui servire nolebant, tibi tamen prae- cipue, qui non modo non servis, sed etiam regnas.
Cicero, Philippic, II.
(/) Num igitur me fefellit ? aut num diutius 8ui potuit dissimilis esse ? Inspectantibus vobis toto Vapitolio tabulae figebantur, neque solum singulis venibant immunitates, sed etiam populis universis. Civitaa non iam singillatim, sed provinciis totis dabatur. Itaque si haec manent, i^uae stante re
piil>liea manere non possunt, provincias universas, pai;res conscript!, perdidistis, neque vectigalia solum, 8«d etiam imperium populi Romani huius doixiesi^icis Dundinis deminutum est. Ubi est aepti^Tts miliena, quod est in tabulis, quae sunt ad Opis ? f unestae illius quidem pecuniae, sed tamen, quae nos si iis, quorum erat, non redderetur, a tri- butis posset vindicare. Tu autem quadringentiens sestertium, quod Idibus Martiis debuisti, quonam modo axite Kalendas Apriles debere desisti ?
Id.
1. Scao tlie first three lines of (a).
2. Write notes on italicised words.
3. Sxplaiu the terms spondaic line, aynapheia, zetigma, heruiiadya, onomatopoeia.
4l What is a literary epic ?
5. What opinion of Julius Caesar does Cicero express m the Second Philippic ?
8lnfiieir0ft9 of Cototito.
ANNUAL EXAMINATIONS : 1901.
FIRST YEAR.
LATIN.
HONORS.
«
Examiners • I ^^* ^- J^^NSTON, Ph.D. ^^"^^"^'^ • 1 J. C. Robertson, B.A.
1. .Translate:
Qaid turn ? inde ibi ego te ex iure manum coiLsertum voce, quid huic tarn loquaciter litigioso responderet ille, unde petebatur, non habebat. transit idem iure consukus, tibicinis Latini modo : unde tu me, inquit, ex iure manum consertum voc&sti, inde ibi ego te revoco. praetor interea ne pulcbrum se ac beatum putaret atque aliquid ipse sua sponte loqueretur, ei quoque carmen com- positum est.
Cicero, Pro Murena.
2. Make clear the context and bearing of this passage.
3. Explain the syntax of conaertum and respon- deret, and the allusions in traiisit tibicinis Latini modo,
4. Translate:
Huius sors ea fuit, ouam omnes tui necessarii tibi optabamus, iuris dicundi: in qua gloriam conciliat magnitudo negotii, gratiam aequitatis largitio : qua in sorte sapiens praetor, qualis hie fait, offensionem vitat aequabilitate decernendi, benevolenliam adiungit lenitate audiendi : egregia et ad consulatum apta provincia, in qua laus aequitatis, integritatis, facilitatis ad extremum ludorum voluptate concluditur. quid tua sors ?
tristis, atrox : quaestio peculatus, ex altera parte lacrimarum et squaloris, et altera plena tabularuin atqiie indicum. cogendi indices inviti, retinendi contra voluntatem.
Ibid.
5. Write explanatory notes on Buius, sors, iuins dicundi, provincia, quaestio, indices.
6. What peculiar difficulties confronted Cicero id arguing this case ? How did he meet each of them?
7. Translate :
Itaque illud Cassianum, 'cui bono* fuerit, in his personis valeat, etsi boni nullo emolument© impel- luntur in fraudem, improbi saepe parvo. Atqui Milone interfecto Clodius haec assequebatur, non modo ut praetor esset non eo consule, quo sceleris nihil facere posset, sed etiam ut iis consulibus praetor esset, quibus si non adiuvantibus, et coni- ventibus certe speraret se posse eludere inillis suis cogitatis furoribus.
Cicero, Pro Milone.
8. What is the point of the orator's statements? Explain illud Cassianuin.
9. Substitute a subordinate clause for Milone inter- fecto, and account Jvlly for the syntax of cui bono, aesequebiitur, posset, quibus.
10. Translate:
Quamquam quis hoc credat, Cn. Pompeium, cum senatus ei commiserit, ut videret, ne quid res publica detriment! caperet, hunc exercitu, hunc dilectu dato indicium expectaturum fuisse in eius consiliis vindicandis, qni vi indicia ipsa tol- leret ? Quod vero in illo loco atque illis public- orum praesidiorum copiis circnmfusus sedet, satis deolarat se non terrorem inferre vobis (quid enim minus illo dignum quam cogere, ut vos eum con- demnetis, in quem animum advertere ipse et more maiorum et sue iure posset ?), sed praesidio esse, at int^llegatis contra hestemam iflam contionein licere vobis, quod ^endatis, libere iudicare.
11. What is n&ferred to in eretvitu, dilectu dato,mi in iUo loco***9(xl<t f
12. Explain the synux of txi^fciitturtun fuisse, 9entitfti^
13. Translate:
(a) Qao nos cunque feret melior fortuna parente,
Ibimus, o socii comitesque ! Nil desperandum Teucro dace et auspice Teucro :
Certus enim promisit Apollo, Ambiguam tellure nova Salamina futuram.
O fortes peioraque passi Mecum saepe viri, nunc vino pellite curas :
Cras ingens iterabimus aequor.
4 Horace, Odesy I.
(b) Nihil est ab omni
Parte beatum. Abstulit clamm cita mors Achillem, Longa Tithonum minuit senectus, Et mihi forsan, tibi quod negarit,
Porriget bora. Te greges centum Siculaeque circum Mugiunt vaccae, tibi tollit hinnitum Apta quadrigis equa, te bis Afro
Murice tinctae Vestiunt lanae ; mihi parva rura et Spiritum Qraiae tenuem Camenae Parca non mendax dedit et malignum
Spemere vulgus.
Ibid, II.
14. Who is the speaker in (a) ? Write brief notes in explanation of melior foriuna 'parente, auspice, am- higuam, iierabvmus.
15. Develop the meaning of the first stanza of (b). What is meant by the " curiosa f elicitas " of Horace ? Illastrate as far as you can from the first stanza of (b). Explain spiritum Uraiae tenu&m Camenae, malignum spemere valgus,
16. Scan lines 1 and 2 of (a), and the second stanza of (6), marking the long syllables.
smtUtrsUi? ot STovotito.
ANNUAL EXAMINATIONS : 1901.
FIRST YEAR.
LATIN.
HONORS.
ExamiTier : J. Fletcher, M.A., LL.D.
f
Translate into Latin :
He declared, that though it was a pleasure to him to observe the concern and solicitude which the senate had expressed on his account, yet he begged of them to lay it all aside, and, without any regard to him, to think only of themselves and their families : that he was willing to suffer any persecution, if, by his labors, he could secure their dignity and safety : that his life had been oft attempted in the Forum, the field of Mars, the senate, his own house, and in his very bed : that, for their quiet, he had digested many things against his will, without speaking of them ; but, if the gods would grant that issue to his consul- ship, of saving them from a massacre, the city from flames, all Italy from war, let what fate soever attend himself, he would be content with it. He presses them, therefore, to turn their whole care upon the state : that it was not a Gracchus, or a Satuminus, who was now in judgment before them ; but traitors, whose design it was to destroy the city by fire, the senate and people by a massacre; who had solicited the Gauls, and the very slaves, to join with them in their treason, of which they had all been convicted by letters, hands, seals, and their own confessions. — That the senate, by several previous acts, had already con- demned them ; by their public thanks to him ; by
[0V£R]
deposing Lentulus from his prsetorship ; by com- mitting them to custody ; by decreeing a thanks- giving; by rewarding the witnesses; but, as if nothing had yet been done, he resolved to pro- pose to them anew the question both of the fact and the punishment ; that, whatever they iotended to do, it must be determined before night : for the mischief was spread wider than they imag^ined ; it bad not only infected Italy, but crossed the Alps, and seized the provinces : that it was not to be suppressed by delay and irresolution, but hy quick and vigorous measures.
MlDDLETTOX.
ottifneiTtftts o€ Sotomo*
.ANNUAL EXAMINATIONS : 1901.
FIRST YEAR.
ENGLISB COMPOSITION-
JEoDCLminer : W. J. Alexander, Ph.D.
Ttlie caAdi<lAte will write aa original essay on one, and <me only,
of the following themes ; —
1. Sbakespeare's treatment of History in Julius Ccesar.
2- The Differences between a Novel and a Drama.
3. Justice and Mercy.
4. Rome and Enp;land, a comparison.
WLnmtvutts of Soronto^
ANNUAL EXAMINATIONS : 1901.
FIRST YEAR.
ENGLISH.
PASS AND HONORS.
Examiner : W. Pakenham, B.A.
Nors. — Honor Candidates will take the qaestions (6) marked with an asterisk. Pass Candidates will take any six questions, of which 7 and 8 must be two.
♦1. BrOTV.S:
It must be by his death ; and for my part,
I know no personal cause to spurn at him,
Bat for the generaL He would be orown'd :
How that might change his nature, there's the question :
It is the bright day that brings forth the adder ;
And that craves wary walking. Crown him ? — that :
And then, I grant, we put a sting in him,
That at his will he may do danger with.
The abuse of greatness is, when it disjoins
Kemorse from power ; and to speak truth of Cassar,
I have not known when his affections swayed
More than his reason. But 'tis a common proof,
That lowliness is young ambition's ladder,
Whereto the ctimDer-npward turns his face ;
But when he once attains the upmost round,
He then unto the ladder turns his back,
Looks in the clouds, scorning the base degrees
Bv which he did ascend : so Cesar may ;
Then, lest he may, prevent. And since the quarrel
Will bear no color for the thing he is,
Fashion it thus, — that what he is, augmented,
Would run to these and these extremities :
And therefore think him as a serpent's egg.
Which, hatch'd, would, as his kind, grow mischievous.
And kill him in the shell
(a) Sammarize the the argument of this passage.
(b) Discuss the justness or consistency of the conclusion of the argument — '*It must be by his death." ^
(c) From what premises did Cassius reach the same conclusion ?
(d) On the basis of the different ways in ^w-faich they reached the same conclusion, contrast the charac- ters of Brutus and Cassius.
*2. (a) In what respect is Shakspere's presentation of the character of Caesar untrue to history ? Justify your answer by quotations or definite references.
(6) Discuss the dramatic appropriateness of Shakspere's departure from historic truth in this presentation.
*3. Cassius : " Ravens, crows and kites,
Fly o'er our heads and downward look on us, As we were sickly prey. Their shadows seem A canopy most fatal, under which Our army lies, ready to give up the ghost. "
(a) What dramatic purpose is served by such f oreshadowings of disaster ?
(h) Refer definitely (criving speaker, place and details) to at least two such * foreshadowings * in Romeo and Juliet and to three in Julius Gassar,
*4. In connection with the unity of interest required in a drama, discuss the purpose and effect of the scenes or episodes {a) where the mob meets the poet, Oinna, in the streets ; (Jb) where the Triumvirs draw up the proscription ; (c) where the page, Lucius, plays for Brutus ; and also (d) of the death of Paris, and (e) of the scene between Peter and the musicians after the discovery of the death (supposed) of Juliet.
5. (a) "Go, counsellor,
Thou and my bosom henceforth shall be twain. — I'll to the friar, to know his remedy ; If all else fail, myself have power to die."
(6) Is it even so ? Then I defy you, stars ! —
Thou know'st my lodging : get me ink and paper. And hire post-horses; I will hence to-night.
(i) By whom and at what crisis in the plot are these spoken ?
[ii) Indicate — so far as they may be defined — the effects of these crises upon the characters of the speakers.
6. Give, as to one unacquainted with the play, the substance of the Scene in which Juliet drinks the
Friar's potion.
*7. Explain by a parapbraze each of the following :
(a) The date is oat of such prolixity,
We'll have no Cupid hoodwink'd with a scarf, Bearing a Tartar's painted bow of lath, Scaring the ladies kke a crow-keeper.
(() Conceit more rich in matter than in words, Brags of his substance, not of ornament. They are but beggars that can count their worth ; But my true love is srown to such excess I cannot sum up half my sum of wealth.
(c) Alive, in triumph ! and Mercutio slain ! Away to heaven, respective lenity. And fire-eyed fury be my conduct now : — Now, Tybalt, take the villiau back again That late thou gavest me !
{d) . . . But yet have I a mind
That fears him much ; and my misgiving still Falls shrewdly to the purpose.
(e) ... Vexed I am
Of late with passions of some difference. Conceptions only proper to myself, Which give some soil perhaps to my behaviors.
(y ) Be factious for redress of all these sriefs ; And I will set this foot of mine as far As who goes farthest.
•8. By whom and on what occasions were any Jive of the following passages spoken :
(a) Enjoy the honey -heavy dew of slumber ; Thou hast no figures nor no fantasies. Which busy care draws in the brains of men.
{b) O, so light a foot
- Will ne'er wear out the everluting flint ! A lover may bestride the gossamer That idles in the wanton summer air, And yet not fall ; so light is vanity.
{c) He reads much ;
He is a great observer, and he looks Quite through the deeds of men.
{d) An I were so apt to quarrel as thou art, any man
should buy the fee-simple of my life for an hour and a quarter.
(e) I pray thee, leave me to myself to-night : For I have need of many orisons To move the heavens to smile upon my state, Which, well thou know'st, is cross and full of sin.
(/) His life was gentle ; and the elements
So mixed in him, that Nature might stand up And say to all the world, This was a man !
ig) My bosom's lord sits lightly on his throne ; And all this day an unaccustomed spirit Lifts me above the ground with cheerful thoughts.
i
Anlhtv»U9 9t STorotito
ANNUAL EXAMINATIONS : 1901.
FIRST TEAR.
ENGLISH.
HONORS.
Examivaer : D. R. Keys, M.A.
1. Indicate briefly the character of the English theatre, its players, plays and playwrights, in Shakes- peare's time.
2. Tell the story of Prince Hal as contained in the earlier plays of the series, and mention passages in " Henry V" which refer to his actions in these plays.
3. What striking peculiarity appears in the con- struction of this drama ? To what expedient has this given rise ?
4. Criticise the comic element in the plot and discuss its appropriateness in a play of the heroic order.
5. Explain the following passages (giving, in each case, the speaker and the connexion) :
(a) Such and so finely bolted didst thou seem.
(6) His nose was as sharp as a pen and he bab- bled of green fields.
(c) I knew by that piece of service the men would
carry coals.
(d) Can sodden water,
A drench for surreined jades, their barley broth, . Decoct their cold blood to such valiant heat ?
(e) Familiar in his mouth as household words.
(/) I wear it for a memorable honor ;
For I am Welsh, you know, good countryman.
[OVEEJ
(g) Ha, art thou bedlam ? dost thou thirst, base Trojan, To h^ve me fold up Parca's fatal web ?
6. Give on outline of the King's speech before Hjir- fleur, or of that before the battle of Agincourt.
7. Give the views on Shakespeare contained in the essays read.
8. Contrast the style of Carlyle with that of I>e Quincey and indicate any diflferenoes in their charac- ters and circumstances which seem to correspond \^ith the differences noted.
iBlniiiftBtts of n^ovontu.
ANNUAL EXAMINATIONS: 1901.
FIRST YEAR.
FRENCH.
Examiner : Pelham Edgar, Ph.D.
I. Translate into French :
1. Which of those buildings is the University ? The University is the one in front of us.
2. If you were to lend me them, I should study all day.
3. Here is the poultry which we bought (past indef.) at the market this morning.
4. Louis XIV. was bom in 1638, on the fifth of September. (All numbers to be written in tuU).
5. One should always read the best books.
6. How have been since you have been living in Toronto ?
II. Translate into French :
As soon as she had amved home, she went to her godmother (marraine), and after having thanked her, she said to her that she would like very much to go ngain on the next day to the ball While she was busy (occup^e k) relating to her godmother all that hud happened (s'^tait pass^) at the ball, the two sisters knocked at the door. CindreUa (Cendrillon) went to open [it] for them. " How late you are ! " she said, 7it6- hing (en se frottant) her eyes as if she had just (n'eClt fait que de) awakened. She had not how- ever had any desire to sleep since they had left each other. " If you had come to the ball," said one of the sisters to her, ** you would have enjoyed yourself there ; there came the most beautiful princess, the most beautiful that one coidd (pres. subj.) ever see."
[over]
III.
Translate into English :
Pendant que cette catastrophe s'aocomplissait, le8 restes de la grande arm6e ne formaient plas sur Tautre rive qu'une masse iDforme, qui se d^roalait confus^ment en s'^coulant vers Z^vahin. Tout ce pays est un plateau bois^ d'ane grande ^tendue, oil les eaux, flottant incertaines entre plusieurs pentes, forment un vaste mar^cage. L'arm^ les tra versa sur trois ponts cons^udfs de trois cents toises de longueur, avec un dtonnement mSl^ de frayeur et de joie. Ces ponts magnifiqaes, faits de sapin r^ineux, coramen9aient k quelques verstes du passage. Tchaplitz les avait occup^a pendant plusieurs jours. Un abattis et des tas de bourr^es, d'un bois combustible et d6]k sec, ^taient couch^ k leur entree, comme pour lai indiquer ce qu'il avait k en faire. II n'aurait d'ailleurs fallu que le feu de la pipe de I'un de ses Cosaks pour incendier ces ponts. D^s lors tous nos efforts et le passage de la B^rdzina eussent ^t^ inutiles.
1. What catastrophe is referred to in 1. 1 ?
2. Give the masculine and feminine singular of coiisS' cutifs (1. 8), magnifiquea (1. 10), sec. (I. 14).
3. Express de trois cents toises de longueur in two other ways.
IV.
Translate into English :
Mon cher fils.
Je commence aujourd'hui ma lettre, mais je n'ai plus de bons yeux; j'^cris bien lentement, et ce n*est gufere que dans quatre ou cinq jours que tu pourras la recevoir. Nous avons appris ton succ^ par M. le cur^ et Madame de Civry, qui lisent les gazettes. Presque tous les jours ils venaient k la ferme pour nous raconter toutes les belles choses que les gazettes disaient de toL Juge combien nous ^tions heureux.
Le jour que ta lettre est arriv^, M. le cur^ lisait aussi dans son journal que tu venais de rece- voir la croix. II est accouru tout de suite pour nous faire voir Tarticle imprim^. Je lui ai montr^ ta lettre et en lisant il s'est mis k pleurer, si bien que ton fr^re et moi nous avons fait comme lui.
Blnfii(r»fti) ^t fforonto.
ANNUAL EXAMINATIONS: 1901.
FIRST YEA?-
FRENCH.
HONORS.
Examiner : J. IJ. GAME^qif, IJI.^-
I.
Translate into French :
1. It is surprising that you have not time to read more.
2. It would be much better po stay just wh^rQ you are.
3. He does pot know m^ ftt ftH* I l^ave never seen him anywhere.
4. Thi^t is the person whose bouse you are living in.
5. I can not tell you what has become of the young men.
6. William w^ )istening to ifa^e3, bqj; Henry was thi|^king of you.
7. ¥ou have more than seventy, but he h^ more than you.
8. Neither of those two brothers does his work as well as this man.
II.
Translate intq French :
One summer morning, George was §,t tbf^ win- dow of his bed-room, which overlooked the neigh- bor's orchard, i^e saw some fine red apples on the grass, and determined to go and iake a few oi them, although he knew very well that this was a
bad action. In the hedge which surrounded the orchard there was a narrow opening. George slipped through the opening and began to pick up the apples as fast as he could. He had nearly filled bis pockets with them, when he saw the neighbor approaching, with a stick in his hand. George ran away and tried (vovJmr) to get out by the hole through which he had entered. But his pockets were so full that he could aot get through, and he was forced to give back the apples and do several other disagreeable things.
III.
Translate :
(a) L'^l^den pudique et nu .s'^veillait mollement ;
Les oiseaux gazouillaient un hymne si charmantj.
Si frais, si gracieux, si suave et si tendre,
Que les anges distraits se penchaient pour I'en-
tendre ; Le seul rugissement du tigre ^tait plus doux ; Les halliers oil Tagneau paissait avec les loaps, Les mers oil Thydre aimait Talcyon et les plaines Oti les ours et les daims confondaient leun;
haleines, H^sitaient, dans le choeur des concerts infinis, Entre le cri de Tantre et la chanson des nids.
(6) Si Texcellence des races devait 6tre appr^i^ par la purete de leur sang et Tinviolabilit^ de lear caractfere, aucune, il faut Tavouer, ne pourrait le disputer en noblesse aux restes encore subistants de la race celtique .... Resserr^e par la conquSte dans des ties et des presqu'tles oubli^s, elle a oppose une barri^re infranchissable aux influences du dehors: elle a tout tir^ d'elle-mSme, et n'ft v^u que de son propre fonds. La civilisation de Rome les atteignit k peine et ne laissa parmi eux que peu de traces. L'invasion germanique les refoula, mais ne les pdn^tra point. A I'heure qu'il est, ils r&istent encore jl une invasion bien autrement dangereuse, celle de la civilisation modeme.
1. From what authors are (a) and (b) taken ? Give in a few lines the subject of each extract.
2. Explain what is meant in the last sentence of (6).
IV.
Translate:
Quoi de plus tragi(^ue que la Justice et la Ven- geance divine pourmavant le crvme ? Sur un site sauvage, obstru^ de pierres et de ronces, une lune large et pleine verse une lueur livide et semble se snspendre au ciel comme une lampe r^v^latrice. Argentd par ses p&Ies rayons, le corps de la victime git k terre dans Tabandon de la mort, comme unautre Abel tu^ par un autre Cain. Ses formes dl6gantes et pures, sa belle tdte renvers^e au milieu d'un flot de cbeveux font un contraste frappant avec le type ignoble, bas, presque bestial du meurtrier qui s'^loigne la main crisp^ sur son poignard sanglant. Le crime vient k peine d'etre commis, et d^jd dans le ciel, sillonnant I'air de leur essor rapide, les divinit^s vengeresses planent, les ailes ouvertes, les draperies volantes, prates d fondre sur Tassas- sin tremblant. . . .
(Description of Prud'hon's painting by
Th^oph Qautier.)
nnfiietsUv Of SToroiico.
AN^iUAL EXAMINATIONS : 1901.
FIRST YEAR.
GERMAN.
Examiner : P. Toews, M.A., Ph.D.
I.
1. Translate:
^xittrli^ ber Q^tlit, *8ntg »on ?>reufen, f)attt Qtffixt, bag etner frfner ©renabfere rinc SSleffugcl, anfiatt etner Uf)r, an etner (Sd^nur in feiner S^afdf^e trage. Sr mfinfcf^te btefe Slethtgel )u fe^en, unb mollte ou^ »iffen, »o* ber ©olbat fa^en »flrbe, S5e{ ber nfic^fien ^arabe rief er ben ©renabter ani bem ®lteb unb fragte if^n, wit »{el lU^x e^ wSre. Der arme ®olbat war berlegen, unb weigerte ftd^, bie ^ugel aud ber Za^(S)t }u jtet^en. %li aber ber StUnia bte U^r fe^en moUte, ge^ord^^te ber ®o(bat Der ^Sntg betrac^^^ tete fie unb fragte {^n : ,s3Sitl^t ©tunbe fannbfefe Ul^r anjefgen ?" IDann antwortete ber ©olbat flolj : „(ito. fOlai^it, biefe U^r le^rt mid), ba§ id) immer berett fein mufc ffir meinen *8ntg gu flerben/' Dem *8ntg
fiefiel bie SlnttDort beg ©renabferd fo fel^r, bof er i})m tint fofibare golbene U^r gab.
VppABULARY.
Schnur : stfing ; Olied : rank ; verlegen : confused.
2. Give the plural of 8chnv/r, Uhr, Orenadier,
3. Trage ; why the subjunctive ?
4. Rief, Ziehen ; give the principal parts.
5. Give the third person sihgular, present, indicative of 9dieny sterhen, gefiel.
[ovbb]
II.
Translate :
I. He told me he knew the names of all the professors. 2. To-day a fortnight ago I visited my brother-in-law in the country. 3. The &nny hstd been marching (marachieren) the whole day. 4. Return (zwi^ilclcschicken) the books to the librarian (Bibliothekar) as soon as you have read them. 5. He asked her, whether she could trans- late those letters for him. 6. I could have lent (leihen) you the books, if you had asked me for them. 7. He said he had fallen asleep (^n- schlafen) at half-past twelve. 8. Paris the twenty- first of jiiarch, nineteen hundred and one.
Beside a public road an old countryman i9vas sowing his field. It happened that two youngs men from London rode by and wished to have some fun with the old farmer. " Halloo ! old man/' cried one of them, " what are you doing there ? " "I am sowing," he answered coolly. "Indeed," said the other young man, "you are sowing now, but we will reap the fruit." The
"You are quite
countryman answered coolly: right, for I am sowing hemp. '
VOCABULARY.
public, offentlich; sow, sden; happen, geschehert ; ride by, vorbeireiten ; fun, Sjpasz; halloo, heda; coolly, mJiig ; indeed, so ; reap, ernten ; hemp, Hanf.
BfnfUftsftff of Sotonto*
ANNUAL EXAMINATIONS: 1901.
FIRST YEAR.
GERMAN.
HONORS.
Examiner : P. Toews, M. A,, Ph.D.
I.
Translate :
Ein reicher junger Mann befand sich nicht sehr wohl; sein Ar^t wuazte die Ursache seiner Beschwerde und wUnschte ihn von seinen Gesell- schaften in der Stadt weg. £r empfahi ihm ein Dorf in Schofctland, weiches wegen seiner hohen Lage, seiner erfrischenden Luf t und seines reinen
Wassers von alien Arzten empfohlen wurde.
Der junge Mann kam in dem Dorf e an, mietete Zimmer im besten Wirtshause und war dann bestandig im Freien, wenn das Wetter gUnstig war. Eines Tages war er in einer Riehtung ge- gangen, wo er noch nie gewesen war, und sah neben der Landstrasze innerhalb einer niedrigen Mauer einen Mann mit einer Schaufel und einer Spitzaxt {pickaxe) ein Loch graben. Er sah eine Zeit lang zu und f ragte den Mann endlich : '* Was thun Sie, mein guter Mann ? '' " Ich grabe ein Grab," war die kurze Antwort. " Ein Grab ! " wiederholte der junge Mann, " ein Grab ! Ich babe geh5rt, dass die Leute hier nicht oft sterben." Das ist richtig, mein Herr," antwortete der To- tengraber, ganz richtig ; die Leute sterben hier nicht oft ; sie sterben nur einmal."
[over]
II
TraDslate :
Unb er fd^aut »ertraumb toititx 3tt bem blaucn ^tmmcl auf : SWefne 3u8enb fel^rt nfd^t wteber, Unb »oD[enbct {fl mtin 8auf-
SBfeleg »{rt) ber 3ett jum SRaube, X)o(|i nidS^t alleg fann s^erge^n ; ©tier {fl'd, an ben f d^ daube, Siner, ben bte ©teme fel^n.
Sieben fann i^, fllauben, l^offen ; SCief im Dunfel gWnit e(n gtdj^t, Unb i(|! fe^' ben ^tmmel offen, S3enn bad ^erj tm £obe br^t
IIL Translate :
1. They were not to speak to him about the matter until they had heard from me. 2. The clerk (Handlunga diener) ought to have shown me at least two kinds of cloth {Tuck). 3. Are those country people countrymen of yours ? 4. The letters could easily have been found in spite of his concealing {verstecken) them carefully from (vor) them.
It was a time of war and a battle was expected the next day. On the evening before this battle an officer came to the tent of his general and begged for a furlough. He wished to see his faUier once more ; he had received word from his brother that his father was dying. The general who could see through this pretext, said : *'Yes, go, and go soon ; for it is written, " Thou shalt honor thy father and thy mother, that you may live long upon the earth."
VOCABULARY.
Expect, erwarten ; tent, ZeU : furlough, Urlaub ; pretext, Vorwand.
LITERATURE
1. Write a note on Sturm und Drang.
2. Briefly characterize the Romantic School, naming the principal authors.
3. Who wrote the following works : Buch der Lieder, Soil und Haben, Ekkehard, Schwarzwalder Dorfge- schichten.
fMHUfVlliflS 0t K»V0ni9*
ANVUAL mxAuuxATWua i leoi.
F|BST Y£4ft*
ITALIAN.
HONOBS.
v^^i^^^ . f W. H. Frase^, B.A.
I. Translate :
Lodovico Ariosio fu il piii grande poeta del suo tempo. Nacque a Reggio d'Emilia nel 1474. Era di una famiglia molto distinta, ma mentre era ancora giovanissimo gli mori il padre eosiccb^ 5 dovette pensare ad allevare i fratelli e le sorelle. Ebbe uiSci important! dalla corte della casa d'Este e morl nel 1533.
Scris.se delle commedie e delle satire: la sua
opera pid importante e Y Orlando Fuvioso, in cui
10 narra le avventure di Orlando, famoso cavaliere del
tempo di Carlo Magno, divenuto pazzo per amore
di Angelica.
Si racconta di lui questo fatto. Un giorno suo padre lo rimproverava perch^ trascurava gli studi 15 per occuparsi solamente di poesia. II giovane Lodovico stette ad ascoltarlo e non gli rispose nnlla. Poi raccontando a suo fratello la cosa, esponeva a questo tutte le cose che egli avrebbe voluto rispondere a suo padre. II fratello gli 20 domand6 perch^ non avesse detto quelle cose a suo padre. Allora Lodovico gli rispose che men- tre suo padre gli parlava egli pensava che se avesse dovuto rappresentare in una commedia un padre che rimprovera un figlio gli avrebbe fatto 25 dire le stesse cose che suo padre diceva a lui.
L
1. Give the principal parts (infin., gerund, past part., 1 sg. pres. indie, 1 sg. past def.) of macque, distirUa, morl, acrisse, divenuto, atette, eaponeva, voltUo, detto, fatto.
% Write in full the pres. indie, of wmwI, the pres. subj. of dovette, the f ut. of divemUo, the impf. indie, of alette, and the pres. indie, of occuparai,
3. Write in words the date 1474.
4. Write the following in the plural : U piu grands poeta, a aibo fratello, dr lui. Give the singular of uffi/yif gli atudi.
5. penaare ad allevare (1. t). Give at least three examples of other verbs requiring a before a follow- ing infinitive.
6. Give an alternative relative form for in etii (1. 9).
7. Si racconta (1. 13). Translate ai va apeaao di qui a Londra in otto giomi.
8. a 6U0 padre (1. 19). State the general rule for the omission of the article in such constructions.
9. Write the following words in phonetic transcrip- tion, indicating the stress where it is abnormal : tempo, nacque, giovaniaaimo, opera, magno, giomo, giovane, queato, egli, domandd,
II.
Translate into Italian :
1. That was the first war fought by the Italians for Italy.
2. Running in the fields one day the boy fell and broke his arm.
3. We did not need your money ; we had received some from our parents.
4. In that house, of which you see the windows from here, lives my best friend.
5. We should have been glad if you had come some hours sooner.
6. The poor sick-man is better to-day; he seems much stronger.
7. You will have to study a great deal if you wish to learn this language.
8. Tlie poet Tasso was born at Sorrento. At ten
years of age he had already studied Latin and Greek.
Then he went to the University of Padua {Padova) to
study, and afterwards to the Court of Ferrara. He
'Wrote a fine poem called " La Gerusalemme Liberata."
This poem is liis greatest work. His last years were
not happy. He spent a part of the time in prison,
because he mras believed to be mad {pdzzo). In the
last year of his life he was at Rome, and was to receive
the croTvn of laurel (aUoro), but he died before the day
of his coronation. Few poets have been so great or so
unfortonate (diagraziato).
&ni9tvnlts of STorotitfi*
ANNUAL EXAMINATIONS : 1901.
FIRST YEAR.
SPANISH.
HONORS.
Examiners i"^'^' FRASEB, B.A.
I.
Translate:
Paseaba un dia con su padre Fernandito, cuando un pobre anciano les tendi6 la mano, pidiendo por amor de Dios una limosna El nifio, com- pasivo, pidi6 permiso & su padre para socorrerle 5 con unos cuantos c^ntimos que tenia reunidos para comprarse juguetes. Se lo concedi6 gustoso el padre, y el anciano, enternecido y afectado, despu^ de recibir la limosna, le dio gracias al nifio, augurdndole venturoso porvenir, si mantenfa 10 tan delicados sentimientos.
— I No puede usted trabajar ? — dijo Ueno de candor el nino.
— I Ay, hijo mio ! — contest6 el viejo suspirando
— ^no merezco que nadie me socorra : mi vida es
15 una serie no interrumpida de azares 6 infortunios ;
porque mal trabajador de joven no pens^ nunca
en aprender oficio. Murieron mis buenos padres,
me bice soldado, donde nunca tuve fortuna,
y licenciado despu^, no pudiendo trabajar en
20 ninguna parte, muy pronto he tenido que implorar
la caridad pAblica...; Ay, hijo mfol, apUcate i
aprender pronto un oficio 6 & estudiar una carre-
ra, que hoy la experiencia me hace ver con harto
dolor la verdad de aquel proverbio : '* Quien de
25 joven no trabaja, de viejo... se muere de hambre."
1. Complete the tense in which each of the foUo^^ing occurs by writing the remaining forms of its singular and plural : tendid (1. 2), did (1. 8), jmede (L 11), hace (1. 23), Be rmuere (1. 25).
2. Give the principal parts of the following verbs, showing in each case also the parts which may be derived or inferred from these : pidiendo (1. 2), tenia (1. 5), murieron (1. 17), hice (1. 18), pridiendo (1. 19).
3. tenia reunidos (L 5). When does the past par- ticiple agree in Spanish, and when does it not agree ?
4. Se lo (1. 6). Parse.
6. le did gracias al niflo (11. 8, 9). Explain this con- struction.
6. aplicate d aprender (11. 21, 22). Re-write, using the usted form.
7. Write one example in Spanish for each of the following forms, showing its correct use in a sentence of not less than ten words : loa (pron.), las auyos (mean- ing " yours "), ae los, ningunoSy lo que.
8. Give a phonetic transcription of the following words : cuando, anciano, tendid, rennidos, juguetes^ recibir, delicados, dijo, nunca, aqueL
II.
Translate into Spanish :
1. I have some Spanish books ; do you wish them ? Yes, I wish to read them.
2. If you wish to read them, I will give them to you at half-past two in the afternoon.
3. A friend of mine has spoken to me about some business (negodo) of yours.
4. Whose watch is this, and for whom have you brought (tra^r) it here ?
6. It is my father's, and I have brought it for my young nephew.
6. Well, if he has once refused to lend you his book, you should not ask him for it again.
7. What was the matter with him yesterday ? Had he a headache ?
8. Villeroiy the guardian {ayo) of Louis the Four-
teentli, used to write badly, so badly that very f ew
could read i?vhat he wrote. One day he wrote a lefcter
to Fleuri, tlie teacher of the young king, but he could
not read & single word of it. Fleuri asked him to
(nse : qu>^^ communicate his thoughts in a more legible
(^legible) maxmer. Yilleroi wrote another letter which
iH^As even ^worse than the former {anterior)^ and Fleuri
ansTirered him thus: *' Tour second letter is not much
more leg'ible than the first ; for our own honor do not
-virrite to me again, in order that it may not be said
that the 'k.ing has a guardian who cannot write and a
teacher ^eho cannot read.
SAniHevttftff of 2Poront04
ANNUAL EXAMINATIONS : 1901.
FIRST YEAR.
PHONETICS,
HONORS.
Examiner: W. H. Fraser, B.A.
1. Define "Phonetics," and distinguish from Or- thoepy and the Phonic system of teaching reading, with which it is sometimes confused. What is the relation of Phonetics to Phonetic spelling ?
2. Describe the organs which supply breath for the purposes of speech, and the action of these organs in supplying breath.
3. Which of the sounds indicated by italics in the following words are voiced and which are voice- less: Hami (Ger.), peupZe (Fr.), co8a (It. or Sp.), <Aine, hei^Ai, t/j/*at, sayen (Ger.), Bergf (Ger.), icebergf, huwger ? What is the difference between a voiced and a voice- less sound ?
4. Describe the formation of " back open " conso- nants, " point open trilled " consonants, " front nasal " coDHonants, illustrating your answer by diagrams. Examples.
5. Classify the sounds indicated by italics in the following words : yes, ich (Ger.), hzer (Fr.), (/ant (Fr.), banco (It. or Sp.).
6. Describe the formation of the sounds indicated hy italics in lune (Fr.), fine (Fr.), school, sou (Fr.), ou\ (Fr.),. schon (Ger.), using diagrams and noting differences between the first and second and the third and fourth of these sounds, respectively.
[over]
J
7. Write pairs of words illustrating the French nasalized and corresponding non-nasalized vo^wels.
S. The division of speech into words is a logical' not a phonetic, division. Explain and illustrate.
9. Compare the " oflf-glide " of t in English • top ' with that of t in French ' toper/
10. Upon what principle does the division of a breath group into syllables depend ? Note any dif- ference of principle between French and EInglish as regards division into syllables (in the phonetic sense). Parallel examples.
8lnftiev0its of Sorotiio#
ANNUAL EXAMINATIONS : 1901.
FIRST YEAR.
HEBRKW-
f J. F. : < R. G. (J.-F.
J. F. McCuRDY, LL,D. ^Examinera : { R. G. Murison, M.A.
McLaughlin, M.A.
1. Translate Genesis ii. 16 20 :
TT'T
• • ••• • •••• t
T •• : V T - — T T T -: 'T ' • • •••:
Ti: • - :• TTT V . "T- • - T • I
wn nm b^bj D"i«n l'?-Kip'' ie^« '?i)i 1^
T- VV TT'T TV:* V "' 2
n'or\2rrb^b ntoef onxn j^ip'i 20 : ^Ef
t •• : - t: •* , tT'T tis*- • :
• tt: vt- -- : --t- I :
lV?^ (V. 17) ; T\ip (^- 18) ; «3J1 (v. 19).
(b) Explain Waw consecutive. Distinguish between ^ consecutive and conjunctive as to pointing.
(c) Explain the syntax of nyiH* HltDn HID (""'
17) ; fc«!rD (^. 20).
T T
2. Translate Genesis iii. 9-13 :
" T T 'T V • \'' T : T J: • •
T MT It- • T - t I: n v v " t«v"
•• • •* ^ •••Tl*'T*T ** I*
T T 'T V - T : 'T T V • T -: • : • I
-|D •'V—nanj «in "•nsi? nnnj "ic^« he^xh
' • • T : IT • • T • T - T V ~: T • 'T
- T • "T • vJ T : V - ••• IT ' •• T
: Vi«i ^ii^^^n ^mn n;^iin "iD«m n^'E';; nw
,.. ,.j. . - , , T T - T • tT V ~ " T
(a) Parse and explain the forms HS'^N (^* ^) • K3nN] (• 10) ; -"pj^ (V. 11), and pai-se J^^'^W (v- 10), ?Jin"'1y(v. 11), n"'E'J?'(v. 13).
I • • • • T
(6) What are the distinguishing marks of the Piel, Pual and Hiphil in the peiiect and imperfect of the regular verb ?
(c) Inflect ntS^t? (^- 12) without suffixes, and ^^p
T ; I
with suffixes, in the singular and plural.
(d) Give rules for the pointing of the article and He interrogative.
3. Translate Genesis iv. 9-13.
- I • T vv •• i-i- .. T :
ni3 "iD^t'T 10 : ^3J>^ ^ni< -lat:^.! tij;"!^ ^b
• • T • T •• -: • : - T •T T- : 'T ' • " •• I • - : ' ' • T •• : i t • t
nniJB -lEfx nDiNiTp nm iiin nn3?i ^
T : tT V "^ T T -: »T ' • T T T T " :
f'VT* f • T •* : V " r "T T •
T IT T •••(•• I T T-:iT V "2-
T : V ''I- V " ' V'TT v5 '• TT
(a) Parae Q-ip^y (v. 10) ; yn^> TjTD (^- H) J nn (^- 12) ; K^E^^D (V. 13).
• • • •
(b) Define and distingaish Daghes lene and Daghes forte. Give examples from the above passage.
(c) Inflect np7 throughout the Kal imperfect,
imperatiye and infinitive construct.
4. Translate into Hebrew : m j father's horse, our fathers' horses, this good horse, this horse is good, my good horse. The man arose and went to his house and said to his servant, ** Bring (Hiph of ^^2) ^^^ ^^^^ OOQil) ^^^^^ ^ g*^® you."
(6) Distinguish between the use of the imperfect tense and the participle as employed to express past action in Hebrew.
(c) How is the comparison of adjectives expressed in Hebraw 9
(d) Where was probably the original home of the Semitic peoples! Name the different branches of the Semites. Outline briefly the part played in history by any one of the Semitic nations.
ilnflitVKtftfi ot Eovunio*
ANNUAL EXAMINATIONS: 1901.
FIRST YEAR
ALGEBRA AND TRIGONOMETRY.
j!v«.««,»,-».. . I John McGowan, B.A. ^^'^*'**^» • i Alfred T. DbLcbt. B.A.
N01& — CandidAtet will answer the questions in Algebra and Triso- nometiy in separate books and endorse them aocordin|^y.
Questions 7 and 8 are for those candidates only who purpose entering ti^e Honor Department of Political Science, and are to 1m taken in place of questions 2 and 5.
1. Solve the equations :
(a) a^ + 6x + 2v^xa + 6x-3 « 102;
If m and n are the roots of the equation
then
(a+ mb + m^e) (a + wi+ nh) ■« a* + ^* + c*— ^c— ca — ah,
2. If -— M -J- then will cib + cdhea, mean proportional
between o« + c« and b^ + cP.
I, m, py q are positive numbers and — is greater than
m
P I '^' p
- : shew that Iq is greater than mp, and that ^ is
9 J fn + q
P ^
greater than - but less than — .
q m
3. In an A. P. of an odd number of terms shew that the Bom is equal to the number of terms multiplied by the Boiddle term.
The sum of 5 terms of an A. P. is 25 and the sum of ^3 terms is 169 : find the sum of 19 terms.
4. Sam to n terms : 2 + | + -j^ +
Employing the theory of the G. P. find the value of
•27318.
Find the present value of an annuity of $900 starting 7 years hence and running 11 years, the rate of intereet being 4%.
6. Explain what is meant by the statement xac y^ and shew that as a consequence x as ky, where k is some constant
The distance through which a body falls from rest varies as the square of the time. It is known that the body falls 16.1 ft. in the first second ; how far will it fall in seven seconds f
6. Sum to n terms :
(a) 12 + 2« + 35» + ....
(h) (a + 6)« + (a + 26)2 + (a + 36)2+ ....
7. Assuming the formula for the number of permutations of n things r at a time, find the number of combinations of n things r at a tima
From a company of 5 officers and 43 privates, in how many ways can a detachment of 3 officers and 30 privates be selected f
8. State what is meant by the Binomial Theorem. Expand to five terms and write down the general term of
(1 + «)-«, (1-2*)-*, {l+x)K Noting that \/99 =« (1 — j^^)^* expand the binomial to a few terms and arrive at an approximation to v^99.
I. Find the numerical values of all the trigonometrical ratios of 60^ 90*^ and 135^
II. Prove the following identities :
(1) sec A — cos A «» tan A sin A,
l + oos^ ^ ^ ^^ ^ ' 1 — cos A
^_, ootil . COtil _
(3) ' r + T-T-^ « 2 sec il.
^ cosecil — 1 cosec^ + 1
III. Prove the following identities :
(1) cos (A + B) mm cos A COS ^ — siu ^ sin B,
(2) cos 3 il «» 4 cos8 ii — 3 cosii.
(3) cos 40* + cos 80* — cos 20'.
<.l)
In any triangle prove the following :
62 + c» — a2
coa^
2bc
^ ^ 2 ^ 8 {8 — a)
(3) V. Xf
(2)
<3>
Sl^ %/8(8 -.«)(« — b){8 — C).
H be the radius of the circumscribed circle of a and r the radius of the inscribed circle, shew that :
ttbe
s
C
B
r ^
asm — sin -^
COB
1
dnfuetflifts of Toronto*
AVWAL EXAMmATIONS : 1901.
FIRST YEAR.
EUCLID AND TRIGONOMETRY.
EaxmAner : John McGowan, B.A.
1. loBeribe a circle in a given tiiaDgle. (lY. 4.)
Describe a circle which shall touch one side of a triangle and the other two sides produced
2. Inscribe a r^ular pentagon in a cirda (TV. 11.)
An equiangalar figure inscribed in a circle is equi- lateral, provided that the number of its sides is odd.
3. Triangles on the same base and between the same parallels are to each other as their bases. (YI. 1.)
Triangles are to one another in the ratio compounded of their bases and altitudes.
4. If A and B are two lines, find a line C such that the ratio of il to C is the duplicate oi A ix> B.
Similar triangles are to each other in the duplicate ratio of their homologous sides. (YI. 19.)
5. If two triangles have one angle of the one equal to one angle of the other aud the sides about one other angle in each proportional, so that the sides opposite to the equal angles are homologous, then the third angles are either equal or supplementary. (YI. 7.)
If through the intersection of a pair of common tan- gents to two circles, a line is dra.wn cutting the circles, the radii to a pair of corresponding points are parallel.
6. If from the vertical angle of a triangle a straight line be drawn perpendicular to the base, the rectangle contained by the sides of the triangle shall be equal to the rectangle contained by the perpendicular and the diameter of the ^le described about the triangle.
[ovbb]
J
7. Given L cos 35« 15' =. 9.9120316, Dif. for 60^ = 893, find X COB 36^ 15' 26' and L ain 64*» 45' 18'.
Given L tan 39^* 20' = 9.9136291, Dif. for GO' = 2577, find L tan 39^ 20' 24"' and L cot 50^ 40' 15^
8. Solve the triangle :
a « 32.74, h ^ 25.63, c » 41.27 ; il and ^.
log 4982 « .6974037 L ton 26'' 14' » 9.6926565
log 2419 » .3836359 Dif. for 60' » 3185
log 1708 - .2324879 L tan 19** ir » 9.5414678
log 855 ». 9319661 Dif. for 60"^ » 4069.
9. Solve the triangle :
a » 172.3, 6 - 231.9, C » 69* 24' ; find ^ and B. log 4042 » .6065963 L cot 34* 42' » 10.1596224 log 596 - .7752463 X tan 12* r» 9.3280953
Dif. for 60' =. 6200.
10. Solve the triangle and show that it is ambiguous : a » 2735, b » 2235, B » 52'' 26' ; find A and C. log 2735 » .4369573 Z sin 52^ 25' » 9.898981^ log 2235 » .3492776 L sin 75** 62' «^ 9.9866509
Di£ for 60' =■ 318.
einfiif vRiftff of Sovotito#
ANNUAL EXAMINATIONS: 1901.
FIRST YEAR.
ALGEBRA.
HONORS.
Examiner: Alfred T. DeLury, B.A.
1. Prove the Exponential Theorem.
Dednoe the ezpaouon of log^ (1 + as).
For what values of the variable, x^ is each of the expansions valid?
Shew that
nr - n (n - 1 )^ + "* ^^. ^ ^^ (n - 2)'" - . . . .
vamshee if r is a positive integer less than n.
2. Explain what is meant by the term Umitj using as illustrations
(a) 1 + i + i + ^^ infinitum.
(&) f 1 H 1 , as n tends to infinity.
If p is a given number what is the limit of
Find L ^ ^^ J 2£?, when h tends to zero.
3. Explain what is meant by a convergent series. The series
1' 2^ 3^ ia oonrmgent if p > I, otherwise divergent. Examine for oonyergency,
(i) 1 + 2- 1 + 274- 1 + 2-0- F+— •
[ovib]
4. Resolve into partial fractions Sum the infinite series
+ o-rS-e + F^lTo + ••••
1.2.3.4 • 3.4.5.6 ' 5.6.7.8
5. In the ordinal^ continued fraction shew that the successive convergents approximate more and more doseij to the value of the continued fraction.
Every recurring continued fraction ib equal to a quad- ratic surd number,
6. Solve in positive integers and find the general solu- tions of
(a) 17 a; ^ 49 y + 8 =. 0 ; «• — 13 y* - 1.
The number of positive integral solutions of cm;J+ by ss c is limited.
7. In the usual notation shew that ^ (a) • ^ (b) ^ ^ {ab) wheraa.and b are prime to each other.
Prove Wilson's Theorem.
Shew that 32» + 1 + 2« + « is divisible by 7.
If tTi, n, p be prime numbers the expression
leaves a remainder 1 when divided by mnp.
8. Sum to n terms :
W 0:5 ■*■ 3.5.7 "*'5?7:9"*' ••••
(6) 4 + 13 + 35 + 94 + 262 + 755 + ....
1 2 3 4
(c) ir3"« + 3V5i + 5r77+7r9i+ •• = •
. • « •
9ini\ttxuits of erovontb.
ANNUAL EXAMINATIONS : 1901.
FIRST YEAR.
TRIGONOMETRY.
HONORS.
Examiner: H. J. Dawson, M.A,
1. Prove
, ^ ^ 6^
If the angle C of a triangle ABC when expreBsed in circular measure differs from tt by a very small angle 0, shew that
c-(« + 6)|l-2^^-p^,|nearljr.
2. Elxpress sin*^^ in terms of trigonometrical ratios of mnltaples of 0, n being an odd positive integer.
Prove that, if n is an even integer,
2»-i 1
sin** e —
[2* ^ 2([»)2
3. Prove that if 0 lies between -r- and + —r-
4 4
tan^^ . tan»^
^ » tan ^ ;; 1-
■ • • •
3 • 5
Show how TT can be calculated from the sum 4tan-i^-tan-i2l,.
[oveb]
4. Sum the following serietf to n terms, u$ing exponenHdU in (c) :
(a) coa a + cos (a + i5) + C08 (a + 2 /?) +
(b) tan-iJ + ten-4+ .... + t&a-^ j^^-
(c) J + sin ^ + sin 2 ^ + + sin (n — 1) 0.
5. Prove, n being an even integer,
«» — 1 = (a:2 — 1) (aB2 — 2 flc COB — + 1)
n 2
(fic^ — 2 a: cos ?? + 1)
n
showing the origin of the different factors.
Prove Bin.-.(l-^)(l-2-^)._
6. If one spherical triangle be the polar triangle of another spherical triangle, the latter will be the polar triangle of the former.
What *ii^ the spherical excess of a triangle 1 Show that it is always positive.
7. Prove
(a) cot a sin 6 eat cot ii sin C + cos b cos C. ,. . ' A + B c a + b . C
(0) cos ^ COS -r- as COS — 5 Sin -^ *
8. In a right-angled spherical triangle ABCy C being the right angle, prove
sin b as sin j? sin c and tan a xbb tan c cosB.
Show how to solve a right-angled spherical triangle, one side and the hypotennse being given.
9. Assuming that for* any polyhedron, the sum of the number of solid angles and the number of plane faces is equal to the number of edges increased by two, show that there are only five regular polyhedrons.
SAnfUtrsfto of STorottto
ANNUAL EXAMINATIONS : 1901.
FIRST YEAR.
ANALYTICAL GEOMETRY.
HONORS.
Eocaminer : Alfred Baker, M.A.
1. Express in the form of an eliminant the condition that (1) three given points may lie in a straight line ; (2) three given lines may pass through a ])oint.
On one of two straight lines are situated the points J, A\ A''; and on the other, the points B, F, B", The lines A'B^ and A^'B' intersect in C ; the lines A"B and AB" in C ; and the lines AB" and A'B in C\ Shew that C, C and Cr lie in a straight line.
2. Find the cross ratio of the ]>encil formed by the lines whose equations are
X «B 0, y — mx •= 0, y = 0 and y — m'x =« 0.
OABC and OA'BC are two intersecting straight lines. 0, J, B^ C form an harmonic range ; and so also do 0, A\ B, (T, Shew that AA\ BB, CC intersect in a point
3. Find the equation to the tangent to the parabola in the form
m f/8B mx + — • a
From this deduce that the directrix is the locus of the intersection of perpendicular tangents.
Prove also that the locus of the intersection of tangents which make an angle 0 with each other is the hyperbola
y* — 4 aa; =« (x •♦• a)* tan* Q.
4. In the ellipse find the locus of the bisections of a ■jstem of parallel chords.
If (ae', y') be the co-ordinates of the extremity of a diameter, find the coH>rdinates of the extremity of the
diameter conjugate to it.
[ovbr]
Shew that the ai'ea of the parallelograms oootained by a pairof conjugate semi-diameters and the taogents at their extremities is constaut,
5. Find the equation to the hyperbola when referred to its asymptotes as axes of co-ordinates, in the form
4 a;y SB a' + 6*.
If {x\ y') be any point on this hyperbola find the equation to the tangent at this point.
Shew that if any chord PQRS be drawn to the hyper- bola, meeting the asymptotes in F and S and cutting the hyperbola in Q and R^ then PQ = RS.
6. Find the polar equation to the tangent to the conic
in the form
- = 1 4- e cos 0 r
I
- = « cos g + cos {Q — a).
In the parabola, if tangents at P and P' intersect at Ty and F be the focus, then
F!r = FP ' FF.
7. If any chord of a conic be drawn through a point 0, it will be cut harmonically by 0, the curve, and the polar
of a
Hence discover a method of drawing the tangents to a conic from an external point by means of a ruler only.
8. Find the general equation of a conic through four fixed points.
Find the locus of the centres of the conies which pass through four fixed points.
Shew that only one parabola can be described to pass through four given points, one of which (given in direction) is at infinity.
9. Two confocal conies cut one another at right angles at all their common points.
Conversely if the conies
a» ^ 6' "" ' a'* h'^ "" be at right angles at their points of intersection examine whether they are necessarily confocal.
amtnerttfts of Sovotito#
ANNUAL EXAMINATIONS : 1901.
FIRST YEAR.
PROBLEMS.
HONORS.
( Alfred Bakek, M.A. ExaTniiners : < H. J. Dawson, M.A.
( Alfred T. DkLury, B.A.
None — Candidates are requested to return answers to questions in sections A and B in separate books, endorsed accordingly.
A.
1. Construct geometrically the radical axis for two circles one of which 1 ies wholly within the other.
2. If a chord of a parabola pass through the focus, the rectangle under the ordinates of its extremities is constant, and so also is the rectangle under the abscissae of its extremities.
3. Find the points (other than the vertex or infinity) on the parabola y^ s*4 osc at which, when possible, the normal to this parabola cuts the parabola y^ s 4 a' (a; — k) also at right angles.
4. Shew that the locus of the pole of a fixed straight line with respect to all the conies through four fixed points, is a conic which passes through the three intersections of lines joining the four points in pairs.
B. I. Sum the set ies :
IS P4. 2» . . l' + 23-h ... 4-n8 .
1 ! 2 ! n !
in infinitum.
[OVEBl
II. If Fy Qy P\ Q' are positive iutegers such that
PQ' ^ FQ^l
the fractious
p p^
are consecutive convergents to a continued fraction whose quotients are positive integei-s.
III. Evaluate:
1 1'^ 22 32 . . . .,
r . -7 . -I- -r- in mnnitum.
1+14-1+1 +
IV. If ^ be positive and not equal to unity then
mxm^i (jc — 1) > jc"» — 1 > m (^ — 1) unless m lies between 0 and + 1, in which case
;^»ii-l (^ _ 1) <^.m _ 1 <„j (^ _ 1).
y. ABC is a spherical triangle having all its sides quad- rants and T and U are any points on the sur&ce of the sphere ; prove that
cos TU = cos TA cos UA + cos TB cos C^i? + cos TC cos UC.
VI. If 0 is the pole of the small circle circumscribing a spherical triangle ABC, prove
•o*,.«c .„a -.6.C BOC
sm-* - + sm^ - — sm2 - s 2 sm ^r sm -:r cos —^ — .
2 2 2 2 2 2
VII. Find the co-efficient of «*»* in the expansion of
(1 — 2 5J cos ^ + «2)-t
in ascending powers oi z • (» < 1).
VIII. If tan 0 s ^ + tan a, prove
^ s a + jc cos2 a - }^x^ cos^ a sin 2 a — -J jc^ cos^ a coe 3 a
+ J ji:* cos* a sin 4 a + ....
tunihtvntts or scorottto^
ANNUAL EXAMINATIONS: 1901.
FIRST YEAR.
PHYSICS.
PASS.
Examiner: W. J. Loudon, B.A.
1. If a body be moving with uniform acceleration in a straight line, shew that
ip^here u, v are the velocities at the beginning and end of the interval t, and 8 is the distance traversed daring that interval.
2. Three forces act at a point : what is the condition that thej may be in equilibrium ?
If not in equilibrium, how would you find their resultant )
Three forces a, a\/3, 2 a act at a point. The angle between the firet two is 60**, and the angle between the last and the plane of the first two is 90'' : find their resultant.
3. Define centre of gravity.
Squares are described on the three sides of an isosceles right-angled triangle : find thd centre of gravity of the plane figure thus formed.
4. Define 8peci/ic gravity, density, pressure at a point, and describe any instrument for measuring the pressure of liquids.
5. Explain the p?*incii)le of the aneroid barometer,
6. How may the specific gravity of a liquid be most easily found %
7. State the laws of expansion of gases, and explain what is meant by the term absolute zero,
8. Describe the three modes of propagation of heat, giving illustrations of each.
ainiiirrsltv of Eoronu
ANNUAL EXAMINATIONS : 1901.
FIRST YEAR.
HYDROSTATICS AND HKAT.
HONORS.
Examiner : W. J. LoUDON, B.A.
1. Define pressure at a point, and show that in any liquid it is the same in all directions.
2. When two metals are mixed in equal volumes they form a compound of specific gravity 9 ; when they are mixed in equal weights, the compound has a specific gravity 8|. Find the specific gravities of the metals.
3. How would you determine the specific gravity of a liquid most easily ?
In the case of substances, soluble in water or other liquids, how would you find their specific gravities ?
4. How may a difference in height above the earth's surface be determined by means of the barometer or hypsometcr ?
5. If the lineal* coeflScient of expansion of glass be .0000085, find the capacity of a bulb at 80^ C, which contains 131.5 grams of water at 4° C.
(i. Explain any accurate method of determining the absolute expansion of a liquid.
If the density of mercury at 0® C is 13.59, and ^•he coefficient of expansion of mercury is .00018, find its density at 100^ C.
[over. ]
7. A mass of ice, weighing !2.46 grains, whose tem- perature is — 10^ C, is dropped into GO grams of water m a calorimeter (water equivalent 4) at a temperature of 15^ C ; when the ice is completely melted the temperature is found to be 11.3^ C : find the latent heat of fusion of ice.
8. State the laws of expansion of gases, and explain what it meant by aJbaolute zero,
9. If P be the true weight of a body which is balanced in a pair of scales by weights W : and p, <r, be the densities of the substance weighed and of the material composing the weights respectively; shevr that, if 8 be the density of the air in which the substance is weighed,
"'{^-(^-i)'}^-
9nfiifVRiUff of Sovonto#
ANNUAL EXAMINATIONS : 1901.
FIRST YEAR.
ELEMENTARY DYNAMICS.
HONORS.
EaxtmiTier : W. J. Loudon, B.A.
1. If a body move in a straight line with uniformly increasing velocity shew that
s = ^ (u + v)t
-where u, v are the velocities at the beginning and end of the interval t, and 8 is the distance traversed during that interval.
2. (a) A ship is sailing north-east with the velocity of 10 mil^ an hour, and to a passenger on board the ^Hnd appears to blow from the north with a velocity of 10\/ 2 miles an hour. Find the true velocity of the wind.
(6) ABC is a triangle, right-angled at C: prove that, if it be placed with A uppermost, and AB vertical, the times of falling down AB, AC will be equal ; and if placed with AC vertical, the velocities acquired in fialling down the same sides will be equal.
(c) Two particles P, Q start simultaneously from A, one sliding down the plane AB at an angle a to the horizon, and the other falling freely. Prove that their relative vertical acceleration is g cos^ a.
3. State the principle of the triangle of forces.
(a) Two forces meet at a point: find in what direction a third force of given magnitude must act at the point if the resultant of the three is the greatest possible.
[over]
1
(6) A small heavy ring A, which can slide upon a smooth vertical circular hoop, is kept in a given position by a string AB, B being the highest point of the hoop : shew that the pressure between the ring and the hoop is equal to the weight of the ring.
4. Define the terms amooih surface, oo-efunerU of friction^ angle of friction.
(a) A block of wood, of length a and height 6, is
f)laced on an inclined plane, with its length along the ine of greatest slope. The inclination of the plane being gradually increased, shew that the block will slide before toppling over, if a > fih,
(b) A uniform rod AB rests with the extremity B against a rough wall, and is held by a string A O, of the same length as the rod, fastened to a point 0 vertically above B. If the rod is about to slip at B, find its inclination to the vertical and the tension of the string, the co-efficient of friction being /i.
5. Find the centre of gravity of : (a) A uniform triangular lamina ;
(6) A piece of uniform wire bent into the form of a triangle.
6. Explain what is meant by a f uniculav polygon, and shew how the force diagram may be formed.
7. State the conditions of equilibrium of any set of forces acting in one plane.
Two small heavy rings of weights W and W connected by a fine string slide on two wires in the same vertical plane, making angles (a) with the horizon. If the string makes an angle 6 with the horizon, shew that
(IT + F') tan e =: (IT - W) cot a.
8. Explain the principle of the Balance, and state the conditions for sensitiveness and stability.
dnfUftsUff of SorontOt
ANNUAL EXAMINATIONS : 1901.
FIRST YEAR.
DEPARTMENT OF CHEMISTRY AND
MINERALOGY.
ANALYTICAL GEOMETRY.
«^a.a**^^M
Examiner : AlfrKd Baker, M.A.
1. Find the co-ordinates of the pbint which divides the line joining the points (a^ , y^), {x^ , y^) in a given ratia
2. Obtain the equation to a straight line in the follow- ing standard forms :
(1) X cos a -^ y sin a^s p
(2) y ss mx + b
^ ' cos 0 sin e "
3. Employ the last equation in the preceding question to find the distance from the point (3, — 2) to the line 4x-|.5yslina direction making an angle of 30* with tbe axis of x,
4. Find an expression for the cosine of the angle between the lines
Ax-^By-^C^O A'x + 5'y -I- (7' « 0 Find the equations to the lines through the point
{|K3+l),|(v/3+l)} and making an angle of 60* with the line x + y = 3.
5. Find the equation to the tangent to the circle
«• -f y« « r
tt the pobt («', y) on it.
Prove analytically- that the normal at any point through the centre of the circle.
[ovxb]
6. Find the equation to the normal to the ellipse
«• ^ 6' ^ at the point a;', y').
Shew that the normal biscts the angle between the focal distanceB.
7. Obtain the equation to the tangent to the ellipse
a' ^ 6*
in the form
X COB a + y sin a m» -v^a* cos* a + 6* sin* a
Shew that the locus of the intersection of perpen- dicular tangents is the circle
a;« + y« « a* + 6* .
8. Prove that tangents at the ends of a focal chord intersect on the directrix.
9. Shew that the locus of the bisection of all chords parallel to
I m
IB the diameter
Ix my
10. If (a/, y') be the co-ordinates of the extremity of anf diameter, shew that
(-?^.H
are the co-ordinates of the extremity of its conjugate
Prove that the sum of the squares of any two semi- conjugate diameters is constant and equal to a* +6*.
mnftifrsftff of s:ovonto«
ANNUAL EXAMIMATIONS : 1901.
FIRST YEAR— MATHEMATICS AND PHYSICS, PHYSICS AND CHEMISTRY, CHEMISTRY AND MINERALOGY, NATURAL SCIENCE.
SECOND YEAR.— PASS.
INORGANIC CHEMISTRY.
Wednesday, May 8th.
1. Fourteen grammes of potassium hydrate are mixed with twenty-one grammes of nitric acid. Is the resulting .solution neutraly alkaline or acid ? If not neutral how much potassium hydrate or nitric acid is required to n^uti-alise it ? [K. 39].
2. How is phosphorus obtained from bone-ash ? Compare the properties of red phosphorus with those of ordinary phosphorus and state how it can be proved that these substances are allotropic modifications of the same element.
3. Compare the common metals generally with reference to their action upon water, hydrochloric acid, nitric acid and sulphuric acid respectively.
4. Metallic copper, sulphuric acid, saltpetre and a solution of ammonia are given you. Show, using equations, how you would prepare (a) nitrous oxide and (6) nitric oxide from these materials.
5. Tabulate the general metltoda employed for the
5 reparation of the metallic chlorides. Give equations, lention some exceptions to the general methods and explain how they are prepared.
6. Discuss the physical and chemical propei*ties of the halogens and their compounds relatively to their atomic weights.
iBitifiieriKftff of S9totito#
ANNUAL EXAMINATIONS : 1901.
FIRST YEAR— CHEMISTRY AND MINERALOGY, PHYSICS AND CHEMISTRY.
INORGANIC CHEMISTRY.
(SECOND PAPER)
1. Calculate the formula for a monobasic acid having the percentage composition
Carbon 40.00 %
Hydrogen 6.6 %
Oxygen 53.4 %
and the silver salt of which contains 64.68 % of silver. [Ag = 108].
2. Give the reactions involved in the customary process for making Potassium Ferrocyanide. What happens when it is treated with (a) H^SO^, (b) K,CO„ (c) Chlorine ?
3. Give the various points of agreement and dif- ference between the Barium group of metals and their compounds and those of the Potassium group.
4. Indicate precisely what is meant by the formula HCl assigned to hydrogen chloride gas.
5. Give several methods by which pure Nitrogen can be prepared. In what manner can Argon be isolated from the atmosphere and in what respects does it differ from Nitrogen ?
6. Write equations for the following reactions : —
(a) Potassium Bichromate with Ferrous Sulphate in the presence of Sulphuric Acid.
[OVEB]
(6) Stannous Chloride with Potassium Perman- ganate in the presence of Hydrochloric Acid.
(c) Sodium Phosphate with Magnesium Chloride in ammoniacal solution.
(d) Hydrogen Sulphide with a solution of Arsen- ious Acid.
(e) Stannous Sulphide with a solution of yellow Ammonium Sulphide.
2lnitev0Ui? of STovonto^
ANNUAL EXAMINATIONS: 1901.
I. C. M. ; P. C. ; II. N. S. ; M. P. Monday, May 13th.
INORGANIC CHEMISTRY.
NoTB. — M. and P. candidates will omit questions 1 and 3, all others
will omit question 6.
1. How would you detect the presence of corrosive sublimate in calomei, of arsenious oxide in flour, and of oxalic acid in sugar ?
2. What are the disadvantages attendant on the use of nitric acid as a solvent for an ordinary mixture given you for analysis ? Explain the powerful solvent action of " aquaregia."
3. Water is poured on a mixture of equal weights of barium nitrate, common salt, silver nitrate, sulphur and anhydrous magnesium sulphate. What salts will be present in the filtered solution, and how would you identify them ? What will be the nature of the insoluble substances ? [Ba. 137, Ag. 108, Mg. 24].
4. Why is nitric acid said to be a stronger acid than hydrogen sulphide ? How do you account for the formation of lead sulphide when hydrogen sulphide is added to a solution of lead nitrate ?
5. Distinguish between a characteristic test and a delicate test, and tell the circumstances under which you would select each.
6. Describe a method for determining the amount of copper in a specimen of copper sulphate.
aitiflifr«ft9 tf Sorotilo.
ANNUAL EXAMINATIONS : 1901.
FIRST YEAR.
BIOLOGY.
Eacaminer: Professor Bamsat Wright.
1. Construct a diagram showing the essential struc- ture of vegetable and animal cells. Explain their methods of reproduction and describe the locomotor organs of unicellular organisms.
2. Elxplain the expression ''alternation of genera- tions/' as applied to plants, by reference to a particular type.
3. Give an account of the Mould-Fungi.
4. Distinguish between the classificatory expressions Chordata and Vertebrata.
5. Describe the blood-corpuscles of the Vertebrates, and explain their functions.
6. Classify and describe the tissues which enter into the formation of the small intestine in man, and indi- cate the functions which they perform.
einflif viKfts of Sovonto«
ANNUAL EXAMINATIONS : 1901.
FIRST YEAR.
BIOLOGY.
HONORS.
(RC. :\ R. R.
( J. STi
R C. Jeffrey, B.A. Examiners :-{ R. R. Bbnslet, B.A., M.B.
Stafford, B.A., Ph.D.
1. Describe the Qametophyte and Sporogonium of a Liverwort (Pellia), and compare them with the homologous generations of a Fern and a Gymnosperm.
2. Outline the characteristic features of the Dico- tyledons and Monocotyledons, with special reference to the forms studied in the laboratory.
3. Illustrate by drawings the external anatomy of Squalus, indicating the names and uses of the various parts.
4. Illustrate, by reference to forms studied in the laboratory, the essential features of the Coelenterata.
5. Describe the reproductive organs of the Earth- worm.
6. Discuss the origin of Parasitism, giving specific examples from the diflferent great groups of animals to illustrate your remarks.
Vinmfvnitn of Soromiu
ANNUAL EXAMINATIONS: 1901.
SECOND YEAR.
GKEEK.
PASS AND HONORS.
K*^..^^^^^ . i Adam Carruthers, M.A.
I. 1. Translate:
HO. Up&rov luv o 0€b<i r&v ifia^v irpoa^OerffiaTiov Xaffmv airapya^ yaiperw, <rv t, & yvvai, fiMV 'xpovio^ ikdwv a i^hrXtf^* oppiahitf ;
KP. ovSev y' d<f>iKov 8* eh psptp^vap* ICKXa fioc Xe^p ri Okairiap! ix Tpoifxoviov <l>€p€i9, rra&^v ottov^ v^v airippM cvyKpaLdrjaeraL.
HO. wtc rj^laxje rov 0€ov irpoKa/jL^dveiv
fjLavT€Vfu»lff' hf K oJnf el'irev, oVk airaiZd fie irpi^ oIkov fj^eiv ovSe a Ik ')(jpfiaTqpl<ov*
KP. & trorvia ^olfiov fitjrep. el yap alaitu^
e\0oifjL6v, & re vwp avfifioXaui rrpoadev ^v i^ vcuBa Tov aov, p.erairiaoi fieXriova,
BO. Sarai raS* aXKk ri^ irpoifyijTevet Oeov ;
in. ^fiek rd y e^w r&v eaw 8* aXXoi? fJteket, oi ir\7iaiov Odaaova-t rpiwoSo^, & ^ive, A€\ff>&v dpurrrj^ ob^ htcKriptoaev irdXo^.
Euripides, Ion.
.2 Parse xcupirto, i^i^Xrj^', hif>iKov, avyKpaOi^a-erai, tx'cuid, iXBoiftev, fieraTriaoi, r&v ea<Oj dpiari]^,
3. Scan the first two lines, naming or describing the metre.
4. Translate:
in. Koireir e/eatve^ <f>apfidKQi^ rip rov &€ov ;
KP. hW* ovK€T fiaOa Ao^iov, irarpo^ Se aov,
in. hX\' iyevofieada' <f}aTp6^ airovo'iav \eya,
KP. oVk ovv tot ^ada* vvV^ iyta, <rif ^ obKkr el.
m. oifK evae^ei^ ye, rafia S' evaefffj tot f^v.
KP. exreiva S* ovra iroKi^i^op Bpfiai^ ifioU,
in. ovToi aifv 07rXo49 ffXOov eh rrfp ariv ')(66v€L.
KP. ^d\ta-Ta' Kairlfiirpa^ y ^Epe^deta^ oonovi,
in. TToioiO'i iravol^ fj Trupo? irola <f>Xoyt ;
KP. ifAeWe^ oltcelv Tap! ifiov ffuf \al3(ov.
in. KaireiTa tou fieWeiv p! aireiCTeive^ (f>6^^ ;
KP. (i? p,rf ddvoLp,i 7*, ei (tv p,7) pAXKoDP TV)(pis<
Ihid.
5. Parse KhtrlpnTpa^, Tvypi^. What is the force of €/cT€ipa in line 6 ?
FOR HONOR CANDIDATES ONLY.
6. Scan, naming the metre :
dvoSoKfOP <f>povpffp,^ exovo'ai Beatrorrfp <f>vKaa'a€T€, i/cXekoiTT ^8?7 TOP iepop TpLiroha koX 'xpv^^rrjptop,
7. Write briefly on :
(a) The misogynism of Euripides ;
(6) His degradation of tragedy ; (c) His dramatic defects.
II.
[Write in a separate book.]
1. Translate:
Tlept p^ep ovp &v oi irptaToi p,ov xaTijyopoi Karri- yopovp avTff iarip iKaprj airoXoyia irpo^ vpw' trpo^ he MeXrfTOP top ay ad op re /cat fpiKoiroXip^ w (fnfai, Kai T0V9 ixTTepov^ pLerh ravra Treipdaop^i airoXo- yeladai,
Plato, Apology.
2. (a) &p. Explain the syntax.
(6) oi irp&TOi Karijyopoi. Explain the reference.
(c) <f>iX6'fro\iP. Write down the genitive singular.
(d) (fyrftri. Write down the rest of the present indicative and the present infinitive.
3. Translate:
Xoipi9 Bi TTJ^ Bo^rf<:, & avhpe^, obhk Bixaiov fMi hoKei elpcu ietaSai rov Bacaarrov ovSe ifiOfievov airo- ^iyeiv, ahyJi iiZdcKew Koi ireiOeip. ob yap iirl TovTtp KdOrjrai 6 Buccko-Tii^^ hrl r^ KaTa')(aptfyadai rh SiKcua, aXX' eTTt r£ Kptveiv ravra' Kai OfJtwfiOKev ov yapieiadcu ols &v Sok^ avr^, aXKa iiKdakiv tcarii
T0V9 POfJLOV^, OVKOW ypV OVT€ 'qflU^ i0i^€iv vfia^
hrioptc€u/, ovff vp£s eui^eaOar ovhkrepoi yap &i( fip£\p eifaefioUp, fi'fj oSv a^iovre fie, & apSpe^; ^Adrj- paloi, roiauTa Belp 7rpo9 vfia^ TrpdrreiP, & H'V'''^ ffyovfiai Ka\a elpai /MrJTe hiKaia /M^qre oaia, oKXo^ T€ fjL€PTOi prj ^la 7rai/Tfi>9 /cat aaedeia^ (f>€vydpTa inro MeX»7Toi; rovrovt (ra<f)m yi^p op, el irelOoi/Mi vpta^ tcaX r£ Seurdat fiia^oi/Mrjp ofitofioKOTa^^ Oeoif^ Ap BiSdaicoifiL /jLt) fpfeladai, vpLa<i elpat, ical are^ckK a'TToXoyovfievof; Karriyopovqp tip ifiavrov w Oeov^ ov vofU^a>, aWa iroXXov Set ovto)^ ^X^^^' POfii^oa re yap, & avBpe^ *\6rfpaloi, (&9 ou86i9 t&p ep,&p Kart)- yoptop, Kal vpip ifrirpiirto xal tc2 Be^ Kplp(U irepi ifjLOv &nri iieKKei i/Mol re api<rTa eipat Kal vfiip.
Ibid,
4. (a) 6fuofio/C€P, y^apieiaffa^, fcplpai^ elpat. Give the principal parts and write out the mood-synopsis.
(6) /aiJtc ffyovpAi, Why is not ovre used ?
(c) <ra<f>m yhp &p. Account for the use of av here.
{d) ^ia, ifiavTov. Decline throughout.
5. Explain the proceedings at the trial after this peroration.
FOR HONOR CANDIDATES ONLY.
6. Give the date of Socrates' condemnation and the technical name of this kind of suit. Who were the judges ?
7. State your opinion of the Apology as an adequate and effective refutation.
FOR PASS CANDIDATES ONLY.
8. Translate :
ET8. T/ 4^ ; ypa<f>rjp ae rt? yeypanrrai ; 2A. Udpv ye. BT©. Tw ofro<? ;
[OVEK. ]
Tov opSpa* vio^ yap Ti9 fioi tpaa/erai koi ayvm^ ovofid^ovai uevTot ainov, &^ iy^fuu, MiXtirop,
ETB. OifK ii/po&, & X(i>KpaT€r aXKi, S^ rlua ypa^v tre yeypairrai ;
'SSI, '^HvTiva ; ovK hyevvfj, ifioirfe SoKei. i/ceivo^ yap, w (fyrftrtv^ otSe rlva rpinrov ol vioi Bia^^ei- povrai, Kal rtVe? ol hia^elpovr^ avrovf. Kai xufSv- v€V€i <ro<f>6^ Tt9 elpai' xal rtfv ifAffv afiaOiav KariHsv a>9 BuKJ^eipopTo^ tov^ nXiKiiina<; airrov, ipyero* KaTrjyopf/iamv ^jlov &^ nrpo^ fjbrjripa irpo^ rifv iroXjv.
■ET0. 'AXXa fioi Xiye, ri xal Trotowra ae ^)ffai hta^deipeof rov^ viov^ ;
Sn. ''AroTTay & Oavfidate* ifyrfal yap fie iroifjrtfp elva^ 0€&v^ Koi m KUivois iroioxnna ueoxf;, roif^ 2* ap')(aUnn ov uofii^ovra, iypdyp^aro tovtodv airrmv iveKa^ a>9 <f>ff<TW»
ETO. M.avdav{a, & Xd^Kpare^* oti Sff ait to haifioviov <^9 (ravr^ etcdo'Tore yiyvendai* cd9 o5v Katvorofioinno^ aov frepl t^ Beta, yeypairra^ ravTffp rifv ypa^Vy Koi cb9 ZiafidKAv Sij Ip^erat ek to hiKoarripioVy 6t£a>9 Sri eifBid/SoXa rh roiavra irp^ T0V9 7roXXov9.
drf€vvri^y Tnean.
Ka^vorofiewj Toake innovations.
evhuiBoXo^, easy to misrepresent.
L
WLnUttvuitp of 2roronto.
ANXUAL EXAMINATIONS: 1901.
SECOND YEAR.
GREEK.
HONORS.
AW«n.™:{»-«-Sc™»,M.^
I.
THUCYDIDE8, I.
1. Translate carefully) :
(a) OoXXa Si xal aWa k'Xfo €9 iXiriha rov irepiiae- a0ai, fjv iOiXrjre apyriv re fifj iirvKraadai afia TroXe- fLOVVT&; KoX Kii/hvvov^ abdaipkrov^ /mtj irpotrrideaOac fjLoXKov yap 7r€<f)6l3rffuu ra^ otKciaf; rjfjL&v auapria^ ^ Ta9 T&v ivamUdv Stavoia^. aW* ixetva fiii/ Kai iv oKKxp yJj^fp afia T0I9 epyoi^ SfjKmd'qa-eTar vvv Si ro&Toi^ awoKDivafievoL airoTrifiy^ajAev, Meyapia^ fiev OTi idaofiev arfopa koX Xifiiai ypf)a0ai, ffv Koi Aatce- Saifwvioi ^€vr)\aa'ia^ fj,}) iroicoat firfTC fip,&v fJi,i]T€ r&v ^fieripaov ^vfifuxyuiv — oCt€ yap i/cetpo KcoXvit iv ral^ awovSaU oire roSe — tA? Si nroXeif; ore avrovo- fiov^ d4>V^ofi€v, el Kal avropofJMv^ eyoin€<; iaireiad- ficda /cat OTov nhKeivot ral^ avr&v airoScixn iroXetTi fjLTf a'<f>ia'i ToU AafceSaifiovioi^; iTrnrfScia)^ ainovo- fjb€UT0ai^ aXX* ainoh ifcdaroif; w fiovXovrar SUa^ Si OTi idekofiep Sovvat xaia Ta9 ^vvBijKa^, TroXe fiov Se obtc ap^fiev, apypfiivov^ Se afivvovfieda,
(6) Til' ?€ *A0r)vaLa>p €tv)(€ yap trpea^eia ir pore pop ip T§ AcuceSaifiopi irept aXXoav irapovaaj [xal] ci)<? ^{r0ovro rSip \6y<Dp, eSo^ep avroi^ irapiTqria 69 tov9
AaKeBaifjLOviov^ elvai, r&v fiev eyKXrjfidnov iripi firjSev aTroXoyrjaofiivov^i &v ai ttoX^i? evcKokow, BrfKayaai Se Trepl rov 7ravTo<; w ov Ta;^€ffl9 avroi^ ffovkei/riov €tff, dXX.' iv irXeiovi CKeirriop. ical afJM Tr)v (r<f>€T€pav iroKiv i0ov\ovTO <rtjfirjvai, 00*17 ^^V Bvvafiiv» Kai irrrofxinjertv iroir'iaaa'Oav rot? re Trpetrfiv' T€poi^ &v yBeaav Kai roh vetoripoif; i^ijyrjcriv &v airetpot fj<TaVj vofii^oine^ fiaXKov &p avrov^ €k t&v \6y(ov 7rp09 to rjav^d^eiv TpOTriadai ^ T/009 to TToXefieLv,
2, Comment on the historical and literary signifi- cance of (a) ap'x^v fiff hrucrSurdat ... StyXw^iyo-era* ; how do you understand the last line here ? {h\yC ixeiva flip ... Srj\ci)0>]<reTai,)
Write brief historical notes on Meyapiaf; ... xpv- a-0at : A^axeBatfiovtoL . . . 7ro(a>o-( : orav fcaKclvot . . . pov- Xoinai : ZUa^ . . . ^wdrjKa^.
3. Write grammatical notes on :
(a) ^evrjkaaia^ firj iroi&tn : ovre ixelvo Ka>\v€t ovre ToSe : auToh ixdaroi^ : irokifiov ovk ap^ofiev apxop^vo'tn Be.
(b) tS)v Si *A0r)vaia)v eru^^e yap , . . [fcai] . . . : Trapirrf- Tea : iripv : airoXoyrjaofjiePOU^ : &v at 7r6X€t9 ivexaXow : Tpaireadai-
II. [Write in a separate book.]
ARISTOPHANES AND SOPHOCLES.
Translate :
(a) ET. alfiol, iroXK^ Kpeirrov^ ovrot rod Ato9 ^/mp
I3a<n\€v€iv. HE. ov yap ttoWq) ;
Kai TTpma fiev oiyi vew VM^^ oucoBofiew Scl Xidipov^ avro'k, obSi 0upa>aav y^pvaaiai 0vpat<;, ttW inro 0dfAPOiM Kai TrpipiSiot<; olKi]<rovaip. 70*9 8' ai aefLpol^ r&p 6ppL0ajp SipBpop i\da<; 6 i/66>9 eaTar kovk ek ^€\<l>ov^ ovB^ ek ''Afifitop* ik06pT€^ eKei 0v(rofjL€p, dX)C ip ralavp KOfidpoc^
fcal roh kotuhks aravre^ tyovre^ KpiOd^, irvpov^, ev^ofieS* avrok avareivome^ rw X^^P o,yad&v BiSovai Ti fiipo^' Kat ravff fifiiv irapaxpfifi earai TTvpov^ okiyov^ TrpofioKovaiv, XO. & ^iXrar ifjuoi itoXv 7rp€afiirt&v ef i^Plarov fierafriTrrtov, oVk €otu/ Sirto^ &v eyci tto^ €Ka>v t^9 <i^9
(6) TToXXa Srf KoL xaivci teal dav-
fidoT hreirrofieada^ KaX Bewa irparffULT etSo/MCV. €(7Ti yap SivBpov 7r€<f>vK0^ i/cTOTTOP Tt, KapSia^ a- TTfaTepw, KXemvvfjLOf;, Xpi^ertfjLOP /i€v ovSev, a\- Xa)9 Be BeiXov Kal fiiya,
TOVTO TOV fJL€V ^p09 061
fiXaardvev kcu (rvKOffHurret, TOV Be yeifi&vo^ ttoKip tA? otnriBa^ <f>v\\oppo€t, €OT& 5* ai x^P^ 'rrpo^ avr^ Tto aKOifp iroppfo t«9 €v rfj \{r)(yvip iprffiia, €p0a TOW ffpwaip dpOpco- TTOi ^vpapttrraxri teal ^vv- eiai, TrXrjp rrj^ ktnrepa^, njpucavra S* ovkct fjv da<f)a\ef: ^vpTvy^opeip. el yap iprv^pv Tt9 fjpfp r&p 0poT&p pvKTdjp 'OpiaTfj, 7V/ii/09 ^P TfKriyeU inr avrov irapra ThiriBe^ia.
1. Parse irpoffaXovaw and a<l>€ifMrjp in (a), and rt and icTripa^in (b).
2. Write a brief note on each of the proper names in (6).
3. What was the origin of Greek comedy ?
4. Scan in (a) the verses from BiBopai to /jLeraTrlirToyp, naming the metre.
[OVSR.]
Translate :
(a) €<f>pi^' eponTi, irepL'xapi)^ S ap€7rrdfiav, la) /o) Tl^v Tlav, & nil/ Hal/ aXiirXaytCTe KvWavia^ yiovoicTinrov irerpala^ airo Setpdho^; (f>dv7j0\ & Oemu yopoiro^ &va^, a7ra>9 fiov ^vaia Kvaxri op^rjfiar avroSai) ^uvSa»
Idylrt)^. vvv yap iwol fAekei ')(op€v<rai, *lKa^uov o virep TreXayitov fjbo\a>v ava^ 'AttoWwp 6
Aa\t09 evyvo^aTo^ ifiol ^upeCfj 8ia Tramo^ ev^ptov,
eXvaev alvov ayp^ oltt ofipArtov ^Aptf^. uu Uu. vvv a£, vwy & Zev, irdpa \€vk6v ebdfiepov TreKda-ax <f>do^ 6oav inKvoKtav ve&v, or Ala^ Xadtrrovo^ 'nraXu/, dew 3* av wdvOura 0itrp,L i^vva* ebvofjuia aifimv
fjLeyiaTq, irdvO* 6 fji€ya<; 'xpovos fiapaiver KouBev avauSarov ifMriaaifi av, eini 7* e^ aiXirrtov
A?a9 fJL€Tavey»(!><T0r} Ovfiov T ^ArpeiSai^ fieyaXcDV re v€ik€(ov.
(6) ay\ etir air apx^ ai0c<:, ?} av <f>rf^ ayeu/
Tov avhp^ ^A'vaiok Sevpo avfifJM')^oi/ \a0mv ; ovK avTo^ i^errXevaev w avrov Kpar&v ; TTov aif arparrfyeU roiiSe ; ttov Bi aoi \e&v e^eoT uvdaaeiv &v oS' rjyay' olxoOev ; ^'rrdpTff<; dt/dao'top I^Xde^t ov^ fjpAv Kpar&v,
1. What Is the technical name for (a), and why does the chorus speak in this way here ?
2. How is the gods* treatment of Ajax justified ?
3. What other part does the speaker of the lines in
(b) take, and by what device was it made possible for him to take both parts ?
Ifttiftierfitiis of SToronto.
ANNUAL EXAMINATIONS : 1901.
SECOND YEAR.
GREKK AND LATIN GRAMMAR
HONORS.
Examineva • { ^' ^^ Robertson, B.A. £.xaminei8 . | q ^. Johnston, B. A., Ph.D.
I.
1. Give the syntax of (a) general conditional sen- tences in Greek ; (6) the verbal in -rko^ ; (c) the abso- lute construction ; {d) " before " and " until " clauses ; («) av with the indicative.
2. Distinguish the following forms : a<f>€lvaty aweluai, avUvat, aipievai ; a<f>rjKa^, d<f>€lKw; ; Trapaarfj^ irapea-TTj^ irapUrTTj ; KaOioTaaav, Ka6L<na(Tav, fcadccraaap, Kara- araaav, tcarcurrrjcravj KariaTtfcav.
3. Write out the mood-synopsis of the following : the present of Swafuit and Bet ; the aorist active of '^irpfWTKto, Trpofiaipfo and 'irap€')(fD \ the future middle of iropi^to.
4. Point out what is noteworthy or peculiar in the syntax of the underlined words :
(a) IloreiBaiaTai Be frifiyjravre^ fiiv koL irap WOrf-
vcarrepi^eiv firjSev,
(6) Kalroi el Tjaav avSpe^y &(nrep (jiatriv, ayaOoi, 6a'{p iiKfiTtTOTepoi ijaav roh TreXa?, Tocry 8^ 4>avepfOTepav
el^v abroU Tr}v aperfjv SLSovct koX he')(opL€Vois ^iu Bucaui Sena/vvai,
(c) eS la-fjL€P fir) &p fjixaov vfid^i XvTrrjpov^i yevofiivov^ Toi^ avfifid'xoiff.
(d) ovTM KaTafj>pov€l<; rcovSe koL otei avTovf; aireipov^ ypafifidroiv elvai, &fTTe ovk elSivai ori, ie.T.\.
(e) el fxev oiv ravra Xiycov Sta(f>0€ip(t) tou? p€ou^, ravT &v ecrj fiXaBepd, ... 7r/309 raina a<l>i€T€ 17 fjiij d(f>L€T€» w ifJLOv OVK UP 7roLi]aopTo<; aWa^ ov8* el fiiWco TToWaKi^ T€0pdpac,
(/) el 8' ovKer eart, tIpi rpoirfp Bi€(f>ddprj ;
(g) TCL 8' aWa TrdpTa t(op eXevdepcop ovS€l<: KaKicjp 8oDXo9i ocTTt? iadXo^ yj.
(h) airap fjLa0i]a€L Tovpyop, (i? kolpiopo^ top. Keipo^ yap aKpa^ pvKTOf:, ^plx eairepoi
{i) dy\ elir an ap;^^9 aiOi^;, ?} av <^^9 ayeip TOP dpSp^ 'A^aiot? Sevpo j(rvfifjLa)(OP Xa^eop ;
(j) dreinofieO^ €k rtf^ Trarpiho^ dfjL<f>olp roip ttoBoIv, avTrjp fiep ov fAiaovPT €K€ipr)P rrjp ttoXip TO lit) ov fAcydXrjp elpai <f>va€i Kibhaifiopa,
(Jc) tovtI Xa/3<op fiov ro aKidSeiop inripe'x^e apoyOep, w &p fii) jm opcaaip 01 deoi.
II. [Write in a separate book.]
1. Express in Latin : three-fifths, ninety-eighth, twenty-one each, six million ; a man of very noble birth and of a keen mind.
2. Of orior write the 3rd sing. pres. ind., and impf . subj., the pres. imperat., and all the infinitives.
3. Illustrate the syntactical usage with oportet^ 7iec€88e est, opus est, interest.
4. Translate :
(a) He hoped, he said, he would soon pardon him.
(6) It is as clear as day that, had . not your evil designs been discovered, the consuls and all the loyal citizens would have been murdered.
5. Explain the syntax of the italicized words in the f olloi^ing, and state the more usual construction where this is possible :
(a) Ridete quidquid est domi cachinnorum,
(6) Luco volabant.
(c) [Carmina] quae scribuntur aquae potoribus,
(d) Bellum adversus Germanos supererat, abol- endae inagis infainiae ob amissum exercitum. ... Cur non venisset augendia militum stipendiis ?
(c) O funde noster seu Sabine seu Tiburs —
Nam te esse Tiburtem autumant quibus non est Cordi Catullum laedere.
(/) Nee dubium erat quin terga daturi hostes
(g) Mox vagi per vias olvios habxiere legatos.
(h) Laevo suspensi loculos lacerto.
(i) Quo mihi fortunam, si non conceditur uti ?
(j) Ilium indignanti s\mi\em... A spiceres, pontem a'u^deret quia vellere Cocles.
(k) Opposuerunt abeunti arma, minitantes ni regrederetur ; at ille feiTum deferebat in pectus, ni dextram vi adtinuisaent Quidara /erirc^ hortabantur, et miles obtulit gladium, addito dcutioi'em esse.
(I) Saepe tibi studioso animo...requirens Carmina uti possem mittere Battiadae Qui te lenirem nobis.
(vi) Equites procul visi [sunt] non sine terrore ab dubiis, quinam essent
i
i!9nfii(r0ft9 of ^Toronto
ANNUAL EXAMINATIONS: 1901.
SECOND YEAR.
GHHEK AND ROMAN HISTORY.
HONORS.
ExamiTier: Percy J. Robinson, B.A.
Note. — Candidates will write on four questions in A, and the eij$hth and any other three questions in B, and will specify In -v^'bat department they are seeking Honors.
A.
1. Show how far the polity and training ascribed to Lycurgus affected the growth and decline of Sparta.
2. What were the evils that Solon undertook to alleviate ? How did he provide political and social relief? Comment upon the statement: "He had ^-rested the earth from religion to give it to labor."
3. Characterize the rule of the Peisistratids and show how tyranny at Athens was, as elsewhere in Grtfcce, a stepping-stone from oligarchy to democracy,
4. Point out in what ways the reforms of Cleis- thenes gave birth to the Athenian Democracy. Describe the institution of ostracism. Show its neces- sity and point out any modern parallel procedure.
o. " If Athens had been capable of the task, the interests of civilisation would have been really for- warded by the subjection of the Greek communities to the rule of Athens." Explain and discuss.
6. How did democracy succeed in Athens as a practical instrument of administration and govern- ment ?
7. Describe some of the chief differences between the civilisation of Greece in the fifth century B.C. and modern western civilisation.
[OVBRl
B,
8. Give an outline (after Coulanges) of primitive Roman religious belief, and show briefly how this belief afieeted : (a) the possession of land; (b). inherit- ance ; (c) adoption ; (d) patriotism and exile.
9. Describe the position of the king in the original constitution of Rome, showing what were his functions and privileges, and what analogy there was between the regal power in the state and that of the pcUer familias in the family.
10. What was the probable object of the Servian reforms ? Outline the reforms enacted and show what was their effect politically and socially.
11. Show what were the main steps by which dur- ing the period under consideration the plebs obtained legal, social and political equality with the patricians.
12. What was the result of the passing cf the Licin- ian Rogations, as regards the old patrician aristocracy, the power of the Senate, and the land question ?
13. Write a note upon the Tribunate, explaining its powers, and showing why it failed to fulfil its purpose, and what use was made of the office in the period sub- sequent to the Licinian Rogations.
14. Explain the following offices, showing when and for what purpose they were first instituted : Quaestors, Dictator, Military Tribunes, Censors, Prae- tor, Curule iEdiles.
^nl^tvma 9t WPV9m9i
ANNUAL EXAMINATIONS : 1801.
SECOND YEAB.
UTIN.
Ji^xamiTiers . | j f^j^^heb, M.A., LL.D.
I.
A.
Tran<%late the following passage tp averaarentur :
Ibi Verginius maiorem, quam reliquerat fn urbe, motum excivit. Nam prseterquam quod agmine prope quadringentorum hominum veniens, qui ab urbe indignitate rei accenui comites ei se dederant, conspectus est, strictum etiam telum respersusque ipse cruore iota in se castra convertit. Et togee multifariam in castris vis«e maioris aliquanto, quam erat, speciem urbanse multitudinis fecerant. QaoBTentibvAi, quid rei esset, flens diu vocem non misit ; tandem, ut iam ex trepidatione concur- rentium turba constitit ae silentium fuit, ordine cuncta, ut gesta erant, exposuit. Supinas deinde tendens manus, commilitones appellans orabat, ne, quod scelus App. Claudii esset, sibi attribuerent neu se ut parrieidam liberum aversarentur. Nee se superstitem filiae futurum fuisse, nisi spem ulciscendaB mortis eius in auxilio commilitonum habuisset. Ali^iia calamitate documentum datum illis cavendsB similis iniuriae. Ceteri sibi a^ liberis suis consulerent.
1. Give the principal parts of the verbs to which the italicised forms belong.
2. Give the rule for the case of agmine, aliquanto, qucerentibns, libemmj and the u^e of neu. Give the derivation of aliena and documentum.
3. Translate literally from v,t to constitit and turn into direct narration from Nee to constderent
B. Translate into Latin :
(a) Do not forget that the elections will soon be here.
(6) I am going to ask you to vote for none but men of good ability.
(c) Has he told you the reason why the question was asked ?
(d) Being heartily ashamed of himself, he never afterwards returned ta this city.
(e) He came there to tell them that they ought to obey the law.
(/) The narrative, as given by Livy, will not afford the reader much gratification ; on the contrary it cannot fail to affect him with the liveliest astonish- ment at the depravity of Appius and the cruelty of the re'st of the magistrates. In spite of the tears of her friends, in spite of the entreaties of the multitude, the unhappy Verginia was consigned by the judg- ment of the decemvir to a life of infamous slavery from which there seemed no possibility of escape except by death.
II.
(Write in a separate book).
Translate :
(a) Quare refectus maximas tibi grates Ago, meum quod non es uita peccatum. Nee deprecor jam, si nefaria scripta Sesti recepso, quin gravedinem et tussim Non mi, sed ipsi Sestio ferat frigus, Qui tum vocat me cum malum librum legi.
(6) Certe ego te in medio versantem turbine leti Eripui et potiua germanum amittere crevi, Quam tibi fallaci supremo in tempore deessem. Pro quo dilaceranda feris dabor alitibusque Praeda, neque injecta tumulabor mortaa terra.
(c) Hoc misso in Syriam requierant omnibus aures : Audibant eadem haec leniter et leviter,
Nee sibi postilla metuebant talia verba. Cum subito affertur nuntius horiibilis,
lonios fiuctus, postquam illic Arrius isset, Jam non lonips esse, sed Hionios.
1. Scan the first two verses of each extract, naming the metre.
2. Write explanatory notes on frigns in (a) and nunti/its horrioilis in (c), showing in each case their connection in meaning with the theme of the poems to which they belong*
3. Parse receTpao, deessem and iaaet, and write an explanatory note on gennanum amittere.
4. Translate at sight :
DEATH OF BRUTUS.
Postquam in agrum Romanum ventum est, obviam hosti consules eunt. Valerius quadrato agmine peditem ducit ; Brutus ad explorandum cum equitatu antecessit Eodem modo primus eques hostium agminis fuit ; prseerat Arruns Tar- quinius, filius regis; rex ipse cum legionibus sequebatur. Arruns ubi ex lictoribus procul, consulem esse, deinde iam propius ac certius facie quoque Bmtum cognovit, inflammatus ira " Ille est vir " inquit, '' qui nos extorres expulit patria. Ipse en ille nostris decoratus insignibus magnifice incedit. Di regum ultores, adeste/' Concitat calcaribus equum atque in ipsura infestus con- sulem dirigit. Sensit in se iri Brutus ; decorum erat turn ipsis capessere pugnam ducibub ; avide itaque se certamini offert ; adeoque infesds animis coQCurrerunt, neuter, dum hostem vulneraret, sui protegendi corporis memor, ut contrario ictu per parmam nterque transtixus, duabns hserentes has- tis moribundi ex equis lapsi sint.
Slnftier0ft» ot CTovotito*
ANNUAL EXAMINATIONS : 1901.
SECOND YEAB.
LATIN.
HONORS.
E, . f A. J. Bell, M.A , PhJ).
Examx'nevs : | j f^^etCher. M.A., LL.D.
I.
HORACE AND CATULLUS.
•
1. Translate :
Forte per angustam tenuis volpecula rimam Repserat in cumeram frumenti, pastaque rursus Ire foras pleno tendebat corpore frustra ; Cui mustela procul " Si vis " ait, " effugere istinc, Macra cavutn repetes artum, quern macra subisti." Hac ego si compellor imagine, cuncta resigno.
Horace, Epistles, I.
Write notes on the derivation and meaning of rimam, mustela and resigno, and notice any reasons for preferring the reading nitedula to volpec^da.
2. Translate:
Ut matrona meretrici dispar erit atque Discolor, infido scurrae distabit amicus Est huic diversum vitio vitium prope majus, Asperitas agrestis et inconcinna gravisque, Quae se commendat toqaa cute, dentibus atris, - Dam volt libertas dici mera veraque virtus. Virtus est medium vitiorum et utrimque reductum.
Ibid,, I.
Write explanatoiy notes on discolor and tonsa cute, and describe fully the ethical theory here set forth, illustrating by examples.
3. Translate :
Si, quia Oraioram sunt antiquissima quaeque Scripta vel optima, Bomani pensantur eadem Scriptores trutina, non est quod multa loquamur : Nil intra est oleam, nil extra est in nuce duri ; Venimus ad summum fortunae ; pingimus atque Psallimus et luctamur Achivis doctius unctis.
Ibid., II.
Write a note on the syntax in Achivis doctius. Show how the illustrations used here by Horace apply to his theme. To whom is this epistle addrassed, and under what circumstances was it composed ?
4. Translate :
Hie et in Acci Nobilibus trimetris apparet rarus, et Enni In scaenam missos cum magno pondere versus Aut operae celeris nimium curaque carentis Aut ignoratae premit artis crimine turpi.
Ibid,, Are Poetica.
Explain the meanijig, giving in full the subject of premit Give Horace's reason for giving the name trimetra to Accius' verses, and compare this name with that ordinarily given them by the Romans.
5. Write explanatory notes on the following passages with special reference to the words italicised in each :
(a) Ad summam : sapiens uno minor est Jove, dives, Liber, honoratus, pulcher, rex denique regum ; Praecipue aanus, nisi cum pituita molesta est.
(6) Vivere naturae si convenienter oportet,
Ponendaeque domo quaerenda est area primum, Novistine locum potiorem rure beato ?
(c) Cum pateris sapiens emendatusque vocari, Respondesne tuo, die sodes, nomine ?
(d) Caedimus et totidem plagis consumimus hostem, Lento Samnites ad lumina prima duello.
(e) Scriptor hon,oratum, si forte reponis Achillem, Impiger, ii-acundus, inexorabilis, acer,
lura negat sibi nata, nihil non arrogat armis.
6. " As there is nothing on which Horace more insists than the necessity of consistency in conduct and opinion, it appears, at first sight, difficult to understand his apparent adherence to irreconcilable philosophies/'
Explain what is meant, and show how this apparent inconsistency becomes intelligible, comparing him with any Roman philosophical writer in this respect.
7. Translate:
Di magni, horiibilem et sacrum libellum, Quern tu scilicet ad tuum Catullum Misti, continuo ut die periret, Satumalibus, optimo dierum. Non, non hoc tibi, salse, sic abibit : Nam, si luxerit, ad librariorum Curram scrinia ; Caesios, Aquinos, Suffenum, omnia colligam venena, Ac te his suppliciis remunerabor. Vos hinc interea (valete) abite lUuc unde malum pedem attulistis, Saecli incommoda, pessimi poetae.
Catullus, XIV.
Scan the first verse. Write notes on the form of mi«H, the use of the plural in Satumalibvs, the mean- ing of 81 in ai luxeHt, and of illuc in abite illuc,
8, Translate:
Sic funesta domus ingressus tecta patema Morte ferox Theseus, qualem Minoidi luctum Obtulerat mente immemori talem ipse recepit. Quae turn prospectans cedentem maesta carinam Multiplices animo volvebat saucia curas.
iMd, LXIV.
Write a note on the position and syntax of mente immem/nn. Describe the structure of this poem, and show how far the episode, from which this extract is taken, has any theme or motive in common with the original subject of the poem.
9. Translate :
Si qua recordanti benefacta priora voluptas Est homini, cum se cogitat ease pium,
Nee sanctam violasse fidem nee foedere in uUo Divum ad fallendos numine abusum homines,
Multa parata manent in longa aetate, Catulle, Ex hoc ingrato gaudia amore tibi.
Ibid., LXXVI.
Ex hoc amove. Write a sketch of the connection to which Catullus here refers, and show how far his
[over]
statement seems to be justified by the facts. Scan the third and fourth verses of the extract.
II.
{Write in a separate booL) VIRGIL.
Translate :
(a) Quanta per Idaeos saevis effusa Mycenis Tempestas ierit campos, quibus actus uterque Europae atque Asiae fatis concurrent orbis, Audiit, et si quern tellus extrema refuse Subinovet Oceano, et si quem extenta plagarum Quattuor in medio dirimit plaga Solis iniquL Diluvio ex illo tot vasta per aequora vecti
Dis sedem exiguam patriis litusque rogamus Innocuum, et cunctis undamque aurainque pa- tentem.
(b) In summo custos Tarpeiae Manlius arcis Stabat pro templo et Capitolia celsa tenebat, Romuleoque recena horrebat regia culmo. AU^ue hie auratis volitans argenteus anser Porticibus Gallos in limine adesse canebat ; Qalli per dumos aderant, arcemque tenebant, Defensi tenebris et dono noctis opacae : Aurea caesaries oilis, atque aurea vestis ; Virgatis lucent sagulis ; turn lactea coUa Auro innectuntur ; duo quisque Alpina coruscant Oaesa manu, scutis protect! coipora longis.
(c) Aetheria turn forte plaga crinitus Apollo Desuper Ausonias acies urbemque videbat, Nabe sedens, atque his victorem adfatur lulum : ' Macte nova virtute, puer: sic itur ad astra, Dis genite et geniture deos. lure omnia bella Gente sub Assaraci fato ventura resident,
Nee te Troia capit.'
1. Scan the first three lines in (a).
2. Write notes on Idaeos, Mycenis, Tarpeiae, Macte' Assaraci.
3. What is the special object and propriety of the episode of " the Shield " ?
t
einfiieKfifts fit ^pfronta*
ANNUAL EXAMINATIONS: 1901.
SECOND YEAR.
LATIN.
HONORS.
„ . f W. S. MiLNER, M.A.
Examvners : | ^ j -g^^^^ j^;^ p^ j^
LIVY.
1. Translate:
(a) Contentio, consulesne an tribuni militum crea- rentnr, in interregno rem dies complures tenuit. interrex ac senatus consalnm comitia, tribuni plebis et plebs tribunorum militum ut habeantur tendunt. vicerunt patres, quia et plebs, patriciis seu hunc seu ilium delatura honorem, frustra cer- tare supersedit, et principes plebis ea comitia malebant, quibus non haberetur ratio sua, quam quibus ut indigni praeterirentur.
(b) Alii purgare plebem, culpam in patres vertere : eorum ambitione artibusque fieri, ut obsaeptum plebi sit ad honorem iter ; si plebi respirare ab
. eorum mlxtis precibus minisque liceat, memorem earn suorum inituram suffragia esse et parto aux- ilio imperium quoque adscituram. placet toUendae ambitionis causa tribunos legem promulgare, ne cui album in vestimentum addere petitionis causa licerct.
(c) Romani, ex arce plenam hostium urbem cer- nentes vagosque per vias omnes cursus^ cum alia
atque alia parte nova aliqua clades oreretur, non mentibus solum consipere, sed ne auribus quidem atque oculis satin constare poterant. quocumque clamor hostium, mulierum puerorumque ploratus, sonitus fiammae et fragor ruentium tectorum avertisset, paventea ad omnia animos oraque et oculos flectebant, velut ad spectaculura a fortima positi occidentis patriae, nee ullius rerum suamm relicti praeterquam corporum vindices, tanto ante alios miserandi magis, qui umquam obsessi sunt, quod interclusi a patria obsidebantur, omnia sua cernentes in hostium potestate.
2. Comment on the following extracts without trans- lating :
(a) Mentio illata ab senatu est rem operosam ac minime consularem suo proprio magistratu egere, cui scribarum ministerium custodiaeque tabularum cura, cui arbitrium formulae censendi subiceretur.
(&) Tribuni plebi assiduis contentionibus prohibendo consularia comitia, cum res prope ad interregnum adducta esset, evicere tandem, ut tribuni militum consulari potestate crearentur.
(o) Aliquarum navium concursum in mains, ut fit> celebrantes navalis victoriae vanum titulum appetivere.
(d) Pronuntiaverunt ex collegii sententia C. Valerio consuli se. damnum aliamque coercitionem adversus intercessionem collegae dilectus causa detractantibus militiam inhibenti, auxilio futuros esse.
(e) Si tribunicio auxilio repelli nequeat, aliud telum patres inventuros esse, consulesque increpabat, quod fide publica decipi tribunos eos taciti tulissent, qui senatus auctoritatem secuti essent.
TACITUS. 1. Translate :
(a) Noctem minacem et in scelus erupturam fors lenivit : nam luna claro repente caelo visa lan- guescere. id miles rationis ignarus omen prae- sentium accepit, suis laboribus defectionem sideris adsimulans, prospereque cessura qua pergerent, si f uigor et claritudo deae redderetur. igitur aeris
sono, tabarum comuumque concentu strepere - proat splendidior obscuriorve, laetari aut maerere ; et postquam ortae nubes offecere visui creditum- que conditam tenebris, ut sunt mobiles ad super- stitionem perculsae semel mentes, sibi aetemum labx)rem portendi, sua facinora aversari deos IfliKientantur. utendum inclinatione ea Caesar et quae casus obtulerat in sapientiam vertenda ratus circumiri tentoria iubet ; accitur centurio Clemens et si alii bonis artibus grati in vulgus. hi vigiliis, stationibus, custodiis portarum se inserunt, spem offerunt, metum intendant.
(b) Illi sanguine suo et lubrieo paludum lapsantes excussis rectoribus disicere obvios, proterere iacentes. plurimus circa aquilas labor, quae
. neque fern adversnm ingruentia tela neque figi limosa humo poterant. Caecina dum sustentat aciem, suffosso equo delapsus circumveniebatur, ni prima legio sese opposuisset. iuvit hostium avi- ditas, omissa caede praedam sectantium ; enisaeque legiones vesperascente die in aperta et solida. neque is miseriarum finis, struendum vallum, petendus agger, amissa magna ex parte per quae egeritur humus aut exciditur caespes ; non tentoria manipulis, non fomenta sauciis; infectos caeno aut cmore cibos dividentes funestas tenebras et tot hominum milibus unum iam reliquum diem lamentabantur.
2. Write notes on the syntax otproapere ceaawra qua pergerenty postquam ortae nubes offecere visui, and drcumvemebatur, ni prima legio opposuisset,
3. Notice any peculiarities of Tacitus' style that are illustrated in these extracts, and show the effect at which he aims in using them.
4. Show how the changes in the constitution and government of the Roman state under the early empe- rors tended to detract from the dignity and interest of history, and how they tended to give it fresh variety and interest.
5. Write notes on peculiarities in the syntax or use of words in the following :
[oyer.]
(a,) Multas illic utrimque lacrimas et signa spem- que ex eo fore ut i\ivenis penatibus avi reddereter: quod Maximum uxori Marciae aperuisse, illam Liviae.
(6) Postremo eo furoris venere, ut tres legiones misoere in unam agitaverint.
(c) Responde, Blaese, ubi cadaver abieceris : ne hostes quidem sepultura invident.
(d) Feminas illustres .... pergere ad Treviros externae fidei.
(e) Quod gnarum duci incessitque itineri et proelio.
(/) Permotus his quantoque incautius efTerverat, paenitentia patiens tulit absolvi reum criminibus maiestatis.
WkUltttVUHS Of ffOtONtO^
ANNUAL EXAMINATIONS : 1901.
SECOND YEAR.
LATIN PROSE.
HONORS.
Examiifier : G. W. Johnston. Ph.D.
The principal citizens, who, till that fatal moment,
had confided in the protection of their sovereign, threw
themselves at his feet. They conjured him not to
abandon, or, at least, not to deliver, a faithful colony to
the rage of a barbarian tyrant, exasperated by the
three successive defeats which he had experienced
ander the walls of Nisibis. They still possessed arms
and courage to repel the invaders of their country ; they
requested only the permission of using them in their
own defence ; and, as soon as they had asserted their
independence, they should implore the favour of being
again admitted into the rank of his subjects. Their
arguments, their eloquence, their tears were ineffectual.
Jovian, who in a few weeks had assumed the habits of
a prince, was displeased with freedom and offended
with truth ; and as he reasonably supposed that the
discontent of the people might incline them to submit
to the Persian Government, he published an edict,
under pain of death, that they should leave the city
within the term of three davs. Ammianus has deline-
ated in lively colours the scene of universal despair
which followed. The highw.iys were crowded with a
trembling multitude ; the distinctions of rank and sex
and age were lost in the general calamity. Every one
strove to bear away some fragment from the wreck of
his fortunes; and as they could not command the
immediate service of an adequate number of horses or
wagons, they were obliged to leave behind them the
greatest part of their valuable effects.
Gibbon, Roman Ernpire,
atiftierttUfi of Q:orotito«
ANNUAL EXAMIMATIONS ; 1901.
SECOND YEAR.
ENGLISH.
PASS AND HONORS.
Examiner : W. J. Alexander, Ph.D.
1. Describe the special characteristics of each of the three idylls prescribed.
2. Explain, within a page and a half of MS., the symbolism of the Holy Grail.
3. Show the character and actions of Arthur as revealed in each of the three idylls.
4. State, as fully as you can, what is meant by an idyll, and show how the term is applicable to the poems prescribed.
5. Explain fully what is italicised in the following :
(a) That puj^ed the swaying branches into smoke,
(b) Fled like a glittering rivulet to the tarn And down the shingly scav/r he plunged.
(c) When the strong neighings of the wild White
Horse Set every gilded parapet shuddering.
{cl) His battle-ivrithen arms.
(e) The sallow-rifted glooms of evening.
(/) Taliessin is our fullest throat of song,
(g) Thro' the gap glimmer'd the streaming scud.
i^
BtittietrsUs of CTotonto.
ANNUAL EXAMINATIONS: 1901.
SECOND TEAK
ENGLISH.
HONORS.
Examitier : D. R. Keys, M.A.
1. How did the life of Chaucer prepare him for the writing of the Prologue ? Give particulars.
2. Show the importance of Chaucer's work in the development of English versification.
3. Explain the distinction between wit and humor as you understand the words by references to examples from the prescribed selections from Chaucer.
4. Refer the following quotations to their proper connexion, and explain words in italics :
(a) He ooude aonges make and wel endite I Juste and eek daunce and wel purtreye and write,
So Jioote he lovede that by vyghUriale He dup namoore than doth a nyghtingale.
{h) And certainly he had a murye note ;
Wel ooude he synge and pleyen on a rote Of yeddynges he baar oatrely the pris ; His nekke whit was as the floiir-de-lys,
(c) He was to sinful man not despUous Ne of his speche dangerous ne digne. But in his teching descret and benygne.
{d) Wel loved he garleek, oynons, and eek lekes. And for to drynken strong wyn reed as blood Thanne wolde he speke and crie as he were toood.
it) A large man he was with eyen stepe,
A fairer burgeys was ther noon in Chepe ; Boold of his speche and wys and wel y-taughl. And of manhood hym lakkede right naught.
5. " Burke is the man essentially an orator whose orations were vet literature." Determine the correct- i»e8.s of this criticism by references to the speech on ** Conciliation," distinguishing between the literary and oratorical sides of that work.
6. What is Macaulay's view of Burke as given in the essay on Hastings ? Compare the styles of Burke uid Macaulay.
^ I
QltiflifVttfts et Sotetito*
ANNUAL EXAMINATIONS: 1901.
SECOND YEAR.
FRENCH.
Examiner : J. Squaib.
I. Translate into French :
1. (a) Let us eat the bread, (6) They were not eating, (c) He throws and we throw, (d) Our friends are leaving, (e) We held him.
2. If I had known him, I should have written to him.
3. Take care the child does not fall ; it is very slippery.
4. The doctor ordered that he should be given wine.
5. Go for the doctor ; your father is very ill.
6. I have had a pair of shoes made. They cost me five dollars.
7. It has been raining since five o'clock ; we cannot go out.
8. It rained all day yesterday ; I hope it will be fine to-day.
II.
Translate into French :
The trumpeter's horse was a large, grey horse. He was an excellent hunter, and jumped well. One of the game-keepers shot a rabbit. When the horse heard the shot he stopped and would not budge. The rider fell, and the horse ran away. But Brutus returned accompanied by a
beautiful lady. The lady and her groom made the gentleman get into her carriage. Then the lady related what the horse had done. He bad run to her house with a hat in his mouth. The men could not catch him. He wished the lady to come to his master. The lady came, the gentle- man went back with her, and six weeks after she became Madame de la Roche-Targ^.
III.
(a) Translate :
Lk, tout en donnant les cartes, il d^blat^rait centre les moeurs du temps, oil Tautorit^ paternelle ^tait m^pris^ par les enfants, oti se perdait chaque jonr davantage le respect de la familie. Lui, du moins, il donnerait le bon exemple, il serait sevfere jusqu'^ la fin en vers le rebella C'^tait meme son unique sujet de conversation, et, malgr^ le prestige que lui donnait sa fortune, ses compagnons de jeu le traitaient parfois, apr^ son depart, d'ennuyeux personnage et de vieux " raseur." Mais, en sa presence, on plaignait son malheur et on louait sa fermet^. II v avait sur- tout I'employ^ des contributions — celui dont Ja pipe sentait si mauvais — qui r^pondait invariable- ment aux imprecations du bonhomme centre son fils par cette phrase approbative.
— Uodeur du Bwis par Francois Copp6b.
1. Give past participle and past definite (in full) of plaignait Give present indicative and present sub- junctive (both in full) of sentait
2. Indicate pronunciation of vic&urs,
3. Distinguish between vers and envers. Give examples.
4. Translate : He complained of his bad luck.
Translate :
1. II ne faut pas non plus lui en vouloir.
2. Pour que le gui soit bon et porte chance aux amoureux, il doit avoir subi Thiver.
3. Je me rends compte aujourd'hui qu'il devait avoir tout au plus cinquante ans.
4. Eustache jonglait avec les obus et tirait sur r^paule un canon monstre achet^, pour un rien, dans un bric-^-brac de plein vent.
IV.
Translate
La science se d^veloppait en mSme temps, gr&ce k la ddcouverte de Timprimerie. Gutenberg, n^ k Mayence, mais qui travailla le plus souvent a Strasbourg, ^tait parvenu (de 1440 k 1446) k graver en m^tal des lettres mobiles qu*il assemblait ou s^parait k volont^ ; il composait ainsi des mots, des phrases, des pages enti^res ; puis pressant ces pages imbibes d'encre sur du papier, il les repro- duisait autant de fois qu'il voulait. Un copiste ne pouvait ^rire k la fois qu'un seul livre. OrtLce k rimprimerie, d^ que le livre ^tait compost avec des lettres en m^tal, on pouvait le reproduire, en peu de temps, par milliers d'exemplaires.
— Histoire de France,
J
Bnirttvttltji of STorofitii
ANNUAL EXAMINATIONS: 1901.
SECOND YEAR.
FRENCH.
HONORS.
Examiner : J. H. Camsrok, M.A.
I. Translate into French :
1. It is not that I have lost so much time, but I have never been thanked for m\- trouble.
2. You have not told me what you complain of; how then can I decide between you ?
3. I shall not disturb you again, so as not to prevent you from finishing your book.
4. The more one has the more one wants, and the .less one wants to give to others.
5. However careful you may be, there are some mistakes that you will not be able to avoid.
II. Translate into French :
At the beginning of the nineteenth century, and for more than forty years later, quarrels were settled in the British Isles by duel, as they still are in France. C, the celebrated Irish barrister, having a quarrel with his friend E., went out (sur le terrain) with him. The latter was a man of enormous siz^, and when he found himself facing his advei-sary, he complained that C, being very small, had the advantage of him.
" 111 tell you what, Mr. E.," replied C. to him, pistol in hand, "I don't want to have any
[ovib]
advantage. Let them mark out with chalk, on your body, an area equal to [that of] my size, -and then let us not count the shots which strike outside of that mark."
It is needless to say that after this sally of wit the duel was not mortal.
III. Translate into English :
Courte et replfete de taille, vetue simplement d'une robe noire montante, la tete attirait toute Tattentioni, et dans la tSte les yeux. lis t^taient magnifiques, peut-6tre un peu rapprochds, grands, k Targes paupi^res et noirs, mais, nullement brillants : on eut dit du marbre ddpoli ou plut6t du velours ; ce qui donnait au regard quelque chose d'dtrange, de teme et meme de froid. Ce ton mat de la prunelle fetait-il naturel, ou devait-on Tattribuer k son habitude d*^crire longtemps la
nuit k la lumi^re ? Le front haut, encadrd de
cheveux noirs qui se divisaient en deux simples bandeaux, ces beaux yeux calmes, surmont^ de fins sourcils, donnaient k sa physionomie un grand caract^re de force et de noblesse que le has de la figure ne soutenait pas assez. En effet, le nez ^tait un peu charnu, le dessin en ^tait mou, sans belle ligne, vii de face surtout ; la bouche manquait de finesse aussi, le menton petit, mais appuy^ d6jk sur un sous- menton trop appai-ent, ce qui donne de la lourdeur au bas du visage. Du reste, une extreme simplicity de parole, d'attitude et de geste. Telle m'apparut Mme Sand, ce soir-li.
IV.
Write in French a composition of not more than two compact pages on one of the following subjects :
1. Charlemagne.
2. Un voyage en Europe.
3. Les villes au moyen age.
4. L*Empereur Charles-Quint.
5. Ce qui se passe dans le Transvaal.
6. Le mot de Louis XI V : " TlStat, c'est moi."
7. Les gros poissons mangent les petits.
cmiHernfts •€ SarotiiQ.
ANNUAL EXAMINATIONS : 1901 .
SECOND YEAR.
FRENCH.
HONORS.
Examiner: J. H. Cameron, M.A.
L
[N.B. — CandidfttcB are cautioned not to translate, except where
tranalation is expreisly aaked for.]
(a) C'a ^t^ dans noire si^le un grand spectacle, dc voir dans le mSme temps et dans les mernes campagnes oes deux hommes, que la voix cominune de toute TEurope ^alait aux plus grands capi- taines des aisles passes: tantot a la tete de corps s^pards ; tantdt unis plus encore par les ordres que rinf^rieur recevait de Tautre; tantot oppoo^ front k front, et redoublant Tun daii.s Tautre ractivit^ et la vigilance: comme st Dieu, dont souvent, selon T^criture, la sagesse se joue dans I'univers, eftt voulu nous les montrer en toutes les formes, et nous montrer ensemble tout oe qu' il peut faire des hommes. . . . Vit-on jamais en deux hommes les mSmes vertus avec des caract^ressi divers, pour ne pas dire si contraires ?
— BOSSUET.
1. Translate the extract.
2. ees deux hommes. Who were they ? In what respects had they des caractirea 9% dit^ra ?
3. Mention a few of the chief events in the life of the subject of this funeral oration.
4. In what ways does this oration gain in import- ance by the occ&sion of its delivery i
{b) Je rendais grfice au ciel et croyais de justice Qa'avec la comidie etlt fini mou supplice
Mais, comme si e'en eftt ^t^ trop bon marche, Sur nov/oeaux frais mon bomme a moi s'est atUicho, M*a contx? ses exploits, ses vertus non communes, Parl^ de ses chevaux, de ses bonnes fcirtunes, Et de ce qu'a la cour il avait de faveur, Disant qu'Ji m'y servir il s'otfrait de grand ca^ur. Je le remerciais dou cement de la tite, Minutant a tous coups quelque retraite honmte ; Mais lui, pour le quitter me voyant dhvanU.-. *' Sortons, ce m*a-t-il dit, le monde est 4coule" Et sortis de ce lieu, me la dormant plus siclie, " Marquis, allons au Cou7*8 faire voir ma calkhe : EUe est bien entendue, et plus d'un due et pair En fait cb mon faiseur une du meme air."
{Les Fdcheiix.)
1. Explain what is meant by the italicised words.
2. Give a short account of the events attending the composition and first representation of les Fdcliexix.
(c) CLIT ANDRE.
Parbleu ! je viens du Louvre, oti Cldonte, au levi, Madame, a bien paru ridicule achet^S. N*a-t-il point quelque ami qui pftt, sur ses nianieres, D'un charitable avis lui preter les Iwmieres ?
ClfiLlMBNE.
Dans le monde, a vrai dire, il se barhouille fort ; Partout il porte un air qui saute au<n yeux d'abord, Et, lorsqu'on le revolt apres un pen d'abseiice, On le retouve encor plein d'extravagance.
ACASTE.
Parbleu ! s'il faut parler de gens extravagants, Je viens d'en essuyer un des plus fatigants ; Damon, le raisonneur, qui m'a, ne vous deplaise, Une heure, au grand soleil, tenu hors de ma chaise,
(d) Dans ses fa9ons d'agir il est fort singulier : Mais j'en fais, je I'avoue, un cas particulier. Et la sincdrit^ dont son ame se pique A quelque chose en soi de noble et d'h^roique. C'est une vertu rare au siecle d'aujourd'hui, Et je la voudrais voir partout comme chez lui.
{Le Misanthrope,)
1. In extract (c) translate only the italicised words, and write notes on them, calling attention to peculiarity of idiom, archaic usage, or the customs of the day which require explanation.
2. Translate (d).
3. Whose words are given jn (d) ? Who is the person under discussion ? Is it reasonable to hold that Moli^re here expresses his own estimate of the charaetef? Why?
4. Scan the last three lines of (cZ), so as to show not only the syllabes to be counted, but the accents also.
(e) Allez, tous vos discours ne me font pas de peur; Je sais comme je parle, et le ciel voit mon cceur, De tous vos fagonniers on n'est point les esclaves. II est de faux ddvots ainsi que de faux braves : Et, comme on ne voit pas qu' oil Thonneur les conduit Les vrais braves soient ceux qui font beaucoup de
bruit, Les bons et vrais divots, qu'on doit suivre k la trace, Ne sont pas ceux aussi qui font tant de grimace.
(/) Aussi ne vois-je rien qui soit plus odieux Que le dehors^pldtre cUun zUe apecieux, Que ces franca charlatans, que ces devofs fie place, l3e qui la aacrnlige et trompeuse grimace Abibse impun^ment, et sejouCy d leur gn*e, De ce qu'ont les mortels de plus saint et sacre.
(g) De quelque'grand forfait qu 'on me puisse reprendre, Je n ai garde d'avoir Torgueil de m'en defend re. Croyez ce qu'on vous dit, arraez votre courroux, TSt comme un criminel chassez-moi de chez vous ; Je ne saurais avoir tant de honte en partage, Que je n'en aie encor meritt^ davantage.
{Tar tuff e.)
1. Translate the \asifive lines of {e) and all of (g),
2. Whose words are quoted in (e) and (g) ?
3. Write explanatory notes on the italiciserl words.
IL
1. What was the character of the prose romances of the first half of the seventeenth centuiy in France ? Name two of the most celebrated writers of this class, and their Works.
2. Define the influence of Malherbe, and show how it was continued by Boileau. What is Boileau's estimate of the PUiade ?
3. Give a concise account of the two works: — La Chanson- de Roland, and le Roman de la Rose ; and of the following writers : — Villon, Montaigne, Amyot, Pascal, Mme de S^vign^, La Rochefoucauld.
;
2Anftiersft» <( Soronta
ANNUAL EXAMINATIONS : 1901.
SECOND YEAR.
FRENCH.
HONORS.
Eaxiviiner: Pelham Edgar, Ph.D.
X,B, — Candidates art requested to translate only tohat is asked for.
(a) Le ViEiL Horace.
Nous venez-vous, Julie, apprendre la victoire ?
Julie.
Mais pluiot du combat les funestes efTets :
Rome est sujette d* Albe, et vos fils sent ddfaits,
Des trois les deux sont morts, son epoux seul vous reste.
Le ViEiL Horace.
Oh ! d\in triste combat effet vraiment funeste ! 5 Rome est sujette d'Albe et pour Ten garantir II n'a pas employ^ ju«qu' au dernier soupir ! Non, non, cela n'est point, on vous trompe, Julie ; Rome n'est point sujette, ou mon fils est sans vie : Je connais mieux mon sang, il sait mieux son devoir. 10
Julie.
Mille, de nos remparts, comrae raoi I'ont pu voii\ II s'est fait admird tant qu' ont dure ses frores : ilais, comme il s'est vu seul contre trois adversaires, Pres d' etre enferm^ d'eux, sa f uite Ta sauve.
Lk Vieil Horace.
Et nos soldats trahis ne Font pas achcve ! 15
Dans leurs rancrs b, ce l&che ils ont donnd retraite !
Julie. Je n'ai rien voulu voir apres cette defaite.
Camille. O mes f reres !
Le ViEtL Horace.
Tout beau, ne les pleurez pas tous :
Deux jouissent d'un sort dont leur p^re est jaloux.
Que des plus nobles ileurs leur tombe soit cou verte ; 20
La gloire de leur mort tn' a pay^ de leur perte :
Ce bonheur a suivi leur courage invaincu,
Qu'ils out vu Rome libre autant qu'ils ont v^cu,
Et ne Tauront point vue ob^ir qu' k son prince,
Ni d*un Etat voisin devenir la province. 25
Pleurez Tautre, pleurez I'iiT^parable affront
Que sa fuite honteuse imprime k notre front;
Pleurez le deshonneur de toute notre race
Et Topprobre ($temel qu'il laisse au nom d' Horace.
JUUE.
Que vouliez vous qu'il fit contre trois }
Le Vieil Horace.
Qu'il mourdt ! Ou qu*un beau ddsespoir alors le secour&t.
1. Translate 11. 5-10 inclusive.
2. Show in how far the above extract is characteris- tic of Corneille, and of classical tragedy.
3. What changes did Corneille introduce for dramatic purposes into Livy s account of the Horace episode ?
(6) Abner.
Hdlas ! Dieu voit mon cceur. Pliit k ce Dieu puissaiit Qu' Athalie oubliat un enfant innocent, Et que du sang d' Abner sa cruaut^ contente Ci*{lt calmer par ma mort le ciel qui la tourmente ? Mais que peuvent pour lui vos inutiles soins ? ^
Quand vous perii*ez tou8, en p^rira-t-il moins ? Dieu vous ordonne-t-il de tenter Timposaible ? Pour ob^ir aux lois d'un tyran iuflexible, Moi'se, par sa m^re au Mil abandonn^, Se vit, presqu*en naissant, a p^rir condamne ; W
Mais Dieu, le conservant contre toute esp^rance, Fit par le tyran mSme Clever son enfance. Qui sait ce qu'il reserve k votre !l^liacin, Et si, lui prdparant un semblable destin, II n'a point de pitit^ d4}k rendu capable 15
De nos malheureux rois rhomicide, implacable?
1. Translate 11. 13-16 inclusive.
2. Explain the subjunctives in 11. 1,2,4.
3. Explain the allusions in 11. 8, 16.
4. Comment on La Bruyere's comparison of Racine and C!omeille.
(c) Un auteur moderne prouve ordinairement que les anciens noos .sont inferieui's en deux nmni^res, par rai<ton et par exemple : il tire la raison de son gotki particulier, et Texemple de ses ouvrages. II avoue que led anciens, quelque inegaux et peu corrects qu'ils Boient, ont de beaux tmits, il les cite ; et ils sont si beaux qa'ils font lire sa critique. Quelques habiles prononcent en faveur des anciens contre les modernes ; mais ils sont suspects, et semblent juger en leur propre cause, tant leurs ouvrages sont faits sur le goiit de lantiquite : on les r^use.
1. Translate the passage.
2. To what does the whole passage refer ?
3. Write a note on the influence of ancient classical literature upon the period of Louis XIV.
{(i) II y a un terme, disent les uns, dans votre ouvrage, qui est rencontr^, et qui peint la chose au nature! ; ii y a un mot, disent les autres, qui est hasard^ et (|ui d'ailleurs ne signifie pas &ssez ce ciue vous voulez peut- ^tre faire entendre : et c*est du meme trait et du nieme mot que tons ces gens s'expliquent ainsi ; et tons sont connaisseurs et passent pour tels. Quel autre parti pour un auteur, que d*oser pour lors dtre do I'avis de eeux qui I'appronvent ?
I. Translate the passage.
(e) Laragne cependant se ca.npe en un lambris, Comme si de ces lieux elle eiit fait bail k vie, Travaille a demeurer : voila sa toile ourdie,
Voila des moucherons de pris. Une servante vient balayer tout Touvrage. Autre toile tissue, autre coup de balai. Le pauvre bestion toijs les jours d^mdnage.
1. Translate the extract.
2. Substitute the usual word for aragne, 1. 1.
3. Give the substance of the whole fable.
4. Scan IL 5-6.
5. Discuss La Fontaine in relation to his time.
atifHetsfts of CTorotito.
AKNUAL EXAMINATIONS : .1901.
SECOND YEAR.
GERMAN.
Iksaminer : P. ToEWS, M.A., Ph,D.
I. Translate :
Eines Tages speiste Rousseau bei Voltaire und Anstem wurden als Vorgericht aufgetragen; denn, wie Jemand bemerkt hat, kein Mittagsessen wtirde ohne diesen kostlichen Schalfiscn voll- kommen aein. Diese waren wirklich kostlieh, und Rousseau sagte, in dem er sich nach Herzens- lust zulangte : " Wie ausgezeichnet ! Ich glaube ich k3nnte eben so viele essen, wie Simson Phili- ster erschlug." Mit derselben WafFe"? (einem Eselskinnbacken) fragte Voltaire verschlagen. Rousseau sagte nichts; er lachelte nur; jedocb vergasz er den Soberz nicht und wartete nur auf eine Gelegenheit sich zu rachen.
Eine kurze Zeit nachher spracb Voltaire bei Rousseau vor; fand ihn aber nicht zu Hause. Da die TUre seines Studierzipimers jedoch offen war, trat er ein. Er fand das Zimmer in schreck- licher Unordnung, Bueher und Papiere in Verwir- rung herumgeworf en und dick mit Staub bedeckt. Er schrieb mit dem Finger auf ein sehr staubiges Buch das Wort : ** Schwein."
Nach einigen Tagen begegnete er Rousseau und sagte ihm, er sei in seinem Studierzimmer gewe- sen, habe ihn aber nicht zu Hause gefunden. " Ich weisz es *' sagte Rousseau, ** ich fand Ihre Karte."
VOCABULARY.
KinnbacJcen, jawbone ; voraprechen, call at.
LOVER
II.
Translate :
•
Uttt) mit l^offcnbem ©emfitl^c ^c^aut cr auf jum @tcmcn(^or, Unb eg ixx^t W jarte S3lfit^c Slug bem bilrrcn ^olj l^ewor*
©etncg SQBeflg ©cfa^rten flic^en, ®cben ber ®cfalS>r i^n ^rete, Jliemanb t^eilet fcfnc SWfij^cn, Unb t^ri brfldt be« Sllterg ©g.
SlengfHt4> fu4>t cr na6^ ber ®d^tt)eBe, ©0 ctttfi fedie ©fege fianb. 3l6cr fremb ifi t^m bte ©teUe, Wemanb beut jum ®ruf bfe ^ani.
III.
Translate :
When Alexander the Great was on his cam- paigns, he went also to Asia and led his army to Persia. Darius was king of Persia, and, fearing that he could not resist Alexander, he oflFered him ten thousand talents, if he would divide Asia with him. Alexander refused this great offer, saying: " That is not possible, for this earth cannot have two suns, nor Asia two kings." As this money (eleven million two hundred and fifty thousand dollars) was a very great sum at that time, Par- menio, a friend of Alexander, said : " I should take that sum of money, if I were Alexander/' ** I should also accept it, if I were Parmenio," said
Alexander.
VOCABULARY.
Campaign, Feldzug ; resist, wideratehen ; offer, anbieten ; refuse, ausschlagen : offer, Anerbieten; sum, SurriTne; accept, annehmen,
A farmer once drove a load of oats to the mar- ket. As he was driving through the gate of the city the inspector stopped him and asked him what he had in his wagon. The peasant looked at his horses and whispered into the inspector's ear, " oats." The inspector wondered at this and asked him why he said that so low. "Hush!" said the farmer, " my horses do not need to know that I have a load of oats."
VOCABULARY.
Drive, fahren; load, Ladung ; oats, Hafer; inspector, Zollinepector ; stop, anhalten ; whisper, flUatem ; low, Uise ; hush, " stiU " ; need, hrauchtn.
mifliev0ft9 ot Sovomo«
ANNUAL EXAMINATIONS: 1001.
SECOND YEAR HONORS— FOURTH YEAR
GENERAL.
GERMAN AUTHORS.
Examiner: G. H. Needler, B.A., Ph.D.
I.
1. Translate :
)oon bfr tcnfm mu§, 2Bemer ! 3«^ (><tbc eg nt(^t gem gc^Srt »ag mtr 3ufi gefagt ^at. !J)u j^afi betn ®ut ^erfauft itnt) iDiDf) wteber f)trum^to&mtn, iai mtd^ nt(^t )>on btr glauben, ba^ bu nic^t fomol^I bad better, aid bte mtot, Iteberltc^e Sebendart liebfi, tie unglficf^ It(|>er»etfe bamtt i^erbunben {ft. 5Dlan muf ©olbat fern ffir fetn ?anb, ober aud Stebe ju ber ®a6)t, fflr bte gefoAten wtrt. Dl^ne Slbftc^t b^ute \)itx, tnorgen ba bteneii, l^etf t wit em gletfcberfncc^t retfen, wetter ntd^td* ffierner. 9luti ja bocb, -^err SWaior ; tcb will 3^tieti folgcn* @te tttffen beffer, wad itcb ge^Brt 3c^ »tU bet 3bneti bletben^ Slber, Heber SWajor, tiebmeti ©fe bocb au(^ berwetle mem ®elb. ©eut* ober tnorgett mug 3bre Sac^e aud feitt* ©te mflffen Oelb bte SWenge bffommett. @ie follen mtr ed fobantt mft 3ntereffett wiebergeben. 3^ tbu' ed ja ttur ber 3ntereffett wegen* Lessing, Minna v, Barnkdm, III, 7.
2. und vnilst vriedei* herumachwdrmen. What was Werner s pre*>ent intention ? Outline his character.
3. Man mv^ss Soldat sein filr sein Land, oder aus Liehe zu der Sache, fil/r die gefochten wird. Discuss Tellheini's character judged by this standard, explain- ing Land and Sache in his case.
4. HeuV oder morgen muas Ihre Sache aus aein. Explain definitely what is here referred to.
II.
5. Translate:
©eit er toenigc STOonate nac^ ter ®4ila(^t be QoUvx t)ie granjofen bet JRoPa^j fo grilntjltd^ gefc^lagcntl^atte, tDurbe er x>tx ^elt> !Deutfd^Ianbg, etn Subelruf ber grcube brad^ flberaU ani. Durc^ gwet^unbert 3abre fatten bie granjofen bem »telgetl^etlten 8anb gro§e llnhiU jugefagt grabe jeftt begann bag beutfc^e 3Befen ft4> gegen ben ©nfluf franjBjtfcber 93tlbung ju fe^en, unb iejt ^atte ber ^Sntg, ber felbfi bte ?artfer SBerfe fo fc^r berounberte, bie $artfer ©enerfile fo unflbertreffltc^ mix beutf(^ett *ugeln weggefdj^euc^t. @g toar etn fo glanj^ enber ©{eg, eine fo f(|ima(^t>one 9l{eberlage ber alten ge(nbe, eg »ar etne ^ergengfreube flberall tm SReif^ ; auc^ tt)o bie ©blbaten ber Sanbe^b^rren gegen JtSnig griebricli im gelbe logcn, jubelten balj^eim Sflrger unb Sauem fiber feine beutf(|>en ^iebe.
Freytag, Avji dem Stoat Fr. d. Gr.
6. Where are Collin and Rossbach ? What was the result of the former battle ?
7. dein vidgetheilten Land, Explain.
8. Einfiuss franzosiBcher Bildung. Compare Fre- derick and Leasing in their attitude toward this.
III.
9. Translate :
Der 'Lamm i)erf(^tt)anb, ein aWecr erbraufl'g.
Den fleinen ^figel tm «re{g umfaufl*g.
'I>a garnet unb wtrbelt ber fd^Sumenbe ©tbiunb
Unb jfel^et b{e grau mil ben ittnbern ju ®mnb ;
Dag $om ber 3tege faf t bag e{n' —
©0 foHten fte alle t>erIoren fetn !
©d^6n ©ugcben jie^t nocb jirarf unb gut :
SBBer rettet bag junge, bag ebelfie SBlut !
©c^8n ©ugcben jiebt notb wte ein ©tern ;
Do(^ aUt SBerber ftnb alle fern.
Goethe.
10. Give the substance of this ballad and explain its origin.
11. Give the substance of Goethe's ballads Der Sanger and Die xvandelnde Olocke, with concise ex- planatory comments.
IV.
12. Translate:
!2){e })o\)tn Sudden ftel^en babet gldcf^ emflen 935tem, bte mfto^Ien ISd^elnb bem Snut^midtn bed HebUc^m ^tnbed jufe^tn ; bte wei^en Strfen bewegen jt4^ tantett:' l^aft »ergnilgt, itnb bocb jugleicb SiigfUtd^ fiber bte getoagten ©prfin^e; ber flolge Sid^baum fd^aitt bretn loie efn )>eibrte§It(ber Dl^ettn. ber bad fd^One SBBetter besol^Itn foD ; bie SBgelein in ben ?flften jiubein ibten SBrffaD, bie 33lumen am Ufer Pfiflem jSrtHcli : O, ntmm nitd tnit, ntmm und mit Ueb* ®4in)efler(^en I — aber bod lufUge ^RSo^m fpringt unaufbaltfam meiter, unb pU$K4 ergreift fte ben trSumenben !t)t4iter, unb ed fir0mt anf mi6^ })txob etn Slumenregen )>on Htngenben @tra|^Ien unb fhra^lenben AlSngen, unb bte ©inne 9frge^en mir »or lauter ^mli^Uit, unb id) ^Bre nur noi^ tote flBtenffi^e ©Hmme.
Heine.
13. das lustige Mddchen. Explain.
14. Give the leading incidents of the Harzreise until the Brocken is reached.
15. Outline Heine's life up to the time of his journey to the Harz.
V.
16. Name and give some account of the leading patriotic poets of 181S.
17. Write notes on Uhland, A. W. Schlegel, Borne, Freiligrath, Freytag.
L
iSninersttv of Soronto^
ANNUAL EXAMINATIONS : 1901.
SECOND YEAR.
GERMAN.
COMPOSITION AND TRANSLATION AT SIGHT.
HONORS.
Examiner: Prof. Horning.
I. Translate intx> Qerman :
1. Doctor Faust, a great wizard, was once walking about the streets of Leipzig when he came to an inn where several men were trying to get a large cask out of the cellar into the street. He watched them for a time and then said to his companions : " How very awkward these fellows are ! A single man could easily do that ! " The innkeeper heard hitn and said : " If you will get it out alone, I'll give you the wine in it." "Good," answered Faust, and going down into the cellar, he seated himself on the cask as on a horse and rode it out into the street, to the astonishment of all onlookers.
2. Schiller in his youth had to contend with all sorts of hindrances and difficulties, and sometimes he even suffered want and privation. In such periods he would have doubts of everything, even of himself and of his calling as a poet. Once, as he was in this mood, something quite unexpected happened to him. He received by post from Leipzig a package in which there was a costly silk letter case, a musical composition of one of his own lyrics and four portraits, two ladies and two gentlemen, all entire strangers to him. The
LoverJ
i
letters which accompanied the package gave ex- pression to the warmest gratitude and eathusi- astic admiration for the poet. Naturally enough Schiller was very much pleased. These letters, furthermore, had a great effect, for they gave him fresh confidence in himself because of the certainty that his writings had begun to find an echo in the hearts of the German people.
II. Translate into English :
3. ®raf (aUetn)* (®c^t fiefrig auf mt> ai.) Da^ gel()t gu xotit, unt toie i6) miiSf au4i l^tn unb l^er beftnne, bad ia§t [x6f mtt metncr Dfcnflpfltd^t gcgen ©einr !I)urd^Iau4it ni4)t »eretntgcn. — Slbcr wai foD t^i t^un? — Dfc '^erjogta {fi aufgcreat, i^ fenne {^ren feflen SQtQen, fie toiit )>on biefem (Intf4iluf nt4it abjubringen fctn. 3Benn nur bcr 'Derjog ba wire ! ©ne fofc^Sne ®elegenl[)ett mic^ aid getreuefien Dtener i^tn barju^ ftetten, fommt nid)t fo balb ttjfcbcr ; aber ber <^er)ogtn ben ©e^orfam i^ertDctgem, ifi unmJgHd^. ®te l^at biS je^t attc SSefel^Ic gegcbcn, eg roflre SlebeUfon gegen bie Sltterboc^jie ©ewalt. (Sr gebt auf unb ab.) |)alt I — bad gtnge! ®o toare ed mBgltd^; ia, la, i6f ^alte 3^re !£)ur(^laud^t t)on etnem fiberetlten S^ritt ab unb ber <^er20g mup ed mir banfen, /
4. So am )acftgen Se(d bad ®en)og ftc^ branbenb empor^
bdutnt, ©enften bte greunbe bef ffla^t })tlmU^ I^emtflofled ?e{b 3n ^efmatbHt^en ®xmt. gejigaben unb S4)btenge^ fcbenfe ©rac^ten fie bar, unb ed flof xtld)ll6) b{e ©penbe bed ffietnd. Slber ben S^xn bed »erblenbeten SSolfed fletnmilt^lg befi(lr4>tenb ©ta^Ien fie Wfe fttb \)tim, e(>e bte !DSmmrung erfd^teit Denfjietnlod nun fcblummert ber ^elb* Do($ brftben im ©pfitrotb 9iagt {^m, em ewiged SWal, ©alamid gelfengeflab.
BItifliftriifts at Sototitci*
ANNUAL EXAMINATIONS : 1901.
SECOND YEAR.
ITALIAN.
H0N0R8.
if%^<^,..— . i W. H. Fraskb, B.A.
Translate into Italian :
I.
1. I cannot think of Florence without remembering my good landlady, with whom I lived in the Via Cavour.
2. Let the young men study. If they were to study, they would win honor and wealth.
3. As a young man I was sent by my father to a j^ood school in Turin, which I left after a few years without learning anything at all.
4. I was only thirteen years of age when I left my dear parents, whom I was never to see again, to em- bark at Genoa tor America.
5. It has never fallen to my lot to learn much, but I shonld begin even now if my other occupations per- mitted me.
6. A story is told of a Sienese official to whom the Florentines (Jiorentini) applied (rivolgersi) in 1860, in order that he might invite the Sienese to take part in the festivities which celebrated the union of Tuscany with the Kingdom of Italy. He said he would gladly %nd a deputation to Florence, but, asked he, '* would the Florentines really like to have us come ? " ** Cer- tainly ! Why not ? "— " Oh, that affair of Montaperto,
[ovxb]
you know." As if the thin^ had happened the year before, or as if the recollection of that battle must still, after six hundred years, arouse (destar^) the wrath of the Florentines. But perhaps those six cen- turies had confused the memory of that ancient injury, and of so many others ; or perhaps the Florentines of the nineteenth century believed themselves sufficiently avenged {vendicare) by their -victory of twelve hun- dred and 'sixty-nine.
IL
NoTB. — The ptuUi salienti are given as Buggesting an ontlme to be developed', but the candidate may, at his option, treat the Bnbject in any way which seems to him preferable.
Write a composition of not less than two hundred words on one of the following subjects :
(a) " Fortuna/' Punti salienti : Un minatore parte per I'Australia ; arriva e lavora alle miniere d'oro e compra della terra ; lavorando la terra scopre una mina ricchissima che lo rende opulento.
(6) " Ritomo dalla guerra." Punti salienti : Descri- zione delle peripezie di una battaglia ; descrizione di un atto eroico di un ufficiale ; onori che gli si rendono al suo ritomo in famiglia dai cittadini e dallo stato.
(c) "Assalto." Punti salienti: Un ricoo signore viaggia solo in carrozza per luoghi di montagna ; come h assalito da tre assassini che cercano di rubarlo ; il suo coraggio nella difesa e come ne uccide uno, ne cattura un altro che conduce prigioniero alia giustizia.
?Bnfti(t0ft9 of Toronto
ANNUAL EXAMINATIONS : 1901.
SECOND YEAR.
ITALIAN.
HONORS.
Examiners i^-^- ERASER. B.A. Jixamtners • ^ e. J. Sacco.
i
I.
Translate :
" Parlate sul serio ? " disse mio zio, turbandosi e rodendosi le unghie. " Credete voi che la society possa rivoltarsi come una frittata? Che si, che questo ragazzo h suUa via deilo Spedaletto'' (lo spedale del pazzi in Genova).
'' Ma, zio mio, se scoprire il baco nel frutto dell'albero h cosa inutile, e attaccare le radici h cosa pazza, ogni progresso e dunque impossibile, e non resta altro a fare che tenersi per disperati le mani incrociate sdl petto."
"No, non voglio dir qnesto. II pj ogresso cammina da sfe ; cosi la Provvidenza ha disposto. Vi sono nel mondo morale, come nel mondo fisico, misteriosi principi che operano a nostra insaputa ed anche a nostro malgrado. Per effetto di questo latente iavorio, le cose oggi vanno meglio che non andas- sero cento od anche cinquant'anni fa, e di qui ad altri cinquant*anni voi, che siete giovine, vedrete che andranno anche meglio. Bisoma prendere con pazienza il male presente e dar tempo al tempo. Lasciate che ciascuno nel suo piccolo cerchi di farsi migliore e di migliorare quelli che gli stanno attorno. Qui, soltanto qui, h la pietra angolare della nostra f utura rigenerazione. Quanto a me, mio dolce amico, quando nella prima bottega, in cui entrerd, mi si chiedera della roba che vorr5
[oysb]
comprare soltanto il vero prezzo o poco piti, allora dird che il mio paese ha fatto una conqiiista piii importante, che se si fossero date tutte le istitu- zioni di Sparta, e quelle di Atene per giunta.
1. Write the plural of mio zio, la aocietd, lo spedaU,
2. dnquant'anni fa (1. 17). Express by another idiom.
3. Tneglio (1. 19). Give the positive and superlative.
4. Parse cerchi (1. 22) and si 1. 29).
5. Qive in tabular form the principal parts (infin., gerund, past part., 1 sg. pres. indie, 1 sg. past, def.) of diase, posaa, sooprire, voglio, disposto, vanno, vedrete, farsi, chiederd, vorrd,
6. Write in full the pluperfect of rodendosiy the present indicative of disposto^ the past definite of vedrete, the future of cerchi, and the impf. subj. of stanno.
7. Give a phonetic transcription of UTighie, ragazzo, ogni, dunqtie, incrociate, voglio, oygi, pazienza, cias- cuno, dolce,
II.
1. Give some account of Petrarca and his writings.
2. Write notes on any three of the following authors, giving their approximate dates, and indicating their place in the history of literature: Guido Guinizelli,
Pulci, Guido Cavalcanti, Dante, Trissino, Ariosto.
•
3. Write a short paper on one only of the following subjects: (a) ''The origins of Italian poetical liter- ature " ; (6) " The 18th century drama " ; (c) " Italian Romanticism.
4. Describe briefly any three of the following works, naming the author in each case: II Quadriregio, R Decamerone, Orlando Innamorato, Baldua, II Corte- giano, I Promessi Sposi,
Bnitttvuittf of Toronto
ANNUAL EXAMINATIONS : 1901.
8EC0ND YEAR.
SPANISH.
HONORS.
^™"- ■ { RT^K^M^Vni.
I.
Translate into Spanish :
1. The dinner being over, most of the guests took leave.
2. Scarcely had he perceived him when he ran up to him, embraced him and asked his pardon for having disobeyed him.
3. Go away (2 pers. sing.) you naughty boy (picardn); if you do not behave yourself you will not be per- mitted to go for a walk this afternoon.
4. Here we are, let us sit down on this bench and wait until the waiter (mozo) brings us what we ordered.
5. He might have been at home a fortnight when an elder brother of his died suddenly.
C. Thank her for it as soon as you have an oppor- tunity of doing so.
7. A peasant came to his p&stor one evening and told him, with trembling limbs, that he had seen a ghost (fantaama). The pastor knew at once that he had-to-deal (tenerlds) with a very foolish man, and asked with some pity : " When and where did you see the ghost, my good man ? " " Last night," said he, " I passed the churchyard and I saw the ghost on the
lover]
wall." Then the pastor asked a second time : " Was it small or large, and in what form did it appear ? " " In the form of a large donkey " was the answer. " Go home, my good man ; do not saj^ a word to your neighbours about it ; you are very timid, and 1 really believe you were frightened at your own shadow."
n.
Note. — The Punlo$ scUierUea are given as 8U|;ge8tmg an outline to be developed, bat the candidate may, at his option, treat the sab- ject in any way which seems to him preferable.
Write a composition of not less than two hundred words on one of the following subjects :
(a) ''Viaje de Gibraltar & Nueva York." Pwntos aalientes : La embarcacion ; el vapor y su capitan ; la primera comida & bordo ; tempestad que estalla el ter- cer dia del viaje ; pasatiempos del viaje ; la costa de America se descubre ; los pasajeros se disponen & desembarcarse ; la desembarcacion ; los pasajeros se despiden.
(b) " Fortaleza de alma de una nina." Puntos scdientea : La nifia es hija del vigia de un faro ; des- cripcion de un faro y de la vida diaria del vigia; nombre, edad y descripcion de la nina ; donde estl el faro referido ; el vigia va & la ciudad (porqu^) ; los raqueros se apoderan del vigia (porqu^) ; llega la noche ; tempestad ; la nina enciende el farol (dificultades) ; vuelta del padre la maflana siguiente.
sinitie¥0ltff af Sj^arantb
ANNUAL EXAMINATIONS: 1901.
SECOND yjlAR.
SPANISE
HONORS.
IP -^^^^ f W- E. Fraser, B.A. Examiners ; | p ^^^^^^ jy ^'^ p^ jj
I.
Translate :
— Ya sabe usted que deseo servirle con el alma y la vida.
— Lo se, senor marquds. i Se acuerda usted de Perico, aquel mucbacho per quien le habl^ hace
5 tiempo ?
— El hi jo de Romero ?
— Justamente. Su padre como usted sabe, era uno de xais mejores ainigos. Cuando muri6 le prometi que no abandonarfa d su hijo, y asf lo
10 hice : me llev^ a casa d Peiieo, que entonces tenia diez afios, le di la educacion que pude, y le dedi- que ik una carrera decente ; pero el muchacbo, d pesar de que nada tiene de tonto ni le falta buena voluntad, adelanta poqufsimo en sus estudios.
15 Yo, que tambi^n tengo mi filosofia, aunque muy diferenfce de la de usted, vf que Perico era uno de aquellos hombres cuyo cardeter se aviene maldi- tisimamente con la uniformidad de ocupaciones que proporciona una carrera determinada, al paso
20 que se pnede sacar un gan partido de ellos impo- nidndoles trabajos variados y no sujetos & m^todo. Con que, amigo mio, entonces me dije : No obligue- mcs a este muchacho d tomar pulsas 6 hacer pedi- mentos (petition, pleading) toda su vida, porque
25 de seguro se le morir&n los enfermos 6 perderd los
pleitos.
[ovsb]
^
— Es decir, que usted se convenci6 de que bas- taba imponer al muchacho una obli^idn, para que no la cumpliera 6 la cumpliera mal. 30 — Justamente : observe su carActer especial, y quise valerme de esta observaci<$n para cnderezar por buen camino & mi protegido.
1. Give the plural of el alma (1. 1), and explain the use of el,
2. aquel (1. 4). Distinguish from eae. Examples.
3. d Perico (1. 10). State rule for the use of a here, and give at least two other examples of a similar u>e, each of a different type.
4. nada tiene (1. 13). Re- write, placing ncuJa after tiene,
5. poquiaimo (1. 14). Why does the o of the posi- tive change to ^u ?
6. amigo mio (1. 22). Give a rule for the use of the form mio instead of Tni here.
7. Parse se (1. 25), cumpliera (1. 29).
S. Give the 3 sg. past def. of acibe and valerme, the
1 sg. pres. subj. of murid and di (1. 11), the imperative
2 sg. of se acuerda and dije, the 1 sg. impf. subj. of imponer and quise, and the 1 sg. fut. iudic. of tenia and ha^er.
II.
1. Name two of the earliest writers of Spanish prose, and describe briefly any one work of each.
2. What is meant by a Romance of Chivalry ? Name the first work of this kind published in Spain.
3. Name the author of and describe briefly any three of the following words : Fray Gerundio, El Moro Expdsito, Don Quijote, Guzman de Alfaracke, Rimado de PaUxdo,
4. Give some account of the writings of any three of the following, with approximate date : Jorge Manrique, Garcilaso de la Vega, Gdngora, Moratin, Berceo, Lope de Vega.
J
»ntiiev0Uff of Sovontik
ANNUAL EXAMINATIONS: 1901.
SECOND YEAR.
HEBREW SYNTAX LITERATDRE AND
HISTORY.
J. F. McCuRDY, PhD., LL.D. Examiners : -{ J. F. McLaughlin, B.A., B.D.
MuKisoN, M.A., B.D.
(N.B. — Students will take four qnestions only in Beotions I. and III.)
I.
1. How is the relative pronoun used in Hebrew ? Write a full note, giving examples.
2. What classes of nouns are regarded as feminine in Hebrew ?
3. Point out the chief uses of the simple perfect
4. How are the degrees of comparison indicated in Hebrew ?
5. Define imperative, jussive and cohortative. How does Hebrew express (a) a prohibition, (b) a dissuasion ?
II.
Translate into Hebrew: 1. Behold I will cut off tliine enemies from before thee, and ye shall dwell here in peace. 2. If ye eat of the fruit of this tree ye shaU surely die, for Jehovah hath spoken and com- manded you not to eat of its fruit
HL
1. How have the Aryans and the Semites respec- tivdy contributed to the world's progress ?
2. What peoples were included in the North Semitic region, and what was their geographical location ?
3. What stages mark the development of political government among the Semites ?
[oyer]
4. What and how arranged are the books of the Hebrew Canon ?
5. What is the Septuagint Version ? When was it written and what is its critical value ?
6. In what sense were the Hebrew Prophets his- torians?
I
anfbetsfti* of STovomo.
AKNUAL EXAMINATIONS : 1901.
SECOND YEAR.
ORIENTALS- GENERAL COURSE.
HEBREW TEXTS.
f J. F. Mc(
U J. F. Moj
(R. G. Ml
J. F. McCuRDY, LL.D. Examiners :■{ J. F. McLaughlin, M.A.
MURISON, M.A.
1. Translate Ex. ii. 10-14.
T • :i- :- -: .. . ; - .... - -:•-
• I • • V ~ V • T i: • "" I •• :
n^D 'pi:'! Dnn d^d'3 %ti h :inn^e/D
: — T
0^123; D''E'at<-''aE^ njm ""JE^n oi^a ks'i 13
•• • • • • • ^
"iD^'i 1* : Tin nsn nnh vv^'h idk^'i d^j^j
- J,.... .. - T Y T TT V ~
T " • •• : T : •- •• T •• : - • : ! : "T
T •• • : • - V t: -T V -:•-
• TT- - '"T
2. (a) Parse inX2m (v- 10); {^JJll. {<-)lT (v. 11);
jcn yi ^ 12); D-^xij (v. 13); ijjin^n (v. u).
(*) Decline ^'f^ (v. 12); Q^i and TJ^^I (^- 13); DCE^ (v. 14).
3. Translate Ex. iv. 7-10.
V T V T"" M*/ •• y J :iy •• T •• ~
T 1 : : : . : It • -:■-
V •• T <T
• • ■ •
^^^$) ■n«>T •'p-'sp mpb^ TjVpb |ij?p?;? rni "ij<%-!-p npn ie^^x d^sh rm nE?3T.
T . : - I • I- • ... -: . - - T ; T T- "
• • • • • "
4. (a) Parse the verb-forms occurring in v. 7.
(b) Inflect the Imperfects o£ v. 7, but only in the stems in which they are there found.
5. Translate Ruth iv. 5-10.
• t:'t * • V T ~ I : 1 1 : 1 :
)• T : T • IT •• - V '•• T* -: • -
n-ii];nn nxn in:;")b jnji l'?i?: u^^ ^hv -i3i ^bp'') Tib'T\ip ^if^b "^xan "ion'i 8 : b^iii:;^2
T T T : M":- ^ V - .-.I-
'v V • vi'v V ~: T %• • • T • - V ~
• Ti'T - • I : - I : • : ... ~: t "" :
nWiib ^b Ti^jp 'Abr\D nc?"« rrnj^bn nn-ni« -Dt:r n")2''-^bi in'pnr^v nsn-ct:' n^orh :Di'n Dnx d''ij; IdIdd "lyts^Di rn« d:?^ nsn
(a) Is Waw consecutive used in v. 7 1 It' so, point out its precise effect on the verb.
(b) Parse PCH ^^^ Q^rh (v- 5); Q-^pb (v. V).
(c) Explain the diverse readings in vv. 5 and 6. 7. Translate 1 Kings v. 19-22.
^rt^ji ni.T Dc;^ n'^2 nljn^ nc^i ^Jjm 19
•■I. • • .■.
: ^^^b n''3n n^y-wn Ti^^DD^'py rnr\r\r\ ]n5?
i. -. ... ••:• I '•• : • — ? .. : — I •• ..
^^^ W3 r^ ^3 nj?"!^ nn« ""S "iDN'n "itL^'j^
T ' •• • T : ~T T " • •' V "•
DTn rbE^3 '•n*'! 21 : n^Jias D''iJV"mr'? v^'"
I
TT
IT V " : - : •- : •• : •
oyn-by D:?n p "n"!*? ?na "ie^n D\^r\ ni.T
T T - T T I •• • T : I - T V "• •" T :
• • T • .
V vi «v '-IT* T : - T V "": " • : - t
: D^e^'nn •'liyai d"'t"i« ""sra Tiycn-bs
,. ; ..-:,- • T-: ••^:i- |: : v t
8. (a) Decline the noun-forms occurring in v. 19.
(6) Inflect 7f^J "to give" in the Perfect stem throughout. '
1
8lnnier0Uff of Vorotitci
ANNUAL EXAMINATIONS : 1901.
SECOND YEAR.
ORIENTALS.
HONORS.
HEBREW SYNTAX AND COMPOSITION.
J. F. McCuRDY, M.A., Ph.D. Examiners : { J. F. McLaughlin, B.A.
MuRisoN, M.A.
1. Describe fully the aae of the persoQal proDoaDs in Hebrew. Illustrate by examples.
2. Define annexion or the construct relation. Show, by examples, the variety of ideas which may be expressed in this way.
3. Define jussive, cohortative, imperative. Compare the various uses of these forms with the uses of the ordinary imperfect.
4. Explain clearly the use of waw consecutive with the imperfect What was the probable origin of this usage ?
5. Translate into Hebrew :
(1) Bless me, even me also, O my father.
(2) Moses went in to Pharaoh and said to him, " Let the sons of Israel go three days' journey into the wilderness that they may sacrifice unto Jehovah their God.''
(3) Then David rose up and took the bread and the cheese which his father gave him and went to his brethren to the camp of Israel. And David went foi*th to meet Goliath, the Philistine, of Gath, and he smote him and slew him and cut off his head.
(4) I said " who is that man 1" And he said " that is Samuel, the seer (Hi^*^)) ^^^ j^^^go of Israel." He was, at
that time, seventy years old and he had for many years judged the people righteously (use abstract noun) and had taught them the fear of God.
mmttttaits of ^Toronco.
ANNUAL EXAMINATIONS : 1901.
SECOND YEAR
HEBREW TEXTS.
HONORS.
J. F. MacCurdt, LL.D. Examiners :^ J. F. MacLaughlin, M.A., B.D.
MURISON, M.A.
I. Translate Exodus xvi. 18-22.
1. Parse verbs in v. 18, explaining forms.
2. Explain Massoretic note on v. 20.
3. Inflect f^^ (both sign of del ace and prep.) and )^, with snffixes. '
4. Give Qal thronghout of any " Ayin Doubled Verb, comparing its inflection with the Aramaic verb."
n. Translate Numbers xxiii. 13, 17-23.
1. Parse and explain forms 13i<*)n> 1^D1> UDpl (1^) > )y\ (17) ; yDE^I, 133 (18) ; 1 JQ-ip-J (19). ^
2. What is the pointing of the interrogative p|^.
3. Explain the term " Denominative Verb," and illustrate from passaga
4. Give Hiphil throughout of nC^^'
5. 2fn J i^^)' ^^^® ^^^ explain derivation of this word*
6. What is your estimate of the character of Balaam as represented by the narrative in Numbers.
IIL Translate 1 Kings xix. 1-7.
1. Parse nn (3) 5 b^D^ (5) ; "2^^) (7). Explain forms.
[ovib]
■1
2. Translate into Hebrew : This sword is better than that sword.
3. Explain the force of the Demonstrative in v. 5.
4. What is relation of Beersheba (3) to the verb imme- diately preceding.
6. Decline the words for " Father," «* Mother," " Brother," " Sister." Give a form in each with pronominal suffix.
6. Inflect (^^^ in Hiphil perf. and Q^p in Niphal perl and impf. Give inf. and part, of both. >
lY. Translate 2 Chronicles xxx. 10*14.
1. Compare briefly the books of Chronicles and Kings.
i
VnfiietflUff or Sovotito^
ANNUAL EXAMINATIONS: 1901.
SECOND YEAR.
ORIENTALS.
HONORS.
f J. F. : ^ J. F. (R. G.
J. F. McCuRDY, LL.D. Examiners : -{ J. F. McLaughlin, B.A.
MuRisoN, M.A.
A. SYRIAC (EASTERN ARAMAIC).
1. Translate the passages on the accompanying sheet, marked A (Gen. i. 17-30 ; Matt. v. 8-13).
2. Parse the underlined words.
3. Decline the nouns under (1), and inflect the verbs under (2).
4. What Syriac consonants represent the Hebrew tj, ], [^, in cognate roots f Give illustrations.
5. How is the present tense regularly expressed in Syriac 1
B. WESTERN ARAMAIC.
1. Translate the passages on the accompanying sheet, marked B (Targum Onkelos, Gen. i. 14-17 ; Targum Jonathan, Josh. xx. 1-6).
2. Parse the underlined words.
3. Decline pJQ] (Gen. i. U) ; ^^JJ (Josh. xx. 2);
NriiZ^J^ (Josh. XX. 6).
4. Inflect 7^p in Pe'al and Aph'el throughout.
5. Write Tl/D ^^^ pronom. suffixes, singular and plaraL '
6. Point out some of the chief differences you have noticed between Syriac, or Eastern Aramaic, and Western Aramaic.
J
amtnersitff of eovotito#
ANNUAL EXAMINATIONS : 1901.
SECOND YEAR.
ORIENTALS.
SIGHT. HONORS.
Jffxaminer: R. Q. Murison, M.A.
1. Translate ; Genesis 29 : 1-12.
2. Translate: Judges 7: 7-14.
3. Translate : 2 Kings 24 : ^-14.
4. Translate : Deuteronomy 29 : 1-8.
9lnfiier0ftff of STovonto*
ANNUAL EXAMINATIONS : 1901.
SECOND YEAR.
ORIENTALS.
HONORS.
HISTORY AND LITERATURE.
rJ. F.
••■^J.F.
(rg.
J. F. MacCubdy, Ph.D. Eaeaminera : ■{ J. F. MacLauohlin, M.A., B.D.
MuBisoN, M.A.
I.
1. What are some of the distinguishing characteris- tics of the Semites, as compared with Aryans ?
2. In what ways might a Semite state take its rise ? Illustrate.
3. Write briefly on the historical importance of any two of the following peoples : The Eabylonians, the Phoenicians, the Aramseans, and the Egyptians.
II.
1. Give and account for the arrangement of the books in the Hebrew Canon. Compare critically with the order in the English translation.
2. The Massoretic text ; the Septuagint, the Peschitta, the Targums. Explain these names.
3. What is the modem critical views of the composi- tion of the Pentateuch (Hexateuch) ?
4. Write brief introductions (author, purpose, con- tents) to any three of these books : — Samuel, Jeremiah, Proverbs, Ruth, Elsther, Chronicles.
[OVHfc.]
III.
1. What was the proper home of the Aram»aiis ?
2. Qive the interchange of letters between the Hebrew and the Aramaic
3. What are the leading names in Syriac literature ?
amtiersftff of ^Toronto.
ANNUAL EXAMINATIONS : 1901.
SECOND YEAR.
HISTORY.
PASS AND HONORS.
A. F. Barr, B.A. Examiners : ^ J. S. Carstairs, B. A.
Pakenham, B.A.
1. Contrast the attacks of the Vandals and of the Huns upon the Roman Empire.
2. Write notes upon :
(1) Theodoric's rule in Italy ;
{2) The aggressions of the Northmen in the ninth century ;
(3) Mahomet s place in the system of Islam.
3. State the results of the First Crusade.
4. Indicate the degree in which the Norman Con- quest involved political change in England, and estimate the work of William the Conqueror as King.
5. Write notes upon :
(1) The greatness of Alfred ;
(2) Henry II's quarrel with the Church ;
(3) The causes of John's defeat by the baronial party.
6. Account for the independence of the Nation commonwealths. Explain the issue between the Guelf and Ghibbeline parties.
7. Account for the prevalence of Feudalism in the mediaeval period and outline the responsibilities which a vassal usually undertook in relation to his lord.
i
anfttrsftfi oC fforomo*
I
ANNUAL EXAMINATIONS : 1901.
SECOND YEAR.
HISTORY.
. HONORS.
A. F. Barr, B.A. Examiners : { J. S. Carstairs, B.A.
W. Pakenham, B.A.
1. Explain the theory of Roman Supremacy evolved in the age of Augustus, and contrast the positions of Augustus and Charles the Great as Emperors.
2. Outline Pope Gregoiy VII s edict of the organ- ization of society and the nature of his quarrel with the Emperor Henry IV.
1. Account for the predominance of theological pre- conceptions in the intellectual life of the Middle Ag es
4. Estimate the causes of the rapid propagation of Islam.
5. Write notes upon :
(1) Gregory the Great's relations to the civil power ;
(2) St. Bernard ;
(3) Odoacer ;
(4) Philip Augustus of France:
6. In what degree may Justinian be said to have revived and strengthened the Roman Empire ?
7. Write notes upon :
(1) Anselm's position regarding Investiture;
(2) The degree of prominence of early Roman influence in England ;
(3) Ireland and Henry II.
Winitttvnits of Sovonto.
ANNUAL EXAMINATIONS: 1901.
SECOND YEAR.
LOGIC.
PASS AND HONORS.
Examiners • I ^- '^<^' ^•^•' ^^•^• £.xaminera • | rp j^ Robinson, B.A.
Nora. — Pass candidates may omit the second question.
1. Shew fully the nature of inference, and explain such terms as imTnediate inference, mediate inference, inductive inference, deductive inference. Give exam- ples. Define logic with special reference to inference.
2. Explain the nature of conception and judgment and their mutual relation. Shew the exact meaning of the principles of identity, contradiction and excluded middle, using the judgment " Snow is white " by way of illustration.
3. How many kinds of categorical judgments are there ? Determine what pairs of such judgments will yield valid conclusions. Refer to the rules of the Syllogism.
4. Give the converse, obverse and contrapositive of aU A ia B and ot tio A is B, with explanations.
5. What do you understand by the figures of the Syllogism ? Prove that the conclusion in the second figure must always be negative. Reduce A E E of the secoud figure to the first figure.
6. What fallacy do you find in the following ?
(a) In classifying all books into English, French, German and scientific.
(6) In trusting the predictions of a weather- prophet because several of his former predictions have been correct
[oykr]
(c) In concluding that all G is A because you have found that all A is B and that all C \s B,
(d) In reasoning from the premises :
" If the sun comes out the room will be light. But the room has become light,"
' to the conclusion :
" Therefore the sun has come out."
7. What do you understand by a cause i Elxplain the " methods " of inductive inquiry, and show how they establish causation.
8. What constitutes a legitimate hypothesis ?
Bnftiersftff of Q:ovotito<
ANNUAL EXAMINATIONS : 1901.
SECOND YEAR.
PHILOSOPHY-PSYCHOLOGY.
PASS AND HONORS.
{A. H. Abbott, B.A. F, TRAcy, B.A., Ph.D. W. G. Smith, B.A.
Bight quutkma eowU a full paper,
PiUB candidates may answer either question 3 or question 5 (both marked *) Honor candidates must noi answer question 4 (marked t).
1. What is presupposed when we speak of Psych- ology as a science,
(a) With regard to its subject-matter,
(6) With regard to the method of investigation ?
2. " In all cases the qualities of Sensation must be ultimately accounted for by reference to the nature of the stimulus." — (Stout.)
Is this statement true ? If so, in what sense ?
. Illustrate your answer by reference to Sensations of Temperature and Colour.
*3. Do we hare Sensations (e.g,j of Sight) when we drftam?
Discuss this question in such a way that you show clearly what you understand by Imagination.
t^ (a) What is the problem of the Intensity of Sensation ? State the Law of Weber and explain its meaniDg.
(6) 1. A man by lifting them tries to find a weight midway between two others. The two extremes
[OVEE.]
weigh 4 ozs. and 6 lbs. 4 ozs., respectively: what weight will he judge to be midway between these* supposing the Law of Weber to bold strictly ?
2. If 36 oz. is just noticeably heavier than 34 oz., what weight would you expect would be noticed as just greater than 102 oz. ?
*5. It is sometimes said that there is an lUu&ioTt ''when the Physical and the Mental do not agree." What do you understand this to mean, and is the statement correct ?
Discuss this point carefully, giving definite illustrations.
6. What is the relation of the Association of Ideas to Memory and Recognition t
(Pointed illustrations carefolly explained are of special value in answer to this question.)
7. Show how Emotion is related to Simple Feeling, and make a rough classification of the emotions, wi£ explanations.
8. Carefully define the following, so as to show the
Elace of each in the volitional life : End, Siotive, desire. Deliberation, Attention.
9. Point out some of the most important charac- teristics ot mind-growth, as exemplified in childhood.
UniMtvnntt oi Cototito
ANNUAL EXAMINATIONS : 1901.
SECOND YEAR.
PHILOSOPHY-PSYCHOLOGY.
HONORS.
Examiners : | f ' J' ^^"^^ ^i' -^
(A. KiRSCHMANN, Ph.D.
yoTk. — J^ht questions count a full paper.
* Ouididates may answer either qneetion II or question III, bat not both.
1. (a) Are psychical quantities measurable ? If so, in what sense ?
(6) Does the view that such quantities are measurable involve a materialistic theory of ideas ?
*2. (a) What are the conditions under which an exact experiment is possible ?
(6) Compare physical and psychical experiments.
(c) What is your opinion regarding introspec- tion?
*3 (a) Discuss fully the significance of scientific analysis in psychology.
(6) When is a term used in psychological nomen- clature adequately defined ?
4. (a) What are the psychophysical methods ? Name them, and state the principle upon which each is founded.
(6) State and illustrate graphically or numeri- cally, the law which has been discovered by the use of these methods.
5. Work out and draw any conclusions possible from the following results of experiments regarding the quantitative relation of sensations :
[ovkb]
i
(a) Method of least observable difference :
When R = 3, judgments were 3.5. 2.6, 2.5, 3.6 " R= 7, " " as, 6 , 5.9, 7.1
" R = 15, " " 17.6, 12.8. 12.5, 17.3
(&) Method of mean gradation. When Rl and Ru were 9 and 995 respectively, the following judg- ments were made ; 93, 105, 107, 96.
(c) If you had two lights of 10 candle-power and two candle-power respectively, and you wanted to have another which would appear as just mid'^vay in brightness between these two, what C€«idle-power would it have to be ?
6. (a) Discuss the physiological and psychological interpretations of Weber's law.
(6) Discuss the question whether or not the latter interpretation " explains " the law.
7. (a) Tell what you know about the zero-point in sensations of temperature.
(b) What is the bearing of such a fact on the use of " causality " with reference to psychical facts ?
8. (a) Upon what sensational data does a blind man's presentation of the form and size of his own body depend ?
(6) What are "local signs," and what is their relation to space ?
9. (a) In investigating the quantitative relations of sensations of pressure experimentally, what parti- cular conditions must be kept constant ?
(6) W^hat additional factors must be kept constant when sensations of pressure are combined with move- ments {eg, of an arm), as in lifting weights ?
i
1
nnfiiersUff of Kovomo.
ANNUAL EXAMINATIONS : 1901.
SECOND YEAR.
PHILOSOPHY-THEORY OF KNOWLEDGE,
HONORS.
ET _ . f A. H. Abbott, B.A.
\ J. G. Hume, M.A., Ph.D.
LOCKE.
1. (a) What were "Innate Ideas" according to Locke ?
(6) Why were the two words (" Innate " and " Idea ") contradictory for Locke ?
(c) What is your opinion of the problem raised in the discussion ? Is there an " Innate " factor in Consciousness ? If so, in what sense would you hold such ?
2. (a) What does Locke mean by ** Perception," and what problem is raised in his discussion of the relation of *• Perception " to an " Idea of Sensation " ?
(6) Discuss critically the bearing of this problem on (1) Locke's method, (2) on his theory of the " Originals of Knowledge."
3. (a) How is the "Idea of Infinity " reached accord- ing to Locke ? Discuss the problem (especially in relation to Space) in its relation to an empirical theory of knowledge.
(6) How would you approach the problem ?
4. (a) Discuss Locke's Nominal and Real Essence, and indicate the place these conceptions had in the theories of Berkeley and Hume.
(b) What is your own opinion regarding the problem raised in this distinction ?
[over]
5. (a) To what extent does Book IV. of the " Essay on the Human Understanding " represent a standpoint different from that of Book IL ?
(6) To what extent would the conclusions of Book IV., if applied, render the general doctrine of Book II. impossible ?
Discuss both of these phases of the question carefully, and give ample justification, by references to the Essay, for your interpretations of Locke s theories.
9iiitier8fts Of ^ovonto.
ANKUAL EXAMINATIONS : 1901.
SECOND YEAR.
PHILOSOPHY.
HONORS.
THEORY OF KNOWLEDGE.
Examioier : Professor J. G. Hume, M.A., Ph.D.
BERKELEY.
1. Give as fully as you can Berkeley's discussion of " Abstract ideas." What is the significance of this discassion for Berkeley's own views ?
2. (a) Give Berkeley's definitions of "idea" and " spirit," with his sub-divisions of each.
(6) Give Berkeley's account of External Reality, Laws of Nature, Causation, Space and Time.
3. What does Berkeley say about "notions" and " relations " ? Clearly shew the difficulties for Berke- ley's theory that this discussion reveals.
4 (a) Shew wherein Berkeley's results are valuable, negatively, in refuting error ; positively, in establishing troth.
(b) Point out wherein you think Berkeley's theoiy was inadequate, and trace this back to its foundation in his method or fundamental assumptions.
5, What has the study of Locke, Berkeley and Hume taught ytni^ regarding the problem of Knowledge aod the need for an investigation of this topic ?
anfUetfitfts of STotonto^
\
ANNUAL EXAMINATIONS : 1901.
SECOND YEAR.
PHILOSOPHY.
HONORS.
THEORY OF KNOWLEDGE.
Examiner.' J. G. Hume, M.A., Ph.D.
HUMR
1. What is the significance of Hume*s declaration that we *• cannot go beyond experience " ?
What does Hume mean by " experience " ?
2. Give Hume's treatment of ** substance " and " modes" in different parts of his writings and under various terms.
3. " Since it is'not from knowledge or any scientific reasoning, that we derive the opinion of the necessity of a cause to every new production, that opinion must necessarily arise from observation and experience."
(a) How did Hume attempt to prove that the " opinion of the necessity of a cause to every new pro- duction " does not come ** from knowledge or any scientific reasoning " ?
(b) In what way does he attempt to establish his assertion that " that opinion must necessarily arise from observation and experience."
4. (a) Indicate the negative conclusions drawn by Hume from his doctrine regarding Space, Time, Causality, Substance, Self.
(6) Shew wherein you regard Hume*s results as inadequate.
(c) Point out how you would criticize his views.
(d) by what method would you proceed to estab- lish your own views about Space, Time, Causality, SabBtance, Self?
mnttttxulta of ^Toronto.
ANNUAL EXAMINATIONS : 1901.
SECOND YEAR HONORS— FOURTH YEAR PASS.
POLITICAL ECONOMY.
ire,^™,-«.^» . i James Mavor. Ikmmtners : | g ^ wickktt. Ph.D.
FWe questioiis only to be answered.
1. What is meant by "the economic principle"; •• economic law " ; " i>roductive labour " ?
2. Discuss the statement "political ecomony is merely the theory of value."
3. State and examine the so-called iron law of inrages.
4. Explain the meaning you attach to each term in the equation : produce = rent + interest + wages.
5. What is money ? Are bank-notes and cheques money ? Explain " token money."
6. Piscass the question whether trades unions can raise wages.
7. What is meant by co-operation ? Briefly indi- cate the course of its development. How would you aeoonnt for the relatively greater success of distribu- tive than of productive co-operation ?
8. Mention some results of the industrial revolution of last century.
r
«nftier0ft» of SToronio.
ANNUAL EXAMINATIONS 1901.
SECOND YEAR.
POLITICAL SCIENCE DEPARTMENT.
ENGLISH CONSTITUTIONAL HISTORY.
HONORS
p • . f James Mavor.
Five qaeetions to be answered.
1. Give an account of the feudal system under S&xou rule.
2. What changes were introduced into the principles of land tenure after the Norman conquest ?
3. What different meanings have been attached to the expression " hundred " ?
4. Give an account of the Manorial Courts.
5. Describe the *' trinoda necessitas."
6. Give an account of the growth of a body of ad- visers to the sovereign, i^art from the " Witan."
7. Give an outline of ** The Assize of Arms" (1181); and state the principal provisions of the •' Assize of the
rorest"ai«^>- 8 Give an outline of the principal provisions of
** Magna Charta."
r
ianftifr0ft9 of ^Toronto*
ANNUAL EXAMINATIONS : 1901.
SECOND YEAR.
DEPARTMENT OF POLITICAL SCIENCE.
ANALYTICAL GEOMETRY AND
CALCULUS.
Examiner : Alfred Baker, M.A.
1. Find the equation to a straight line in the following forms ;
(1) X coe a + y sin a m» p,
(2) y - a; tan 9 + 6.
In each of these cases find the intercepts in the axes. Express the former of these equations in the form
J- —— « 1, so that the intercepts in the axes are shewn ;
a b
and the latter of these equations in the form y^s{x — a) tan 0, so that the intercept on the axis of x appears explicitely.
2. Shew that the general equation of the first degree
Ax + By + C ^ 0 most represent a straight line.
3. Find the condition that the lines
Ax + By + C ^ 0 A'x + By+C'^0 maj be fMrallel.
Find the equation to the line through the point (3, — 4) and parallel to2x — 3ys0.
4. Find the intersection of the lines
X - 2y + 4 = 0,
3a: + 6y — 21 « 0;
and find the equation to the line through their intersection and also through the origin.
[over]
5. Find the equation to a circle in the various forms :
(1) (a:-.a)«4-(s^-ft)«=r?;
(2) y2 « 2ra — a^\
(3) «« -f y« = r^.
Find the centre and radius of the circle ^ ^ yi — Qx — 8 y =s 0,
and shew that the line Z x + 4yaK0 is the tangent to this circle at the origin.
6w Find the equation to the ellipse in the form
^ _L yl- 1 a2 ■»■ 62 - ^'
Shew that the sum of the disiances from axiy point in the ellipse to the foci is constant and equal to 2 a.
7. Define a limit and illusti-ate your definition.
Define the term difierential co-efiicient How is the differential co-efficient of f(x) expressed 1
From the definition of differential co-efficient and without appealing to any formula for differentiation, obtain the dif. co-eff. of a^,
8. Prove the folllowiug :
dx d^~r^-^dx; dlog*--; duv = vdu + udv.
Illustrate geometrically the last form.
9. Differentiate the following :
\ xf v^a« 4. a-a ' V a + aj ' ^ ' '
1
10. Trace the curves
ysi3a; — a;'; y«ss— 4a: — 7a;^.
Find the point in the second at which y is increasing at the rate at which y is inci*easing in the first at the point (2. 2).
Onflifr»Ui? of Sotonto^
ANNUAL EXAMINATIONS : 1901.
SECOND YEAR.
NEWTON I.
HONORS.
Examiner : H. J. Dawson, M.A.
1. State and prove Lemma I.
Explain clearly the application of this Lemma to test the tendency of a varying quantity to reach a lirait, using as illustration the sum to infinity of a suitable geometric progression.
2. Prove Lamma IIL
Use this Lemma to find the mass of a rod whose density varies as the square root of the distance from one end, the rod being divided into parts in ratios
3. State and prove Lemma IV.
Find the area of a parabola, using for comparison the volume of a cone of revolution.
4. Prove Lemma VIL
In the proof of Lemma V. the sum of the chords is taken to be equal to the arc. Justify this, and show that it does not involve the assumption of the theorem of Lemma VIL
5. If two arcs ACB, ADB have the same chord AB, and the same tangent at il, a point in the middle of finite curvature, and any line AE he drawn inclined at any finite angle to AB, and the subtense AE, then when B approaches A and ultimately coincides with it, the curvilinear triangles ACBE, ADBE are uti- mately similar.
6 Find by Newton's method the radii of curvature at the origin of the two branches of the curve
35' + ^ — <^xy = 0, the axes being inclined at an angle o).
Shew how to obtain the chord of curvature in a given direction of any curve.
mnmtvttitji of Sorontow
ANNUAL EXAMINATIONS : 1901.
SECOND YEAR.
DIFFERENTIAL CALCULDS.
HONORS.
Examiner: Alfred Baker, M.A..
1. If u be given as a function of y, and y as a function of X, obtain the formula for finding the differential coefficient of u with respect to x.
Find the differential coefficient of e* with respect to
Given a; = r cos ^, y = r sin ^, find ^ in terms of
r, $ and differential coefficients of r with respect to 6, 2, Prove Leibnitz's theorem
B'^v = uD^ + nDuD^h) + , where i> = -^ i etc.
dx
If y = . shew that
(1 — a:2) Z>H-iy - (2 n + \) xD^y ^ n^D^^y ^ 0,
3. Shew how to evaluate indeterminate expressions that take the forms
(1) 0 X a; (2) <x«; ex — a .
What is the essential difference between the preced- ing and sach a form as 1* t
Find the area of a circle regarding it as the limit of A veffoJAT polygon with au infinite number of sides.
a:^ -j-^ + s= n (n — 1) (n — 2) w, etc.
4. Obtain Euler's theorem reepecting homogeneons functions in the generalized forms
If u BK sin v where t; is a homogeneous function of the nth degree, shew that
05^1-7-5 + 2 ajy -; — ; — ♦- v^ -7-5 « ti (w— 1) v COS V — nn;* sin r.
5. (1) Find the equation to the tangent to a curve in the form
du du
(2) Shew that, in any curve,
Express in polar co-ordinates the curve
7. Shew how to find the envelope of the familj of curves y(x, y, a) ^ 0, where a is the variable parameter.
What phenomenon presents itself when the pi-eceding equation breaks into the form.
<p{^y)'\- F («» y> «) 4' (a, y)^oi
Find the envelope of the straight line
X — ad y — 2 a sin 6 1 + cos 0
where 6 is the variable parameter.
8. What is meant by saying that two curves have a contact of the first, second order 1
Shew that curves that have a contact of an even order cut each other, and those with an odd order of contact touch without cutting, at the point of contact
Shew that when, at a point, the radius of curvature is a maximum or minimum the circle of curvature does not cut the curve.
O. (1) Trace the curre
(2) Diaoover the nature of the curve
r coe 20 b a at the origin, and also find its asymptotes.
10. The curve r ^»f(6) rolls upon a straight line ; shew liO'w to obtain in terms of x and y the equation to the roulette -traced oat bj its pole.
Applj your result to find the equation to the cjcloid in the form
X
2 a sin-i J^ -v^2ay-.y«,
the rolling circle being r ss 2 a cos 0.
9nftiersft9 of {Toronto^
ANNUAL EXAMINATIONS : 1901.
SECOND YEAR.
INTEGRAL CALCULUS.
HONORS.
Examine!* : Alfred T. DeLurt, B.A.
1. Shew that integration (between limits) gives the limit of the sum of an infinite number of infinitely small quantitiea
By constructing a geometrical representation of the integral
y ' v^o» - aj» .
dx
£nd the value of this integral.
Find its value by direct analysis.
2. Evaluate
dx ,^^ >- dB
J (x —
{x - 1) %/«» - 3 a: - 10
3. Shew how to reduce n in the following integrals :
(a) /Bin. B . ae, H) /^^ .
4. Evaluate, in the form of a power series in x,
r* dx
and infer the expansion of sin - ^ a:. 5. 'DvaoM'BiA the integrals
/ i • / e'* .dx
• (a-a:)J <
lover]
Evaluate
(a)/^ log sin 6 . dft (h)/ «"«• . dx
If u =J <p (sB, a) . dx^ where a and b are f anctions
of OL find -7— • aa
6. Find
(a) The area of a loop of the curve
y« (a« + x«) = a:' (a* - »»).
(6) The area between the curve r = a (sec B i- tan 0) and its asymptote r cos 0 » 2 a.
7. Find the length of the curve
y-log(l-a:«)
measured from the origin out to the point corresponding to the value x of the abscissa.
8. If a. surface be generated by the complete revolution of an arc of a plane curve Ubout an axis in its plane the area of the surface generated is equal to the product of the length of the revolving curve by the length of the path described by the centre of gravity of that length.
Obtain the expression in polar co-ordinates for the element of volume at a point (r, 0, ^) and employ the cor* responding integral to find the volume of an ellipsoid.
9. If a, a', 6, b' are constants the order of integration in
y y 9^yy)dxdy
h a
is indifferent.
9lnltKv»lt9 of Sovonto*
ANNUAL EXAMINATIONS : 1901.
SECOND YEAR.
SOLID GEOMETRY.
HONORS.
JSxaminer : Alfred Baker, M.A.
1. J£ ly nij n he the direction ratios of a line, axes oblique, sbew that
1 ^ Z* + m* + n* + 2 Z/» cos (xy) + ... + ..
2. When the equation to a line is given in the form
a« + 6y + caf=l "j
a'x + b'y + e'z ^ I) express it in* the symmetrical form
a; - a
~l~ "" ••• "^ •••
3. Find the shortest distance between the lines
X - a
~l "^ ••• "^ •••
X " a'
Find also the equation to the line perpendicular to and intersecting both of these lines.
4. Find the equation to the line through the point (a, ;9, y) and intersecting both the lines in the preceding question. '
5. Find the locus of the middle points of a system of paralled chords of the oonicoid F (cc, y, z) s 0, the direction ooaines of the chords being (2, m, n).
Shew how the equations to the principal planes of the coincoid are found, «.«., those planes which are at right angles to the chords they bisect
Prove that the principal planes are mutually at right angles to each other.
[ovkb]
6. Shew that an infinite number of sets of three dia- meters exists, such that the plane containing any two of these diameters bisects aJl chords parallel to the third.
If (aj^, y„ »,), (a„ y„ «,), («„ y,, «,) be the coordin- ates of the extremities of three conjugate diameters, shew- that co-ordinates of the centre of the plain section through these extremities are
7. Shew how to find the axes and area of any central plane section of an ellipsoid.
Shew how the axes and area, of any non-central parallel section may be deduced.
Shew that the area of the section throng the extremities of the principal diameters in
27r
8. Prove that the h3rperboloid of one sheet can be gener- ated by two sets of straight lines.
Shew that no two lines of the same set intersct
The equations of the generating lines of the surface
xy + yz+zx-k-a^^O
at the point * •
are a;(l J. m) a am - y = =f {mz -+- a).
9. Prove the characteristic property of the family of conicoids
a* -i^ X b* + X c^ -^ X
where X is the variable parameter.
Shew that wheu two such conicoids cut one another it is at right angles.
10. Obtain Euler's formula
1 cos3^g sin'g
P ' Pi Pi, '
connecting the curvatures in normal sections at any point of a surface.
Obtain Meunier's formula
^ = />^ COB ft
connecting the curvature in an oblique section with the curvature in the normal section through the same tangent line.
9tiftifr0ft9 ot CTovotito.
ANNUAL EXAMINATIONS : 1901.
SECOND YEAR
ELKOTRICITY AND MAGNETISM,
HONORS.
Examiner : J. C. McLennan, B. A., Ph.D.
1. Define inclination, declination, magnetic moment, magnetic field.
Explain how to compare the magnetic moments of two magnets.
2. Describe two methods of determining the inclina- tion at any point on the earth's surface.
Also show, in a simple manner, how the horizon- tal component of the intensity of the earth's magnetic field may be found at any place.
3. Define potential.
Shew by means of a diagram of the lines of force, or otherwise, that the potential of an insulated charged conductor is affected by the approach of a second in- sulated uncharged conductor.
Hence explain the theory of a condenser.
4. Describe the construction and action of a quad- nuit electrometer.
How is it used to compare the electromotive forces of voltaic cells.
Shew that the electrical work done in charging a oonductor is equal to \ M.Y., M. being the charge and V. the potential of the conductor.
5. Explain with diagrams the theory of the Wheat- >taie bridge, and establish any formula necessary for determining the resistance of a oonductor by the use of this instrument
[ovbb]
6. Describe the construction and give the theory of
the tangent galvanometer.
7. Describe the construction of I. a standard dark cell, or II. a battery suitable for ringing electric beUs.
8. What is an induced current. Dlustrate by two experiments.
Explain with diagrams the principle of any form of dynamo.
9. A magnetic needle is poised over a rotating^ horizontal copper plate; explain the motion of the needle which ensues.
^nitirr0iti> of Sovotito*
ANNUAL EXAMINATIONS : 1901.
SECXDND AND THIRD YEARS.
ACOUSTICS AND PHYSICAL OPTICS.
B.^„^ • ^,.„ . f J. Loudon, LL.D.
taking the Optics may choose any five questions from the Acoostics.
ACOUSTICS,
1. Describe any method of determining the velocity of sound in air. What is the effect of temperature on the velocity ?
2. Define pitch of a note. Describe Lissajons' method of comparing the vibration frequencies of two forks.
3. Establish the formula for velocity of transmis- sion of wave motion.
A fork of 1000 F.S. is to be mounted on a resonance box closed at one end ; determine the length of the box (velocity of sound = 340 metres).
4. Describe the major diatonic scale. If the stan- dard pitch be il = 870 F.& calculate the frequencies of the remaining notes.
5. State the law of transverse vibmtions of strings.
A steel spring 1 metre long under a tension of 16 kgm. gives a note C = 512 ; it the length be made 60 cm. and the tension 9 kgm. find the note produced.
6. Show by diagrams the nature of the reflection of sound waves at the end of stopped and open organ pipes. What is meant by stationary waves ?
7. What is meant by beats ? If two forks of fre- quencies n and n-m are sounded together, what notes besides the fundamentals are present ? How could
[oyxk]
the vibration frequency of a fork be determined by a method of beats ?
8. What isjmeant by interference of sound waves ? Describe any experiment to illustrate interference.
9. Give a short account of the vowel theory.
PHYSICAL OPTICS,
(JjlO. What is meant by interference of light ? De- scribe a process of color photography based on the principle of interference.
■^11. Show by a diagram the production of diffraction bands by light passing through a narrow rectangular aperture. Describe the construction of zone plates.
"^12. Describe any method of determining the wave length of light.
13. What is plane polarized light? Indicate two methods of obtaining light in this condition.
14. Describe the method of analyzing sugar solu- tions by means of polarized light.
mnitttvuita ot CTovotito^
ANNUAL EXAMINATIONS : 1901.
SECOND YEAR.
FACULTY OF ARTS.
GEOMETRICAL OPTICS.
HONORS.
Examiner : G. R. Anderson, M. A.
1. Explaio the terma, geometrical shadow^ umbra^ penunhbra.
If the diameter of the sun s 880»000 miles, diameter of mooD s 2,000 miles, radius of earth's orbit » 90,000,000 miles, and radius of moon's orbit as 240,000 miles : find the dth of the path of totality on the earth's surface in an lipae of the sun.
2. Show by a diagram the position of the image of an object in a plane mirror.
If two plane mirrors are inclined to each other at an ajigle 30*, find the number of images of an object placed between them at an angle 20* from one of them.
112
3. Deduce the formula - -f -7 ss - for spherical mirrors.
p p r
A Tertical rod 3 inches in length is placed midway between the centre of curvature and the principal focus of a ooDcaYe mirror whose radius of curvature a 16 inches : find the position and magnitude of the image.
4. Show the path of a ray of light through a prism. Determine the deviation : what is the condition that the deviation may be a minimum 1
Obtain the formula for finding the index of refraction by means of a prism.
5. Give a graphical representation of the changes in jiosi- tian and magnitude of the image formed by a convex lens
[OVIB]
as the object moves up from infinity to a position between the principal focus and the surface of the len&
Find the focal length of a concave lens from the fol- lowing data : —
A light is placed 20 cm. from a convex lens and the image is formed 15 cm. from the lens ; the two lenses are then placed in contact, the distances from light to the lenses and from the lenses to image are respectively 40 and 50 cm.
6. Trace the paths of the rays through the Galilean tele- scope or opera glass. What advantages does this instrument possess over the ordinary form of telescope 1
Show how to determine the magnification f
7. Explain what is meant by chramciUc aherratian. Show how a combination (1) of prisms, (2) of lenses, may be made free from this defect
amiDtvivftff m ^rovmifov
1
ANNUAL EXAMINATIOXS : 1901.
SECOND YEAJEL
STATICS^
HONORS.
V
Excuminer : J. S. Plaskett, B.A.
1. State Newton's Second Law of Motion.
Show how it may be applied, graphically and analytically, in measuring forces.
Find the measure of an erg if 1 metre, 1 deci~ gram, and 1 hour are the units of length, mass, and time.
2. Find the sum of the moments of a given set of forces, acting in one plane, about any point in the plane.
Prove that the sum of the moments of two forces about any point in their plane is equal to the moment of the resultant about the same point.
3. Obtain the conditions of equilibrium for (a) any number of forces acting on a particle (b) a set. of co- planar forces acting on a rigid body.
A heavy beam rests against a smooth horizontal plane and a smooth vertical wall. A cord attached to the lower extremity of the beam passes over a pulley at the base of the wall and sustains a weight P. Find the position of equilibrium and the pressures on the plane and wall.
4. Show that, generally, coplanar forces acting on a rigid body can be reduced to a single force and find its position and line of action.
Find also the equation to the line of action of the resultant of any number of parallel forces acting on a rigid body.
[ovbb]
5. Define Coefficient of Friction and explain how to determine it experimentally.
Find the direction and magnitude of the least force required to move a heavy particle of mass M at rest on a rough horizontal plane.
A ladder is placed with one end on a rough hon- zontal floor and the other against a rough vertical wall, the vertical plane containing the ladder being perpen- dicular to the wall. Determine the positions of equili- brium.
6. Find the centre of gravity of a quadrant of an elliptical plate.
If at the vertices of a triangle there be placed three masses, each of which is proportional to the opposite side, show that their centre of gravity is the centre of the inscribed circle.
7. Find the form assumed by a uniform heavy string suspended between two points not in the same vertici3 line.
Obtain the diflerential equations for determining the curve in the general case.
8. Find the attraction of (a) a uniform spherical shell on a particle just outside, and explain the abrupt change in the attraction on placing the particle just inside the shell ; (b) a right circular cylinder on a par- ticle situated on the axis.
anfuevisns of Covonto.
ANNUAL EXA^HNATIONS : 1901.
SECOND YEAR.
PARTICLE DYNAMICS,
HONORS.
ExamiTier : W. J. Loudon, B.A.
1. When a particle moves in any plane curve shew that
ds its velocity at any instant may be represented by -z- -
Henoe deduce expressions for its accelerations at the same instant^ measured along the tangent and normal.
2. .A particle is projected from a point with a velocity V, at an inclination of 45"* to the horizon. Find the equation Off its path.
3. If at a point there be a centre of attraction and a particle be placed at a distance a from this point, shew that, if the attractive force vary directly as the distance from the pointy the distance passed over in any time t from rest is of
tbe form a cos s/fi L
¥ind the time of a small oscillation of a simple pendulum.
4. If a particle be subjected to an attractive force vary- ing inversely as the square of the distance from a fixed point, and be placed initially at a distance a from the centre of force, shew that it will perform oscillations of periodic timo
2 VoT'
2/1 fi being the force at unit distance.
A body falls from a height h to the earth. Shew that its Telocity at the earth's surface is equal to
[over]
R being the radius of the earth.
5. (a) If a centre of force be situated at a point, the law
of the force being - t shew that the time to the origin from
OS
a distance a (from rest) is
ylr,r
a_
(6) If the force be jux ~ ^, find time to origin from a distance a (from rest).
6. A particle is projected with velocity F at a diatance a from a point 0, where there is an attractive force varjing directly as the distance : shew that the path is an ellipse^ and find its axes.
Aiso shew that the velocity at any subsequent distance r is equal to
If the force be repulsive shew that the path will be a branch of a hyperbola.
7. In the case of central forces prove the following :
d'u P h, ^ 0 . ^ .
— s- + u = X • v ss — ; r — «B constant :
d0* A'w" p' dt «"»"*"*'
/>• dr
8. (a) If a partid^be describing an ellipse about a centre of force at its centre, shew that the sum of the reciprocals of its angular velocities about the foci is constant.
{b) A body is projected vertically from the surface of the earth ; shew that, if its velocity of projection be greater
than s/ 2 gB, E being the radius of the earth, it will never descend.
(c) A pambola is described with accelerations F, At tending to the focus and parallel to the axis respectively : prove that
1 d . „ ^. dA ^
Ti- dF <^'-*> * *: = <>•
r being the focal distance.
WllnitttvtHtv of STovonto^
ANNUAL EXAMINATIONS : 1901.
SECOND YEAR.
PROBLEMS.
HONORS.
( Alfred Baker, M.A. Examivers: < H. J. Dawson, M.A.
( Alfred T. DeLury, B. A.
KoTK. — Candidates are reqoeated to return answers to (questions in sections A and B in separate books endorsed accordingly.
A.
1. In the ellipeoid
X* y* z*
4. z^ -i- — I =s 1
a' 6' c'
if a tetrahedron be formed by three tangent planes mutually at right angles to each other, and by a fourth making an angle of 60 with each of these, tbe locus of the foot of the perpendicular from the origin in this fourth plane is
2. If (Z, w», w), (r, m', n'), (r, m", n") be the direction coaneB of three lines through the origin, shew that the equation to the plane which passes through the origin and whose normal makes equal angles with these three lines, is
X i (mn' — m'n) A {m'n — rnn') + {ran — mn") | 4- y {...} + «{...}= 0.
3. Two systems of rectangular axes have the same origin. If sn ellipsoid whose centre is at the origin cut them at distances a» fr, c or a\ b\ c respectively, then
l + i + i = J_ + l + l
a* ^ 6* ^ c* «" ^ &" ^ c"
[ovxb]
4. Find the asymptotes of the curve
r sin 2 6 = a and trace the curve.
5. Obtain the equation to the curve which touches all the curves included under the equation
where 0 is the variable parameter.
B.
I. The area of a closed curve which is the envelope of the line, X cos ^ 4- y sin ^ s p, where p Ib & function of ^^ is the value of the integral
taken completely round the curve.
II. Evaluate the definite integrals :
w
/4 /"» gin X tan tf . log cot tf . (ftf ; (6) / dx.
0 0 *
III. Given that
(M;»-4-2Aa:y + 6y« + 2^+2/y + c = 0 is the equation of an ellipse, find its area.
lY. Find the volume of the solid bounded by the para- boloid
y* -f «• « 4 a (re -f a)
and the sphere
a;« 4- y« + »• = c*
supposing 0 greater than ok
Y. A number of equal squares in one plane with their centres coincident are arranged consecutively, their sides making equal small angles, each with the adjacent ones; prove that the limit of the length of the serrated edge, when the number of squares is indefinitely increased, is equal to the circumference of a circle whose radius is a aide of the square.
YI. Use Lemma lY to find the centre of gravity of a rod AB oi length Z, the density at any point M varying as
%/2* — AM*y using for comparison any suitable geometrical magnitudes.
i
9nfiiet«ftff oC Covatito*
ANNUAL EXAMINATIONS : 1901.
SECOND YEAR.
DEPARTMENT OF CHEMISTRY AND
MINERALOGY.
CALCUIDS.
Eooaminer : Alfbed Bakkr, M.A.
1. Define a limU of a function.
Uliutrate your definition.
Pro^e that the limit of
log (1 + x)
X •
as X approaches the ralae 0 is unity.
2. Pro^e the following :
dx alogx^ — ; d sinx am COB X dx;
X
dx
d ooeec— ^os™ —
3. Dififerentiate the following :
«* OC0 x; (a + hvF^Y i ^^^ * ^'^^ ^ > ** «*»o'"^ *.
4. Evaluate the following indeterminate forms :
loff co« «, ^ 05 — sinaj-
-=-: when X ^ 0: — r; r when x ^ 0;
X sin X a; (1 — cos 0?)
1 — tan X , re
when x-r-.
1 — ^/^mn X 4
5. Shew that for hoth maximum and minimum values of f{x)y y (x)^ 0; also that for maximum values /^ (x) is negative and for minimum values /" (x) is positive.
[ovxr]
What value of x will make (a: — 3)2 (x + 1) + 3 a maximum, and what value of x will make it a minimum 1
A length a of wire is cut into two parts which are reepectively bent into the form of a circle and of a square. Find when the sum of the areas is a minimum.
6. Shew that if at any point of a curve y -7^ is positive
the curve at that point is convex to the axis of x^ and if negative it is concave.
Define a point of inflexion, and obtain the analytical test for it.
Find the point of inflexion on the curve
7. Trace the curve
• y = 2 a;8 — 9 a;2 + 12 a; — 5.
Find the radius of curvature at the point
« = I, y « — i-
8. Integrate the following :
y] /sin— ixrfas; /xlogxdx; V X* J- a* -^ -^
dx
Jix —
(« - 1) (x - 2) 9. Find the area of the ellipse
o« ^ 62 •
Also find the centre of gravity of half of it cut off by the axis minor.
10. Find the volume generated by the revolution of the preceding ellipse about its axis major.
Also find the centre of gravity of that half of this ellipsoid which lies to right of origin.
ainftifrsfts oc SorotitiB^
ANNUAL EXAMINATIONS : 1901.
SECOND YEAR.
GEOLOGY.
PASS.
Eocammer: A. P. Coleman.
1. Describe and give the composition of each of the chief dark colored minerals found in eruptive rocks.
2. Define granite, slate and limestone, mentioning their uses and where each rock may be found.
3. Describe the action of glaciers, showing the results of their work in Ontario. What evidences show w^here glaciers have been at work ?
4. Give an account of the Silurian rocks of Canada, mentioning the more important fossils of the time.
5. Divide up the Cenozoic, and describe some of the mamtna^s of the time. What general changes went on in the animaJ life of the Cenozoic?
6. Discuss in a general way the growth of North America from the Archsean to the present.
\
Binnier«ftff of Soromiu
ANNUAL EXAMINATIONS : 1901.
SECOND YEAR.
CHEMISTRY AND MINERALOGY AND NATURAL SCIENCE.
MINERALOGY.
HONORS.
Examiner : A. P. Coleman.
1. What relationship has cleavage to the crystal forms of minerals ? Give examples of different kinds of cleavage and of minerals without cleavage.
2. Give the properties, chemical composition and uses of corundam, fluorite and apatite. What colors are found in each, and of what importance are these colors ?
3. Describe and compare augite, hornblende and mica, showing where they occur and what uses they have, if any.
4. How is the group of zeolites distinguished ? Describe three zeolites, mentioning Canadian localities where they occur.
5. Give a classification of minerals according to their cbemical relationships, and name one mineral in each
class.
Sltittiersfts oC iiroromo.
ANNUAL EXAMINATIONS : 1901.
SECOND YEAR.
LITHOLOGY AND DYNAMIC GEOLOGY.
HONORS.
Examiner: A. P. Colemak, M.A., Ph.D.
1. What is the distinction between massive, schis- tose and aedimentaiy rocks, and in a general way how do these different classes of rocks originate ?
2. Describe the general character and composition of syenite, basalt, gneiss and conglomerate. Give localities for each rock.
3. Show the evidence for secular elevations and depressions, and discuss the causes of changes of level.
4. What is meant by metamorphism ? Show what factors are of im{K)rtance in metamorphism and how the rocks are modified by their action.
0. Show the more important ways in which lakes
M« formed, illu.strating when pos.sible by Canadian
examples. Why is Canada so well provided with lakes?
6. Discuss the geological work going on along the ^oreof Lake Ontario. Illustrate by sketches.
mnl\ttt»lts OS SToronio.
ANNUAL EXAMINATIONS 1901.
SECOND YEAR.
ZOOLOGY.
Examiner : R. R. Bunsley, B.A., M.B.
1. Describe the various modes of reproduction in the Protozoa, comparing them with those of the Metazoa.
2. Give an oatline, with explanatory notes and examples, of the classification of the Coelenterata.
3. Describe, in a general way, and indicate the reciprocal relations of, the coelome and bloodvascular system of the Chaetopoda, Mollusca, and Arthropoda.
4. Draw a diagram to illustrate the structure of a primitive moUusk. In what respect do the Amphi- Aeura and Pelecypoda respectively, resemble and differ from such a type.
5. Give an account of the structure and life history of the parasitic flat worms.
lanftiersfts of ^ovonto.
ANNUAL EXAMINATIONS : 1901.
SECOND YEAR.
BOTANY.
HONORS.
Examiner : E. C. Jeffrey, Ph.D.
1 - Give an account of the structure of wood in the Oymnospernis and indicate in what respects it is of cIa3sifica.tory value.
2. Explain some of the adaptations of plants which enable thein to endure the lack of proper water-supply.
3. Describe the structure of the male and female Grameiiophyte in the Conifers.
4. Outline the characteristic features of the Nym- ph seaceae, naming the commoner Canadian genera and their adaptations to their particular modes of life.
5. What is meant by the term central cylinder ? Illustrate by reference to the root and shoot of plants.
WLnitftvults oc CTorottto^
ANNUAL EXAMINATIONS : 1901.
SECOND YEAR.
PHYSIOLOGY.
HONORS.
Examiner: A. B. BIacallum.
1. Give an account of muscle contraction and show its relation to tetanus.
2. Explain how changes in the heart beat may- be brought about.
3. Give an account of intestinal absorption.
4. What are the general functions of the cerebrum, mid-bi-ain, cerebellum, and spinal cord ?
5. Give an account of the oxygen of respiration froni the moment it enters the pulmonary alveoli till it disappears in the tissues.
j
2Anttier0lt9 of Sovotito*
ANNUAL EXAMINATIONS : 1901.
SECOND YEAR.
DEPARTMENTS OF CHEMISTRY AND MINER- ALOGY, PHYSICS AND CHEMISTRY, NATURAL SCIENCE, MATHEMATICS AND PHYSICS.
ELEMENTARY PHYSICAL CHKMISTRY.
Examiner: W. Lash Miller.
NoTK. — Tftbles of logarithms mny be brought into the ExamiDation
HalL
1. What theoretical interpretation of the following facts has been given ?
(a) The products of electrolysis appear at the electrodes.
(6) After a current has been sent through a uniform solution *of potassium sulphate, the quantity of undecoQiposed potassium sulphate at the cathode is greater than that at the anode.
(c) Ohm's law holds for a solution of copper sulphate between copper electrodes.
(rf) The molecular conductivity of a solution of acetic acid is increased by the addition of water, that of a solution of hydrochloric acid is not.
2. What is Faraday's Law ?
Four U-tubes provided with platinum electrodes are filled, the first with a solution of cupric chloride, the second with a solution of sodium chloride, the third with a solution of sodium sulphate, and the fourth with dilute sulphuric acid. A current of elec- tricity is sent through all the solutions, in series, until 63'1 milligrammes of copper are deposited in the first cell. What are the products of decomposition in each
[over]
case ? Which of them will be found at the anode, and which at the cathode ? What weight of each will be produced ?
3. On what factors does the rate of a chemical reaction depend ? What is the " Mass Law " ? How may it be deduced from the results of experiments on the rates of chemical reactions ?
4. Define : Incomplete chemical reaction, Reversible chemical reaction, Chemical equilibrium. Qive ex- d.mples of each.
How may the following reactions be accounted for?
(a) Barium chloride is precipitated from its solu- tion in water by hydrochloric acid.
(6) Antimony trisulphide is precipitated from its solution in concentrated hydrochloric acid by the addition of water.
(c) Lead oxalate is soluble in dilute nitric acid, lead sulphate is not.
(d) Silver chloride is soluble in a solution of potassum cyanide.
5. What is meant by the " Heats of formation " of chemical compounds ?
From the following heats of formation, calculate the amount of heat given off when- one gramme of zinc is dissolved in an equivalent quantity of dilute sulphuric acid : —
ZnSO, aq === 2485 K. HjSO^ aq = 2109 K.
How may the heat of formation of water from
+ -
H and OH be determined ?
i
Anftoftttftv ot ^Toronto.
ANNUAL EXAMINATIONS: 1901.
SECOND YEAR CM. & P.O.
PHYSICAL CHEMISTRY.
Eocami/ner : F&ank B. Eenbice, B. A., Ph.D.
(Tables of logarithms may be used in the examination).
1. In what sense is the centigrade thermometer scale arbitrary ? It has been suggested that such intervals of temperature be called equal on cooling through which a unit mass of water gives out equal quantities of heat. Explain why this would be no less arbitrary.
2. Deduce the relation
dA^dT Q T'
indicating clearly the fundamental premisses. Show how this relation may be employed to calculate the elevation of boiling point of a solution from its mole- cular composition and the heat of vaporisation of the solvent.
3. In what respects are dilute solutions analogous to gases. Describe shortly experiments on which the analogy is founded.
4. Write a note on the behaviour of gases under high pressures.
5. Give a full account of the facts which are collated by the hypothesis of electrolytic dissociation.
Find the vapour tension of a decinormal aqueous solution of sodium chloride at 100° C.
6. Analysis of a solution of a mixture of potassium chloride and iodide before and after electrolysis reveals the fact that the relation between the quantity of chlorine and iodine undergoes no alteration by the
[OYKB.]
pasaage of the carrent. Explain f ally what conclusion may be drawn from the above statement regarding the rates of migration of K and I ions and the con* ductivity of the individual solutions of the two salts. A current passing through solutions of silver nitrate and copper sulphate in series reduced 0.3592 g. of silver. In the copper solution about the cathode were found
before electrolysis 0.3617 g. CuO after " 0.2758 " "
Find the " share of transport " for copper.
[Cu = 63, Ag = 107].
atiiUftisiti? of STotonto^
AKNCJAL EXAMINATIONS : 1901.
SECOND YEAR CHEMISTRY AND MINERALOGY.
THIRD YEAR PHYSIOS AND CHEMISTRY- NATURAL SCIENCE.
ORGANIC CHEMISTRY.
Tuesday, May 14th.
1. Distinguish between primary, secondary and ter- tiary alcohols. To which of the three kinds does phenol belong ? Give your reasons and compare the phenols generally with the aromatic alcohols.
2. Give general methods for preparing ove of the following : (a) The aldehydes ; (b) the acids of the CnHjnOs series; (c) the hydroxy-monobasic acids of the paraffin series.
3. How can the hydrocarbons, aldehydes and acids of the ethylene series be prepared from the corre- sponding paraffin compounds ? How can acrylic acid and propionic acid be prepared from hydracrylic acid ?
4. Mesitylene has an empirical formula CgHi2i ftnd can be prepared from acetone by the withdrawal of there molecules of water. Show by this reaction what its constitutional or graphic formula is.
5. Show how to synthesize the higher acids of the paraffin series by means of the ethyl-aceto-acetate reaction. How are the properties of malonic ether madeuse of in synthesizing ethereal salts of the higher bibasic acids ?
6. What is the action of nitrous acid on amido com- pounds of the benzene series ? Show how to prepare by means of this reaction : (a) C^HjOH ; (6) CjH, ; (c) C»H,C1 ; (d) C.H,CH,OH.
i!ilniucr0tuj of z:oromo>
ANNUAL EXAMINATIONS: 1901.
THIUD YEAR.
GKEEL
PASS AND HONORS.
Examiner: A. L. Langfoiid, B.A,
Note — Pass candidates must oot omit the parsing.
ARISTOPHANES, WASPS. Translate :
(a) <i? airavS* ^fitv rvpavvu; iari koX ^vifcofjuoTai,
fiv T€ fiel^ov fiv T iKaTTOif '/rpayjjid tc; KaTTjyopfj, ^ €ya) ovK fiKovaa Tovuofx ovBi 'TrevTrjKovT iron/* vw hk iroWoi Tov rapi^ov^ iariv a^tcorkpa* &ar€ KoX Bf) TovuofjL avT^<; iv ayopa fcvXiuBerai. fjv fjbiv oovrfTai ri^ 6p(f>(o^„ ficfi^pdha^ Si /u.r, diXt), evdew^ €lpr)-)^ 6 ir(o\<av TrXrjaLov ra^ /Ae/x/SpaSa?* o5to9 iyjrcjvelv eoi^ iv0p(a7ro<; eVl rvpavviBi, ffv Se yiJT€U)v irpoaavrfj ti? h<f>vaL^ rfhva^d Tt, t) Xa')(av6'rr(oXt^ irapafiXiy^aad <f>r)<Ti dareptp' eliri fioi, yi]T€iop aire*?, irojepov iirl rvpavviht ; rj vofjLi^€i<i rd*; ^AO/jua^ aoi (l)ep€iv rfBva/iara ; Tavra yap TovToi<i uKOvetv ^Se\ el Kai vuv iyi> TOV irarkp on ^oiXofxat tovtohv diraXXa')(0ima r&v dp0po<f>oLTO<TUKo<f>avToBLfcoTaXai7r(opa)v rpOTriov ^rjv ^Lov yevpalov &(nr€p M6/3u;^09, airiav ey((o -ravra Spav ^vvoyfiOTrj^ £>u Kal <f>povw TupappiKa.
(6) dXXd TO XoiTTOv rSiv 7roirjT&v,
& SaifjLOvioi, Toiff; ^ffTOVirra^ Kaivov TA Xeyeiv Ka^vpiaKCw aripyere /xaXXov koI depairevere, icaX rd vorjpMTa adl^eod^ avT&p.
1. Scan, naming metre, the lines in (b).
2. Ex)>lain syntax of the followinjj words in (a). fj^Xif (v. 1) and roi/roi?, and give the principal parts of airaXKa'xdkvTa,
DEMOSTHENES.
Translate :
(tt) Kat fir)v ov')(^ xmep r&v Xatov v/jlIp re Kat tlol tw// SXK(ov avOpdnoov €<t0' 6 klvSvvo^* ov 'yap v(f> avrqi} iroL'qaaadav rfjv woXiv ffovXerai <I>iXt7r7ro9 vfio^Vy ov, hXX* o\q)<% aveXelp, olBe yap aKpi^S}^ on ZovXeveiv
fl€V Vfiei^ OVT €U€\lJ<TeT€ OVT , (UV €U€XrfT€, e'TTiaTf]-
a€a0€ (ap^eiv yap eltodaTe)^ irpdyfjuata Be '7rdpaa')(€iv avTf^t, &v Katpov Xd^r^rej nrXeifo rayp aXX'cop dp0p(o- TTOiv dirdpicop ivpijoeade, hid ravia vuayp ovyl <f>ela€Tai, elirep eyKpa7r)<; yeptjo-erai, a>^ ovp virkp Twi/ ha'-^droiP iaofxevov tov dySiPo^ ovtco 'Trpoa"qKei yiypdoa/ceip^ xal tovs TreirpojcoTa^ avTov<; €K€iP(p (f>apepS>^ fxiaelv Kal cnrorvfiTraPiaar ov yap eartp^ ovK ear I to>p efo) t^q 7r6Xe<o? e')^dpa)p Kparfjaat,, Trplp &p Toi>9 €P avrfj rf) ToXet KoXaarfT i^^Opovs, a\X' CLpdyicT) tovtol^ axTtrep irpo^oXoi^ TrpoainaL- aapra^ varepi^eip eKeiPcop.
(h) Et Be Ti^ vfjL(op, & dpSpe<; *A0rfpaioi, top ^CKiinrop op&p evjv')(ovtna <f>o0ep6p elpai pofii^et Kal BvcrrroXi- pLtjTOP, aco^popo^ fiep upSpb<: XP^i'^^'' '^popoiar fieydXt) yap poiri), /xdXXop Se to oXop rj tv^V ^'^^t* 'rrp6<: dirapra ra twi/ apOpdyrrcop irpdyfiaTa* Kara iroXKov^i fieproi rporrov^ eXocr^ ap Tt9 ov^ fjrrop rr)p r)p,€repap evrv^iap ^ rr)P CKeipov rrapd re yap rtap rrpoyopcup €K TrXeioi/ov xp^^^^ rrapeiXrj(l}afiep rr)P eviaipuopiap ov rovrov /jlopop, dXXd avpeXopri <l>pdaat rrdprcjp rwp €P MdKehopta ^aaiKevadprcop' Kaxelpoi fjLr)p ^AOrjpaloi^ <\>6pov^ TjpeyKap, ^ 8' tf/ierepa 7r6Xt9 ovSevi
TTO) rcop aTTapKOP.
(c) Tfc OVP, <l>ai7) Tt9 &P9 ravra pvp Xeyw ; on (fnfpX ieip v/Lta?, iTretSrf ro fiep rrdpra^ fiLa'Oo<f>opeip Suo'^e- paipovai ripe<;, rb Si (TVPraxOrjPaL Kal rrapaaKevaa- Brjpai rrapd rrdprwp '^^tjaifiop elpav SoKifid^erai, hprevdep dp^aadai rov rrpdyfjuaro^;, Kal rrpoOeipai rrepl rovrcop rw fiovXofjLepq> yp<op/qp drro<l>riPacdai. o)? oCtox? ^X^^ ^^ ^*^^ vfiel^ PVP rreiaOrfre rovrav Kaipov elpai POfiiocpre^^ orap avrwp et^ ^P^^^^ eXur^re, eroifia v'Trdp^er &p S' aKaiplap r^adfiepoi rrapiBfjre, orap Sej) 'XPV^^^*'' '^^'^^ apayKaaOriaeade rrapaaxevd ^eaOai,
1. Parse in (a) ttXc/cd and ayeivo^i' Give and dis- tinguish the constructions which follow Trpiv.
2. Parse in (6) ^vvekovri,
SIGHT TRANSLATION, FOR PASS ONLY.
*0 iJbkv ovv iraptov Kaipb<;, & cfi/Spe? ^KOrjvaloi^
€i7r€p TTore^ 7ro\\rj<: (lypovTiSo^ Kal ^ovXij^ Belrar
€ya} Be ov^ o rt ^^ Trepi t&v wapoPToop (rvfi^ovXev-
aai j^dXeTrioraTOV rj^ovnaL, aXK* ckciv* diropA, riva
')(pr} TpoTTov, & avSpe^ ^AOrjvaioi, Trpo? vud^ ire pi
ain&v ehreu/. TreTreiafiaL yap i^ &v iraptov Kal
QKovwv avvoiBa tcL TrXiio) rcl>v Trpar/fidTtov v/jm^
iicir€<l>€vy€vai r<^ fir) ffovXeaOai, t^ Siovra iroLeiv, ov
to) arj avvthai, a^i& Be vfid^y &v fiera irappr^tria^
Troia)fiac tov? \6yov^, inrofiiveiv, tovto Bewpovvra^
ct roK'qOri Xer/o) xal Bia tovto, Xva tcl XoLira ^cXtixju
ycvrirar opdre yap w ifc tov 7rp6^ X^P**' Brjfirfyopelv
ivioxj^ eh irdv TrpoeXrjXvde p,0')(6rfpiaf; tcl irapovTa.
HONORS ONLY.
J. Give a succinct account of the steps by which rhiJip gained the mastei-y over Greece.
2. Comment on :
^ucelaOab yap <f>T]aiv upoTepo^ ttoW' avToiri ev
7r€7roif)/uo^, ''"a flip ov <f>av€pa)<:, dXX* eiriKovpoiv KpiBB-qv hepoKTi
7roi7}TaU, M'ijLif)adfjLevof; tyjv ¥iVpvKXeov^ /MavTeiap Koi. Biopoiap, ^^^ dXXoTpia^ yaaTcpas epBv^ K(Ofi€pBiKa TroXXa
j(€aadaiM ,
'^' ^ame and describe the parts of a parabasis.
\
^niticrslti? oi i^orotiio.
ANNQAL KXAMINATIONS : 1901.
THIRD YEAR.
GREEK- HONORS.
J- . ( G. J, Laing, Ph.D.
Examiners :)^^^^^ Carruthers. M.A.
I.
THUCYDIDES.
Translate :
" OifKovv xpV oiJre rod davarov iff ^7}fiia w i'^ey- yvm 'mar€V(TavTa<; ')(€lpov ^ov\€vaaa6ait ovt€ aviX- TTLarov /earaaTTJaai to*? dTroardcriv w ov/c earai fierayv&vai xai Sri iv fipa'^yrdro) rriv afiapriav KaraXvaai, (TKeyjraade yap on vvv fxiv^ fjv TL<f Kal airotrraaa iroki^ yvt^ fxri TrepieaofAept)^ eKdoL &v €9 ^vfi^aaLv BuvaTTf ovtra cti rrjv hairdv7)v diroZovvab KoX TO Xotirov vworeXelv i/C€LV(o^ Be riva oXeaOe fivTiva ohK a/jL€ivov fiev fj vvv irapaaKevdaaadai, tto- \iopKia re TraparevelaOai 69 rova')(arov, el to aino Bvvarai o")(p\f} xal Ta')(y ^vfi^ijvat ; fipXv re 7r&<; ov fiXdffrf hairavav KaOrffievoi^ Bia to a^vfiffarov, Kat fjv eXoofiev iroXiv, e<\>6appbev'qv wapaXa^tiv, Kal t^9 irpoaoSov rb Xoiirbv aw* ainrj^ arepeaOat ; uT')(yop^v Be 7rpo9 T0U9 noXefiiov^ rdBe, &(Tre ov Bticaara^i ov Ta9 Bel f}p,vi pdXKov r&v i^afiapravovrtov uKpifiei^ ffXdirreaffai fj opav 07ra>9 €9 rov erreira 'xpovov fie- Tp£a>9 KoXd^ovref; rai^Tro Xeaiv !^Ofi€v i<: 'XpT^fiAroiv Xoyov iayyovtrai^; yp^aOai, xal rrjv <f>vXaKr)v pn) airb r&v vofUDV T^9 S6ai/oti;to9 a^iovv Troieurdat, aXX* cltto r&v epytov t^ eirifieXeia^,**
III., 46. 1-3.
2. Account for the difTerence in tense between (iTroSovvat aiul v7roT€\€iu, Write a note on tlie cor- relation of ^iv and t£. Explain the syntax of to avro,
3. Translate :
OvTcos oi)fxfj f) GTciai^ 7rpov)((oprj(7€P, Kal eSo^e fiaXKov, hioTL iv toI? irpfOTtj iyivtio, hret va-Tcpov ye Kal Trap, ci? elireip, ro * EXKi]vck6v iKLvrjd'q^ Bia<f>opo^p ovGODv €KacrTa')(ov Tolf; t€ tojp SijfJLCDv TrpoaTaTat^ Tou? *A0rjuaiov^ iwdyeaOai fcal tol^ 0X170^9 rov^ AafC€Bai/xoviov<:, koI iv flip elprjpri ovk oLp i^oPTcop irp6<\)a<TLP ovh^ €Totfxcop TrapaKoKelv avrou^, iroXe- fMOVfiiptop 8e* zeal ^vfi/jLa^ia^ ap,a kicareooi^ rfj tSu* epapTicop KaK(oa€i xal aifyiaip avrol^ iic tov ainov irpoGiroiriaeit paBia)^ at iirayoyyai to2? peeorepi^eLP TL Bov7<x)fi€POif; eiropl^opTo* koI iiriireae woWa teal 'yaXerrd KaraaTuaip Toi^ TroXeac, yty pofiepa fjuep koi hel iaofiepay &><? &p 17 auTr) (j)V(Ti^ tipdpcoiroop 17, fxdWoP Sk Kai r}GV')(aiT€pa koi toI<; eiSeat SirjWay- fiepa ft)? ap e/cao'Tut al fji€Ta/3o\al rcop ^vptv^ic^p €<\)LaTO)PTai, ip fM€P yap elp/jpjf Kal ay a6oi<; Trpdy- fMUCLP aire 7r6\6£9 Kal ol tSte^ra^ dne'ipov^ ta? yvd^ixa^ €)(ov(n Bia TO fMTj e^JiKovaiov^ updyKa^ TrtTTTeti/* 6 &€ 7r6\6/xo?, V(f>€\wp TTjp euTTopiap TOV Ka0^ TffiipaPt ^iaios StSdo^Ka\o^ Kai vrpo? ra Trapopra Ta<? 6pya<i Tcop TToWayp ofiOLOt,
4. Soino Mss. vend ojfirj cndaL^. Is the omission of the article allowable ? Explain the syntax of iirdyea- 6ai and of ^vfifiax^a^i,
5. Discuss the merits and defects of Thucydides as an historian.
ir.
[Write in a separate book. ] PINDAR AND SOPHOCLES.
1. Translnte:
01. oirota XPV^^*' pfjypvra)* rovfjiop 8' hyd>,
Kcl afiiKpop icTLj atrkpyH ISeip ^ovX'qaofJLai. avrrj S t<rft)9, f^popel yap i)S yvpr) fiiya, Tr)p Bvayepecav Tr)p ififfp aia")(VP€Tai. iyo) 8' ifiavrop iralBa rfj^ TiJp^Ty? pepjAP T^9 e5 StSov<Trj<; ovk dTi/jiaa0i](rofjLai, Tr}? yap 7r€<f>VKa pLrjjpo^' ol Si avyyepei^ fi7jp6<; ii€ fjLLKpop Kal fxiyap Buopiaap.
I
TTOT^ dWo^, &aT€ fir) *KfjLad€Lv TovfJLov y€VO<;. XO. eiirep iy<o /xdi/Tt<? el fit Kal Kara yifdfuip tS/Jt?, ov Tov ''OXv/JLTTov airelpdJVy <o Kcffaipdv, ovte eaei tclv avptov TravaeXifvov, fit) ov ai je Kal irarpKorav OIBlttov Kal Tpo(f>ov Kal fuiTfp av^eiv, Kal ;)^op€Uco-^ai irpo^ ^fiojv, ci^ eirirfpa (f>€povTa Toh
ifjLol^ 7upuPvoi<;. ujie <Pot^€, rroi 8€ ravT^ dpear ett). t/? <T€y TCKPOv, Ti? o"* €TLKT€ T&v fiaKpaKavcdv apa Tlavo^ opeaaifidra ttov TpooireKaaSeia , ^ ae y evvdieipc. rt? Ao^iov ; toj yap ifKuKe^ ay pcvo/jLoc iraaai (f)iKar eW 6 KvWdva^ avdaacop, €10* 6 Ba«^6io9 ffeo'i vamv iir aKpoap opeojp evprffjua
€fQT €K TOV
Nvfi<f>dp ' EiXtKiOPtScop, al<; irXelara avfiTral^eu
2. Tvpdppoi,^;, 6 dpatrafop, Nu/l6<^£i/. Who ? What aro the sulyects of prjyuvrcOt av^eip, y(opev€a6ai ?
3. Write a note on the character and purpose of the lyrical portion of this pas-age. How do you account for the dialectic forms found in the choruses ?
4. Discuss from internal evidence the question of the date of the (Ed'ipus :
OK
Develop the plot of this drama, distinguishing clearly the various stages of the action. What improb- abilities do we find in the play and how do they aflfect the action ?
5. Scan, naming the metre :
vfias KVprjaai tov (f>vT€vaapTO<; iraTpo^
a\t9 IP €^riK€i<s ooKpvayp' aXX iul oTeyrj^ eaeo.
6. Translate :
Tl7f\€in T€ Kol KdB/jLo<: €p Tolaip dXeyopTar 'A^fcWca T €peiK\ iirei Z7fvo<; ffrop XLTai<i erreiae, fiaTrjp*
&9 "^KTop ecrc^aXe, T/jooa?
afjuwxop aaTpafirj Kiopa, Kvkpop re dapdTtp 7r6p€P,
[over]
€vSov ipTi (f>apiTpa<;
ffxovavia avpeTolaiw 6? Se to ttclv epfirfvifou
yari^€i, ao<l>6k o iroWa etSoK (f>va' fiaOovre^ Be \dfipot
TrayyXtaaa-ia, KopuKC^ w?, aKpavra yapverov
/^o^ Trpo^ 6pvi')(a delou.
hr€')(€ vvv aicoTrot to^ov, aye ffvfjii, riva ^('iWofiev
ifc ^a\6aKd<; avre <}>p€vbs evKXea^ 61<ttov<; ievT€<; ;
7. Parr-e evetic, €<r0aXe, €vtl, iv roiaiv. Explain TratS'. Wlu) ? TLPa ... Upt€9 ; What is the answer to this question ?
8. Translate :
'Etti flap 0aip€L re /cai \d0a<; dreKfiapra p&f>o<i, Kal 7rap€\K€i irpayix rtop opOap oSop
€^Q) <f>p€P<OP,
Kal Tol yap aiBotaa^i i'^^opre^ trrrepti opifiav ipXoybf^
oir rev^ap S' dTrvpoi^ iepoU dXao<: ip aKpoiroXei. Keipot^ 6 fiep ^ap&dv hyayit>v
p€(f>€\ap ttqXvp va€ '^i/aop* avrd Si <x<f>i(rip ^irace ri'^pap
irdaap iiri'^^dopifap TXavKoirm^ dptaionopoi^ X^P^^ Kpa-
relp, cpya Bi ^cooiaip epiropreaal ff ofioia KeXevOot ^epop, TIP Se kXco^ ^aOv. SaipTi Be koi ao^ia fiei^wp aBoXo^
reXedei.
9. BaepTi . . . reXedet, W hat di fferent interpretations ? In whose honor was this ode composed ?
10. '* In Pindar the lyric movement culminates." Does thi& mean that lyric poetry among the Greeks died with Pindar ? Explain.
OR
Write a note on Pindar as an expounder of Greek ethics.
I
WinlMKvalts of Soronto*
ANNUAL EXAMINATIONS: 1901.
THIRD YEAR.
GREEK.
HONORS/
E^miner : G. J. Laing, Ph.D.
PLATO, REPUBLIC, I.-IV.
1. Tran.slate :
(a) Ti Be 8rf iv abrfj t§ iroXei ; v&^ aWi^XoL^ /juera- SdxTovariv &v &u eKaarot ipyd^tovrai ; &v Sr) ev€Ka Kal Koivtoviav Trotffad/ievov ttoXlp tpKiaafiev. A^Xoi/ S17, 1} S' ov, hri TTOoiKovme^ ical oavovfievoi, ^Ayopa hf) rffjLLv Kal vofiLGfxa ^vu^oXov ttj^ aWayrj^ ?P€/ca yetnjaerai ck tovtov. Udvv fihf oiv, *Ai/ oZv KOfxi- aa^ 0 yetofTfo^ eh Ttjv aryopdv ri &v irotel fj Tt9 aXXo? T&v 8rjpLiovpy&v /mt) ek rov abrov ')(p6vov rjKrj T0I9 Beofievoi^ Ta irap' ainov aWd^do'daL, apyrjaei rrj^ avTOv Brjfiiovpyiaf; KaOrffievo*; iv hyopd ; OvBa- fi6>9, 77 0 09, oKK euTiv OL TOVTO opoivre^ eavrov^ ctti T7)v Siaxoviav rdrrovai ravrrjv, ev fieu ral^ 6p0m otKovfi€vac<i irokeai a')(eh6v ri ol haOevearaToi tA awfjLara Kal d')(pe'ioL ti aXKo ioyov irpdrreiv, ainov yap iel fievopra^ avrov? irepi t^i/ hyopkv ra fiev dvT dpyvpiov dXKd^aa-Bat Tot9 ti Beo/Mcvoi^ aTToSo- aOai, Tot9 Be dvrl ah dpyvpiov ButWdTretv, oaoi tv BeovTai irpiaaOai, Avtt) apa, Tjv S' eyda, 17 XP^^ KairrjXcov ffulv yeveaiv eniroiel ti} TroXet. fj ov Kairrj- Xov9 KoXovp^ev Tov^ irpo^ oavriv re Kal irpaaiv BiaKo- vovirra^ iBpvjxevovs iu dyopa, tou9 8^ irT^avi^Ta^ iirl Ta9 TToXew ifiTTopov^ ; Udvv piv ovv. "Ext 817 Tiv€<;, (09 iy^p^ac, elal koI aX\o^ BidKovoi, ot &v tcl . fMev TTJ^ Buivoia^ p,)) iravv a^ioKOivdvrfTOi &aL, tt^v Bi Tov (7<Of6aT09 la"xyv lKavr)v iwl tou9 irovovs e^foo'iv
ravTffp fiurdbv KaXovvre^;, K€K\rfVTdi, (u? iywfjuii, fjLia6(i)Tor i} yap ; Ildvif fiev o5i/. TlXi^pcopLa St) TToXeo)? elaiv, w eoiKe, koi fiiadwroL Aoxel fioi,
II., 12.
(6) O Toivvv apTL eXeyov, ^Tjrrjrkov, rlve^ apiaroi <f>vXa/c€<; Tov irap avrol^ Boyfiarofi, tovto g)? 'Troitf- riov, h &p rfi iroXet heX SokSxti ^eXrcarov elvai avTov^ iroielv. rrfpTjriov St) ebOv^ ix iraiBtot/, irpoOe- /Mepoi^ Spy a, iv oU av Tt? to tolovtop fjuiXiaTa hnXavOavovro Koi ef aTraTcSro, Koi tov /mcv fivrffiova /cal Svcre^airdTrfTov iyKpt/reov, tov Se /jlt) a'TroKpiTeov, ^ yap ; Nat Kai irovov^ y€ aZ xal aXyffi6va<: koi aya>va<i avroU dcTiov, iv oU Taina Tuvra TTjprjTeov, *Op6w €<f>r). OvKovv, fjv S' iy<o, Ka\ jpiTov eiSow? toi5tow yoTfTeia^ afHiXXav iroiffTeov, xai OeaTiov, &aTrep tov^ TTciXou? errl tov? ylr6<f>ov^ t€ xal dopv- /3of9 ayovT€^ aKOTTOvaiv el <f>o0epoi, ovtq) veov^ SvTa^ eh BeifJLaT arra KOfxiaTeov ical el<; ^Soi/a? av ficTa- ^Xr)T€ov, fiaaavLfyvTa^ iroXv fmXXov rj 'ypvabv iv IT V ply ei SvoyoTJTevTo^ Kal eva')(^fjLa}v iv iraai <^i- verai, (f>vXa^ avTov &v ayaOo^ tcai fwvaiKtf^ tJv ip^v- 6av€V, €vpv6fjb6v T€ fcal €vdp/uLoaTov kavTov iv traai TovToi^ wapiytov, oIo9 Br/ &v i>v Kal eavTw xat iroXei '^pffo-ifKOTaTO^ ti'i;. Kal tov aei ev re iraiai Kal veavi- aicoL^ Kal iv avBpdac ^a^avt^o/juevov Kal aKriparov iKJ3aivovTa KaTaaTaTeov apyovTa ri}? TroXew? Ka\ (f>vXaKay Kal Tifm<; SoTeov Kal I^&vtc Kal TeXevTfjaavTi, Td^fxov T€ ' Kal T<ov oXXtov fMVfjfieimv fieyiaTa yipa XayydvovTa' tov Be firj tolovtov d'TTOKpi/riov, toulvit) Tt9, rjv B* iydy BoKel fjLoi, & FXamcDV, r/ iKXoyi) elvat Kal KaTdcTaais TOfV dpy^ovToov t€ Kai (fyvXdKCOVf (i? iv TVTTtp, fjLTf Bi aKpifieia^^ elprjadai, Kal ifwi, ^ S' 09, oUtq) irp (f>aiv€Tai,
III., 20.
(c) ToCto Toivvvy Tjv B' iy<o, <f)d0L fie totc BovXecdai Xiyeiv, el apa vvv efiade^, oti 6a a icTiv ola elvai TOV, avTa ixkif fiova ain&v fi6va>v i<TTL, t(ov Bi ttoi&v Tivcav iroia arra. Kal ov tl Xiy6), w, ouov &v J7» ToiavTa Kal eaTiv, (09 dpa Kal t&v vyieiv&v xai voatoB&v ff iTTiGTijfjLi] vyi€LV7j Kal voacoBi]^ Kal T&v KaKOJv Kal T&v dyaO&v KaKt) Kai ayaOij* clW inreiSij ovK avTov oinrep iTria-Trffir) iaT\v iyevcTO emaTiifiVt aXXd TTOiov Tii'6^, TOVTO B' Tfv vyieivov Ka\ voa&Be^t TToid Bi] Tf9 ^vvi^Tj Kal avTT) yeviaffaiy Kal ' tovto
atnifv erroirfce ^rfxert iirKrTijfiffv a7r\St^ Ka\el<T0ai, aXKa Tov irouov tivo^ irpoayepo/Mevov larpiKijv. ^Efia- 00V, 6<^, icai fioi SoKCi ovT(o^ €)(€iv. To Bk Sfj Slyjro^, ffp B* eyci, ov TOVTtov Oriaet^ ra>v Tti/09 etvai tovto Srrrep iarlv ; ecTi Sk Sifrrov Siyfro^ ; ''Eywye, ^ S' 09' TTtofiaTo^ ye. Ovkovv troiov fiev tlvo^ irdifiaro^ wo tov Tt Kal Siyfro^ ; Siyfro^ 8* oiv airro ovre iroXKov ovT€ 6\(rfov, ovT€ arjfa0ov ovt€ /caxov, ouS' ivl Tioytp TTOiov Tivo^^ aW' avTOV ird/juiTO^ fiovov airro hl^o^ wiifyv/cev ; Uavrdirao'L fiiv oiv, ToS St-^frwi/ro? ofHi 7f ^V)(T^, Ka0* oaov Bcypjj, ovk SXKo t* fiovXerai if irUlv, Kat TovTOv opeyerai xal iirl tovto opfia. ArjXov Sij,
IV., 14.
2. " The title borne by this dialogue — the Republic or Polity — hardly presents a clear idea either of its proclaimed purpose or of its total contents." Discuss.
3. State and account for Plato's views as to the place of imaginative literature in education.
4. What objections have been or might be made to Plato's idea of a state ?
5. What would be Plato's attitude towards the thesis of Hobbes that ** all society is for gain or for glory ; that is, not so much for love of our fellows as for love of ourselves " ?
6. Point out some of the ways in which Plato's theories of human life (ethical or political) reflect the point of view adopted in his general philosophy of Being and Becoming.
ZSnftiet0fti? ot STotonto
THIRD YEAR.
GREKK.
HONORS.
Eicaminer : Adam Caruuthers, M.A.
1, What, according to Aristotle, is (a) the supreme
good or end, (6) the supreme rule or standard, and (c)
the ultimate ground of obligation, in moral acts ? To
vrliat extent does he escape the charge of "relativity"
m his ethical system ?
2. Point out the nature and the significance of the difference between Aristotle and Plato in (a) tempera- ment and ancestry, (6) connection with Athenian civic life, (c) relation of extant works to the growth of their minds, (d) philosophic problem which chiefly attracted them.
3. Translate:
^aiv€Tai Se Kai ra ^rjTovfMCva ra wepl ttjv evSai- fboviap aTrauff uirdp^eiv to) Xey^dhm,. toI<s fihv yap aperrj, T0i9 Se <f>povrja't^, aWoLf; Se Go<f>ia ri^ elvat SoK€t' T0i9 a Tavra, fj tcvtcov tl fieO^ 17801/^9, fj ov/c av€v ijSoi^' erepoi hk fcai ttjv i/cTo^ everrjpiav avfjb- TrapaXafiffapovat, tovtodv Se, ra fiev woWol xal irdKaiol Xeyoi/o-t, ra he oXlyoi xal evSo^ot avBp€<;. ovSerepov^ Si tovtcov evXoyov Sut/juapTdveiv toU oXoi^, aXX' Iv ye rt ^ xai ret ifKelara Karopdovv.
(a) Give (in Greek) Aristotle's definition of evSai-
(b) What philosophers or schools held the various views set forth in this extract ?
(c) With what popular views does he (imme- diately before this) show his deiSriition to harmonize ?
(d) What is the attitude of Aristotle (as compiired with Plato) towards popular beliefs ?
4. Translate :
*Ef ov Kal ^rjXop on ovhe/jLia tS>v r}6iK(ov apcT&p (f>v<T€i fjfuv iyyivc'rat,' ovBev yap rtov <f>v<rei ovTtou aXXft)9 iOi^eraf olov 6 \i6o^ <j>v(T€i /carcw (f>€f>6fJL€vo^ ovK &v iOioBeir) av(o fpep^adai, ovS'&v fivptdtcif; efft^t) Ti^ avoy piTTTcov ovSe to irvp Kara)* ovB* aWo avScv Twv aXKto^ ire^vKOTftyv aXK(o^ &p idiadeirj. Out* apa <f>v<T€i ovT€ irapa ^vaiv iyylvovrai ai apeTttl* YKXh 7r€<f>vK6aL fiev rffilv Se^aadai aiJra?, TcKecov- fievois Se hta rov eOov^, ''Ert, oca fjAv q^vaei r)fjiZv Trapayiperai, ra? hwdfiei^ tovtcji/ trpoiepov ko/jli^o- fieda, varepov 6e ra^ ivepyeia^ anrohihofieir onrep eVl tiav al(Tfft]a€cop SffXov ov yap i/c rov iroWafcc^ ISeiv ff TToXKoLKi^ hKovaai Ta<i alaOrjaei^ iXdfio^iev, aW* dvairaXtVy e^ovre^ i)(^pr}a'dfi€0a, ov '^(priadfievoi eayofiev, ra^ Bi dp€Ta^ Xafi^dvofiev ivepyrjaavre^ rrporepov, &air€p Ka\ iirX rwv aWcov tc^p&v.
(a) ovSep ,,.i6l^€Tac, Is this universally true? Exuiain.
(6) Does the difference noted here by Aristotle between the genesis of the senses and the moral facul- ties really exist ? Explain.
5. Translate :
To Sf St* arfvouiv oi);^ eKovaiov p»€v airav itrriv atcovaiov ik to eiriXvirov Kal iv fierafieXeia 6 yap Si ayvoiav irpd^a^ or tow/, pLrfikv 8€ hvG')(epaiv(av eiri TJj irpd^ei, CKODV fiev ov ir€7rpa')(€p, o ye firj rjher ovS" ai aK(op, fir] Xvirovfiepo^ ye, rov Brj Sl aypouiP, 6 fM€P €P fjueraueXeia, aKoop So/cel' 6 8e fit} fierafieXo- fiepo^f inet erepo% Io-to) oi)^ e/ccoi/* iirel yap Sui^pei, ^iXrLop opofia e^etj' IBlop, ''Eire pop Se eoixe kcu to St' aypocap irpdrretp rov dypoovpra,
(a) Write a note on the construction of roif
(8^ St').
(b) Explain the distinction between St' ayvoiav and aypoovpra in the last sentence.
(o) Give Aristotle's classification of acts as found in this chapter.
6. (a) Tov pL€v yap ixovaiov xal iratBe^ xal ra aXKa ^Shi KOivwvei, irpoaipeaeco^ B* ov, Kal ra e^al^vrf^ iKOvaia fjt€v Xeyofiev, Kara TTpoaipeaiv S' ov.
(6) A^ KoX av8p€iOT€pov SoKcl €ipat TO iv ToU al<f>tfiSioi^ (f>6fioi^ atf>ofiov xal ardpa')(ov elvai fj iv tow vrpoSTjXoi^.
Translate and reconcile these statements.
7. Translate:
Aia<f>€p6vrayi Si ofxCK'fiaei Toi9 iv a^idofiaai Kal T0Z9 Tv^ovai, Kal fiaXKov fj fJTTov yvaypifjLOL^* ofioicu^ 5e Kal Kara Ta? aXXa? Bui<f>opa^, eKaaroi^ awovifiayv TO irpeirov, xai KaO* avro p,iv alpovfievo^ to awrjSv- vetv, Xvirelv Zi €v\ai3ovfJL€vo<:, tow Bi awo^aivovciv^ iav 17 fiei^oDt avveTrofievo^:* \iya> Bi toS icaXcS Kal T9> avfi<f)€povTr xal rjBovrj^ Bk ?v€Ka t^9 eiaavdu; fi€yd\r)^ fii/cpa Xvw'qaei,
(a) What character is Aristotle here describing ?
(b) Give Aristotle's terms for the virtues he enu- merates and for the various extremes.
S. Translate:
Ea 8' iarlv 17 evBaifiovla tear aperrfv ivepyeuz, €v\oyov Kara ry)v Kpa7laTr)v avTt) 8' &v etr) tov apiaTQV €?T€ 8^ 1/01)9 toOto, e?T€ olKKo ti, h Brj KaTa (f>vaiv SoKel apyeiv xal r/yelcBai, Kal ivvoiav €)(€iv 'trepl Ka\&v xai Oeicov^ 6tT6 Oelov ov Kal avTo, €tT6 tS>v iv rjfjuv TO dciOTaTov, jj tovtov hvipyeia Korii TTjv olKciav dperijv eltf &v rj TcXela €vBat/JL0via.
What is evBaifiovia found to be, and what reasons Are given to show that the conclusion is correct ?
i
&m)}tvuUs of ^Toronto.
ANKUAL EXAMINATIONS: 1901.
THIRD YEAR.
GRKEK AND LATIN.
TRANSLATION AT SIGHT. HONORS.
„ . (J. Henderson, M.A.
I
L
I.
Translate:
(a) £70) aoi i^ ap'xfj^ irdura ireLpdaofiai Sirjyijaaa'Bai. ael yap St) teat t^q irpoaOev rffiipaf; €uo0€i/jl€v <l)OiTav Koi €ya> fcat oi aXKoL iraph tov ^a>KpdTrf, avWeyo- fjL€Voi €(o0ev ek ro BiKaarijpiov, iv c^ xal 37 SlKt) iyepero' irKfjaiov yap fjv tov SeafKoiijpiov, irepie- fxkvofiev oil/ ixdaTOTe, la>9 avoi'xjdelr} to BeafKOT'qpiov, SiaTpi^ome^ fi€T dW'qXcjp' avet^ysTO yap ov Trpt^' eneiZti hi aPOL^jBeii], elayfiev iraph tov Sco^paTi/ Ka\ TCL iroXKa Sii^fiepevofiep p^T axnov. teat 8ff Kal t6t€ Trpo)iavT€pov aweXeyjjfjbep, t^ yap irpoTepaia [^fi€pa\ iireiSff i^ijXBofiep itc tov BeafjLtaTrjpiov etrrri' pa^, iirvBofieOa oti to ttXoiop itc ^rjkov d<f>tyfjLipop €irf. irafyrjyyeiXafiev oiv dXKr^Xoi,^ fJKeiv co9 irpoDial- rara eh to elcjffo^. xai rJKOfiep Kal '^/jup i^eXdoap o 0vp(op6^, oarrep emdei viraicoveLP, elnep 'irepifjiipeip Kal firi TrpoTepop irapiipat, 6a>9 &p airro^ KeXevat)' Xvovat ydp, l^, oi epSetca ^coKpdTf} xal napa/yyiX- Xovaip OTTO)? &p T^he Ttj ^fiipa TeXeirrTja-rj, ob iroXvp S* oZv 'xpovop itriaxoDP fjfcep xal ixiXevep ^fxa^ eiaiivat. eltreXBovTes oip tcaTeXafi^dpofiep top flip "So^KpdTT} apTi XeXvfJiipov, ttjp he BapdcTTTrrjp, yir/pd}- axei^ ydp^ S^ovadp re to TraiSiop avTov xat irapa- KaSfjfAivfjp. €09 oip elSep ^fia<s 17 Bapdiirirff^ dp€V<l>'q' fAffci T€ Kai ToiavT aTTa etirep, ola Btf euodaatp at yvpaiK€^, OTA*ft 2a>icpaT69, vctotop SjJ ae irpoaepovai
vuv ol eTTiTT^Seioi teal av rovrovs, koX 6 1t(OKpa,Tri<: fike^<i els TOP Kpircova^ *fi KoLTtop^ e^ri, oTrcLyerto Ttv airnjv olKoZe. koX i/ceivrjp fi^p airrffop ripe^ t&v Tov Kplrcopo^ po&adp re Kat /coirrofM€Pr)p' 6 Se 'Z(Ofcpdri]^ upaKa0i^6fJL€POfi €19 rijp tcKivqu avpifca.fM'^e re TO a-xiKo^ xai i^erpiyfre t§ ^e/pt, Kal rpi^onv apm^
*fl? arOTTOPn €<l>f)t & &pSp€^^ loiKC 71 elpOl TOVTO, h
KoKovcLP ol &p0p<O7rot iJSv' (B9 OavfjLaaLO)^ 7r€<f>uK€ irpo^i TO SoKovp ipainiop eipai, to Xmrrfpop^ to a/Lta fA€P avToa fir) ideXeiP waparfiypeadai Ttp hpffparrrq} ihp Si Tt9 SuoKT) TO €T€pop Kot \ap>0dpr), a")(eh6v ri upayKa^eGOai Xafifidpecp /cal to erepop, &(r7rep €*c /Lua9 fcopv(f>rj^ aupf]/jLfi€P(o Sv* opts.
(b) *0 Be ^rjfioaOeprj^, eirel ^vpeXeyrf avroi to <TTpd'
revfia h e&et e^ovra €? rffp XcfceKiav ^(yqBelp, apa^ €k
TTJ^ XiryiPT}<; xai irXevaa^ 7rpo9 ttjp TleXoTropprjcrov rw
T€ ^apixKel Kal laU rpiaKOpra pavat rSip 'AdrfvcUo^p
^vp^p.ia-yeif xal irapcCKja^opTe^ r&p *Apyeia)P cTrXira?
eirt Ta9 pafh hrXeop ^9 rifp AaKoyptKi^p, /cat irpSyrov
fi€P T% 'E7rtSau/>ov rt ti)9 Kip.-qpw; ihrjtoa-ap, eireira
<T')(OPre^ 69 T^ KaraPTtKpij KvOi^ptop rrj^ AoKmi/itcr}^,
€pda TO lepop TOV ^AiroXXcopos icri, Trj9 re 7^9 ecrip
& eh-Qoaaap icai eTei')(jL<Tap laOfiSiBe^ rt ^tapiov, Zva Sif
01 re EtXwTe? r&p AaxeSai p^PKH^p avroae avropM^
\S><Tt Kal a/jui Xfjaral ef aurov, &<rn'ep hK T179 IIiJXoi;,
dpirayrjp iroi&prac, Kal 6 p,ep ^rjfioa-Oeprj^^ ehdif^
erreiSrj ^vyKareka&e ro '^^oupicp, TraperrXei iirl rrj^
KepKvpa^^ 57r(»9 Kal r&p eKeWep ^vfi/JLd')(<op rrapa-
Xaj^oDP rop €9 rr}P ^LKeXiap ttXovp on rd')(jLara
'rroirjrar 6 Si X,apLK\rj^ rrepiueipa^, ^q)9 to ')(copLop
€^erei')(L<Te, Kat KaraKiircbp <f}v\aKf)u aurov, direKOp^i'
^ero Kal avro^ vcrrepop raU rfidKOPra pavaiv err*
oIkov Kal ol ^Apyeloi &p^,
II. (To be written in a separate book.)
Translate :
(a) Nee mulbo post ilia nubes descendere in terrasi operire maria. cinxerat Capreas et abseonderat ; Miseni quod procurrit, abstulerat. turn mater orare* hortari, iubere, quoquo modo fiigerem ; posse enini iuuenem : se et annis et corpore grauem bene morituram, si mihi caussa mortis non fuisset. ego contra, saluum me, nisi una, non futurum : dein manum eius amplexus, addere gradam cogo. pareb aegre, incusatque se, quod me moretur. iam cinis ; adhuc tamen rarus. respicio ; densa call go
tergis imminebat, quae nos, torrentia modo infusa terrae, sequebatur. Deflectamus, inquam, dum uideiDus, ne in uia strati comitantium turba in tenebris obteramur. uix consederamus, et nox, non qualis illunis aut nubila, sed qualis in locis clausis liiinine exstincto. audires ululatus femi- naniin, infantium quiritatas, clainores uirorum. &Iii parentes, alii liberos, alli coniuges uocibus requirebant, uocibus noscitababant hi suum casum, illi suorum niiserabantur. erant qui metu mortis mortem precarentur. multi ad decs manus tollere : plures, nusquam iam decs ullos, aeternam- que illam et nouiasimam noctem mundo iiiter- pretiibantur. nee defuerutit, qui lietis mentitisque terroribus uera periculo augerent. aderant, qui Miseni, illud ruisse, illud ardere, falso, sed creden- tibus, nuntiabant. paullum reluxit; quod non dies nobis, sed aduentantis ignis indicium uide- batur.
\") Tunc, ne leuis aura retectos auferret cineres, saxo compressit arenam : pautaque ne bustum religato fune moueret, inscripsit sacrum semiunto »tipite nomen : bic situs est Magnus, placet hoc, Fortuua, scpul- crum dicere Pompeii, quo condi maluit ilium qa&m terra caruisse socer ? temeraria dextra, car obicis Magno tumulum manesque uagantes iQcJudis? situs est qua terra extrema refuso pendet in oceano. Roman um nomen et omne vaiperium Magno est tumuli modus, obrue saxa crimine plena deum. si tota est Herculis Oete et lugct tota uacant Bromio Nyseia, quare ^uiuH in Aeypto Mamo lapis ? omnia Lagi J'^^ t^enere potest si nuUo cespite nomen "^^^int. erremus populi cinerumque tuorum, M-agoe, metu nullas Nili calcemus arenas. ^^^^ fci tam sacro dignaris nomine saxum, ^de actus tantos monimentaque maxima rcrum ; *^^® truces Lepidi motus Alpinaque bella ^JTnaque Sertori reuocato consule uicta
currus quos erit eques: commercia tuta ^ w ^^ pauidos Cilicas maris, adde subactam
^'"oariem gentesque uagas et quidquid in Euro ?S^oir\jm Boreaque iacet die semper ab armis ^i^oc^ repetisse togam : ter curribus actis ^^>tum patriae multos donasse triumphos.
ntiftiereft]? of Sovonto^
ANNUAL EXAMINATIONS : 1901.
FOURTH AND THIRD YEARS.
GREEK PRdSE,
HONORS.
Examine!': Maurice Button.
Translate idiomatically :
My uncle was a dignitied old gentleman, " well born, well dres.sed and moderately learned," easy- going (like Sophocle-s) ; you could see the modera- tion of his opinions peeping out through his black broadcloth. He had only two aversions : the higher education of women and Jaeger flannel \tpwv *\TnroKparLic6v\. About the latter he did not mince his words : " My youth," he said to me one day (according to the poet of these latter days, the poet of drawing rooms and of ladies' schools), " my youth," he said, " was blasted with a curse ; this flannel was the cause."
" By George, uncle," I said " you don't mean it."
" Four times a month," he said, " or more, I used to put it on afresh, full filled with prickly heat, than gadfly more pestiferous, more torturing than Nessus-shirt, — unless indeed the Lernaean hydra was after all an allegory for the first weaver of Milesian wool — , My Apaturia, which should be sad to every youth (for youth means ignorance and bliss), was gay to me, as an escape from psoriasis ; I bade the flannel then a long farewell ; may it have gone to glory."
On the other theme he jested with perhaps some .solecisms beyond his wont, for he was not generally without good taste. " There you are,'*
[over]
he cried one day, " Brummagem ware and 'ware the touch-stone there ; it will not bear it ; a cry to catch the age, Sir, nothing more. If these young ladies think so much of Greek, let them mark Aristotle, his words : " let women go to cooking school " ; let them offer Domestic Science (SovXucif iirieTTj/iirj) instead of Greek and serve Corinthian tables, not Athenian forms, and preserve their charms with Corinthian spices, not with Attic salt ; marry (but they wont), let them make pastry, too, and -cake, and leave our young men there- after, if it so turn out, to see visions and our old men to dream dreams ; if not, let them at least petition this Labour-ridden Grovemment of ours to remove the ridiculous import tax on Chinamen, and let them help us to import the unfortunate Chinese; they at least will profit by serving the white man for hire, instead of serving him gratis, as they are doing now, and giving him their land, their princes' heads, their liberty and lives, without so much as " by your leave." "And now," concluded my uncle, "as they are not imported yet and the maid is off to lecture, come and dine on the cold mutton : for these the least of all Thy mercies: dont take more than you want, and let us have no Boeotian hog- gishness to-day."
eitiftiersUff of Soronio^
ANNUAL EXAMINATIONS : 1901.
THIRD YEAR.
GRAMMAR AND PHILOLOGY-
HONORS.
Examirier : A. J. Bell, M.A., Ph.d.
1. Classify the Greek dialects, noticing the main points of difference between them. Indicate the place of Latin among the Italic dialects, and notice the main points wherein it differs from its sister dialects. Give any reasons for or against the view that Latin is derived from Greek.
2. Classify the mutes and show by examples how the velar mutes are represented in Greek. Sketch the history of the letters y, x^ 9 *^d 9'
3. Give the cognates in Greek and Latin respec- tively of adgio, humeniSy quinque, generis, vidi, ^\to<, /i€<ro9, SatSexa, 0€pfjb6^ and pi<o, accounting for variations in form.
4. Give reasons for irregularities in the conjugation of exi», ISXtia-iaa, Xelirm, tango and fero, and in the declension of Zev^ and vS<op.
5. Account for the recessive accent of the Greek verb and for the accentuation of elfii and <fyrjfii State the rule for accent in classical Latin, comparing it with that for accent in Greek. Comment on the accentua- tion of ve&v OTTO, <f>i\ot (fKurivy ^EXevawdBe, and on the contraction in aiLceps and praebeo.
A
6. Compare the eDdings of Ul^ genitive singnlar and plural and of the accusative singular and plural in Greek and Latin. Qompo^re the sQ-caUed primary and secondary personal endings of the Greet verb, and describe the formation of the passive voice in Greek and Latin. Show how the Greek superlative ending -raro^ and the Latin -iasi/mv^ are derived.
7. Compare in Greek and Latin the use of cases to denote place, timfi and rv^eana ; and show how the use of the accusative absolute diffbrs from that of the genitive absolute.
8. Compare the Greek with the Latin subjunctive with regard to the use of tenses in each.
9. Compare the forms in Greek and Latia of object clauses after verbs meaning to fea/r and to hinder used affirmatively and negatively, illustrating by examples.
10. Compare Greek with Latin usage in negative prohibitions and in thd usd of (ibe double n^g^tive.
11. Explain clearly the syntax and use of the words underlined in the following :
(a) 'BerXSi/ yhp inrh "jf^apfidronv trrjfia Ovdateei,
(b) Kal apTi eXeyov firjSiva iOihfiw eKOvra apx^Uf.
(d) Savovrmv fih ivdi^ ainUa awiKfi^^voi if^ph^
(e) T0 Be iTfpl rov9 fir/&ya^ ical r^ rfXeiora Mire-
\v6fl inro ^viJ^pSiv, wplv S^ ot hffvivaiov Tore Toy ifYma hrqlrjagp,
(/) *'Akov<top Kal ifJMVy idv col rairrii Soicp.
(g) *A\V Su iwiureU ish $€ov iripnad* SSe Kpio^v TO irpicraew m^L to /3ov\ev€iVf
(h) El yap oJrroi 6p0w ^irearriaav, hfieh dv ov yptmv ipxotre.
(i) Kai ToVTot^ TTpovXeyop Sri av diroKplvaa-ffai fi€P obfc iBeXija-OL^, elptopevcQio Si Kal iropra fiaWop 7roii]<Toi^ fj inroKpiPolo, el r/9 tI ere iptorS,
(j) ''EKeyop ob KaXck rt)p ^EXkaba ikeuOepow avTOP el avSpa<i SU<f>d€ip€P ovre x^lpa^
apTcupofiepov^ ovre iroXefilov^,
{k) Turno tempus erit, magno cum optaverit emptura. Intactum Pallanta.
(l) Est tibi mater, cognati, quis te salvo est opus.
(ni) Immo vero indignum iam facinus faxo ex me andies
(n) Nam aetate et forma haut dissimili in domi- num erat.
(o) Nam illud quidem adduci vix possim ut ea quae senserit ille tibi non vera videantur.
(p) Blaesus multa dicendi arte non per seditionem
et turbas desideria militum ad Caesarem ferenda ait.
(q) Occidit, occideritque sinas cum nomine Troia.
(r) Omnia tunc quis invideas, si lividulus sis.
{b) Velis tantummodo, quae tua virtus, expug- nabis.
(t) Hoc te monitum, nisi ipse non vis, voluerim.
12. Translate into Latin and Greek :
(1) I cannot help punishing him.
(2) If you wish to return, wait till I come.
(3) I may not be idle.
(4) He is a fit and proper person to govern the
state.
9niiiet0itff pt ^rpronto.
ANNUAL SXAMINATIONS : 190L
THIRD YBAB.
GRKEK AND ROMAN HISTOHY.
HONORS.
t.xniame)8.^j C. Eobbbtson. B.A.
Non.— Candidates are to write Parts I and 11 in separate books.
I.
(Write on four questions only, which must include five.t
1. Discuss the view that Mitylene revolted not because she had suffered any real hardship, nor because the Imperial idea was an unworthy one, but simply becHOse it violated a fundamental political instinct of the Greek.
2. Explain the statement " Before Socrates there was DO morality in Greece."
Enumerate, in the order of their emergence, the chief problems which had engaged the attention of the Pre-Socratic philosophers.
3. Give an account of ' Heraclitus' philosophy, deal- ing with the following points : The errors of sense ; the origin of things ; the upward and downward way ; the harmony of opposites ; the dry soul ; his import- ance in the development of philosophy.
4. Show clearly what advance was made (a) by
philosophy upon cosmogony ; (6) by Greek science
upon the science of Egypt and Asia ; (c) by Anaxi-
nienes upon Anaximander ; (d) by Anaxagoras upon
all the other Pre-Socratic thinkers.
[OVKRJ
5. Write a paper on Socrates and the Sophists under the following heads :
(a) Grote's theory of Plato's antagonism to the Sophists.
(6) The atmosphere in which the Sophists and Socrates worked.
(c) The Sophifits and Socrates compared and con- trasted (!) as teachers ; (ii) as philosophers.
(d) Socrates' condemnation, (i) Was it entirely unreasonable from the Athenian point of view ? (ii) Should he have been less uncompromising in his defence ?
II.
(N.B. — Write on four questions only.)
1. Describe the period of Scipio Aemilianus and his political attitude.
2. Explain the nature and effect of the following laws: — The Villian, the Licinio-Mucian, the Cincian, the Calpurnian.
3. Describe the character of the new aristocracy and the basis of its power.
4. What causes contributed to the transformation of the new aristocracy into an oligarchy ?
5. Gains Gracchus — " a political incendiary " : Dis- cuss this statement.
6. " The Plebeians were right : to free Italy from Hannibal they had to go to school to him, to attempt a bold stroke as he had done." Explain and comment on this statement.
7. " Latifundia perdidere Italiam." Explain their origin and discuss the truth of the remark.
anftittslts ot IToronto.
'ANNUAL EXAMINATIONS : 1901.
THIRD AND FOURTit TEARS.
LATIN,
^««W..{il---.^A._^
I.
Translate:
(a) * Nascere, praeqne diem veniens age, Lucifer,
almum, Coniugis indigno Njsae deceptus amore Dnm queror, et divos, quam'quam nil testibua illis Profeci, extrema moriens tamen adloqnar hora. Incipe Maenalios mecum, mea tibia, versus. Maenalns argutumque nemus pinosque loquentes Semper habet ; semper pastorum ille audit amores Panaque, qui primus calamos non passus inertes.
(b) Sat fatis Venerique datum, tetigere quod arva Fertilis Ausoniae Troes. Sunt et mea contra Fata mihi, ferro sceleratam exscindere gentem, Coniuge praerepta : nee solos tangit Atridas Iste dolor, solisque licet capere arma JUyceiiis, " Sed periisse semel satis est : " peccare fuidset Ante satis, penitus modo non gentls omne perosos Femineum. Quibus haec medii fiducia valli Fossarumque morae, leti discrimina parva, Dant animos. At non viderunt moenia Troiae Neptuni fabricata manu considere in ignes ?
(c) Ph. Si uis mi uxorem dare, quam despondisti, ducam ; sin est ut uelis manere illam apud le, dos hie man'taty Demipho. Nam non est aequom me propter uos decipi.
I
quom ego uostri honoris causa repudium altsrae remiserim, quae dotis tantundem dabat. . De. In in malam rem hinc cum istac magnificentia, fugitiue ? etiam nunc credis te ignorarier aut tua facta adeo ? Ph. Inritor. De. Tune
banc duceres, sitibidaretur? Ph. Facpericlum. De. Utfilius cum ilia habitet apud te, hoc uostrum consilium fuit. Ph. QvLoeao quid narras ? De. Quin tu mi argen-
tum cedo. Ph. Immo uero uxorem tu cedo. De. In ius
ambula. Ph. EDim uero si porro esse odiosi pergitis... Dfi. Quid facies ? Ph. Egone ? Yos me indotatis modo patrocinari fortasse arbitramini : etiam dotatis soleo. r
{d) Est igitur haec, indices, non scripta, sednata lex, quam non didicimus, accepimus, legimus^ verum ex natura ipsa adripuimus, hausimus, expressimus, ad quam non docti, sed facti, non instituti, sed imbuti sumus, ut, si vita nostra in aliquas insidias, si in vim et in tela aut latronum aut inimiconim incidisset, omnis honesta ratio esset expediendae salutis. silent enim leges inter arma nee se exspectari iubent, cum ei, qui exspectare velit, ante iniusta poena luenda sit quam iusta repetenda. etsi persapienter et quodam modo tacite dat ipsa lex potestatem defendendi, quae non hominem occidi, sed esse cum telo hominis occidendi causa vetat, ut, cum causa, non telum quaereretur, qui sui defendendi causa telo esset usus, non hominis occidendi causa habuisse telum iudicaretur.
1. Write notes on italicised words.
2. Define Virgil's position in the history of pastoral poetry.
3. In what sense is the JEneid called " the epic of the Roman empire ? "
4. Sketch briefly the history of Roman comedy.
5. State briefly and account for the leading charac- teristics of Roman oratory.
II.
Translate at sight :
HOW SERVILIUS KILLED MAELIUS BECAUSE HE
AIMED AT BEING KING.
Postero die cum in forum dictator descendisset et Maeliani atque ipse dux eorum in se intentam vim cemerent, qui tumultus, quod bellum repens dictatoriam maiestatem quaesisset, rogitarent, missus ab dictatore Servilius magister equitum ad Maelium ' Yocat te ' inquit ' dictator.' cum pavidus iUe» quid vellet, quaereret Serviliusque causam dicendam esse proponeret, tunc Maelius recipere se in catervam suorum et orare, ut opem sibi ultimo in discrimine f errent, neve ante oculos suos truci - dari sinerent. haec eum vociferantem assecutus Servilius obtruncat respersusque cruore obtruncati, stipatus caterva patriciorum iuvenum, dictatori renuntiat vocatum ad eum Maelium repulso apparitore concitantem multitudinem poenam meritam habere, tum dictator 'Macte virtute' inquit, ' C. Servili, esto ob liberatam rem publicam.'
III.
Translate into Latin :
The Romans fought like lions ; but the cavalry of Pyrrhus and his elephants, the formidable aspect of which terrified the Romans, decided the day : the Romans took to flight, and perhaps not one of them would have escaped, had not a wounded elephant in his fury turned against his own men and stopped their pursuit. Pj'rrhus took the enemy's camp without resistance : he had indeed gained a complete victory. On the following day he visited the field of battle, and seeing the bodies of the Romans, all of whom had fallen with their faces towards the enemy, he exclaimed, " With such soldiers the world were mine ; and it would belong to the Romans, if I were their commander."
anfliev0fts ot Soronto«
SUPPLEMENTAL EXAMINATION, MAY, 190L
THIRD YEAR.
LATIN.
I.
Translate :
(cl) Non quia, Maecenas, LycUn'um quicquid Etruscos incoluit fines, nemo generosior est te, nee quod avus tibi matemus fuit atque patemus dim qui magnis legionibus imperitarent, ut plerique solent, naso suspendis adunco ignotos aut, ut me, libertino patre natos. cum referre negas, quali sit quisque parente natus, dum ingenuus, persuades hoc tibi vere, ante potestatem Tulli atque ignobile regnum multos saepe viros nullis majoribus ortos et vixisse probos, amplis et honoribus auctos.
(6) " Nil ergo optabunt homines ? " Si consilium vis, Permittes ipsis expendere numinibus, quid Conveniat nobis, rebusque sit utile nostris. Nam pro jucundis aptissima auaeque dabunt DL Carior est illis homo, quam sibi. Ut tamen et poscas aliquid, voveasque sacellis Exta, et ccmdiduli divina tomaculi porci — Orandum est, ut sit mens sana in corpore sano.
(c) deinde animi ingratam uaturam pascere semper atque explere bonis rebus satiareque numquam, quod faciunt nobis annorum tempora, circum cum redeunt fetusque ferunt vanosque lepores, nee tamen explemur vitai fructibus umquam, hoc, ut opinor, id est, aevo florente puellas quod memorant laticem pertusum congerere in vas, quod tamen expleri nulla ratione potestur.
(d) quin ipsae stupuere domus atqne intima Leti Tartara caeruleosque inplexae crinibns angues Eumenides, tenuitque inhians tria Cerberus ora atque Ixionii vento rota constitit orbis. iamque pedem referens casus evaserat omnes redditaque Eurydice superas veniebat ad auras pone sequens, — namque banc dederat Proserpina
legem — cum subitae incautuin dementia cepit amantem, ignoscenda quidem, scirent si ignoscere Manes.
(e) Ducemque terruit dira quies : nam Quintilium Varum sanguine oblitum et paludibus emei*sum cernere et audire visus est velut vocantem, non tamen obsecutus et ipanum intendentis reppulisse. coepta luce missae in latera legiones, metu an contumacia, locum deseruere, capto propere campo umentia ultra, neque tamen Arminiiis quam- quam libero incursu statim prorupit: sed ut haesere caeno fossisque impedimenta, turbati cir- cum milites, incertus signorum ordo, utque tali in tempore sibi quisque properus et lentae adversum imperia aures, inrumpere Germanos iubet, clami- tans, 'en Varus eodemque iterum fato vinctae legiones ! '
II.
1. Write short notes on italicised words.
2. What is the meaning of satira ? Explain SaiiiHi quidera iota nostra est.
3. What is the object of the De Reruvi Natura ?
4. Estimate Virgil's position in the history of didactic poetry.
5. What influences tended to form the style of Tacitus ?
III. Translate at sight :
Dionysius shows his Flatterer Damocles what a Tyrant's Happiness is worth.
Aderant unguenta, coronae : incendebantur odores : mensae conquisitissimis epulis exstrue- bantur. Fortunatus sibi Damocles videbatur. In hoc medio apparatu f ulgentem gladium e lacunari
saeta equina aptum demitti jussit, ut impenderet illias beat! cervicibua Itaque nee pulcros illos ministratores aspiciebat nee plenum artis argentam nee manum porrigebat in mensam, jam ipsae defluebant coronae : denique exoravit tyrannum, at abire liceret, quod jam noUet beatus esse.
Cicero.
IV.
Translate into Latin :
The accusation was then directed against the other generals. Two of them made their escape. Theramenes and Thrasybulus were acquitted, and the remainder were brought to trial and con- demned. On that occasion Socrates, who was then a member of the council, was bold enough to speak against so severe a judgment, and exerted himself to save the unfortunate men, but in vain. In order to obtain their acquittal, it was prd^osed ^ to judge them one by one ; but the votes were taken upon them in a body, and all were sentenced to death. It was on that occasion that Diomedon, when he was led away into prison to drink the poison, said to the people, '' We pardon you : may that whicb you have aone to us not turn out to your own misfortune."
BltfflifV0fts ot Sovomo.
I
ANNUAL EXAMINATIONS : 1901.
THIRD YEAR.
LATIN,
ROMAN SATIRE.
Eocaminer .' 6. W. Johnston, Ph.D.
1. TraiLslate:
Simplicior quia et est, qualem me saepe libenter obtmerim tibi, Maecenas, ut forte legentem ant taciturn impellat qnovis sermone ; ' Molestus ; communi sensu plane caret/ inquimus. Eheu, qnam temere in nosmet legem sancimus iniquam ! Nam vitiis nemo ^ine nascitur; optimus ille est qui minimis nrgetur. Amicus dulcis, ut aequum est, cum mea compenset vitiis bona.
What is the context of this excerpt ? Explain qualem,,. tibi, communi sensu, and account for the mood and tense of ohtulerim,
2. Translate :
Quid oportet nos facere, a volgo longe longeque remotos ? Namque esto, populus Laevino mallet honorem quam Decio mandare novo, censorque moveret Appius, ingenuo si non essem patre natus : vel merito, quoniam in propria non pelle quiessem.
Sed fnlgente trahit constrictos gloria curru non minus ignotos generosis. Quo tibi, Tilli, sumere depositum clavum fierique tribuno ?
Account for the syntax of esto, maUet, quiessem, quo, tibi. Explain to whom or what the reference is in l^08, Dedo, Appius, sumere... clavum.
3. Tranalate :
Cum te servitio longo curaque levarit, et cerium vigilans, quartae sit partis Vlixes audieris heres : ' Ergo nunc Dama sodalis nusquam est ? Vnde mihi tarn fortem tamque
fidelera ?' sparge subinde, et, si paulum potes, illacrimare : est gaudia prodentem voltuxa celare. Sepulchrum permissum arbitrio sine sordibus exstrue ; funas egregie factum laudet vicinia. Si quis sorte coheredum senior male tussiet, huic tu die, ex parte tua seu fundi sive doraus sit emptor, gaudentem nummo te addicere. — Sed me imperiosa trahit Proserpina : vive valeque !
Explain the use of eat Remark on the poet's manner of concluding the satire. Compare this satire with others of Horace in respect of the subject and method of treatment.
4. Translate:
Audaci quicumque afflate Cratino Iratum Eupolidem praegrandi cum sene palles, Aspice et haec, si forte aliquid decoctius audis. Inde vaporata lector mihi ierveat aure : Non hie, qui in crepidas Oraiorum ludere gestit Sordidus, et lusco qui possit dicere liisce, Sese aliquem credens, Italo quod honore supinus Fregerit heminas Arreti aedilis iniquas.
What do you regard as the real significance of this passage ?
5. Translate :
Agnitus accipies ; iubet a praecone vocari ipsos Troiugenas ; nam vexant limen et ipsi nobiscum. ** Da praetori, da delude tribuno." Sed libertinus prior est. " Prior," inquit, " ego adsum : cur timeam, dubitemve locum defendere, quamvis natus ad Euphraten, n^oUes quod in aure leDestrae arguerint, licet ipse negem ? sed quinque tabernae quadringenta parant. Quid confert purpura maior optandum, si Laurenti custodit in agro conductas Corvinus oves, ego possideo plus Pallante et Licinis ? "
Remark on the significance of the use of Troiiugenaa, nobiscum, qiiadringenta ; on the mood of timeam; and explain Quid confert pu/i'pura..,LiGini8*
6. Translate:
omnia novit Graeculus esuriens ; in caelum, iusseris, ibit. In summa, non Maurus erat neque Sarmata nee Thrax, qui sumpsit pinnas, mediis sed natus Athenis. Horum ego non f ugiam conchylia ? me prior ille signabit ? fultusque toro meliore recumbet advectus Romam, quo pruna et cottana vento ?
Account for mood and tense of ivsseris. Ex- plain the lines In summa,., Athenis, noticing two characteristics of Juvenal.
7. Translate :
Exitus ergo quis est ? O gloria ! vincitur idem
nempe et in exsilium praeceps fugit, atque ibi magnus
mirandusque cliens sedet ad praetoria regis,
donee Bithyno libeat vigilare tyranno.
Finem animae, quae res humanas miscuit olim,
non gladii, non saxa dabunt, nee tela ; sed ille
Cannarum vindex et tanti sanguinis ultor,
anulus. I, demens, et saevas curre per Alpes,
ut pueris placeas et declamatio fias !
Give your estimate of the tenth satire of Juvenal as satire.
*Write on only two of the three last questions.
*8. •* JuvenaFs strength lies in his prejudices. He is not a moralist but a- Roman moraJist." Criticise and explain with references.
*9. " Together the description " (i.e. that given by Persius) " of Lucilius and Horace make up the idecil satire." Give the description and compare the two poets mentioned.
*10. With what department or departments of Greek literature does Roman satire seem most nearly related ? Explain ; refer to passages in the satires which you have read.
L
anfuersftff of Sorotito^
ANNUAL EXAMINATIONS: 1901.
THIRD YEAR.
LATIN.
HONORS.
Examiners :[^ i' ^=^^' ^^'^'A^TfT^
\J. Fletcher, M.A., LL.D.
I.
PLAUTUS AND TERENCE.
1. Translate:
(a) Tr. Pol is quidem huius est cluens !
Tarn hoc quidem tibi in procliui quam imber est quando pluit. He. Fac is homo ut redimatur. Ty. Faciam. sed te id oro, Hegio —
He. Quiduis, dum ab re nequid ores, faciam. Tt. Ausculta, tum scies.
Ego me amitti donicum ille hue redierit non
postulo : Veram, te quaeso, aestumatum hunc mihi des
quern mittam ad patrem, Yt is homo redimatur illi. He. Immo alium potius misero
Hinc, ubi erunt indutiae, illuc, tuom qui eon-
veniat patrem, Qui tua quae tu iusseris mandata ita ut uelis perferat.
(6) Ar. Certumnest tibi istuc ?
Non moriri certius. Abdueite istum actutum ad Hippolytum fa-
brum, labete huic crassas compedes inpingier :
Inde extra portatn ad meum libertum Cordalum In lapicidinas facite deductus siet. Atque bunc me uelle dicite ita curarier, Ne qui deterius huic sit quam quoi pessnmest. Tt. Quor ego te inuito me esse saluom poatulem ? Periclura vitae meae tiio stat perieulo. Post mortem in morte nil est quod metuam mali.
Plautus, Captivi.
2. Derive cluens, auaculta, (hrMum, periclurti, and write notes on the form of ted, nioriri, vinpingier, aietj and on the meaning of in proclivi, ab re^ tuo stat perieulo.
3. Explain the syntax of donicxjum redierit, quern, mittam, iubete, impingier, faciet dedtictus siet, ne qui ... sit, jand the tense of misero.
4. Translate:
(a) Nee tu ea causa minueris
Haec quae facis, ne is mutet suam sententiam. Patri die uelle, ut, quom uelit, tibi iure irasci non
queat. Nam quod tu speres *' propulsabo facile uxorem his
moribus, Dabit nemo'; inueniet inopem potius, quam te
corrumpi sinat. . Sed si te aequo animo ferre accipiet, neclegentem
f eceris ; Alia otiosus quaeret, interea aliquid accident boni.
(6) Pa. Me miserum.
Si. Hem, modone id demum sensti, Pamphile ? Olim istuc, olim, quom ita animum induxti
tuom, Quod cuperes aliquo pacto efficiundum tibi, Eodem die istuc verbum vere in te accidit. Sed quid ego ? Quor me excrucio ? Quor me
macero ? Quor meam senectutem huius sollicito amentia? An ut pro huius peccatis ego supplicium suf-
feram ? Immo habeat, ualeat, uiuat cum ilia. Pa. Mi pater !
T£REKCE, Andria.
5. Write notes on the meaning of nee, quod, denium^ olim, and on the form of seTisti and mi. Explain the syntax of die velle, quod euperes and ut sufferam.
6. " Nam quod isti dicunt malevoli, homines nobiles Eum adiutare adsidueque una scribere/'
Explain what is meant and discuss its probability. Compare the plays of Terence with those of Plautus with regard to their diction, dramatic structure and delineation of character.
II.
(Write in a separate book. ) VIRGIL. ^NEID.
Translate :
(a)*'Accipite ergo animis atque haec mea figite dicta. Quandoquidem Ausonios coniungi foedere Teucris Haud licitura, nee vestra capit discordia tinem : Quae cuique est fortuna hodie, quam quisque secat
spem, Tros Rutulusne f uat, nuUo discrimine habebo ; Seu fatis Italum castra obsidione tenentur, Sive errore malo Troiae monitisque sinistris. Nee Rutulos .solvo. Sua cuique exorsa laborem Fortanamque ferent. Rex luppiter omnibus idem. Fata viam invenient." Stygii per flumina fratris, Per pice torrentes atraque voragine ripas Adnuit, et totum nuta tremefecit Olympum.
(6) ** Nulla salus bello." Capiti cane talia demens Dardanio, rebusque tuis. Proinde omnia magno Ne cessa turbare metu, atque extollere vires Gentis bis victae, contra premere arma Latini, Nunc et Mymiidonum, proceres Phrygia arma
tremiscunt, Nunc et Tydidea, et Larissaeus Achilles; Amnis et Hadi'ificas retro fugit Aufidns undas. Vel quum se pavidum contra mea iurgia fingit Artiticis scelus, et formidine crimen acerbat ; Nunquam animam talem dextra hac — absiste mo-
veri — Amittes; habitet tecum, et sit pectore in isto.
(c) " lUud te, nulla fati quod lege tenetur, Pro Latio obtestor, pro maiestate tuorum : Cum iam conubiis pacem felicibus, esto, Conponent, cum iam leges et foedera iungent, Ne vetus indigenas nomen mutare Latinos, Neu Troas fieri iubeas Teucrosque vocari,
[OVKE.]
Aut vocem mutare viros, aut vertere vestem. Sit Latium, sint Alba^ii per saecula reges, Sit Romana potens Itala virtuie propago ; Occidit, occideritque sinas cum nomine Troia."
1. Write notes on italicised words.
2. Name the speakers in the three extracts respec- tively.
3. Scan the 8th line of (o) and explain the rhythm.
4. State briefly the Roman legend of the connection of ^neas with Italy.
III.
(Additional for candidates who omit I.)
Translate :
(a) '* Stat sua cuique dies ; breve et inreparabile tempus Omnibus est vitae : sed famam extendere factis, Hoc virtutis opus.
(6) Nescia mens hominum fati sortisque futurae, Et servare modum, rebus sublata secundis ! Tumo tempus erit, magno cum optaverit emptum Intactum Pallanta, et cum spolia ista diemque Oderit.
(c) " Et nunc ille quidem spe multum captus inani Fors et vota facit, cumulatque altaria donis ; Nos iuvenem exanimum, et nil iam caelestibus ullis Debentem vano maesti coraitamur honore.
{d) Cuius olorinae surgunt de vertice pennae^
Crimen amor vestrum, formaeque insigne paternae.
(e) Devictam Asiam subsedit adulter.
1. Explain the meaning of (b).
2. Quote or refer to a parallel to (c) in English poetry.
3. Explain Cfialybean sted, Satv/mian, Blind Maeonidea^ Pactolian saoids, myt^midona.
4. Write a short note on the simile in VirgiL
atiftiersfts ot ^Toronto.
ANNUAL EXAMINATIONS : 1901.
THIRD YEAR.
LATIN.
HONORS.
Exami7iers • I "^^ FLETCHER, M.A., LL.D, I!.xam%7ier8 . j j ^ Robertson, B.A.
I.
Translate :
(a) Igitur Romanus qui aderat ezercitus sextum post cladis annuTn tnum legionum ossa, nullo noscente alienas reliquias an suorum humo tegeret, omnes ut coniunctos, ut consanguineos, aucta in hostem ira, maesti simul et infensi condebant. primum eoctmendo tumulo caespitem Caesaj: posuit, g^^atissimo munere in def unctos et praes- entibus doloris sociua quod Tiberio baud proba- tum, seu cuncta Germanici in deterius trahenti, sive exercitum imagine caesorum insepultorumque tardatum ad proelia et formidolosiorem fiostiuTn, credebat ; neque imperatorem auguratu et vetuatis- simis caeHvwniis praeditum adtrectare feralia debuisse.
(6) Tiberius tamen, quasi augeretur potestas eius, disseruit : grave moderationi suae tot eligere, tot . differre. vix per singulos annos oifensiones vitari, quamvis repulsam propinqua spes soletur : quan- tum odii fore ab iis qui ultra quinquennium proieiantur. unde prospici po.sse quae cuique tarn longo temporis spatio mens, domus, fortuna ? snperbire homines etiam annua denignatione : quid si, honorem per quinquennium agitent ? quinquiplicari prorsus magistratus, subverti leges,
quae sua spatia excercendae candidatorum indus- triae quaerendisque aut potiundis honoribus sta- tuerint.
(c) Crispum equestri ortum loco C. Sallustius* rerum Romanarum florentissimus auctor, sororis nepotem in nomen adscivit. atque ille, quam- quam prompto ad capessendos honores aditn, Maecenatem aemulatus sine dignitaie senatoria multos triumphalium consulariumque potentia anteiit, diversus a veterum instituto per cultum et munditias copiaque et afluentia luxu propior. suberat tamen vigor animi ingentibus negotiis par, eo acrior, quo somnum et inertiam magis ostentabat. igitur incolumi Maecenate proximus, mox praecipuus cui secreta imperatomm inniter- entur et interficiendi Postumi Agrippae conscius, aetate provecta speciem magis in amicitia prin- cipis quam vim tenuit. idque et Maecenati accid- erat, lato potentiae raro sempiternae, an satias capit aut illos, cum omnia tribuerunt, aut hos, cum iam nihil reliquum est quod cupiant.
Tacitus.
1. Comment, without translating, on :
(a) Nero solus e privignis erat, illuc cuncta vergere : filius, coUega imperii, adsumitur.
(b) Sed Pompeium imagine pacis, sed Lepidum specie amicitiae deceptos.
(o) Nam legem maiestatis reduxerat, cui nomen apud veteres idem, sed alia in indicium veniebant,
(d) Nee patrum cognitionibus satiatus iudiciis adsidebat.
(e) Plerumque eos tantum apud se professos dis- seruit, quorum nomina consulibus edidisset.
(/) Proavum Pompeium, amitam Scriboniam, quae
Juondam Augusti coniunx fuerat, consobrinos iaesares, plenam imaginibus domum ostentat (Libo). (g) Tunc decreto patrum permissae' Germanico provinciae quae mari dividuntur, maiusque im- perium, quoquo adisset, quam iis qui sorte aut missu principis obtinerent.
(h) Centiens sestertium pollicitus Caesar, et quan- tum aerario aut fisco pendebant, in quinquennium remisit.
({) Commaffenis Q. Servaeus praeponitur, turn primum ad ius praetoris translatis.
(j) Id solum QermaDico super leges praestiterimus, quod in curia potius quam in foro, apud senatum quam iudices de morte eius anquiritur.
(k) At hercule nemo refert, quod Italia exterhae opis indiget, quod vita populi Romani per incerta maris et tempestatum cotidie volvitur.
Ibid,
2. Remark on the grammatical use of words italic- ised in the first extract for translation.
3. What, according to Tacitus, were the views of Tiberius, (a) on indiscriminate charity, (&) on sump- tuary legislation ?
4. How far is the government of the Principate correctly described as a dyarchy ?
5. How far could the Emperor influence the ordinary courts of law ?
II. (Write in a separate book.)
1. Translate:
Quae cum dixissem, magis ut ilium provocarem quam ut ipse loquerer, tum Triarius leniter ar- ridens, Tu quidem, inquit, totum £picurum paene e philosophorum choro sustulisti. Quid ei re- liquisti nisi te, quoquo modo loqueretur, intel- legere, quid diceret ? Aliena dixit in physicis, nee ea ipsa, quae tibi probarentur ; si qua in iis corrigere voluit, deteriora fecit ; disserendi artem Dullam habuit ; voluptatem cum summum bonum diceret, primum in eo ipso parum vidit, deinde hoc quoque alienum, nam ante Aristippus et ille melius; addidisti ad extremum etiam indoctum fuisse.
Cicero, De Finibus, I.
2. Explain the criticisms of Epicureanism here sum- marized, going sufficiently into detail to make clear the bearing of each statement.
3. Translate :
Sed finge non solum callidum eum, qui aliquid improbe faciat, verum etiam praepotentem, ut M. Crassus fuit— qui tamen solebat uti suo bono — , ut hodie est noster Pompeius, cui recte facienti gratia est habenda : esse enim quam vellet iniquus
[over.]
f
n
poterat impune. Quam multa vero iniuste fieri possunt, quae nemo possit reprehendere ! Si te amicus tuus moriens rogaverit, ut hereditatem reddas suae filiae, nee usquam id scripserit, ut scripsit Fadius, nee cuiquam dixerit, quid facies ?
Ibid, 11.
4. (a) Explain qui tamen aolebat uti svuo bono and the reference to Fadius.
(b) What light does the passage throw on the assumed date of the discussion ? When was the work really written ?
(c) Explain Cicero's line of argument at this stage.
5. State the Stoic theory of the summum bonum and of the TrporjyfAipa.
In what points chiefly did Stoicism differ from Cynicism ? To what extent did it resemble Epicurean- ism ?
Anfuersfts of Sovontik
ANNUAL EXAMINATIONS : 1901.
THIRD AND FOURTH YEARS.
LATIN PROSE.
HONORS.
Examiner : A. J. Bell, M.A., Ph.D.
She spoke with feeling of the Divine protection which had shielded her from so many dangers. She acknowledged simply and gratefully the loyal affection which throughout her reign she had met with from her subjects. ** Her life," she said, *' had now been dangerously shot at, and nothing had grieved her more than that a person of her own sex, of the same rank and degree, and nearly allied to her in blood, had fallen into so great a crime. So far was she from bearing the Queen of Scots ill will, that she had writ- ten secretly to her that if she would confess hei- fault, her practices should be wi-apped in silence. Even now, if the Queen of Scots would repent, and if there were no interest in the matter but her own, she would still willingly pardon her. Nay, if England might by her own death attain a more flourishing estate and a better prince, she would gladly lay down her life. She cared to keep it only for her people's sake. For herself, she saw no great reason why she should be fond to live or fear to die. She was in a cruel posi- tion. She was called on to order the death of a kinswoman whose practices had caused her deep dis- tress. Her situation was so unprecedented, and the matter itself of so great moment, that she trusted an immediate resolution would not be demanded of her. In concerns less important than the present she was accustomed to deliberate long upon that which was once to be resolved. She promised to pray God to illuminate her mind to foresee what would be for the good of the Church and commonwealth, and admitting that there would be danger in delay, she undertook to give her answer with due conveniency."
anfuevsfti? of STovonto.
ANNUAL EXAMINATIONS : 1901.
THIRD YEAR.
ENGLISH,
PASS AND HONORS.
Examiner: A. H. Reynar., LL.D.
Note Candidates for Honors omit the first question ; Pass candi- dates take any Jive questions.
1. Describe the great changes in the moral and intellectual atmosphere of England in the 18th century. Show the corresponding changes in the literary work of the age, and illustrate by the works prescribed.
(Not more than four pa|<es allowed for answor. )
2. Trace the growth of English prose from Milton to Goldsmith. Name characteristic writings.
3. Give briefly the specific aim and the peculiar method of Butler in his Analogy. How did his style accord with his subject and suit the readers of his time ?
4. What measures did Burke recommend in his speech on Conciliation with America ? Compare with the present English colonial policy. Account for the way in which his recommendations were received at that time.
5. What are the distinctive excellencies of Gold- smith's writings, and what are his limitations ? Illus- trate by references to passages in the works prescribed,
6. From what point of view and in what spirit did each of the following writers describe human life and character : Addison, Pope, Swift, Johnson, Cowper ?
(Not more than four pages allowed for answer. )
7. Compare the lyric qualities of Collins, Gray, and Burns, and illustrate by quotation or reference.
einftiersfts of Sovonto^
ANNUAL EXAMINATIONS: 1901.
THIRD YEAR.
ENGLISH.
HONORS.
Examiner : D. R. Keys, M.A.
I. Translate :
Pa feng Alfred ^I^elwulfing his bropur t5 Wesseaxna rice. Ond paes ymb anne monap gefeaht iElfred cyning wip alne pone here lytle werede aet Wiltune, ond hine lonofe on daeff se- fliemde, ond pa Denisean ahton wselstowe gewald.
1. Explain italicised vowels or diphthongs in Wes- seaKXiSL, ymh, geiettht, here, longe, dceg, gefli^mde.
2. Decline in full broSur, here, dceg, wcelatoive.
3. Classify, and give principal parts of all verbs in the extract.
4. Write a short note on iElfred as an English author.
II. Translate :
And Weonodland wses us ealne weg on stSor- bord o5 Wislemu&an. SSo Wisle is swySe mycel 6a, and hlo t(^liS Witland and Weonodland ; and Paet Witland belimpe^ to Estura ; and seo Wisle lid (it of Weonodlande, and \lcS in Estmere ; and se Estmere is huru fiftene mile brad. Ponne cymeS Ilfing eastan in Estmere of ^s&m mere, ^e Truso standee in stae^e ; and cuma^ ut samod in Estmere, Ilfing eastan of Estlande, and Wisle
su^an of Winodlande. And Ponne benimS Wisle Ufing hire naman, and ligeS of psem mere west and nor5 on sse ; for 5y hit man hset Wislerau^a.
1. State gender, genit. Sg. and nom. pi. of ea, stce^^ mUe, namau, see,
2. Compare awyiSe, niicel.
3. How does this passage illustrate (a) the manner of forming the 3 Sg. Pres. Indie, (6) the use of advbs. of direction ?
4. Derive ea, toliiS, cumaS, of.
5. U8, Who is the speaker.
III. Translate :
Hwset I 5a fserlice wurdon 5a gymstanas swa ansunde past fur^on nan tacen . iere «rran tocwysednysse nses gesewen. pa se uSwita Graton saniod mid Paui cnihtum feoll to I5hannes fotum, gelyfende on God. Se apostol hine fullode mid eallum his hlrgde, and he ongann Godes ge- leafan openlice bodian. Pa twegen gebro^ra, Atticus and Eugenlus, seal don heora gymstanas, and ealle heora Shto dteldon wSedlum, and tilig- don pam apostole, and niicel menigu geleafFullra him eac to ge^eodde.
1. Decline in fxxll fotum, Ood, US.
2. What peculiarities of conjugation have the verbs wv^rdon, gesewen and aeaidon ? Explain.
3. Compare Old with Modem English as to sentence structure, illustrating from the extract
IV. Translate :
WoriaS fS. winsalo, waldend licgad dreame bidrorene ; dugu5 eal gecrong wlonc bi wealle ; sume wiff fomom, lerede in forJwege ; sumne fugel op beer ofer heanne holm ; sumne se hara wulf deaSe gedselde ; sumne drgorighleor in eorOscrsefe eorl gehydde : yPde swa }?i8ne eardgeard selda Scyppend, op Pset burgward breahtma lease eald enta geweorc, idlu stodon.
1. Explain the italicised consonants in lic^a^, bidrorene, heanne, Scyp2^nd.
2. Write in nom. Sg. wmsalo, %dLu ; and in nom. pL dreame, heanne.
3. Give the 2 Sg. Pret. Indie, of ferede, oibosr, gecTong.
4. Point out poetic (dialectal) forms in the extract.
V.
Translate :
50 Nis pier on 9am londe laSgenidla, n€ wop n^ wracu, weatacen nan, yldu ne yrm^u, ne se enga dea&, ne lifes lyre, ne lapes cyme, ne synn nS sacu, nS sarwracu,
55 ne w»dle gewin, n€ welan onsyn, ne sorge n6 slsep, ne swar leger, ne wintergeweorp, ne wedra gebregd hreoh under heoionum, ne se heerda forst caldum cylegicelum cnyseS ^nigne.
1, ScanU. 50, 51,54, 59.
2. Briefly characterise the poetry of the Anglo- Saxons.
anftoersfcs of Sovotila
ANNUAL EXAMINATIONS: 1901.
THIRD YEAR.
FRENCH.
PASS.
Examiner : Pelham Edgar, Ph D.
L Translate :
On demanda enauite : '* Quelle est la chose qo'on revolt sans remercier, dont on jouit sans savoir comment, qu'on donne aux autres quand on ne salt oil Ton en est, et qu'on perd sans s'en apercevoir ? "
Cbacun dit son mot, Zadig devina seal que c'etait la vie ; il expliqua toutes les autres Enigmas avec la mSme facility. Itobad disait toujours que rien n'^tait plus aise, et qu'il en serait venu k bout tout aussi facilement, s'il avait voulu s'en donner ia peine. On proposa des questions sur la justice, sur le souverain bien, sur Tart de r^gner ; les r^ponses de Zadig f urent juge& les plus solides. " C'est bien dommage, disait-on, qu'un si bon esprit soit un si mauvais cavalier." — " Illustres seig- neurs, dit Zadig, j'ai eu Thonneur de vaincre dans la lice; c'est k moi qu'appartient Tarmuie blanche. Le seigneur Itobad s'en empara pendant mon sommeil: il jugea apparemment qu'elle hii si^rait mieuz que la verte."
1. Translate into French : He enjoys good health. He will never perceive it.
2. Give the first plural of the past definite of jouir, savoir f a^apercevoir, venir.
3. Give a sketch of Voltaire's life before 1730.
II.
Translate :
lis cheminaient ainsi doucement a travers les bois ; mais la hauteur des arbres et T^paissear de leurs feuillages leur firent bientdt perdre de vue la montagne sur laquelle ils se dirigeaient, et mSme le soleil, qui ^tait pr^s de se coucher. Au bout de quelque temps, ils quRtferent, sans s'en apercevoir, le sentier fray^ dans lequel ils avaient marcb^ jusqu'alors, et ils se trouvlrent dans un labyrinthe d'arbres, de lianes et de roches, qui n'avait plus d*issue. Paul fit asseoir Virginie et se mit k courir 9a et li tout hors de lui, pour chercher un chemin bors de ce fourr^ ^pais, mais il tse fatigua en vain. II monta au baut d'un grand arbre, pour d^ouvrir au moins la montagne : mais il n'aper9ut autour de lui que les cimes des arbres, dont quel- ques-unes ^taient ^clair^ par les derniers rayons du soleil coucbant Cependant Tombre des mon- tagnes couvrait d6jk les fordts dans les vall^ ; le vent se ealmait, comme il arrive au coucher du soleil ; un prof ond silence r^nait dans ces solitude.'s, et on n'y entendait d'autre bruit que le bramement des cerfs, qui venaient chercher leur gtte dans ces lieux ^cartds.
1. Render in French: (a) He made him read the book, (b) He made the children read, (c) He made the hildren read the book.
2. What are the striking literary features in the story of Paul et Virginie ?
III.
Translate (a) and (b).
(a) Jusqu' au bout je pus lui avoir du pain blanc, de la viande f ratche. II n'y en avait que pour lui, par exemple ; et vous ne pouvez rien imaginer de plus touchant que ces dejeuners de grand-p^re, si innocemment ^go'istes, — le vieux sur son lit, f rais et riant, serviette au menton, pr^ de lui sa petite fille, un peu p&lie par les privations, guidant ses mains, le faisant boire, Taidant k manger toutes les bonnes choses d^fendues.
1. Explain the situation.
(b) Confus^ment, comme dans un rSve, le petit Stenne, voyait des usines transform^s en casernes.
des barricades d&ertes, gamies de ehitfons mouilles de longues chemin^s qui trouaient le broaillard et montaient dans le ciel, vides, ^recb^. De loin en loin une sentinelle, des officiers encapu- chonn^s qui regardaient l&-bas, avec des lorgnettes, et de petites tentes tremp^ de neige fondue devant les feux qui mouraient. Le grand connais- sait les chemins, prenait k travers champs pour ^viter les postes.
] . From what story is this extract taken ?
einfiif rsflff of Sovontm
ANKUAL EXAMINATIONS : 1901.
THIRD YEAR.
FRENCH.
PASS.
Examiner : W. A. R. Kerr, B.A.
Grammar, Sight, Prose, Bossuet.
Translate into French :
1. If they were to go down town, we should meet them.
2. The King is dead : long live the King !
3. He introduced me to you.
4. Although he says so, I cannot believe it.
5. He got his tailor to make him a coat, but it 'does not suit him.
6. He is the taUest man I have ever seen.
7. Here is the letter which I have forgotten to read.
8. He is leaving France and setting out for Japan.
9. They have more pictures than we have. 10. We ought to have gone.
II. Translate into French :
Towards two o'clock in the afternoon some English tourists, led by a guide, were visiting the ruins of Pompei. The party was made up of a father, mother, three tall daughters, two little boys, and a cousin. Though they were probably enjoying themselves, they tried, like all people of British race, to seem bored (ennuy^. They
[OVBB]
looked at everj'thing with a cold and neutral (glauque) eye. They visited the military quarter, the temples of Venus and Jupiter, and the shops which are near them. All silently followed in their " Murrays " the explanations of the guide, and hardly cast a glance on the columns, the broken statutes, and the inscriptions.
III. Translate into English :
Un homme s'est rencontr^ d'une profondeur d'esprit incroyable, hypocrite raffing autant qu 'ha- bile politique, capable de tout entreprendi-e et de tout cacher, ^galement actif et infatigable dans la paix et dans la guerre, qui ne laissait rien k la fortune de ce qu'il pouvait lui 6ter par conseil et par pr^voyance ; mais au reste si vigilant et si pret a tout, qu'il n'a jamais manqu^ les occasions qu'elle lui a pr&ent^es ; enfin un de ces esprits remuants et audacieux qui semblent ^tre n^s pour changer le monde. Que le sort de tels esprits est hasar- deux, et qu'il en paratt dans Thistoire k qui leur audace a 4t^ funeste ! Mais aussi que ne font-ils pas, quand il plait k Dieu de s'en servir ! 11 fut donn^ k celui-ci de tromper les peuples et de pre- valoir contre les rois.
1. To whom does this characterization refer ? Dis- cuss briefly its truth.
2. In what respects is the extract typical of Bossuet's style ?
3. What were Bossuet's views on government in general ?
IV. Translate into English :
Le major, commandant prussien, achevait de lire son courrier, le dos au fond d'un grand fau- teuil de tapisserie et ses pieds bott^s sur le marbre ^l^gant de la chemin^e, oil ses ^perons, depuis trois mois qu'il occupait le chsLteau d'Uville, avaient trac^ deux trous profonds, fouillds un peu plus tous les jours.
Une tasse de caf^ fumait sur un gu^ridon de marqueterie macule par les liqueurs, hriiU par les cigares, entaill^ par le canif de Tofficier con- qu^rant qui, parfois, s'arrStant d'aiguiser un crayon, tra9ait sur le meuble gracieux des chiffres ou des dessins, a la fantaisie de son rSve noncha- lant.
WLntbtmatp of Sotomo*
ANNUAL EXAMINATIONS : 1901. THIKD YEAR.
FRENCH.
HONORS.
Examiner : J. H. Cameron, M.A,
I. Translate:
Avant tout, Feuillet veut Stre d^licat et distingud S*il se trouve par hasard en face d'un embryon de sentiment bas, il recule effar^ et d^oilte: il est impossible qu'une femme du monde ^prouve rien de semblable ! De 1^ son optimisme obstin^ ; de \h, aussi son romanesque; pour que tout finisse bien, il faut que le basard intervienne : le hasard, ou la Providence, une Providence-g&teau, ravie de ce qui se passe sur la terre, et n'ayant pas le coeur de retarder jusqu'lt la vie future les recom- penses que les gens du monde out tant m^rit^es. Son optimisme n'est pas d'ailleurs cet optimisme de commande dont le seul but est de satisfaire le public; c'est un optimisme convaincu : leshommes, les gens du monde, sont si bons, si nobles et si g^n^reux qu'ils ne peuvent commettre une mau- vaise action. C'est It peine s'ils commettent des actions quelconques \ ils sont toujours distingu^s et cette distinction IsL a, j*imagine, pour effetde niveler et d'attdnuer singuli^rement lea caract^res. N'exag^rons rien ; les h^ros de Feuillet agissent .... en se for9ant un peu ; leurs actes sont souvent genereuK ; mais, si j'aime ce qu'ils font, j'ai malgr^ moi quelque defiance du motif qui les fait agir : et je me demande si ce qui les pousse, les arrSte ou les console, c'est la d^licatesse de leurs natures ou leur ^tat de gens du monde.
r. DU TiLLET.
L
II.
Translate into English :
(a) Li reis Marsilies la tient, qui Deu nen aimet : Mahomet sert et Apollin reclaimet.
Nes poet guarder que mals ne li ataignet.
(b) Blanchandrins at tot premerains parlet, Et dist al rei: ''Salvez seiiez de Deu,
Le glorios, que devons adorer !
I90 vos mandet reis Marsili&s li ber :
Enquis at molt la lei de salvet^t,
De son aveir vos voelt assez doner,
Ors et leons, veltres enchadenez,
Set cenz chameilz et mil ostors mudez,
D'or et d'argent quatre cenz muls trossez,
Cinquante charres que charreiier ferez.
Tant i avrat de besanz esmerez,
Dont bien podresT voz soldediers lo^r."
(c) Et dist al reiz : Laissiez ester voz Frans. En cest pais avez est^t set anz,
Molt ont olit et peines et ahans.
1. Trace as fully as possible the derivation of the following French forms, specifying the phonetic laws where you can : 7^6% tierU, aimet, nes, poet, mals, at, tot, igo, aveir, ore, or^ dont, lo4r, paw,
2. How do you account for the z in salvez, assez, m^udez, aTiz.
3. Rewrite in modem French the last two lines of (6).
4. Point out any other striking differences between the old and the modern constructions in (b).
III.
Translate into French :
In the morning, when thou risest unwillingly, let this thought be present — I am rising to the work of a human being. Why then am I dis- satified if I am going to do the things for which I exist and for which I was brought into the world ? Or have I been made for this, to lie in the bed-clothes and keep myself warm ? But this is more pleasant. Dost thou exist then to take thy pleasure, and not at all for action or exertion ? Dost thou not' see the little plants, the little birds, the ants, the spiders, the bees working together to put in order the several parts of the universe ?
And art thou unwilling to do the work of a human being, and dost thou not make haste to do that which is according to thy nature? But it is necessary to take rest also — it is necessary ; how- ever, nature has fixed bounds to this too : she has fixed boimds to eating and drinking, and yet thou g^oest beyond these bounds, beyond what is suffici- ent ; yet in thy acts it is not so, but thou stoppest short of what thou canst do. So thou lovest not thyself ; for if thou didst, thou wouldst love thy nature and her will.
— Marcus Aurelius Antoninus.
IV.
Write a French composition, not exceeding three full pages, on any one of the following subjects :
1. Gil Bias.
2. Figaro.
3. Beaumarchais.
4. Charles I*', roi d'Angleterre.
5. La Vie forestifere au Canada.
6. Les Expositions Internationales.
7. " Le danger loge sur les bords de la sfiret^."
8. " Prenez le temps comme il vient et les hommes comma its sont"
8lnnier0fC9 of SToromo
ANKUAL EXAMINATIONS : 1901.
THIRD YEAR.
FRENCH.
HONORS.
ExamiTier : Pelham Edqar, Ph.D.
N.B. — TroMUUt onlf t?i^ specified passages,
A. Translate :
Songez, r^pliquai-je, que vous n'arriveriez que bien malade au haut de notre air ; il n'est pas res- pirable pour nous dans toute son ^tendue, il s'en faat bien : on dit qu4I ne Test d^jk presque plus au haut de certaines montagnes, et je m'^tonne bien que ceux qui ont la foiie de croire que des g^nies corporels habitent Tair le plus pur ne diaent aussi que ce qui fait que ces g^nies ne nous rendent que des visites et tr^ rares et trfes courtes, c'est qu'il y en a peu d'entre eux qui aachent plonger, et que ceux-lk mdme ne peuvent faire jusqu'au fond de cet air ^pais oh nous soroines que des plongeons de tr^s peu de dur^.
Pluralitd des Mondee.
1. Explain the mood of the italicised words.
2, Give the French for, " He is far from rich."
8. Fontenelle has been called " un Voltaire man- qud" Comment on this statement.
4. Sketch the life of Le Sagdi (Do not exceed an average sheet).
5. Discuss the importance of CHI Bias with special reference to 18th century fiction.
[otib]
I
c.
Translate :
G^nereux, bienfaisant, juste, plein de vertus, S'il ^tait nd chr^tien^ qae serait-il.de plus ? Et plttt k Dieu du moins que ce saint interprfete, Ce ministre sacr^ que mon &me souhaite, 5 Du trouble oii tu me vois vint bientot me tirer ! Je ne sais, mais enfin j'ose encore esp^rer Que oe Dieu, dout cent fois on m'a peint la cld-
mence, Ne r^prouverait point une telle alliance : Peut-etre, de ZfiLXre en secret ador^, 10 II pardonne aux combats de ce cceur d^hir^ ;
6. Scan lines 1-2.
7. Give a critical estimate of Zaire,
8. Under what circumstances was Zadig com- posed?
9. Sketch Voltaire's life from his departure from Prussia. Be concise.
D.
J'entre avec une secrete horreur dans ce vaste desert du monde. Ce chaos ne m' offre qu'une solitude affreuse oil r^gne un mome silence. Mon dme A la presae cherche d a'y r^andre, et se trouve parout reaserrde. Je ne suis jamais moins seiil que quand je suis seul, disait un ancien : moi, je ne suis seul que dans la foule, oti je ne puis 6tre ni k toi ni aux autres. Mon coeur voudrait parler, il sent qui il n'est point 6coiit^; il vou- drait r^pondre, on ne lui dit rien qui puisse aller jusqu' k lui. Je rH entends point la langue du pays, et peraonne ici n'entenala mienne,
10. Translate and explain the italicised sentences.
11. Show in how far the whole passage is char- teristic of its author.
E.
(a) Estimate the importance of English influences upon the thought and literature of France in the eighteenth century.
(b) Point out how the circumstances of Rousseau s life influenced his writings.
(c) Write brief notes on Siicle de Louia XIV,, jSmile, Marivaux, Piron, J. B. Roibaaeau, Lea Martyra,
nni\t$vait9 of Sorotito.
ANNUAL EXAMINATIONS : 1901.
THIRD YEAR.
FRENCH.
HONORS. Examiner : J. Squair.
I.
Translate :
Changez encore les circonstances, et supposez que Scapin soit au service d'un inattre dur, avare et bourru, et qulls soient attaqu^ sur un f^nd chemin par trois ou quatre brigands. Scapin s'enf uit ; son maitre se defend : mais press^ par le nombre, il est oblig^ de s'enfair aupsi ; et Ton vient apprendre k Scapin que son maitre a ^happ^ an 'danger. '* Comment, dira Scapin trompd dans son attente, il s'est done enf ui ? Ab ! le l&che ! " — '* Mais, lui, r^pondra-t-on, seul contre trois, que voulais-tu qu' il fit ? — Qu' U wxyvi/HUr r^pondra- t-il ; et ce qu' il mourAt deviendra plaisant. H est done constant que la beauts commence, s'accroit, varie, decline et disparatt avec les rap- ports,
Diderot.
1- Write precise notes on Scapi/n and qu' U mourAt
2. Of what argument is tbis extract a part ?
3. What does Diderot have to say in the extracts you have read regarding: (1) '* True taste" in poetical description ; (2) tne translation of poetry ?
I
II.
Translate :
Figaro: Monsieur, il n'est pas tons les jours fete ; mais» sans compter les soins quotidiens, monsieur a pu voir que, lorsqu'ils en ont besoin, mon z^le n'attend pas qu'on lui commande.
Bartholo : Votre zMe n'attend pas ! Que direz- vous, monsieur le z^I^, a ee malheureux qui bllille et dovt tout ^veil]^ ? et Tautre qui, depuis trois heures, dternue k se faire sauter le cr&ne et jaillir la cervelle ! que leur direz-vous ?
Figaro: Je leur dirai Eh parbleu, je
dirai k celui qui eternue : Diea vous b^nisse ; et va te coucher, a celui qui b&ille. Ce u'est pas cela, mopsieur, qui grossira le m^moire.
— Le Barbier de Seville,
1. Explain concisely the humor of the situation.
2. Dieu vous benisse. What is the point of humor in the use of this phrase ?
III.
Translate :
Ce riant asile des &mes ^tait ferm^ k Torient par le pont sous lequel nous avions pass^ ; deux col lines le bomaient au septentrion et au *midi ; il ne s'ouvrait qu'jk Toccident, oti s'dlevait un grand bois de sapins. Les troncs de ces arbres, rouge maVbre de vert, montaut sans branches jusqu' k leurs cimes, ressemblaient k de hautes colonnes, et il y r^gnait un bruit religieux, semblable au sourd rugissement de Torgue sons les voiites d'une ^glise ; mais lorsqu'on pdndtrait au fond du sanctuaire, on n'entendait plus que les hymnes des oiseaux qui c^l^braient k la m^moire des morts une fete ^ternelle.
— Atala,
1. How is the original purpose of the book illus- trated from this passage ?
2. What qualities of style of Chateaubriand are here illustrated ? Be precise ?
IV.
Translate :
Au loin fut un ample manoir,
Ou le reseaux noueux en ^lastique ^gide,
Arme d'un bras souple et nerveux,
Repoussant la balle rapide,
Exer^ait la jeunesse en de robustes jeux.
Peuple, de tes Sus cette retraite obscure
Fut la D61os. O murs ! Temple k jamais fameux !
Bercean des lois ! sainte masure !
— Le Jeu de Paume.
1. Write a note on D6I08,
2. Make remarks on the poetry of the 18th century, illustrating from the extract before you.
V.
Translate :
La politesse allemande est plus cordiale, mais moins nuanc^e que la politesse fran9aise ; il y a plus d'^ards pour le rang et plus de precautions en tout. En France, on flatte plus qu'on ne manage, et, comme on a Tart de tout indiquer, on approche beaucoup plus volontiers des sujets les plus d^licats. L'allemand est une langue tr^s brillante en po^ie, trds abondante en mdtaphy- sique, mais tr^ positive en conversation. La langue fran^aise, au contraire, n'est vraiment riche que dans les toumures qui expriment les rapports les plus d^li^s de la soci^t^.
— Dq VAllemagne,
Anfliersftv of Toronto.
ANNUAL EXAMINATIONS : 1001.
THIRD AND FOURTH YEARS.
GERMAN COMPOSITION AND' SIGHT TRANSLATION.
Eccaminer : P. Toews, M.A., Ph.D.
I.
Translate :
Alphonso, king of Naples, had a jester at his court This jester had a book in which he entered all the absurd thinfi;s that took place at the court. King Alphonso had at one time sent a Moor, who had been his prisoner for a long time, to Morocco with a large sum of money to buy horses. On the same day the jester waited on the king at sapper, and the king asked for the aforesaid book. The king took the book and saw the following words : ** King Alphonso has sent the Moor to his country with a large sum of money to buy horses." The king then asked him : ** Why have you entered that ? " The jester answered : " Because I believe he will never come back to become a prisoner again ; and you will lose both your man and your money." " Bqt, if he does come back, your jest will come to nothing," said the king. *' By no means, your Majesty," said the jester, *' if he returns I will erase your name and enter his instead."
VOCABULARY.
Jester, Narr ; enter, tH/niragen ; absurd things, Albemheiten ; Moor, Mohr ; wait on, besiLchen ; aforesaid, bewuszt ; come to nothing, zu Wasaer wer- den ; erase, avsstreichen.
[OYXBJ
L
II.
Translate :
9ltd^t wentg war cr ta^er fiberrafd(it, al6 man i^u fn tin ger&umtge^, fd^Sne^ 3intmer fii^rte, ^a^ )ioar ntc^t fe^r wo^nltd^ ; audfa^ tcnn e« ent^iclt nur cine leerc SBcttflelle unt> etncn ungebcuem *amtn, aber in Ser- gtcid^ung mit ten SSifbent fefner ^^antajte e^er einnn ^runfgemac^, ali etnem ©efSngni^ gltd^. Der alte ^rieg^mann tt){lnf(^te bent ©efangenen gute 9}a4it unb jog pdd mit frfnen ^et^ten jurilcf. din fleiner, ^gercr^ fittHd^er 2Rann trat etn. Der groge ©(^laffeftunb^ SQBetd^er an fefner ©efte btng, unb jeben femer ©c^ritte tok mit Xettengeraffel bejeid^nete, gab i\)n aid ben Slatf)«b{ener ober ©d^liefer funb. Ox legte fd^weigenb einige groge ©d^eiter •^olj in'g *amin, unb balb lobertc etn be^agli(^e« gfeuer auf/ bad bem jungen 9Wann lit ber lalten 5Wfirjnad(|t febr ju ©tatten fam. Suf bie Sretter ber breiten, leeren SBettfleBe breitete ber ©c^lic^ f er eine gro§e, woBene Dedfe, unb bad erfle ffiort, bad ®eorg aud feinem SRunbe b^rte, roax bte freunblic^e Sintabung an ben ©efangenen, ft(^'d bequem )u ntac^en.
III.
Translate :
Da id^ fo im ©titten franfte, (Sn)ig mint' unb n)eg ))er(angte Unb nur blieb »or ^ngfi unb SBa^n ; 9Barb mir pI90li(^, wit 'oon oitn, ffieg bed ®rabed ©tein gefd^oben Unb mein Sunred aufgetpam
3Ben id^ fa^ unb wen an feiner <&anb erblidfte, frage Reiner ; Swig werb' i^ bied nur fef)n, Unb 'oon alien Sebendfiunben SBirb nur bie, wit meine SGBunben, Swig better offen fle^n*
nnfUersfts of STotonco^
ANNUAL EXAMINATIONS: 1901.
THIRD YEAR.
GERMAN AUTHORS AND LITERATURE-
GENERAL.
Examiner: G. H. Needler, B.A, Ph.D.
I.
1. Translate :
@r ifi tcr 9lrm teg aflngltngg in fccr ©d^lad^t, !I)eg ®reifcg leud^tent) Slug* in ter SBcrfammlung ; Dcnn feine ©eel' ifl fiitle ; fie bewafjrt !Der SRu^e ^eirge^, unerfd^Spfteg ®ut, Unb ten Um^ergetriebnen reic^et er %\x^ i^ren SEiefen giat() unb ^ftlfe^ 2Rid^ 3lig er »om SBruber bg ; ben jiaunl' id^ an Unb tmmer wieber an unb fonnte mir Dag ®lficf nid&t eigen madden, lief ibn nidbt aiug meinen Slrmen log unb ffiblte nic^t Die SWabc ber ®efal^r, bie ung umgiebL 3e$t gebn fte, ibren Slnfcblag augjuffi^ren, Der ®ee ju, wo bag ©d^iff mit ben ®effibrten, 3n einer Suc^t »erjiecft, aufg 3^^^^ lauert, Unb l^aben flugeg SBort mir in ben SWunb ©cgeben, mii) gelel^rt, wag i^ bem ^8nig Sntworte, wenn er fenbet unb bag Opfer aWir bringenber gebietet,
GoKTHE, Iphigenie ouf Tauris, IV. 1.
2. Er iat der Ann u.8,w. Who is here the er? Who is speaking ?
3. Explain (a) ihren Anschlag auszufilhren, (6) was ich dem Konig antworte, (c) daa Opfer.
4. What had been Iphigenie's history previous to the time at which the play opens ? What new informa- tion concerning her family did Orestes bring to her ?
5. Discuss concisely the character of Iphigenie and of Thoas.
II
6. Translate :
SBie ber wanbcmbc aRann, ber »or bcm ©mfm ber ©onnc ®{e nod^ cinmal iM Slugc, bte fd^nctoerfd^winbcnbe, fagtc, 3)ann im bunfein ©cbfifd^ unb an ber ©ettc beg gelfend ©(^weben fie^et t^r Sflb ; tt)of)tn cr b(e SUdfc nur wenbct Sttet eg »or unb glcinit unb f(^n)anft in ^errltd^en ^arben : ®o betDegte »or ^ermann bte Itebltd^e Stlbung beg ^fibc^eng ©anft jtd^ sorbet unb fd^ien bem $fab tng ©etreibe ju fiolaen. 9[ber er fit^r aug bent flaunenben Zxanm auf, wenbete langfom 9laci^ bem Dorfe fff^ ju unb jlaunte wieber ; benn wteber Xant i\)m bte l^of)e ©efiatt beg ^errltd^en 3R&b(^eng entgegen. gefi betrad^tet* er fie ; eg war fein S^einbflb, jte war eg ©elber, i)tn gr6§eren 5trug unb einen Heinem am ^enfel Iragenb in jegltd^er •^anb, fo fd^ritt fie gefd^fiftig gum SBrunncm
IV. Goethe, Henrvann u. Dorothea.
7. Tell the story from this point to the end.
8. At what period of his life did Goethe write this poem ? What attracted him to the subject, and influenced him as to form and substance ?
9. Scan the first three lines of this extract.
III. 10. Translate :
Dfe ©trage r^etnauftofirtg ffl^rte ^urt fiber Slnber^ nad^ unb er befd^Io§, tn bem na^en 9lobtne(f nodii etnmal »orgufpred(ien. @r fam bort am jwetten Stage nad(i ®vau^ tl^erg unfeligem SBefu^e an unb ^8rte bf e ganje Sntffi^r^s ungggefd^idj^te. Sg war aber aud(i fd^on befannt geworben, ba§ ®unt^er ftd^ ber 53anbe beg wtlben grift angefd^Ioffcn unb ben SSalbbauer auggeplfinbert unb in ben (^d&weine^ flail gefperrt l)abe unb bann mit ben ©traud^bicben na^^ ©fiben gejogen fet. SBa^Ia erfu^r ^urtg Sfnwefen^eit ®ie lie§ i^n tn t^re hammer rufen unb bat i^n unter SE^ranen, ba§ er fctnem $errn nad^etlen unb i^n in i^rem 9lan:en befc^wBren foUe, »on ber ©emcinfd^aft mtt bem ^errufenen Slitter ftc^ log gu madden. *S)a^ Slenb unb ber Summer beg franfen, gebrod^cncn SWabd^eng rfi^ret ^urt fo lief, bag er i^ren 5luftrag augjufft^ren »erfpra(^»
RiEHL, Die Gerechtigkeit Oottes.
11. dxplain (a) die ganze EntfijihrtU7igageachi<^ : (6) dcnr^ Waldbauer ausgeplilndert.
12. Describe the part played by Eurt in this story.
13. CSompare the characters of Riza and Adelheid in Die OaTierben.
IV.
14. Give some account of Schiller's histories and of bis historical plays.
15. Write notes on (a) Goethe's life from the death of Schiller ; (6) Amdt ; (c) " Young Germany " ; (d) Jean Paul ; (e) Wildenbruch. ^
Vnftietrsfcv ot STototito.
ANNUAL EXAMINATIONS : 1901.
THIRD AND FOURTH YEARS.
GERMAN COMPOSITIOK
HONORS.
Eosaminer: Peof. Horning.
I.
Translate into Qerman :
1. Aelfthryth was so fair a woman that the king heard of her loveliness and sent his friend Aethel- wold to her father, saying, '* Give me thy daughter to wife." But Aethelwold, made foolish by her fairness, told the king that she was unworthy of her fame, and married her himself. When the king heard the truth, his anger was deep, but hiding his heart he played the friend with Aethel- wold and said, " I will come and see thee and thy wife." Aethelwold told his wife what he had done and said, ** Make thyself unbeautiful, put on thy most common clothes and we may yet deceive the king." But the woman, wroth with his fraud and longing to be a queeu, clothed herself in glorious garments and made her beauty greater, and smiled upon the king. Then Eadgar, hunt- ing with Aethelwold the next dav, and slew him with his spear and avenged the lie. '* What thinkest thou of this hunting," he said, turning in his fierceness to Aethelwold's son by another wife. " My lord/* said the younc man, " what is pleasing to thee cannot be displeasing to me;" and Eadgar gave him gifts in atonement ; but he married Aelfthryth, and the woman had her way. Afterwards she feared for herself and founded a nunnery.
[over]
11.
2. Write a composition in German of not more than 30 lines on any one of the .following subjects :
(a) Oliver Gk>Idsmith.
(6) Die Leiden des jungen Werthers als ein Stuck Goethebiographie.
(c) Shakespeare in Goethe's Faust. ,
{d) l^onig Lear.
(e) Schiller als Lyriker.
(/) Canadische Litteratur in den letzten zehn Jahren.
i
2fttii)iersiiff of STotonto.
ANNUAL EXAMINATIONS: 1901.
THIRD YEAR.
GERMAN.
HONORS.
Examiner: Prof. Horking.
GOETHE.
1. Outline in brief the stages in the composition of Faust, Part I.
2. Translate :
So gib mtr au(^ tit ^tittn wtetcr
!Da iib noc|> felbfl im ffitrten war,
3)a jid^ tin Quell getrfint^ter 8ieber
Ununterbroc^en neu gcbar,
!Da gifbcl mix tie ffielt !)erf)flttten.
Die ^ofpe ©unber nodj) »erfpra^.
Da t(^ Die taufenb Slumen bracb,
Die aOe Xbaler reic^Hcb ffiOten.
34^ ^atte nicbt^ unt to^ genug.
Den Drang nad^ SQabrbett unt) Ut Sufi am S!rug.
@tb ungebfinbigt jene Iriebe,
Da^ tiefe f(^merjen»otte &IM,
Dee |>a<Tee «raft, bie 3Wacbt ber giebe,
®tb meine 3ugenb mir juriidf !
(a) Who is speaking? Write a note on the biographical interest of the speech.
3. Translate :
3(^ gSb*"H)a« brum, wenn idf nur wfif f
©er \)tui ber ^err gett>efen i\i I
Sr fab gen)t§ rec^t n^acfer au^,
Unb tfi aue einem eblen ^mi ;
Da« fonnf id) ibm an ber ©time lefen —
Sr war auci^ fonft nicbt fo lecf gewefem
(a) Give the place of the above in the Gretchen tragedy.
(b) Outline the subjects of the other monologues of Gretchen.
(c) Who is generally supposed to have " sat as model " for Gretchen ? Give definite references in support of your answer.
4. Translate:
!Z)a id) em ^tnt mar, .
92td^t tDugte, tt)o au^ nodd tin,
Stt\)xt id^ mm ^txixxtt^ 9(uge
3ur ®onne, al^ wcnn brflber tt>fir
Stn Ofix, in ^reit meine Jtlage,
Sin ^erj wfe meing,
©tdi> be^ SetrtaHtcit ju erbarmcn.
ffier balf mtr
5Btt>er bcr Ittahen tlcbmnutl() ?
SBer rettete r>om Xoit mii},
Son ©flawet ?
^afl bu nid^t atted felbfl »oaentet,
^eilig alfl^enb ^crj, .
Unb glu^teft, jiirng unb gut,
Setrrftcri, 3lcttung^banf .
Deni Si^Iafenben ba brobcn ?
(a) Give an outline of the poem from which the above extract is taken.
(b) Write a brief account o{ Goethe as Lyriker up to 1775.
5. Translate:
Es hiit sich vor ipeiner Seele wie eiij Vorhang weggezogen, un4 der ^cnauplatz des upendlicben Lebens veir^wandelt sich vor pair in. den Abgrund des ewig otfenen,Grabes. Kannst du sagen * Das ist ! * da alles voriibergeht ? da alles mit der Wetterschnelle voriiberrollt, so selten (Jie ganze Kraft seines Daseins ausdauert, ach ! in den Strom fortgerissen, untergetaucht und .an Felsen 2er- schmettjBut wird ^ , Da . ist l^ein , A^genb^ick, der nicht dich verzehrte und die D^inigeh am dich her, kein Augenolick, da dii nicht ein Zerstorer bist, sein musst ! Der hai^mloseste Spassierfi^ang kostet tausend arme WUrmcheh das Leben; es zerrttttet ein Fusstritt die miihseligeh Gebaude
)
i
' der Ameisen und stampft eine kleine Welt in ein schmahliches Grab. Ha ! nicht die grosse, seltene Not der Welt, diese Fluten, die eure Dorfer weg- sptilen, diese Erdbeben, die eure Stadte verschlin- gen, rUht^en inich ; mir untergrabt das Herz die verzehrende Kraft, die in dem all der Natur ver- borgen liegt, die nichts gebildet hat, das nicht seinen Nachbar, nicht sich selbst zerstorte. Und so taumle ich beangstigt, Himmel und Erde und ihre webenden Krafte um mich her, ich sehe nichts als ein ewig verschlingendes, ewig wieder- ^ kauenden Ungeheuer.
(a) In what way does " Werther " mirror the times ?
(6) Write a note on the style of the novel and its technique. Wliat predecessors or contemporaries of Qoethe are considered to have influenced him ?
6. Die Zellberger heute waren indessen mit Stilling sehr gut zufrieden, sie sahen, dass ihre Kinder lemten, ohne viel geziichtigt zu werden ; verschiedene batten sogar ihre Freude an all den schonen Geschichten, welche ihnen ihre Kinder zu erzahlen wussten. Beson- ders liebte ihn Krtiger ausserordentlich, denn er konnte vieles mit ihm aus dem Paralacelsus reden (so sprach der Jager das Wort Paracelsus aus) ; er hatte eine
altdeutsche Ubersetzung seiner Schriften, und da er ein sklavischer Verehrer aller der Manner war, von denen er glaubte, dass sie den Stein Lapis gehabt batten, so waren ihn Jacob Bohmes, Graf Bemhards and des Paracelsus Schriften grosse Heiligtumer. Stilling fand Geschmack darinnen, nicht bloss wegen des Steins der Weisen, sondem well er ganz hohe und herrliche Begriffe, besonders im Bohm, zu finden glaubte ; wenn sie das Wort : Had der ewigen Essen- zien oder auch schielender Blitz und andere mehr aussprachen, so empfanden sie eine ganz besondre Erhebung des Gemiits. Ganze Stunden lang forschten sie in magischen Figuren, bis sie manchmal Anfang and Ende verloren und meinten, die vor ihnen liegen- deo Zauberbilder lebten und bewegten sich ; das war denn so rechte Seelenfreude, im Taumel groteske Ideen zu haben nnd lebhaft zu empfinden.
(a) Write historical notes on Paracelsus and Bohme.
ainftiersfts of Toronto*
ANNUAL EXAMIFATIONS : 1901.
THIRD YEAR
GERMAN.
HONORS.
Examiner : G. H. Needler, B.A., Ph.D.
I.
1. Translate :
3a, ©crlagner, l^cin flagented SBtnfcIn, bctn banged S8crjn)cif=^
cin, Vint ber ©eelcn ©efd^re^, bie bu fonfl unfd^ulbfg ewflrgtefl, Xa§ fte funbtgenb flarbcn, unb bir unb bem ©d^affcnben
3ft nun betncm befnebigten <&crrf(^er tin liebltcbed JDpfen aid er flarb, bcrfammelte ®8ttcr, ba fcbrtc bcr ^nabe and %9ptud ®eftlbe jurflcf, 2)ie Sabte bcr 3ugmb itW er im ©c^oo^ ber jfirtltd^en 2Rutter, (n wei^^er Umar^^
mung/ Unbefannt. Xtin juaenbltd^ geuer, fetn ebled Srfill^nen Srieb tbn )u Untemepmungen an, ftcb furd(itbar )u mac^en. Xo^, t'br ®5tter, (m einfamen ©alb', an bem 5bett ©eftabe, ffio er oft n)ar, ba bat er btedetd^t auf Dinge gefonnen. Die, au0 feared enber geme, ben Untergang ber ^SHe . Dro^n, unb bon und berneuerten SRut^ unb SBad^famleit forbern.
Klopstock, Mesaias, II.
2. Verlaasner. Who is this ? For what purpose is he introduced ?
3. Who is the speaker of these lines ? Give the tenor of the speech and its immediate result, as well as as an outline of the subsequent events to the end of the canto.
4. What do you consider the chief excellences or the defects of the Mesaias as an epic ? Give as expli- cit illustrations as possible from Canto II. in support of your opinion.
5. Scan the first two lines of this extract.
II. A.
6. Translate :
Xiai gfrfiuletn Cf alt unb nac^benf enb, tntem fte trinfO. aWSbdj^en, bu »erflel^fi lid) fo trcfflic^ auf bte fluten SWenfdj^en ; abet toann wtllfi bu b(e fc^lec^ten m tragcn lemen ? Unb fte ftnb bodj^ audj^ SWcnfc^en — unb Sfter^ M tDeitem fo fdj^Ied^te ^Jltn^tn nidft, aid fte fd^etnen* 9)2an mu^ i\)xt gute ©ette nur auffuc^en. 34> btlbe mix tin, biefer S^njofe ifi nid)t^ ate ettri. ^ud bloper Sitelleit mad^t er fic^ }uni fa(f(|en @pteler ; er wiU mtr ni^t ^erbunben fdi^etnen ; er ivtU ftc^ ben !£)anf erfparen. SteQetd^t ba^ er nun ^tn^e^t, fetne fleinen ©d^ulben bega^lt, »on bem SRefte, fo»ett er reic^t, fttd unb fparfam lebt unb an bad ®ptel md^t benft ffienn bad i% liebe granjidfa, fo Ia§ i^n SRefruten ^olen, tt)ann er »{a — (®ebt i^x bte SEaffe.) !Ca, feft' meg !— Slber/ fage mtr, foUte XeU^etm ntd^t fd^on ba fein ?
Lessing, Minna v. Bamhelm.
7. Show the connection of this passage, explaining (a) dieaer Franzose, (b) falschen Spieler, (c) Rekruten holen,
8. Tell what use Lessing has made of the betrothal rings in the development of the plot of Minna v. Barn- helm,
9. What personal experiences of Lessing made him familiar with such characters and incidents as are pictured in this drama ?.
II. B. 10. Translate:
Die Christen glauben mehr Armseligkeiten,
Als dass sie die nicht auch noch glauben konnten.
Und gleichwohl irrst du dich. Die Tempelherren,
Die Christen nicht, sind schuld ; sind nicht als Christen,
Ale Tempelherren schuld. Durch die allein
Wird aus der Sache nichts ; sie wollen Akka,
Das Richards Schwester unserm Bruder Melek
Zum Brautschatz brin^en miisste, schlechterdings
Nicht fahren lassen. Dass des Ritters Vortheil
Oefahr nicht laufe, spielen sie den Monch,
Den albem Monch. Und ob vielleicht im Fluge
Ein guter Streich gelange, haben sie
Des Waffenstillestandes Ablauf kaum
Erwarten konnen. Lustig ! Nur so weiter,
Ihr Herren ! nur so weiter I Mir schon recht.
Lessing, Nathan der Weise 1. 3.
11. Explain the lines ** Dureh die allein .... nicht fahren lasses."
12. What circumstances led Lessing to the writing of Nathan der Weiae ? Compare the representatives of the three religions, giving your opinion as to the fairness or adequacy of the portraiture.
13. Point out the leading features of Minna von Bamhelm and Emilia OcdoUi whereby the plays mark important stages in the development of the German drama.
ni.
14. Translate : I
Bin ich wirklich allein ? In deinen Armen, an deinem Herzen wieder, Natur, ach ! und es war nur ein Traum, Derniich schaudemd ergriff; mit des Lebens furcht- barem Bilde, Mit dem sttlrzenden Thai sttirzte der finstre hinab. Reiner nehm' ich mein Leben von deinem reinen Altare, Nehme den frbhlichen Muth hoffender Jugend zurtick, Ewig wechselt der Wille den Zweck und die Regel, in ewig Wiederholter Gestalt walzen die Thaten sich um. Aber jugendlich immer, in immer veranderter Schone
Ehrst du, fromme Natur, ztichtig das alte Gesetz ! Immer dieselbe, bewahrst du in treuen Handen dem Manne, Was dir das gaukelnde Kind, was dir der Jiingling vertraut, Nahrest an gleicher Brust die vielfach wechselnden Alter; Unter demselben Blau, iiber dem nlunlichen Grtin Wandeln die nahen und wandeln vereint die fernen Geschlechter, Und die Sonne Homers, siehe ! sie lachelt auch uns.
Schiller.
15. Scan the first two lines of this passage, explain- ing the metre.
16. Give concisely the substance of any two of the following poems : Die Kraniche des Ibykus ; Die Goiter OriecherUands ; Der Kampf mit dem Drachen ; Daa versddeierte Bild zu Sais,
17. Compare Schiller with Goethe in their relation to the Sturm und Drang movement.
anftotroftff of Soronto^
ANNUAL EXAMINATIONS : 1901.
THIRD YEAR.
ITALIAN.
HONORS.
IP ^^ f W. H. Fraser, B.A.
I.
Translate the following extracts :
(a) Poi tanto trabalgliasti, fkcioti lueo pregheri : che tu vadi adomJh.nimi a mia mare e a mon peri. Se dare mi ti degnano, menami alo raosteri, e sposami davanti da la jente, e poi far6 le tue comannamente.
1. Where, when and by whom was the poem written, from which this extract is taken ?
2. What school of poetry does it represent ?
8- Give modem forms for fdcioti (1. 1), vadi (1. 2)» mon (L 2), mosteri (1. S), jente (1. 4).
4. Explain the form adomdnimi (1. 2).
(b) Et Giovanni Sirac disse : di quella eosa che non ti molesta non te combatere. Anche dei te medesmo, inanze che tue parli, richiedire se tn'se in buono e qneto senno, o se tu se'turbato per ira o per alcun'altra turbazione d'animo ; e, se Tanimo tuo h turbato per neuna cosa, deiti guardare di non parlare, e di constringere Tanimo tuo pertur- bato fin a tanto che I'ira basta.
1. What is the approximate date of the extract ?
2. Name the various classes of prose writings of the same century.
anfberoftff of Zovonto.
ANNUAL EXAMINATIONS : 1901.
THIRD YEAR.
ITALIAN.
HONORS.
Examiners '\'^'^' Fraser, B.A. J!.xamin€r8 - | g, J. Sacco.
I.
Translate the following extracts :
(a) O animal grazioso e benigno,
Che visitando vai per Taer perso
Noi che tignemmo il mondo di sanguigno ;
Se fosse amico il Re delFuni verso, Noi pregheremmo lui per la tua pace, Poich^ hai pietjh. del nostro mal perverso.
De quel che udire e che parlar ti piace Noi udiremo e parleremo a vui,
Mentrechi il vento, come fa, si tace.
1. Who is the speaker ?
2. Explain the allusions in 11. 3 and 6.
3. Describe briefly the punishments of the Limbo and the first circle of the Inferno.
4. Scan line 6, marking and naming the caesura.
5. What colour is perao ?
(6) Dante, perchi Virgilio se ne vada,
Non pianger anco, non pianger ancora ; Ch^ pianger ti convien per altra spada.
J
Quasi ammiraglio, che in poppa ed m prora Viene a veder la gente che ministra Per gli altri legni, ed a ben far la incuora,
In suUa sponda del carro sinistra,
Quando mi volsi al suon del nome mio, Che di necessitil qui si registra,
Vidi la donna, che pria m'appario Velata sotto Tangelica festa, Drizzar gli occhi vdr me di qua dal rio.
1. Line 1. Where and why did Virgil leave Dante ?
i. Explain lines 3 and 9.
3. Explain I' angelica festa (1. 11), and di qua del rio (1. 12).
4. Scan line 6.
5. Give a short account of Dante's life up to his banishment from Florence.
ir.
Translate the following extracts :
(a) Voi cui Fortuna ha posto in mano il freno De le belle contrade, Di che nulla i>ietk par che vi stringa, Che fan qui tante pellegrine spade ? Perchfe 1 verde terreno Del barbarico sangue si dipinga ? Vano error vi lusinga; Poco vedete, e parvi veder molto ; Chfe *n cor venale amor cercate o fede.
1. Voi (1. 1), Who are addressed ?
2. What is the error referred to in 1. 7 ?
3. Give Italian explanations or equivalents for il freno (1. 1), le belle contrade (1. 2), pellegrine (1. 4).
4. Give an account of Petrarca's life at Avignon, and of his friendship later with Boccaccio.
5. ** The ode from which the extract is taken was rhetoric rather than real sentiment." Discuss.
(b) Qaanti lamenti lagrimosi sparsi
Fur ivi, essendo quei begli occhi asciutti, Per ch'io lunga stAgion cantai ed arsi !
E fra tanti sospiri e tanti lutti Tflcita e lieta sola si sedea, Del suo bel viver gik cogliendo i frutti.
Yattene in pace, o vera mortal Dea, Diceano : e tal f u ben ; ma non le valse Contra la Morte in sua ragion si rea.
1. What scene is described in the extract ?
. 2. Explain line 3.
3. Diceano (1. 8). Who were speaking ?
4. What is the subject of valse (1. 8) ?
5. Give Italian explanations or equivalents for ragion (1. 9) and rea (1. 9).
III.
Translate :
Et in questo che eg)i si rodeva, e Biondel venne. II quale come egli vide, fattoglisi incontro, gli di^ net viso un gran punzone. — Oim^ ! messer, disse Biondel, che h questo ? Messer Filippo, presolo per li capelli e stracciatagli la cuffia in capo e gittato 11 cappuccio per terra, e dandogli tuttavia forte, diceva : — Traditore, tu il vedrai bene cid, che questo d : che arrubinatemi e che zanzeri mi mandi tu dicendo a roe ? Parot'io fanciullo da dovere essere uocellato ? E cosi diceodo, con le pugna, le quail aveva che parevan di ferro, tutto il viso gli ruppe, nh gli lascid in capo capello, che ben gli volesse, e convoltolo per lo fango, tutti i panni in dosso gli straccid ; e si a questo fatto si studiava, che pure una volta dalla prima innanzi non gli pot^ fiiondello dire una parola, n^ domandar perch^ questo gli facesse.
1. Explain the allusion in che arrubinatemi
a tne (II. 8-9).
2. Who was Messer FUippo (1. 4) ?
3. Give Italian explanations or equivalents for punzone (1. 3), dandogli (1. 6), ucceliato (1. 10).
[over.]
4. Give a short account of Boccaccio's old age.
5. Name and describe briefly any two poetical works by Boccaccio.
IV.
Translate :
Quando questi occhi chiusi mi vedrai
e'i spirito salito alFaltra vita,
allora spero che piangerai
el duro fin deU'anima transita :
e poi, se I'error tuo conoscerai,
d'avermi ucciso ne sarai pentita :
ma '1 tuo pentir fia tardo all'ultimo ora.
Perd non aspettar, donna, ch'i'mora.
POLIZIANO.
i
Unt\»9vnH9 of Soroifio*
ANNUAL EXAMINATIONS : 1901.
THIRD YEAR.
SPANISH.
HONORS.
K%..«.,%,^. . I ^^' H. Fbasbe, B.A.
Translate the following extracts :
(a) Rrachel a myo 9^^ !& manol va besar :
Ya, Canpeador, en buen ora 9inxiestes espada, De Castiella uos ydes pora las yentes estranas. Assi es uuestra uentura, grandes son uuestras
gananfias. Vna piel vermeia morisca e ondi-ada,
?id, beso uaestra niano, endon que la yo aya. lazine, dixo el Cid, daqui sea mandada ; Si uos la aduxier dalla, si non contalda sobre las areas.
1. Give modern Spanish forms or equivalents for la manol va besar (1. 1) (inacieatea (1. 2), ydes (1. 3), endon que la yo aya (1. 6), contalda (I. 8).
2. Who is Rachel (1.1)?
3. Write a note on the historical Cid.
4. Explain the construction of I. 8 by supplying an ellipsis in Spanish.
5. Explain the system of assonance in the extract.
(b) Demuestrate por Madre, muevate piadat, Of re9i nuestras pre^es al Rey de magestat, Acabdanos la gratia por Dios e caridat, Del Fijo que en ti piiso umanidat,
Virgo madre gloriosa singular e sennera Plena de mansedumne, plus simple que cordera, Tu nos acabda, madre, la vida yerdadera, Tu nos abri los 9ielos commo buena clavera.
1. Give modem Spanish forms or equivalents for o/r£'fi (1. 2), prefes (1. 2), Acabdanos (1. 3), pi^iso (1. 4), manaedumne (1. 6).
2. Give an account of the author and his works.
(c) Lo que oy se callare
Puede se eras fablar ; Lo que hoy se fablare Non se puede callar.
Lo dicho, dicho es : Lo que dicho non as, Desir lo as despues, Sy oy non, ser^ eras.
1. Give modern Spanish for crcLs (1. 2), as (1. 6), and explain the form desir lo ds (1. 7).
2. State what you know of the writer and his work.
id) Y 11^4ndose & 61 tom6 la lanza, y despues de haberla hecho pedazos, con uno dellos comenz6 i dar & nuestro D. Quijote tantos palos, que i despecho y pesar de sur armas le moli6 como cibera. D&banle voces sus amos que no le diese tanto y que le dejase; pero estaba ya el mozo picado y no quiso dejar el juego hasta envidar todo el resto de su c61era, y acudiendo por los demas trozos de la lanza los acabd de deshacer sobre el miserable caido, que con toda aquella tempestad de palos que sobre ^1 llovfa no cerraba la boca, ame- nazando al cielo y & la tierra y & los malandrines, que tal le parecian.
1. Connect the pa&sage with the preceding events.
2. Write notes on cibera (1. 5), envidar (1. 7).
3. Uegdndoae (1. 1), picado (1. 7), malandrines (L, 12). Express by other words in Spanish.
(e) Asi es, dijo D. Quijote, que ese es un sabio encan-. tador, grande enemigo niio, que me tiene ojeriza porque sabe por sur artes y letras que tengo de venir, andandb los tiempos, & pelear en singular batalla con un caballero 6, quien ^l favorece, y le
tengo de veneer sin que 41 lo pueda estorbar, y por esto procura hacerme todos los sinsabores que puede : y mdindole yo que mal podrdi ^1 contrade- cir ne evitar lo que por el cielo esUt ordenado. I Quidn duda de eso ? dijo la sobrina ; i pero qui^n le mete £ vuestra merced, sefior tio, en esas pen- dencias ? 2 no ser^ mejor estarse pacf fico en bu casa, y no irse por el mundo & buscar pan de trastrigo, sin Gonsiderar que muchos van por lana y vuelven trasquilados ? j 0 sobrina mia ! respondid D. Quijote, y cu^ mal que esi&s en la cuenta : primero que d mi me trasquilen tendrd peladas y quitadas las barbas & cuantos imaginaren tocarme en la pmita de un solo cabello.
1. Give the imperative of dijo (1. 1), and of contra- decir (I. 8).
2. Explain the expression bvscar pan de trastrigo
a 13).
3. ...tendre peladas ciiantos (11. 17-18). Criti- cise this sentence as to its grammatical correctness.
4. Give a summary of the life of Cervantes up to the time of his marriage.
n.
Translate :
Dios es comien9o e medio e acabamiento de todas las cosas, e sin el ninguna cosa puede ser ; ca por el 8u poder son f echas, e por el su saber son gover- nadas, e por la su bondad son mantenidas. Onde todo ome que algun buen fecho quisiere comen^ar, primero deve poner e adelantar a Dios en el, rogandole e pidiendole merced, que le de saber e voluntad e poder, porque la pueda bien acabar.
L
0ltffber0ftff of Sorotfto^
ANNUAL EXAMINATIONS: 1901.
THIRD YEAR.
SPANISH.
HONORS.
ExaminfiTB' / W. H. Fraser, B.A.
I.
Translate the following extracts :
(a) A tiempo k la bora suso memorado, asi como nino que sacan de cuna, no sd falsamente 6 si por fortuna me vi todo solo al pi^ de un collado selv&tico, espeso, lexano k poblado, agreste, desierto ^ tan espantable, que temo verglienza, no siendo culpable, cuando por estenso lo habrd recontado.
1. For what is Santillana noted in Spanish litera- ture?
2. Of what is this extract an imitation ?
3. Scan line 1.
(&) ^1, con canto acordado al rumor que sonaba, del agua que pasaba, se quejaba tan dulce y blandamente, como si no estuviera de alii ausente la que de su dolor culpa tenia ; y asi, como presente, razonando con ella, le decia :
1. Name the writer. For what is he noted ? Give his date.
2. Explain the form del agua (1. 3).
(c) Se toman & bautizar
y se llaman petrarquistas.
Han renegado la fe
de las trovas castellanas,
y tras las italianas
se pierden, diciendo que
son m^ ricas y galanas.
1. By whom was this stanza written ?
2. Who are meant by the petrarquistas (1. 2) ?
3. Give a synonym for se pierden, (L 6).
{d) I Dichoso el corazon enamorado
que en solo Dios ha puesto el pensamiento ! Por 6\ renuncia todo lo criado, y en ^1 halla su gloria y su contento. Aun de si mismo vive descuidado, porque en su Dios est& todo su intento,
JT asi alegre pasa y muy gozoso as ondas deste mar tempestuoso.
1. What class of literature does the extract repre- sent ?
2. Name any two writers of the class.
3. What is meant by mar tempestuoso (L 8) ?
(e) Pues, passando el tiempo, como os digo, entendi6 el donzel del mar en si que ya podia tomar armas, si ouiesse quien le fiziese cauallero ; y esto desseaua dl, considerando que kl seria tal, 6 haria tales cosas por donde muriesse; 6 biuiendo, su sefiora le preciaria.
1. Name, and give some account of, the work from which this extract is taken.
(/) Visto que mi conjuro no era vAlido, y que si dejaba enfrair la determinacion que tenia, tornarfa de nuevo el temor & desanimarme, p^seme la espada entre los dientes, y con ambas manos asi de la tumba por el agujero de abajo, y en alz&n- dola, sali6 corriendo por entre mis piernas un perrazo negro, con un cencerro atado i la cola, que huyendo de los muchachos, se habla recogido & sagrado, y como despues de haber reposado, oli6 la comida, retirola para si, y sac& el vientre de mal ano.
1. Name any three writers of rurvelas picareacas, giving the title of one such work by each.
2. Wliat new characteristics in literature belong to this genre ?
3. Give equivalent Spanish for aacd el vientre de mal aflo (1. 10).
II. Translate :
Ea, pues lo.pasado, pasado. Td sabes que en
mi casa nunca te ha faltado que comer, ni te
faltard si por desgracia no lo ganas. Conozco que,
en efecto, d un muchacho de tu edad debe serle
una vergUenza el no tener oficio ni beneficio, y si
deseo que te coloques, es por ti, no por nosotros.
Manana & las diez te vas por casa del senor
marqu&, te enteras de tu obligacidn, y & cumplirla
como hombre de bien, que los que lo son, por m^
que en contrario se diga, nunca son mds dichosos
que cuando puedea decir : " Este pan que c6mo y
esta ropa que visto, son el f ruto de mi trabajo ; me
basto & mi mismo."
III.
1. Give some account of the origins of Spanish literature down to and including Berceo.
2. Name any two writers of the pastoral novel.
3. Write notes on Jorge Manrique, Juan de Mena, and Mariana.
4. Name the author of each of the following, and describe each work in a few words : Las aiete Partidaa, Claro« Varonea de Costilla, El Libra de Patronio, -ArU Ciaoriay El Libro de Alexandre.
BInfliersfti? 6t Sorottco*
ANNUAL EXAMINATIONS : IWl.
THIHD YEAR.
HEBREW.
MSS.
HISTORY, SYNTAX AND GOMPOSITION.
J. F. MacCurdy, LL.D. Examiners : { J. F. MacLaughlin, M.A., B.D.
MuRisoN, M.A.
I.
1. (a) What is the date of the Exodus? (6) What were the chief historical features of the period of the Judges ?
2. Trace the rise of the monarchy through Saul, David and Solomon. Sketch the character of each of these.
3. Give dates and chief events in the reigns of any three of the following :
Jeroboam I, Omri, Ahab, Jehu.
II.
1. Explain fully Annexion, or the Construct Rela- tion.
2. Compare the use of the Imperative, Cohortative and Jussive.
3. What classes of verbs take two Accusatives ?
4. How is the indefinite subject expressed in Hebrew ?
3. What is the agreement of Collectives ?
6. Write a note on the Syntax of the Conditional Sentence.
[ovwl]
m.
Translate into Hebrew :
Have ye not heard what I did to the Egyptians in the day of my bringing you out of that land ? There is no one answering, no one who hearkens to my word.
Make for thyself an ark, for behold I shall bring a flood upon the earth.
John (Yohanan or Hananiah) was forty-five years of age when he came to this country. He dwelt in it for twenty-six years, but he died on the fifteenth of the third month of this year.
WinihtvtAts ot Soromo*
AKNUAL EXAMINATIONS : 1901,
THIRD YEAR.
HEBRKW TEXTS.
J. F. Mc(/URDY, LL.D. Examinem
ij. Jb. MCCURDY, LL.D. J. F. McLaughlin, M.A. R. G. MuRisoN, M.A.
1. Translate Amos. i. 9-12.
- : •• : • T : t : - t
T •• : T T • : ~ V • ~: T T : -
nc« nil 11 :.TnJD"iiX n'?r«i "ik noma e^k
- T T -v : : ~ T : IT :
rem nne^i rn« anna ic-n-b:; i^s'-e^n
• T V" " : T
• : - • : — V T T : t : v : - - t I : —
iT : T : : - t : 'T : » t •• :
2. Parse IJ^-^ttffc^. DTJDH (^- 9) J 1CT1» nHCfl (v. 11).
3. What vas the nature of the crimes here denounced and of the threatened calamity )
4. Translate Isaiah ii. 12-17.
bv^ Dm mrb3 b:j nlxas r\\7vb dI"^ ^3 12
• T 'T ' T : - •• : - T - : ••• t : t • t
i t " - t : - t - : • t 't • t ' v
't: t t -:-t t:* t -:
ni^rfc^-bs bv^ E^^c^nn ni'':N-'?D bvi^^
' : T -: •:- -tit -:
on '?CE^i D"i«n ninaa he^'i i? : monn
• • «r •
T : T T 'T : - - : ^ -t : v •"
: wnn dV3 linb nln;" sat^Ji d^c*:^
• T» •*• ••
5. Parse ^fs;^ (v. 12); HE'L ^CE^l (v- 17).
6. To what period in Isaiah's life does this chapter evidently belong and why 1 Give date.
7. Translate Isaiah xliii. 1-6.
THT) 3pi;^ 7fir\2 nln"' "iiD«-n3 nnyi i riD^'2 TiKip rrrb^: ^3 t^TTi-bN ^J^nc?^
I : • : * TIT I • : - : • t ' " •• t : •
T : - • T I : • • — -: •- • t 'T
n2nb^ m3n ^b ^^-^^2 Thr\-^2 tiicde?''' ^b
t t '%•: vT • •• : !•• •• •• I : : •
i;:?'l-ip ?l^1^K nln^ ^jn "'3 3 : tis— lynn ^b
I: I V v: T : *-: • '-t - : •
t<3D=l E^13 DnXD T1"ID3 ^nnj Ti:;''Ef1iD ^Nnt'''
t : • - ; • f : : t • " t ' v " ' •• t : •
■"jw rn33: t:;3 nip*' "ie^'^^d * : Ti^nnn «''35< nii?3D ••:« TinN-^3 i^Tn-'p^ 5 : tje^w
• t t J • • " T I : • '• T • " )*••:-
••nijai plniD ""jd \y^3n ^5*^3n-b« idti^?
) T'" -T • • T • T : • - » T •• :
y^^)D (^- 3) ; -iD«. ■':n. ''«''3n (v- 6).
9. Decline, without pronominal suffixes Q2^, Y^y, |3, ^3. Decline ^^ in the plural with pronominal suffixes.
10. Inflect ^"^"^ in Qal throughout and |pj in Qal imperfect and infinitive. '
11. What does the prophet mean by the statement in ▼.4?
12. Characterize the literary style and point out the leading ideas of Isaiah xl.-xlv.
13. Translate Jerem.'v. 14-17.
V : V ** ' *"" T : •• v: t : " t • i •• t
e^5<b» ?i''D2 n2'^ inj •■ijn r\^n -i2in-n«
•• : f • : - T : I •• • : ■• v~ t t -
... • : 1- -ITT":'" • ^* v" tt:
T : : : •• t : • •• 1 t : v * .^. •• -:
T •••••.•: T : - !•• -: - - : • :
^b^ic 'TlDT^b^ rcT'^p br«i 17 : onlaa ob^ noa nn« ie^« Timj^D ny EfE^-i"" Tinj^ni
V 'T V T •• T
14. Give dates and principal events of the life of Jeremiah.
QittiUfttfUS Of Sototito*
ANNUAL EXAMINATIONS: 1901.
THIRD YEAR.
ORIhJTALS.
HONORS.
HEBREW SYNTAX AND COMPOSITION.
Examiners /-
f J. F. McCuRDY, M.A., Ph.D. J. F. McLaughlin, B.D. R G. MuRisoN, M.A.
A.
1 . Define and distinguish clearly annexion and apposition. Give examples of each.
Show how the place of the English adjective may aonaetiiues be supplied by one or the other of these construc- tions.
2. What are the various uses of the Hebrew absolute and construct infinitives 7
3. What uses of the Hebrew accusative mav be described as locative, instrumental and temporal f Give examples.
4. Point out the chief uses of the jussive, without and with 1.
B. Translate into Hebrew :
1. And he turned and said unto them, If any man come uoto me and hale not his father, and mother, and wife, and children, and brethren, and sisters, yea, and his own life also,
he cannot be my disciple (T^C^H)-
[over]
2. Wherefore thou art great, O Lord God: for there is none like thee, neither is there any God beside thee, accord- ing to all that we have heard with our ears. For thou hast confirmed to thyself thy people, Israel, to be a people unto thee for ever : and thou, Lord, art become their God.
3. They said, where dwellest thou ? He said, come and see. Thev went and saw the house in which he dwelt and he made a feast and they ate and drank with him that day.
iSnttoereltv of 2rorotiCii«
ANNUAL EXAMINATIONS : 1901.
THIRD YEAR.
ORIENTALS.
. HONORS.
HEBREW TEXTS I.
r J. F. :{J. F.
(r. g.
J. F. McCuRDY, LL.D. Examiners : -{ J. F. McLaughlin, M. A.
MuRisoN, M.A.
1. Translate Isa. iL 12-17.
2. (a) Explain the metaphors of ii. 13, 14.
(h) What is the meaniDg of Qy^ in v. 12, and of
(c) What were " ships of Tarehish '* and why are they referred to here 1
3. Translate Isa. xi. 11-14.
4. (a) Locate the regions mentioned in xi. 11.
(b) Parse ^r^ and niSlDJ (^- ^2), ^^iJ*^ (v. 13), and ICi^l (v. 14).
(c) Correct the vowels of H^^ (^' ^^) > explain the form Drii^DE^ID (^- 1^)> ^^^ decline HID^D (^- 12).
5. Translate Isa. xxviii. 9-13.
6. (a) Comment on the form and meaning of the words employed in xxviii 1 0, in their relation to the speakers and the theme of the prophet.
(6) Inflect in'^jn (^- 12) in its own stem throughout. (c) Fame rViV and ri^^ (v. 9), r^^^y^ and ^n« (v. 12). '
[OVBRj
1
7. Translate Isa. xlvii. 5-9.
8. (a) Explain the construction of the verbs in xlviL 5 6. Oorrect the received division of v. 7.
(6) Account for the forms •»DD{< (^- ^)» DSHD (^- ^)- (c) Decline |p| (v. 6), and ^J^Bf (v. 9), and explain
the pointing of the latter word.
anfUerslti? of Soroncik
ANNUAL EXAMINATIONS: 1901.
THIRD YEAR.
ORIENTALS.
HONORS.
HEBREW TEXTS II.
J. F. McCuRDY, LL.D. Examine7*8:\J. F. McLaughlin, M.A.
R G. MuRisoN, M.A.
1. Translate Amos ii. 9-16.
2. (a) Pai-se •'H'^^i?!! (^- ^0) and inflect the stem throughout.
(b) Account fully for the forms ^2^*12^ (v. 9) and
n^^b (V. 10).
(c) Who are meant by " the Amorite " (v. 10) 1
3. Ti*anslate Mic. vil 5-8.
4. (a) Explain n^mfr^ i^- ") ^"^^7 ^^^ ^^ ^^^^ ^^^ meaning.
(b) Account for the forms '^HD^'N ^^^ DC^fe^ (^'' ^)
5. Translate Jer. xiv. 15-18.
6. (a) Explain the forms D'^'^^E^P (^- ^^)» "^W^Hn (v. 18). " "
(6) Account for the use of 7 after *)3pJ2 (v. 16),
and for the direct object with HJI^in (^' ^^) ^^^ "^PND (v. 18).
(c) Parse IJ^R^ (v. 15), pl"?!!:! (^- 17) ; decline •»77n (V. 18).
7. Translate Ezek. xii. 9-15.
8. (a) What words in the above extract have the accent affected by the Waw consecutive 1
(b) How were vs. 12 and 13 actually fulfilled ?
(c) Where and when exactly did Ezekiel prophesy ?
ntifHerslts of Sorottto*
ANNUAL EXAMINATIONS: 1901.
THIRD YEAR.
ORIENTALS.
HONORS.
BIBLICAL ARAMAIC.
fJ. F.
; i J. F. (R. G.
J. F. McCuRDY, LL.D. Examiners : -{ J. F. McLaughlin, M.A., B.D.
MuRisON, M.A.
L Translate Daniel ii. 25-28.
1. Parse the verbs in v. 25.
2. What is the force of the pH prefix t How is a stem of this kind modified in Pe sibilant verbs 1 Illustrate.
3. Give 7 with suffixes.
4. Parse n'^lH (^^) *^^ inflect in Peal throughout.
5. P^^*^ (27). Parse. Compare the use of the participle
in Hebrew and Aramaic.
6. Parse n''inn'? (27) i Ti^'K. ^vh-
7. Select from passage a masculine noun and a feminine noun and decline throughout without pronominal suffixes.
IL Translate Daniel ii, 40-44.
1. Parse plHD (^^)' Explain foim. Give rules for inflection of verbs of this class. Illustrate.
2. Parse y^r\ (40) ; |inb (^3).
3. Inflect 7C0p in Haphel throughout.
[over]
4. Decline Q^*) in plural with pronominal suffixes.
5. Give Aramaic Personal Pronouns.
6. Compare Hebrew Biblical Aramaic and Targamic Aramaic.
7. What interchange of consonants takes place in Hebrew and Aramaic.
8. What other portions of the Old Testament besides that in Daniel are written in Aramaic.
III. Translate Daniel ii. 30 from Aramaic into Hebrew.
iSnfuersfti? of STorotito.
ANNUAL EXAMINATIONS : 1901.
THIRD YEAR.
ORIENTALS.
HONORS.
ARABIC.
J. F. McCuRDY, M.A., Ph.D. Eocamvaera : ■{ J. F. McLaughlin, B.D.
MuRisoN, M.A.
1. Translate the passages on the accompanying sheet, Socio, p. 48*, lines 2-9 ; p. 51*, lines 10-15 ; p. 52, lines 11-14.
2. Parse the underlined wor(}s.
3. Decline the nouns and inflect the verbs indicated.
4. Define Hamza, Tesdld, Wasla, Medda.
5. What cases follow ya, the particle of address, and -when?
6. Write singular and plural, inner or outer, of sdhibun, viadlnatuiiy ramlun, mu^minun, mdlun.
7. Explain the construction of sentences introduced by 'inna and *anna and point out the diflerence in usage between these two particles.
sitiftieriKfts of Soromik
ANNUAL EXAMINATIONS : 1901.
THIRD YEAR.
ORIENTALS.
HONORS.
SIGHT TRANSLATION.
Eocamiver : R. G. Murison, M.A.
1. Translate : Deuteronomy 29 : 6-14.
2. Translate : Jeremiah 33 : 12-18. 8. Translate : Ezekiel 37 : 5-10.
4. Translate ; Zeeharia 1 : 1-7.
5. Translate: Daniel 12: 1-12.
6. Translate : Ezra 2 : 3-12.
^infiieriKfts of Sorotitiu
ANKUAL EXAMINATIONS : 1901.
THIRD YteAR.
ORIENTALS.
HONORS.
HISTORY AND LITERATURE.
Examiner : J. F. McCurdy, LL.D.
I.
1. The history of Israel is often studied without reference to that of other nations. Show how it is better to regard it as part of the larger history of Western Asia.
2. By what peoples was Palestine controlled up to the time of the Hebrew conquest ? State briefly the character of the successive occupations.
3. Describe summarily the condition of Israel between the times of Joshua and King Saul. Name in order the chief popular leaders, and state the oceas- sions of their dictatorship and the character of their rule.
4. Tell of the dynastry of Omri in North Israel: (a) tlie names of the kings; (b) the principal events of their reigns, domestic and inteniational ; (c) the religious and political effects of their policy.
5. Indicate the successive stages in the foreign rela- tions of North Israel in the eighth century B.C. which led up to the fall of Samaria.
6. Date the following events: the death of King Ahab, the accession of Jehu, the first capture of Damascus by the Assyrians, the accession of Tiglath- pileser III. in Assyria, the second capture of Damascus, the final capture of Samaria.
[ovkb]
II.
7. What prophecies of Isaiah were uttered between the time of the Assyrian invasion of Syria and the fa]l of Samaria ? What in outline was the prophetic sentiment as to the dominant religious and political tendencies of Judah at that epoch ?
8. Give evidences of a wide knowledge of "world- politics and business on the part of Isaiah and Elzekiel.
9. Arabic is the most ancient and the most modem of the Semitic languages. Show in what w^ys this statement is true.
WHnlMtvtHts of Toronto*
ANNUAL EXAMINATIONS : 1901.
THIRD YEAR.
HISTORY
PASS AND HONORS.
A. F. Barb, B.A Examiners : { J. S. Carstairs, B.A.
PakenhaM, B.A.
^*« Pass candidates will take question 6 or 7. .
1. Show the unity of cause and purpose underlying the seven great wars of England between the Revolu- tion and Waterloo.
2. Discuss :
(1) the main features of the relations of Scot- land and England between the death of Charles I and the death of Oliver Cromwell ;
(£) Cromwell's attempts at parliamentary govem- menL
3. Indicate the main lines of development in the history of Ireland between the accession of Elizabeth and the end of the year 1650.
4. Discuss the evidence for believing :
(1) that the Norsemen discovered America;
(2) that they failed to found a successful colony in Yinland.
5. Account for :
(1) the tardiness of France and England in securing a permanent footing in America ;
(2) the success of Kirke's expedition against Qoebec ;
[over]
1
(3) the disputes between Frontenac and the Church.
6. Compare :
(1) the first charter of Maryland with the first charter of Massachusetts ;
(2) the type of society developed in New York with that of New England say in 1756.
(3) the English idea of colonization with that of the Greeks, of the Bomans and of the Spanish.
7. Discuss :
(1) Henry VIII's attitude towards Parliament ;
(2) Wolsey's fall ;
(3) the effect upon society in England of the dissolution of the monasteries.
i
anfUeriKfts of Sotomo*
ANNUAL EXAMIKATIONS : 1901.
THIRD YEAR
HISTORY-
PASS AND HONORS.
r A. F. Barb, B. A. Examiners : -j J. S. Cabstairs, B. A.
( W. Pakbnham, B.A.
*«* Pass caDdidates will omit the first question.
1. Explain the origin and causes of the final dis- appearance of the Electors, and show how under the Empire it was possible for the rulers of Spain, France and England to be rivals for the office of Emperor.
2. Indicate what is meant by the Revival of Leam- ing» and illustrate by a description of the state of society at Florence under Lorenzo de'Medici.
3. Write notes upon :
(1) The contrast between Pope Leo X. and Pope Julian II.;
(2) Richelieu's conflict with the feudal nobility in France;
(3) Gustavus Adolphus ;
(4) The nature of Erasmus's attack on the Church.
4. Estimate briefly the forces working in France for revolt against the Church in the first sixty years of the eighteenth century.
5. Explain
(1) The origin of the connection between Branden- burg and Prussia ;
(2) The work of the Great Elector ;
[OVEE]
(3) The results of Frederick the Great's attack upon Silesia.
6. Show the significance of the raid of Charles VIIL into Italy, and Savonarola's relation to it.
7. Estimate Peter the Oreat's work in regard to the army and the church in Russia, and compare him with Charles XII. of Sweden.
J
Bliitto(r0itjf of s:orotito.
ANNUAL EXAMINATIONS : 1901.
THIRD YEAE.
POLITICAL ECONOMY
• HONORS.
Examinera ■ { ^^^ Mavor. J3.xam%ne^8 ' \ S. M. Wickett, Ph.D.
Five questions only to be answered.
1. Give an account of the economic bearing of the teaching of Plato and Aristotle.
2. Discuss the Scholastic view of interest.
3. Describe the doctrines of the earlier mercantilists and contrast them with those of the later members of the school.
4. Trace the growth of Physiocratic ideas and shew their relation to the prevalent philosophical conceptions of the time.
5. Give an outline of " The Wealth of Nations."
6. State the position of Malthus on the Population Question.
7. State and examine Bicardo's Theory of Rent.
8. Describe the conflict between the Historical and Deductive groups of political economists.
iiftnftieretti? of ZToffontcu
ANNUAL EXAMINATIONS : 1901.
THIRD YEAR.
POLITICAL SCIENCE DEPARTMENT.
THEORV OF POLITICAL KCONOMY.^
HONORS.
E, . (James Mayor.
Ex^irmners : | g j^ wiCKErr.
Five questions only to be answered.
1. Give an account of the "Law of Diminishing Returns," and show the relation of it to the Theory of Rent.
2. Discuss the analogy between " Capital in durable forms and Land."
3. Explain the function of Capital in modern indus- trial production.
4. How does Interest emerge ? Explain fully the Austrian Theory of Interest.
5. What are the characteristics of International as opposed to Domestic Trade ? How is the equilibrium of values reached ?
6. What is the rationale of the claim of the Labourer to the whole of the value of the Product ?
7. Define Statistics. Mention some of the chief limitations from the point of view of method, of their use in economics.
8. Explain the expressions : statistical average ; weighted mean ; interpolation ; statistical law.
&ni}ttvnits of Sovomnu.
ANNUAL EXAMINATIONS : 1901.
THIRD YEAR.
POLITICAL SCIENCE DEPARTMENT.
ENGLISH CONSTITUTIONAL HISTORY.
Examiners ■ i ^"^^ Mavoh. axarmtura . | g ^ Wickett, Ph.D.
Five qaestions only to be answered.
1. Give an account of the development of Parlia- ment.
2. Mention some of the more important constitu- tional documents and give an account of two of them.
3. Distinguish between a Statute and an ordinance, and describe the procedure by means of which Acts of Parliament are passed.
4. What is the " Dispensing Power," and what are the limits of the effect of a " Proclamation ? "
o. In what way did changes in land tenure affect the Parliamentary franchise ?
6. Give an account of the attempt to establish per- sonal government under the House of York.
7. What are the constitutional privileges of Peers of Ireland, Scotland and Great Britain respectively ?
8. Sketch the movement for reform in Parliament up till 1885.
Binftiersfts oc Sorotito«
ANNUAL EXAMINATIONS: 1901.
THIRD YEAR.
POLITICAL SCIENCE DEPARTMENT.
ENGLISH CONSTITUTIONAL HISTOKY.
HONORS.
Examiners • J ^^^^ Mav(jr. tLxamtmia. ^ g ^ Wickett, Ph.D.
Five questions only to be answeted. ,
1. Give an account ot the struggle between the Parliament and the King on the question of the royal prerogative, giving special attention to the reign of Richard II.
2. Describe the methods of legislation by Petition and by Bill, and shew the connection between them.
3. Give an account of the municipal system of the middle ages especially in its constitutional relations.
4. What were the principal provisions of the Act of Settlement (1701) ?
5. Give an account of the Statute of Marlborough (1267).
6. Trace the movement for the reform of Parliament daring the nineteenth century.
7. Sketch the history of the " Cabinet."
8. Describe the procedure by means of which a seat is declared vacant in the House of Commons in Eng- land and compare it with the procedure in the Domin- ion House of Commons.
QlnitietsUfi of iiToromOc
ANNUAL EXAMINATIONS : 1901.
THIRD YEAR.
COLONIAL CONSTITUTIONAL LAW.
HONORS.
Examine!': McGregor Young.
Note. — Five questions to be answered.
1. " The great constitutional reform in colonial government effected by the introduction of responsible government." Explain the nature and effect of this reform.
2. How was the prerogative of pardon affected by the royal instructions as settled upon Lord Lome's appointment as Governor-General of Canada ?
3. What is meant by the statement that a Colonial Legislature is not a delegate or agent of the Imperial Legislature ?
4. What is the Imperial practice with respect to the disallowance of Canadian legislation ? Exemplify by precedents.
5. Outline the constitutional course of a Canadian Governor-General who, believing the advice of his Ministers to be injurious to the public welfare, desires to reject it.
6. Explain the effect upon the prerogative of a grant of legislative power to a Local Legislature. Can a Colonial Parliament deprive a citizen of his appeal to the Privy Council from the local Courts ?
7. Give a short account of the liabilitv of a Governor to civil actions in the Colonial Courts.
iAnitiersfts of Soromo^
ANNUAL EXAMINATIONS: 1901.
THIRD YEAR.
ENGLISH CONSTlTUTfONAL LAW-
HONORS.
Examiner : McGregor Young.
Note. — Six questions to be answered.
1. " The prerogatives of the Crown have become the privileges of the people." Explain this.
2. Illustrate the three meanings included by Profes- sor Dicey in his general statement that the " rule of law " is a special characteristic of English institutions.
3. Could the present British parliament legally pro- vide that it should continue without appeal to the electors for the lifetime of the King ? Discuss the principles involved in this kiquiry.
4. It is charged that a census enumerator has injured a citizen. Contrast the jurisdiction of the ordinary Courts of Law under our system and a system of " adviinistraiive law"
5. Explain the effect of the Habeas Corpus Acts upon the authority of the judiciary over the executive.
6. What are Hearn*s views as to the creation of Peers to coerce a refractory House of Lords, and how can the^' be reconciled with the political sovereignty of the nation ?
7. " The Crown can always check the adoption of a policy which it deems unwise. This power is neither impaired nor abandoned, but is exercised in a new and peculiar manner." Explain.
8. What is meant by the corporate character of the modem Cabinet ? Is a Ministry ever justified in re- taining office against a condemnatory vote upon a particular Minister ?
Cftnftier»ft9 oc {Toronto^
ANNUAL EXAMINATIONS : 1901.
THIRD YEAR.
HISTORY OF ENGLISH LAW.
HONORS.
Examiner : A. H. F. Lefroy, M.A.
1. What were the principal legal reforms in the reign of Henry II., and what were the possessory assizes.
2. Briefly describe the leading features of legal pro- cedure in England prior to the reign of Edward I.
3. What changes do you consider to have been intro- duced b^' William the Conqueror into the system of Land Tenure in England ; and briefly describe the character and incidents of the four free tenures ?
4. What were the chief legal enactments of Ed- ward I.?
5. What was the origin of the Court of Chancery ? By what methods did the Chancellors acquire jurisdic- tion ? and describe the advantages of procedure for- merly enjoyed by the Court of Chancery as compared with the Courts of Common Law.
6. What is the history of the actions of Assumpsit, Trover, and Ejectment ?
7. Can you mention any famous Acts of the reigns of Elizabeth and Charles II. now operative in Ontario ?
8. Explain : Scutage ; Wer-gild ; Boc land ; Forensic service ; Escheat ; Ancient Demesne ; Fines and Recov- eries ; " There cannot be a use on a use.*'
9. Mention the principal heads of legal reform in England since the reign of George IV.
WLnmvuita of Soronto^
ANNUAL EXAMINATIONS: 1901.
THIRD YEAR.
ROMAN LAW.
HONORS.
Examiner: A. H. F. Lefroy, M.A.
1. Explain and comment on the division by the In.stituies of the field of law into the law of persons, the law of things, and the law of actions.
2. Distinguish between Jus civile, Jus gentium, and Jus naturale ; and state as fully as you can the sources of the Jus gentium.
3. What was the date of the Emperor Justinian, and what legal works were published by him ? State names and dates of any prior codifications of Roman Law.
5. Describe the Roman family organisation at the time of the XII Tables, and indicate the points in which it became subsequently modified, with special reference to the law of intestate succession.
5. State and explain the three successive systems of Judicial procedure among the Romans.
6. What classes of contracts were recognized as I^ally binding in Roman Law in the time of Justinian. Describe any forms of contract or conveyance known to the old law which had become obsolete.
7. Explain the following terms : donatio mortis caus4 ; culpa ; testamentum per aes et libram ; actio Serviana ; bonorum possessio secundum tabulas ; Latini Juniani ; adoptio plena ; jus in re aliend* ; peculium profectitium ; justoe nuptisQ.
8. State the dates and provisions gf the Leges Ganuleia, Falcidia, Julia et Papia Poppoea ; and of the Senatus Consultum Velleianum, Trebellianum, and Macedonianum.
9int\ttvuits oc CTovomo*
ANNUAL EXAMINATIONS : 1901.
THIRD YEAR.
PHILOSOPHY.
ETHICS.
EaxLminera • I ^^^^' ^' ^' ^adgley, M.A., LL.D.
1. (a) Explain Hobbes' theory of Human Nature, and of the foundation and authority of morality.
(6) What criticism of his position was ottered
(1) by Cudworth and Clarke ?
(2) by Shaftesbury and Hutch eson ?
2. (a) Examine, after Butler, " the natural suprem- acy of reflection or conscience."
(6) Show fully what you understand by Con- science.
(c) Specify and criticise any theories that have been held with reference to its origin.
3. State and examine the ethical theory of Hume, or of J. S. Mill.
4. (a) Explain the fundamental positions of Hedon- ism and Rationalism as applied to Ethics.
(6) Show how Evolution claims to harmonize the two theories.
(c) Is the resulting theory satisfactory ?
5. Examine the meaning and significance of Free- dom as applied to human conduct.
6. (a) Explain what is meant by Self-realization.
(6) Show whether it furnishes a satisfactory theory of life, individual and social ; and an adequate distinction betw^een good and bad conduct.
(c) Is Self-realization consistent with Self-sacri- fice?
mnf»tvultp of 2r«v«ma«
ANNUAL EXAMINATIONS : 1901.
THIRD YEAR.
LOGIC. HONORS.
Examinei^ : F. Tracy, B. A. Ph.D.
Discuss carefully and critically the following topics, giving your own views, and any others with which you may be acquainted, including those of Mr. Mill : —
1. The Categories.
2. The meaning of the Judgment ( = " The Import of the Proposition.")
3. The function and value of the Aristotelian Syllo- gism.
4. The Law of Universal Causation.
5. The nature and grounds of Induction.
anttirr0fto of Soronto^
ANNUAL EXAMINATIONS : 1901.
THIRD YEAR.
MEDIEVAL PHILOSOPHY AND CICERO.
HONORS.
Examiner : F. Tracy, B.A.., Ph.D.
1. Describe the conditions — political, social, intel- lectual and religious — under which the philosophy of the middle ages took its rise ; and show the influence of these conditions in determining the course of its development.
2. Give an exposition of the system of Augustine, shewing fully what he owes to preceding philosophy, and how^ he influenced those who came after him.
3. Give as complete an account as you can of the famous controversy over universals, mentioning the most important names, indicating the progress made, and shoTving the importance of the problem, as well as its present status.
4. Define Scholasticism; explain its central posi- tion; shew how that position was gradually under- mined; and describe tbe influences that led to its final overthrow.
5. What are the leading objections made by Cicero in the De Finibws against the System of Epicurus (a) in Cosmology, (6) in Theory of Knowledge, (c) in Ethics ?
VLnifttvuita ot Socotito.
ANNUAL EXAMINATIONS: 1901.
THIRD YEAR.
HISTORY OF ANCIENT PHILOSOPHY
HONORS.
Examiner : F. Tracy, B.A., Ph.D.
1. What do you understand by the phrase " History of Philosophy ? " and why is the philosophy of the Greeks especially worthy of historical study ?
2. How does Philosophy arise ? and what are its leading problems, as we find it among the Greeks ?
3. Dividing Greek Philosophy into three periods — Pre-Socratic, Platonic, and Post-Aristotelian — point out as fully as you can, the leading characteristics of each period, and their relation to one another, Men- tion the leading schools, thinkers, and tendencies.
4. Give some account of Pythagoreanism, and esti- mate its influence upon Plato.
5. Select three of the following topics for historical and critical treatment : —
(a) The Ionic Philosophy.
(6) Parmenides vs. Heraclitus.
(c) Atomism in Greek Philosophy.
(d) The Platonic doctrine of Ideas, and Aristotle's criticisms thei*eof.
(c) Relation of Platonism to Neo-Platonism.
(/) Greek Ethics.
6. Reproduce the various definitions of knowledge given in the Theaetetua, with the Socratic criticisms.
8lntlicr0tt9 ot Corotito^
ANNUAL EXAMINATIONS : 1901.
THIRD YEAR.
PHILOSOPHY-PSYCHOLOGY.
HONORS.
Examiner : A. H. Abbott, B.A.
!• What is your opinion with regard to the relation of Metaphysics to Psychology :
(a) As an introduction to Psychology ;
(b) As an outcome of the Psychological investi- gation ?
2. State briefly what factors were operative in forming Hartley's theory of the association of ideas, and sketch accurately and fundamentally, the bearing of this theory on a theory of (a) thought, (6) feeling, (c) volition.
3. Critically examine the theory of association of ideas as held by the English " associationalists " from the following stand points :
(a) The problem of the quantitative relations of sensations ;
(b) The problem of space ;
(c) The problem of memory (recollectiou and recognition).
4. (a) If you were to attempt to give an account of volition as you actually experience it, of what facts would you take account ?
(6) Under what conditions would you regard it as justifiable to make use of what is called ** remorse," ** self-sacrifice," etc., in such an account ?
5. (a) To what extent is your view of " freedom " affected by your theory of space and time ?
(6) What problems relating to volition (freedom) have been raised by your study of Psychology ?
8lnftiev0U9 of Sovonto*
ANNUAL EXAMINATIONS : 1901.
THIRD YEAR.
PHILOSOPHY : EXPERIMENTAL
PSYCHOLOGY.
Examiner : A. Kibschmank, Ph.D.
Fiye questions ooimt a foil paper ; one of the last three
most be token.
1. What is the stimulus, and how do we know it ? In accordance with your opinion on this point which explanation of the law of Weber do you prefer ?
2. Disprove the theory that sensations and repro- duced images differ only in intensity. Discuss "Reality."
3. What arguments would you advance afi;ainst the theories which hold certain colours only to be funda- mental qualities ?
4. Discuss the physical, physiological and psychical aspect of "colour- mixture.''
5. Compare colour-blindness with the deviations of colour perception in indirect vision.
6. Examine critically Zoellner's theory that the investigation as to a fourth dimension is justified by the " fact " that the third dimension of space is already a product of inference.
7. Illustrate by a di€Lgram the formation of double images. Criticize the theory of <* identical points," and show why geometrical constructions of the *' Horopter " are practically of no value.
8. State all you know about visual angles and angles of regard.
[OV£B]
9. Discuss ''Lustre" and its dependence on the binocular parallax. Why does metallic lustre never appear in stereoscopic pictures ?
10. Compare the sense of Sight and the sense of Hearing with regard to (a) successive, (&) simultaneous stimulation.
11. Why do we select out of the great manifoldness of possible intervals just the twelve tones of the musi- cal scale ? Give different theories.
12. Discuss thoroughly one of the two problems interesting alike to the psychologist and the astronomer (" Star magnitudes " and " Reaction Times.")
Slnflier»ft9 of Sorotito.
ANNUAL EXAMINATIONS : 1801.
THIRD YEAR
PHILOSOPHY.
HONORS.
ETHICS.
\ E. I. Badglet, M.A., LL.D.
GREEN.
1. Give briefly the chief arguments advanced by Qreen in favor of (a) " a spiritual principle in Know- ledge," (6) **a spiritual principle in Nature." (c) Shew the connection between the arguments for (a) and (6).
(d) What bearing has this whole discussion upon Ethics in Green's estimation ; in your own estimation ?
2. Give Green's discussion of '* Desire."
What important results depend on this discus- sion?
3. Give Green's examination of the adequacy of Utilitarianism in theory and in practice.
4. (a) Carefully state in your own words what you conceive to be Green's views on human personality and Divine Personality.
(6) What bearing has Green's discussion upon the problems of Materialism and Pantheism ?
(c) Shew clearly the connection (if any) between Ethics and theories of the Universe such as Material- ism and Pantheism.
What in your opinion is the correct method for the ethical writer to employ in dealing with such problems ?
(KnliiirMltli) <if Sdtotitd*
ANNUAL EXAMINATIONS : 1901.
THIRD tBAR.
PSYCHOLOGY-PSYOeOPHYSICS.
Exarriiner: A. KifiSCHiiANK.
Five qnettions oonnt a fall paper.
1. Give an accurate expression of the Law of Weber and explain why it is called the Psychophysical Law.
Illustrate the law geometrically and algebraically (as a logarithmic law).
2. Method of least observable difference. Make up an example of the ordinary application of this method, or solve the following problem :
In the light of an electric arc lamp of ^000 c.p. and at a distance of 50 m. the opaque shade of a lighted incandescent lamj) of 16 c.p. throws a shadow on a walL This shadow is invisible when ttie incan- descent lamp is at a distance of 50 cm. from the wall. An 8 candle power lamp has to be 14 cm. nearer and a 32 candle power lamp 20 cm. further away in order to obtain the same effect. Calculate these results according to the method of l.o.d. and draw your con- clusions.
3. Method of mean gradation : —
Solve two of the following three problems, assum- ing that the Law of Weber holds strictly :
(a) In a dark room there are three sources of light, A, B and C, of equal shape and intensity and at the same distance from the eye of the observer. Before one of them, A, is placed a smoked glass which absorbs 84% of the light. How many degrees opening
^ [ovbb]
must an episcotister, rotating before B, have in order to make it appear as of medium intensity between A and C?
(b) If, in the above example, C is 5 times brighter than A (without absorbing glass) and B, and if the episcotister rotates before A and B at the same time, what aperture of the episcotister must be applied in order to have B appear as the medium intensity ?
(c) Find the composition of a rotating disc esti- mated as the mean between two others, one of which is composed of 10° of white and 350"^ of a black which reflects .^ of the intensity of the white, whilst the components of the other are 330^ white and 30"* of a black of the intensity ^^. The same white is used for all three discs and the black of the middle disc is of the intensity ^^.
4. Method of average error.
(a) The height of a railway-car, a house and a church steeple were estimated by ten different persons as follows :
|
Bailway«car. |
House. |
Church StMple. |
|
|
8 ft. 4 |
in. |
47 ft |
270 ft |
|
7 .. |
50 .. |
2U0 M |
|
|
7 M 6 |
II |
39 .. |
220 .. |
|
6 M 9 |
'J |
52 .. |
300 .. |
|
8 M |
48 .. |
340 .. |
|
|
9 M 2 |
II |
50 .. |
220 .. |
|
8 M 6 |
II |
36 .. |
310 .. |
|
8 r. 6 |
II |
53 II |
S570 » |
|
7 M 8 |
II |
46 .. |
220 1. |
|
7 .. 9 |
II |
49 .. |
290 11 |
Investigate these results according to the method of average errors. Calculate also the constant error (C) if the railway-car is 14, the house 40 and the steeple 300 feet high.
(b) State briefly the difference between Fechner*s and Wundt's way of calculating the pure average eiTor and show in which of the above cases the results are the same for both methods.
5. State the essential characteristics of the method of right and wrong cases.
6. Describe MerkeFs combination of the method of mean gradation and that of right and wrong cases.
ainftifrsftv of ^Toronto
ANNUAL EXAMINATIONS : 1901.
THIRD YEAR.
RIGID DYNAMICS.
HONORS.
Eaminer : W. J. LoUDON, B.A.
N.B. — Question (0) is given as a bonns.
1. Find, by direct integratioD, the moments of inertia of
(a) Ad elliptic plate about the major axis,
(b) A rectangular plate about a diagonal.
2. Find the moment of inertia of the solid
about the axis of x,
3. Shew that three points can always be found in a plane
M
area of mass }fj so that three masses, each equal to -k-'
j)laced at these points will form a system equimomental with the area.
4. (a) A rod OAj of length 2a, fixed at 0, drops from a horizontal position under the action of gravity : find its angular velocity when in a vertical position.
(b) A fine string is wound around a heavy grooved circular plate, and the free end being fixed, the plate is allowed to fall under gravity. Find the space described in any time from rest.
5. In the case of a body moving, under the action of . finite forces, about a fixed axis, obtain the general equations of motion.
When a heavy body moves about a horizontal axis,
how would you find the angular velocity in any position
most easily 1
[over]
6. Explain what is meant by a centre of percussion. If a boily be capable of motion about a fixed axis, which is parallel to a principal axis at the centre of inertia, shew that the line of percussion will pass through the centre of oscillation.
7. If a rod of length a be moving about one end fixed with uniform angular velocity, and this end be suddenly freed ; at what point must the rod l)e fixed again so that all its particles may be reduced to rest 1
8. Find Euler's equations of motion for a body moving about a fixed point under the action of finite forces.
Apply them tO; the case of a top spinning on a perfectly rough horizontal plane.
9. (a) A perfectly rough ball is placed within a hollow cylindrical garden roller at the lowest point, and the roller is then drawn along a level walk with a uniform velocit}' V. Shew that the ball will roll quite round the interior of the roller if V^ > -^- g {h — a), a being the radius of the ball, and b that of the roller.
(6) A fine uniform string of length 2 a is in equilib- rium, parsing over a smooth small pulley, and is just dis- placed : prove that the velocity of the string when just
leaving the pulley is v^o^.
(c) A heavy circular disc is supported form a point whose height above it is equal to the radius by three equal strings attached to the circumference at equal intervals. One of the strings, being cut, shew that the tension of the others is immediately diminished in the ratio of 2 : 3.
{d) A uniform rod of length a, freely movable about one end, is initially projected in a horizontal plane with angular velocity ttt about the fixed point. If at any subse- quent time 0 be the angle which the rod makes with the vertical and ^ be the angle which the projection of the rod on the horizontal plane makes with the initial position, shew that
sm^ g . -— MB CO. dt
8liifliet«ft9 of Sovonto.
ANNUAL EXAMINATIONS : 1901.
THIRD YEAR.
PARTICLE DYNAMICS.
HONORS.
Examiner : W. J. Loudon, B. A.
1. When a point is in motion in any plane curve, find its accelerations, at any instant, along and perpendicular to the tangent.
Shew that in any curve in space there can be no accel- eration perpendicular to the osculating plane.
2. When a particle moves under an attraction in its line of motion, varying directly as the distance of the particle from a fixed point in that line, determine the motion.
If the force be repulsive and the particle be projected initially from a distance a towards the origin with velocity
ai^fij shew that it will continually approach the origin but never reach it.
3. A particle moves in a straight line under the action of an attraction always directed to a point in that line and varying inversely as the squai*e of the distance from that point. Determine the motion.
Two particles A and B mutually attracting one another
according to the Newtonian law, are placed at rest a
distance a apart. The particle B is now constrained to
move away from A, along the straight line joining them,
with a uniform velocity n. Show that A will catch up to
2a B if n^ < — , fJL being the mass of B : and that the time it a
will take is
2fJL
i(r + 2/9 + sin2^)-7;
1 o/%« ,2a£ 2 ft ^
where cos* p '=»-ri and -r- ^ n*,
b b a
[over]
4. (a) A particle moves in a straight line from a distance a towards a centre of attraction varying inversely as the cube
a«
of the distance : shew that the time of descent is
(6) Shew that the time of descent, to a centre of attraction which varies inversely aH the square of the distance, through the first half of the initial distance is to that through the latter half as ?r -|- 2 : tt — 2.
(c) A particle is projected from a point P with velocity 7, so as to pass through a point Q whoee coK>rdinate8 referred to jP as origin are a;, y, the axis of y being vertical. Prove that the directions of projection are given by the quadratic
tan2 a tan a + 1 H 5^ «• 0.
gx g^
(d) A particle is projected from the highest point of a sphere of radius c so as to clear the sphere. Prove that the
velocity of projection cannot be less than v^^ ge
5 In a central orbit prove the following : —
d^u ^ P ^ h^ dp A « • „
— J- 1/ =s • P=s - ' V ^i -' 2ij^ .B Pa
de^^"" K^u^' ^ p^ dr'"" p' ^^^^q-
6. Define the term Apse^ and find the analytical condition for one : also, shew that in a central orbit there cannot be more than two apsidal distances.
7. A particle is projected fiom a given point in a given direction and with a given velocity, and moves under the action of a central attraction varying inversely as the square of the distance : shew that the orbit is a conic sectioD.
What is the necessary initial condition that the path may be an ellipse ?
8. If a particle move in a circle of radius r about a centre of attraction distant a from the centre of the circle, shew that the periodic time is
2 7rr*
(»• — a) V^
where <p is the attraction at the nearer apse.
dnitiersftff of ^Tovotito.
ANNUAL EXAMINATIONS : 1901.
THIRD YEAR.
HYDROSTATICS.
HONORS.
Examvner : J. C. McLennan. B. A., Ph.D.
1. Shew how to determine the surfaces of equal pressure and the curves of equal pressure and density for a mass of heterogeneous incompressible fluid at rest under the action of forces of the most general kind.
In the case of an elastic fluid of variable temperature at rest under the action of forces belonging to a conserva- tive sjstem, shew that the surfaces of equal pressure and of equal temperature coincide.
2. A mass of liquid Lb at rest under the action of forces whose components at the points x, y, z are cy - bz, az - cos, and 6a;— ay ; shew that the surfaces of constant pressure are
1 X y z
planes passing through the line - = -f = - and the curves of
a 0 e
constant pressure and constant density are right lines parallel to this line.
3. Define centre of pressure. Find its position for a tri- aDgnlar lamina imersed in a heavy liquid with its vertices at the depths x, y, and z^ respectively.
4. A plane area of any form occupies a vertical position in water. If it is rotated in its own plane alone about any point in the area, find the curve traced out in the area by the centre of pressure.
5. Find the curves of flotation and buojrancy for an elliptic lamina floating in a heavy liquid.
6. A solid of revolution floats in a liquid whose density is a function of the depth; determine the position of the metacentre.
[ovxr]
A right circular cone floats with its axis horizontal in a liquid the density of which is double that of the cone. If the vertex be attached to a fixed point in the surface of the liquid, shew that for stability the vertical angle mast be less than 120 degrees.
7. Establish the relation y' » l! for the principal ten- sions at any point on a thin flexible vessel in the form of a surface of revolution subjected to the pressure of a h^vy liquid.
When the tensions at any point of a thin membrane referred to any two lines intersecting at right angles are given ; shew how to determine the principal tensions at the point
8. A quantity of liquid within a thin spherical shell rotates about a vertical diameter with uniform angular velocity ; find the principal tensions at any point.
9. Find an expression for the energy of a liquid film and deduce a relation between the radius of a spherical soap bubble and the pressures to which it is subjected.
A soap bubble is blown between two parallel circular rings which are gradually drawn apart. Determine the form of the bubble when the pressure inside and outside is the same.
1
anftictsftv ot SToronto^
ANNUAL EXAMINATIONS : 1901.
THIRD YEAR.
FACULTY OF ARTS.
THERMODYNAMICS.
HONORS.
Examiner : G. R. Anderson, M.A.
1. Indicate the chief assumptions of the mechanical theory of heat. Mention some facts that form crucial tests between this theory and the now obsolete caloric theory.
2. Explain clearly the meaning of the " degree " on a mercurial thermometer. To what defects is such a ther- mometer liable 1 In the cas^of a gas thermometer, what assumptions are made as to the nature of the thermometric substance.
3. Define specific heat Show that Cp — Co =» R.
If the velocity of sound in air at Id*" C. and 760 mm. pressure ^ 340 metres and the normal density of the air s .001293; find 7.
4. Explain the difference between the adiabatic and the isothermal elasticities of a substance and determine their ratio.
5. Show that p^^ v'p « const.
6. Deduce the mathematical expressions of the two funda- mental laws of Thermodynamics.
7. Define adiabatic lines and deduce a formula connecting changes of temperature with adiabatic changes of volume.
8. Show how to calculate numerically the value of E in the equation PF == B7\
Apply your formula to find JR for air.
8. Describe the Carnot engine and deduce a general expression for its efficiency.
8ltiftiet0ft9 of crovoiito<
ANNUAL EXAMINATIONS : 1901.
THIRD YEAR.
FACULTY OF ARTS.
GEOMETRICAL OPTICS.
HONORS.
Exaaminer : G. R. Anderson, M.A.
1. State the laws of reflection.
Determine the deviation produced by a ray reflected n times in succession from two mirrors inclined at an angle 0 to each other.
Find the angle between two mirrors that a ray reflected once at each of them may be perpendicular to its initial direction.
2. In the case of a pencil of homogeneous light refracted through a prism, determine the position of the focua
What is the condition for total internal reflec- tion ?
If the index of refraction for crown glass be 1.515, find the maximum refracting an^le of a prism of this glass that a ray may pass throu^.
3. Assuming the results of refraction at a spherical surface for a small aperture, deduce the general formula for a thin lens :
(a) When the opposite faces are in contact with different media.
(b) When the two media are the same. Determine the position of the nodal point
4. Show the course of the rays through an astro- nomical telescope furnished with a Ramsden eye-piece.
[OVBRJ
If the focal length of the objective be 100 era. and that of each lens of the ocular be 10 cm., 6nd the magnification.
5. Investigate the conditions for achromatism of two negative lenses separated by an interval a.
Show that Huyghens* eye-piece fulfils these con- ditions.
6. What is meant by dispersive power of a medium ?
If the indices of refra<;tion for flint and crown glass be : —
|
Fraunhofer Line. |
Flint |
1 Crown. |
|
fi E U |
1.536 1.545 1.562 |
1513 1.520 1.532 |
Determine the dispersive power of each and the ratio of the focal lengths and the signs of two lenses to form an achromatic convergent combination.
7. In the rainbow find the angle of incidence for minimum deviation.
Find the angular radius of the third bow in the case of a glass sphere whose refractive index = |.
SInUievfirttff of Sovotito^
ANNUAL EXAMINATIONS: 1901.
THIRD YEAR.
THEORY OF EQUATIONS.
HONORS.
Examiner : Alfbed T. DbLuby, B.A.
1. lf/(z) ia a rational integral function of «,
(a) Shew that/(s;) is continuous for all finite values
(b) Outline a proof of the theorem that/(«) must vanish for some finite value of z,
(e) The coefficients being real, state circumstances that indicate immediately the existence of recU zeros of/ {z),
2. State the theorems that shew that the solution of any binomial equation a^ — I » 0, may be made to depend upon the solution of equations of the form
jcP^- 1 - 0 where /? is a prime.
3. Give any solution of the general quartic.
4. When any equation/ (a;) « 0 has an r multiple root a, a value a little inferior to a gives to the series of functions
/(«),/i («),/2 («)... ./r - 1 («) signs alternately positive and negative, or negative and positive, while a value a little superior to a gives to these fnnctioas the same sign, namely, that of /.(a).
5. If the real roots of either of the eqations
/(a:) = 0,/'(«) = 0
are known, what may be inferred as to the roots of the other f
From a consideration of the derived function, deduce the condition Ijiat the cubic
«8 + 3Zr« + (? = 0
may have (1) real and unequal roots, (2) two equal roots.
[ovsb]
6. State Sturm's Theorem.
Apply it to the examinatioD of the equation, af - lOa^ + 6 a; + 1-0.
7. Find to five places of decimals the smaller root of the equation,
a!* —11727 a: + 40486 = 0.
8. Outline the proof of the theorem that every rational symmetrical function of the roots of an algebraic equation can be expressed rationally in terms of the coefficients.
9. When a determinant vanishes the constituents of any row of its reciprocal are proportional to those of any other row.
If OS,, x^ . . . . x,! are all different, the determinant
1 1 1
2
X
«{»— 1 05,"^^
.n-1
cannot equal zero.
Binfiirtttftff of s:ovonta
ANNUAL EXAMINATIONS : 1901.
THIRD AND FOURTH YEARS.
DIFFERENTIAL EQUATIONS-
HONORS.
Exa'mvaeT : Alfred Baker, M.A.
1 . If ^ and V be explicit functions of two independent variables x and y^ and if CT be expressible as a function of F, then
dU dV^dU dV^^Q
dx dy dy dx '
identically. And conversely of this condition be identically satisfied then is U expressible as a function of T.
If two solutions be obtained for the equation
M dx + N dy^O,
shew that they are functions of one another, t.e., the pre- ceding equation can have only one independent primitive.
2. Sohre the equation
M dx + N dy^Q when exact.
Extend the method to the equation
X dx-^- 7 dy + Zdz^O when integrable.
Solve the equation (3 a; — 2 y6«) cto — 2 JB6« c^ + (4 2 — 2 xy^) dz « 0.
3. Solve the equation
by the method of variation of parameters.
Extend the method for the solution of the equation
when y^, y^ .... yn% solutions when F a 0, are known.
Solve the equation
(tan " ^ y — as) c?y SB (1 4- y2j flfec
Solve also the equation
the solutions, when the right hand side is zero, aJ* — a and aj.
4. Indicate methods of solution for the following classes of equations :
y — /(«, p) \ « «/(y, p). /(yi p) — o \f{x, p) « o.
/&,.)-«.
Solve the equation
«8p« + ic2yp + o»— 0, interpreting the solutions that arise.
5. Extend Leibnity, Theorem
D^hiv — u D^v + nDu 2>*-it> +
to the case where n is negative.
Prove
^ (D) uv « u^ (D) V + Duqf (/>)«+
Solve the equation
6. Prove the following propositions :
/(a D)7S^y ^ x^f{x D + m)V
vinD^^xD{xD —1) {xD '-n+ 1).
f{xD)D^^ D^f{x D — m).
7. In the case of the homogeneous equation
shew how to determine
(1) The Complementary Function, obtaining the forms corresponding to equal and imaginary roots in the auxiliszy equation.
(2) Tlie Particular Integral, examiDisg the different cases that mstj arise according to the cpnatitntion of X
8. Solve the equations
(1) oi^^'-x'^£+2y^a^{\ogx)^ +x\ogx.
(2) a:^^^2y^x + C0BX.
9. ** When we know one or several particular integrals of the linear equation
the order of the equation can be depressed by a number equal to the number of particular integrals known."
If y^j y^ and y^ be known to be solutions shew how the order of the above equation may be depressed by 3.
anftitvsftff of Sotontiu
ANNUAL EXAMINATIONS : I90L
THIRD YEAR
STATICS.
HONORS.
Examiner: J. C. McLennan, B.A., Ph.D.
1. Define the British and French absolute and gravitation units of Force and Work.
If 33000 foot-]>ounds be the unit of work, the weight of a ton the unit of force, and five hundred weight the unit of mass, find the units of length and time.
2. Parallel forces act at given points on a rigid body ; shew how to find their centre when there is one.
If the forces are reducible to a couple, shew that equilibrium may be established by turning the direction of the forces through a certain angle in determinate parallel planes. Shew how the angle and the planes may be found.
3. Shew how to reduce a system of forces acting on a rigid body to a single force acting at an assigned point and a couple whose axis is parallel to the direction of this force.
A given system of forces is reduced to two, P, Q, and the shortest distances between their lines of action from the central axis are x, y respectively ; prove that P^ {Rh^ + (?2) « Q2 (^y2 + Q2y
4. Define ^Z^ of force, potential, intensity of field.
Shew that for the Newtonian law of attraction the ' forces at a point are given by
dV ^
X B= — etc.
ax
Shew that the potential cannot have a maximum or a minimum value in free space.
Establish a relation between the potentials inside and outside a spherical surface over which there is any distribu- tion whatever of attracting matter.
[ovsr]
5. A spherical shell is covered with a thin layer of matter whose density varies inversely as the cube of the distance to a point within the shell. Find the action at points outside the shell for this distribution of matter.
6. A distribution of attracting matter is partly ^thin and partly without a given closed surface. Find the surface integral of normal force intensity taken over the surface.
Use this theorem to establish Poisson's Equation
7. A homogeneous straight line of attracting matter extends from il to ^. Find the level surfaces for their distribution.
Deduce the action of a thin shell of matter bounded by two similar and similarly situated ellepsoids at poiuto within it.
8. State and prove Green's Theorem.
Shew that the work required to reduce a given self- attracting distribution of matter to infinite diffusion is
iJffm^.
8
Hence deduce thb energy developed in a homogeneous solid sphere whose component particles have been brought together from infinite diffusion under their mutual attractiona
Sinfiietttftff of Toronto.
ANNUAL EXAMINATIONS : 1901.
THIRD YEAR
PROBLEMS.
Examiner : W. J. Loudon, B.A.
1. Forces F, Q, act at a point A, and B, C, 2>, are the points in v^hich any transversal meets the lines of action of these forces and their resultant (EJ^ respectively : shew that
^ ^ c /?
AB ' AC AD
2. Find by any method the centre of gravity of a solid hemisphere.
3. When a person tries to pull out a two-handled drawer by pulling one of the handles in a direction perpendicular to its front, shew that the drawer will stick fast, whatever be the force employed, if the coefficient of friction be not less than the ratio of the length of either side of the drawer to the distance between its handles.
4. In a central orbit where the force is fir^ , n being a positive integer, a particle is projected from an apse at the
distance c with a velocity \^fic^ + ^ : show that the path is a circle.
5. A cardioid r b a (1 — cos 0) is described about a centre of force at the pole : shew that, if F be the force and V the velocity at the apse, 3v^ =s 4 aF.
6. An elliptic lamina is just immersed in a homogeneous liquid, the major axis being vertical : prove that, if the excentricity be ^, the centre of pressure will coincide with the lower focus.
7. Given the specific gravity of ice (s) and of sea- water {$') find the volume of an iceberg of which V cubic feet are seen above the water.
8. Three plane mirrors are placed with their planes at
right angles to one another. If a ray be refiected by all of
them successively, its final direction will be parallel to its
direction at incidence.
[over]
f 9. If the refractive index of a medium at any point be proportional to its distance from a fixed plane, prove that the path of the ray will be the curve
2aj e ^ a '^ a a c
a and c being constants.
10. A fine uniform string of length 2 a b in equilibrium passing over a smooth small pulley, and is just displaced : prove that the velocity of the string when just leaving the
pulley is v^a^.
1 1. Find the position of a point 0. in a triangular lamina A BO J such that the moments of inertia of AOBj JSOC, CO A, about an axis through Oy perpendicular to the plane of the lamina, may all be equal.
12. It a, /?, T' be the roots of the equation
a;3_3a.2_9a. + 27 = 0
form the equation whose roots are
wmirtttnits ot sovomo*
ANNUAL EXAMINATIONS : 1901.
THIRD YEAR.
ZOOLOGY.
HONORS.
„ .„ f PROFEassoK Rahsat Wright. ^^■'"'''''^^ • { J. Stafford, B.A.. Ph.D.
1. Discuss the affinities of the Protochordata with the Vertebrata.
2. Describe the excretory organs of Amphioxus.
3. What are the habits of the Nemertini, Urochorda, and Cyclostomata ?
4. Discuss the relationships of the Ganoidei, Tele- ostei, Dipnoi, and Stegocephali.
5. What are the distinctive characters of the Sharks and Rays ?
6. Compare the urinogenital apparatus in a Selachian and Amblystoma.
Slnflictsfti? of Sikvotito^
ANNUAL EXAMINATIONS : 1901.
THIRD YEAR.
BOTANY.
HONORS.
Examiner: E. C. Jeffrky, Ph.D.
[time three hours].
1. Describe the various modes of fertilization and development of the spore found in the Rhodophysese
2. Give some account of the Uredineee.
3. Discuss the classification of the vascular Crypto- gams.
4. Describe the characteristic features of the Equi- setaceae and their fossil allies.
5. Outline the salient features of the Cycadofilices and indicate in what respects they are transitional between the Cryptogams and Phsenogama.
6. Give an account of the assimilation of carbon by plants.
7. Describe the relation of plants to nitrogen.
8. Describe the nature and mechanism of sleep movements in plants.
BniHerieiftj? of STotonto*
ANNUAL EXAMINATIONS: 1901.
THIRD YEAR.
ORGANIC CHEMISTRY-FIRST PAPER.
Examiner : F. B. Allan. B.A.
1. What are the uses of structural formulae ? What information is conveyed by the following formulas ?
CH, — NHCjH, CH,— C ^ CH..OH
C^-OC-H, , CH.— C ' CH.OH .
2. Show how the following preparations may be made : Butyric acid from sodium propylate, butane from ethyl alcohol, ethylamine from phthalmide, glycocoll from acetic acid, isobutyric acid from aci*ylic acid.
3. Give methods of preparation for: ethyl phos- phate, tetramethyl methane, methyl carbylamine, zinc ethyl, oxamie acid, fumaric acid, tri-ethyl sulphine iodide.
4. Give an account of the chemistry of carbamide and its derivations and of cyanamide.
5. Describe a laboratory preparation for any two of the following: Benzoine, allyl alcohol, acetanilide, mandelic acid.
8lnfiier»fts of Sovotito*
ANNUAL EXAMINATIONS : 1901.
THIRD YEAR.
0RG.4NIC CHEMISTRY -SECOND PAPER.
Examiner : F. B. Allan, B.A.
1. Show how the following may be prepared from benzene : toluene, m-diaminobenzene, phenyl hydrazine, picric acid, terephthalic acid.
2. Give methods of preparation for : diethyl aniline, diazoaiii idobenzene, phenolphthaleine, acetophenon anthraquinone, pyridine, salicylic acid, hippuric acid.
3. Give an account of the reduction products of nitro-benzene (a) in acid solution, and (b) in alkaline solution.
4. How can it be shown that the six hydrogens in benzene are symmetrical ?
5. Give an account of triphenyl methane and its derivatives
WLni^ttvttits 0% SToronto.
ANNUAL EXAMINATIONS : 1901.
THIRD YEAR.
INVERTEBRATE PALilONTOLOGY.
Examiner: W. A. Parks. B.A., Ph.D.
1. What are the main differences between Palaeozoic and post Palaeozoic Crinoids, Star fishes and Urchins ?
Make a list of Palaeozoic examples in each case.
2. Show how the Ammonoidea replaced the Nauti- loidea.
Trace the development of the septum in the Ammonites.
Show the relation to the above, in time, of the Dibranchiata, and describe in detail the hard parts of a Mesozoic example.
3. Name and state the age of the earliest butterfly, ostracod, worm, f ucoid, foraminifer, and long and short tailed decapod.
4. Describe the hard parts of the Polyzoa. Outline the classification.
Namejsome forms in the Niagara Formation.
5. What do you understand by a fossil of stratigra- phical value.
Name some groups of especial value, and describe the parts to which this value is due.
Name some species of little stratigraphical import- ance.
•
6. Describe the fauna and flora of the Cretaceous and contrast this system with its predecessor and with its successor. '
(.
Wlnmtvults of Toronto.
ANNUAL EXAMINATIONS : 1901.
THIRD AND FOURTH YEARS
MINERALOGY.
Examiner : W. A. Parks, B.A., Ph.D.
1. Name the bases determinable by the " plaster cast" method.
Describe the operation in each case.
2. Draw a scale to show the spectra of Lithium, Potassium and Strontium.
Name, with composition, the minerals containing Lithium.
3. Name and describe the minerals of the Phenacite Group.
What minerals of the polysilicate division are comparable with these ?
4. Describe minutely the Amphibole, Pyroxene and Chrysolite groups.
Name, with composition, the members of each.
Write notes on Serpentine, and show its relation to the above groups.
5. Classify according to the method adopted in the lectures the oxides of the heavy metals.
6. Give an account of the progress of mineralogical science from the Saxon revival to the time of Werner.
NoT£ : — Third year Candidates will omit question sis;.
r
nniHf mUff of voronto*
ANNUAL EXAMINATIONS : 1901.
THIRD YEAR.
CRYSTALLOGRAPHY.
ExamiTher : W. A. Pabks, B.A„ Ph.D.
1. Give name and formula of the form resulting by producing the alternate faces of the hexagonal deutero- pyramid.
2. Prove that — ^ i2 truncates the polar edges of R
3. Name, with Miller's indices the form resulting from tetartohedrism in the regular system.
Show by diagrams that this is the only new form.
4. Show by spherical projection the relation between the trisoctahedron and the trapezohedron.
5. Write notes on the crystal habit of Topaz, Heu- landite, Leucite, Analcite and Marcasite.
6. Make diagrams to show the following combina- tions:
(111) and (123)
(110) and (221)
(1010) and + —5— (rhombohedral).
7. Explain twinning axis and twinning plane.
Show difference between composition face and twinning face.
Bltiftiev«ftfi o( Sovomo^
ANNUAL EXAMINATIONS : 1901.
THIRD YEAR.
DEPARTMENT OF NATURAL SCIENCE.
STRATIGRAPHICAL GEOLOGY.
Examiner : A. P. Coleman.
1. Give an account of the rocks generally included in the Laurentian in Canada. How were the different rocks formed and how are they related to one another in time. Discuss the question of life in Laurentian times.
2. Describe the rocks and main fossils of the Cambro- Silurian. Roughly map their distribution in Ontario. What was the general character of the life and phys- ical conditions of the time as known from fossils ?
3. Give an account of the Triassic and Jurassic with the main forms of life belonging to them. Sketch the .succession of plants from the Carboniferous to the Jurassic.
4. What are the main ranges of mountains known in the history of North America, when did each appear, and what effects had their elevation on the life history of the continent ?
5. Name and describe the great post glacial lakes, showing their outlets and relationships to modern bodies of water. What effects have they left behind in Ontario.
iiiiitiet»ft9 of Corotito*
ANNUAL EXAMINATIONS : 1901.
THIRD YEAR O.M. & P.O.
PHYSICAL CHEMISTRY.
FIRST PAPER.
Examiner : Frank B. Kenrick, B.A., Ph.D.
Tables of logarithms may be used in the examination.
1. Show how the hydrolytic dissociation of the salt of a weak monobasic acid and a strong mdnovalent base varies with the concentration.
How may the extent of hydrolysis be determined experimentally ?
Explain the ase of phenol phthalem as an indic- ator, showing why it gives unsatisfactory results with ammonia.
2. A decinormai solution of the ester of a monobasic acid undergoes saponification by decinormai potash, the reaction being bi-molecular. After three days the potash is found to be 0.075 normal. What will its concentration be after 18 days ?
3. Describe briefly Behrend's experiments on phen- anthrene picrate to test the constancy of the " solubil- ity product."
4. Indicate by equations how the electrolytic dis- sociation of two slightly soluble salts with a common ion may be determined from the solubilities of these salts alone and together.
5. The solubility of succinic acid at 0°C. is 2.88 g per 100 cc, at 8.5°, 4.21 g per 100 cc.
Calculate the heat of solution of succinic acid (in the saturated solution).
[log„ e = 0.4343].
6. Write a note on one of the following : (a) surface tension, (6) rotation of the plane of polarisation by solutions, (c) solubility of solids.
anftieviertts of Toronto
ANNUAL EXAMINATIONS : 1901.
THIRD YEAR CM. & P.O.
PHYSICAL CHEMISTRY.
SECOND PAPER,
Exobininer : Fbane B. Kenrick, BA., Pfl.D.
(Tables off logarithmB may be used in ibe ezamination).
1. Calculate the electromotive force of a cell con- sisting of silver electrodes in n/10 and n/100 silver nitrate joined by a syphon at 17° C. Give a deduction of the formula used. Addition of potassium cyanide to the n/100 solution increases the E.M.F. by 1.14 volts. Find approximate concentration of the silver ions in this solution.
In this question assume complete dissociation and equality of the rates of migration of Ag and NO,.
2. Explain the processes which take place on charg- ing an ordinary storage cell. Why does the E.M.F. vary with the concentration of the sulphuric acid.
3. Under what conditions may two or more metals be separated electrolytically ? What conditions pro- duce simultaneous deposition of two or more metals from a solution ?
4. Explain the action of Lippmann's capillary elec- trometer.
Find the heat of ionisation of copper from the following data :
i5 = — 0.00076 dT
TT = — 0.()0 V. at 17*^.
[ovsr]
5. Qive reasons for attaching any special importance to that multiple of the combining weight known as ** molecular weight."
Define " chemical individual," and indicate what peculiarities belong to such substances not possessed, in general, by others.
Define '' mixture " and give reasons for excluding so-called ** mixtures " of gases from this category.
Wlni\»tvnitv of Sovonlo.
ANNUAL EXAMINATIONS : 1901.
CANDIDATES FOR B.A
CLASSICS.
HONORS.
^"-"••{^"^szrs"-^
ARISTOTLE AND QUINTILIAN.
1. Translate:
(ct) To fih otv iiria-KOTrelv cl &p e^^et ffh-q fj rpar/c^hia TO J? ftSea&i/ ucavm fj 08, abro re KaS" avro Kpiverai tl \yoX\ real 7rpo9 ra diarpoj oKXa^ X6709. yevo/jbivrj S* ovv air hpxn^ ai/Toa')(€Sia(rTCKi], xal avrf) fcai f} KtafitpSia, Kal 1} fjbiv u'rrb rS)v i^apyovrmv top hidv- pafifiovt 7} Se airo r(ov ra i^XKuca h ert xai vvv ev rroWaX^ r&v iroXetou hiafikvei vofjii^Ofieva, icark fjiiicpov rjv^i]0rj irpoayovrayv o<tov iylyvcro <f>av€pbv avrrj^, /cal TroXXa? fiera^oKcL^ fjL€Tal3a\ov<ra 17 rpa- y€f£La enavaarOf irrel €a)(€ rf)v avrrj<; <f>vacp,
(b) Aei Si T0U9 fivdov^ avvKTrdvai Kal t§ Xe^ei avva- ireprfa^ecdai irv fjAXurra irpb o/Mfidrtop ride/jLCVov ovrw yi,p hv ivapyecrara [6] opSiv Aairep trap* avroU yi/fPOfAeifo^ rok rrparrofikvoi^ evpiaxoi ro irpirrov Kal ffKiara &v Xavdavoi [to] ra inrevavria. arjfieiov Be rovrov h iwerifiaro K.apKLV(p' 6 yap *Afi<l>idpao^ ef Icpov avrju, h fir) op&ura \rov Oearrjv] €\dv0av€v, irri Be t^9 aKrjvr)^ e^errea-ev Sva'^^epavdv- rtov rovro r&v dearS>v,
2. Translate :
(a) lUud virtutis indicium est, f undere quae natura contracta sunt, augere parva, varietatem simili- bus, voloptatem expositis dare et bene dicere multa de paucis. In hoc optime facient infinitae quaestiones, quas vocari tne^is diximus, quibus
Cicero i^^m princeps in re publics exerceri solebat. his confinis est destructio et confirmatio senten- tiarum. nam cum sit sententia decretum quoddam atque praeceptum, quod de re, idem de iudicio rei quaeri potest, ium loci communes, quos etiam scriptos ab oratoribus scimus.
(b) Est igitur usus quidam inrationalis, quam Graeci aXoyov rpv^riv vocant, qua manus in scribendo decurrit, qua oculi totos simul in lectione versus flexusque eorum et transitus intuentur et ante sequentia vident quam priora dixerunt. quo constant miracula ilia in scaenis pilariorum ac ventilatorum, ut ea quae emiserint ultro venire in manus credas et qua iubentur decurrere. sed hie usus ita proderit, si ea de qua locuti sumus ars antecesserit, ut ipsum illud, quod in se rationem non habet, in ratione versetur.
3. Comment on, or explain, without translating :
(a) KAi; dpa avfji^fj yevofieva woieiv, ovOev firrov TToiijTij^ ioTf TOfv ycLp jcvofjiivoDv evta^ ovSh/ /ccaiKvei TO Laura elvav ota &v el/co^; yeviadai teat Biwara yeve- adav, KaO^ h exeipo^ avr&v ttoitjti^ iariv.
(b) ^H yctp Tpar/^Sia fjuifjutfci^ iariv ovk avdpdiyirtov a>sXa irpa^eta^ xal ffiov /cal evSacfiovia^ xal KaxoSai- fiovia^,
(o) Superest adhuc et exomat aetatis nostrae glo- riam vir saeculorum memoria dignus, qui olim nominabitur, nunc intelligitur. Eiabet amatores nee immerito Cremuti libertas, quamquam cir- cumcisis quae dixisse ei nocuerat.
[Write on f<mr of the following qnestions.]
4. To what extent ha^ the drama in Shakespeare s hands made advances upon the theory of Aristotle that may be considered permanent ?
5. How far does Aristotle furnish an explanation of the essence of dramatic pleasure ?
6. The influence of Plato upon the theory of the Poetics either in the way of suggestion or of opposi- tion.
7. "I understand why the ancients called Euripides the most tragic of their dramatists; he evidently
embraces ^within the scope of the tragic poet many
passions, ^love, eonjugal affection, jealousy, and so on,
which Sophocles ^eems to have considered as incon- gmous iBvitli the ideal statuesqueness of the tragic drama." Elxatinine this statement of Coleridge's.
8. The real value of Quintilian's literary criticism.
9. The plan of Quintilian's book.
10. *' Aristotle demanded from art that it should have a moral influence on people {KadapaLs:)'*
— Tolstoi.
11. To ivhom do the following criticisms refer ?
(a) Plus habitura gratiae si intra versus trimetros stetisset.
(6) Inter victrices hederam tibi serpere laurus.
(c) llle concitatis hie remissis adfectibus melior, ille contionibus hie sermonibus, ille vi hie volup- tate.
{d) Subtilis atque elegans et quo nihil, si oratori satis sit docere, quaeras perf ectius ; nihil enim est inane, nihil arcessitum, puro tamen fonti quam largo flumini proprior.
«tiftiet0fts ot Sorotiio.
ANNUAL EXAMINATIONS : 1901.
CANDIDATES FOR B.A.
GREEK.
HONORS.
Examiner : J. C. Robertson, B.A.
I.
ARISTOTLE, POLITICS, II.
1. Translate-
'Ert hk Sixaiov fitf fwvov Xeyeiv oatov <rr€p7]aovTat Kascoiv Koivtovija'avTe^, aXKit xai o<r<ov ar/aO&v ffHiiverai K elvat nrafiirav aBvvarty; 6 ^io^. alriov he TiJ! '%<oKpdT€i T^ 7rapaKpov<r€a}^ XPV vofjLi^eiv rtfv viroBeaiv ovk oiaav opurfv, hel fiev yhp elvai ttco^ /Aiav /cal TfjjV oiKiav Kot rrjv ttoXcv, a\X oif 7rarrcD9. loTi fjL€v yap m ovk larat irpolova-a 7r6\*9, eoTt S* <»9 earai fikv, iyyif^ 8' oiaa tov firj ttoX*? etvdi 'XjeCpcov TToXi?, &(nrep k&v el rt? rifv cvfi^vlav TTovfyreiev Ofio^^oivlav fj tov pudfiov ffdaiv fiiav* aXXii Sei TrXfjOof; Sv, onnrep etprjrai trporepov, StA rifv frcu- Seiav Kowrjv icaX fjLtav iroielv Ktd tov ye fiiXXovra TTcuSelav eiadyeiv, xaX vofjil^ovTu 8t^ ravrrj^ iaeadai rfjv TToXiv airovBaiav, utottov to*9 Totovroi^ olecOai hiopdovv, oKXk fjLtf Tot9 edeai Kal t^ <l>iXoao<l>iif Kal Tofe vofici^, &<TTrep tA irepl ri? ^Tijcxet^ ev AaKehal- fiovi Kol Kpi^Tff rots (Tvaairiois 6 vofioOeTtjs itcoi- vwaev.
2. (a) So-Q)!/ drfoB&v. Briefly enumerate.
(&) ^099... aXX^ oxf 7rain-a>9. In what sense does Aristotle object to '' unity " in a state, and in what senses does he approve of it ?
(c) aXXa fifj Tok edeai nai r^ ^iKoao^Ua teal roU pofjLoi^. What is the meaning of these terms, and to what extent is the criticism valid ?
0
3. Translate:
^aiverai hi oh Karct rr)p ^S^oXmpo^ yeviadat, TovTO 7rpoaip€<nv, aWA fiSXKov cltto avfiirrifAartK (tt;? vavapyla^ yctp iv T0t9 Mrjhucoi^ 6 Svjfio^ eurio^ yevofievo^ iif>poirrjfiaTLa07f koI Stj/iwyajyois ikafie <^ai;\ov9 avii/rroKirevofievtov rwv CTneucAv), eirel So\q>i/ ye ioLKe iijv avayKaiordrfjv anro&iZovtu rJ Bi^fjup Svvafiiv^ TO ra^ OLpyas aipeiadcu KaX €V0W€W {firjBc yhp TOVTOV Kvpio^ a>v 6 orjfu)^ SovKo^ &p eiri /cat iroT^fHo^), t^9 S' apx^'^ ^^ '''^v yvtopipxev teal tS)V einropaw KariaTijae Trdaas.
4. What was Aristotle's opinion of the respective merits of the Solonian constitution and the Athenian democracy of his own day ?
5. Without translating, explain the following state- ments and state the connection in which each occurs :
(a) 'Eo-cifoi/To jj,iv woXefjuovvTe^f hTrwXKwTO Si ap^avT€<:,
(6) "MaXXov yap Bei ra^ iwtOvfiw ofiaXl^eiP fj Ta<;
(c) ^Airopovo'i yap rtvef; Trorepov ^Xafiepop fj <rv/j,<l>€pop TO?? TrdkecL to KLpeip rov^ irarpioxn po/iov^, av fl TC<; a\Xo9 /3€\tuop,
(d) IRovXerai fiep ycip SfjfAOfcpari/cop elvai to Kara- aK€va<r/ia t&p av(raiTiwv, yiperai S* TjKiara BfffWKpaTUCOv ovra> p€PO/jLodeT7jfiivop.
II. HISTORY.
Note. — Candidates wiU take questions 4 and 6 and any one of the
remaining three.
1. Explain how democracy as understood by the Greeks differed from modern democracy. What effect had democratic institutions upon the place the Athen- ians'occupy in the history of civilization ?
2. Contrast the conceptions of history entertained bv Herodotus and Thucydides. In what respects is each different from the modem historian ?
3. '* The contrast [between heroic and historical Greece] is similar, and the transition equally remark- able, in the civil as in the military picture/' Explain this statement of Qrote's and show what elements gave continuity to the transition in the civic sphere.
4. Grecian myths :
(a) Their leading characteristics ;
(6) Their place and importance in the national life;
(c) The changes in the attitude of the Greeks of the historical period toward their myths.
5. Without translating, give the speaker and the connection of the following : —
(a) Eu&ffare dearaX fiiv r&p \6ywp ylr/ve<T0aty aKpoaral Be r&v epywv*
(6) "ilaTe et Tt9 aifTois ^vpeXmv <l>aiff Tretfyv/civaL eiri ToJ fiiJT€ avToif^ hc^iv fia\r)(lav firire rov^ aWot/9 hvOpanrov^ iav, opdA^ av eXirov,
(c) '0/3a9 8^ c!>9 €9 oiKrjfiara rh fieyiara aUl koI tevhpea ra roiaxna dTroaKrjiTTec 6 Oeb^ ra I3i\€a.
(d) Ovfc eoTip fifilv rafiteveadat i^ oaov ffovKofieda apx^iv.
(e) *E^aeipaq yap fie v^ov koX rr}v TrdrprfP xal to ipyovy 69 TO firjBev Kare^dKe^ irapaivecov vetcpi} Xv/uzi- V€a0a$.
(/) Kal Oeov^ Svo a')(pri<Trov^ ov/c iKKehreiv a<l>€<uv TT^v vfjaoPf aXX' aUi <l>i\oj(ci}pe€iP, Tlepitfp re Kal 'A/tiy;^- apCrjp,
(g) *H9 [«/>X^] ^^^* eKo-rfjpat en v/mp earip, el T*9 icaX ToSe €P T«f irapoPTi SeSvo)^ dirpayfioavpri apBpa- yaOlfyrai,
(Ji) Kal afia tom if>vaei^ einardixepo^ vfi&p, fiovko- /MepcDP fjL€P rd ffStara hKoveip, alriao/jLeptop Be varepop, rjp Ti vfiLP iItt* avT&p pA} Ofioiop eK^fi, da^cCKecrepop ffyrfadfiffv to XKrjdiq Srjk&aai.
[over.]
III.
HISTORY OP GREEK PHILOSOPHY. NoTB— -Candidates will write on three qnestionB only.
1. Give the characteristics of the three chief divi- sions of Greek Philosophy, and point out how each in its origin was influenced by the political or social con- ditions of the times.
2. " Parmenides is the chief forerunner of Platonic idealism, without, however, being a spiritualist in the modern sense." Explain and justify each part of this statement.
3. *' Men hinder [Protagoras] from seeing man. It is this cardinal error in his philosophy which is recti- fied by Socrates/' Explain, and show the importance of this for philosophy.
4. " The Utopian system of politics which sacrifices nature to an abstract principle, asceticism, monachism, the horror of matter which we find among the Neo- Platonists, all these elements are the logical conse- quences of a conception which makes the Idea a reality." Trace clearly the connection. To what extent do these elements show themselves in Plato's Republic ?
5. To what extent may the differences betweea Plato and Aristotle be accounted for by the consider- ation (i) that the one was a reformer, the other an investigator; (ii) that the one was a mathematician, the other a biologist ?
6. Show how Aristotle by his conception of matter, not as fi^ 8v or absolute privation, but as fii^ irm Sv or potential being, hopes to escape the error into which he holds Plato fell. Show further how fundamental this conception is in his ethical and political philofiophy.
nnftierfifts of Sorotito^
ANNUAL EXAMINATIONS : 1901.
CANDIDATES FOR B.A.
GREEK.
HONORS.
Examiner : J. C. Robertson, B.A.
PLATO, EEPUBLIC— ARISTOTLE, ETHICS.
NoTK — Candidates will write on any two only of the first four ques- tions. All the Greek passages are to be translated.
1. Show the general bearing of the allegory of the Cave and its place in the development of th^ argument of the Republic.
2. Trace the growth of Plato's portrayal of ideal human nature from the " City of Pigs " of Bk. II. to the picture of the ideal philosopher in Bk. VII.
3. Show clearly the connection between Plato's fundamental doctrine t^ avrov irpdrreiv and the objec- tions raised in Bk. III. to the drama, to the innovations in the medical practice of his day, and to the posses- sion of property by the guardians ; and in Bk. VIII. to the Athenian democracy.
4. Explain why Plato, in the Republic, should hope to solve the problem of reconciling the interests of the individual and the good of the community by insisting on the partibility of the soul and the unity of the state.
5. T^ a ^Tifiia^ fieyia'^t) to vtto irovqporepov apyecr- 6aiy iav fJkf) avro^ iOiXy ap')(€iv' fjv BeiaapTif: fjLoi <f>aipoirrac ap^eti/, orav ap'xyxnv, ol i'rrt€tK€2<i, teal t6t€ ep^ovrai iiri
TO ap'xfiLV, ov\ C&9 err' arfaOov ri lovre^ ou8* m €inradr\- aoin€^ iv airoJ, aW* a>9 ^'rr* avayKatov xal ovk expvr^^ kavr&v peKrioaiv iirtTpk^aL ovSe Ofioloi^,
To what extent is genuine self-sacrifice for others a characteristic of Plato's ideal rulers?
6. OifKovz vurffa, fjv 8* eyci, on oi /Sat^ew? hireiBav ffov\r)0&ai fidyftai epia Shtt elvat, aXovpyd, irpSirov fuv eKXeyovrai ix roaourtov '^^tofuiTODv fJkiav <f>v(nv ri)v r&v Xeutcw, erretra 'Trpoirapao-tcevd^ovaip ovk oKiyff irapa- (TKfzvfi de^airevarapTc^t ottco? Si^erac o rt fjLoKiara to avdo^, tcai ovTto St} Bdirrovcri* /cat b fxiv &p rovTq> rt^f TpoTTip ffcKJ)^^ ZevaoTToiov yiyi/erai to ffa^v, xai 17 ttXi/o-k oijT ap€v pvfifMaTtop ovre fiera pv/MfJuiTfap Svparat avr&v TO ap0o<: d(f>aip€la-0aL' & S' itp /itij, olaOa ola Stj yiyirerai, idp ri Ti9 aWa )^€OfjMTa fidTnr} idp re Kai raura fifj irpoOepairevaa^,
What are the two important points in the appli- cation of this figui*e ?
7. * Apdpwiroi^ yhp ffAck Koi iraiBevOelaip ck ^/^w Si'qXdofiep^ /car ifir}p So^ap ovk iarr aXKri opdri iraiBnv T6 KoX ywatK&p KTrjak re koI ^(peia ^ Kar iKeiptfP rijp op- fir)p loviT^p, fjprrep rb rrpSnop d)pfj>i]aafi€P' eirej^€t/5);<ra/*ei/ Be rrov co? dyeKii^ ^vKaKa^ rov% apBpaf KaOiardpat Tip Xoyip* Nai. *AKo\ov0iifi€P roipvp Kal rtfp yipeaiv koX rpo^fjp rraparrXrialap hiroBiSopre^, Kai axovAfiep, el tjfjup rrpkirei, ff oO.
, To what extent does Plato's argument fur the similar education of men and women depend on the analogy of animals ?
8. Ovro) roipvp kcu to t^v '^I'X^? ^Be poei' orav fih^f oi KaTaXdfjLirei aXrjdevd re Kai ro Sp, ek rovro airepeiffff- rac, ivorjo-e re Kal eypw airro Kal povv e^^ip <l>aip€rai' orop Be €iv TO Tou aKortp KeKpafiepopj ro yvypofiepop re koX inroWvfiepop, Bo^d^ei re Kal dfijSXvolyrrei, apto koX Karw ra<s Bo^a^ fiera^dWop Kai eoiKCP ai povp ovk I^oiti. "Eot^ce ydp. Tovro roipvp ro rrjp d\i]d€iap rrapeyop tow yiyptoaKopbipoi^ Kai rt^ yiypcoaKOpri rfjp Bvpafup diroBiBov ri)p rov dr/aOov IBeap <f>ddL elpat.
Explain clearly (a) how iiriarijfirj and Bo^a can be said to deal with quite different subject-matters, and (6) what Plato means bv the iBia rov ciyadov imparting dXtjdeia,
9. TouTO fiiv Sif ovK Av ettf h ^ijrovfiev fjLaffrjfia* Ov yap* 'AXX* ipa /Aoi/o-MCff, S(rr}v to rrpirepov Siij\0ofJL€v ; *A\X* fjp itcelvT) y\ e<fnj, avrlarpo^o^ T179 yvfivaa-Tticfj^, el fAe^unjacu^ eOeo't ircuSevovaa rov^ (f>v\aKa^, Kara re apfxoviav evapiJUXTTiav ripd, ov/c i'Triarijfirjv, 'irapaSiSowa, Kat Kara pvdfwp evpvOfiiav, ep re toI^ \070t9 ercpa rov- TC01/ dBeX^, €(f>r), arra eyfova'a, xat oaot fivOwSei*: r&v Xoyo9v Kal oaoi dXijOivanepot ^aav /JuiOrjfia Be 7rpo9 tocoOtoi' ri dyaOov, otov av vvv ^^rfreU, odSiv fjv ev avT^,
Why is the trainiDg in Movo-uctf and Tufivaarucrj (a) inadequate, yet (b) indispensable, for the philoso- pher-king s education ?
10. Ov fAOvov ffnnol^ iyyeioi^, a\\a Kal ev hrtyeioi^ ^CMM9 ifiopct Kot a(f>opia ^^v^ftj^ re xal atoadrtov yiyvovrat, orrav irepirpfyiral hcaaTOi^ kvicSmp 7repi<l>opd^ ^vvaTrraxri, fipayyfiioi^ flip ^payvTropov^, ipapriot^ Se hpaprlw;* yivcv^ Si vfAcripov evyopia^ re teal d<f>opla^ icaiirep opre^ ao^L, o(k i77€/Aova9 iroKew^ ir/raiZewTCurde, ovSep fiaWop \oyurfjb£ fjL€T atadrjaem^ revfoprai, hXKii irdpe^nv avroi^ Mu yevpriaovai iraihds Trore ov Seop,
What does Plato really regard as the ultimate cause of decay in his best constitution ? Connect this view with his general philosophy.
11. iSiap Brf Toipvp TrKdrre aWr^p IBeap Xeopro^y fiicaf Sc apdpwTTov' iroXif hi fieyoTTOP earfo to irpoiTOP Kal Bevrepov to Bevrepop. Tavra, e<fyr}, p(f,<o' icai irkirKaGTcu. Xvpairre Toivvp avTct eh h/ Tpla fora, &aTe tttj ^vfjLire- ^VK€P€U dXXi/XoiV. Si/in/TTTai, i<f>rf* TleplirXaiTop Bt) avTok €^o}0€P epo^ eixopa, Ttfp tov hpdpwrrov, ScTe Tt^ pil BvpafjL€pq> T^ epTO^ opap, dXKd to I^o) oopop eXvTpop opApTi, ip ^S^op ifiaipeauai.
What is the other of the three components ? How does Plato apply his figure ? to, €pto^ opap. Show how this typifies the method Plato adopts for solvincr the problem presented by Glaucon and Adei- mantus in Bk. II.
12. Aolfxep Be ye irov &p Kai Toi<: Trpoo-Taratv avTrj^, ocot fjLj) TToiffTucoi, <f>i\o7roi7iTai Be, dpev fiCTpov \6yop mrep avTTj^ elrrelv, a>9 ov fiopov f)Bela oKKa Kal axfyeXifiT)
I TTpo^ Ta? iroXirela^ Kal top ffiop top dpdpdympop iaTi'
\ [over]
KoX €Vfi€vm cLKOVirofieda, xepBavovfiev yap irov, iav fjoj fiovov fihela 4^v^ oKKh ical a}(f>€Kifii]» II&v S* ov fiik- Xofiev, €<f)7f, Kephaiveiv ;
How far was Plato's attitude of suspicion towards poetry and the drama due to logic, and how far to unsympathetic austerity ? Were any other causes at work ?
18. Ov ypV ^^ /caret rois iraofuvovvra^ avOpinrtva <f>pop€lv avupKOirov Svra ovSk Ovrfra tou Ovtitov^ bCSX &l> oaov ipSi')(iSTai adavarL^eiv xal irdvra iroietv irpo^ to ^v Kara to KpaTiarov t&v iv avrw* el yhp Kal rat Syx^ fML/cpov iari, Bwdfiet, teal Ti/jLi6Tr)Ti iroXif fiaXXjov 'irdvrcav inr€pe)(€i' So^eie 8' &v ical elpcu Skooto^ toOto, dvep ro Kvpiov Kal apLeivov, aroirov oiv yivoi/r &/, el (ATf top avrov Plov aipoiro akXd rivo^ aXXov, to \e)(0h re irporepov dpfioaet, teat vvv* to ydp oucelop hcdarw t$ <f)va€i KpaTiarov koX fjSuTTOV iartv eKooTtp' xai tw apOpwrnp Sr) 6 Kard vovp ^Lo^t ehrep rovro fjMkuna apOpmiro^, oJnof; apa teat evSai/jbOpearaTo^.
Point out the degree of correspondence between this passage and Plato's conclusions in the Republic.
2lnttirrf9ifts of iiroronto.
ANNUAL EXAMINATIONS: 1901.
CANDIDATES FOR B.A.
GHEEK.
HONORS.
Examiner : J. Colling, B.A.
THUCYDIDES AND HERODOTUS.
Translate care fully :
1 'A\X' ov7€ 7rpo9 roif^ dWov^ ovt€ €? 17/ia? roioiBe eta-tv, airoiKoi 8' oi'Te9 h<f>c<TTaai re htd iravr6<% Koi pvv 'rro\€fjbov<Tiy XeyovTc*; w ovk iirt rrZ KatcSi<; irda- ^€iv €ic'rr€fi(l>de{rfo'av, 7ffjL€i<: Be ovS* avToi (hcLfieu eir) t£ xnro roimuv vfipi^eaOai KaroiKiaai, aXX' hrt ru> ffycfjMpe^ r€ elvat /cat tA eUoTd Oav/jid^eadai, at fovv aXXai atroiKiai Ttfiaxriv t)fid^ Kai fioKicra viro airoiKtav arepyofieOa' Kai BPfXou on, el toU irXeoaiv ape<TKavr€s iafiev, toutS* &v ^jlovoi^ ovk opOw orrap- eatcotfjuev, ovS' ewurrpaTevo/Mev iKTrpetrto^ firj xat Sicut>€povr(o^ T£ dhiKovfievoL, Ka\ov 8* ffv, el KaX tffiaprdvofiev, Toi<T8e fiev el^ai rfj t) ^eripa opyfj, rffilv 8' ala^pop fiid(ra<r0ai rrjv rovitav fMerpiorvfTa,
(a) Who are the speakers ? Who are the audience ?
(6) Discuss briefly tiie relation of Greek colonies to their parent states.
2. ^iXoKaXovfieif yap fier evreXeia^ Ka\ (f)LXo(To<f>ov- M€P avev /jLaXaxia^, irXovKp re epyov fwXXov xatpi^ fj Xoyov KOfjLTT^ -^pdofieda, Kai to ireveaOai, ovx opLoXoytlv Tiul ala')(p6v, dX\a fir) Bw(f)eir/€LV epytp oXfT^iov, evL T€ Totv avToi<; olKeicjv a/ia koi TroXtre- icmv iirifJLeXeia, Kai erepa irpo^ epya TeTpap.p.evoi^
ra iroXtTLKa /Mtf ivBeat^ yv&var fiovoi yap toi^ t€ fjLfjBei/ Tcii/Se fi€Ti)(pvTa ov/c airpdyuopa aXX a')^p€iov vofii^ofjLcv, Kai avTol tjtoi tcpivofiev ye rj ivOvfiovfieda 6p0a><i ra irpayiMara, ov rov^ X070W toJ? epyoi^ ffKd^rfv ffyovfjievoiy aXKa fjLT) irpo&Lha^Orjvai fiaXKov \6y^ trporepov fj iirl h iei epytp ikOelv. 8ia<f>€p6vTm yap Sff Kal roSe €^ofj,€P ware roKfJbav re oi airrol fid\i<TTa Kal irepX &i/ iirt'yeLp'qaofiei/ eKXoyt^eaffai* h T0?9 a Wot? hfiaOia piv dpdao<;, \oy(<Tfib^ Se okvov (pipet. tcpdrtaTOi S' &p Tr)v '^^vyr^v ScKaico^ Kptffelep oi rd re Beiva xal iJSea <Ta(f>€<TTaTa yvyudxTtcovre^ Kal Biol ravra fit) hTrorperroixevoi €k tojv laviifif^v, K€Li TcL €9 hp€Ti)v ffvavTuofieda T0J9 ttoKKjoW ov yap ird<T')(ovTe^ ei aXKh Bp&vre^ KTWfJLeda Toif^ <f>i\ov^. jSejSaiOTepo^ Be 6 Bpdaa<; rrfv ^apfri' &<rT€ 6^t\ofi€vriv Bi* evvoia^ (^ BeBtoxe a^^eiv. 6 K dvro^t^v hfJL^Xvrepo^, elSoD^ ovtc €9 X^P^^ aXX' 69 wf^eikqfM T^i/ dpertfv diroBcoaayv, xat /mopov ov rov ^vfifl>epovTO^ fiaXKop Xoyia-fuf 'fj rrj^ i\jevdepia^ rci Trum^ o&i? ripa d><f>e\ovfi€P.
(a) Can you quote from any contemporary crit- icism of democmcy ?
3. Kai eSo^e /jmWop, Bi^nri ep to*9 Trpwrrj iyevero,
hrel varepop ye Kal ttSlv^ C09 eiireip rb 'EXXiywcoy
eKiprfOf}^ Buiff>opSiP oviT&p eKaaraj(pv rol^ re tAv
BiifK»p irpoardrai^ tou9 ^AOijpaiov^ eTrdyeadtu km
To29 oXiyoi^ T0V9 AaxeBaifiopiov^, Koi bf fjt^ep elprfini
ohK tip e'xpprtop TrpotfHUTip ovB' erolfuop rrapaKokuv
avrov^, iroXeiiovfiipfOP Be Kai ^vfjLp^i'xia^ ana
CKarepoi,^ ry r&p epaurlmp KaKdnrei koI a^ufw
axrro'k ix rov avrov 7rpo(nro&i^a'ei pa&uo^ ai eirayf^tu
rols pemrepi^etp ri fiovXofiipoi^ etroplfypro. koi
iirhretre iroWa Koi^aXeira Karh ardaip Ta*9 rrok&ri,
ypypofiepa fjiip xal del iao/jLeva, 60)9 Ap 17 airrtf ^fvci^
dpOpayircop ^, fiaXXop Be Kal fi<Tvyairepa Kal tok
elBe<n BirfWa^fjuipa d)^ &p ?Kaara4 al fierafiolKiu
tS}p ^vpru)(i&p €(f)iarS>prai. iv fihf yhp elprjpri ma
d/yadoK irpdyfiaaip al re froXei^ Kai ol IBunoi
dfieipov^ 7^9 yp(Ofia<; exova Bih ro /atj ^9 oKovaiois
opdr/Ka^ rrimreiP' 0 Be iroXefiu^ v<f>e\a>p ri}p einropi-
ap rov KaO* r/aepap ^iavo<i BiBdaKoKo^ Kol irpb^ ra
rrapopra rd^ opyd^ r&p rroXKSiP ofiouiL iaraffia^
re otw rb. rw woXetop Kal rh i^varepO^oprd irw
irvarei r&p rrpoyepopMptop rroXv hri<f>€pe rr^p inrep-
ISoX^p rov Kaipovadai rd^ Buipola^ r&p r €7r*j^€ip»/-
a€tap irepiTexyrjcrei teal t&v TifjLtopi&v aroiria, Ka\ Tffv euoBvlav a^iwaiv t«i/ ovofmrtov €? tu epya airrijXXaf ai/ rij BiKauoaei, roK/xa fikp yap aXoyiaro^ avipela (l>iKiTaipo^ ei/ofiicOrj, fjL€\\rj<Ti<! Si irpojuijfirj^; 0€i\ia €if7rp€*mjs, to Bi aa><f>pov rov avdpSpov irpoa- XVH^n *^* TO 7rp6^ airav ^vverov iir\ irav apyov, to 8' ifiirKriKTto^ o^v avBp6<i fiotpa irpoaerkdi^y aa<f>a- \eia Be to hn^ovXevaaaOaiy diroTpoTrris Trpoffyaai^ eiJXcKyo?. KoX 6 fjL€v xaXeTtaLvwv iriaTO^ aei^ 6 B* hvTiXeytop auTif {(ttottto?.
(4) Upb^ oiv oLTa^iav t€ Toiavrrjv xat TV-^rfv di/BpMv €avTr)v irapaBeBwKviav TroXeuicoTdTcop opyfi irpoa- fU^<afjL€v, Kal vofjLiaa>fM€v u/jlu fiev vofju/jLWTaTOv elvai irpo^ T0V9 ivavTiov^, ot &p w cttI Tifitopia tov irpoaireaovTo^ Bi/caida oxnv dwoTrKrjo'ai, t^<? yv(t)fi7f<; TO Ov^ovfievov, ifia S' i^^Opov^ dfivvaa-Oai eyyevrjcro- iA€vop r}p,lp Kal TO \ey6fi6P0P ttou ffBicTOP elpai. ay; 5' ixdpoi Kal evOiiTToi, 7raj/T€9 tcTCy oX y hrX tt)P flpLeripap ffkOop oovXtoaofiepo^ ip t^, el KaTwpffaxrap^ dpBpdai pAp &p Ta7</)fUTra wpoaeOeaap, iraial Be Kal yifpcu^l Ta nTrperriaraTa, ttoXci Be tt) iraar) ttjp aiir)(iaTqp eTrucXTfau/, ap0* &p p,rf /jLa\aKi<T0rjpai TLPa Trpeirei, fjLtjBe to dKipBvpo)^ (hreXOelp avToif^ xipBo^ pofiiaai, tovto fiAv yap Kal iap KpaTi]a<o<TLP Ofiolto^ BpdaoiHTiv TO Be irpa^dpTtop €k tov eiKOTo^ h l3ov\6fi€6a TovaBe re KoXaaSrjpai Kai ry Trdcq XiKeXia KapTTovfiepff Kal Trpip ekevdepiap iSelSacoTe- pap TrapaBovpai, #ca\o9 o dywp. Kal kipBvpwp ovtoi orraPKOTaTOL, ot ap, ikdy^io'Ta €k tov cr<f>a\rjpaL ffKaTTTOPTe^ TrXeuTTa Scii, to evTv^crai axfyeXaxriP,
(a) Comment on syntax of pop,ip,(oTaTOP, iyyepr)- cop^pop, irpa^dpTCDP, to KoXaaOrjpai,
5. 01 Be fidp^apoi^ w^ iwavaaTo tc 6 avepLO^ Ka\ to Kvfia ecTprnTo, KaTa(nrd4rapT€Q ra? pia^ eTrXeop iraph Tffp fjireipop. Kd/AyltaPT€^ Be ttjp aKpnjp ttj^ Mayptf- aw79 Ideap iTrXeop €? top koXttop top hrl Ylarfoa-eoiP <f>€poPTa, ecTi Bi "^{opo^ ip toS KoXTrtp Tointp ttj^ MarfPTjairy:, epOa Xeyerai top ^HpaKXea KaToXei- if>0rjpai inrb 'liycroi/o? re Kal tow/ crvpeTaipwp eK tyj*; *Apyov^ en iBtop Trep,if>depTa, evT eirl to K&a^ hrXjeop €9 Alap tijp KoX^iBa, epBexrrep yap ep.eXXov vBpeva-dp^epoL €9 to TreXayofi d<f>'qa'etp. hrl tovtov Be Toj^ytoptp ovpop^a yeyope ^A<f>€Tai, ip TOVTtp (op opp»op oi s^p^eta iiroievpTo, TLepreKaiBeKa Be r&v peeap rovTetap Jhvyop t€ vaTaTai ttoKKjop i^apa^Oelaai,
tcai tca)<; Karelhov ra^ eV ' A.pT€fit(riq> twv 'EXX^ji/on^ vea^, eBo^dv re 87 Ta<; a^erep:'.^ elvai 01 ffdpfiapo^. Kal Tr\€ovT€^ erreaoif ev tow TroW^fiioin' roii/ e<rrpa- Tijyee 6 airo Kii/Ltiy? t^v AloXiSo^ {jnap^o^ ^avhooxtf^ 6 Safjui<riov, rov hrf irporcpov tovtoov ffaaiXjeis ^apclo^ hr airir} ToifjBe XafiitVy avearauptoo'e, iotrra r&v ^aaCKyftwv SiKaaricop, 6 ^avhdfCTjf: errl XP^ fiaat c&vKov Blktjp iBi/ca^re, avaKpcfiaadevTO^ a>p avTov \oyL^6fi€vo^ 6 Aapeto? evpi ol irXid) hyaSa tSjv afiapTr)fMdTa>v TrerrotTf/jiepa €9 oltcov rbv 0aa'i- Xrflop* evpoDP Sc tovto 6 Aap€lo<s teat yuoif^;, w Tayvrepa avro^ fj ao^repa ipyaafiiuo^ eltf, eXvae. ffaaiXea fj^cv Brf Aapelou ovtco BLa(f>vya)Vt fir) airoXe- aOai, rrepiTjv, t6t€ Be e? rov^"KXX'Pfpa<; KaTairXaxraf; e/jueXXe ov to Bevrepov Bia(f}vyo)v eaeadai.
6. 'O /JL€V ravrd <nf>b a'r)p,rjpa^ eKiroBo^v diraXXda' aero, rolai Be w irurra eyevero ret dyyeXOiirra^ TOUTO fi€V €9 rr)v vrjalBa rrjv "^vrrdXeiav, fxera^v '%aXafjLiv6% re Kecfiemju nal t?7<? rfTreipov, iroXXov^ Twv IlepaitDv dmeBifiaa-av, rovro Se, iireiBi) iytvovro (leaai vvKre^, hvrjyov fxev rb hir iaireprj^: icepa^ KVKXovfievoi Trpo? rtfv ^aXa/MPa, Ctinjyop Be oi dfjiif}l Tffp Keop T€ Koi Tr}p Km/oa-ovpap Teray/jJpov, tcaTei- ')(op 7€ fJi€^pt Moupv^it)^ nrdpra top iropOfjiop rfja-t pf)vai, T&pBe Be ea/eK€p dprjyop t^^? vea^, Xpa 877 rolck '^E\X?;<TA i^riBe <f>vyelp €f§, dXV a'rro\aiJb<f>dhnes ev rp ^aXafjLipi, BoUp riaip t&p hr * Apre/jLUriw hytoPt"
{TfldTOOP.
(a) Elxplain these three movements.
ainfbersits of SToroitto*
ANKUAL EXAMINATIONS : 1901.
CANDIDATES FOR B.A.
GREEK.
HONORS.
Examiners • i ^' ^' f^ANGFOHD, B.A. iLxammeia, ^ j Flktoher, M.A , LL.D.
I.
^SCHYLUS.
Translate :
(a) firj^a^ yivedXov, htofxaroDV ifjuav (f)v\a^, airovaia fxev elTra? eucuTio^ ifijj' fjLaKpav yap i^ereiva*;' dW* ivaiaifjita^ alvelv, 'Trap aXkaav ')(pr) toS* €p')(ecr6ai y€pa<;' Kal ToXXa firj yvvuLKO*; iv rpoiroi^ ijii affpvve fiffSi' iSap^dpov (fxoro^ SUrjv ycLfjutLTTeri^ ^oafjLa 7rpoa)(dvr)<; ifwi^ firjB* eifjLaa-L arpcoaaa hri<\)6ovov iropov Tidei' 0€ov<; Toi TolaSe rifj,a\(f>€lv y(p€<i>v' iv TroLKtXoi^ Si OrfVTOP ovra KaWeartv /3aiv€ip ifioi /M€p ovBafjL&<; av€V (f>6^ou. \eyxo Kar avSpa, fitf deov, oSffeLv ifii, yoapi^ Troho'^r)<TTp<ov re Kal r&v iroi/ciXayv KXffScbv iiVTci* Kal to fiy KaK&<; <j>povelif deov fjLeyiarov S&pov, oXSiaai Se ')(pr} fiiov reXevTJja-avT* iv evearol <f>L\7}, el nrdvTa 8* 0)9 irpdaaoLij! av, eifOapcrrj^ iyco,
(b) KA. avyeh elvai rohe rovpyov ifiov, /MTfO* emXexOfi^
' Ay a fie /jLVOviav elvai fi aXo-^ov. if^avraipfievofi he yvvaiKi veKpov
TovS* 6 7raXat09 Spifiif^ aKdaroap ^Arpieo^ ')(a\€7rov OoivaTtjpof;
riXeou veapok emdia-a^, XO. a>9 iM&f dpaLTio^ el
TovSe <f>6vov TtV o fiapTvprjfTtav ; irS) TTcS ; irarpoOev Be cruWi;- TTTODp yevoiT* &v dXooTflop. 0ui^€Tai S* ofjLoairopoc^ emppoaiaiv alfjudroov fieXa^ "ApTf^ iiroi BUap trpofiaLvtav TTwyvq Kovpo^opfp irape^ei*
1. Parse in (a) Trpoaxavry;, TifjM\<f)€ip and explain the mood of irpdaaotfi •
2. What is Aeschylus' view on the question of a family curse ?
3. Refer to instances in the Agamemnon of humor, pathos, and appreciation of the beauty of nature.
4. oX^iaat Be. , . . evearol <l>l\rj. Where else in litera- ture does this statement appear ? What is your opinion of its truth ?
5. From your reading of the Agamem,non what con- clusion do you draw as to the height of the stage ?
n.
[Write in a separate book. ] THEOCRITUS, HOMER.
Translate :
(a) YO) /A€V TQGG eliTo^v cuireiTavaaTO' rov S* 'A<l>poBira rjOeX! avopOSurar rd ye fidp \iva Trdvra XeXoiirfj €K Motpap' ')(a> ^d(f>vi^ e/Sa poop* IxXvae Bipa TOP M.OL<rai^ <f>i\op dpBpa, top oh Nvfji<f)auTtP direyOr^*
(6) eaaeTai *Ayedpa/cTi koKo^ ttXoo? ev MiTvXdpoVt 'X&Tap e<f> earrepioL^ €pL<f>0L<i poto^ vyph Buotcy KVfiaTa, ')(&pmp Sr* ^tt* ^VLxeapi^ iroBa^ t^X^*i aXK€P TOP AvKtBap oirTevfievop i^ ^A<f>poBlTa^ pva-rjTaL' depfw^ yap epoo^ ai/rA fie fcaTaiffei' 'X^akfcvope^ aTopetrevPTi tA KVfiaTay top t€ doKaaircaf,
(c) <TVP B* airr^ /caTel3aipep*^TXa^ eveBpop ev ^Apyd, aT<9 Kvapeap oif^ ff^aTo {rvpBpofjLoBoDP path, oKTiA Bie^dt^e^ fiaOvp B* eiaeBpa/jLe ^acip^
cifjLo^ S' aj/Te\Xoi/T< n6XeiaSe99 i(T')(aTui\ Se apvcL viov fiocKovTt, TerpafifiivoD eiapo^ 't^Srj'
fjpaxov,
(d) otra-a r atro y\vfC€p& /jbiXiro^, rd t' iv vyp^ ikaUpy 'rrdirr airro! irereifvii xaX kptrera retSe irdpeaTi, X^^poi 84 ffKuiSe^, flaXaxw fipidovre^ din]dq>, oeSpuLvff' oi Bi re K&pot vTrepTrfoT&vrai, "EpcDxe?, oloL drihovi^e^ ae^ofievtov erri BivBpaov Trorrwvrcu Trrepvytnw ireiptofMevoi, S^ov air c(fa>.
(«) 'El/ 8' iriOei a'Ta<l>u\^<n fi&ya l3pidov<Tav dkiofiv
Ka\T)p '^vaeiTfv jjAXave^ S' dvb, fiorpve^ ^(rav, €(mjK€i Se icdfia^i StapL'Trepe^ dpyvperjaiv. dfAit>l Si Kvavirjp Kairerop, irepi S' Sp/co<: eXaairev KatTcrvripov uia S' ohf drapTrtrb^ ^ev ctt' ainrfVy rfi viaaovro (poprjef;, ore rpvyooiev d\mi]v, rrapdeviKoi &^ koX rjWeot draXa <f>poviovr€^ rrXe/crdi^ iv raXdpoiai <f>€pov /MeXirfSia Kaprrov, TOU71V S' ev fiiaaoiair rrdl<i {fyopfiiyyi Xiyeirj ifxepoev KiBdpL^e, Xivov S' irrro KaXov aethev XerrraXir] (fxovTJ' rol Be p'q<T<TOPre<; dfiapry ^oXirfj r IvyfjLip re rrocr\ (ncaipopr&i erropro.
(/) ^Cl^ (fya/jUpj) fjLeydpoio Siiaavro* fiatpdSt tarf, TraXXofiepT) KpaSirjP' afia S' dfjL<l>l7roXoi klop avry. avrdp i-rrel rrvpyop re kol dpBp&p Ifei/* ofiiXop, €<Trr) TTonrripaa err\ rei')(el, rov K eporfcep eXKofiepop irpoaOep TroXto?* ra^^c^ Be fitp Xmrot, iXKop aKtiBearoD^ KoiXa^ irri ptfa^ ^AyaiUp. rrjp Be Kar o<l>6aXfi&p epefieppt) pv^ e/cdXvylrep, TjpiTre* B' i^oTriaci)^ drrb Bi yfrv^p eKdirv<T(rep, rriXe S* drro Kparb^ fidXe Be<Tfiara <TpyaX6epra, a/MirvKa tceKpv<f>aX6p re IBe 'irXe/crrfp dpaBearfirfp KptjBe/iPop 0\ o pd ol B&tce ')(pvaer) ^ K<f>poBir7),
\ (ff) 'n? Se TTartfp oi iraiBo^ oBvperai oarea /caitop,
pvfufiicv, o^ re OapoDp BeiXov^i aKdyricre TO/c^a?, ^ ^X'XiXeifs erdpoio oBvpero oarea KaCeop, iprrv^top rrapd irvpKalrjp, dBipd arepw^^i^oip,
^H/ir09 S* Ea}(T(f>6po^ eVri <^66>9 epetop i'lrl yaiap, ov re fjLera KpoKOireirXo^ vrrelp aXa KiBparau ^a>9 rriiJio^ wvpKalr) ifiapaipero^ iravcraro Be (f)X6^» oi B* dpefiot irdXip avri^ efiap ol/copBe peeaOat Sprftfciop /card iroproi" 6 8' earepep otBfAari dv(op,
[OVBRJ
1. Scan the last line in (/), noting peculiarities. Parse the words marked with an asterisk.
2. Characterise briefly the literature of the Alex- andrine Era.
3. Classify the poems of Theocritus, briefly character- ising each class.
4. What reasons are assigned for asserting a diflferent authorship for the Iliad and Odyssey respectively ?
0. " Homer in the Iliad gives an exact picture of his own age." Illustrate briefly (a) with regard to political institutions, (6) with regard to moral and social feeling.
anftoersfts of Sorotito«
ANNUAL EXAMINATIONS : 1901.
CANDIDATES FOR B.A
CLASSICS.
HONORS.
(OPTIONAL WITH PmLOLOGY.)
Examiners : [ ?^^*^^*^ ^^^^'^^ ^^\
\ Adam Carruthers, M.A.
ARISTOTLE, POLITICS, I. and IIL
1. Translate and explain -
(a) '^Ocroi fiiv oiv olovrcu ttoXitv/cov koI ^acCKiKov KoX oitcovofUKov Koi Beo'TTOTiicbv elvat rov avrov ov KoKm Xeyovci.
(b) Kal TTOorepov Srj r^ t^vaei ttoXi^ fj oUia xai exaaro^ tffiMV e/rrt.
(c) 'H flip yhp '^vxv fov cduaTO^ ^PX^^ S€<nroTueijv
(d) Toi^ fjutv euvoui SoKet to hUauxv elvat roi^ Se avro Tovro Bljccuop ro rov tcpeirrova apj(€iv,
(e) Topyui^ flip oip 6 Aeoprtpo^ ret ti€P lam^ airop&p rh tif €ip<oP€v6fM€P0^ i<f>7f Kcidairep oX/jlov^ elviu rov^ inro tUp 6\fio7roi&p weirotrffiipox^ ovrto Kal Aapia- acUov^ Tov^ xnro t&p Srjfiiovfrf&p Treirovrffievov^. elpcu yiip Tipa^ XapiaaoTTOiov^,
(/) "'Ot* flip oip ipSij(€Tcit voXinjp 6pra ffirovSalop fiif K&CTTjadaL vifP kperrip Ka6^ fjp avrovSaio^ api)p^ if>apep6p.
(g) ''iUnrep iipSpo^ xat yvpaixo^ eripa a'a)<f>f}OiTvprj Kai apSpeia.
(Ji) Kat o pofio^ avpOij/nj, tcaOdirep €<^ AvKo^ptop 6 ao^iOTrj^f iwvrjri)^ liXKi^XoK t&p BtKaUop hlOC ov)^ oto9 TTOieip ayaOoif^ Koi StKaiov^ tov9 *n'o7Ur(K»
2. Translate:
»
(a) TavTTfv fih oih/ rriv diropiap rd'yO' 86^€i€v tw tiv ouTck) \v€Lv ucav&<i' aWf) 8* iarlv i')(0/JL€Vf) ravrrj^. BoKcl ryap aroTTOv elvai to /jl€l^6p{ov elvat Kvpiov^ rov^ (fyavXov^ ra)v iineiic&v, ai K evffvvai xal ai r&v ap-xjov alpecei^ elat /jueyuTTa' &? iv eviai^ iroKtr reiav;, &CTrep etprjrai, T0i9 Bijfiois airohiZoaavv ^ f^ap itCKKfjcia KvpCa nrdvrwv t&p roiovraov iorlv. Kairot T?)9 fi€v €Kic\rjaUi^ fieri'XpviTt /cal fiovKevovai Kal BtKa^ovoLV dbiro p.LKp&v nfirnjbdrwv Kai rr^ TV^ovar)^ flKiKiaf;, rafuevovo'i Si xal arpwnjyovin Kal ra% fjieyiara^ ^PX^^ &p\ov(nv airo fi€C^6v€^v. ofjLoUo^ hrj T£9 tiv Xvaete Kal TavTrjv rtfv anopiav, laoy; yiip lj^€t xal ravT 6p0ck» ob yap 6 Sucaxrrij^ ohS' 0 povXeuTTf^ oiS' 6 iKKXrja-ioaTif^ o^iav ^rriv, dCKKk TO hiKo^rripvov KaX rj ffovXi) Kal 6 oijfio^' t&v Bi jyqOevTfov eKo^rro^ fiopiov iart roxnfov (Xijto Sk fiopiov Tov ^ovXetrrtfv Kai rov eKKXrjo'UiOTrjv Kal rov SiKaoTijvy &<Tre hiKoUa^ Kvpiov fAei^oPtov to TrX^or CK yctp TToXXoDv 6 Srjfjbo<; Kal fi /3ovXff Kal ro Sucaa- rrjpiov. Kal ro ri/iiij/Ma Be vXetov to tovtwv iramtov tj to t&v koO* eva Kal kot oXiyov^ fi€yaXa<; apx'^^ hp^ovTtov, ravra fihf oSv BtoopiaOo} tovtov tov TpoTTov V Bi TTparrrj X£')(j9€iaa airopia Troiel <f>tiv€pbv oifBkv otrro)? frepov a>9 in Bel tov9 vo/jmv^ elvai KVpiov^ Keifievov^ opffwy tov apyovra Bi, op t€ eU av T€ irXelov^ &ai, irepl oaa>v i^acvvaTOvo'tv ol vo/ioi Xeyew OKpi^m But to fir) pqJBtov elvai KadoXov BiopUrtu Trepl irdvTmv.
(6) Hp&Tov fjL€v oiv awopTJo'eiev av Tt? woTepov rj ^(prifiaTLiTTiKfl 7) avTtj Trj olKOvo/uKfj eoTLV ff p^po^ Ti tj inrijpeTLKi], Kal el inrffpeTuci), iroTepov m ^ KepKiBoiroLrtTLKt) Tfj v(f>avTiK^ ff Q>^ fj 'yaXKOvpyucii rfi dvBpiavTOTruua (ov yap wa-avTco^ vmiperovaiv^ dXfC fj fiev opyava irapexet, fj Bi ttjv vXrtv Xeyto Be vXrjv TO uTTOKeifjLevovy ef ov ti diroTeXelrai epyov, olov vifydvT-p fjuev epia hvBpiavroTrovaf Be x^aXxopy or I, fiev oiv ov^ rj avrff T-fj olKovofiiKJ) fi ')(prip4yTi' GTiKYj, BfjXov TTOTepov Be fiepo^ avrff^ €<ttL t4 ri irepov elBo^f eyei BLafi<f>iafii]Tricriv, el ydp eon tov 'XprjfjLaTto'TifKov 0e(opri<T(u iroOev ')(^prifiaTa Kal KTrfCi,^ eaTau, 17 Bi KTrjat^ iroXXd TrepieiXtfthe fieptf Kal 0 ttXovto^, &crTe Ttptorov 17 yetopyiKtj iroTepov fxepo^ Ti Ti}9 oUovofMiKiy; ff erepov ri yevo^, Kal KaOoXov fj Trepl rtfv Tpo(f>r}v em/iJLeXeia [kcu Krr]ai<:], dXXa fxriv elBrj ye TroXXd Tpo<f>rj^, Bio Kal ffiot ttoXXoI Kal t&v
(I^MDP Kal r&v avOpwirmv eiaCv r&v re yhp 0rjpl(ov tcL l^hf arfeKjoia rk 84 avopaSc/cd iariv, Inrorepm^ avfju- ^p€i irpo^ rrjv Tpo<fn)P avroh Siii to ret fiep ^(j^o^arfa ra Ze KapTro(l>dya ra he irafjL^>arfa avTa>v elpat, Acre vpo^ Ta9 paarwva^ koX rrjv aipeciv rfjp tovtcdv 1} ^v(ri9 T0V9 Biov^ avT&v Suopiaev, otioion^ he koX t&v dvdpdyjmv, oi fiiv oiv hpr/oTarot vofidSe^ elaiv (17 yitp airo r&v ^fUpcov rpo^t} ^mtov auev ttopov ylperai a")(o\d^ov<np* ipayxaiov he 01/T09 fieraffdXXeip T0C9 KTijvea'i Slit T^9 POfia^ xal avrol opayfed^opraL (Tupa- teoXovOeiPy Aa'n'ep yempyiap ^Aaap yetopyoupre^).
[It ia not neoeasary to attempt more than six of the following
queationa. Select the queationa yon anawer in equal
number from A, 6, and C. Anawer briefly.]
A.
3. " Commercial parallels are not out of place in Politics. The state is a manufactory, and its object is to pay dividends according to the capital invested. But it manufactures virtue, and those who have invested the largest amount of that commodity in the business are entitled to the largest dividends of honor and power,"
Would this suit Aristotle ?
4. '* FiCith is greater than works in all things : in politics primarily, but in medicine also, not less than b theology."
Note the germs of this in the Politics.
5. *' Aiuch nonsense is talked about experts? For expert we often must read crochet-monger, doctrinaire, sectary, the purblind devotee of clique and claque : the only useful expert is the broad-minded normal man."
Note any approach to this view in the Politics.
6. " (For purposes of government) any chamber is better than an antechamber" (of kings). — (Cavour.)
Point out Aristotle's version of the same, with his qualifications of it.
B.
7. ''It is not the observances which a man practises, but the depths to which they have penetrated his nature, the grounds on which he practices them, that mark his mental calibre and the stage which he has
[ovbr]
reached in the journey of thought : the same obser- vances may attend half a dozen different beliefs and mark half a dozen different stages of society."
Illustrate from Coulanges' study of the ancient city state.
8. " The last and strongest praise and censure of an artificial society is praise for good taste and good feeling, censure for brutality and harshness : a ruder society is governed by motives at once much more positive and utilitarian, as well cbs more theological"
Explain from Coulanges.
9. ** Plato was *a little Athenian': the whole of Greek history was a protest against Imperialism, a cry for liberty, *for genius, for diversity, amid the ever- growing slavery, dullness and monotony of Roman rule."
What is the Greek for a " little-state-" *s man ? Is this account of Plato quite correct ? Point out the centrifugal forces and the centripetal forces of Greek life during the two centuries before and after the birth of Christ. How did Christianity affect the monotony and uniformity of life and thought under Imperial Rome?
C.
10. " Aristotle recognises the legitimacy of pleasure much more than Plato : is much less of an ascetic."
Illustrate from the Politics and elsewhere how Aristotle and Plato are precursora respectively of the Epicurean and the Stoic.
11. Compare the school time-table of Aristotle's and Plato's Ideal states with that of Ontario : the moral, emotional and intellectual elements in education with those elements in our own schools ; the teaching of languages and of sciences with our system.
12. Compare the probable product of the ideal educar tion of Aristotle's and of Plato's state with the acioal product of contemporary (a) Sparta, (b) Athens.
«nfiifvstts 9t ^Qvomo^
ANNUAL EXAMINATIONS: 1901.
CANDIDATES FOR B.A.
COMPARATIVE SYNTAX.
HONORS.
Examiner : A. J. Bell, M. A., Ph.D.
NoTX. — Gandidaiea will attempt nine of these questions, one of
which must be question 12.
1. Sketch the history of syntactical studies till the beginning of the nineteenth century, connecting it with the names of Protagoras, Apollonius Dyscolus and Sanctius. Explain the meaning and use of the following terms : apOpov, p^T<y)(fi, prjfia and iiriderov,
2. Write notes on the ending and gender of A€\if>oi, wMua, agricola, maius, 6B6<$ and S/Aco/9, and explain the probable origin of heterogeneity in Greek and Latin nouns, illustrating by examples.
3. Give the endings of the plural in Greek and Latin, showing how far they were originally plural in force. Write notes on the use of the plural in cervices, epviae, bigae, and on the elliptical plural in Greek and Latin.
4. Write a note on the order of the cases in the Latin case system. Give the names of the cases in Greek and Latin, showing how far these names indi- cate the primary use of the cases. Note any of the Latin names which are not proper translations of the corresponding Greek names, ana account for this.
5. Discuss the nature and origin of the genitive endings in aervi, ;^a>/>aa)i;, aeina, yovaTo^y paterfamilias, ifUdep and iUius.
6. Describe the origin of the absolute cases in Greek and Latin, and cite examples to illustrate their leading uses.
7. Give the endings of the dative singular and plural in Greek and Latin, tracing the origin of each, and notice any traces of syncretism in this case.
8. Discuss the nature of the division of verbs into transitive and intransitive, and describe the formation
. of the passive voice in Greek and Latin.
9. Describe the formation of the present, perfect and weak aorist in Greek, and of the tenses of the subjunctive in Latin.
10. Account for the use of the present with duvn in dum haec in colloquio geruntur, Caesari hoc nurUia- turn est, and connect with this an account of the praeterite use of the Latin perfect in the indicative and subjunctive.
11. "The subjunctive is a future from a present standpoint ; the optative, a future from a past stand- point. ' Criticise this statement of the primair force of these moods, comparing it with any other tJ^eories that have been advanced.
12. Write syntactical notes on the words and phrases underlined in any ten of the following :
(a) TTvpl B* 6a<T€ SeSi/ci.
(6) ho^av tjfjuv ravra iTropivofieOa.
(c) Succinctus patria quondam, Crispine, papyro.
(d) Domesticus otior.
(e) *H fia Kai ain^ <f>dp€i d^vat^a^ Xafie BlaKOV. (J) Pro deum immortalium.
ig) Si plus de triginta pedibus patuerint
(A) 'A/ic^p iyevovro aieair^.
(i) Pecuniam omittendae delationis ceperunt
(j) AUai ycLp topS* exnv^elv KTeivavrd fie ;
KTeivama ; Seivov y ehra^, el «ai ^p^ damv.
(ky Smas non quod opus est, sed quod necesse est ; quod non opus est, asse carum est.
(T) ^l&v TOW nrp&roi hi ^Affrjpdioi top aiSffpov Kari- ffevTo*
(m} Vereor ut satis diligenter actum sit.
(n) Oif yap irto roiov^ iSov avipa^ ovBi ISo^fiai.
(o) Suspendam potius me quam taeite haec tu auferas.
(p) Toi^ TTOT* iyibv hrl vtfo^ iva-a-iKfjbOU) fieXaivff^ ^A{a> T^X' ^lOdiCfi^y Iva fioi filorw 'ttoXvp SXAf>oi.
mni\$tvtnt9 of Sotoiao.
ANNUAL EXAMINATIONS : 1901.
CANDIDATES FOR B.A.
GREEK.
TRANSLATION AT SIGHT. HONORS.
Examiner: H. J. Crawford, B A.
Translate :
'^ilairep Toh affKrjTc/coU Koi irepi ttjv tS}v atofxarayp €*7nui\€iav rja-/ci]^ipoi<i ou rrj^ €V€^la^ fjLOvov ovBi r&v yufwacrifDv <f>popTif; iariVy aK\a Kai rrj^ Kara xaipov yiyi^ofi€V7j<: dveaio)^, fiepo^ yovv t?}? a<7Ki]<7€a><; to fteyiCTOv avrrjv VTroXafiffdvovo'iv* ovrao Srj Koi Tot9 irepl Xoyov^ hairovhaKodiv rjyobfiat irpoaqiceiv iiera rtfv -TToXXiyj/ tS>p airovBaioTepa)!/ avayvoaaiv, avievai re Trjv Bidvoiap xal irpo? rov eireLra Kafiarop itK/mai- oripap 7rapao-/e€vd^€ip, yipoiTO B* cip ififieXh^; rj dvd- iravai^ avTol<;, el toU roLovrot^ r&v (tpayp(aap.dT(op OfiiXolep, & fjLT) fiopop ix Tov dareiov re xat ')(apUpTO^ '\lrtXt)P irapi^ei rrjp ylru^aydoytap, dWd ripa Kai detopiav ovk ap,ovaop iirthei^eTaL olop ri fcal irepl TWi/Se T&p (Tvyypaaftdrow <f>popi]a'€iP VTroXafx^cpco, ov yap fiopop to ^epop t^9 VTroPeaeo)^^ ovSe to ydpup T% TTpoaiprjaeoi^ iTrayajyop ecnai ai;Tot9, ovo on yp^vcfJiaTa iroLKiXa iridapA^ re xai ipa\r)d(o^ i^eprj- po^afiep, dW 071 Kai r&p laTOpovfiiptop exaarop OVK dKa)/KpBr]T(o<; irpo^ ripa^ ^viKra^ t&p irdkaioiP iroi'qT&p T€ Kai airyypa<f>i(op Kai tbiXoaoifxjDP, ttoWcl Tcpdaria Kai ]j.v0a)Br) avyy€ypa(f>0Ta)P' ofj^ Kai opo- fiaaTl &p €ypa<f>op, el /jltj Kat ainw <tol €k t?}? dpa- ypaHTeo}^ (f>alp€a'0ai efMeWop. . . . dp^^tyyo^ Se avToU Kai BtSdaKoXo^ Trj<; Toiainr)^ /Sw/i-oXo^ia? o tov 'Ofiripov 'OSvaceis, T0t9 Trepl top ^AXklpoop BiTjyov-
[ov«h]
/i6z/09 avBfJLOiv re SovXeiav xal fiovo(f>0d\fji,oh^ fcai (Vfpiov^ TivcL^ avdptoTrov^* ert Se 'rro\vtc€<f>a\a fwa Kal Ta9 VTTO (fyapfiaKODv tS)v eraipcov fieraffoXd^' ola iroWa €K€ivo<i irpo^ IBidara^ dv6pa>7rov<i iTepaTevaaro rov^ ^aiaKa^, tovtol^ ovv ivTvxo>v airaai rov -dreiJ- aaadai fiev ov <T(f}6Spa tov9 avBpa^ ifiefiyfrdfjLijv, op&v rjSff <rvvri6e<i ov tovto koI toU (f)LXoa'o(f>€lp inria-Yyov- jxivot^* ixelpo S' avrtav idavfiaaa, el ivofMiaav Xrjaeiv ovtc oK'qdri a'vyypd(f>ovT€<!.
ir. Translate:
Et Se TV')(^rj Tfc9 epSiop, txeKi^pov alriav poalai M.0L<Tdp ipiffaXe* ai tJueydXai ycLp aXxai CTKOTOP TToXifp VfjLPCop €')(pim Bcoficpar €pyoi<; Bi fca\oi<; etroirrpov taafiep evl crvp rpcnrq), el Mp7)fio(Tvva<; CKari XiirapdfnrvKO^ evprjTai arroLva fioxOtoP Kkvrat^ eirecop docBal^, ao(f>oi 8i jxeKKovTa rpiTalop apefiop ifiadov, ovB' cItto KepBei /3d\op' dffypeo'!: irepi')(po^ re Bdvarop irdpa ana peopTai, eyo) Be irXeop" eXirofiai \6yov 'OBvn-aeo^ ^ irdOep Bia rov dSueTrrj yeveaO^ "OpLTjpov CTrel yjrevSeal oi irorav ^ re /jLa)(apa aefjLPOv erreari rr <TO<f)ia Bi KKeTrret irapdyoitra fxvOoc^.
rv^Xop S* €^€1 fjTop ofjLiXo^; hvBp&v 6 7r\e*<rT09. el yap fjv I rav aXddeiav IBifiev, ov fcev oirXtov ')(oXa)d€i^ 6 Kaprepo^; A?a9 eira^e Bt>h <f)pev&p Xevpov ^i(f>o^* hv Kpariarov *A^tX€09 arep fid'^a ^avdw yieveXa BdfMapra KOfjuiaai 0odi<; ev vavat iropevaav evdmrvoov 7ie(f>vpoio irofj/irai irpo^ ^\Xov TToXtv.
«niiitt0ft9 9t Toronto.
ANNUAL EXAMINATIONS : 1901.
CANDIDATES FOR B.A.
CLASSICS. HONORS.
ROMAN HISTORY.
Examiner : A. R. Bain, M.A., LL.D.
Note. — Take three questions in each section.
I.
1. Write notes on the attitude of the various par- ties and classes in Rome and Italy towards C»sar durinsT the civil war.
2. Sketch the aims and political position of the leading men in Rome in the year of Cicero's consul- ship.
3. Sketch the politiccd career and character of Pompey.
4. What were the character and aims of the con- spiracy against Caesar ?
II.
.5. Point out the particulars in which the senatorial and equestrian orders under the Empire differed from the senators and knights of the early Republic, and shew how the differences were produced.
6. In what points did the census instituted by Augustus differ from the old Republican census ?
7. From what sources was the Imperial fiscus prin- cipally supplied ? and with what expenditures was it charged ? Did the needs of the fiacvs in any way affect the extension of Roman citizenship?
[ovxr]
8. Contrast Rome and Britain in their attitude and idieas of duty towards their respective subject peoples.
III.
9. Sketch the history of Roman government in Spain down to the time of Augustus.
10. Was the attitude, of the Democratic party toward the provinces as indicated by the legislature of Gains Gracchus and Servillius Rullus really in the interest of the provinces ? 0ive reasons for your reply.
11. Should the ultimate causes of the fall of the Roman Republic be sought in the political or in the social field?
12. It is against all experience that any nation can long remain great which has never possessed, or which has lost, a hardy and abundant peasantry. Illustrate this statement by Roman history.
snifnevsfts of Soronto^
ANNUAL EXAMINATIONS : 1901.
CANDIDATES FOR B.A.
LATIN.
HONORS.
Examiner : J. C. Robertson, B.A.
CICERO AND POST-ARISTOTELIAN PHILOSOPHY.
1. Translate :
Quae cum dixissem, niagis ut ilium provocarem, quam ut ipse loquerer, turn Triarius leniter arri- dens : Tu quidem, inquit, totum Epicurum paene e philosophorum choro sustulisti. Quid ei reli- quisti, nisi te, quoquo modo loqueretur, intellegere, quid diceret ? Aliena dixit in pbysicis nee ea ipsa, quae tibi probarentur; si qua in iis corrigere voluit, deteriora fecit; disserendi artem nullam habuit; voluptatem cum summum bonum diceret, primum in eo ipso parum vidit, deinde boc quoque alienum ; nam ante Aristippus, et illo melius. Addidisti ad extremum etiam indoctum fuisse.
Cicero, De Finibua, I.
2. Explain tbe criticisms of Epicureanism sum- marized here, going sufficiently into detail to make clear the bearing of each statement
3. Translate :
Ipse negat, ut ante dixi, luxuriosorum vitam repreudendam, nisi plane fatui sint, id est nissi aut cupiant aut metuant. Quarum ambarum rerum cum medicinam poUicetur, luxuriae licen- tiam pollicetur. His enim rebus detractis negat se reperire in asotorum vita, quod reprendat.
Non igitur potestis voluptate omnia derigentes aut tueri aut retinere virtutem. Nam nee vir bonus ac iustus haberi debet, qui, ne malum habeat, abstinet se ab iniuria. Nosti, credo, illud :
Nemo plus est, qui pietatem — ;
cave putes quicquam esse verius.
Ibid, II.
4. Quarum ambanim rerum medidnam pMicetur, How so ?
5. Translate ;
Recte igitur haec facta distinctio est, atque etiam ab iis, quo facilius res perspici possit, boo simile ponitur : Ut enim, iuquiunt, si hoc finga- mus esse quasi finem et ultimum, ita iaeere talum, ut rectus assistat, qui ita talus erit iactu;*, ut cadat rectus, praepositum quiddam habebit ad finem, qui aliter, contra, neque tamen ilia prae- positio tali ad eum, quem dixi, finem pertinebit, sic ea, quae sunt praeposita, referuntur ilia quidem ad finem, sed ad eius vim naturamque nihil pertinent.
Ibid, III.
6. (a) Explain the application of this simile.
(6) How does Cato's exposition of Stoicism in Bk. III. differ fromZeller's ? How do vou account for the difference.
7. Translate :
Nam omnia, quae sumenda quaeque legenda aut optanda sunt, inesse debent in summa bonorum, ut is, qui earn adeptus sit, nihil praeterea desid- eret. Videsne, ut, quibus summa est in voluptate, perspicuum sit, quid iis faciendum sit aut non faciendum ? ut nemo dubitet, eorum omnia officia quo spectare, quid sequi, quid fugere de- beant ? Sit noc ultimum bonorum, quod nunc a me defenditur ; apparet statim, quae sint otiicia, quae actiones. Vobis autem, quibus nihil est aliud propositum nisi rectum atque honestum, unde officii, unde agendi principium nascatur, non reperietis.
Ibid, IV.
8. (a) Quod nunc a me defenditur. What does
CScero refer to ?
(b) State concisely the criticism involved in the passage. What is the other main ground of attack on Stoicism in Bk. IV. ?
9. Translate:
Cumque perturbationem animi illi ex homine noD tollerent naturaque et condolescere et con- capiscere et extimescere et efferri laetitia dicerent, sed ea contraherent in angustumque deducerent, hie omnibus his quasi morbis voluit carere sapien- tem ; cumque eas perturbationes antiqui naturales esse dicerent et rationis expertes aliaque in parte animi cupiditatem, alia rationem collocarent, ne his quidem adsentiebatur.
Ibid, Academics, I.
10. (a) Illi ; hie. Who are referred to ?
(6) Katv/rales ... rationis expertes. On what ground was objection taken to these statements ?
11. Translate: *
Hie Zono vidit acute nullum esse visum, quod percipi posset, si id tale esset ab eo, quod est, ut eiusdem modi ab eo, quod non est, posset esse. Recte consensit Arcesilas ad definitionem additum : neque enim falsum percipi posse neque verum, si esset tale, quale vel falsum. Incubuit autem in eas disputationes, ut doceret nullum tale esse visum a vero, ut non eiusdem modi etiam a falso posset esse. Haec est una contentio, quae adhuc pennanserit. Nam illud, nuUi rei adsen- surum esse sapientem, nihil ad banc controversiam pertinebat. * * Sed id omittamus. lUud certe opinatione et perceptione sublata sequitur, omnium adsensionum retentio, ut, si ostendero nihil posse percipi, tu concedas numquam adsensurum esse.
Ibid, 11.
12. Write a note on the Stoic theory of knowledge explaining the terms <t>amcuTlat arvy/earddeo'i^;, Kara- ^'T^v: and eiriarrj^'q, and show how the above passage brings out the real question at issue in the Academics,
[ovek]
13. Explain one or other of the following statements of Weber :
" The scepticism of the Academy is simply an exaggeration of the underlying principle of this school, and, in a measure, a return to the original sources."
OR
''The Stoic theology is a kind of compromise between pantheism and theism."
14. State concisely the chief points of agreement and difference between the Stoics, Antiochus and Cicero.
15. " In passing from school to school the post- Aristotelian philosophy assumed, as might be expected, various modifications of character in course of time ; nevertheless it retained a certain mental habit and certain common elements." Without going into detail, enumerate the common features referred to by Zeller.
nniiif tfltfts of Sovonto^
ANNUAL EXAMINATIONS: 1901.
CANDIDATES FOR B.A.
LATIN.
HONORS.
Exarmners . j j flettcher, M. A., LLD.
ROMAN HISTORY BOOKS. •
I.
1. Translate, with brief ezplcinatory notes :
Placet igitur etiam me expulsum et agrum Campanum perisse et adoptatum patricium a plebeio, Gaditanum a Mytilenaeo, et Labieni divi- tiae et Mamurrae placent et Balbi horti et Tuscu- lanum. Sed horum omnium fons unus est: imbecillo resistendum fuit, et id erat facile ; nunc legionea XI..., equitatus tantus, quantum volet, Transpadani, plebes urbana, tot tribuni pi., tarn perdita inventus, tanta auctoritate dux, tanta audacia. Cum hoc aut depugnandum est aut habenda e lege ratio. " Depugna " inquis " potius quam servias.*' Ut quid ? si victus eris, proscri- bare ? si viceris, tamen servias ? ** Quid ergo '* inquis, 'acturus es?" Idem quod pecudes, quae dispulsae sui generis sequuntur greges : ut bos armenta, sic ego bonos viros aut eos, quicumque dicentur boni, sequar, etiam si ruent. Quid sit optimum male contractis rebus plane video : nemini est enira exploratum, cum ad arma ventum est, quid futurum sit, at illud ouinibiis, si boni victi sint, nee in caede principum clementiorem hunc fore, quam Cinna fnerit, nee moderatiorera quam
Sulla in pecuniis locupletium. ^vfnroXtrevofjLal aoi iam dudum, et facerem diutius, nisi me lucerna desereret
2. Annotate without translating : •
(a) Itaque ego Metello, fratri tuo, praesenti restiti : nam in senatu Kal. lanuariis sic cum eo de re publica disputavi, ut sentiret sibi cum viro forti et constanti esse pugnandum. A. d. III. Non. lanuar. cum agere coepisset, tertio quoque verbo orationis suae me appellabat, mihi minabatur.
(6) Gnaeus quidem noster iam plane quid cogitet nescio: qui quidem etiam istuc adduci potuerit. Nam adhuc haec eao^i^eTo, se leges Caesaris pro- bare, actiones ipsiua praestare debere ; agrariam legem sibi placuisse, potuerit intercedi necne, nihil ad se pertinere ; de rege Alexandrino placuisse
sibi aliquando confici.
«
(c) Vettius ille, ille noster index, Caesari, ut perspi- cimus, pollicitus est sese curaturum, ut in aliquam suspicionem facinoris Curio filius adduceretur.
{d) Hammonius, regis legatus, aperte pecunia nos oppugnat ; res agitur per eosdem creditores, per quos, cum tu aderas, agebatur. Regis causa si qui sunt qui velint, qui pauci sunt, omnes rem ad Pompeium deferri volimt; senatus religionis caluinniam non religione sed malevolentiaet illius regiae largitionis invidia comprobat.
(e) Habes meam causam, quae si Bruto non proba- tur, nescio cur ilium amemus, sed avunculo eius certe probabitur, praesertim cum senatus consul- tum modo factum sit, puto, postquam tu es pro- fectus, in creditorum causa, ut centesimae perpetuo faenore ducerentur.
(/) Senatum bonum putas, per quem sine imperio provinciae sunt ? — nunquam enim Curio sustinuis- set, si cum eo agi coeptum esset, quam sententiam senatus sequi noluit, ex quo factum est ut Caesari non succederetur — an publicanos, qui nunquam firmi, sed nunc Caesari sunt amicissimi — an faeneratores ?
{g) Quod autem suades, ut ab eo petam ut mihi concedat ut idem tribuam Pompeio, quod ipsi tri-
buerim, id me iam pridem agere intelleges ex litteris Balbi et Oppii, quarum exempla tibi misi ; misi etiam Caesaris ad eos sana mente scriptas, quo modo in tanta insania.
(A) Noli quaerere ; ita mihi pulcher hie dies visus est, ut speciem aliquam viderer videre quasi revi- viscentis rei publieae. Itaque cum omnis ante me rogati gratias Caesari egissent praeter Volcatium — is enim, si eo loco esset, negavit se facturum fuisse — ego rogatus mutavi meum consilium.
3. Give some account of Cicero's literary activity after the battle of Thapsus.
4. The value of Sallust'.s Catiline as material for history.
II.
Translate and comment on :
(a) Plebes acri quidem annona fatigabatur, sed nulla in eo culpa ex principe ; quin infecunditati terrarum aut asperis maris obviam iit, quantum impendio diligentiaque poterat.
(b) Apud quos etiam tum cuncta tractabantur, adeo ut procurator Asiae Lucilius Capito accusante provincia causam dixerit; magna cum assev.era- tione principis non se jus nisi in servitia et pecu- nias familiares dedisse : quodsi vim praetoris usurpasset manibusque militum uses foret, spreta in eo mandata sua : audirent socios.
(c) Quo magis mirum habebatur gnarum meliorum et quae fama clementiam sequeretur, tristiora malle. Neque enim socordia peccabat ; nee occul- tum est quando ex veritate, quando adumbrata laetitia facta imperatorum eelebrentur. Quin ipse, compositus alias et velut eluctantium verbo- rum, solutius promptiusque eloquebatur, quotiens subveniret.
(d) Caeli temperies hieme mitis, objectu montis quo saeva ventorum arceutur ; aestas in Favonium obversa, et aperto circum pelago peramoena; pro- spectabatque pulcherrimum sinum, anteqnam Vesuvius mons ardescens faciem loci verteret.
[OVKRj
(e) Interea magna vis accusatorum in eos irrupit, qui pecunias fenore auctitabant adversum l^em dictatoris Caesaris, qua de modo credendi potei- dendique intra Italiam cavetur.
(/) Contra alii fatum quidera congruere rebus putant. sed non e vagis stellis, verum apud prin- cipia et nexus naturalium causarum : ac tamen electionem vitae nobis relinquunt, quam ubi ele- geris, certum imminentium ordinem.
yg) Quater pecunia mea iuvi aerarium. ita ut ses- tertium milliens et quingentiens ad eos qui prae- erant aerario detulerim.
(h) Aegyptum imperio populi Roniani adieci. Ar- meniam maiorem interfecto rege eius Artaxe cum
. possem facere provinciam, malui maiorum nostro- rum exemplo regnum id Tigrani regis Arfcavasdis filio, nepoti autem 'f igranis regis, per Ti. Nero- nem tradere.
1. Give and criticise different views that have been held as to the character of Tiberius.
2. Account for the readiness shown by the Bomans to deify the early emperors.
3. " Nulla gens est, quae non aut ita sublata est, ut vix exstet ; aut ita domita, ut quiescat ; aut ita pacata, ut victoria nostra imperioque laetetur." — Cicero.
Translate. What was the condition of the Prov- inces under the Principate ?
aniDetttfts ot SToronto^
ANNUAL EXAMINATIONS : 1901.
CANDIDATES FOR B.A.
LATIN.
HONORS.
1,' '- ^- f J. Fletcher, M.A., LL.D. Lxarmners:^^ J. Bell, MA., Ph.D.
I.
LUCRETIUS.
1. Translate:
Nee tamen haee simplex nobis natura putanda est. ienvis enim quadam moribundos deserit aura mixta vapore, vapor porro trahit aera secum. nee calor est quisquam, cui non sit mixtus et aer ; rara quod eius enim constat natura, neeessest aeris inter eum primordia multa moveri.
Show how Lucretius is led to assume the presence in the anima of the elements enumerated above. How do they differ from one another, and how far do they seem to correspond with these elements as found in nature? Compare his theory with that held by Democritus.
2. Translate :
Inde minutatim processit ferreus ensis versaque in opprobrium species est falcis ahenae, et ferro coepere solum proscindere terrae exaequataque sunt creperi certamina belli, et prius est armatum in equi conscendere costas et moderarier hunc frenis dextraque vigere quam biiugo curru belli temptare pericla. et biiugos prius est quam bis eoniungere binos
et quam falciferos armatum escendere curras. inde boves Lucas cnrrito corpore, taetras, anguimanus, belli docuerunt volnera Poeni sutfeiTe et magnas Marfcis turbare catervas. sic alid ex alio peperit discordia tristis.
Write notes on in opprobinv/m, creperi, bovea LucaSy and alid. Give Lucretius' account of the way in which men learnt the use of metals.
8. Translate:
Linquitur hie quaedam latitandi copia tenvi& id quod Anaxagoras sibi sumit, ut omnibus omnis res putet inmixtas rebus latitare, sed illud apparere unum cuius sint plurima mixta et magis in promptu primaque in fronte locata.
Show this doctrine of Anaxagoras can be recon- ciled with his Homceomeria, and characterize Lucretius' statement of his theory of nature.
4. Do the atoms of Lucretius consist of parts, and are they divisible ? Compare his theory in this respect with that of any modem physicist.
5. Oeuloa nvXlam rem cernere poeae. Explain. By whom was this theory held? How does Lucretius confute it ?
6. Divinitus esse paratara naturam rerum. How dees Lucretius confute this ? State his theory of the existence, nature and life of the Gods.
7. ** It is not as much the beauty of form and color as the appearance of force and life in nature that Lucretius reproduces." Criticize this statement, sup- porting your criticism by references to his poem.
IL
(Write in a separate book.)
VIRGIL. Translate :
(a) Sicelides Musae. paulo maiora canamus!
Non omnes arbusta iuvant humilesque myricae; Si caninius silvas, silvae sint consule dignae. Ultima CuvKiei venit iain carminis aetas ; Magnus ab integro saeclorum nascitur ordo. lam redit et Virgo redeunt Saturnia reg^na ;
i
lam nova progenies caelo demittitur alto. Tu modo nascenti puero, quo ferrea primum Desinet ac toto surget gens aurea mundo, Casta f ave Lueina : tuus iam regnat Apollo. *
(6) Pater ipse colendi
Hand facilem esse viam voluit, primusque per
artem Movet agros curis acuens mortalia corda, Nee torpere gravi passus sua regna vetemo. Ante lovem nulli subigebant arva coloni ; Ne signare quidem aut partiri Umite campum Fas erat ; in medium quaerebant, ipsaque tellus Omnia liberius nullo poscente ferebat. Ille malum virus serpentibus addidit atris, Praedarique lupos iussit pontumque moveri, MeUaque deimsait foliia tgnemque removit
(c) Hie tibi (fabor enim, quando baec te cura remordet, Longius et volvens fatorum arcana movebo) Bellum iugens geret Italia populosque feroces Contundet, moresque viris et moenia ponet, Tertia dum Latio regnantem viderit aestas Temaque transierint Rutulis hibema subactis.
At puer Aseanius, cui nunc cognomen lulo Additur (Ilus erat, dum res stetit Ilia regno), Triginta magnos volvendis mensibus orbes Imperio explebit, regnumque ab sede Lavini Transferet, et longam multa vi muniet Albam.
(d) Exoria'^^e cdiquis nostris ex ossibus ultor, Qui face Dardanios ferroque sequare colonos, Nunc, olim, quocumque dabunt se tempore vires. litora litoribus contraria, fluctibus undas Inprecor, arma armis ; pugnent ipsique nepotesque.
(c) Ille, ut depoaiti proferret fata parentis,
Scire potestates herbarum usumque medendi Maluit et mutas agitare inglorius artes. Stabat acerba f remens, ingentem nixus in hastam Aeneas, magno iuvenum et maerentis luli Concursu, lacrimis inmobilis. Ille retorto Paeonium in morem senior succinctus amictu, . Uulta manu medica Phoebique potentibus herbis Nequiquam trepidat, nequiquam spicula dextra SoUicitat prensatque tenaci forcipe ferrum.
1. Write notes on italicised words.
[ovsb]
2. Show briefly the relation of Virgil (a) to Theo- critus, (6) to Homer, (c) to Ennius.
*S, Translate and explain :
A^o Koi <f>CKoao<l}(OTepov icaX trrrovSaiorepov iroi- rjcL^ iaropUiM iarlv fi fiiv yap iroirfci^ fAoXKav ra /caOoXov^ 17 S* laropia r^ xaff* ixairrov XeycL eari Bi teaOoXov pAv, t£ iroUp ri. irola arra avpfiaivu Xeyeiv fj irpdrreLv icarh to uko^ fj to kvarficaiov, oh aro-)(a^eTcu fi Troirjai*; ovop^ara eiririOepeprj' to hi Kaff Ixaarov, rl ^AXtaffidZrj^ errpa^ev ff ri hroBev,
Abistotle, Poetics.
How far does this canon apply to didactic poetry ? Show briefly how Virgil in the Oeorgica overcomes the difficulties inherent in the subject.
4. Comment, without translating, on :
(a) Idcirco certis dimensum partibus orbem Per duodena regit mundi sol aureus astra.
(b) Ignoscenda quidem, scirent si ignoscere Manes. (0) Sunt lacrimae rerum et mentem mortalia tangunt. (d) Heu fuge crudeles terras, fuge litus avarum.
UnitKVtats ot sroronto«
ANNUAL EXAMINATIONS : 1901.
CANDIDATES FOR B.A.
la™.
HONORS.
Easamvner : Q. W. Johnston, Ph.D.
Translate :
(a) Innoxia adhuc ac praecalida et libata gustu potio traditur Britannico ; dein, postquam feruore aspernabatur, frigida in aqua affunditur uenenum, quod ita cunctos eius artus peruasit, ut uox pari- ter et spiritus raperentur. trepidatur a circumse- dentibus; diffiugiunt imprudentes. at quibus altior intellectus, resistunt defixi et Neronem intuentes. ille, ut erat reclinis et nescio similis, solitum ita ait, per comitialem morbum, quo prima ab infantia afflictaretur Britannicus, et redituros paulatim uisus sensusque. at Agrippinae is pauor, ea constematio mentis, quamuis uultu premeretur, emicuit, ut perinde ignaram fuisse atque Octauiam sororem Britannici constiterit : quippe sibi supre- mum auxilium ereptum, et parricidii exemplum intelligebat. Octauia quoque, quamuis rudibus annis, dolorem, caritatem, omnes affectus abscon- dere didicerat. ita post breue silentium repetita conuiuii laetitia. nox eadem necem Britannici et rogum coniunxit, proviso ante funebri paratu, qui modicus fuit. In campo tamen Martis sepul- tus est, adeo turbidis imbribus, ut uulgus iram deum portendi crediderit aduersus facinus cui plerique etiam hoiuinum ignosceliant, antiquas fratrum discordias et insociabile regnum aesti- mantes.
Tacitus, A nnals, XIII.
(6) Rem populi tractas ? — barbatum haec crede magis-
trum Dicere, sorbitio tollit quern dira cicutae — Quo f retus ? die o magni pupille Pericli. Scilicet ingenium et rerum prudentia velox Ante pilos venit, dicenda tacendaque calles. Ergo ubi commota fervet plebecula bile, Fert animus calidae fecisse silentia turbae Maiestate manus. Quid deinde loquere ? Quvrites, Hoc, puta, non iustum est, illud male, rectius
itlud. Scis etenim iustum gemina suspendere lanoe .Ancipitis librae ; rectum discernis, ubi inter Curva subit, vel quum fallitpede regula varo, Et potis es nigrum vitio praefigere u^eta. Quin tu igitur, summa nequiquam pelle decorus, Ante diem blando caudam iactare popello Desinis, Anticyras melior sorbere meracas ! * Quae tibi summa boni est ? uncta vixisse patella Semper et assiduo curata cuticula sole ? Exspecta, baud aliud respondeat haec anus. I
nuDc : Dinomaches ego sum ! suffla sv/m candidus !
Persius, Satire TV.
(c) Sed a deo tantum rationem habemus, si mode habemus, bonam autem rationem aut non bonam a nobis ; non enim, ut patrimonium relinquitur, sic ratio est bomini beneficio deorum data, quid enim potius hominibus dedissent, si iis nocere voluissent ? iniustitiae autem, intemperantiae, tint* iditatis quae semina essent, si his vitiis ratio non subesset ? Medea mo^o et Atreus commemora- bantur a nobis, heroicae personae, inita subducta- que ratione nefaria scelera meditantes. quid levitates comicae ? parumne saepe in ratione versantur ? parumne subtiliter disputat ille in Eunucho ?
quid igitur faciam ?
exclusit, revocat : redeam ? non, si me obsecret.
ille vero in Synephebis Academicorum more contra communem opinionem nondubitat pugnare ratione, qui 'in amore summo summaque inopia suave esse ' dicit
parentem habere avarum, inlepidum, in liberos difficilem, qui te nee amet nee studeat tui.
atqne huie incredibili sententiae ratiunculas sug- gerit ; idem faeilem et liberalem patrem incom- modum esse amanti filio disputat,
quein neque quo pacio fallam neque ut inde
auferam, nee quein dolum ad eum aut machinam commoliar, scio quicquam : iia omnis meos doles, fallaciae, praestigias praestrinxit commoditas patris.
quid ergo isti doli ? quid machinae ? quid fallaciae praestigiaeque ? num sine ratione esse potuerunt ?
CiCEBO, De Ndtura Deorwm, IIL
BInfDeriBrttff of Sovotito#
ANNUAL EXAMINATIONS : 1901.
FOURTH YEAR.
ENGLISH.
PASS AND HONORS.
Examiner: W. J. Alexander, Ph.D.
NonL — Candidates for Honors will take the questions marked with
; other candidates will lake any six questions.
*1. Wordsworth is described as being especially the poet of consolation; show how this is illustrated in each of three poems, Michael, Elegiac Stanzas Sug- gested by a Picture of Peele Castle^ and Ode to Duty.
2. Making use of Old Mortality and The Lay of the Last Mi/nstrel, compare Scott's work in prose romance with his work in poetical romance.
3. State the distinguishing characteristics of Shelley's poetry, and exemplify your points from the poems you have read.
*4. By means of one lyric selected from the pre- scribed works of each of the poets, Wordsworth, Scott and Shelley, illustrate their characteristic differences as poets.
*5. Compare the genius of Macaulay and that of Carlyle as revealed m their respective styles and in their treatment of character.
*6. Give a description of the poem entitled The Ancient Sage, and an outline of the ideas therein expressed.
*7. Compare The Revevge and Herv4 Riel so as to exemplify the characteristic differences between the two poets.
[gvbr]
*8. What view of art does Fra Lippo Lippi repre- sent ? Show how his character and circumstiiaes make him a natural exponent of this view.
9. Name the writer and indicate the connection of each of the following passages : —
(a) She shall be Rportive aa a fawn That wild witn glee across the lawn Or up the mountain springs ; And ner's shall be the breathins balm, And her's the silence and the ciQm Of mute insensate things.
(6) Yet now despair itself is mild, Even as the winds and waters are ; I could lie down like a tired child, And weep awav the life of care Which I nave Dome, and yet must bear, — Till death like sleep might steal on me. And I might feel in the warm air My cheek grow cold, and hear the sea Breathe o'er my brain its last monotony.
(c) ** This mom is merry June, I trow.
The rose is budding fain ; But she shall bloom in winter snow
Kro we two meet again." He turned his charger as he spoke
Upon the river shore, He gave the bridle-rein a shake.
Said *' Adieu for evermore
My Love !
And adieu for evermore. '*
(d) Will no one tell me what she sings ? Perhaps the plaintive numbers flow For old, unhappy, far-off things, And battles long ago :
Or is it some more humble lay. Familiar matter of to-day ? Some natural sorrow, loss or pun. That has been, and may be again !
(e) The eods are hard to reconcile, 'Tis hard to settle order once aoain. There ia confusion worse than death. Trouble on trouble, pain on pain. Long labour unto aged breath,
Sore task to hearts worn out by many wars. And eyes grown dim with gazing on the pilot
(/*) We look before and after,
And pine for what is not : Our sincerest laughter With some pain is fraught.
8ltifiier0ftff of Soronto^
ANNUAL EXAMINATIONS : 1901.
FOURTH YEAR.
ENGLISH.
HONORS.
Examiner : A. H. Reynar, LL.D.
1. Compare the classic drama with the drama of Shakespeare as to the admission of comic passages in a tragedy or tragic passages in a comedy. Refer to examples of such blending in Shakespeare's plays and give your judgment as to the effect.
2. What is the main theme of Lear ? Show how the subordinate parts bear on the theme.
3. Of what dramatic use is the fool in King I^ear f Refer to passages in which his part is most helpful. When and why does the fool disappear from the play ?
4^ " I loved Ophelia ; forty thousand brothers
Conld not with aU their quantity of love Make up my sum."
Review Hamlet's treatment of Ophelia and show how it agrees with this protestation.
3. Compare the madness of Lear with the assumed madness of Hamlet. How does the latter differ from the former ?
6. Point out the art by which Shakespeare con- structs a really enjoyable comedy on the main plot in Much Ado About ifothing.
fftnftoetsui? of SorontOi
ANNUAL EXAMINATIONS : 1901,
FOURTH YEAR.
ENGLISH.
HONORS.
Examiner: A.. H. Retnar, LL.D.
1. By a comparison of The Creation and Fall with 2%6 Foure PP, show the development of tendencies which culminated in the drama of Shakespeare.
2. Describe the general temper and habit of the mind of Marlowe. Show his relation to the great intellectual movement of the age in which he lived, and contrast him in this respect with Shakespeare.
3. What differences in the art and spirit of Marlowe appear between his two dramas Tamburlai/ne and Edward II?
4. Specify the peculiarities of subject, treatment and form by which we may determine approximately the year when Love's Labour's Lost, and the MidsurriTner Night's Dream were written by Shakespeare.
o. What constitutes the unity of the M. N, D. and blends into one harmonious whole the diverse parts of which it is composed ?
G. What may we learn from the M. N. D, and Hamlet of Shakespeare's judgment on the actors and acting of his time ?
dtiinersitff of SPovontu.
ANNUAL EXAMINATIONS : 1901.
FOURTH YEAR.
ENGLISH.
HONORS.
Examiner : W. Parkenhah, B.A.
1. Milton has been called the Scholars' Poet.
0
(a) What evidences of Scholarship does Gomus reveal ? Particularize.
(6) Basing your remarks upon Every Man in His Humor and on coraua, compare Jonson and Milton with respect to the influence of their scholarship on their work.
2. (a) What does Samson Agoniates tell you of the man Milton ?
(6) Basing your remarks upon Comua and Sara- son Agonistea, contrast the Milton of 1634 with the Milton of 1670.
3. Trace, with definite references to the play, the growth of Cleopatra's influence over Antony and the deterioration of Antony's character.
4. In his prefatory remarks to Samson Agonistes Milton states his belief that the " small esteem " in which the tragedy of his day was held, was due to (a) "the poet's error of intermixing comic stuff with tragic sadness and gravity/' to (6) the introduction of '' trivial and vulgar persons," and, generally speaking, to (o) the desire " corruptly to gratify the people."
(i) Show to what extent this belief influenced Milton in Samson Agonistes.
[OVBB]
(ii) Contrast, in this respect, the beliefs and prac- tices of Milton in Samson Agonistea and of Shakspere in Antony and Cleopatra.
5. Analyze in detail, from your recollection of the play, the scene between Imogen and Pisanio in the " Country near Milford- Haven," bringing out the vary- ing moods of Imogen.
6. Explain fully and indicate the context of the following :
(a) 0 foolishness of men ! that lend their ears To those budge doctors of the Stoic far, And fetch their precepts from the Cynic tab, Praising the lean and sallow Abstinence !
(6) Wherein I am false I am honest ; not trae, to be trae. These present wars shall find I love my coantry. Even to the note o' the King, or I'll fall in them. All other doabts, by time let them be clear'd : Fortune brings in some boats that are not steer*d.
But, alack ! (e) Ton suatch some hence for little faults ; that's love. To have them fall no more : you some permit To second ills with ills, each elder worse. And make them dread it, to the doer's thrift.
*
{d) The shirt of Nessus is upon me : teach me, Alcides, thou mine ancestor, thy raee : Let me lodee Lichas on the horns o the moon ; And with those hands, that grasp'd the heaviest club. Subdue my worthiest self.
(e) Great men,
That had a court no bigger than this cave, That did attend themselves and had the virtue Which their own conscience seal'd them — laying by That nothing-gift of dififerin^ multitudes — Could not outpeer these twau.
{/) My desolation does begin to make
A better life. 'Tis paltry to be Csesar ; Not being Fortune, he's J>ut Fortune's knave, A minister of her will : and it is great To do that thing that ends all other deeds ; Which shackles accidents and bolts up change.
^nftiersfts ot ^ovomo.
ANNUAL EXAMINATIONS : 1901.
FOURTH YEAR.
HISTORICAL ENGLISH GRAMMAR.
HONORS.
Examine^' : D. R. Keys, M.A.
N.B. — Five questions to constitute a full paper.
1. In what various forms does the original short a a.ppear in Anglo-Saxon ? Account for these, and trace their subsequent history to living English.
2. What survivals of Verner's law are to be noted in Bfodern English ?
3. Draw a diagram to outline the history of English dialects. Note any signs of a differentiation of American dialects.
4. Outline the history of English declension during the Middle English period.
5. Make a systematic classification of the Old English -strong verbs.
6. Trace the development of the English weak verbs from the old to the modem period.
7. Write an article on the English relative pronouns
8. Compare Old and Modern English with regard to inflexion and use of the subjunctive mood.
]
JRnUttttAtti of Soronto*
ANNUAL EXAMINATIONS : 1901.
FOURTH TEAR.
ANGLO-SAXON.
Examiner : D. R Keys, M.A.
1. Give arguments for and against the theory that Beowulf was first written in Anglo-Saxon.
2. Compare the two earlier feats of Beowulf with his final adventure, with special reference to their pos- sible mythological relations.
3. Describe briefly the state of the Beowulf text. Translate :
(a) Him on mod beam,
p8Bt heal-reced hfttan wolde, medo-sem micel men gewyrcean, 70 Pon[n]e yldo beam »fre gefrunon, ond Pser on innan eall geda^lan
Seongum ond ealdum, swylc him God sealde, uton folc-scare ond feorum gumena. Da ic wide gefrcegn weorc gebannan 75 manigre msegpe geond Pisne middan-geard, folc-stede fr»twan. Him on fyrste gelomp sedre mid yldum, Pset hit weard eal gearo, heal-asma msest ; scdp him Heort naman, se Pe bis wordes geweald wide hsefde. 80 H€ bSot ne aleh, beagas d^lde,- sine set symle. Sele hlifade heah ond horn-gSap ; hea^o-wylma bad lai^an liges. Ne wses hit lenge Pa g^n, past se ecg-heie ftpum-swerian 85 aafter w»l-nl6e wsecnan scolde.
1. Write grammatical notes on beam (67), beam (70), gefrunon (70), f6orum (78), gearo (77), aleh (80), adum-swerian (84).
Translate :
(&) Gewiton him ?a feran ; flota stille bad, seomode on sale sid-fsePmed scip, on ancre fsast. £ofor-lic scionon ofer hleor-ber[g]an, gehroden golde, fah ond lyr-heard ; ferh wearde heolA Gu^'mod grummon, guman dnetton, sigon setsomne, of fsei by [sjsel timbred, geatollc ond gold-fah, ongyton mibton ; ?8et W8BS fore-mierost fold-buendum receda under roderum, on psem se rica b&d : llxte se ISoma ofer landa fela. Him pa hilde-deor [b]of m5digra torht getsebte, ];^t hie him to mibton gegnum gangan ; gu^-beorna sum wicg gewende, word sefter cwsaS : '' Miel is me to feran ; FsBder al-walda mid ar-stafum €owic ^ehealde si^a gesunde ! Ic t6 sse wille wis wrad werod wearde healdan."
2. Note the special poetical devices used in this passage.
3. Scan the first five verses.
Translate :
(c) Gemunde pa se g5d& mseg Higelaces
^fen-sprsece. up lang astdd 760 ond him fseste wiSfeng; fingras burston ;
eoten waBS ut-weard ; eorl furPur stop.
M}^nte se m»ra, kvjidr he meahte sw&,
widre gewindan ond on weg Panon
fieon on fen-hopu ; wiste his fingra geweald 765 on grames grapum. Ptbt wsds gfiocor sid,
Pset se hearm-scaPa td Heorute ateah.
Dryht-sele dynede; Denum eallum wearS,
ceaster-buendum, cenra gehwylcum,
eorlum ealu-scerwen. Trre w»ron bigen ]
770 rSPe ren-weardas. Reced hlynsode ; *
Pa W8BS wundor micel, Past se win-sele
wiShsefde heaPo-deorum, paet he on hrusan ne f0ol, »
fsBger fold-bold ; ae hB pses fsaste wsss i
innan ond titan Iren-bendum 776 searo-poncum besmiPod.
4. Explain the reference in vv. 368-9, and in ealu 9cerwen (769).
Not to he translated .
(d) Gewiton him 89. wigend wica neosian freondum befeallen, Fryslond geseon, hamas ond hea-burb. Uengest $a gyt wsel-fagne winter wunode mid Finn el[nej un/litme ; eard gemunde, Peah Pe he [ne] meahte on mere drifan hringed-stefnan ; holm storme weol, won wife winde ; winter ype beleac is-gebinde, oP Sset Qper com gear in geardas, swa nti gyt ded, pa de singales sele bewitiad, wuldor-torhtan weder. Da waes winter scacen, fseger foldan bearm ; fundode wrecca, gist of geardum ; he to gym-wrsece ' swiftor p5hte, Ponne t6 sse-lade, gif he tom-gem5t purhteon mihte, pset h€ Eotena beam inne gemunde.
5. Compare the feeling for nature shown in Beowulf with that in (a) tbe classic epic literature, (b) modern English literature.
nnftietsfts of Sovonto.
ANNUAL EXAMINATIONS : 1901.
FOURTH YEAR.
FRENCH.
Eicamvner : J. Squair.
I. Translate :
ANDROMAQUE.
Non, non, je te defends, Cdphise, de me suivre, ' Je confie k tes soins mon unique tr^8or : Si tu vivais pour moi, vis pour le fils d'Hector. De Tespoir des Troyens seule d^positaire, Songe k combien de rois tu deviens n^essaire. VeilTe aupr^ de Pyrrhus ; fais-lui garder sa foi : S'il le faut, je consens qu'on lui parle de moi, Fais-lui valoir Thy men oil je me suis rang^.
— A ndromaque.
1. Scan, (1) by counting the syllables, (2) by count- ing the stresses, lines 4 and 5 of the extract.
2. Write notes on Hector and Pyrrhus.
II.
Translate :
Mascarille: II est vrai qu'il est honteux de n'avoir pas des premiers tout ce qui se fait ; mais ne vous mettez pas en peine : je veux ^tablir chez vous une Academic de beaux esprits, et je vous promets qu'il ne se fera pas un bout de vers dans Paris que vous ne sachiez par cceur avant tous les autres. Pour moi, tel que vous me voyez, je m'en escrime un peu quand je veux ; et vous verrez courir de ma fa^on, dans les belles ruelles de Paris,
deux cents chansons, autant de sonnets, quatre cents ^pigrammes et plus de mille raadrigaux, sans compter les dnigmes et les portraits.
— Les prSdevses ridicuUa.
1. At what point in the career of Moli^re was this play written ? Give a sketch of his life up to this point.
2. Explain ruellea and portraits.
III. Translate :
DON RUY GOMBZ.
Mais va, crois moi, ces cavaliers frivoles N'ont pas d'amour si grand qu'il ne s'use en pa- roles. Qu'une fiUe aime et croie un de ces jouvenceaux, EUe en meurt, il en rit. Toas ces jeunes oiseaux, A I'aile vive et peinte, au langoureux ramage, Ont un amour qui mue ainsi que leur plumage. Les vieux, dont Ykge 6teint la voix et les couleurs, Ont Taile plus fid^le,et moins beaux, sont meilleurs. Nous aimons bien. Nos pas sont lourds ? nos
yeux arides ? Nos fronts rid& ? Au coeur on n'a jamais de rides.
— Hemani.
1. Compare this passage with the one from Andro- maque so as to show differences between the classical and romantic styles.
IV.
Translate :
PoiRlBR, d Gaston, — Dame ! le bilan est facile sL ^tablir : vous avez re9u cinq cent mille francs de la dot de ma fille. La corbeille de noces et les frais d'installation en ont absorb^ cent mille. Vous venez d'en donner deux cent dix-huit mille i vos cr^anciers, il vous en reste done cent quatre- vingt-deux mille qui, plac^ au taux l^gal, repr^- sentent neuf mille livres de rente. Est-ce clair ? £st-ce avec ce revenu que vous nourrirez vos amis de carpes k la Lithuanienne et de volailles k la conconlat ? Croyez-moi, mon cher Oaston, rested chez moi, vous y serez encore mieux que chez
vous. Penaez k vos enfants qui ne seront pas f3ich& de trouver un jour dans la poche du Mar- quis de Presles les economies du bonhomme Poirier. A revoir, mon gendre, je vab r^ler le compte de Monsieur Yatel.
— Le gendre de Monsieur Poirier.
1. At what date are the events of the play supposed to occur ?
2. Describe briefly the place Augier holds in the development of comedy.
3. Write notes on A revoir and Monsieur Vatel
V.
Translate :
(a) D fait un de ces temps ainsi que je les aime, Ni brume ni soleil ! le soleil devin^, Pressenti, du brouillard mourant dansant ft mdme Le ciel trds haut qui toume et fuit, rose de cr^me ; L'atmosphdre est de perle et la mer d'or fand
Yerlaine.
1. Write a note on Yerlaine and his work as a poet.
(h) — Mon pauvre homme, le Mont-de-Pifet^ refuse Le dernier matelas comme ^tant trop mauvais, Oii vas-tu maintenant trouver du pain ?
— J'y vais, B^pondis-je, et, prenant k deux mains mon courage, Je r&olus d'aller me remettre k Touvrage ; Et, quoique me doutant qu'on me repousserait, Je me rendis d'abord dans le vieux cabaret Oti se tenaient toujours les meneurs de la gr^ve. — Lorsque j'entrai, je cms, sur ma foi, faire un
rfive. On buvait \k, tandis que d'autres avaient faim ; On buvait !
9
1. What is the poem from which this extract is taken?
2. Explain Mont-de-PUU,
V
AnfDftottp of ^uovonto.
ANNUAL EXAMINATIONS: 1001.
FOURTH YEAR.
FRENCH.
GRAMMAR, SIGHT. PROSE, LA FONTAINE.
Examiner : W. A. R. Kerr, B.A.
I.
Translate into French :
1. He wishes me to go to see them.
2. " Give me some," lie said, in a low voice.
3. It is fine now, but it may rain to-morrow.
4. We set sail on the first of June at twenty min- utes to five in the morning.
5. You ought never to have come.
6. Although the weather is clear, I can see nothing.
7. He came to spend his holidays with me.
8. As long as you are here, I remain.
9. The man I gave the franc to isn't here any longer.
10. Can he do without a new coat ?
II.
Translate into French :
A sound of cannon was heard. The sound increased moment by moment. Everyone looked towards the north. Two vessels were seen fighting at a distance of about three miles. The wind brought both so near our ship that we could see the ^ht quite easily. Finally one of the two ves- sels launched a broadside (bord^e) against the
[OVERj
other. The latter at once began to sink. We distinctly saw a crowd of men od the deck of the ship which was going down; they kept raising their hands to heaven and uttering frightful cries : in a moment all was swallowed up.
IIL
LES X]^DECINS.
Translate into English :
1 Le m^decin Tant-pis alloit voir un malade Que visitoit aussi son confrere Tant-mieux. Ce dernier esp^roit, quoique son camarade Soutint que le gisant iroit voir ses aieux.
5 Tous deux s'^tant trouv^ diff^rens pour la cure: Leur malade paya le tribut k nature, Aprfes qu'en ses conseils Tant-pis eut et^ cm. lis triomphoient encor sur cette maladie. L*un disoit : " II est mort ; je Tavois bien prevu. 10 — S'il m*e<!lt cru,disoit Tautre, il seroit plein de vie."
1. What light does this throw on the science of the 17th century ?
2. Explain the spelling of " encor " (1. 8).
3. Scan 11. 1-4.
4. In how far is La Fontaine an original writer ?
5. Sketch briefly the life of La Fontaine.
IV.
Translate into English :
Dans le salon carr^, c*^tait une bouillie de monde grouillante et bruissante. Les peintres, en representation jusqu'au soir, se faisaient recon- na^tre i leur activity, k la sonority de leur voix, k Tautoriti de leurs gestes. lis commenfaient Strainer des amis par la manche vers des tableaux qu'ils d^ignaient du bras, avec des exclamations et une mimique ^nergique de connaisseurs. On en Toyait de toutes sortes, de grands d longs cheveux, coiff^ de chapeaux mous gris ou noirs, de formes inex- primables, larges et ronds comme des toits, avec des bords en pente ombrageant le torse entier de rhomme, D'autres ^taient petits, actifs, fluets ou trapus, cravat^s d'un foulard, v^tus de vestons ou ensaqu^s en de singuliers costumes sp^ciaux k la classe des rapins.
2Snfiirt0ftff of ^Toronto.
ANNUAL EXAMINATIONS : 1901.
FOURTH YEAR.
FRENCH.
HON0RS.
Examiner : Pelham Edqar, Pfl.D.
N.B. — Candidates will translate only the specified passages.
«
I.
Tes jours, sombres et courts cotnme des jours d'automne, D^clinent comme rombre au penchant des coteaux, L'amiti^ te trahit, la piti^ t'abandonne^ £t, seule, tu descends le senti^r des toinbeaux.
Mais la nature est \k qui t'invite et qui t'aime ; Plonge-toi dans son sein qu'elle t'ouvre toujours ; Quand tout change pour toi, la nature est la mdme, Et le mSme soleil se l^ve sur tes jours.
De lumi^re et d'ombrage elle t'entoure encore : D^tache ton amour des faux biens que tu perds ; Adore ici Techo qu' adorait Pvthagore, Prfite avee lui Toreille aux c^estes concerts.
Suis le jour dans le ciel, sui$ Tombre sur la terre, Dans les plaines de Tair vole avec Taquilon, Avec les doux rayons de Tastre du mystfere Glisse k travers les bois dans Tombre du vallon.
Dieu, pour le concevoir, a fait Tintelligence : Sous la nature enfin d^couvre son auteur ! Une voix k Tesprit parle dans son silence : Qui n' a pas entendu cette voix dans son coeur ?
1. Translate the last two stanzas of the extract
2. Account for the gender of aewle (I. 4).
3. By reference to the above extract, and to other poems by the same author you may^^ have read, enum- erate the poetical qualities of Ijamartine, aud state in a genereJ way his importance in the history of French poetry.
II.
(a) Trois jours, trois nuits» dans la f oumaise Tout ce peuple en feu bouillonna, Crevant Techarpe b^maise
Du fer de lance d' I^na.
(b) Oh ! Memah), c'est la grande chose ! De quoi demain sera-t-il fait ? L'homme aujourd' hui s^me la cause, Demain Dieu fait mtlrir Teffet Demain, c'est Tdclair dans \k voile, C'est le nuage sur T^toile,
C*est un traitre qui se d^voile, C*est le holier qui bat les tours, C'est Tastre qui change de zone, O'est Paris qui suit Babylone ; Demain, c'est le sapin du tr6ne, Aujourd* hui, e'en est le velours !
(c) Laissez mfirir vos fronts ! gardez-vous, jeunes gens, Des syst^mes dor^ aux plumages changeants Qui dans les carrefours s en vont faire la roue ; Et de ce qu 'en vos coeurs TAmerique secoue, Peuple k peine essay^, nation de hasard,
Sans tige, san^ pass6, sans histoire, sans art ; Et de cette sagesse impie, envenim^e, Du cerveau de Voliaire ^close tout arm^, Fille de I'ignorance et de Torgueil, posant Les lois des anciens jours sur les moeurs d'^ present, Qui refait un chaos partout oti fut un monde, Qui rudement enfonce, 6 d^mence profonde ! Le casque etroit de Sparte au front du vieux Paris.
1. Explain the meaning of (a).
2. Explain the metaphors in (6).
3. Translate (c).
4. Explain what Hugo is attacking in (c) and write a brief note on the last two lines.
0. Sketch Hugo's life between 1820-1830.
III.
1. Taking Hemani as typical of Romantic drama state explicitly :
(a) In what way Romanticism sought to oppose itself to Classicism.
{b) What elements of Romanticism the dramatic school of Augier and Dumas sought to oppose.
IV.
(a) £t puis, k mesure qu'il s'enfon9ait dans la rue, culs-de-jatte, aveugles, boiteux, pullulaient autour de lui, et des manchots, et des borgnes, et des Idpreux avec leurs plaies, qui sortaiit des maisoDs, qui des petites rues adjacentes, qui des soupiraux des caves, hurlant, beuglant, glapissant, tous clopin-dopant, cahin-caba, se ruant vers la lumiere, et vautr6s dans la fange comme des limaces apr^s la pluie.
Gringoire, toujours suivi par ses trois pers^u- teurs, et ne sachant trop ce que cela allait devenir, marchait effare au milieu des autres, tournant les boiteux, enjambant les culs-de-jatte, les pieds empStr^ dans cette fouriuili^re d'^lop^, comme ce capitaine anglais qui s'enlisa dans un troupeau de crabes.
(b) Toutefois, si admirable que vous semble le Paris d'dr pr&ent, refaites le Paris du quinzi^me si^cle, reconstruisez-le dans votre pens^ ; regardez le jour k travers cette haie surprenante d'aiguilles, de tours et de clochers; rdpandez au milieu de Timmeilse ville, d^cbirez k la pointe des ties, plissez aux arches des ponts de la Seine avec ses larges flaques vertes et jaunes, plus changeante qu*une robe de serpent ; d^tachez net- tement sur un horizon d'azur le profil gothique de ce vieux Paris; faites-en flotter le contour dans une brume d'hiver qui s'accroche k ses nombreuses chemi- n^es ; noyez-le dans une nuit profonde, et regardez le jen bizarre des t^n^bres et des lumi^res dans ce sombre labyrinthe d'^difices ; jetez-y un rayon de lune qui le dcHsine vaguement et fasse sortir du brouillard les grandes tetes des tours; ou reprenez cette noire sil- houette, ravivez d'ombre les mille angles aigus des Arches et des pignons, et faites-la saillir, plus dentel&e quune m&choire de requin, sur le ciel de cuivre du couchant. — El puis, comparez.
1. Translate (a) and (b).
[ovbe]
V.
1. Compare concisely Notre Dame de Paris and Euginie Chandet (a) as to characters, (b) as to plot and incident, (c) as to style.
2. Name and classify, if possible, the chief novels of Balzac.
anfiietsftff of Sorotito^
ANNUAL EXAMINATIONS: 1901.
FOURTH YEAR.
FRENCH.
HONORS.
Examiner : J. H. Cameron, M.A.
I. Translate:
II [Renan] ^tait admirable dans les discussions. II ne discutait pas. II approuvait avec indiscre- tion. Qoand il vous avait approuv^ jusqu'^ vous r^uire au silence, il partait k son tour, disait pr^is^ment le contraire de ce que vous aviez soutenu, et terminait par ces mots: "C'est, du reste, ce que vous disiez vous-mSme tout h Theure, et mieux que moi.*'
Cette politesse, il la portait dans ses livres .... CMtait au lecteur k mesurer le degr^ de force que Renan donnait k Topinion out, et d'autre part k Topinion non, pour savoir vers laquelle des deux il penchait en definitive ; et cela mSme etait un procede tres poli k regard du lecteur, quoique peut-dtre un peu dangereux.
Et ]k aussi, une pointe de malignity trouvait son compte. La politesse est un demi-mensonge et, par suite, ne peut pas s'accuser [= se rendre manifeifte] sans devenir une ironie assez forte, Les gens que M. Renan approuvait ne laissaient pas de soupfonner qu'il se moquait un peu d*eux. Mais etait-ce sa faute si Ton ne peut dtre absola- ment vrai sans 6tre rude, et si Ton ne peut dtre poli sans quelque sourde raillerie intime ? Le fond encore ici etait politesse, bonne Education et bonte d'&me. Seulement il y a de petits r^gals secrets de malice innocente k dtre tr^s bon.
— Emilb Faguet.
11.
1. Exhibit concisely some of the processes which transformed the infinitives of the four Latin conjuga- tions into the four French ones, and show the various sources of each of the latter.
2. Give in full the Old French declension of the mas- culine pronoun U, and show, by referring to phonetic laws, how the Popular Latin declension must have differed from the Classical Latin.
3. Give as fiill an account as possible of the deriva- tion of the following words : oui, avant, avec, cK«, dont, diaormais, cependant, derrihre, juaqv/d ce que, aujaur- d*hui,
III
Translate into English :
Li Beduyn [Bedouins] ne demeurent en villes, ne en cit^, n'en chastiaus, mais gisent ad^ (toujourfi) aus chans ; et lour mesnies, lour felbimes, lour enfans fichent le soir de nuit, ou de jour quant il fait mal tens, en unes mani^res de herberges que il font de cercles de tonniaus loi^ k perches, aussi comme li cher (chars) k ces dames sont ; et sur ces cercles gi^tent piaus de moutons que Ton appelle piaus de Damas, conrees ^i alua Li Beduyn meismes en ont grans pelices, qui lour cuevrent tout le cors, lour jambes et loot pi^. Quant il pleut le soir et fait mal tens de nuit, il s'encloent dedens lour pelices, et ostent les frains k lour chevaus et les lessent paistre delez aus. Quant ce vient Tendemain, it restendent lour pelices au soleil et les frotent et les conroient, ne ja n'i perra chose que elles aient estei moillies le
soir En bataille il ne portent riens que Tesp^
et le glaive. Presque tuit sont vestu de seurpeliz, aussi comme li prestre; de touailles sont entor- teillies lour testes, qui lour vont par dessous le menton: dont laides gens et hydeuses sont k regarder, car li chevel des testes et des barbes sont tuit noir.
— JOINVILLE. IV.
Translate into French :
Be like the promontory against which the waves continually break, but it stands firm and tames the fury of the water around it.
" Unhappy am I because this has happened to me ! " Not so, but happy am I though this has happened to me, because I continue free from pain, neither crushed by the present nor fearing the future. For such a thing as this might have happened to every man ; but every man would not have continued free from pain on such an occasion. Why then is that rather a misfortune than this a good fortune ? And dost thou in all cases call that a man's misfortune which is not a deviation from man's nature ? . . . . Will, then, this which has happened prevent thee from being just, magnanimous, temperate, prudent, secure against inconsiderate opinions and falsehood ; will it prevent thee from having modesty, freedom, and everything else, by the presence of which man's nature obtains all that IS its own ? Remember, too, on every occasion which leads thee to vexation to apply this prin- ciple : not that this is a misfortune, but to bear it nobly is good fortune.
— Marcus Aurelius Antoninus.
V.
Write a composition of not more than three pages open any one of the following subjects :
1. Les Cent-Jours.
2. L'Exil de Victor Hugo.
3. Alexandre Dumas p^re.
4. Le R^lisme au XIX® sifecle.
5. Les Premiers 'explorateurs du Canada.
6. Les Qualitds qui font defaut chez les Canadiens.
7. *'Les mers ne s^parent pas, elles reunissent"
8. '' Les gouvemements sont pacifiques et les peuples belliqueux."
aitiftietsfts of Sorotitik
ANNUAL EXAMINATIONS : 1901.
CANDIDATES FOR B.A.
FRENCH.
HONORS.
Ea^xi.'minPTS • -f ^' Squaib, B.A.
J^xaminers.^ Pelham Edgar, B.A., Ph.D.
I.
1. Sketch the literary history of France during the decade 1820- 1830.
2. Outline the history of the drama since 1870.
3. Define Parnassien. Name the chief members of the group of Parua.ssiens ?
4. Give a brief account of Ponsard.
5. Write notes on : Madatne Bovary, Cromwell^ Cinq Mars, Nisard, Anatole France, Graziella, la Mare au Diahle, On ne hadine pas avec V Amour ^ Brunetiere.
II.
In the case of the following extracts (a) give in a few lines the sub- ject matter and meaning of each, (6) assign each to its proper school and times, with precise reasons.
(a) Lorsque mon coeur, noye dans des flots d'amer- tume, S'agite en moi, grossi de pleurs lents k couler, Comme une mer qui s'enfle et jette son ecume Sur le sable desert ou Dieu la fait rouler,
Mon cceur cherche une voix ])our gemir avec elle!
Les flots en ont, les vents aussi, mais rhomme, h^las !
U o'a qu'un triste ^ho de sa plainte immor- telle
Qui r^sonne en lui-meme et ne console pas 1
(b) Ce manuscrit de quinze pa^es lui rev^laieat brusquement et doucement tout, Tamour, la dou- leur, la destin^e, la vie, T^ternit^, le commence- * ment, la tin. C^tait comme une main qui se serait ouverte et lui aurait jet6 subitement une poign^ de rayons. Elle sentait dans ces quelques lignes une nature passionn^« ardente, g^nereuse, honnete, une volont^ sacrde, une immense douleur et un espoir immense, un coeur serr^, une extase dpanouie. Qu'etait-ee que ce manuscrit ? Une lettre. Lettre sans adresse, sans nom, sans date, sans sifi^nature, pressante et d^sinteressee, Enigma compos^e de v^rites, message d'amour fait pour 6tre apport^ par un ange et lu par une vierge, rendez-vous donn^ hors de la terre, billet doux d'un fantdme k une ombre.
(o) Trois grands tombereaux ^taient Ik, a la file, charges de morts, de ces tombereaux de la salu- brity, que Ton emplit k la pelle, le long des rues, chaque matin, de la desserte de la veille ; et, de meme, on. venait de les emplir de cadavres, les arrStant a chaque corps que Ton y jetait, repar- tant avec le gros bruit des roues pour s'arrSter plus loin, parcourant le village entier, jusqua ce que le tas d^bordd.t. lis attendaient, immobiles sqr la route, qu'on les conduisit k la d^harge pu- blique, au charnier voisin. Des pieds sortaient, dress^ en Tair. Une tdte retombait, a demi arrachde. Lorsque les trois tombereaux, de nou- veau, s*^branl^rent, cahotant dans les flaques, ane main livide qui pendait, tr^s longue, vint frotter contre une roue ; et la main peu k peu s'asait, dcorch^e, mangle jusqu' k Tos.
1. Translate from 7h*oi8 grands towhereaux to dShorddt
{d) Les bStes ^taient \k, le nez toum^ vers la ficelle, et alignant confus6ment leurs croupes indgales. Des pores assoupis enfon9aient en terre lear groin ; des veaux beuglaient ; des brebis bSlaient ;
lea vaches, un jarret repli^, ^talaient leur ventre ear le gazon, et, ruminant lentement, clignaient leurs paupidres lourdes, sous les moueherons qui bourdonnaient autour d*elles. Des charretiers, les bras nus, retenaient par le lieou des ^talons cabr^, qui hennissaient k pleins naseaux. Les juments restaient paisibies, allongeant latdte et la crini^re pendante, tandis que leurs poulains se reposaient k leur ombre, ou venaient les teter quelquefois ; et, sur la longue ondulation de tons ces corps tass^, on voyait se lever au vent, eomme un flot, quelque criniere blanche, ou bien saillir des comes aigues, et des tStes d'hommes qui couraient. A T^cart, en dehors des lices cent pas plus loin, il y avait un grand taureau noir musel^, portcuit un cercle de fer k la narine, et qui ne bougeait pas plus qu'une bSte de bronze. Un enfant en haillons le tenait par une corde.
(e) J'aime Bacchus, j'aime Manon,
Tons deux partagent ma tendresse ; Tons deux out trouble ma raison
Par une aimable et douce ivresse. Ah ! qu'elle est belle ! Ah 1 qu'il est bon ! C'est le refrain de ma chanson.
De Manon si j'avais le coeur,
Lui seul pourrait me satisfaire, Mais ses refus ou sa rigueur
Me rendent le vin nicessaire. Ah! etc.
Des maux qu'elle me fait souflfrir
C'est ce nectar qui me d^livre. Vingt fois elle m'a fait mourir.
Vingt fois Bacchus m*a fait revivre ! Ah! etc.
{f) lA-bas, sous les arbres s'abrite Une chaumi&re au dos bossu ; Le toit penche, le mur s'effrite, Le seuil de la porte est moussu.
La fendtre, un volet la bouche ; Mais du taudis, comme au temps froid La ti^de haleine d'une bouche, La respiration se voit.
[ov
^
Un tire-bouchon de fum^, Tournant son mince filet bleu, De r&me en ee bouge enferm^ . Poi-te des nouvelles k Dieu.
1. Translate extract (/).
(g) II erre comme une &me en peine Parmi les chdnes et ies pins. C'est le matin :
Le brouillard dtend son voile sur la plaine ; L'^lise est grise ; les toits, noirs ; La route, jaune ; les foug^res, Les ajoncs, les geoSts font voir Leurs verts si divers. — II espfere, Avec le soleil qui vainement Tente de rayonner au firmament ; II est triste, avec la bu^ Qui semble enfumer les vallons.
Les coqs font les fanfarons, Narguant les ^paisses nu^s ; Les chemin^s du s^minaire Fument discr&tement. — Le village est mome et solitaire Comme son &me qui se ment.
(h) La terre, notre m^re, et sa douce richesse, Ne peut-elle, du inoins, ^gayer ta tristesse ? Vols combien elle est belle ! et vois Tet^ vermeil, Prodigue de tresors, brillant fils du soleil. Qui vient, fertile amant d'une heureuse culture, Varier du printemps Tunifonne verdure ; Vois Tabricot naissant, sous les yeux d'an beau
ciel, Arrondir son fruit doux et blond comme le miel ; Vois la pourpre des fleurs, dont le pecher se pare, Nous annoncer T^lat des fruits qu'il nous
prepare. Au bord de ces pr^s verts regarde ces gu^rets, De qui les bids touffus, jaunissantes forets, Du joyeux moissonneur attendent la faucille. D'agrestes dditds quelle noble famille ! La Kdcolte et la Paix, aux yeux purs et sereins, Les dpis sur le front, les dpis dans les mains, Qui viennent, sur les pas de la belle E^pdrance, Verser la come d'or o& fieurit Tabondance.
amtietsfti? of Soronto<
ANNUAL EXAMINATIONS : 1901.
FOURTH YEAR.
FRENCH.
HONORS.
Examiner : J. Squair, B.A.
I.
Si iiiidi, du ciel pur, verse sa lave blanche,
Au travers des massifs il n'en laisse pleuvoir
Que des Eclats legers qui vont, de branche en branche,
Fluides diamants que I'une k V autre ^panche,
De leurs taches de feu semer le gazon noir.
Parfois, hors des fourr^s, les oreilles ouvertes, L'ceil au guet, le col droit, et la ros^e au flanc, Un cabri voyageur, en quelques bonds alertes, Vient boire aux cavit^s pleines de feuilles vertes, Les quatre pieds pos^s sur un caillou tremblant.
Leconte de Lisle.
1. Translate the first stanza of the extract.
•2. Examine the extract and, from characteristics discovered in it, define the class of poetry to which it belongs. Be precise in your references.
II.
(ti) Un brusque d^chirement de branches, de brous- sailles, et le fourr^ s'^carta au-dessus d'eux, si vivement, si f^linement, que Tartarin, la tete pleine d'aventures de chaste, aurait pu se croire k Taffftt dans le Zaccar. Manilof santa du talus, sans bruit, prfes de la voiture. Ses petits yeux brides luisaient dans sa figure tout
^oitsh^e par les ronces, sa barbe et ses cheveux en oreille dechien ruisselaient de Teau des branches. Haletant, bes grosses mains courtes et velues appuyds k la }>orti^re» il interpella en russe Sonia qui, se toumant vers Tar- tarin, lui demanda d'une voix br^ve ....
(6) *' Malheureux ! prenez garde," crie Tartarin bl^me d'^pouvante ; et, dt^esp^r^ment cramponn^ a la paroi suintaute, il reprend d'une chaude ardeur son argument de la veille en faveur de Texistence : " Elle a du bon, que diantre ! A votre age, un beau gar^on comme vous .... vous ne croyez done pas a Taniour, qu4 i "
— TaHarin sur les A Ipes.
1. Translate (a).
2. What part does Manilof play in the story ?
3. What is the significance of (6) relatively to the moral purpose of the book ?
III. Translate :
Son cotillon de droguet dtait trop court de deux mains ; et, comme elle avait grandi beaucoup dans Tann^, ses bras maigres, tout mordus par le soleil, sortaient de ses manches comme deux pattes d'aranelle. Elle avait cependant un tablier d'incar- nat dont elle ^tait bien fi^re, mais qui lui venait de sa mfere, et dont elle n'avait point song^ k retirer la bavousette, que, depuis plus de dix ans, les jeunesses ne portent plus.
— La 'petite Fadette.
1. Replaxse the dialectal expressions by ordinary ones.
2. Define a romantic novel. To what extent does la petite Fadette conform to your standard ? Be precise.
IV.
Translate :
Jean. Je suis un parvenu, je suis le fils d'un jardinier, je suis tout ce qu'on voudra, mais je ne suis pas un imbecile, puisque j'ai fait fortune ; et, si je me marie, je ne veux pas d'une femme qui se croira quitte en vers moi en m'apportant deux ou trois cent mille fmncs; qu*est-ce que c'est que Qa ?. . . .et qui fera sauter mes petits millions dans
1
\
I
1^
^1
I.
r
line fricasa^e de denielles, de cachemires et de diamants tout en me faisant la grimace, pendant que je tiendrai la queue de la po^le.
— La question d* Argent,
1. Indicate the position of the author in the develop- ment of comedy.
2. Compare Dumas fils and Scribe as dramatic authors.
V. Translate :
Lea Prideusea ridicules, joules en 1659, atta- qu^rent les moeurs modemes au vif. Moli^re y laissait les canevas italiens et les traditions de th^tre pour y voir les choses avec ses yeux, pour 7 parler haut et ferme selon sa nature contre le plus irritant ennemi de tout grand po^te dramati- que au d^but, le b^gueulisme bel-esprit, et ce petit goftt d'alcfive qui n'est que d6go<it. Lui, ITiomme au masque ouvert et k I'allure naturelle, il avait k d^blayer avant tout la sc^ue de ces mesquins embarras pour s'y d^ployer k False et y ^tablir son droit de franc-parler.
Sainte-Beuve,
1. Write notes on lea canevaa italiena, and le higuen- lisme bel-esprit
2. Refer concisely to the intellectual qualities which, according to Sainte-Beuve, characterised Molifere's genius.
nnftiet0ft9 of STototito^
ANNUAL EXAMINATIONS: 1901.
CANDIDATES FOR B.A.
GERMAN.
HONORS.
Examiner : Prof. Horning.
GOETHE, SCHILLER AND UHLAND.
1. What data of the Faust legend did Goethe use in his drama ?
2. {Tfot to he translated) :
Ihr bringt mit euch die Bilder froher Tage, TJnd manche Jiebe Schatten steigen auf ; Gleich einer alten halbverklungnen Sage Koramt erste Lieb' und Freundschaft mit herauf ; Der Schmerz und neu, es wiederholt die Klage Des Lebens labyrinthisch irren Lauf, Und nennt die Guten, die, urn schone Stunden VoraGllick getauscht,vor mirhinweggeschmunden.
Write full explanatory notes on this passage as to date of composition and references.
3. Translate :
MEPHISTOPHELES.
Nun sind wir schon wieder an der Grenze unseres Witzes, da wo euch Menschen der Sinn liberschnappt. Warum machst du Gemeiuschaft mit uns, wenn du sie nicht durchfiihren kannst ? Willst fliegen und bist vor'm Schwindel nicht sicher ? Drangen wir uns dir auf, oder du dich uns?
FAUST.
Fletsche deine gefrassigen Zahne mir nicht so entgegen ! Mir ekelt's ! — Grosser herrlicher Geist, der du mir zu erscheinen wurdigtest, der
du mein Herz kennest und meine Seele, wamm an den Schandgesellen mich Bcbmieden, der sich am Schaden weidet und am Yerderben sich letzt ?
(a) Discuss the relations of Faust and Mephisto- pheles as shown in both Parts of the Faust
(b) Ch*088er herrlicher Oeiat — Who ? When did ' he appear to Faust and in what manner ? What part
does he play in the drama ?
(o) What other quarrels between Faust and Mephistopheles take place in Part I ?
4. Translate :
Ein Sumpf zieht am Gebirge bin,
Verpestet alles schon Errungene ;
Den faulen Pfuhl auch abzuziehen,
Das letzte war' das Hochsterrungene.
EroflTn' ich Raume vielen Millionen,
Nicht sicher zwar, doch thatig-frei zu wohnen.
Grlin das Gefilde, fruchtbar ; Mensch und Heerde
Sogleich behaglich auf der neusten Erde,
Gleich angesiedelt an des Htigels Kraft,
Den aufgewalzt ktibn-emsige Volkerschaft.
Im Innern hier ein paradiesisch Land,
Da rase draussen Fluth bis auf zum Rand,
Und wie sie nascht gewaltsam einzuschiessen,
Geuieindrang eilt die Lucke zu verschliessen.
Ja ! diesem Sinne bin ich ganz ergeben,
Das ist der Weisheit letzter Schluss :
Nur der verdient sich Freiheit wie das Leben,
Der taglich sie erobern muss.
Und so verbringt, umrungen von Gefahr,
Hier Kindheit, Mann und Greis sein tUchtig Jahr.
Solch ein Gewimmel mocht' ich sehen,
Auf freiem Grund mit freiera Volke stehen.
Zum Augenblicke dUrft' ich sagen :
Verweile doch, du bist so schon !
(a) When wjis this spoken ? (h) Doe« Faust now forfeit his life in accordance with the agreement with Mephistopheles ?
5. Translate:
Jetzt versteh' ich das Entsetzen, Das geheimnisvolle Grauen, Das mich schaudernd stets gefasst, Wenn man mir den Namen nannte, Dieses furchtbaren Geschlechtes, Das sich selbst vertilgend hasst,
Oegen seine eignen Qlieder Wtitend mit Erbittrung rast ! Schaudemd hort' ich oft und wieder Von dem Schlangenhass der Brtider, Und jetzt reisst mein Schreckenschicksal Mich, die arme, rettungslose, In den Strudel dieses Hasses, Dieses Unglucks mich hinein !
(a) Give a short synopsis of the tragedy up to this point.
(6) How does the idea of Fate in this drama difiFer, if at all, from the Fate of the Greek tragedians ?
(c) What is the office of the chorus in this play ? Point out any weakness in its use.
(d) Give a brief account of Fate-Tragedy and show its relation to Schiller.
6. (a) Briefly indicate Uhland's place in German literature as a balladist.
(b) Give a brief synopsis of Dea Goldachinieds Tockterlein,
7. Translate :
(a) Hort von meiuer Minniglichen,
Lieben, hort ein neues Lied ! Denn der Winter ist entwichen, Maienlust mit Wohlgertichen, Maienwonn' ist aufgebluht. Lieben, offnet eure Sinne ; Mai erwacht, Minne lacht, Mai hat Minne, Minne Sang wohl angefacht.
(6) — Natiirlich litt die Wirtschaft unter solchen Riistungen. Zwar hielt Anton mit Strenge darauf, dass wenigstens das nothwendigste gethan wurde aber auch er fuhlte, dass eine Zeit gekommen war, wo die Sorge um das eigene Wohl und Wehe schwindet uber der Angst um das Grosste, das der Mensch auf Erden besitzt. Die Gertichte, welche jeden Tag drohender wurden, erhielten ihn und seine Umgebung in einer fortwahrenden Auf- regung und brachten zuletzt einen Zustand hervor, in dem der Seele die fieberhafte Spannung Ge- wohnheit ist. Man sah mit einer wilden Gleich- gultigkeit in die Zukunft und ertrug das Unbe- hagen das Tages als etwas Nattirliches.
&nmtvuitp of Sovonio*
ANNUAL EXAMINATIONS : 1901.
CANDIDATES FOR B.A.
GERMAN,
HONORS.
Examiner ; G, H. Needleb, B.A., Ph.D.
I.
1, What drama had Grillparzer written before Sappho f Make a comparison of the spirit of the two plays.
2. Which of the characters in Sappho do you con- sider best drawn, as to clearness of outline and fidelity to nature ? Give re&sons for your opinion.
8. Compare the charactor of Sappho with that of Heinrich in Die veraunkene Olocke, pointing the tragic element in each play.
11.
4. Give the substance of the poems from which the following extracts are taken, making explanatory comments to show how they illustrate Heine's opinions or character, and telling at what period of his life they they were written :
(a) " Was schert mich Weib, was schert mich Kind, Ich trage weit bessres Verlangen ; Lass sie betteln gehn, wenn sie hungrig sind, — Mein Kaiser, mein Kaiser gefangen !
(b) Die Mutter nahm ein Wachslicht, Und bildete draus ein Herz. " Brinie das der Mutter Gottes, Dann heilt sie deinen Schmerz."
(c) Sei mir gegriisst, du ewiges Meer ! Sei mir gegriiast zehntausendmal Aus jauchzendem Herzen,
Wie einst dicb begriissten Zehntausend Qriechenherzen.
(d) '' Nachtwacbter mit langen Fortschrittabeinen, Du kommst so verstort einher gerannt ! Wie eebt es dabeim den lieben Meinen,
Ist scnon bef reit das Vaterland ? "
(e) Lebet wobl, ibr flatten Sale, Qlatte Herren, glatte Frauen ! Auf die Berge will icb steigen, Lacbend auf eucb niederscbauen.
(/) Scbone Wiege meiner Leiden, Scbones Orabmal meiner Rub, bcllone Stadt, wir mtissen scbeiden, — Lebe wobl ! ruf icb dir zu.
5. Cbaracterize Heine's prose, naming his cbief prose works.
6. Compare concisely Qoetbe, Byron, Heine and Freiligrath in tbeir attitude toward tbeir native coun- tries, justifying or condemning tbe main lines of con- duct in eacb.
7. Quote tbe remainder of any two of the following poems :
(a) Du bist wie eine Blume
(6) Icb grolle nicbt, und wenn das Herzauch bricht
(c) Ein Ficbtenbaum stebt einsam
{d) Ein JUngling liebt ein Madcben
III.
8. Explain tbe aptness of tbe title of Keller's Romeo und Julie auf dem Lorfe,
9. Describe tbe part played by the " Schwaraer Geiger " in the story.
10. Translate and explain the following phrases : (a) ... mit welchem me ibrem eigenen Manneein
X fiir ein U machte.
(6) icb glaube aber, du bast es binter den Ohren,
nicbt ?
IV.
11. By what characters and episodes in Ekkehard does Scheflel endeavor to portray the surviving heathen elements in the national life of the time ?
12. Give briefly the substance of Schefiers version of the WaUhari'lied. How is it connected with the Nibelungenlied ?
13. Wherein do you consider the main strength of Keller and of Scheffel respectively as prose writers to lie?
V.
14. Translate :
34> tttt t\x6), jiftet nieber. ©eit id) itx ®d)ma6) ter ^anf^ett mid) cntrafft, n>arb un^ ba^ erfte^ neue gro^begegnen auf btcfe 8lbcnb|iunbc »orbereitet« 34^ ^offte ni^t, ate Srflen cu(^ ju grilpen hi tnctncd SBirfcnd ftrtttfgnn ®cbtet. 9liin freut mt(^'^ boppelt ; fo ertDeiji fi(^*^ tod), ba^ ii)x SBetuf unb ^raft unb Siebc ^abt ^uxd)brtd)tn fe^ t4^ eud^^ mtt fef^er gaufl bie m6rberif(^en ©tride ber SBejiallung, bent !Wenf(^enbtenfi entfltel[)n, utn ®ott ju fut^en.
Hauptmann, Versunkene Olocke.
15. By whom and to whom are these words spoken ? Contrast the ideals of the two persons.
16. Explain :
(a) Seit ich der Schmach der Krankheit mich erUraft.
(b) strittigem Oehiet,
17. Outline Hauptmann's development as a drama- tist
VI.
18. Write shoi*t accounts of Theodor Komer, A. W. Schlegel, Jean Paul, Auerbach, Paul Heyse, Suder- mann.
Bnftifrstfts of ^Toronto.
ANNUAL EXAMINATIONS : 1901.
FOURTH YEAR
MIDDLE HIGH GERMAN AND PHILOLOGY
HONORS.
Examiner : G. H. Needler, B.A., Ph.D.
I. 1. Translate:
269 Die in den betten l&gen und heten wunden n6t, die muosen des vergezzen, wie herte was der t6t. die siechen ungesunden muosen si verklagen.
si freuten sich der msere gein der h6hgezite tagen,
270 Wie si leben wolden d& zer wirtscaft. wtinne kne m&ze, mit vreuden uberkraft, heten al die liute, swaz man ir da vant.
des huop sich michel vreude liber &[ daz G6n-
thdres lant.
271 An einem pfinxtmorgen sdh man flire gan, gekleidet wunnecliehe, vil manegen kilenen man, fUnf tusent oder mere, da zer hShgezit.
sich huop diu kurzewile an manegem ende wider
stilt.
272 Der wirt der hete die sinne, im was daz wol
erkant, wie rehte herzenliche der belt von Niderlant sine swester trfite swie'r si niene gesach, der man s8 grozer secene vor alien juncfWuwen
jach.
273 D6 sprach zuo dem ktinege der degen Ortwin : " welt ir mit vollen 6ren zer hohgezite sin,
s8 suit ir lazen seouwen diu wunneclichen kint, die mit so grdzen Sren hie zen Burg6nden sint."
Xibelungenlied,
2. Write notes explanatory of the meaning of (a) lines 1 and 2 of stanza 269 ; (b) lines 2 and 3 of stanza 272.
3. Parse wunden (269,1), muosen (269,2), «i (2693), der (272,4), grdzer (272,4).
4. Compare the following words with their modem equivalents, explaining the variation in form, and giv- ing other examples of similar transformations : muosen^ ivas, vant, huop, strlt, im, gesach, scouwen.
5. Translate :
1780 " Nu st6 wir von dem sedele," sprach der spile-
man: " si ist ein klineginne ; und lUt si f lire gd.n. bieten ir die ere : si ist ein edel wip. da mite ist ouch getiuret unser (ew^ders lip."
1781 " Nein dureh mine liebe," sprich Hdgene : " s6 wolden sich versinnen dise degene
daz ih'z dureh vorhte^aete, und solde ich hine
gen.
ich enwil dureh ir deheinen nimmer von dem
sedele sten.
1782 J& zimet ez uns beiden zew^are Isizen baz. zwiu solde ich d^n 6ren, der mir istgehaz?
daz engetuon ich nimmer, die wile ich h&n den
lip. ouch enruoche ich waz mich nidet des kunec
Etzelen wip."
1783 Der tibermtiete Hagene leit' iiber siniu bein ein vil liehtez w^fen, <iz des knopfe scein ein vil liehter jaspes, griiener danne ein gras. wol erkande'z Kriemhilt daz ez Sifrides was.
1784 D^ si daz swert erkande, do gie ir trflrens n6t sin gehilze daz was guldin, diu scheide ein
porte r6t. ez raande si ir leide : weinen si began, ich waene ez hete dar umbe der kiiene Hagene
get&n.
NihduThgenlied.
6. Explain the connection of this passage in the narrative.
7. Explain ez mande si ir leide (1784,3).
8. Write what notes you think necessary in expla- nation of the form of the following : (a) ste, (6) ein edel
wlp, (c) zewd/re, (d) zwiu, (e) engetuon^ (/) hdn, (g) scein, (h) gie, (i) trurena,
9. Sketch the parts played by Hagen, Brunhild and Etzel in the Nibelungenlied.
II.
10. Point out the characteristic features of epic poems. Illustrate your answer by comparing the Nibelungenlied with any other epic poems you know,
11. Describe concisely the conditions that led to the rise and the decline of court poetry in the Middle High German period. Name the leading court epic poets and the subjects of their principal works.
III.
12. Explain the use of the terms High German, Middle German, Alemannic.
13. Account for the foreign linguistic elements within the borders of the present German empire.
14. Arrange the following words in groups accord- ing to the period at which they became part of the German vocabulary. Give their derivation and write brief notes showing how they mark the progress of civilization in Germany : Abenteuer, Kohl, Wein, Kommentar, Examen, Mauer, Fenster, Textor, Meile, predigen, Magistrat, schreiben, Tournier, Melanchthon, Kreuz, Aria, charmant, Montag, Conto, Brigade.
eitittiersfts Of Soroitto^
ANNUAL EXAMINATIONS : 19()1.
CANDIDATES FOR B.A.
ITALIAN.
HONORS.
Examiners • I ^- H. Fraser, B.A.
I.
Translate the following extracts :
(ja) Oh giun bontk de'cavalieri antiqui ! Eran rival i, eran di ih diversi, e si sentian degli aspri colpi iniqui per tutta la persona anco aolersi ; eppur, per selve oscure e calli obliqui, insieme van senza saspetto aversi. Da quattro sproni il destrier punto, arriva dove una strada in due si dipartiva.
1. What episode is described in this stanza ?
2. Give a prose word for calli (1. 5).
3. Scan line 1, marking and naming the caesura.
(6) Dico che '1 mago al gatto, e gli altri al topo s'assimigliar nelle battaglie dianzi ; ma non s'assimigli&r gid. cosl dopo che con Tanel si fe'la donna innanzi. Attenta e fissa stava a quel, ch'era uopo, aeci6 che nulla seco il mago avanzi ; e come vide che lo scudo aperse, chiuse gli occhi, e ]asci6 quivi caderse.
1. Mago(}, 1). Who is meant? What is the alle- gorical signification of this personage ?
i
2. Hand innanzi (L 4). Who was la donna t
Where had she obtained I'anel ? In what sense is she the heroine of the poem ?
3. Give more usual Italian expressions for era uopo (1. 6), and nvUa avanzi (1. 6).
4. Derive tiopo, acudo, seco, quivi, douTia,
5. In what respects does L'Orlando Furioso differ from the Chanson de Roland ?
6. Describe Ariosto's relations to the House of Este*
11.
Translate the following extracts :
(a) S'alcun gik mai, tra frondeggianti rive, puro vide stagnar liquido argento, o giii precipitose ir acque vive per alpe, o in piaggia erbosa a passo lento ; quelle al vago desio forma e descrive, e ministra maniera al suo tormento ; ch^ Timagine lor gelida e molle Tasciuga e scalda e nel pensier ribolle.
1. Give an outline of the description of the drought from which this stanza is taken, noting its merits as a description.
2. Explain the meaning of the last two lines.
3. Give other meanings of the word vago (1. 5).
(6) Bello in si bella vista anco h Torrore, e, di mezzo la tema, esce il diletto ; n^ men le trombe orribili e canore sono agli orecchi lieto e fero oggetto, pure il campo fedel, bench^ miiiore, par di suon piti mirabile e d*aspetto ; e canta in piti guerriero e chiaro carme ogni sua tromba, e maggior luce han Tarme.
1. Illustrate from the stanza the literary device of parallel ideas common in Tasso's poetr3\
2. Give a brief account of Tasso's life up to the com-
Sletion of the Gerusalemme Liberata. Where did he ie, under what circumstances, and when ?
3. *' The Gerusalemme Liberata is not a heroic epic in the proper sense of the word." Discuss.
How does Tas80 treat his . historical material in the Gerusalemme Liberata, in order to increase the interest of the poem ?
m.
Transl&te :
Troverai in questa lettera o troppo, o troppo poco, poich^ Tho scritto in mezzo ai dolori, spronato dftl desiderio che nessuno mentisca sul conto mio. Ta leva e aggian|;i come ti detta la coscienza, e bada che non ti raccia velo Tamicizia passata tra noi. Sii breve, schietto, severo: e domanda di me ai piiL intimi come ai semplici conoscenti, per raccapezzare il vero ch'io non avrd saputo dirti. Per quanto ne pensino certuni, io non credo che il mio nome debba essere tanto temuto da far se^are col carbone chiunque s'attentasse a rammentarlo : nonostante f ai in modo di porti in salvo, stampando f uori d'ltalia, o lasciando anonimo il libretto.
Giuseppe Giusti.
Wintbtt^t9 ot STotonio*
ANNUAL EXAMINATIONS : 1901.
CANDIDATES FOR B.A.
ITALIAN.
HONORS.
B^i.^:{l;%l^^ ^^
I.
Translate the following extracts :
(a) A questa orribil voce, la tremante tramortita fanciulla alza la testa, la qual, vedendo il giovenetto amante solo nella contesa aspra e molesta, giunto il duol col timor, ch'avea avante, sembrava, piii che pria, pallida e mesta, gik perduto ogni senso, in verde piaggia fior, ch'aduggiato languidetto caggia.
1. Name the writer of the extract. From what poem is it taken ?
2. This poem has been described as transitional. Enlarge.
3. What is the source of the poem ?
(&) Lionardo, conoscendo Tingegno di quel principe esser acuto e discreto, volse (quel che non avea mai fatto con quel priore) discorrere col duca largamente sopra di questo : gli ragiond assai delTarte, e lo lece capace che ffl'ingegni elevati, talor che manco lavorano, piu adoperano, cer- cando con la mente Tinvenzioni, e formandosi quelle perfette idee, che poi esprimono e ritraggono le mani da quelle gik concepute neirintelletto.
i
1. What is the subject of Vasari's chief work ?
2. When was it written ?
3. Give more usual forms for volse (L 2), assai (1. 4), lo fece capdce (1. 5), Tnamco (I. 6), What is the ante- cedent of qudle (1. 9) ?
4. Give the past definite 3 sg. of discorrere and ritraggono.
(c) lo potrei con altri molti esempi spiegar la ricchezza della natura riel produr suoi effetti con maniere inescogitabili da noi, quando il senso e Tesperienza non lo ci mostrasse, la quale anco talvolta non basta a supplire alia nostra incapa- city ; onde se io non saprd precisamente determiuar la maniera della produzione della cometa, non mi dovrii esser negata la scusa, e tanto piti, quant lo non mi son mai arrogato di poter cid fare, cono- scendo potere essere che ella si faccia in alcan modo lontano da ogni nostra immaginazione.
1. Give the principal biographical facts concerning the writer of the extract
(d) Ma sovr'ogni augellin vago et gentile, Che piil spieghi leggiadro il canto e'l volo, Verso il suo spirto tremulo e sottile
La Sirena de'boschi, il Rosignuolo ; E tempra in guisa il peregrino stile, Che par maestro de Talato stuolo. In mille fogge il suo cantar distingue, E transforma una lingua in mille lingue.
1. Name the writer of the extract, and the poem from which it is taken.
2. Describe the pecularities of the literary style which this poem inaugurated.
3. Give some account of opposite literary tendencies in the same century.
4. Re-write in prose order the first four lines.
(e)- Come sul capo al naufrago
L'onda s'avvolve e pesa, L'onda su cui del misero, Alta pur dianzi e tesa, 5 Scorrea la vista a scemere Prode remote invan ;
Tal su queU'alma il cumulo Delle memorie scese ! Oh quante volte ai poateri 10 Narrar sS stesso imprese, £ suH'eteme pagine Cadde la stanca man !
1. Explain the allusion in oh quante. . . .man !
2. Scan verses 4, 5 and 6, marking the last stressed syllable in each. Indicate which verse is of the normal type for this metre, and show how the other two depart from the normal.
3. Draw up a scheme of. rhyme for the complete stanza.
(/) Su, Italia novella ! su, libera ed una ! Mai abbia chi a vasta, ^ecura fortuna L'angustia prepone d'anguste cittJk ! Sien tutte le fide d'un solo stendardo ! Su, tutti da tutte ! Mai abbia il codardo, L'inetto che sogna parzial liberty !
1. Write a biographical note on the writer of the extract, naming him, and stating for what he is noted in the history of Italian literature.
2. Parse abbia (1. 2).
II.
1. For what are the following writers celebrated : — Alfieri, Leopardi, Foscolo, Berni, Tassoni ?
2. Give some account of II Gortegiano and its author-
3. Write a short paper on Manzoni and Romanticism.
4. Name and describe the chief work of Parini.
5. Describe briefly snjfive of the following, naming the author : Baldtbs, Le Api, II Principe, Gli Ecatom- miti, n Pastor Fido, II Ruscelletto Orgoglioao, Annali dCIUUia, VOaservatore, Gli Animaii Parlanti, Merope, L'Assedio di Firenze, Novelle Rusticane.
8ltiliift0fts Of srotont^
ANNUAL EXAMINATIONS : 1901.
CANDIDATES FOR B.A.
SPANISH.
HONORS.
c^^ .• f W. H. Fbaser, B.A.
Examiners : { p ^^^^^^ jj^;^ p^ ^^
I.
Translate tho following extracts :
(a) Ah, Mingo Revulgo, Mingo ! ah, Mingo Revulgo, hao ! que es de tu sayo de blao ? no le vistes en domingo ? Que es de tu jub6n bermejo ? porque traes tal sobrecejo ? andas asta madrugada la cabeza desgrenada : no te Uotras de buen rejo ?
1. Explain the meaning of Mingo Revidgo (I. 1). Who is the other interlocutor ?
2. Give modem Spanish for te Uotras (1. 9).
3. Describe the work from which the extract is taken. What interest attaches to it in the history of the Spanish drama ?
(b) Como se suele ver en las corrientes de los undosos rios quien se ahoga, que asi^ndose de rama, yerba 6 soga, la tiene firme, de sentido ageno, asi Marramaquiz tiene el relleno, que ahogdndose en cohgojas y desvelos, no soltaba la causa de sus celos.
1. What is the subject and title of the work from which the extract is taken ?
2. Write a note on the fertility and versatility of Lope de Vega as a writer.
3. Give the main ieucts of his biography.
(c) Ta OS digo que el monte y prado leccion k mi amor han dado. Mirad ese arroyo f rio
que ronda esas fiores bellas, cuyas aguas lenguas se hacen y solo se satisfacen en que se miran en ellas.
1. Give Spanish equivalent for lenguas 8e huM (1. 6).
2. What is the subject of miran (1. 7), and the ante- cedent of ellas (1. 7) ?
3. Name the best known work of Tirso de Molina For what is it celebrated ?
(d) Certifico 6, vuesa merced que habia uno dellos que se Uamaba Surre, vizcaino, tan olvidado ya de c6mo y por d6nde se comia, que una cortezilla que le cupo la llev6 dos veces & los ojos, y de tres no la acertaba & encaminar de las manos & la boca.
1. Name the work from which this extract is taken ?
2. Give some account of the works of the author.
3. Give the modern contraction of vuesa Tfierced
(1. 1).
4. Write the infin. and 1 sg. pres. indie, of ctip^ (1. 3).
(e) Oyen el ruido, corren, se agazapan, pierden el tino ; mas al fin se escapan atropelladamente
por cierto pasadizo abierto & diente. " i Esto tenemos, dijo el campesino ; reniego yo del queso, del tocino y de quien busca gustos entre los sobresaltos y los sustos."
1. Name any two writers of Spanish fables i^ 18th century.
2. Write in full the preterit of oyen,
3. From what Latin letters are ie in pierde^* u^j abierto, and n in quien derived ? Give f^ examples.
(/) El Emperador, benigno, que alee del suelo le ordena, y la pldtica diffcil con sagacidad empieza.
T entre sereno y afable al cabo le manifiesta, que es el que & Borbon aJoje voluntad suya resuelta.
1. Who was the first distinctly romantic Spanish writer of the 19th century ?
2. In what sense was Spanish romanticism a revival rather that an innovation ?
3. Parse aloje (1. 7).
4. Scan line 2 and write a note on this form of stanza.
(ff) £1 amo patea, y grita, y ruega & todos que no se vayan, que al fin se compondrd : nadie lo cree, y los salones van quedando desiertos, los mtisicos en- vuelven en las bayetas sus instrumentos,}' toda la concurrencia, en fin^ gana por asalto la calle pro- curando evitar los ominosos preparativos, cerrando herm^ticamente sus narices, y corriendo precipita- dos i buscar otra atm6sfera no tan mefltica y angustiosa.
1. What was the chief topic of the writings of this author ?
II.
1. Describe the effect on Spanish literature of the change of dynasty which took place in 1700.
2. Give some account of G6ngora and his literary innovation.
3. Name the writers of the following, and describe each work briefiy : M Moro Expdsito, Celestina, Las Mocedadea del did.
4. Write notes on Padre Isla, Gallego, Moratin (the Younger).
[DICTATION AT 4.30 O'CLOCK.]
atHnetBftv of {Toronto^
ANNUAL EXAMINATIONS : 1901.
CANDIDATES FOR B.A.
SPANISH.
HONORS.
Exarmnevs J ^- H. Fraser, B.A.
I
Translate the following extracts :
(a) O piensas por ser man^ebo baliente O ninna de dias que a luenne estar^, E fasta que liegues a biejo impotente La mi venida me detardar6 ? Abisate bien que yo llegard A ty a desora ; que non he cuydado Que tu seas manQebo o biejo cansado, Que qual te fallare tal te leuard
1. Give modem Spanish for a luenne (1. 2) and derive luenne.
2. Parse me (1. 4), fallare (1. 8).
3. What ground is there for supposing that poems of this kind were common in Europe in the dark and middle ages?
(6) Otra nocte me lo catare,
Si es uertad bine lo sabre. Bine es vertad lo que io digo ; en todo en todo lo prohio ; non pudet seer otra sennal ; achesto es, i non es al.
Nacido es Dios per uer de fembra in achest mes de deeember. Ala ire o que fure, aoralo e ; por Dios de todos lo terne.
1. Give modem Spanish forms for biru (1. 2), pudet (I 5), achesto (1. 6), fare (1. 9), terne (1. 10).
2. Give modern Spanish equivalents for en todx) en todo (I. ^),prohio (1. 4), al (I. 6).
3. Explain the form aoralo e (1. 9), and derive vertad (1. 3), al (1. 6).
4. Who is the speaker in the extract ? What inter- est attaches to the fragment from which the extract is taken ?
6. Sketch briefly the history of the Spanish drama anterior to Lope de Vega.
II.
Translate the following extracts :
(a) Ya sabeis que son las ciencias Que mas curso y mas estimo, Matemd>ticas sutiles,
Por quien al tiempo le quito, Por quien & la fama rompo La jurisdiccion y oficio De ensenar mas cada dia ; Pues cuando en mis tablas miro Presentes las novedades De los venideros siglos, Le gano al tiempo gracias De contar lo que yo he dicho.
1. Write a note on curao (1. 2).
2. Point out an}' archaisms in the extract.
(b) Aunque el parabien es bien Darme del bien que conquisto, De solo haberos hoy visto
Os admito el parabien : Y asi, de llegarme & ver Con el bien que no merezco, El parabien agradezco, Estrella, que amanecer Podeis, y dar alegria Al mas luciente farol.
1. Who is the speaker ?
(c) I Qui^n, Astolfo, podrd parar, prudente La furia de un caballo desbocado ? I Qui^n detener de un rio la corriente Que corre al mar soberbio y despenado ? I Quidn un peiiasco Huspender valiente De la cima de un monte desgajado ? Pues todo fi&cil de parar se mira, Mas que de un vulgo la soberbia ira. Digalo en bandos el rumor partido Pues se oye resonar en lo profundo De las monies el eco repetido, Unos / Astolfo! y otros ! Segiamundo ! El dosel de la jura, reducido A segunda intencion, & horror segundo, Teatro funesto es, donde importuna Represents tragedias la fortuna.
1. Explain the connection between this passage and the the rest of the drama.
2. Give Spanish synonyms for peflaaco (1. 5) and monte (1. 6), defining each word.
3. desgajado (1. 6). Express by another Spanish word.
4. Classify the above extracts with reference to their poetical composition.
5. Briefly state the events related in the closing scenes of the drama.
III. Translate :
^ Qu^ cosa es romanticismo?... (ha pregun- tado el publico ;) y los sdbios le han contestado cada cual i su manera. Unos le han dicho que era todo lo ideal y romanesco ; otros por el con- trario, que no podia ser sino lo escrupulosamente hist6rico ; cu&les han creido ver en ^1 & la natu- raleza en toda su verdad ; cudies i la imaginacion en toda su mentira ; algunos han asegurado que s61o era propio & describir la Edad Media ; otros le han hallado aplicable tambien & la modei*na ; aque- lies le han querido hermanar con la religion y con la moral ; estos le han echado d reSir con ambas ; hay quien pretende dictarle reglas ; hay, por Mtimo, quien sostiene que su condicion es la de no guardar ninguna.
Mesonero Romanos.
smfnersfti? of UToronto
ANNUAL EXAMINATIONS : 1901.
FOURTH YEAR.
ORIENTALS.
PASS.
HEBREW TEXTS.
(J.F.
: \ J. F. I R. G.
J. F. MacCurdy, LLD. Examiners: -{ J. F. MacLaughlin, M.A., B.D.
Mir BISON, M. A.
1. Translate PsaJm xcii. 1-6.
1. Parse nHin'? (2) i ""annDE^ (»)•
2. Explain force of prep, in v. 4.
II. Translate Psalm cxxii.
1. (a) Explain ni^J^DH TC^J W examine ^rh (!)•
2. ^nnDE^' P*^™e, give exact force.
3. D'^^Di^D' P*"®* How might this word be emended ?
4. Parse and explain verbal form in v. 2.
5. Parse Q^^ (4). Explain.
6. ^"^W^. Give exact value of prep. here.
7. n^J (^)* Inflect this verb in Qal throughout
III. Translate Proverbs iv. 20-27.
1. Parse QH (20) ; ir'pMSl); ^^-^^25); ^^^26). Explain pointing of D*1DE^ (21)-
2. ^!3*1* Inflect in sing, and plur. Giving examples
with pron. suffix.
[ovbb]
3. Write a brief note od the Book of Proverbs. IV. Translate Job. ^\ 4-5, 11-15.
1. Parse and explain forms: 15<^T^1 (4); "^CD (12).
2. What emendation has been suggested for v. 5.
3. Sketch briefly the Argument of the Book of Job,
Y. What are the chief characteristics of Hebrew Poetry \ What are the different kinds of parallelism f Illustrate from selections.
Slnftifrfiftff of Soronto«
ANNUAL EXAMINATIONS : 1901.
FOURTH YEAR.
ORIENTALS.
HONORS.
HEBREW SYNTAX AND COMPOSITION.
f J. F. .-^ J. F. (R. G.
J. F. McCuRDY, LL.D. Examiners ;-{ J. F. McLaughlin, B.D.
MuRisoN, M.A.
A.
1. Give the various forms and describe the uses of the demonstrative prououns. How is the demonstmtive |^] used with interrogatives and with adverbial expi*es8ion8 ?
2. How is comparison made and how is the superlative expressed in Hebrew ) Give examples.
3. "What uses of the Hebrew perfect correspond to the English present tense 1 Give examples.
4. How may a wish be expressed 1 What are the com- mouly occurring optative particles'? Show, by examples, how a wish may be expressed by an interrogative sentence beginning with "^J^.
B. Translate into Hebrew :
1. Then said I, Ah, Lord God ! behold, I caunot speak : for I am a child. But the Lord (Jehovah) said unto me, Say not, I am a child : for to whomsoever I shall send thee thou shalt go, and whatsoever I shall command thee thou shalt speak.
2. But abide thou in the things which thou hast leame<l and hast been assured of, knowing of whom thou hast
[ovfk]
i
learned them ; and that from a babe thou hist known the sacred writings which are able to make thee wise unto salvation.
3. Then the people increased and grew many upon the face of the earth. And they polluted their souls by dn and rebellion against the Lord. Their wickedness and their trangressions increased day by day. They forgot the Lord who had formed them and gi^en them the earth as a po6r session. They made images of copper and iron, of wood and of stone, to which they prostrate^ themselves in worship.
anfuersfti? of {Toronto,
ANNUAL EXAMINATIONS : 1901.
FOURTH YEAR.
ORIENTALS.
HONORS.
HEBREW TEXTS II.
f J. F. :
: ^ J. F.
(R. G.
J. F. McCuRDY, LL.D. Eccaminera : -{ J. F. McLaughlin, M.A., B.D.
MuRisoN, M.A«
I. Translate Proverbs (a) viii. 22-26; (b) xii. 12-16; (c) xxx 10-17.
1. Parse ^JJp (^^)* ^^^® rules for pointing of verbs with suffixes. >
2. |J^"» (6 12). Emend y{^^ (U). Is Qeri or Kethibh
the correct reading 1
3. ?E^7 (10). Parse. Explain fully the term Denomin- ative verbs.
4. Give derivations of words 4 and 5 in (c) 14.
5. Y^itD (^^)* Sxplaii^ Massoretic note on this word.
6. Write brief note explanatory of HDI^r (^^) ^ ^I^C^ (16). I
7. nnp''7 (^^)- Give correct pointing.
8. Write brief notes on the Book of Proverbs.
IL Translate Job (a) iii. 3-6 ; (b) xiii 7-12 ; (c) xxviii. 24-28.
1. Parse and explain forms : ^3^^, n715<j 11*111 '>
(3) j;Din (4) i nn^ (6).
[OVBR]
2. niD71l* ^^^® correct pointing.
3. Explain use of imperfect in v. 3.
4. Explain what Job means in (b) vt. 7, 8.
5. Distinguish between pointing of ]^^ with suff. as prep, and as sign of def. ace.
6. Il^^n* Explain form.
7. Parse pH (25); r\^pr] (27); nXI'' (28).
8. *' Verse 28 is the prosaic gloss of a pious reader " (Duhm). Examine this statement.
9. Give purpose and brief outline of Book of Job.
Wini\»tv»it9 of {Toronto.
ANNCJAL EXAMINATIONS : 1901.
FOURTH YEAR.
HEBREW SYNTAX-
J. F. McCuRDY, LL.D. Examiners : '{ J. F. McLaughlin, B. A.
MuRisoN, M.A.
1. Define the teims annexion and apposition, and explain their use in Hebrew Grammar. Show, by examples, what various ideas may be expressed in each of these ways.
2. In vhat various ways may one verb be subordinated to another, and what relations are indicated by such subordina- tion 1 Give one or two examples in each case.
3. Describe the use of the relative ^^^ and explain the construction of a relative clause in Hebrew.
4. Translate into Hebrew :
(1) I will sing of the mercies of the Lord for ever ; With my mouth will I make known thy faithful- ness to all generations.
(2) Grod's law is perfect, His testimony is sure and His precepts ai*e right.
(3) Jesus (W^^) answered and said unto him, Because
I said unto thee, I saw thee underneath the fig-tree (nj^tH)
believest (Hiph. of 7|^^) thou? Thou shalt see greater things than these.
[oveb]
BIBLICAL ABAMAIC.
1. Translate Daniel ii. 8-12.
2. Parse HJ^. IDW/ pDT. pn^lH. ^HTK (^- ») 5
n^mnh (y- 10); njim (v. n); msinb (v. 12).
3. Decline n^P> n^t<» Tl^D- Inflect ^gjp in Peal thronghout
4. Point out the chief di£ferences you have noticed, both in etymology and syntax, between Hebrew and Biblical Aramaia
5. What parts of the O. T. are written in Biblical Aramaic ?
Cftnftifrsftff Of Sorontik
ANNUAL EXAMINATIONS : 1901.
FOURTH YEAR
ORIENTALS.
HONORS.
HEBREW TEXTS.
Examiner: J. F. McCurdy, LL.D.
LYRICAL POETRY.
1. Translate Ps. ix. 2-6.
2. (a) In ix. 2 a Sept has i^ofioXo-pjirofial trot. Show that this gives a better reading and modify the Hebrew text aooordinglj.
(6) Explain the use of the cohortatives (subjunotiyes) in this passage.
(c) Analyze "I'^nit^ /DJ (^' ^X *^^ ^^^^ *^® exact
meaning of the form. Inflect 1^^^^ (v. 4) in its own tense and stem.
3. Translate Pa xxxix. 6-14, making any emendation in the text that may be necessary.
4. (a) Parse and explain the forms TT^j^n'' (^- '^) >
''n'?mn (^- »); ninrin «^<i Doni (v. 12); y^n
(y. 14).
(6) How is the Imperfect to be explained in vv. 7 and 10, and the cohortative in v. 14 )
(c) Show the special meaning of ^^ in v. 13.
5. Translate Ps. xcL 1-12.
[ovss]
6. (a) Parse and explain the forms ■70'^ (▼- i) ; mB7"^
(v. 6) ; "J^nt^ i^' ^^)> correcting where necessary.
(6) Anal725e and explain I^D^ (^- *) i H JWE^"^ (v. 12). '
(c) Derive and show the literal meaning of "^nmiED (v. 2) and Q'^^inil (^- ^h
7. Translate Ps. cxxxix. 7-12.
8. (a) Parse r)Q^ and n^ti^ i^- 8) ; •» JTHRH (v. 10). ^
(6) Explain the use of the cohoi'tativee in vv * 8 and 9.
(c) What indications of a late date of composition do you observe in this Psalm 1
dntnersftff of 0orotito#
ANNUAL EXAMINATIONS : 1901.
FOURTH YEAR.
ORIENTALS,
HONORS. SIGHT.
ExamiTier : R. Q. MuRisoN, M.A.
1. Translate : 1 Chron, 21 : 8-12.
2. Translate : Jeremiah 44 : 1-6.
3. Translate : Proverbs 7 : 1-5.
4. Translate : Job 32 : 6-12.
5. Translate : Ecclesiastes 3 : 1-8.
Vnftifr0ft|? of STorotiio.
ANNUAL EXAMINATIONS: 1901.
FOURTH YEAR
ORIENTALS.
HONORS.
ASSYRIAN.
Examiner: J. F. McCurdy, LL.D.
1. Translate literally extract I (Shalm. II).
2. (a) Transcribe the same passage into true As- syrian words.
(6) Parse the verb-forms occurring therein.
(c) Compare the Assyrian writing of the non- Assyrian proper names found therein with their native forms.
a Translate extract II (Tigl. III).
4. (a) Inflect, in their own tenses only, the verb- forms here found.
(6) Trace the word urd to its original form.
(c) Date the event here mentioned.
5. Translate extract III (Sinacherib).
6. (a) Ti-ace to their original forms the words niba, lahu, iiahead, amnu.
m
(6) Give the Hebrew cognate equivalents of the noun-forms (including adjectives) occurring in lines 6-10.
(c) Distinguish between the uses of the conjunc- tions u and ma.
7. What has become of the old Semitic endings u and a in singular verb-forms in Assyrian ? Illustrate from any of the above extracts.
8. Translate into cuneiform Assyrian :
His city was strong ; the whole of the troops of the king of Assyria besieged it three years and did not capture it.
2lnftiet0ft|? of SToronto
ANNUAL EXABIINATIONS : 1901.
FOURTH YEAR.
ORIENTALS.
HONORS.
HISTORY AND LITERATURE.
Examiner : J. F. McCurdy, LL.D.
I.
1. State briefly the chief resemblances and dif- ferences between the Assyrians and the Babylonians in the character of their civilization and of their govern- mental policy.
2. On what occasions and under what general conditions did Egypt acquire possessions in Syria and Palestine, and by what great powers was her dominion there checked or subverted ?
3. Give an abstract of the reign of Tiglathpileser ni, of Assyria, and show how Syria and Palestine were aflr8cted by his policy and his armed invasions.
4. Contrast the character and the foreign policy of Sinacherib and Esarhaddon of Assyria.
5. Describe the great rebellion against Asshurbani- pal of which Babylon was the centre, stating its origin and chief events.
• IT:
6. State the principles and the several forms or modes of Hebrew poetic parallelism.
7. Give an outline of the problem and the plan or argument of the Book of Job.
8. What are the chief contents or departments of the Assyrio-Babylonian literature ?
8lnfticr0ft9 of Sorotito*
ANNUAL EXAMINATIONS : 1901.
FOURTH YEAR.
ORIENTALS.
HONORS.
COMPARATIVE GRAMMAR.
Examiner: J. F. McCurdy, LL.D.
Transliierattoii may be employed for any of the languages if desired.
1. The Arabic has retained most fully the verb- system of the Proto-Semitic. Indicate, however, any forms which the Aramaic and Assyrian have preserved and which the Arabic has lost.
2. What are the equivalents in the Arabic verb- system of the several stems of the Hebrew verb ?
3. What has become of the Proto-Semitic (Arabic) gutturals severally in Hebrew and Assyrian ? Illus- trate by examples.
i. What Proto-Semitic (Arabic) sounds are repre- sented in the Hebrew ? How are these represented in Aramaic ? Give examples of both series of changes.
5. Give the first personal pronoun, singular and plural, in Hebrew, Aramaic, Assyrian, and Arabic.
6. Inflect any strong verb throughout the perfect tense in Hebrew, Aramaic, and Arabic ; compare the Assyrian where it is possible ; and state what you think to have been the original forms in the Proto- Semitic perfect.
Btiltietfiifti? oC Sototito.
ANNUAL EXAMINATIONS: 1901.
FOURTH YEAR.
POLITICAL SCIENCE DEPARTMENT.
POLITICAL PHILOSOPHY.
HONORS.
r, . f James Mavor.
Examxners : | g ^ Wickktt.
Note. — Five qaestions only to be answered.
1. Define the following expressions: — Natural Jjaw, Liberty, Legislation, Society, — and explain the various meanings of the expression, "The Greatest Good of the Greatest Number."
2. Describe the ways in which the happiness of indi- viduals may be promoted by Law, and discuss the limits of such action.
3. In what sense is Society an Organic Growth ?
4. Give an account of the Political Philosophy of Qrotius.
5. Distinguish between Socialism and Anarchism.
6. " To Hegel the State is the eternal and necessary realization of the spirit of man." Comment upon this.
7. In what way does the Value of Social Life depend upon the Ultimate End ?
8. Estimate the influence of Bentham in the political speculations of th^ Nineteenth Century.
8lnitiet0fts of Soronto^
ANNJAL EXAMINATIONS : 1901.
FOURTH YEAR.
POLITICAL SCIENCE DEPARTMENT.
PUBLIC FINANCE.
HONORS.
E, (James Mayor
Examxners : | g ^ wickett, Ph.D.
Five questions only to be answered.
1. Give an account of the theories of Taxation.
2. State and examine Adam Smith's Canons of Taxation.
3. Describe the the process of ** shifting " taxes and examine the theories of incidence.
4. " The total public charge of the year ought to be
Eaid out of the public Vevenue of the year, no matter ow high taxes may have to be made to do so.'' Examine this statement, and notice the various theor- ies that bear upon it.
5. Give a short account of the Canadian Banking System.
6. Contrast the English Banking System with that of the United States.
7. Describe briefly the various phases of railroad policy in England.
8. Classify and examine the difierent systems of taxes. Make special notes uppn the relative advan- tages of " a single tax system/' and " a multiple tax system."
8lnniev0ftfi of Sovotito#
ANNUAL EXAMINATIONS : 1901.
FOURTH YEAR.
FEDERAL CONSTITUTIONAL LAW.
HONORS.
Examiner : McQreqob Young.
1. ** This duality of citizenship is a cardinal feature of the true Burtdeetaat'* Explain this fully.
2. Write a short note upon the fundamental points of difference between the constitutions of Canada and the United States.
3. Give the principles for determining whether legis- lation affecting a railway falls within the legislative competence of the Dominion or the Provinces.
4. Discuss the power of the Dominion Parliament to trench upon matters assigned to the Provinces under section 92 of the British North America Act.
5. Explain and illustrate the proposition that sub- jects which, in one aspect and for one purpose fall within the jurisdiction of a Provincial Legislature may, in another aspect, and for another purpose fall within the jurisdiction of the Dominion Parliament.
6. " Several salient features of the present American Goverment are due to usages which have sprung up around the constitution and profoundly affected its working, but which are no part of it." (Bryce). Ex- plain and illustrate.
7. Explain the doctrine of implied powers, and shew any results of its application to the American Consti- tution.
8. Hlustrate by examples the right of (a) the Prov- ince of Ontario, (6) Congress, and (c) the State of New York, to pass laws impairing the obligation of contracts.
eiiiitiet0ft9 of srorotito<
ANNUAL EXAMINATIONS : 1901.
FOURTH YEAR
PUBLIC INTERNATIONAL LAW.
HONORS.
ExamiTier: McGregor Young.
1. Explain the doctrine of Extraterritoriality. To what extent are foreign merchant vessels exempt from local jurisdiction ?
2. What, in your opinion, is the obligation of a neutral state with respect to the construction and equipment for belligerents of vessels capable of use for the purposes of war ?
3. Discuss the legality of armed intervention in the internal affairs of a friendly power (a) on humanitarian grounds, and (b) under treaty to maintain a republican form of government.
4. Write a short note, with especial reference to the questions of international law involved, on either (a) the attitude of the United States in regard to the proposed Nicaraguan Canal» or (b) the application of the Monroe doctrine to the Venezuelan controversy ?
5. Discuss the doctrine that war is " a relation of a state to a state, and not of individuals to individuals," and shew its bearing upon the propriety of maritime capture of private property.
6. " International law is true law, though unique in character." — ( Walker. )
*'That international rules lie on the extreme frontier of law is not to be denied, but on the whole it would seem to be more correct, as it certainly is more convenient, to treat them as being a branch of law."— (W. E. Hall.)
Explain these propositions, and examine the lead- ing arguments urged against these conclusions.
amticrsUff of Sovomo<
ANNUAL EXAMINATIONS : 1901.
FOURTH YEAR.
GKNERAL JURISPRUDENCE-
HONORS.
Examiner : A. H. F. Lefroy, M.A.
1. What do you understand by " Jurisprudence, the science of law."
2. What is meant by the " law of nature," and state what you can of the importance and history of the conception.
3. What traces are there in early rules of Inherit- ance, of a period in which society was organized on principles radically different irom those which now prevail ?
4. Explain the following : — " positive law," *'a right in motion," " adjective law," " a juristic act," " a State," " the sources of law," ** normal antecedent rights in personam,'' " private international law."
5. What do you understand by the law of persons, and what are the essential characteristics of a cor- poration ?
6. How would you classify, for purposes of jurispru- dence : Wrongful Acts, Rights, and Facts ?
7. How do you -distinguish between the jus poaaea- sionia and the jua poaaidendi, and explain the former from the point of view of Roman and English law respectively.
8. State and explain the different forms of legal securities for money lent.
8lnfiiev0ftfi ot Soronta
ANNUAL EXAMINATIONS : 1901.
FOURTH YEAR.
CANADIAN CONSTrrUTlONAL HISTORY
PASS AND HONOR.
- . (James Mayor,
Examx-MTH : | g. M. Wickett.
Note. — Five qaestions only to be answered.
1. Indicate the system of Government in Canada prior to 1760.
2. Give an account of the feudal system in Canada.
3. Examine the position of those opposed to the "Family Compact" between 1830 and 1841.
4. What were the forces leading up to the Con- federation of 1867 ?
5. Stat« the financial provisions of the B. N. A. Act of 1867.
6. Outline the rise of Responsible Government in Nova Scotia.
7. Examine the powers and functions of the Fed- eral Legislature.
8. Indicate the main features of city government in Canada.
Vtiftietiiif tff of Sotontik
ANNUAL EXAMINATIONS : 1901.
FOURTH YEAR.
HISTORY.
PASS AND HONORS.
TAF, .; i J. S.
Iw.i
A F. Babr, B.A. Examiners,: ^ J. S. Carstairs, B.A.
Pakenham, B.A.
1. Discuss :
(1) The degree in which the political evils result- ing in France in revolution were peculiar to that country ;
(2) The feudal burdens from which the peasantry of France suffered ;
(3) The influence upon opinion of the events con- nected with the elections to the States-Qeneral.
2. Compare Turgot and Necker as reformers.
3. Explain the course of events between the estab- lishment of the Constitutional Monarchy in France and the September massacres.
4. Explain:
(1) The political outlook in France when Napo- leon returned from Egypt ;
(2) The difficulties whiqh the Battle of Trafalgar forced upon France.
5. Write notes upon :
(1) The causes of the failure of Joseph II ;
(2) The third partition of Poland ;
(3) The Czar Alexander I.
[otib]
±
6. Compare the political situation in Italy at the end of 1849 with that at the end of 1866.
7. Comment upon :
(1) The causes of the meeting of the German National Assembly in 1848 ;
(2) The terms of peace exacted from France in 1871;
(3) Sadowa;
(4) The Holy Alliance.
8ltlftlft0ft|? Of Sototito
ANNUAL EXAMINATIONS : 1901.
FOURH YEAR.
HISTORY.
PASS AND HONORS.
A. F. Barr, B.A.
Examiners : -{ J. S. Carstairs, B. A.
Pakenham, B.A.
1. Explain :
(1) •* The ordinance of 1787 is the foundation of almost everything which makes the modem American system peculiar " ;
(2) The relation of the Constitutional Act of 1791 to the Quebec Act ;
(3) Why the War of 1812 should be called by some " Mr. Madison'* War " and by others " The Second War of Independence."
2. Sketch the growth of the tendencies to disunion between the Northern and Southern States from the territorial diiBculties beginning in 1848 to the surren- der of Fort Sumter.
3. Compare Canada in 1900 and Canada in 1830 with respect to territory, political institutions and material well-being.
4. Outline :
(1) The policy of the younger Pitt in relation to the Revolutionary Government in France and discuss the situation at the time of his death ;
(2) What you should regard as the three most important political changes effected in England be- tween 1830 and 1885.
[OVSK]
5. Explain what you understand to be the problem of a Philosophy of History and discuss the possibility of such a Philosophy.
6. Discuss briefly :
(1) " With the Persian Empire we first enter into the real web and woof of History " ;
(2) " The Middle Ages — ^a period of manifold reactions " ;
(3) The contrast in the attitude of the Egyptians and the Greeks towards Nature.
aitiflietiiltv o( Sortnto^
ANNUAL EXAMINATIONS : 1901.
CANDIDATES FOR B.A.
PHILOSOPHY.
HISTORY OF PHILOSOPHY.
Examiner ; Prof. J. G. Hume, M.A., Ph.D.
1. Trace the development of thought in dealing with the chief problems of theory of knowledge and theory of reality in Eacon, Hobbes, and Hume.
2. Carefully indicate DesCartes method of dealing with philosophical problems. How does he establish the validity of our belief in external reality ?
3. Shew the relation of Spinoza to DesCartes* Indicate the two opposing tendencies in Spinoza's philosophy. State and critically examine his "par- allelism."
4. Trace the stages in Locke's development in his " Essay on the Human Understanding." What suc- ceeding philosophical systems are most closely con- nected with the several tendencies in Locke ?
6. Carefully note the negative results of the period as brought out by David Hume. In what way would you propose to establish the validity of knowledge ?
SMi^tvtHt9 Of ^Toronto^
ANNUAL EXAMINATIONS : 1901.
CANDIDATES FOR B.A.
PHILOSOPHY.
HONORS.
HISTORY OF PHILOSOPHY.
Examiner : Professor J. G. Hume, M.A., Ph.D.
1. Where do you find any anticipations of Kant's method in DesCartes, in Locke, in Leibnitz ?
In what respect does Kant advance beyond his predeces.sors in his method ?
2. Trace the development in the discussion of method in Fichte and Hegel.
Carefully expound and exemplify Hegel's method.
3. Give the chief features of Schopenhauer's system and
(1) Examine its consistency :
(a) As a development of Kantian principles as claimed by Schopenhauer.
(6) As self-consistent.
(2) Examine the adequacy of Schopenhauer's system.
aitifiiet0ft9 of 2roronto«
ANNUAL EXAMINATIONS : 1901.
CANDIDATES FOR B.A.
PHILOSOPHV.
HIST0R7 OF PHILOSOPHY. HONORS.
Examiner : Professor J. G. Hume, M.A., Pfl.D.
KANT.
1. What does Kant mean by "synthetical judg- ments a prioi^ " ? What is the significance of this discussion for Kant's philosophy ?
2. What is Kant's positive contribution to Philoso- phy in his " Transcendental Aesthetic " ? Wherein is the treatment of Space and Time left incomplete in the " Transcendental Aesthetic " ? Indicate where the deficiency is supplied.
3. Give a statement of Kant*s " deduction of the categories." Point out what Kant is trying to estab- lish and indicate the following : " the metaphysical deduction," " the transcendental deduction," the sub- jective and the objective aspects of the deduction.
4. Give Kant's '* Refutation of Idealism " and shew its place in his exposition.
5. Give Kant's treatment of the Antinomy of Caus- ality. What is the significance of this discussion in connection with Kant's positive contributions to theory of knowledge, theory of reality, and theory of conduct ?
6. " I had therefore to remove Knowledge in order to make room for Belief,** Explain what Kant meant.
In how far was Kant successful in this method of dealing with knowledge and belief ? What is your own view on this problem ?
nninetiiftv of Sotonto^
ANNUAL EXAMINATIONS ; 1901.
FOURTH YEAR.
PHILOSOPHY.
HONORS.
ETHICS.
Ea^'ntiners • {^'^' Badgley, M.A., LL.D.
ARISTOTLE AND KANT. Option between 7 and 8.
1. (a) Elstablish after Aristotle the End of moral action.
(6) Is this End the same for the Individual and the State ?
(c) How would Kant view these two questions ?
2. Aristotle says ; " Moral excellence is the result of habit or custom."
(a) Give his argument.
(&) Name and criticise any other theories men- tioned in this connection.
3. " But our particular acts are not voluntary in the same sense as our habits."
(a) Critically examine this statement.
(6) What would be Kant's attitude towards this position ?
4. Give Aristotle's discussion concerning Justice. Is his doctrine of the *' mean *' applicable to this virtue ?
[oTxa]
5. Give Kant's exposition of '' the notion Duty."
6. (a) Explain the different imperatives mentioned by Kant.
(6) Give his answer to the question ; " How is a Categorical imperative possible ? "
7. What do you regard aa the main defects (a) in Aristotle's ethical system, and (6) in Kant's ?
8. What permanent contributions have Aristotle and Kant, respectively, made to a satisfactory theory of ethics ?
nntttfvnltp of Sototito*
ANNUAL EXAMINATIONS : 1901.
CANDIDATES FOR B.A.
PHILOSOPHY-METAPHYSICS.
Exaviiner : A. Kirschmann, Ph.D.
Five qnestioxis count a full paper.
1. Discuss "reality." Show that the term "real" is used ambiguously.
2. What do you mean by an " element " ? Compare ps3*chical with chemical elements.
3. Discuss briefly the relation of :
(a) Knowledge to action,
(b) Belief to mathematics.
4. Di.scuss infinity of space and time and Wundt's distinction of quantitative and qualitative trans- cendence.
5. State some of the modem theories of matter and examine critically one of them.
G. Indicate the chief inconsistencies of a purely mechanical view of the world.
^nl\ttv»lt9 of Sototito^
ANNUAL EXAMINATIONS : 1901.
FOURTH YEAR.
METAPHYSICS.
HONORS.
Examiner ; F. Tracy, B.A., Ph.D.
ARISTOTLE, Etc.
1. Give the substance of Aristotle's critical review of preceding philosophy., including his strictures upon Plato. Show the place and purpose of this, in relation to his whole system.
2. Matter and Form, Potentiality and Actuality, Universal and Particular. Discuss these conceptions fully, with reference to the central problem of ontology, viz., the problem of reality.
3. Select one of the following topics for careful expository and critical treatment : —
(a) Hamilton's criterion of knowledge.
(6) Comte 8 doctrine of the evolution of human thought.
(c) Mill's doctrine of necessary truth.
(d) Spencer on Space, or on the Soul.
4. Discuss the following topics as fully as possible, passing under review all the works read, and the dis- cussions in the lecture room, as well as giving your own opinions : —
(a) The origin, nature, and chief problems of philosophy, with the main divisions of its field.
(6) The Supreme Being, and our knowledge of Him.
8lnfiiet0Uff of Soromo*
ANNUAL EXAMINATIONS : 1901.
FOURTH YEAR.
ETHICS- HONORS.
i^ w :{i J^T^^:S:R
8TEPHEN»S SCIENCE OF ETHICS.
1. Discuss the appropriateness of the phrase ** Science of Ethics." How far can Ethics be treated according to the methods of Natural Science ?
2. Explain the functions of feeling and reason respectively, in the determination of conduct. Show the bearing of your answer on the problem of Free- dom.
3. Mr. Stephen says (a) that the Moral Law is a statement of the conditions of social vitality ; (b) that these conditions emerge into the consciousness of the race by virtue of a "prolonged induction"; and (c) that in the process of evolution the law gradually passes from the form " Do this," to the form " Be this." Explain these statements fully, and offer any criticism you may consider necessary.
4. Discuss the questions, whether Mr. Stephen has given, and whether evolutional Ethics can give, a satis- factory account of
(a) Altruism.
(6) Moral Obligation and the Categorical Impera- tive.
(c) Personality.
(d) The relation of morality and happiness.
BtitbersUfi of Toronto*
ANNUAL EXAMINATIONS : 1901.
FOURTH YEAR.
ASTRONOMY.
GENERAL COURSE.
Examiner : Alfred Baker, M.A.
1. What is meant by the angular magnitude of a distant object ?
Shew that as the distance of an object varies, the angular magnitude varies inversely as the distance, the angular magnitude being small.
2. Give a drawing of the celestial sphere, represent- ing on it the meridian of a place, the horizon, the equator, and the ecliptic at noon, March 2l$t, when the sun is in the vernal equinox.
Represent in another drawing the positiou of the ecliptic at sunrise shortly after March 21st, i.e, when the sun has attained a little north declination.
3. Explain the apparent motion of the sun during the year (1) to one situated at the equator, (2) to one situated at the north pole.
Shew that the total period during which the sun is above the horizon at any place throughout the year is independent of the latitude of the place.
4. Define right ascension and declination of a heavenly body, and explain how they are determined.
Mention any practical use to which a knowledge of the declinations of stars may be put.
5. Shew that the duration of twilight increases with increase of one's latitude.
Determine the lowest latitude at which twilight can last all night. At what season of the year does this occur?
[ovxb]
6. Explain the phenomenon known as aberration of light.
What paths do the stars, at different situations with respect to the ecliptic, appear to describe owing to aberration ?
7. Shew that the phases of the moon to the earth are supplementary to those presented by the earth to the moon.
Why do the horns of the new moon in Ae western sky sometimes poiqt upwards, and sometimes almost along the horizon. Explain by a diagram, and state the times of the year, approximately, at which the two appearances present themselves.
8. Explain eclipses of the sun.
In what way does the disc of the eclipsed sun differ from that of the eclipsed moon, and why ?
Why at the same time may an eclipse of the sun be total, partial or noti-existent, according to the posi- tion of the observer ?
In what direction do solar eclipses move across the earth^s surface, and why ?
9. In speaking of the planets what is meant by conjunction and opposition; what by superior and inferior conjunction ? Give a diagram.
Shew that the motion of B,n inferior |)lanet is sometimes progressive and sometimes retrograde.
It was said of a recently-discovered comet that it was seen in the east shortly before sunrise, and was moving towards the suri. Cim you say whether its motion was progressive or retrograde froni this state- ment ? Explain.
10. Name and define the difiei*ent kinds of months, stating whether and why each one is longer or shorter than the sidereal.
Wnfiietttftff of Sototita#
ANNUAL EXAMINATIONS : 1001.
FOURTH YEAR.
ASTRONOMY.
HONORS.
Examiner: Alfred T. DeLury, B.A.
1. The residual errors of a transit instrument being sup- posed known, obtain the correction to be applied to an observed transit.
If the western pivot of a transit instrument be a" higher and fi^' more to the north than the eastern, a star is unaffected whose north polar distance is
co-latitude -f tan— ^
(tan a\ tanjS/-
2. Explain a method for determining the obliquity of the ecliptic.
If Z be the latitude of a place between the tropics, a and d the sun's right ascension and decliuation, the times when the ecliptic is vertical are determined by the equation
hss a + sin— 1 (sin a tan I cot d),
3. Fully explaiu what is meant by mean 8un, eqiiation of lime.
*
If the sun's longitude is c and the obliquity of the ecliptic is at, then will the equation of time arising from the obliquity of the ecliptic be
tan" ^ sin 2 c — J tan* ^ sin 4 c -f ^ tan' ^ sin 6 c — etc. 2 2 J
4. An event happens at Toronto May 1st, 1901, at 2^ 15™ 24" sidereal time. Find the mean solar time of the event, being given that the longitude of Toronto is 5h 17«» 34.65«».
(The Ephemeris supplied.)
[OVKK]
5. Explain Aberrationy and obtain the fundamental equation.
Shew that on account of aberration a star appears to describe an ellipse about a mean position.
Find the effect of aberration upon the observed right ascension of a star.
6. Find the elongation of an inferior planet from the sun, when it appears stationary, on the supposition that the earth and the planet describe co-planar circles of radii a and 6 about the sun.
Explain, in a general way, how by observations of a transit of Venus the sun's parallax may be deteroiined.
7. Shew how the longitude of a place may be determined.
8. Explain how to determine the time, duration, aod magnitude of a lunar eclii)se.
nnfiietttftff of Sototitiu
ANNUAL EXAMINATIONS : 1001.
FOURTH YEAR.
HIGHER PLANE CDRVKS.
HONORS.
Examiner : H. J. Dawson, M.A.
1. What is meant by the statement that a point (^> Vf ^) and a line (u, v, to) are united in position if
Defining the co-ordinates of a point as propor- tional to the three perpendicular distances of the point from three given lines, and using a similar definition for line-co-ordinates, obtain the condition that a point and a line may be so united.
Show that the above definition of point-co-ordin- ates involves that of Cartesian co-ordinates.
2. Every curve of the rth degree {T>7a or n, rm > m -h n — 3) which passes through all the mn points of intersection of two curves of degrees m and n except J (m + n — r — 1) (m -J- n — r — 2), will pass through the remaining points
3. The co-ordinates of any point on a curve of zero deficiency can be expressed as rational algebraic func- tions of a single parameter, but if the curve be not nnicursal they cannot be so expressed.
Express the co-ordinates of any point on the curve oj* — ea? y'\-hy = 0 in terms of a single para- meter.
4. Obtain the equation
7i = m(m — 1) — 2S — 3 A;, and show how to deduce the equation
m = n{n — 1) — 2t — 3i.
[ovkb]
What is the signific^Loce of the following equa- tions ?
(a) i — 3n = k — 3m.
(6) im(m. + 3)-S--2i = i7i(n + S)— T — 2i.
(c) m^ — 28 — 3A; = n2 — 2t — 3i.
5. Find in the form of a determinant, or otherwise, the equation of the curve
aj* + y* + 2^ + rrioo^ y^ = 0. when it is referred to its tangents as elements.
6. Assuming the equation of the quasi-normal, the circular points being replaced by /, {a, /8, 7) and /, (a, ff, 7'), show that, if the original curve passes through / or J, the tangent at that point is an inflexional tangent to the quasi-evolute.
•
Find the degree of the evolute of a curve which passes / times through the circular points and touches the line at infinity g times.
7. Explain the origin of the notion of foci of general curves, and show how to obtain the foci af a curve when its Oartesian equation is given.
SAntnetttftff of Sototito^
ANNUAL EXAMINATIONS : 1901.
FOURTH YEAR.
QUATERNIONS.
HONORS.
Examiner : Alfbed Bakeb, M,A.
1. "If a, /9, ;* be ooinitial coplanar vectors, and if
€ui + 6/9+ c/* sa 0 and a + 6 + c ■« 0,
then do a, fi, j terminate in a straight line ? "
What illustration of Kellund and Tait's carelessness in the preceding enunciation %
Prove the proposition.
State and prove the corresponding proposition when four vectors a, y9, y^ d are involved.
If two coplanar triangles ABCy A'ffC be such that AA\ BB^ CC meet in a point, prove by vector geometry that the intersections of corresponding sides, AB, A'ff^ etc., lie in a straight line.
2. The direction as well as magnitude of a line being represented by
a (cos e + v/"Zl sin Q) shew that in any triangle AC ^sa AB + BC, as in vector addition.
3. In the resolution of afi into the form
a6 (— cos 0 + 6 sin 0),
state clearly the fundamental assumptions or conventions- What are a and fi respectively ?
Shew that i (j + k) ^ ij + ik.
Shew that (a^ ^)y ^ ay + fiy, (1) when y is in the same plane with a and /9, (2) when not in the same plane.
4. Establish by quaternion methods the following for- mulae in plane trigonometry :
(1) cos (6 + f ) s= co« 0 cos f — sin Q sin <p,
(2) cos e + cos f • 2 cos \{fi+ <f) cos i (6 — f ).
[over]
(3) o«BCOS^iC08j88inC+ •••• + •••• ^
sin A sin B sin C.
5. Establish by quaternion methods the following for- mulae in spherical trigonometry :
(1) cos a 8s cos b cos c + sin b ain c cos A.
(2) sin ^ sin B sin (7 sin a sin 6 sine
(4) I — cos^ a — cos^ b — cos* c + 2 cos a cos b cos c = sin* a sin*p, where p is the perpendicular from A on BC.
6. Taking the vector equation to the parabola in the form
shew that the line from focus to intei-section of two tangents is a geometric mean between the -lines to the points of contact.' •
If three tangents be drawn to a parabola the circle through their three points of intersection also passes through the focus.
7. When the equation to a curve is given (1) in cartesian co-ordinates, or (2) in polar co-ordinates, how is the equiva- lent equation in quaternion analysis obtained 1
l^he equation to the spiral of Archimedes being r =» a0 in polar co-ordinatefl, obtain the following results by qua- ternion analysis :
(1) The angle between the radius vector and the tangent is tan—^ 0.
(2) The area between the curve and any vector varies JBis the cube of the vectorial angle.
(3) The equation to the locus of the extremity of the polar sub-tangent is '
8. Prove the following formulae :
(1) Va^r — ^S^r — fiSay + rSafi-
(2) VaVpr ^ ySa? — PSay,
(3) aVPr + PVya + yVa^ » 3 Sa^.
Interpret the last of these as a formula in spherical trigonometry.
9. In the case of motion in a plane curve, obtain quater- nion expressions for the velocities along and perpendicular to the radius vector, and also for the accelerations in the same directions.
Find the law of force under which an equiangular
spiral may be described. (Polar equation, r « ^).
Hnvttvults of Sovonto«
ANNUAL EXAMINATIONS : 1901,
FOURTH YEAR.
THEORY OF FUNCTIONS.
HONORS.
Examiner : Alfred T. DeLury.
L Explain litnU, function of a real variable^ continuous Junction.
State the lemmas upon which depends the proof of the theorem : ** A continuous function of a real variable attains its upper and lower limits/' and deduce the proof.
Oite any case of a theorem in which this fact is essential.
2. Establish the general properties of the rational alge- braic function.
3. Explain cibsohUe convergence^ unconditional oonver- ffence, uniform cohvergence.
When the series Sfn^ is uniformly oon^^i'gent at all points of the closed interval (a, /9) the sum of ^^® series is a continuous function of ^ in the interval.
4. State Weierstrass's theorem on the sum of an infinite nunber of power series.
If Px is a power series defining a function in its domain then, for any value of a; in this domain the derivate of the function is the series formed by difierentiating Px term by term.
5. Define dement of an analytic function and explain, in * gODeral manner, how the function is continued.
6. Explain transcendental integral function^ transcen' ^•**toZ fractional Junction,
[OVKK]
The general expression for a function with no zeros
and no singular point except infinity is e^^ where G^ is any integral function.
7. Construct as an illustration of Weierstrass's meihod^ not of his TeBMlt^ an integral fuuction whose only finite zeros are 0, ^t 1» ± ^9 y^ simple.
Explain why the integral function is not oompletelj characterized, and indicate the analogy in the case of the rational integral function.
8, Write a brief note on integration, with special refer- ence to the analytic function.
Account for the non-uniform character of
Shew that
/
. 1 ffx . dx
stating what you understand by^Ic.
9. Define <m, Cu, ifhi^ and shew that (fiu is doubly periodic.
«nfDev0Us oC Eovotiio
ANNUAL EXAMINATIONS : 1901.
FOURTH YEAR.
GEOMETRY OF POSITION.
Examiner: Alfred Baker, M.A.
1. What are the six primitive forms of modern geometry ?
How are they arranged in grades and for what reason ?
Why is one grade to be esteemed of a higher order than another ?
2. Discuss briefly the theory of infinitely distant elements.
Why must parallel lines be regarded as all inter- secting in the same point at infinity ?
3. If two correlated triangjles ABC, A^B^C^ lie in the same plane, and the three pairs of sides AB, A^B^, etc., intersect in a straight line, then AA^, BB^, CC\ intersect in a point.
Prove this, and also its converse, as an exercise in projective geometry without making them depend
on the case in which the triagles are in different planes
•
4. Define harmonic points, and employ the proposi- tion in question 3 to shew that if three points A, B, 0 and the order of their succession be given, the fourth point D of the harmonic range is uniquely determined
Give also, by way of explanation of the phrase' " order of their succession," the complete construction and figure determining the fourth point according as A and (7, .8 and (7, A and B are " separated points.'*
NoTS— Regard must be had to the perfect Bymmetry of the three conatmctions.
[over]
6. What is meant by centre of homology ? What by axis of homology ?
Prove that two hqmological figures may be regarded in an infinite number of ways as projections from two distant points of one and the same figure.
6. Give two definitions of the projective relation.
From either of the definitions obtain the follow- ing : *' In two projective ranges qf points, to any four points of the one range, of which the first two are separated by the last two, there coirespond always in the other range four points subject to the same"^ con- dition,"
By projections shew that
(1) If two projective one-dimensional primitive forms have one deli-correspondihg elemeht then are the forms in perspective position.
(2) If two projectivfe oiie-ditoehsional primitive forms have three self-corresponding elements A, B,C, A^, -B,, C , then are all their elements iielf-cof respond- ing, and tne forms are identical
7. Two ranges of points lie upon the same straight line and are projectively related, so that the points A, B, (7 correspo^id to the poipta A^,B^,C^, Shew how to construci for the' point D, corresponding to the point
A. _
Make tke correspondihg construction when two sheaves of rays al*e projectively related and have the same rddlant poirit; i.«., the rdys a. h, c corresponding to ttj, 6j, Cj, construct for the ray d corresponding to d^.
8. Two projective sheaves of rays are giveji by three pairs of corresponding ravs, a and a,, 6 and 5^, c and c^ ; to construct any required number of points of the curve of the second order k* which these sheaves generate.
When there are given two points S, S , with the tangents at these points, and also a third point A (A^), shew how to construct for additional points.
If instead of the third point -4, there were given a tangent (without, of course, its ^oint of contact) how would you proceed ?
9. Shew tfiat points of contact in a sheaf of rays of the second order form a curve of the second order.
Vinttttvutts ot SovotitOt
ANNUAL EXAMINATIONS: 1901.
CANDIDATES FOR B.A.
PROBLEMS.
HONORS.
( Alfred Baker, M.A. Examiners :< H. J. Dawson, M.A.
( Alfred T. DeLury, B.A.
Note. — Candidates are reqneeted to return answers to questions in sections A and B in separate books, endorsed accordingly.
A.
1. Solve the equation
2. Find that differential equation to the ellipse which expresses that the normal bisects the angle between the focal distances.
Solve the differential equation so obtained.
3. Solve the equation
4. The asymptotes and one tangent of an hyperbola being given, shew how to construct for additional tangents.
5. If a and ^ be two co-terminous vectors, obtain the general expressions for two other vectors which, with a and P, shall form an harmonic pencil.
6. Shew that
s {VafiVrd + rarVdp + VadVfir) - o.
[OVXB]
B.
I. Find the general equation of the system of conies which pass through two given points and touch two given lines, taking the })oint of intersection of the given lines as the vertex C = 0 of the triangle of reference, the line joining the two points as the line ^ = 0, the points -q =: 0, C == 0 being harmonic with respect to the given points^ and the lines X, = 0, ^, = 0 haimonic with respect to the given lines.
II. If a straight line envelope a curve of the juth class, the locus of the {m ^ \y poles of this line relatively to a curve of the mth order is a curve of order fi {m — I ).
III. Shew that a one- valued analytic function has at least one singular point.
lY. The parallelograms determined by all primitive pairs of a given net- work are of equal area.
Y. Examine the substitution
X, S5 — 2 .
for periodicity.
YI. Shew that the time at which the sun is south-east may be determined by means of the expression
tV { ^ — sin " ^ (tan ^ cos / cos op)
where d is the sun's north declination, I is the latitude of the place, and tan ^ = sin I.
Sinfurrsitii of STovonto.
ANNUAL EXAMINATIONS : 1901.
CANDIDATES FOR B.A.
ACOUSTICS.
HONORS.
Examiner : W. J. Loudon, B.A.
1. Define simple harmonic motion, and shew how t>wo harmonic motions of the same period may be compounded :
(a) When in parallel directions ;
(h) When in perpendicular directions.
2. Obtain the general equc'vtions of motion in the case of a disturbance excited in a homogeneous atmos- phere so as to proceed symmetrically from a centre.
Determine also the v^elocity of propagation.
3. Determine the notes which can be produced from a tube closed at one end, the disturbances being pro- duced by the oscillations of a disc placed at the open end.
Also examine the case of a tube closed at both ends with a mouth piece at the centre.
4. Find the dynamical equations of motion of a stretched string, and determine the notes which are capable of being produced by its vibration.
5. Explain the phenomenon of beats and discuss it analytically.
6. State Fourier's theorem, and give a physical illustration.
nnvt$vuH9 oC Sovonto*
ANNUAL EXAMINATIONS : 1901.
FOURTH YEAR.
PHYSICAL OPTICS.
HONORS.
Examiner : J. S. Plaskett, B.A.
2ir
1. Prove that y = a sin -^ivt — x) represents a
wave disturbance and determine the meaning of each symbol in the expression.
Find an expression for the intensity of light and prove, in another way, the relation between the in- tensity and the amplitude.
2. Obtain the complete expression for the intensity of the reflected pencil from a thin film, and determine the color produced when white light is used.
3. Give the two main divisions into which diffraction effects are classified.
If plane waves impinge normally on a plate con- taining a rectangular aperture of sides a and b, find the intensity at any point of a distant screen, and determine the pattern produced.
4. Assuming the investigation for a plane trans- mission gmting, show how to obtain that for a curved reflection grating of radius R.
Find the relation between R p and p' where p and p' are the distances of slit and screen. Explain fully how Rowland used this relation in photographing the spectrum.
5. Show how to construct Comu's spiral; from it obtain graphically the amplitude, at any point of the screen, due to a oylindrical wave impinging on a
narrow wire.
[over]
6. Give an analytical demonstration of the trans- versality of the vibrations of polarised light.
7. What is meant by the singular directions ? Ob- tain them for any wave front in a biaxal crystal.
Show how, when they are known, the wave surface can be obtained.
8. Explain clearly two experiments wbich demon- strate the correctness of Fresuel's assumptions in obtaining the wave surface.
Find the angle between the optic axes of a biaxal crystal in terms of the refractive indices.
9. Why does a beam of plane polarised light emerge colored after passing through a thin sheet of mica and a Nicol prism ?
Obtain expressions for the intensity of the 0 and E rays and determine the colors produced.
SInflif rtfftff of crorotit04
ANNUAL EXAMINATIONS: 1001.
CANDIDATES FOR B.A.
ELASTICITY.
HONORS.
Examiner : Alfred T. DeLury, B.A
1. Define Homogeneous Strain, and shew that under such a strain a sphere becomes an ellipsoid.
Employ this fact to shew that any homogeneous strain is equivalent to a pure strain combined with a rotation.
2. Obtain the equation of the Elongation Quadric, and interpret the constants. (Strain homogeneous.)
Explain the relation of this quadric to the strain ellipsoid.
Supposing the strain to be heterogeneous, explain the conditions under which we have a parallel theory.
8. Shew that the conditions for a pure strain (strain heterogeneous) leads to the existence of the strain potential.
4. Explain what is meant by Stress, Homogeneous Stress,
In the case of homogeneous stress find the stress on any plane in terms of the stress constituents.
The strain being heterogeneous, find the equations of equilibrium, and Uie equations of the lines of force.
5. Obtain the expression for the elementary work done in a small strain.
[ovra]
6. Supposing the elastic body to be isotropic, deduce from the expression for the potential energy (or other- wise obtain) the equations connecting the stresses and the strains.
7. Supposing one end of a cylindrical substance to be fixed and a tangential shearing stress to be applied to the other end, find under what circumstances the strain is one of pure torsion round an axis parallel to the edges of the cylinder.
VintbtvtHts of sovonto^
ANNUAL EXAMINATIONS : 1901.
CANDIDATES FOR B. A
LEAST SQUARES- HONORS.
Examiner : W. J. Loudon, B^
1. A card is muniug from a pack ; 13 cards are drawn at random and found to be black. Whac is the chance that the miaaing card is red f
2. Two points are taken at random on the circumference of a circle of radius a : shew that the chord is as likely as
not to exceed av 2, but that its average length is — •
3. Assuming the truth of the arithmetic mean, find the law of probab^tj of error.
4. Define probable error, and explain how it is found theoretically, and what corrections must be applied to the theoretical value for a limited number of observations.
5. In firing at a circular target shew that the probability of hitting it is 1 — 0 ~ ^' ***, where h is the measure of accuracy of the marksman and r the radius of the target.
Also, shew that the radius of the circle within which in the long run the marksman can plant his shots \b
I log,
V loirn —
log 2
log n — log m
n being the whole number of shots, and m the number of those which miss a circular target of radius r.
6. If a quantity be a linear function of observed quantities, explain how you would find its probable error, being given the probable errors of each of the observed quantities.
[OVXB]
In the case of non-linear fanctions how would yon proceed?
7. Explain the method of constructing empirical formulas^ taking as an illustration the law of expansion of a liquid.
8. In order to determine the length x at 0*^0 of a metre bar, and its expansion y for each degree of temperature, it was measured at temperatures 20°, 40°, 50^, 60°, the corresponding observed lengths being 1000.22, 1000.65, 1000.90, 1001.05 m. m. respectively. Find the probable values of x and y with their probable errors.
SAnfliersfts of Sotonto^
ANNUAL EXAMINATIONS : 1901.
CANDIDATES FOR B.A.
THERMODYNAMICS.
HONORS.
Examiner: G. R. Anderson, M.A.
1. Define entropy. Determine the change of entropy ronnd any closed curve, and show that the entropy of the universe tends to a maximnm.
2. Show that the adiahatic change of temperature corre- sponding to an increase of pressure equals the absolute temperature multiplied by increase of volume per unit increase of heat
3. Deduce Rankine's and CUusius' equations for saturated vapor.
For chloroform
e « 67 + 0.1375 <
r
Cdt = .23235 t + .00005072 1\
0
Hence calculate the value of h for tss lOO"" and t ^ 150". £xplain what is meant by the temperature of inversion and o&lculate it in this case.
4. Obtain the equation of the isentropic line passing through the point if ^ , jT^ in a mixture of liquid and vapor.
5. Deduce a general equation for the efficiency of a steam engine.
In a steam engine if the temperature of the steam in the boiler be 250°C. and that of the condenser be 40^ what is the maximum efficiency ?
6. Investigate Boyle's Law on the assumptions of the Kinetic theory of gases.
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^ I
7. Deduce the fonnula for the coefficient of friction of gases : — fi as | mnlu,
8. Employ Van der Waals' equation in the form
\ P J P P
to determine the critioal preasare, temperatare and ▼olome of a ga« in terms of the oooatants a, 6 and R.
VLnrntvults ot ^Toronto*
ANNUAL EXAMINATIONS: 1901.
FOURTH YEAR
ELKCTRICITY AND MAGNETISM.
HONORS.
Eocaminer : J. C. McLennan, B.A., Ph.D.
1. Explain how to find absolutely the resultant magnetic intensity at a given point on the earth's surface.
2. Define line of force and tube of induction, and
N establish the relation R = 41^ yy. between the poloriza-
' K
tion in a dielectric at a given point and the electric
intensity at the same point.
3. Determine the capacity of two infinite concentric cylinders of radii r and ?■' separated by a dielectric of inductive capacity K.
Shew how to find an absolute measure of the capacity of a given condenser experimentally.
4. Describe some simple form of attracted disc electrometer, and shew how it may be used to deter- mine in " absolute measure '* the difference of potential between two conductors.
5. A condenser consists of two infinite parallel plates at a distance d apart. If a plane slab of specific inductive capacity k and thickness d be inserted sym- metrically between the plates, determine the change in the capacity of the system.
Describe two methods of determining the specific inductive capacity of a solid dielectric.
6. Explain the principle of a ballistic galvanometer and establish a relation connecting the angle of swing with the quantity of electricity discharged through it.
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7. A circular iron ring of small rectangular ctobs section is uniformly wound with wire thix)Ugh whidi a cunent ot* electricity C is passed. Calculate the magnetic force at any point in tne iron, the dimensions of the coil being given, and explain how the magnetic induction may be found experimentally.
8. A circuit containing a battery of E.M.F., E is suddenly closed. If R is the total resistance of the circuit and L its self induction, find the value of the cuirent at any instant.
Also find an expression for the energy expended on the field when the current has reached a steady state.
9. The two armatures of a condenser chaiged to a difference of potential V are joined by a wire of resistance R and self induction L\ determine the nature of the discharge and the strength of the current at any instant.
Explain how to measure a very great resistance by observations on the leak from a condenser.
10. Give a general descfiption of the properties of the Cathode stream in a vacuum tube.
Also explain two methods of finding the ratio of the charge borne by one of the carriei's of electricity constituting this strean> to its mass.
VninerBfts ot STorotiio*
ANNUAL EXAMINATIONS : 1901.
CANDIDATES FOR B.A.
PHYSIOLOGY.
HONORS.
Examiner : A. B. Macallum.
1. Give a full account of the history of the red blood corpuscle in the adult mammal.
2. Describe the course of the augmentators in the frog and in a mammal.
3. Give a full account of the facts which indicate the existence of a speech centre.
4. Describe fully the nervous mechanism in control of respiration.
5. Explain electrotonus and Pflueger's law of con- traction.
6. Give an account of the functions of the semi- circular canals.
&ni^tvtHts of CTorotitiia
ANNUAL EXAMINATIONS: 1901.
CANDIDATES FOR B.A.
PHYSIOLOGICAL CHEMISTRY.
HONORS.
Examiner: A. B. Macallum.
1. Discuss the source, mode and place of formation of faippuric acid in the body.
2. How may urea be prepared artificially, (a) from inorganic compounds, (6) from proteids ?
3. What is nitrogenous equilibrium and what factors influence it ?
4. Give the physiological history of the bile salt^.
5. Give an account of the conditions which influence the absorption of inorganic salts in the intestine.
mnltttvuit9 ot Sovonto*
ANNUAL EXAMINATIONS : 1901.
FOURTH YEAR.
HISTOLOGY.
Examiner : R. R Bknslet, B.A., M.B.
1. Describe the structure of the thyroid and supra- renal bodies.
2. Give an account of the structure of a zymogenic gland. What glands in the Mammal belong to this categorj^ ?
3. Describe the structure of the retina.
4. Give a full account of the structure of the lung.%
5. Describe the structure and development of the teeth.
anfUersfts of ZTovonio^
ANNUAL EXAMINATIONS : 1901.
FOURTH YEAR
EMBRYOLOGY.
HONORS.
Examiner: Pkofessor Ramsay Wright.
1. Contrast the modes of formation of the mesoblast in Amphioxus, Amblystoma, the Chick, and the Habbit.
2. Describe the development of the liver in the chick and discuss its vascular supply.
3. What is the nature of the proamnion ? Describe its extent in the Rabbit and the Chick.
4. Describe the development of the ear in the Rabbit.
5. Discuss the occurrence of food-yolk in the eggs of the Vertebrates, and the eftect of its presence on developmental processes.
anfiifvisfiff of Sovonto*
ANNUAL EXAMINATIONS : 1001.
FOURTH YEAR.
FACULTY OF ARTS.
COMPARATIVE ANATOMY.
HONORS.
Examiner : Pkofessob Ramsat Wright.
1. Discuss the exoskeletal structures of the Verte- brates.
2. Indicate the chief lines of specialisation of the anterior limb in Sauropsida.
3. Contrast the brain in the Pigeon and Rabbit.
4. Discuss the morphology of the vertebrate kidney.
5. Illustrate the phenomenon of change of function by reference to the branchial pharynx of the Verte- brates.
Bnmtvuits oc Sotontiu
ANNUAL EXAMINATIONS : 1901.
CANDIDATES FOR B.A.
NATURAL SCIENCE, DIVISION I.
PHYSIOLOGICAL PSYCHOLOGY.
Examiner ; A. Eibschmann, M.A., Ph.D.
(8 qnestioDB count a full paper ; questions 1, 2 and 6 must be taken.)
A
PSYCHOFHYSIOS.
1. Lsdicate some of the problems which have led physicists and physiologists to establish a new branch of science, viz., Experimental Psychology.
Why do you think this branch of study is appor- tioned to Philosophy.
2. Show in a mathematical way that you have thoroughly understood the meaning and significance of the psychophysical law.
3. In which cases is an increase in the quantity of the stimulus not accompanied by an increase in the intensity of sensation ? Do you know a case where an increase of the quantity of the stimulus produces a decrease of the intensity of sensation ?
4. Why is the phvsiological explanation of the Law of Weber unsatisfactory ?
5. Enumerate the psychophysical methods, and ahow under what circumstances the results verify the law of Weber,
6. Solve two of the following three problems, assuming that the psychophysical law holds strictly :
[OVBK]
i
(a) If the upper and lower thresholds of discrimi- nation (Au and M) for an intensity of 50 are 1 J and IJ respectively, what should be the threshold of discrimi- nation [A] for an intensity of 2412 ?
(6) Compute the angular values of the black and white sectors of a rotating disc which appears of medium intensity between the black and white pig- ments used, if the intensity of the black is -^^ of that of the white.
(c) What have the psychophysical methods to do with star-magnitudes ?
B.
PSYCHOLOGICAL OPTICS AND TIME-RELATIONS OF
MENTAL PHENOMENA.
7. Has the colour-sense of man developed in his- torical times ?
8. Discuss colour-mixture from a physical, a physi- ological and a psychological standpoint
9. Discuss the movements of the eye in their sig- nificance for visual space.
10. What advantage does the inaccuracy of the sense of sight with regard to time-distinction give us ?
11 Discuss the Phenomenon of Purkinje.
12. What components enter into Reaction-time ? Has the problem of Reaction-times any significance for Biological study ?
mtft)er0ft9 ot Sotonto.
ANNUAL EXAMINATIONS : 1901.
FOURTH YEAR
METEOllOLOGY.
Examiner : W. A. Parks, B.A., Ph.D.
1. Describe in detail the twilight arch.
2. Outline James Croll's theory of the cause of the glacial period. How do existing circumstances stand in relation to this theory ?
3. Write note on the climatic diffei*ences of the Alpine valleys and mountains.
Discuss the effect of altitude on the relative and absolute humidity of the atmosphere.
4. Show the effects of the continents on precipita- tion, cloudiness and temperature.
5. Describe the course of the atmospheric overflow from the equator to its arrival at the poles.
What differences exist in the air movements around the two poles ?
Write full notes on the barometric pressure at the poles.
6. Contrast the vernal and autumnal temperature in the oceanic and continental regions of different lati- tudes. Give full explanations.
Unl\Kvnlts oC ZTovonto^
ANNCJAL EXAMINATIONS : 1901.
FOURTH YEAR.
NATURAL SCIENCE, DIVISION 11.
ARCHilAN AND GLACIAL GEOLOGY.
HONORS.
Examiner : A. P. Coleman, M.A., Ph.D.
1. Give an account of the Grenville and Hastings series, describing the rocks belonging to them, and their relationship to the Ottawa gneiss and to one another. Discuss the question of life at that time. What economic products come from these rocks ?
2. Describe the Animikie rocks, sKowing their pre- sent condition and attitude and that of associated eruptives. What is their age, and how do they stand with reference to the Laurentian and Huronian. Give their distribution.
3. Discuss the question of the original rocks of the earth's crust in relation to our Archaean. What are the* oldest Canadian rocks ?
4. Describe the different types of glaciers and their mode of flow, and give an account of the effects of glacial action as shown in Ontario.
5. Give an outline of the more prominent theories of the cause of Ice Ages, showing the bearing on the question of the facts observed in North America.
What parts of the Continent were not ice covered, and why were they left free ?
6. Name and describe the various sheets of water that occupied the region of the Great Upper Lakes at the close of the Glacial Period. Where were their outlets, how were they dammed, and in what attitude are their beaches at present ?
anfbevfititff of STotonto^
ANNUAL EXAMINATIONS : 1901.
FOURTH YEAR.
NATURAL SCIENCE— DIVISION II.
PETROGRAPHY AND STRUCTURAL
GEOLOGY.
HONORS.
Eosaminer: A. P. Coleman.
1. Describe the more important schistose rocks of Canada and discuss their mode of origin.
2. What are the general megascopic and microscopic characters of granite, quartz porphyry, gabbro and diabase ?
3. What are the characteristic points under the microscope of muscovite, chlorite, serpentine and calcite ?
4. Give an account of the usual forms of bedding and lamination of the various stratified rocks. W^hat relationship do you commonly find between these rocks ? Illustrate by sketches.
5. Sketch and name the chief varieties of folds showing their importance in mountain formation.
6. Describe and sketch the forms assumed by erup- tive rocks.
nnniMtVttits oc STovontiu
ANNUAL EXAMINATIONS : 1901.
FOURTH YEAR.
NATURAL SCIENCE— DIVISION 11.
PHYSIOGRAPHY.
Exwminey* : A. P. Coleman.
1. Discuss the question of uniformity and perman- ence of sea level, and describe the means by which heights and depths may be determined, giving an idea of the accuracy of the various methods.
2. Describe and roughly sketch the shapes of the coittinents, and give an outline of theories to account for continents. How does the amount of land above water compare with the volume of the sea ? Where is the boundary between continents and oceans to be found ?
3. Describe various kinds of plains, showing their relation to the structure of the earth's crust, and to running and standing water. What types of hills may occur on plains ? Give sketches.
4. Classify the main varieties of rivers, showing their relationships to land forms and to one another. Discuss the question of grades and of meanders in rivers of various ages and sizes.
5. Give a general account of the main areas draining into salt lakes, referring especially to America.
anftiet0ft|? of Covotito,
ANNUAL EXAMINATIONS : 1001.
FOURTH YEAR.
NATURAL SCIENCE, DIVISION IL
YERTEBRATK PALilONTOLOGy.
Examiner : A. P. Coleman, M.A., Ph.D.
1. Give an account of the chief Devonian fishes found in Canada. What are their relationships to extinct or still living forms ?
2. Define Reptilia, and show resemblances to other classes and differences from them.
3. Describe and classify the Dinosauria known to occur in Canada. Of what ages are they, and how do they compare with those of the United States ?
4. Describe and show the position in classification of the chief birds known in Mesozoic times.
5. Give an idea of the Mesozoic mammals so far as known. How do they compare with living mammals, and what are their nearest relatives ?
6 Describe an example of the Titanotheriidse, Dino- theriiddB and Elephantidae, showing their position among mammals. W^iat is the most striking general advance displayed in the mammalia during the Cenozoic ?
anfuetcfftff of Sovonto.
ANNUAL EXAMINATIONS : 1901.
FOURTH YEAR.
PHYSICAL CRYSTALLOGRAPHY.
Examiner : W. A. Parks, B.A., Ph.D.
1. Describe the Stauroscope of von Kobell and show fully how it is employed to determine the angle of extinction in biaxial minerals.
2. Explain in detail the phenomena of dispersion in a plato of orthoclase cut parallel to the clinopinacoid.
3. Write a paper on the symmetry of the molecule as compared with that of the assemblage and discuss the origin of hemihedrons and tetartohedrons.
4. Given the axial ratio of a crystal, find an expres- sion for the mean cohesion.
Discuss cohesion in the isometric system and deduce the laws of cleavage for that system.
5. Draw figures to show the nature of the wave surface in the three principal sections of orthorhombic crystals.
Show the difference of wave surface in positive and negative biaxial crystals.
6. On the principle of a generating plane and axes of symmetry find the number of planes possible in each system.
&ni^tvuits o( Sototito*
ANNUAL EXAMINATIONS : I90I.
FOURTH YEAR.
MATHEMATICAL CRYSTALLOGRAPHY.
Examiner : W. A. Parks, B.A., Ph.D.
1. Show how to find both angles of a pentagonal dodecahedroD.
2. Indicate the method of finding the polar angles of a triclinic pyramid, having given the axial ratio and the value of a, )9. 7.
3. The vertical axis in Vesuvianite is 0.537541. A plane makes an angle of 149° on the base and 117"" 26' on the front pinacoid. Find its parameters.
4. OP A ^ = 126°. Find Rf^R.
5. Given a stereographic projection six inches in diameter of a tetragonal crystal. The pole of (111) appears three quarters of an inch from the circumfer- ence. Show how to find the axial ratio by the use of a protractor.
XT . J. n cot A cos (b + 6)
Note?— cot 0 = \ ^^ .
cos 4>
cot if> = tan c cos A.
also cos il = — cos B cos 0 + sin jB sin C cos A,
ANNUAL EXAMINATIONS) 190ti >:'/
i -,
• •
^^ft.A-a**.*^*^ !• •■ .4 •• '•!*» l»-*lj ^>
i''.;. ■:
FOtTBTrt^TEARn • ^
DEPARTMENT OF CHEMISTRY AND
MINERALOGY.
PHYSICAL CHEMISTRY.
FIRST PAPER.
Examiner : W. Lash Miller.
1. How is the number of *' Components " in a sys- tem determined ?
What means are there of ascertaining whether a system has reached equilibrium or not ?
2. Discuss the equilibria in one of the following systems : —
(a) Components, Silver chloride and Ammonia.
(b) Components, Ether and Water.
(c) Components, Iron and Carbon.
3. Explain shortly how the general forms of solubil- ity carves in systems of two components have been deduced by use of the function $!
What are the advantages of this method of treat- ing the problem ?
4. Deduce the equation for the solubility curve of a donble-salt (formula ABS2) in an aqueous solution containing varying quantities of its components AS and BS. Assome total dissociation, and the validity of the gas laws in the solution.
5. Shew the connection between the forms of the solubility curves in a three-component system, and the changes that take place when water is removed from the solution by isothermal evaporation.
[over]
6. DeOne "* Point of transition " and "" Intervml tH transition.^ On what does the extent of the Interval of transition depend f
Give a short account of the various experimental methods of determining the point of transition.
rniinevsfts? of Sovonto*
ANNUAL EXAMINATIONS : 1901.
FOURTH YEAR.
DEPARTMENT OF CHEMISTRY AND
MINERALOGY.
PHYSICAL CHEMISTKY.
SECOND PAPER.
Examiner : W.- Lash Milleb.
1. Define: — A quantity of heat; a quantity of heat at 100*^0; a quantity of entropy; the entropy of a system ; non-reversible process ; isolated system.
2. Prove the following theorems : —
The potential of each component must be con- stant throughout the whole mass of an isolated system at equilibrium.
The greatest number of coexistent phases possi- ble in a system at equilibrium is two more than the number of components.
3. Make a complete list of the assumptions involved in Gibbs' deduction of the '* mass law."
The algebraical details of the deduction need not be given in full.
4. Show how the heat of formation of CuS0^.5H,0 from copper sulphate and water may be calculated from measurements of the vapour-tensions of water and of the system CuS0,.5H,0 + CuSO,.
6. Write a note on one of the following :
(i) The determination of the number of molecules that te^ke part in a reaction.
(ii) The measurement of chemical affinity.
^tiineiTttUj? oC SToromtk
ANNUAL EXAMINATIONS : 1001.
FOURTH YEAR.
ORGANIC CHEMISTRY-FIRST PAPER.
Examiner : F. B. Allan, B.A.
1. What organic syntheses may be made from (a) desoxy benzoine, (6) cyanacetie ether ?
2. Give synthetic methods of preparation for acetonyl-acetone, succinic acid, normal valeric acid, p-amino toluene, aldol, aconitic acid, acridine, a-keto- bntyric acid, acetacetic ether.
3. Qive an account of the modification of Friedel and Crafts' reaction, involving the use of aluminium.
4. Give three methods for the preparation of quino- line or its derivatives.
5. Give an account of five atom rings containing more than one nitrogen.
anftifrsftv of STorofito.
ANNUAL EXAMINATIONS: 1901.
FOURTH YEAR.
ORGANIC CHEMISTRY-SECOND PAPER.
Examiner : F. B. Allan, B.A.
1. Give formuisB for the geometrical isomers possible in an aldose in the pentose series. How could such an aldose be prepared from an aldose in the tetrose series ?
2. How has a-a^rose been prepared, and why is it inactive ?
3. Glucose and gulose on oxidation give the same dibasic acid. What is Fischer's explanation of this ? How is the inactivity of mucic acid accounted for ?
4. Give some examples showing how geometrical formulae have been assigned to unsaturated com- pounds.
5. Write formulse for the geometrical isomers pos- sible in trimethylene dicarbonic acid.
6. Give an account of the application of the prin- ciples of stereochemistry to the benzildioximes.
8lnflift0ftff of Soromo.
ANNUAL EXAMINATIONS : 1901.
FOURTH YEAR, C. & M., P. & C.
HISTORY OF CHEMICAL THEORY.
1. What was the Phlogiston Theory ? Who were its chief supporters, and why was it given up ?
2. What theories of inorganic chemistry did Berze- lius hold, and what work did he do in connection with inorganic chemistry ?
3. Give an account of the radical theories of organic chemistry to 1838.
4. Write a short sketch on (a) the development of the ideas of Valency, (6) the Periodic Law.
5. What were the most important views or dis- coveries of Davy, Hittorf, Dumas, Kohlrausch, Wil- liamson ?
Slnfliet0fts of So ton to
ANNUAL EXAMINATIONS : 1901.
FIRST YEAR.
FACULTY OF MEDICINE.
BIOLOGY.
Examiner : J. Stafford, M. A., Ph.D.
1. Compare the bones of the anterior and posterior limbs and their supporting arches in the pentadactyle vertebrates.
2. Give an account of the natural history of the Sporozoa.
3. Describe the organs of circulation and respiration in the catfish.
4. Describe the structure of a cell. What is epithe- lium ? Describe carefully the different varieties.
5. Give an account of the blood corpuscles in Verte- brates.
6. How. do the Fungi differ from the Algae in their nutritive processes ? Give an account of the various methods of reproduction of the Fungi.
&ni\»tttHts of Sotonto.
ANNUAL EXAMINATIONS : 1901.
FIRST YEAR.
FACULTY OF MEDICINE.
BIOLOGY.
HONORS.
Examiner : J. StJlfford, M.A., Ph.D.
1. Describe the respiratory organs of vertebrates.
2. Discuss the phenomena of parasitism as exhibited by the arthropods.
3. Describe the structure of the various kinds of muscular tissue, indicating where they are to be found.
4. Illustrate by reference to types studied in the laboratory the essential points in the structure of a coelenterate.
5. Describe the events which take place in the heart during the cycle of a beat
6. Describe the structure of the reproductive organs of the pine.
8lnflier0ftff of ^oromo.
ANNUAL EXAMINATIONS : 1901.
FIRST YEAR.
FACULTY OF MEDICINE.
INORGANIC CHEMISTRY
Fkiday, May 10th.
1. Complete the following equations, inserting the proper coefficients : —
Fe CI. + H.S -=
Fe.Cl. + H,S =
HgCl, + NH.HO =
HgCl, + KHO =
itHO + Br, (solution heated) =
A1,3S0, + NH.HS + H,0 =
FeSO, + H.SO, + HNO, =
2. What weight. of a solution of sulphuric acid containing 60% of H,SO^ will be required to dissolve 10 grammes of zinc, and what will be the volume at 12° C and 755 m.m. pressure of the gas evolved during the process ?
3. Mention some of the common impurities that are found in drinking water. What substances render it unfit for domestic use ? What tests would you apply in order to ascertain their presence ?
4. Explain the following terms : dissociation, isomorph- ism^ valency, cUlotropy, equivalent weight, atomic weight. Illustrate each case by suitable examples.
5. You are supplied with water, hydrochloric acid, man- ganese dioxide and phosphorus. Give two methods by which you could prepare orthophospho>'ic acid from these matenals.
6. What are the chief sources whence ammonia and its compounds are derived ? Compare and contrast it both as r^ards lis chemical and physical properties with the analo- gous hydrides of phosphorus, arsenic and antimony.
anfiiet0ft9 of STorotitOi
ANNUAL EXAMINATIONS: 1901.
FIRST YEAR.
FACULTY OF MEDICINE.
INORGANIC CHEMISTRY
HONORS.
Saturday, May 11th.
1. State briefly what you know regarding the pre- paration and properties of three of the following bodies : Bichromate of Potash, Common Alum, Chloride of Chromium, Corrosive Sublimate.
2. You are provided with potassium hydrate, man- ganese dioxide and hydrochloric acid from which you are required to prepare oxygen. How much potassium hydrate would be required for the preparation of 100 litres of oxygen, measured at S. T. and P., given a sufficient supply of the other materials ?
3. What is the action of nitric acid on sulphur, on phosphorus and on iodine ? Explain the so-called cata- lytic action of traces of bromine or of iodine in stimu- lating the action between nitric acid and phosphorus.
4. Shew in tabular form the connection and simi- larities between nitrogen, phosphorus, arsenic and antimony.
5. What is Avogadro's Hypothesis? Define the following terms : atomic weight, molecular weight, basicity of an acid, and distinguish between the terms dissociation and decomposition.
nnflirt0iti> of Cotonto
ANNUAL EXAMINATIONS : 1901.
FIRST YEAR.
FACULTY OF MEDICINE.
PHYSICS.
PASS.
Examiner : G. R. Anderson, M.A.
1. Describe the common pump, giving drawings showing the piston ascending and descending.
What limit is there to the working of this pump ?
2. What is the ordinarily accepted theory as to the nature of heat ?
What is the unit of quantity of heat ?
How much heat is required to raise the terilpera- ture of 10 grams, of water from 15°C. to 30°C. ?
3. Explain the graduation of the Farenheit and Centigrade thermometers, and show how to convert any temperature Farenheit to the corresponding tem- perature on the Centigrade scale.
4. Describe any method of finding the velocity of sound.
5. Describe the major diatonic scale. If C = 256, -what would be the pitch of G in the same octave ?
6. Show by a diagram the position of the image of an object placed in front of a plane mirror.
If there be two paj*allel plane mirrors with an object placed between them, how many images are formed ?
7. Describe the analysis of a beam of white light by means of a prism.
8. Give a general explanation of the color of objects.
9. Describe any form of electric battery with which you are familiar.
*10. What is an "induced current?" Describe an experiment or give an example to illustrate.
2initiet0ft9 of STovonta
ANNUAL EXAMINATIONS : 1901.
FIRST YEAR.
FACULTY OF MEDICINE.
PHYSICS.
HONORS.
Examiner : G. R. Anderson, M. A.
1. Define specific gravity.
A block of lead weighs 24.86 grms., and when immersed in water appears of weigh 22.66 grms. Determine the sp. gr. of lead.
State how you would find the sp. gr. of a liquid such as alcohol.
2. Describe the barometer. Explain why a " falling barometer " generally indicates rain.
3. Describe a self-registering maximum thermometer. Convert 95° F. to the Centigrade scale.
4. Define " latent heat."
Explain the lowering of temperature produced by a freezing mixture of snow and salt.
5. Describe the mechanism of the ear.
6. Describe the induction coil, showing clearly the construction of the automatic break.
7. State the law of reflection of light.
Explain the construction of the compound mic- roscope, and show by a diagram the formation of the imao^e.
o
8. What is plane polarized light ?
Explain the method of determining the strength of a sugar solution by polarized light.
atiilittisfts of Sovonto.
ANNUAL EXAMINATIONS : 1901.
SECOND YEAR.
FACULTY OF MEDICINE.
ANATOMY.
PASS.
iv««.,„-^<. . I ^- Phimrose, M.B., CM., Edin. Examiners : | j, jj q g^^^^^^ jj g ^^^
1. Enumerate the muscles which move the thumb at the metacarpo-phalangeal joint; give the origin, insertion and nerve supply of each.
' 2. Give an account of the origin, course and distri- bution of the anterior crural nerve.
3. What are the relations of the Inferior Vena Cava ? Enumerate its tributaries.
4. Give an account of the Lachrymal Gland, Indi- cating its relations and its nerve and vascular connec- tions.
5. Describe the floor of the Fourth Ventricle of the Brain.
8lnfiiev0ftff ot SovontOt
ANNUAL EXAMINATIONS : 1901.
SECOND YEAR.
FACULTY OP MEDICINE.
ANATOMY.
HONORS.
Examiners • i^' P^^rose, M.B., CM., Edin.
JLxam%7U!T8. |p j^ Q ^TKViYi, M.B., ToR.
1. Describe the Facial Nerve in that part of its course extending from its origin from the Brain to its point of exit from the Cranium.
2. Describe the attachment of the muscles of the Soft Palate and give the nerve supply of each.
3. Describe the reflexions of the Peritoneum in their relation to the Liver.
4. Describe the origin and course of the Thoracic Duct. Indicate the portions of the body from which the lymph is drained by the Thoracic Duct.
5. Enumerate the Muscles having attachment to the Fibula, giving their nerve supply.
anftofvsfts of STovonto.
ANNUAL EXAMINATIONS : 1901.
SECOND YEAR.
FACULTY OF MEDICINE.
PHYSIOLOGY.
PASS.
Examiner: A. B. Macallum.
1 . Give an account of the facts which show a rela- tion of the pancreas to carbohydrate metabolism.
2. Describe the secretory changes which take place in (a) mucous gland cells, and (b) serous gland cells.
3. Discuss the functions of the occipitol lobes of the cerebrum.
4. Indicate how the functions of the various portions of a renal tubule have been ascertained.
5. What are the physical properties of the lens of the eye ?
6. Discuss the question why coagulation does not take place in the normal blood-vessels.
«tnftoev0ftff ot SovontiL
ANNUAL EXAMINATIONS : 1901.
SECOND YEAR.
FACULTY OF MEDICINE.
PHYSIOLOGY.
HONORS.
Examiner : A. B. Macallum.
1. Indicate by diagram of the internal capsule the origin and destination of the fibres found in its various parts.
2. Give a full account of the function of the thyroid gland.
3. Describe the situation of the respiratory centre and give an account of its relations and functions.
4. Discuss the functions of the Organ of Corti and describe its central connections.
5. Give an account of the origin of urea and uric acid in the body.
6. Discuss the origin of the heart beat, giving all the facts which have a bearing on the question.
7. Describe the functions of the centres that are in the lower dorsal and lumbar portions of the spinal cord.
Pnftier0lt9 of ^oromoc
ANNUAL EXAMINATIONS : 1901.
SECOND YEAR.
FACULTY OF MEDICINE.
HISTOLOGY AND EMBRYOLOGY
ZOOLOGY. PASS AND HONORS.
Examiner : R. R. Bensley, B.A., M.B.
1. Enumerate, with explantory notes, the stages in the endochondml formation of bone. Explain (a) the fornaation and growth of the marrow cavity of a long bone, (6) the increase in length and thickness of a booe during childhood and adole?^cence.
2. Draw a diagram to indicate the succession of layers in the wall of the stomach, naming the layers. Describe minutely the structure of the mucous mem- brane and its parts in the fundus region. State, with reasons, the relationship between the cells of the cardiac and pyloric glands on the one hand and those of the fundus glands on the other.
3. Illustrate by careful drawings with explanatory notes the history of the formation and growth of a Graafian follicle.
4. Indicate by a diagram the course of a uriniferous tubule and its relationship to the various anatomical parts of the kidney. Name the successive parts and describe minutely, with drawings, their structure.
5. Give an account of the method of formation and ' of the structure of the umbilical cord.
6. Describe the development of the eye in Verte- brates.
8inftoev0ftff of SToronuu
ANNUAL EXAMNATIONS : 190L
SECOND YEAR.
FACULTY OF MEDICINE.
HISTOLOGY .\ND EMBRYOLOGY.
HONORS.
Examiner : R. R. Benslet, B.A., M.B.
1. Draw a diagram to illustrate the arrangement of the parts and their nomenclature in the mucous mem- brane of the ileum. Describe minutely the structure of these parts. How is the epithelium replaced when lost ? Indicate the location and nature of the glands of Brunner. How does the colon differ from the ileum ?
2. Give a full description of the histology of the liver under the following headings : (a) mode of sub- division, (6) course and distribution of the portal and hepatic blood vessels, (c) structure, course and rela- tions of the large and small bile ducts, (d) structure and arrangement of the liver cells and their relations to the blood and bile capillaries.
3. Describe the minute structure of the gustatory regions of the tongue.
4. What is the fate of the mesoblastis somites in the Mammal ?
6. Describe the development of the pineal and pitui- tary bodies in man.
6. Discuss the significance of the yolk sac in the Mammalia. In what respect does that of the rabbit differ from that of man ?
Atiitietsftv of STovonto^
ANNUAL EXAMINATIONS : 1901.
SECOND YEAR.
FACULTY OF MEDICINE.
ORGANIC CHEMISTUY.
PASS.
Friday, Mat 17th.
1. Indicate in equation fonn the reaction by means of which you could synthesise any two of the follow- ing:—
(a) Acetic acid from marsh gas.
(6) Ethylidene chloride from ethyl alcohol.
(c^ Acetone from ethylamine.
(d) Salicylic acid*from benzene.
2. For what purposes are the following substances employ ed in organic chemistrj' ? the chlorides of phos- phorus^ acetyl chloride, hydriodic acid, nitrous acid ? Illustrate your answers by examples.
3. What are the general methods for the preparation of the following classes ?
(a) The ethereal salts.
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(6) The bibasic fatty acids.
4. You are required to prepare pure aniline from benzene ; indicate by equations the several steps in the process you would adopt.
5. Describe the effect of heat on wood contained in closed vessels. Speaking broadly, what substances are thus obtained ? Describe shortly the " quick vinegar process " for obtaining acetic acid.
nnftierttfts of STovoniOi
ANNUAL EXAMINATIONS : 1901.
SECOND YEAR.
FACULTY OF MEDICINE.
ORGANIC CHEMISTRY
HONORS.
Saturday, May 18th.
1. Shew by a brief discussiou of the subject how the constitutional formula for acetic acid has been arrived at.
2. What methods may be employed for the prepara- tion of the benzene hydrocarbons ? Compare and con- trast their behaviour towards reagents with that of the hydrocarbons of the marsh gas series.
3. In what way are' the carbohydrates classified ? How is cane sugar prepared from beets, and in what way might ordinary alcohol be got from rags ?
4. State what vou know about the reactions involved in preparing each of the following substances : Chloro- form, Urea from Potassium Ferrocyanide, Salicylic acid. \Not from the ester contained in the oil of wintergreen].
5. Indicate methods that might be used for pre- paring the ketones. What other class of bodies do they resemble ? IShew this resemblance as exemplified by their mutual behaviour with reagents.
Mnftoerttftff of Soronto.
ANNUAL EXAMINATIONS: 1901.
SECOND YEAR.
MATERIA MEDICA.
PASS.
Eicaminer : James MacCallum, B.A., M.D.
1. State fully what is meant by the terms — drastic purgative, cholagogue and hydragogue — and give ex- amples of each.
- 2. Describe the characteristics of alkaloids, glucos- ides, and volatile oils, and give examples.
3. Name the Salts of Zinc in common use. What one of them resembles Epsom Salts ? How is it dis- tinguished from the salts ?
4. Name the prepaititions of the metals which are caustic.
5. Describe Ipecacuanha — dose — its preparations and their dose.
6. From what is Quinine derived. Name the pre- parations of Quin. Sulph., and their doses.
nnftievttftff of Sovontiu
ANNUAL EXAMINATIONS : 1901.
SECOND YEAR.
FACULTY OF MEDICINE.
MATERIA MEDICA.
HONORS.
Examiner : James MacCallum, B.A., M.D.
1. What are the principal decoctions in the British Pharmacopoeia ? How are they prepared ? State their doses.
2. What is the source of Camphor ? What are its preparations and doses ?
5. Give the characters and dose of Chloroformum ? Mention the officinal preparations into which it enters, giving the amount of Chloroform present in each pre- paration, and the doses of those used internally.
4. What is the natural order of Cantharides ? Give the preparations and dases.
5. Give the physical properties, dose, and modes of administration of Hydrargyri lodidum Rub Reum,Ferri et Ammonii Citras, Cupri Sulphas, Aciduni Arseni- osum.
canftiersftj? of srorotito<
ANNUAL EXAMINATIONS: 1901.
THIRD YEAR.
FACULTY OF MEDICINE.
PATHOLOGY.
Eocaminer : John A. Amyot.
1. Carcinomata. What are the theories as to their origin ? Classify them. Make drawings illustrating their chief characteristics.
2. Where are dermoids most likely to be found and why ?
3. Classify local hyperaemias. Give the causes for venous hyperaemia. What untoward results arise from venous hyperaemia ?
4. What is Embolism ? Name four sources of em- boli. What are the consequences of embolism ? '
5. On account of certain structural changes taking place in inflammation there arise characteristic symp- toms. What are these ? Give the explanation for each.
6. What is meant by immunity ? Searching for the bacilli of tuberculosis in sputum by staining, how w^ould you proceed ? Give your reasons for each step.
SinfDereftj? of SToronto^
ANNUAL EXAMINATIONS : 1901.
THIRD YEAR.
FACULTY OF MEDICINE.
PHYSIOLOGICAL OBSTETRICS.
Examiner: Henry T. Machell, M.D. (Tor.)
1. What are the local changes in the maternal organism induced by pregnancy ?
2. Describe the stages of labour and mention the phenomena in each stage.
3. What directions should be given the nurse after labour in regard to asepsis, posture, the diet, the urine, and the baby ?
4. How would you manage the third stage of labour ?
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Unt\ttv»tt9 of SToronto^
ANNUAL EXAMINATIONS : 1901.
FOURTH YEAR.
FACULTY OF MEDICINE.
MKDICIJNE.
PASS AND HONORS.
Examiner: Alexander McPhedran, M.B.
1. (a) What is the duration of the stages of incuba- tion and invasion of: scarlet fever, measles and smallpox ?
(6) Give the history of the stage of invasion in a typical case of each.
2. Give the symptoms, diagnosis and treatment of acute bronchitis. Differentrate it from broncho- pneumonia.
3. What are the causes and symptoms of acute catarrhal inflamation of the bile-ducts ?
4. Give the treatment of psoriasis. What is the prognosis ?
5. A man aged 30 is passing daily 3 pints of urine containing 5 per cent of sugar. How should he dieted ?
6. What causes may give rise to ascites ?
9lnftiet0fts ot 3:orotito.
ANNUAL EXAMINATIONS: 1901.
FOURTH YEAR.
FACULTY OF MEDICINE,
SURGERY.
PASS AND HONORS.
Examiner: George A. Peters, M.B., F.R.C.S. (Eng.)
1. State the diagnostic points which distinguish an, Inguinal from a Femoral Hernia. Describe the femoral canal.
2. Excision of the elbow-joint for Tubercular disease. Describe the operation, structures to be avoided, and probable results of operation.
3. What causes may produce Extravasation of Urine into the male perineum ? Give reasons for the direc- tion of its spread. Give treatment.
4. A femur is broken just below the lesser troch- anter. Describe and explain the deformity which immediately results. Give the treatment.
Anfiifteftv of ^ovonto.
ANNUAL EXAMINATIONS : 1901.
FOURTH -YEAR.
FACULTY OF MEDICINE.
SURGICAL ANATOMY.
Exciminers • I ^' Primrose, M.B., CM., Edin.
1. What paralyses ensue on division of the ulnar nerve at the elbow joint ?
2. Where would you map out the fissure of Rolando on the surface of the scalp ?
3. Where would you outline the heart upon the anterior surface of the chest, and where in this area would you indicate the portion of the heart uncovered by lung and pleura.
4. Enumerate, in order from without inwards, the structures cut in making the incision, to open the bladder, in the ordinary operation of lateral lithotomy.
5. If the femoral artery is tied in Hunter s canal, by what anastomotic vessels may the circulation in the limb be carried on below the ligature ?
J
anfuetcrtts of Sototito*
ANNUAL EXAMINATIONS : 1901.
FOURTH YEAR.
FACULTY OF MEDICINE.
GYNilCOLOGY.
Examiner : Henry T. Machell, M.D., Tor.
1/On what theory are topical applications to the uterus made ? What would you use, and how would you use them ? For what conditions are they em- ployed ?
2. Mention the causes of acute vaginitis, the varie- ties, the prognosis and treatment.
3. What are the advantages and disadvantages of pessaries in the treatment of retrovei*sion of the uterus ? How would you replace the uterus, and how would you measure for a pessary ?
4. Salpingitis. — Give varieties, symptoms, prognosis and treatment.
5. What growths or enlargements may be found in the right lower quadrant of the abdomen? How would you differentiate them ?
I
I
ANNUAL EXAMINATIONS : 1901.
FOURTH YEAR.
FACULTY OF MEDICINE.
OBSTETRICS.
Examiner : Henrt T. Machell, M.D.
1. Into how many periods is the child-bearing pro- cess divided ? Give their names, normal duration, and a brief resume of the management of each period.
2. What is understood by the ** mechanism of labour" ? What are the factors concerned in a normal labour and the names of the stages or steps and the cause of the iSrst three ?
3. In what cases would you induce premature labour ? How and when would you perform it ? What are its dangers ?
4. What are the indications and contra-indications, and what rules should govern the use of the forceps ?
5. What are the varieties of puerperal haemorrhage ? What is the prognosis and what the treatment of moderately severe cases ?
litiliietefttt ot STorotiio
ANNUAL EXAMINATIONS: 1901.
FOURTH YEAR
FACULTY OF MEDICINE.
PATHOLOGY.
PASS AND HONORS.
Examiner : John A. Amyot, M.B.
1. Classify the benign new-growths. What are the theories as to the origin of new-growth ? Make a drawing descriptive of a small -round cell sarcoma.
2. Give the histological changes taking place in a kidney in the course of a septico-pysemia. What would you find of a pathological nature in the urine ?
3. What forms of anaemia have we ? What would you find in each form on microscopic examination ? How would you prepare and make a staining of a blood smear for the examination of the white-cells ?
4. From a pulmonary infection by the bacillus of tuberculosis, how does a general infection of the body take place ? How would you go about it, to make a cultural and a staining examination of the contents of a tubercle ?
Unlt^tvttita of STovotitc*
ANNUAL EXAMINATIONS : 1901.
FINAL EXAMINATION.
FACULTY OF MEDICINE.
THERAPEUTICS-
Examiner : James MacCallum, B.A., M.D.
1. Give an account of the the therapeutic actions and uses of Turpentine.
2. Describe the physiological action and uses of Digitalis.
3. Describe fully the treatment you would employ in a case of Acute Nephritis, in which symptoms of Uraemia were beginning to appear.
4. Upon what theory is the antitoxin treatment of Diphtheria based ? Describe fully this method of treatment, especially with regard to the dosage.
Y. What are the therapeutic actions and uses of Suparenal Capsule ?
SInftiereUs of STorotito*
ANNUAL EXAMINATIONS : 1901.
FOURTH EXAMINATION AND FINAL.
FACULTY OF MEDICINE.
FORENSIC MEDICINE.
PASS AND HONORS.
Eocaminer : B. Spkncek, M.D.
1 . Write out briefly and categorically a set of rules fbr the guidance of a Medico-Legal Witness during his attendance at Court.
2. Descsibe all the changes which occur in the lungs and in the position of the diaphragm of the new born, as the result of complete respiration.
3. Describe the general appearance of Gunshot Wounds, their dangers immediate and remote, noting the effects of the Dum-Dum or expanding bullet and of wounds by shell.
4. What do you understand by Mole Pregnancy ; and of what significance may it be from a medico- legal point of view ?
5. Ptomaine poisoning. Give its symptoms, treat- ment, nature and origin of the poison. In what form is it most commonly met with in Canada ?
SAnfUrrsiti? of 2rovonto«
ANNUAL EXAMINATIONS: 1901.
FOURTH YEAR.
FACULTY OF MEDICINE.
HYGIENE.
PASS AND HONORS.
Examiner: Wm. Oldright, M.A., M.D.
N.B. — Questions marked thus (*) are for Honors only. «« " " (+) " Pass only. '
All other questions are for Pass and Honors.
*1. Describe the steps you would take if requested to examine a school-building and report upon its healthfulness.
"f2. Write a note upon the causes of impurity frequently existing in the air of dwellings.
3. Mention the diseases caused by unwholesome water, and describe the modes of their production.
•("Describe the defects sometimes found in house drainage.
5. Describe a public disinfecting station and its operation.
*6. How would you deal with an outbreak of small- pox in a lumbering district ?
7. Write a paper upon mental hygiene.
ilntiievRiftff of Sovotito^
ANNUAL EXAMINATIONS: 1901.
FOURTH EXAMINATION AND FINAL.
FACULTY OF MEDICINE.
MEDICAL PSYCHOLOGY.
PASS AND HONORS.
Examiner : N. H. Beemer, M.B.
HONORS.
1. Define the terms Delusion, Hallucination and Illusion.
2. State clinical symptoms of Acute Mania.
3. State clinical symptoms of Acute Melancholia.
4. Describe Alternating or Circular Insanity.
*5. Outline three stages in General Paresis. Give usual age of inception of the disease, frequency in regard to sex, chief causes and average duration.
*6. Describe Delusional Insanity. Mention three leading causes of delusions, chief causes, prognosis.
anfliersftff of Soronto^
ANNUAL EXAMINATIONS : 1901.
THIRD YEAR.
FACULTY OF LAW.
THEORY OF OBLIGATIONS.
PASS.
Examiner : C. A. Moss, B.A., LL.B.
1. A person of full age and a minor enter into a contract. What are their respective rights in regard to demanding fulfilment ?
2. What are the general rules of responsibility for fault ?
3. What are the contracts described as obligations contracted re or real contracts ?
4. In what ways may a partnership be dissolved ?
5. Define donation. What elements are necessary to its constitution? What laws limited or circum- scribed donations ?
6. How may obligations be extinguished ?
7. What are the sources of obligations ? Discuss the meaning of the term obligatio.
8. Define theft. What are the two kinds of theft ?
atiflietsitff of Sototito.
ANNUAL EXAMINATIONS : 1901.
THIRD YEAR
FACULTY OF LAW.
MEDICAL JURISPRUDENCE,
PASS.
Examiner : C. A. Moss, B. A., LL.B.
1. How are the proofs of absorption afforded ?
2. Distinguish mania and melancholia.
3. Will the suppression of a fact unknown to the applicant in relation to the health of an applicant for a life insurance policy invalidate his policy ? Explain.
4. What are the three alkalies ?
5. What are the post-mortem appearances in cases of death from suffocation ?
6. What means are afforded of identifying the living ?
7. Discuss historically the doctrine of irresponsi- bility by reason of insanity as a defence to a charge of murder.
8. What are the characteristics of the poisonous effects of alcohol ?
9. What does the author give as the principal reasons for feigned diseases ?
ntifliersftv of STorotito.
ANNUAL EXAMINATIONS : 1901.
FACULTY OF LAW.
FOURTH YEAR.
TORTS- PASS.
Examine!': C. A, Moss, B.A., LL.B.
1 . Name eight cases in which the law licenses an entry upon the lands of others.
2. Can one have copj^right (a) in the title of a book, (6) in the translation of a book, (c) in the re- translation of a book ?
3. To what extent may a riparian proprietor use the water of the stream for domestic purposes ?
4. What are the remedies of the public and of private individuals in regard to public nuisances?
5. What are the rights of a man whose cattle have been lawfully upon a highway and have strayed upon adjoining property, in regard to driving them off such property ?
6. Discuss the liability of a principal for false repre- sentations made by an agent.
anfliersfts of 9otoiito«
ANNUAL EXAMINATIONS : 1901.
FOURTH YEAR.
FACULTY OF LAW.
TORTS- HONORS.
Exarainer : C. A. Moss, B.A., LL.B.
1. What obligation is there upon the owner of a house towards his neighbor to keep his house in repair ?
2. A took possession of a place in 1898. B. for some time prior, since 1896, has been carrying on, and still continues, his business in adjoining premises in such a way as to diffuse noxious vapors and fumes over the premises A. has taken. A. brings an action against B. for nuisance. Can he recover ? Explain.
3. A. and 6. are negotiating with a view to A. selling B. a horse. By false and fraudulent misrepre- sentations concerning the animal C. induces B. to break otf negotiations. A. suffers loss thereby. Is C. liable to him for damages?
4. Can a man use his own property to the prejudice of others ? What difference, if nxiy, does his motive make?
5. Is a child of tender years barred from recovery in an action for negligence by the contributory negli- gence of the party in whose custody the child was ? Explain.
6. Discuss the right of a person dwelling near a railway constructed under legal authority to complain of the noise of the trains.
atifoetsftff of 0ototit&
ANNUAL EXAMINATIONS : 1901.
FOURTH YEAR.
FACULTY OF LAW.
REAL PROPERTY.
PASS.
Examiner : C. A, Moss, B.A., LL.D.
1. In what ways can a tenancy at will be deter- mined ?
2. Trace historically the assignment of rights of entry.
3. Define vested remainder and contingent re- mainder.
4. What are the requisites of a deed ?
5. Describe folkland and bookland.
6. Describe the conveyance by way of lease and release.
7. Trace historically the abolition of military ten- ures.
a^tifiietsftff of sorotitOt
ANNUAL EXAMINATIONS : 1901.
FOURTH YEAR.
FACULTY OF LAW.
REAL PROPERTY.
HONORS.
Examiner : C. A. Moss, B.A., LL.B.
1. Trace historically the manner in which creditors become entitled to have recourse to the lands of their debtors to satisfy the debt.
2. Trace the development of the modem mortgage.
3. What is the rule against perpetuities ?
4. What should a power of sale in a mortgage con- tain?
5. Name the old principal species of lay tenure.
6. Explain the conveyance by way of bargain and sale and trace its development.
Bltiftoersftj? of fforomOc
ANNUAL EXAMINATIONS : 1901,
FOURTH YEAR.
FACULTY OF LAW.
COMMERCIAL LAW.
PASS.
Examiner : C. A. Moss, B. A., LKB.
1. Can one who has sold goods to a man knowing him io be drunk recover the price ? Explain.
2. What implied warranty is there as to quality in a sale of goods by description ? In what cases is the warranty not implied ?
3. Can the seller give the purchaser a better title to goods than the seller has ?
4. When will a buyer be deemed to have accepted goods?
5. When is a sale by auction complete ?
6. In what cases must a bill be presented for ac- ceptance ?
. 7. Distinguish general and qualified acceptance ef a bill of exchange.
8. How is a promissory note protested in Ontario ? Can protest be waived ?
9. Bow is a bill discharged ?
«lnftiet0ftff oC Sototiio.
ANNUAL EXAMINATIONS : IWl.
FOURTH YEAR.
FACULTY OF LAW.
COMMERCIAL LAW.
HONORS.
Examiner : C. A. Moss, B.A., LL.6.
1. How would you determine whether a given con- tract was one for work and materials or one of sale ?
2. Distinguisl) and give examples of suspensive and resolutive conditions
3. Where and when must delivery of goods sold be made?
4. What rights by implication of law has an unpaid seller of goods in cases where the property has passed to the buyer ? In what cases can an unpaid seller retain possession of the goods ?
5. What rights has the holder of a bill drawn or indorsed by an infant or by a corporation having no power to incur liability on a bill ?
6. " Please let the bearer have fifty dollars. I will " arrange it with you this afternoon.
" To Thomas Tomkins, Esq.
"(Sgd.) John Smith."
Does the above constitute a valid bill ? Explain.
7. Explain payment of a bill for honor.
8. What is a crossed cheque ? Explain general and special crossing.
sitiftiet0Uff of S0vomo«
ANNUAL EXAMINATIONS : 1901.
FOURTH YEAR
FACULTY OF LAW.
PRIVATE INTERNATIONAL LAW-
PASS.
Examiner: H. E. Rose, B.A., LL.B.
1. Discuss the liability of an English administrator to account in England for assets of the deceased which the administrator has recovered abroad.
2. What is denization ? Distinguish it from natur- cdization.
3. What pereons bom out of British dominions are by English law considered to be natural-bom British subjects ?
4. Do our Courts raise any presumption as to what the law of another country on any given subject is ? If so, how may such presumption be rebutted ?
5. How is the domicile at any given time of legiti- mate and illegitimate minors, respectively determined ?
6. Write a note on exterritoriality, with special reference to foreign states or sovereigns as litigants in English Courts.
7. Discuss the divergent views as to allowing the personal law of a given person to determine whether or not he is of age to enter into binding contracts.
8. What requirements of the lex loci actus are, in England, considered essential to the validity of a mar- riage celebrated abroad ?
^ I
2lnftift0U9 of Sototito*
ANNUAL EXAMINATIONS : IWl.
FOURTH YEAR.
FACULTY OF LAW.
PRIVATK INTERNATIOiNAL LAW.
HONOURS.
Examiner : H. E. Rose, B.A., LL.B.
1. Is it accurate to speak of a '' general law mari- time ? " If so, mention any case in which such a law may be applied.
2. Do our courts, in so far as regards contracts made here, recognize incapacity of a penal nature existing by virtue of a foreign law ? Explain.
3. A contract of a sort which our law requires to be evidenced by writing is made abroad without writing. By the lex loci contractiis it is valid and enforceable. Will our courts enforce it ? Explain.
4. Write a note on the English decisions as to domi- cile as the foundation of jurisdiction to grant divorce, referring especially to what Westlake calls "the greater hesitation which the court appears to show in recognizing foreign divorces than in granting English
ones."
5. Discuss the statement that " where English law was properly applicable to the decision of a foreign suit, and the foreign court has mistaken the law, the court must not enforce its judgment."
6. " For a change of domicile, the intention which is in general necessary is that of establishing in the new country a residence luith a sufficient character of permanence.*' Write a note on the italicised words.
ntiftiet0ftj| of Sovonto^
ANNUAL EXAMINATIONS : 1901.
FOURTH YEAR.
FACULTY OF LAW.
CORPORATIONS.
PASS.
Examiner : H. E. Rose, B.A., LL.B.
1. What do 3'ou understaDd by the term "public corpomtion " ? Is such a corporation under any obli- gation which can be enforced by the public to perform the objects for which it was incorporated ?
2. Distinguish the expressions " ultra vires ** and " illegal," as applied to the acts of companies ?
3. What is the general rule as to the extent of the power of a corporation to acquire and hold real estate ?
4. An owner claims compensation from a railway company for injury to his building by vibration due to the running of trains upon the line which has been constructed under statutory powers close to the build- ding. Discuss the case.
5. Discuss the power of a commercial corporation to deal in its own shares or in the shares of another cor- poration.
6. How does Mr. Brice define the limitations of the power of an ordinary trading corporation to "run into debt " ?
7. A company has power to issue negotiable instru- ments, and by its by-laws authorizes its president and .secretary to sign such instruments on its behalf. These officers borrow money for a purpose foreign to the objects of the company and sign a promissory note in the company's name therefor. Discuss the lia- bility of the company to a bond fide endorsee for value of such note.
8. A company is given power to declare dividends out of profits. Give the general rules for determining what are " profits."
Blnftift0ftff of ^Toronto.
ANNUAL EICAMINATIONS : 1901.
FOURTH YEAR.
FACULTY OF LAW.
CORPORATIONS- HONOURS.
Examiner: H. E. Rose, B.A., LLB.
1. A railway company contracts to sell a portion of the land on which its track is laid, but afterwards refuses to carry out its contract, alleging that to do so will prevent the operation of the road, and that the contract is therefore, vZtra vires.
Discuss the defence.
2. Write a note on the implied powers of directors to accept the surrender of shares, and thus to relieve the shareholder from his liability for calls.
3. A broker, employed by a company to sell its shares, procures a subscription by fraudulent misrepre- sentation. The subscriber institutes an action claim- ing (a) recission of the contract, (b) damages from the company, (c) damages from the broker.
Discuss the case.
4. A news-boy attempted to board a street car. The motorman, thinking he had no right to get on, pushed him o6, and he fell under the wheels, sustain- ing injury. The motorman's duty was simply to operate the car, the person to control its move- ments and to deal with passengers being the conductor. Is the company liable to the boy ? Explain.
5. A company, authorized by its charter to run omnibusses between Toronto and Richmond Hill, extends its line, without authority, to Newmarket Is it liable in damages to a passenger who, while travel- from Richmond Hill to Newmarket, sustains injury owing to the negligence of the company's servants ? Explain.
29nftiet0ftj| of Sovoiito^
ANNUAL EXAMINATIONS: 1901.
FOURTH YEAR.
FACULTY OF LAW.
CONSTRUCTION OF STATUTES
PASS.
Examvner : H. E. Rose, B.A., LL.B.
1. When does a statute come into force if no day is specially named in it for its commencement ?
2. Is a statute creating a crime binding upon a person who could not possibly have known that it was passed ? Explain.
3. What is the general rule of construction in case there are in the same statute general and specific enactments inconsistent with one another ?
4. Mention some purposes for which express lan- guage in a statute is indispensable.
5. What are the ** rules in HeydorCa Case"? Is there any class of statute in which they do not apply ?
6. What effect, if any, may non-user for a great length of time leave upon a statute ?
eitiftieteUs of Covonto*
ANNUAL EXAMINATIONS : 1901.
FOURTH YEAR.
FACULTY OF LAW.
CONSTRUCTION OF STATUTES.
HONORS.
Examiner : H. E. Rose, B.A., LL.B.
1. Can any general rule be laid down as to whether statutory directions as to how things are to be done are to be treated as absolute or merely directory { If you cannot frame a general rule, mention any circum- stances to be considered in arriving at a decision in a particular case.
2. Mention any circumstances which will justify the supplying by implication of words omitted from a statute. Give an illustration.
3. What is the rule of construction ex viacey^ibus actits ? Under what circumstances is resort to be had to it ?
4. Mention any exception to the rule that a prior statute is to be taken as repealed by a subsequent one if the two are contrariant.
5. How would you determine whether a penalty imposed b}' statute is cumulative if the prohibited act is done more than once on the same day at the same place ?
6. Mention some circumstances under which statutes -will be treated as retrospective.
!Anttier6ft9 of S^oronto<
ANNUAL EXAMINATIONS : 1901.
FOURTH YEAR.
FACULTY OF LAW.
CRlMIiNAL LAW.
PASS.
Examiner : H. E. Rose, B.A., LL.B.,
1. " Throwing stones from a house whereby the death of some one is caused may be murder, man- slaughter or homicide by misadventure.'*
Explain and illustrate the above statement.
2. Define affi^ay and distinguish it from riot and from assault. Has the code altered the common law definition ?
3. Could a dog be the subject of larceny at common law ? Give the principle upon which the common law rule was based, and say whether the code has changed the law.
4. What is Harris' definition of larceny ?
The prisoner, with intent to steal a boat, began to unfasten the moorings but was interrupted and desisted. Might he have been convicted of larceny at common law ? May he be convicted of theft under the code ? Explain.
5. What is the offence of maintenance ?
6. Defin? and distinguish assault and battery,
7. What is the common law offence of conspiracy ? Is the doing of an overt act a necessary ingredient ?
vinl\tfv»lts ot Sotomo^
ANNUAL EXAMINATIONS: 1901.
FOURTH YEAR.
FACULTY OF LAW.
ft
CRIMINAL LAW.
HONORS.
Examiner : H. ^. Rose, B. A., LL.B.
1. What is an accessory after the fact to an offence ?
Has the Code altered the law as to the liability of a husband who assists his wife to escape arrest for an ofience ?
2. A warehouseman with whom goods are left for safe keeping converts them to his own use. Could he have been convicted of larceny at common law ? Of what offence is he guilty under the Code ? Explain.
3. Harris, adopting Cokes definition, describes murder jis the unlawful killing of a reasonable creature. . . .with inalice aforethought either express or implied. Write a short note on the meaning of the words printed in italics.
How is murder described in the Code ?
4. (a) What is the common law definition of a common nuisance ? (6) What common nuisances are criminal under the Code ? (c) To what extent is a private person justified in abating a public nuisance ?
5. What is perjury ? Is it necessary that the false- hood should be in regard to some matter material to the issue ? Has the Code effected any alteration in the law &s to this ?
6. What is the common law distinction between principals in the first degree and principals in the second degree ?
Give examples to illustrate your answer.
Is the distinction preserved by the Code ?
amnetttfti^ of Soronto^
ANNUAL EXAMINATIONS : 1901.
FOURTH YEAR.
FACULTY OF LAW.
DOMESTIC RELATIONS.
PASS.
Examiner : C. A. Moss, B.A., LL.B.
1. Describe briefly the state of affairs intended to be remedied by Lord Hardwieke's Act, and note its chief provisions.
2., Distinguish void and voidable marriages.
3. What are the civil impediments to marriage ?
4. What are the rights of a mother to the custody of her lawful children ?
5. How may the right of a parent to the custody of his or her children be enforced ?
6. What is the liability of a parent for the torts of his child ?
7. What are the disabilities of an illegitimate child ?
8. What right has a father to the earnings of his child ? ^
9. Upon what principles does the Court of Chancery exercise authority over parents, guardians of the per- sons of an infant, and guardians of the estate of an infant respectively ?
vmtMtvmtv of c:ovomtt
ANNUAL EXAMINATIONS : 1901.
FOURTH YEAR.
FACULTY OF LAW.
DOMESTIC RKLATIONS.
HONORS.
Examiner : C. A. Moss, B.A., LL.B.
1. Is marriage a status or a contract ? Explain.
2. Under what circumstances does the presumption in favor of marriage not hold good ?
- 3. What marriages of British subjects celebrated Abroad will be recognized in English courts ?
4. A stranger with the authority of the father pro- irides for a length of time a fund for the maintenance and education of his child. Can the father claim its custody ? Explain.
5. Under what obligations are grandparents to sup- port their grandchild ?
6. Trace the history of the liability of its mother to support her illegitimate child.
7. In what ways may guardians be appointed ?
8. Explain guardianship by the custom of the manor.
Vini\KV»its ot Sototito^
ANNUAL EXAMINATIONS : 1901. In thb Aobicultubal College, Guelph.
METEOROLOGY.
Examiner : J. B. Reynolds, B.A.
1. Discuss the mutual relations existing between atmospheric temperature and humidity.
2. Define the following terms, and state in what connection each is used : — isobar, isotherm, adiabatic, gradient, aneroid, cumulus.
3. Give a full description of a standard instrument used for determining respectively atmospheric pressure, humidity and precipitation. Describe also the method of reading each instrument and of interpreting results.
4. A given area is heated while the surrounding areas remain cold. Represent in a diagram and describe the isobars over the supposed areas. Describe also the circulation over these areas.
5. Write a general note on weather prediction, stat- ing the conditions that may be predicted, and by what means forecasts are made.
I
L
«nflier0ft9 ot STorotiio.
ANNUAL EXAMINATIONS : 1900. In the Agricultural Golleob, Guklph.
SOIL PHYSICS.
Examiner : J. B. Reynolds, B.A.
1. State and explain the effects of soil mulches.
2. Show to what extent the water-capacity of the soil may be controlled.
3. In what circumstances, if at all, may a soil be overdrained ? Describe the type of soil that is liable t;o such injury.
4. In relation to the various tj'pes of soil, discuss the question of the depth and the distance apart of under^ound drains.
5. State and explain the influence on the tempera- ture of the soil of (a) cultivation, (b) moisture, (c) color.
6. Discuss the relative rates of heating of (a) soil and water, (6) soil and air, when both are similarly exposed to insolation.
Wntiiettfits of eotomo«
ANNUAL EXAMINATIONS : 1901. In the Agricultural Colleob, Guelph.
VENTILATION AND HEATING.
Examiner : J. B. Reynolds, B.A.
1. At 0"" F. one cubic foot of saturated air contains .56 grains of aqueous vapor, and at 60" 6.78 grains. The outer air at 0° is introduced into a school-room occupied by 60 pupils. Allowing 30 cubic feet of air per minute for each pupil, and supposing that the incoming air contains 75^ of moisture, and is to be maintained at that degree of humidity, aud its tempera- ture to be raised to 65 . Calculate the amount of water that must be evaporated per hour, to maintain the required degree of humidity.
2. Discuss the influence of the size of the room on ventilation.
3. Define the terms " Plenum " and " Vacuum " as applied to systems of ventilation. Show how a fan may be used in either system.
4. Discuss the advantages and disadvantages of heating with hot air.
5. Describe and compare the direct and indirect systems of steam-heating.
6. Discuss the special problems that have to be considered in stable ventilation.
ZAnfUetivfti? of Sotomo^
DEPARTMENT OF DENTISTRY.
ROTAL GOLLKOK OV DkNTAL SuROBONS. OF ONTARIO.
COMBINED ANNUAL EXAMINATION : APRIL, 190L
FOR D.D.S. AND L.D.S.
ANATOMY.
Examiner : F. N. G. Starr, M.B. (Tor.)
Note. — Any five (5) queations will be considered a full paper, but
not more than five.
1. What is the origin of the Superior Maxillary Nerve ? Give its branches and trace them to their termination.
2. Describe minutely the Antrum of Highmore.
3. Describe the Intra-cranial Venous Sinuses, and mention the means of communication between the Intra and Extra-cranial venous blood vessels.
4. Describe the Pharynx.
5. Locate the various foramina in the base of the skull, and tell what structures pass through each.
6. Trace the Lingual Artery, giving its relations from its origin to its termination.
DEPARTMENT OF DENTISTRY.
ROTAL COLLBGB OP DbNTAL SuBOBONS OV OkTABIO.
COMBINED ANNUAL EXAMINATION : APRIL, lOOL
FOR D.D.S. AND L.D.S.
CHEMISTRY.
Examiner: F. J. Smale, B.A., Ph.D.
1. .30 grras. of an organic compound yielded upon analysis 115 c.c. of Nitrogen measured at 20°C and 760 m.m. Calculate the percentage of Nitrogen by weight in the compound. [Leave your answer in the form of a fraction, without multiplying out] N = 14.
2. Hydrogen Sulphide is said to be a redticing agent, Uhlonne, an oxidizing agent Explain, giving equations.
3. Show that Arsenic Antimony and Bismuth while showing somewhat varying chemical properties yet show very similar composition in most of their com- pounds.
4. Give methods of preparation and properties of the Hydrides (compounds of Hydrogen) of Nitrogen, Oxygen, Sulphur and Iodine.
5. What is the distinction between organic and inorganic as applied to chemistry? Distinguish between strv/stural and empirical formulae. What compounds are isomeric with Ethyl Ether [(C,H5),0] ; write their structural formulae.
[over]
6. Give formula and one method of preparation of each of the following organic acids : Hydrocyamc, Acetic, Tartaric, Salicylic.
7. Describe the method of preparation (giving equa* tions) and properties of Chloroform and Formaldehyde.
einftietsftj? oC SoroMto^
PEPABTMENT OP DENTISTRY.
ROTAL COLLKOB OF DSMTAL SUBOBONS Of OnTABIO.
COMBINED ANNUAL EXAMINATION: APRIL, 190L
FOR D.D.S. AND L.D.S.
ORTHODONTIA.
Examiner: A. E. Webster, L.D.S., D.D.S., M.D.
Candidatea will take either queBtions 1 to 7 indaeive, or questions 7 to 12 inclusive.
1. Make drawings of suitable appliances for per- forming the following operations :
(a) Rotate a central. t (6) Spread the arch.
(c) Draw a cuspid distally where the 1st bicuspid has been extracted to make room.
(d) Bring a central incisor into proper occlusion that is now in lingual occlusion.
2. (a) What are the objections to annealing the german silver wire as it is being drawn to the sizes required in Orthodontia ?
(b) What are the reasons for annealing the ger- man silver plate out of which the tubing is made ?
3. Explain in detail how to temper a small piece of steel, such as an enamel chisel, so that the cutting edge will be quite hard while the shank will be soft enough to bend before breaking.
4. Of what value are accure casts of the teeth and face in Orthodontia ?
5. Describe in detail how to pinch and solder a band for a cuspid tooth.
[OVKR.]
6. Why is the drill used for cutting the hole through the nut smaller than the tap used to cut the thread?
7. Of what value is the Roentgen ray in Ortho- dontia ?
8. Give the technique of setting Orthodontia bandB upon teeth, using cement
9. Name three surgical methods of correcting irreg- ularities of the teeth and describe one method in detail
10. Show by drawings how to perform the following operations :
(a) Open the suture between the Superior Max- illary bones.
(b) Bring all of the lower teeth into normal occlusion that are now in distal occlusion about the width of a bicuspid.
(c) Force the lower incisers into their sockets so that they may not bite into the gums behind the upper centrals.
11. What important point must always be kept in mind in ^rrecting any irregularity so that the teeth may remain permanently in their new positions after the retaining appliance is removed ?
12. (a) Show a design of a suitable appliance for correcting the irregularity presented in the models given you.
(b) How long should these teeth be retiuned in their new positions by an appliance ?
DEPARTMENT OF DENTISTRY. Royal Collkoe op D«ktal Surgeons or Ontario.
COMBINED ANNUAL EXAMINATION : APRIL, 1901.
FOR D.D.S. AND L.D.S.
OPERATIVE DENTISTRY.
Eicamwer : Sylvester Moyer, L.D.S., D.D.S.
1. Give your treatment (at the first sitting) of a tooth under the following conditions :
(a) Where the pulp has been devitalized by the application of arsenic.
(6) Where pulp is putrescent but condition is limited to pulp chamber and root canal.
(c) Where there is chronic alveolar abscess with fistulous opening on the gum.
{d) Chronic alveolar abscess discharging through the root canals, J^ut with no opening on the gums.
{e) Acute alveolar abscess.
2. Give rules for cavity preparation.
(a) On the proximate surfaces of the incisors. (6) On the buccal surface of molars.
3. (a) What do you understand by " extension for prevention ?
(6) In what classes of cavities would you think extension for prevention necessary ?
4. Discuss the use and abuse of matrices.
5. What do you consider are the chief causes of failure in cases where cavities have been filled with amalgam ?
[over]
6. In filling cavities with gold
(a) What form of gold should be used ?
(b) How should it be annealed ?
(c) What should be the nature and streogth of force applied for the condensing of the gold ?
7. A proximate cavity in a bicuspid has been properly prepared for the reception of a filling. Give your metnod of inserting and finishing
(a) An Amalgam filling.
(b) An Oxyphosphase filling.
(c) A Guttapercha filling.
8. Cite instances where the use of gold as a filling is contra-indicated.
9. Root canal filling.
(a) With what would you fill them ?
(b) What precautions would you take to prevent the filling from passing through the apical foramen ?
(c) How would you endeavor to prevent the filling from gradually becoming permeated with microbes ?
r
k
Bltiftitvttftff Of Sorotito*
DEPARTMENT OF DENTISTRY. RoTAL College of Dental Suboeons or O^tabio.
COMBINED ANNUAL EXAMINATION : APRIL, 1901.
FOR D.b.S. AND L.D.S.
PROSTHETIC DENTISTRY.
Examiner : W. J. Fear, LD.8.
Note. — In order to seonre good marks diBcussions rnnit be short
and to the point.
1. Name the different methods commonly used for tharelief of pain during extraction of teeth and discuss briefly the relative merits of each.
2. Describe carefully a mouth that is ready for a full upper denture.
3. Suppose a patient presents a mouth with the left lateral, and 1st molar, and right 2nd bicuspid missing from the upper jaw, and asks for an alluminum plate with vulcanite attachments. Would you insert it ? Give reasons for your answer.
4. Discuss the relative advantages and disadvant- ages of : —
(a) The different kinds of vulcanite bases for dentures.
(b) Alluminum with vulcanite and without.
(c) Gold.
(d) Silver.
5. Name in order the five most important points to be considered in constructing an upper denture.
6. Given a case (the patient being 40 years old) where the upper 4 incisors are badly decayed ; the R. Lateral and L. Central absessed and quite loose and have been for years, both 1st bicuspids badly decayed
[oyer]
from posterior surface but roots comparatively sound, 1st molars gone with the exception of the ends of roots still in the gums, R. 2nd molar and both 3rd molars crowns broken down but pulps still alive, remander of upper and all lower teeth in good condition.
(a) If left to your own choice how would you treat the case and why ?
(b) If crowns or bridgework is used describe clearly their construction ?
(c) If you do not advise, or your patient cannot afford bridge work, give treatment and describe the construction of aparatus used.
7. (a) How would you make an open faced shell crown ior an upper cuspid ?
(6) Discuss their merits as anchorages for bridge work.
8. What are the relative merits and demerits of : — Richmond crown, Banded Logan and an all porcelain for an upper central incisor with good, sound root.
atitbersftj? of s:arotito.
DEPARTMENT OF DENTISTRY. Royal College of Dental Suboeons op Ontario.
COMBINED ANNUAL EXAMINATION : APRIL, 1901.
FOR D.D.S. AND L.D.S.
MEDICINE AND SURGERY.
Examiner : D. Clark, L.D.S., D.D.S.
1. Treat a fracture of the body of inferior maxilla in a case where there are no teeth in either jaw.
2. What is Caries of bone ? Give causes, symptoms and treatment.
3. In inflammator}' conditions what are the pre- disposing and exciting causes ?
4. Treat a case of Cleft Palate surgically.
5. What is Syphilis ? How acquired ? Give symp- toms and treatment of secondary stage.
6. Name different varieties of Sarcoma. Give symp- toms and treatment of one variety.
8lnftiet»ft|? oC SotomOc
DEPARTMENT OF DENTISTRY.
ROTAL COLLBOK OF DsNTAL SfTBOEONS OF ONTARIO.
COMBINED ANNUAL EXAMINATIONS : APRIL, igOl.
FOR D.D.S. AND L.D.S.
PHYSIOLOGY.
Examiner : A. Primrose, M.B., CM., Edin., M.RC.S.,
Eng.
1. Explain the physical laws which permit of the absorption of Oxygen and the excretion of Carbonic Acid Gas during respiration. What function is served by the Pulmonary Epithelium ?
2. What effect is produced by stimulation of the peripheral end of a divided Chorda Tympani nerve upon (a) the secretion of Saliva, (6) the blood circula- tion in the Salivary Gland ?
3. Through what channels are carbo-hydrates absorbed from the small Intestine ? Trace the history of the carbo-hydrates thus absorbed, (a) in the Liver, (b) in the tissues generally.
4. What is Rigor Mortis ? In what way may you compare the condition of rigor mortis in muscle to the phenomena which occur in the coagulation of the Blood ?
5. What is Urea ? Where is it produced and where excreted ? If the Kidneys were destroyed by disease or were removed from the body, what effect would there be upon the formation and excretion of Urea ?
6. What is the composition of Sweat ? What func- tion do the sweat glands serve in the body ? Discuss the nerve control of the secretion of Sweat.
1
einftiersftfi ot Coronto#
DEPARTMENT OF DENTISTRY. RoTAL College of Dental Surgeons of Ontasio.
COMBINED ANNUAL EXAMINATION : APRIL, 1901.
FOR D.D.S. AND L.D.S.
MAtERU MEDICA AND TflERAPEUTICS.
Examiner : W. J. Bruce, D.D.S., L.D.S.
1. Give your Therapeutic treatment of Alveolor Pyorrhoea, and state what action you would expect from each drug used ; also write a prescription for a mouth wash to be used daily by patient during treat- ment.
*
2. (a) Write a prescription for a Devitalizing paste that will cause as little pain as possible to patient.
(b) Tou apply paste to devitalize a pulp and patient cannot return for two weeks. Give directions to patient. '
3. Give your treatment for recession of the gums. Write a prescription for a Dentrifice and mouth wash to be used in such cases.
4. Explain :
(a) How you would make an eight per cent solution of Cocaine.
(b) The difference between a ten per cent solu- tion and a ten grain solution.
(c) When you would not advise use of Cocaine as a local Anaesthetic.
5. State in what cases each of the following drugs might be successfully used : — Zinci Sulphas, Thymol, Argenti Nitras, Sulfonal, Sodae Phenas, Potassi Per- manganas, lodum, Phenacetine, Magnesii Sulphas, Bismuthi Subnitras, Aristol, Amyl-Nitris, Alumen.
[over]
6. What would you consider the best treatment for Chronic Alveolar Abscess and your reasons for using such treatment ?
7. Give your treatment for the following : — Ulcer- ous Stomatitis, Gangrenous Stomatitis, Aphthae, Hypertrophy of the gums, Facial-Neuralgia, Maxillary Abscess, Abnormal Sensibility of Dentine, Periodontitis.
8. Patient has fistula on side of face. The tooth has been extracted but the fistula will not close. Grive treatment in order to effSect a cure.
9. Give local treatment for Interstitial Gingivitis.
10. Patient has all the local manifestations in the mouth of a cas^ of Syphilis. Give systemic and local treatment of the case.
n
^nlt^tvults of STpvontpt
DEPARTMENT OF DENTISTRY. RoTAL College of Dental Surgeons of Ontario.
COMBINED ANNUAL EXAMINATION : APRIL, I90L
EXAMINATION FOR D.D.S AND L.D.8.
DENTAL JURISPRUDENCE.
J^caminer : J. B. Willmott, L.D.8., D.D.S.
1. The Ontario " Act respecting Dentistry " provides for a Board of Directors.
(a) Give number of Directors.
(6) Give qualification for Director.
(c) Give mode of electing Directors.
{d) How often are elections held ?
(e) State generally the duties and powers of the Board of Directors.
2. Section 15 of the "Act respecting Dentistry" directs the Board of Directors to make " By-laws as ma}^ be necessary."
(a) Give titles of four By-laws so enacted, and the general provisions of one of them.
(b) By whom may these By-laws be annulled ?
3. Under the provisions of the ** Act respecting Dentistry *' :
(a) What offences are punishable by fine ?
(b) How is a conviction secured ?
(c) What is the amount of the fine which may be imposed ? To whom is it payable by the Magistrate ?
4. To what extent may a legally qualified Dentist resort to systematic treatment ? Mention illustrative cases.
[OVBBj
5. If a Dentist administers general anesthetics, what precautions is he required to take ?
Is it expedient for a Dentist to administer Chlo- roform or Ether ? Give reasons for your answer.
6. What degree of skill does the law require of every Dentist ?
What is the rule where one claims to be a " specialist " ?
State the requirements in reference to advances in the profession of Dentistry.
7. Distinguish between an *' expert " a^d a ^ com- mon witness."
What qualifications will be required of an expert Dental witness ?
What is the practice in Ontario as to fees paid " expert witnesses ?
wmntvunji of (Roxomi^,
ANNUAL EXAMINATIONS : 1901.
DEPARTMENT OF PHARMACY.
PRESCRll^TIONS.
Eocaminer : Chas. Heebneb, Ph.B., Phm.B.
1. Translate the following prescriptions :
(a) Mitte hirudines, No vj.
Applicetur lateri dolenti emplastrum v^esica- torium hora vespere, et Recipe : — Hydrargyri chloridi mitis, grana tres ; Pulveris autimonaiis, grana quatuor c semisse ; Confectionis Rosae, sesgi*anum. Misce fiat pilula hora somni sumenda.
(6) R. Magnesii sulphatis, semiunciam . Tincturse cardamomi compositse, drachmam ; Aquae unciam et drachmas duas. Misce fiat haustus aperiens eras primo mane sumendus.
(c) ^. Linimenti ammoniae, Linimenti chloro- formi, Linimenti opii, ana fiuidrachmas quatuor. Mis- ceantur ut fiat linimentum, cujus infricetur pauxillum bis terve^quotidie sterno et parti thoracis dolenti.
2. Expand and translate (a) c. m. s. ; (b) h. lima, mat. ; (c) P. B. ; (d) p. c. ; (e) M. cap. |j q. q. 2da hor. ; (/) seg. p. hor. ; (g) M. D. S. ; (h) d. i. p. seq. ; (i) h. s.
3. What would you dispense for the following preparations: (a) Ung. caeruleum; (fe) Pulv. fuscus; (c) Hepar sulphuris ; (d) Pulv. Jacobi ; (e) Grey powder; (/) Ung. Qaleni ; (g) Ward's Paste ; (h) Eau de vie.
4. State the manner of preparing pharmaceutical combinations of oils with aqueous liquids, and describe fully the methods of procedure with fixed and volatile oils respectively.
[over]
5. A prescription calls for strychnine and arsenoas oxide, one-fourth gmn of each, in an aqueous mixture ; state the volumes of Liq. strychninse, P. B., and Liq. Arsenici Hydrochloricus P. B., respectively, that should be dispensed to represent these quantities.
6. Criticise the following prescriptions : Point out all cases of incompatibility where they occur; state if the mixture can be satisfactorily dispensed, and give methods :
(a) R, Strychnine gr.j.
Glycerini m. xxx.
Aquae q. s. ft. f 3iij.
Misce ut fiat injectio hypodermica.
(6) 5t. Camphoras, gr. Ixx.
Plumbi acetatis, gr. L
Tincturse iodi, m. 1.
Phenolis, gr. xxiv.
Misce et fiant pilulse viginti et quatuor.
(c) Q:. lodi resublimati, gr. xl.
Adipis suilli, Ij.
M. fiat unguentum.
(d) TSjc. Quininae sulfatis, 3i.
Ferri pyrophosphatis, 3ij. Acidi phosphorici diluti f$ss. Syrupi zingiberis f|ij.
Aquam ad ff iv.
M. ft. mist.
^nftietsfts of STorotiio.
ANNUAL EXAMINATIONS : 1901.
FINAL EXAMINATION.
DEPARTMENT OF PHARMACY.
PRACTICAL DISPENSING.
Examiner : Chas. F. Heebner, Ph.G., Phm.B.
K'oTE. — Candidates will dispeDse the following prescriptions with neatness, accuracy, and dispatch, labelling and finishing the medicines, as if aesigned for patients. The order and clean- Uness in which each dispensing desk with its utensils is left, will be rated.
Thomas B. Byrnes.
Sk Olei jecoris aselli ^sb.
Olei menthse piperitse gtts. iv.
Camphorse ffr, xxv,
Sodii hypopboephitis Sss.
Oalcii phoepbatis gr. Ixxx.
Acacise pulveris q. &
Aquam ad. f^iv.
M. sec. art. ut ft. mist, et sig. : cochleare mod. hora decima et hora tertia suniendum.
Winifred Outhbert.
R. Hydrargyri oxidi rubri gr. v. Cetacei gr. xx.
Paraffini mollis ft. las.
M. ft nng. et mitte in pyxidem ligneam. Sig — Prefricare leniter ad partem affectam.
[ovkr]
George Samson.
R. Creosoti m. j.
O. 0.0. m. ij.
M. Detur Id capsulam accurate metiri et niitte tales dofies no. vj.
Sig — Una ante cibain et hor. decub. sumenda.
Miss Gertrude Foley.
R. Ammonii carbonatis gr. ij.
Rhei puiveris Sacchari puiveris aa. gr. iij.
M. ft. pulv. et mitte septem et dispense cum signatura : Capiat unam omni hor. quadrante donee leniatur dolor.
Thos. B. Kissam.
Bt. Rhei puiveris 0
Sodii bicarbonatis 1
Oiei menthse piperitse 0
M. et fiant pil. no. x.
Sig — Exhibe i. p. c. t. i. d. et hor. somni.
650 300 325
CAnfiiev0ftfi of Sovonto*
ANNUAL EXAMINATIONS : 1901.
FINAL EXAMINATION,
DEPARTMENT OF PHARMACY.
PHARMACY AND PHARMACEUTICAL
CHEMISTRY.
Examiner: Fbanklin T. Harrison, Phar.D.
1. In what way and from what cause are the follow- ing substances liable to deteriorate, and what precau- tions can to any degree prevent this ? : — Goulai-d's Extract, Sulphurous Acid, Citrine Ointment, Solution of Ethyl Nitrite.
2. Alcohol : — (a) What are the different strengths of Alcohol used in making tinctures in the British Phar- macopoeia ?
(6) Are strengths given by weight or by volume ?
(c) Which would be the stronger : 90% by weight or 90% by volume ?
{d) How would you make a pint of Rectified Spirit from Alcohol 95/^ by volume ?
3. Explain the necessity of standardized prepara- tions, and outline briefly the standardization of Liquid Extract of Cinchona.
4. Malt Extract : — State briefly what you know of its manufacture, name the more important constitu- ents, and state on what their value depends, and say how they may be deteimined.
5. Give part of plant used, strength of menstruum employed and method of extraction in preparing Tinc- ture of Arnica, Tincture of Jalap, Tincture of Aconite, Tincture of Digitalis, Tincture of Myrrh.
[over]
6. Outline a method of purifying and obtaining in granular condition the following : — (a) Lead Acetate which has been exposed to the atmosphere ; (6) Potas- sium Chlorate containing some Potassium Chloride ; (c) Ammonium Chloride contaminated with Iron.
7. Name the active ingredient and ' strength, and outline method of estimating with a fair degree of accuracy the following : — Mercury with Chalk, Cherry- Laurel Water, Mercurial Ointment, Tincture of Ferric Chloride and Strong Solution of Ammonia.
einfDev0ft9 of Sototito.
ANNUAL EXAMINATIONS : 1901.
DEPARTMENT OF PHARMACY,
PRACTICAL PHARMACY.
Examiner : Franklin T. Harrison, Phar.D.
1. Sodii Citro-Tartras EfFervescens. Sodium Bicarbonate 10.2 grams. Tartaric Acid 5.4 grams. Citric Acid 3.G grams. Refined Sugar 3.0 grams.
Prepare according to the above formula and exhibit sample in wide-mouth bottle.
2. The sample of commercial cream of tartar sub- mitted has been found to consist entirely of acid potassium tartrate and calcium tartrate. Determine the percentage of the former present and say how much pure sodium bicarbonate 35 grams of this cream of tartar will neutralize.
3. (a) Determine strength of sample of alcohol sub- mitted. (6) What effect will it have on the apparent strength of the alcohol, if in taking the Sp. Gr. the temperature is too high ?
i
Untnttttits of Sotonto.
ANNUAL EXAMINATIONS : 1901.
DEPARTMENT OF PHARMACY.
CHEMISTRY.
Eocaminer: Graham Chambers, B.A., M.6.
1. Write an account of the chemistry of Nitric Acid, and illustrate by equations the action of Nitric Acid on Silver, Mercury, Sulphurous Acid, and Ethyl Alcohol.
2. Describe one method of preparation for each of the following substances : (a) Washing Soda, (&) Ferric Chloride, (c) Ether, (d) Potassium Iodide.
3. Write a short account of the chemistry of Barium, and contrast its properties with those of Calcium and Strontium.
4. Give notes on the preparation and properties of the Aldehydes.
5. Write a short account of Chemistry of the Oxides of Nitrogen.
6. .4108 grms. of an organic compound yielded upon analysis .6024 grms. CO^ and .2466 grms. HoO. Its vapor density was 45 (H = 1). Calculate the for- mula of the compound.
8ltitiier0its of VdttiitiL
ANNUAL EXAMINATIONS : 1901.
DEPARTMENT OF PHARMACY.
PRACTICAL CHEMISTRY.
• Examiner: Graham Chambers, B.A;, M.B.
1. Detect the metals and acids id substances marked « A " and " B."
2. Detect the acid in substance marked " C"
3. Detect the metals in substance marked " D."
CSnfUersttj? ot Soromo*
ANNUAL EXAMIMATI0N8 : 1901.
DEPARTMENT OF PHARMACY.
MATERIA MEDICA.
Examiner : W. B. Kendall, Phm.B.
1. Describe a good specimen of Belladonnae Folia. State at what time of the year they should be gathered and why. Name three constituents. What two leaves resemble Bellad, and give the distinguishing points of each.
2. Describe fully the structure of a starch grain- Explain what is meant by the terms simple and com- pound and give an example of each.
3. Give Source, Habitat, Natural Order and Medici- nal Properties of the following : Pruni Virginianae Cortex, Oleum Santali, Grindelia, Strophanthi Semina, Creasotum, Felix Mas, Colchici Semina, Benzoinum and Asafetida.
4. Give sources of different kinds of Pepsin. State how they are prepared and when made oflScial.
4. Give a dmwing of a transverse section of Sarsapa- rilla Radix as seen with a microscope using low power ; state whether you consider it an Exogen or Eudogen and state your reason.
6. Give short notes on Inulin, Proteids and Cellulose.
7. Name the official source of Cinchonas. Describe mode of collection and what percentage of total Alkal- oids a good sample should contain.
aitii)ieir»ftff of Cotonto^
ANNUAL EXAMINATIONS : 1901.
DEPARTMENT OF PHARMACY.
PRACTICAL PHARMACOGNOSY.
Eocaminer : W. B. Kendall, PhilB.
1. Identify and name gross specimen submitted
2. Identify and name microscopic specimens.
3. Oral examination in both.
i
anfti(t0it|> of ^Toirotico*
ANNUAL EXAMINATIONS : 1901.
DEPARTMENT OF PHARMACY.
BOTANY.
Examiner : A. V. Scott, B. A., M.D., CM.
1. Write a detailed account of the morphological differences between AngiospermsB and Qymnospermse.
2. Describe the structure of the mature gametophyte of a fern, and compare it with the corresponding pne in a pine.
3. Give an account of the structure of a seed, and describe the successive stages of its germination up to the period when the embryo-plant is established in the soil.
4. Give a full description of the minute structure of a foliage leaf, and state the uses of the various parts.
5. Describe fully the phenomenon of transpiration in plants, and point out the various conditions which govern it.
6. Write an account of the structure and life history of any fungus.
7. Give a description of the forms of flowers met with in the Compositse, and describe the fruit of one srenus.
i
Unittfvnitti of S^oironto.
ANNUAL EXAMINATIONS : 1901.
DEPARTMENT OP PHARMACY.
PRACTICAL BOTANY.
Examiner.' A. V. Scott, B.A., M.D., CM.
1. Describe, compare and classify plants A and B, giving the reasons for your classification.
2. Specimen C. — Describe fully.
4. Describe the external morphological characters of specimens D and E.
4. Dissect and give explanatory sketches of speci- men F.
WnfUfrnUff o( Sotomoc
ANNUAL EXAMINATIONS : 1901.
FIRST YEAR.
FACULTY OF MUSIC.
HARMONY.
(FIRST PAPER.)
Examiner : S. P. Wabrbn.
1. Define (a) Scale;
(6) Tone;
(c) Half step;
(d) Key ;
(e) Interval ;
(f) Signature.
Be concise and explicit in your answers.
2. Write on the staff:
(a) the^diatonic major scale — one octave — commencing on D sharp:
(b) the chromatic scale, rising and falling through one octave from D :
&nd give reasons for the choice of accidentals used.
[over]
3. Write on the st^ff-ftU the. jii(e|-v^.a8 Ei^r as the i from D,
»r~-^
giving each one in all its possible fohns. 1. Write on the staff:
(a) the triads of a m^ot and a minpr key. Classifv and compare them. ' '
(6) The same of the serentb eburds, major and minor keji
5. Give ^neral rules for the connection of chords in four voice writing.
6. I>e6ne Cadence, and write on the staff different formk uT Cadence. Name each.
7. What are theaeehdrdB ? <Jive roots and keys :
8. Write short examples, illustrating each of the foUowing:
(a) Preparation.
(b) Resolution. (e) Organ-point, (d) Passing notes.
9. What is " Cross-relation " ? Qiveanex8mple,andcorTectit 10. Give general rules regarding covered fifths.
fllnfiiftMiUff o( Sorontu^
ANNUAL EXAMINATIONS : 1901,
FIRST YEAR.
FACULTY OF MUSIC.
HARMONY.
SECOND PAPER.
Examiner : S. P. Warbbn.
[time — ^THRRB HOUBS].
1. Harmonize the following figured Bass in four parts — close position.
ii'iii',Ui
%
2. Harmonize the following Bass in four parts — open position, ift., for Sopraao, Alto, Tenor, and Bass on four staves.
-y f-s n
[over]
3. Harmonize the following melody, i.e., add Alto, Tenor umI Bass parts.
lijiiNiTiMiJiiJ^ lilirilM^
ii^' llj ilj^^'M'lI'MM" I ]hi Jil
ijjjijiii J j^
4. Write the following modulations in phrases of not less than four measures each in length :
(a) C to G : G to C (J time). (6) F to G : G to F (i time). (c) D to B minor : B minor to D (| time). Finish each with a complete cadence, authentic or plagal.
5. Analyse the following succession of harmonies. Figure the Bass and give roots of chords inverted. Point out modulatioDs, suspensions, etc. Be definite and exact.
Riiiiif tuitff of Sorontiu
ANNUAL EXAMINATIONS : 1901.
FIRST YEAR.
FAOCTLTY OF MUSIC.
COUNTERPOINT.
Examiner : S. P. Warren.
[time — THREE HOURS.]
1. Give the principal rules for strict two-part Counterpoint in the different species.
2. (a) Define "Tritone," and state the conditions under which this interval may be employed.
(6) What of the interval of the perfect fourth ?
3. Name the different kinds of motion of voices and state as to the manner of their Employment. Write an examph- of each.
4. To the following Cantus Firmus add a Counterpoint in each species :
(a) Note against note, for Tenor.
(6) Two against one, for Alto.
(c) Four against one, for Bass — placing the Cantus in the Tenor.
(d) Syncopation in the Soprano.
(€) Florid Counterpoint in the Soprano.
(Uie the appropriate clefs.)
g \0 I C>:
[over]
0. To the following Choral melody, add Counterpoint as iDdi- cated:
U"Ti'R'Ul,l,UI'i
mrtiiTt
iii;'ir rri'i i'i|iii|ii i|i iiii hill
THREE-PART COUNTERPOINT. 6. To the following Cantus Firmus :
add two simultaneous pi(rts:
(a) in first species (note against note) for Bass and Soprano.
(b) In first species for Alto and fourth species (syncopation) for Soprano, the (yantus being placed in the Bass.
(c) In first species for Bass and Florid in Alto, the Cantus being placed in the Soprano in the key of C.
7. To the following running Bass, add two simultaneous Coon- terpoints for Alto (florid) and Tenor in half notes and syncopation (or florid, at option).
■''■;^ummiJJiiii|iiiiVj|,jji[^jlnii_^W
Ani\^tvutt9 of Eovonto.
ANNUAL EXAMINATIONS: 1901.
FIRST YEAR.
FACULTY OF MUSIC.
HISTORY,
Eocaminer: S. P. Warbbn.
[tIMB — THREE HOURS.]
1. By what nations was masic cultivated prior to the Christian Era ? Write concerning each.
2. (a) In what centuries did the following men live ?
Bishop Ambrose,
Pope Gregory the Great,
Hucbald,
Quido of Arezzo,
Franco of Cologne,
John Dunstable.
(b) What did each of these men accomplish in music ?
3. Give an account of the evolution of music nota- tion. What did the earliest known notation consist of? What was the first attempt towards the staff? When were time signatures first used ? About when does the five line staff appear ?
4. Who were the Troubadours? When did they flourish ? Name a noted Troubadour, stating for what he was distinguished.
5. Give dates embracing the period of influence of the music and musicians of the Netherlands. Name chronologically some of these noted Netherlandera
[OVBB]
6. Name several early Italians who fiisi rivalled the Netberland musicians. When did the Italian School reach its culminating point ? What were its characteristics ?
7. Write concerning the beginnings of the opera: (a) The culture movement leading thereto, (t) The composer, date, place of production, and name of the first opera.
8. Give names, chronologically, of as many German composers from the time of Luther to the birth of Beethoven, as you can. State characteristics.
9. Write concerning the rise and development of the English School of Church Music. Give names and dates, chronically, of English composers in this field, until 1800.
10. Write a short sketch of the life of John Sebas- tian Bach.
ilnnierfiftfi of Sototito.
ANNUAL EXAMINATIONS : 1901.
SECOND YEAR.
FACULTY OF MUSIC.
HARMONY.
FIRST PAPER.
Eocaminer : Samuel P. Warren.
[timb — TWO hours].
1. Prepare and resolve the seventh chords of the scale of A minor:
What have yon to say of the one on the seventh degree of the scale?
2. (a) What are, respectively, chords of the ninth, eleventh and thirteenth ?
(b) Give an example of each, with its preparation and reso- lution on the dominant of D.
3. Write different forms of the augmented sixth chord — three and four voice. Resolve each one.
4. What is the difference between a Retardation and a Suspen- sion ? Give an example of each.
5. (a) Write an example of an ascending sequence in four part barmony, employing triads and inversions. Finish with a com- plete cadence.
(6) Write an example of a descending sequence employing seventh chords and triads, or their inversions. Finish with a complete cadence.
[OVKB]
1
ModulatioD ■
6. What are, respeciiveljy diaiome and cbvomatic
7. (a) What are *' auxiliary notes " ? (6) What are ** changing notes " ?
8. Enharmonically change the following chords as many times as you think possible. Qive to each one a resolation.
atiMicrttfto of Sorotico^
ANNUAL EXAMINATIONS: 1901.
SECOND YEAR.
FACULTY OF MUSIC.
HARMONY.
SECOND PAPER.
Exiiminei' : S. P. Warren.
[time — THREE HOURS.]
1. Harmonize the following Bass in four parts, chiefly in open position.
"I . I li I I III . M III I I
j!^: ¥ %■
^ (n) 1 1'- * ♦*■ » S
2. Add parts for two Sopranos, Alto and Tenor to the following Bass (in all, five parts). Use the proper clefs.
'^' I ii-i 'IT
M^»ri^"'^^""l=S»^Tr-V^
[ovbb]
8. Harmonize the following choral melody in five parts. Add parts for Alto, Tenor and two Basses.
Hn. 1 1,1 J J 'II 1 1 Ml I i^^ II =
4. Write the following modulations :
(a) C Major to £ flat minor, in the most direct way yon •can. Write the return modulation.
(6) Write the same modulation, but in extended period form of eight measures iu length, passing through A minor, E minor, F shaip or other keys. Employ suspensions, augmented :sixth chords, enharmonic changes, etc., etc Let it be in | time.
(c) Similarly make the return modulation in a complete musical period of eight measures. Let it be in } time.
tttittiertttto of SroTOtitb
ANNUAL EXAMINATIONS : 1901.
SECOND YEAR.
FACULTY OF MUSIC.
COUNTERPOINT.
Examiner : S. P. Warren.
TIMK — THREE HOURS.
1. To the following Cantus Firmus, add :
(a) Two simultaneous counterpoints, for Soprano in the fourth species (syncopation) and Bass in the third species.
(6) Transposing the Cantus to the Bass, add simultaneous counterpoints for Alto in the fifth species, and Tenor in the second species.
S.i>|''MfrH"l
53=
I I I I I I I
2. To the following Cnntus Firmus add two simultaneous parts for Soprano and Alto in the fifth species (florid). Employ a motive in imitation in both parts.
3. To the following Cantus Firmus, add :
(a) Three simultaneous counterpoints for Soprano, Alto and Tenor, all in the first species ;
(b) Transposing* the Cantus to a suitable key for Tenor, add a Soprano in the fifth species, an Alto in the second and fourth species and a Bass in the third species.
i"i'i#i I' I" I I III I
[OYBRJ
4. (a) Define " double counterpoint"
(6) What are the kinds of double counterpoint most ia u.se. Describe them.
5. To the following Cantus Firmus add a double counterpointj in the octave, in each of the five species. Take the Cantai alternately above and below, and use all the clefs. Write the inversion of each one.
I^.H*\"\ M I I I I I l.l I
6. To the following subject write a florid double counterpoint in the octavo for Soprano or Tenor. Write the inversioo and add a Bass part in free florid counterpoint.
I»Ii'i|.mH|I|1 ITmH'iIIIN'^
9nittvitHt» of Sotonto*
ANNUAL BXAMINATI0N3 : 1901.
SECOND TEAR.
CANON AND FUGUE.
JShxtminer: Samuel P. Warren.
[time — THRBK HOUBS].
1. (a) What is a Canon ? (6) Name and define different kinds of Canon. (<;) What is meant by " strict " and " free " Canon ?
2. Continue the following Canon — strictly as to steps and half- steps — BO as to form a complete musical period of sixteen measures. Let it be infinite. Furnish a Coda with a free close, and add a free bass part in eighth notes.
3. (a) What is a Fugue ? (&) What are two principal kinds of Fugue ? c) Name the essential parts of a fully developed Fugue.
[oykk]
4. Give the coxtect f^nswers to t^e f o)to;pruig fygvie subjects :
/j[>Jjj. j |jj|j J.tl^.llwg
j.lJ'j|J,i'j3i'.>- i
''il^h'y n'Ji'i'i '^'1 1'Mihi^s
5. Sketch out a Fugue for three voices on one of the above subjects. Oive the fir§t exposition complete, wi^h a counter sub- ject in double counterpoint. Let the plan allow of two other expositions, and otherwise let it fill all the conditions of a oom- plete Fugue. Indicate its different parts.
■ »
J
SAnttotreftt? of Cotontd.
ANNUAL EXAMINATIONS : 1901.
SECOND YEAR.
FACULTY OF MUSIC.
HISTORY.
Examiner : Samuel P. Wakren.
[time — THREE HOURS].
1. Write a short essay on Mozart — date and place of birth and death. Where he spent most of his life. Give names of his works in different departments of Composition, for Church, Opera and purely instru- mental, with an estimate of his place in Musical His- tory. State his relationship to Haydn and Beethoven.
2. Write concerning Beethoven's Ninth Symphony and Bach 8 St. Matthew Passion ; their importance in Musical history.
3. Oive a list of eminent composers, as many as you can, bom during the lifetime of Beethoven.
4. Name twelve or more great works that may be considered as landmarks in the History of Musical Art. Arrange them in chronological order.
5. Define ** strict " and " free " style. As applied to the Organ, make such comparison as you can between ancient and modem compositions, citing examples and giving names of composers.
6. (a) Oive a shoi-t sketch regarding the evolution and development of the Pianoforte.
(b) Whence came the term "das Hammercla- vier ? "
7. (a) When were the first attempts made in the direction of polyphonic music ?
OYER]
n
(5) When did the art of pure polyphonic writ- ing reach its perfection ?
8. (a) Who was Tartini ?
(b) With what acoustic phenomenon is his name associated ?
9. (a) Write briefly concerning the development of the modem orchestra.
(6) Who was called the father of the symphony ?
(c) Name the instruments forming the orchestra of his day.
10. Compare Italian, French and German Opera styles. what are their respective characteristics ? Give names of the most eminent composers in each school since Beethoven.
anfuetctftff of Soronto^
ANNUAL EXAMINATIONS : 1901.
SECOND YEAR.
FACULTY OF MUSIC.
ACOUSTICS.
Examiner : S. P. Warren.
[tihb— TWO hours].
1. How do sound beats occur ? Illustrate by diagram.
2. Define (a) " Upper partials."
(6) "Overtones."
(c) " Resultant tones."
3. What is a vibration number ?
JCic^°!^|fDescribe some mechanical devices by which vibration num- l)ers^are determined.
4.f Qiven : 256 as the vibration number of
What are the vibration numbers of
5. (a) What is a diatonic Semitone ?
(b) What is a chromatic Semitone ?
(c) What is the ratio between these two ^ and what is it (sailed?
[OYSB]
6. What is ** Timbre ? " What causes difference in the Timbre of two sounding bodies ? Describe the tone production of an I organ flue-pipe, and of a reed pipe. Furnish a diagram of each. Describe also the tone production of the orchestral horn and i oboe, and of the human voice. '
7. What point in a strectched pianoforte string, being struck by the hammer, secures the best tone ? Why is this ?
8. (a) How is sound propagated as to direction ? (b) How is sound propagated as to intensity ?
State the Rules.
9. What is the com|)ass or limit of sound employed musicallj f Give the approximate vibration numbers of the highest and low- est sounds. What are the lengths of the longest and 8horie>i organ pipes ? 4
10. Give the ratios of the following intervals :
anitierttUff of eototito.
ANNUAL EXAMINATIONS : 1901.
THIRD YEAR.
FACULTY OF MUSIC.
HARMONY.
Examiner.' S. P. Warrbn.
[time — ^THBEE TO F0X7B HOURS.]
Add parts for two Sopranos, an Alto, a Tenor aud a first Bass ko the following (in all six parts) : —
W.J. -fi. ^^-'fr ' Aȣf
^'vi II f-r Tf =
4 i ' "
^ 7 *^^ J-- ^
2. Harmonize the following choral melody for six voices — two Sopranos, an Alto, two Tenors and Bass — in open score, in the proper defs. Introduce suspensions, passing notes, and other harmonic devices.
h miqii|iiii \A. .)W\~J^^
\,l villain i^-iin niirii|i/jjjy.n
3. On the following motive write a prelude .in four part Wmony, 16 to 24 measures in length. Progress to the
Dominaiit, then pass tbrongh O minor, F minor, D flat major and C minor, back to the principal key. Introduce at option aoi harmonic devices (suspensions, retardations, 9th, UUi, 13u Chords, etc., etc.). Close with a tonice organ point. Figure Uu
4. Name the harmonies in any three of the following excerptt Elucidate the progressions wherever yoa notice anything peculiar
5. JLb hegan below, continue the harmonic basid or skeleton of J. S. Bach's Prelude in D — (well-tempered Clavichord, Book I, No. 5). ^Vrite the first ten and the last ten measures. See that the chorda are properly connected and resolved.
m^rite only the harmonic basis.
SAnfUerefts? of SToronto^
ANNUAL EXAMINATIONS: 1901.
THIRD YEAR.
FACULTY OF MUSIC.
INSTRUMENTATION.
Examiner: S. P. Warukn.
[time — TUREK HOURS.]
1. Give a general classification of the instruments of the orchestra. Into how many different groups or tone families are they divided ? What are the characteristics of each of these groups ?
2. What are transposing and non-transposing instruments ? Give names of different instruments in each class.
3. Describe the clarinet. How man}' different clarinets are employed ? Why are these different ones necessary ?
4. Describe the horn, as to tone-character and pitch. How man}'^ different kinds of horns are there, i.e, in structure ?
Which horn is most frequently employed ?
5. Referring to question No. 1, what combination of instru- ments constitutes what is called a small orchestra ? Describe the <?rowth and development of this to the modern ** grand " orchestra. Give the actual sounding compass of each instrument of the ordinary orchestra.
6. Arran^je the followingf cadence for each of the orchestral tone groups. Give to each the most effective scoring you can as to range and character of the instruments, by close or open har- mony, doubling parts, etc. Let thi^ be especially noticeable in your treatment of the strings. (Arrange the cadence in two or three
[over]
L
ways for strings, employing, if you can, double notes, chords, tremolo, etc.)
^^
2^
fe^
7. AiTange the following, excerpt for ordinary full orchestra. Elaborate, double and amplify the parts as you may deem it advisable.
J
niifiif r«ftff of sorontOt
ANNUAL EXAMINATIONS : 1001.
THIRD YEAR.
FACULTY OF MUSIC.
CANON AND FUGDE.
Examiner : S. P. Warren.
[time — THREE HOURS.]
1. Oive rules for the treatment of the answers of Fugue sub- jects. What is a real answer ? What is a tonal answer ?
2. Write an original subject requiring a real answer and one reqairing a tonal answer. To each one write a Countersubject in double Counterpoint.
3. What is (a) a double fugue ; (b) a triple fugue ; (c) a quad- ruple fugue ? Cite examples of each from the great masters.
4. On the following subject write a fugue for four voices, with not less than three complete expositions. See that it be sym- metrical as to design and form. Cany out conditions as to episodes, strettos, organ point, etc., and employ all the contra- puntal devices you can. Let the Countersubject be in double Counterpoint
OR
Write a fugue on the following subject, for three voices (for piano or organ).
[oyer]
Observe the same conditions as given above.
5. Continue the following commencement of a Cancn, 4 in 2 for about sixteen measures, with repeat and C^a :
mm^tvnits of ^Toronto^
ANNUAL EXAMINATIONS : 1901.
THIRD YEAR.
FACULTY OF MUSIC.
COUNTERPOINT.
Eocaminer : S. P. Warren.
[time — ^THREE HOURS.]
1. Wherein does modem or free Counterpoint differ from the- old ? Give an explicit answer, with examples in notation, quoted or original.
2. To the following Cantus Firmus add four parts in the first species, two above and two below :
\i*\*\«\ N rri'
3. Place the same Cantus Firmus in the Bass and add parts for two Sopranos in the fifth species, Alto and Tenor, both in the first^ species.
4. (a) Define ''Imitation," and give various Contrapuntal devices for the employment of the same.
(6) Add three parts — for Soprano, Alto and Tenor — all ia the fifth species, above the following Cantus Firmus. Employ a motive oi decided character in imitation in all the parts.
[ovk]
5. To the f olIowiBtf Oantus (a) add a Double .Counierpoint in the octave in the fifth species. Add a third voice in Simple Counterpoint in the fourth species, (b) Write out the iDversion of the Double Counterpoint, and add a third voice in the third species.
I" I r^'Mi
6. Give rules for writing Double Counterpoint in the tenth and twelfth.
7. Write an example of the above [(a) Counterpoint in the tenth, and (6) Counterpoint in the twelfth] in the fifth species (florid), on the following subject. Show the Counterpoints both above and below the subject.
Bitttlietefts of Sotonto^
ANNUAL EXAMIMATIONS : 1901.
THIRD YEAR.
FACULTY OF MUSIC.
HISTORY.
Examiner .• S. P. Warren.
[time — THREE HOURS.]
1. What differentiates Secular from Church Music — i.e., in the abstract, regardless of words or text ? Trace the influence of Folk Music on the music of the Chuich in earlier times, and in musical art generally during the past century ? Cite examples from Composers of different nations.
2. Who first systematized the so-called Church modes ? Who gave to them Greek names ? In what respect has this procedure caused much confusion ?
3. Write a short account of the early school of French opera ? Name the most prominent early French opera composer. What instrumental form is he credited with having originated ?
4. What have you to say about Carissimi and Monteverde ? When did they live ?
5. Compare Bach and Handel in their styles, their spheres of activity and in their influence in the history of music Name some of their contemporaries who influenced them in their development^
6. Describe the Lute. At what period was it a favorite instrument ? What was its system of nota- tion called ?
7. Give a historical account of the Violin, with names of some famous makers of stringed instruments.
[oysb]
8. Since Beethoven died, what has been done — ^if fiinything — to extend the Symphony, whether in form, content or elaboration ?
9. Describe characteristics of Liszt, Berlioz and Bjrahms, as to style, treatment, orchestration, &e. Give names of some of their larger works, both vocal and instrumental.
10. What radical reforms in the musical drama have been effected by Richard Wagner? Qive names of composers who in the past were active as reformer in the same field.
Bni^ttnitp of ^TorontOi
ANNUAL EXAMINATIONS : 1901.
THIRD YEAR.
FACULTY OF MUSIC.
FORM.
Examiner : S. P. Warren.
[time — THREE HOURS.]
1. Define concisely "Rhythm" and "Metre." Give other terms employed in elementcury musical form, defining each clearly.
2. (a) Write an example of the simplest period form of eight measures.
(&) Extend the above so as to form. a double or two-part period.
(c) Extend it to a three-part period.
3. (a) Define " Dimeter," " Trimeter," " Tetrameter," " Pentameter.'*
(6) By what process may a phrase or period be extended or contracted from the normal or even num- ber of measures to an uneven number ? Write two or three examples.
4. How many difierent rondo forms are there? Describe each and cite examples if you can from the classical composers. With wnich of these forms is the so-called sonata- form in close relationship ?
5. What do you understand by the term "cyclic forms ?" Give names of several, and describe them.
G. What is the difference between a Suite and a Sonata ? Discriminate between them as to the character, sequence and relationship of the move- ments of each.
[OVER
7. Analyze the first movement of Beethovens Sonata in B flat, Opus 22. Indicate by means of term^ brackets, etc.:
(1) Principal and secondary themes.
(2) Episodes and transitional passages.
(3) Modulations.
(4) Motival structure.
And give such other particulars as you consider Deces- sary to a thorough understanding of the work.
Sinflieteftff of Sotoiit04
ANNUAL EXAMINATIONS : 1901.
CANDIDATES FOR RA.Sc.
FACULTY OF APPLIED SCIENCE.
THERMODYNAMICS.
PASS AND HONORS.
Examiner : Robert W. Angus, B.A.Sc.
1. Give thermodynamical examples of the applica- tion of the criterion of integrability of a difierential expression in two independent variables. What is the rale for integrating such expressions when possible ? Illustrate.
2. Describe imaginary experiments with the hypo- thetical apparatus which will clearly define the mean- ings of the six thermal capacities of a homogeneous fluid for which any two of the variables p, v and t may be considered independent.
3. Explain the isenergic line. Illustrate its appli- cation in the graphical representations of the heat absorbed by the working fluid and the change of intrinsic energy.
4. Explain the theory of Thomson's scale of absolute temperature and interpret the resulting equation
Q a
T =
Q' r- 1
5. Explain the method of calculating the constants of the isenergic equation for steam original!}' nearly dry when written in the form pv^ = C . Determine the expressions for the heat absorbed and the work
done.
[over]
6. Investigate the p, v, isothermal equation of superheated steam. Determine whether the steam approaches saturation or the reverse during isothermal expansion.
7. Investigate Zeuner's equations for the flow of elastic fluids with absorption of heat. Deduce the general hydraulic equation
h + hpi + hvi + hf^ = hi + hp^ + hy^ + Jir .
State clearly the assumptions regarding the nature of the flow made in the above theory.
8. Investigate the expression for the velocity of flow of superheated steam from a reservoir, no condensation being supposed to take place in the short off'-flow tube and the external pressure being less than half the pressure in the reservoir. Show how to determine whether condensation takes place or not at the reservoir.
vmfUfrsftff ot STorontto*
ANNUAL EXAMINATIONS : 1901.
CANDIDATES FOR B.A.Sc.
FACULTY OF APPLIED SCIENCE.
ENGINES, BOlLEkS, ETC.
PASS ANb HONORS.
Eaximitier : Robekt W. Angus, B.A.Sc.
1. Give a description with sketchas of two different kinds of indicator reducing motions, and explain fully the method of applying and using them.
Determine the maximum errors, if any, to which they give rise.
2. Sketch and describe three of the most common forms of link motions, stating the peculiarities of each.
In a given link motion with open rods, show how to find approximately the position of the link for a given point of cut-off.
3. Explain the method of working of the Diesel motor and describe its cycle. Determine its efficiency in terms of the cylinder volumes and constants for the gas.
4. Name and explain three methods of producing compressed air, stating the applications of each.
A three-stage compressor is to be used to com- press air at atmospheric pressure (14.7 pds.) to a pres- sure of 500 pds. per sq. in. Determine the relations between the volumes of the cylinders so that each may do the same amount of work, the air entering each cylinder at the same temperature.
5. Describe and illustrate diagram matically the mode of action of the shaft governor. Show how the diagram will be affected, for different points of cut-6ff, by the position of the point of suspension of the eccen- tric.
[oyib]
6. Discuss fully the effect on the economy of a simple, single-cylinder engine of (a) the quality of the steam used, (b) steam jackets.
Explain the effect of compounding such an engine.
7. Define boiler efficiency ; state in detail the data required for its determination and the methods of obtaining these data.
8. Describe the chemical processes which take place in a boiler furnace, noting results which depend on variations in the character of the fuel in the boiler setting, and the methods of firing. State conditions and processes which tend to diminish the efficiency.
9. Interpret the formula w = for the density
P of the chimney gas, and describe in detail methods of
obtaining the dateu
BinftiereUff of Sototito*
ANNUAL EXAMINATIONS : 1901.
CANDIDATES FOR B.A.Sc.
FACULTY OF APPLIED SCIENCE.
HYDRAULICS.
PASS AND HONORS.
Examiner: Robert W. Angus, B.A.Sc.
1. Determine the dimensions of a trapezoidal conduit with given side slope, so that the area of the cross section may be a minimum for a given discharge. Ex, — The banks of a channel slope at 45° ; compute its dimensions, the dis- charge being 16 cu. ft per second, and the slope of the water surface 1 per 2000. c = 114.
2. Discuss fully the action of a valve in a line of uniform water pipe, giving the equations which represent its effect on the discharge.
3. A 6 in. square orifice, a 5 in. circular orifice, and a weir 2 ft. long are available for the measurement of the same discharge, which would produce a head of 6 in. above the upper edge of the square orifice. Determine the accu- racy with which the discharge may be measured in each case, there being a possible error in the measured head of •003 ft. For orifices Cd = '60, for weir ca = '62.
4. Explain the method of determining the loss of head due to a sudden change in the direction of a pipe in which water is flowing.
A pipe 4 in. diameter, in which water is flowing with a velocity of 5 ft. per second, has a sudden change in direc- tion of 20*. Compute the horse power lost.
[over]
5. Determine the loss of head in a UDiform pipe with a uniform discharge along pai*t of its length, the pipe flowing full.
A 15 in. horizontal pipe has two branches, one 500 fL long discharging 600 Imp. gallons per minute, the other 800 ft. long discharging 720 Imp. gallons per minute, the dis- charge in each case being uniformly distributed along the entire length. Find the diameter of each branch if the pres- sure head at its dead end is to be 100 ft, the pressure head in the 15 in. pipe 1 mile from the junction being 120 ft / = -02.
6. Write notes on the miner's inch and the hook gauge. Explain the method of using, and the pur}:)06e for which each is used.
7. A bell-mouthed pipe 8 in. diameter and 700 ft. long, discharges thi*ough a smooth nozzle under a total head of 400 ft. into au impulse turbine. Neglecting the resistauce of the nozzle, find the maximum power that can be obtained What diameter nozzle corresponds to this power ! / = "02.
8. A stream 200 ft. wide and 6 ft. deep flowing in a uni- form channel has a slope of 1 ft. to the mile. If a dam be placed in the stream, find the distance from it at which the depth is 7 ft, the depth at the dam being 1 1 ft., and the width remaining unchanged.
Givea c = 90 ; ^ (^) _ ^ /^) = -37.
[
nniptvmt9'9t Voirpmot
ANNUAL EXAMINATIONS : 1901.
CANDIDATES FOR B.A.Sc.
FACULTY OF APPLIED SCIENCE.
WATERWHEELS AND CENTRIFCGAL
PUMPS.
PASS AND HONORS.
Exctminer : Robert W. Angus, B»A.Sc.
1. Sketch and describe the overshot wheel and the breast wheel ; determine the maximum efficiency and corresponding speed in the former.
2. Classify reaction turbines according to the direc- tion of flow in them. Describe each class briefly and draw the absolute and relative stream lines.
3. Investigate the general expression for hp in a
radial-flow reaction turbine in terms of the constants for the wheel, the velocity of the wheel, and the velocity of the water in the fixed guides. What does this expression become when the wheel combines tangential entry with perpendicular ofF-flow ?
4. Determine the efficiency of a badly designed radial-flow turbine with draft tube, when running at the proper speed for tangential entry.
5. Explain fully the method of measuring the areas, radii and angles of a mixed-flow turbine. Determine the constructional conditions which must be fulfilled for maximum hydraulic efficiency.
6. Describe a good turbine governor and explaki its method of action in connection with a given turbine, e.g. a McCormick turbine.
[over]
7. Describe the Girard turbine ; investigate the theory of the wheel.
S. Explain the object of balancing centrifagal pumpd. When is this unnecessary ? Investigate the theory of balancing vanes.
9. Investigate an expression for the minimum of head at exit from the vanes of a centrifagal pump, which has a volute but no enlarger. Compare the dimensions of the volute in this case with those of a volute for a pump in which an enlarger is used.
fMi\ttvult9 ot Sorotito.
ANNUAL EXAMINATIONS : 1901.
CANDIDATES FOR B.A.Sc.
FACULTY OF APPLIED SCIENCE.
STRENGTH AND ELASTICITY OF
MATERIALS.
PASS AND HONORS.
Examiner : A. H. Harkness.
1. Explain what is meant by an iaotropic body. Define PoisBon's ratio. Find an expression for the coefficient of elasticity of volume for fluid pressure.
2. How may the coefficient of elasticity of shear be determined Experimentally? Deduce the equations neces- sary for its calculation from the experimental data.
3. Prove that E ^2C (l H j. Hence show how
the value of m may be determined experimentally and also that of K,
4. Obtain a general expression for the maximum fiber stress produced in a member subject to combined stresses.
Design an eye-bar for the bottom chord of a bridge. Minimum stress » 30,000 pds. ; maximum » 90,000 pds. ;
p =. 9,000 l\ + ^^^ ; length - 24 ft. ^ \ max./
5. Obtain the equations for the deflection of a curved beam
6. Show how these equations may be applied to obtain the stresses in a two hinged arch.
[ovib]
7. Prove that the cable of a sospension bridge takes the form of a parabola. Upon what assumption does this proof depend f
Find the tension at any point in the cable in terms of the load, length, and versed sine.
8. Find the end reactions of a rim-bearing swing bridge for a concentrated load on one arm. In<ticate how the other reactions may be determined.
ainfbev0U9 ot Toronto.
ANNUAL EXAMINATIONS : 1901.
CANDIDATES FOR B.A.Sc.
FACULTY OF APPLIED SCIENCE.
NATURE AND PROPERTIES OF
MATERIALS.
PASS AND HONORS.
p f C. H. C. Weight, B.A.Sc.
Examiners : | ^ ^ Harkness, B.A.Sc.
1. What processes in the manufacture of Portland cement render it necessary for the Engineer in charge of important work to make frequent tests of the cement used ? What other agencies may make the quality of a properly manufactured cement inferior ?
2. Name the properties of Portland cement usually investigated, and explain fully the uses made of the results of the experiments. What is the fundamental difference between such an investigation and that made to determine the qualities of a material like mild steel ?
3. Explain the meaning of the following test : Sieve test — Residue on sieve, No. 100=9.4%.
— Residue on sieve. No. 50 = 0.0%.
Hot test — Perfectly sound.
Tensile strength — Neat, seven day, not rammed. Average 656 lbs. per sq. in.
4. Describe fully the elastic and plastic properties of medium steel as exhibited by tension tests on different specimens and tension tests repeated on the same specimen.
5. Name the chief impurities in cast iron and steel, and describe briefly the effect of each on the properties of the material.
tlnflievttlt]? ot tTovotitd*
ANNUAL EXAMINATIONS : 1901.
CANDIDATES FOR B.A.Sc.
FACULTY OF APPLIED SCIENCE.
MINERALOGY.
Examiner: A. P. Coleman.
1. Name from inspection the minerals marked 1, 2, 3, 4, »5, 6, and state their chemical composition as nearly as possible.
2. Determine by blowpipe minerals 7, 8, 9.
3. Give system of crystallization, and name the planes of 10 and 11.
8lnfliev»ft9 9t SToronto.
ANNUAL EXAMINATIONS : 1001.
CANDIDATES FOR B.A.Sa
FACULTY OF APPLIED SCIENCE
LITHOLOGY.
Examiner: A. P. Coleman.
1. Name from inspection the rocks numbered 1, 2, 3, 4 ; classify them and mention their constituents.
2. Examine with the microscope thin sections 5 and 6, naming the minerals occurring in them, and defin- ing their characteristic micro-structural features. Give the name and position in classification of the rocks examined.
dlnfuertfiti? oc envonto^
ANNUAL EXAMINATIONS : 1901.
CANDIDATES FOR B.A.Sc.
FACULTY OF APPLIED SCIENCE.
GEOLOGY.
PASS AND HONORS.
Examiner : A. P. Coleman.
1. Describe and sketch the forms assumed by erup- tive rocks. What relationships have such rocks to ore deposits ?
2. In what ways may cavities be formed within the earth s crust, and how may they be filled ? Can cavi- ties exist at all depths, or is there a limit in that res- pect ? Discuss the question.
3. Describe the Huronian of the Province of Ontario, taking up the rocks of the more important districts with their origin, the subdivisions of the Huronian, its relationship to the Laurentian, and its importance economically.
4. Give an account of the Devonian of Canada, with its subdivisions, chief fossils and economic products.
5 Take up the question of the coal deposits of eastern and western Canada, giving an account of the characteristic life of the time when each was deposited, showing how the coal beds occur, and what effects later geological factors have had on the charac- ter of the coal of different parts.
I •
Mnl\ttvtHt9 of SToronto.
ANNUAL EXAMINATIONS : 1901.
CANDIDATES FOR B.A.Sc.
FACULTY OF APPLIED SCIENCE.
METALLURGY.
PASS AND HONORS.
Eocaminer: G. R. Mickle.
1. Show by sketches, without giving details, a good arrangement for a ten-stamp mill, intended to treat a free-milling quartz ore with about 5% concentrates. Assume that the site of the mill is on a steep side hill.
2. Describe the operations carried out in the cyanide treatment of gold ore. No details of plants required.
3. Explain the theory on which the various wet processes for the extraction of silver are respectively ' based. Show the application and discuss the probable future of each.
4. Show by means of a tree all the various opera- tions which an auriferous copper pyrites would undergo before the final market product is reached. Give alternative operations.
5. How do copper mattes and lead bullion compare in their eflSciency as carriers for gold and silver. State what conditions must be observed to ensure a high extraction in each case.
6. Contrast by sketches the form (giving dimensions) of the large lead and copper blast furnaces now in use.
7. Describe as well as you can the Frasch process for treating nickel ores or mattes.
CAtilHetfidtt? of Sotomo«
ANNUAL EXAMINATIONS : 1901.
CANDIDATES FOR B.A.Sc.
FACULTY OF APPLIED SCIENCE.
ASSAYING.
Examiner: G. R. Mickle.
1. Describe two good alternative methods of deter- mining nickel and copper in an ore.
2. Assuming that 5% basic ferric sulphate
(Fe. O, SO,)
is present in an ore intended for cyaniding, hovsr would you determine that, and what treatment would you subject the ore to before cyanide leaching ?
3. Describe two methods for determining the amount of gold in a cyanide solution, discussing the relative convenience and accuracy of each.
4. If a blast furnace is smelting a gold-bearing cop- per ore, describe the best method of sampling and determining the gold and copper in the matte from the day s run.
5. Explain fully two good dry methods for deter- mining the percentage of lead in an ore stating the time required and the accuracy of each.
6. How are silver bullion assays made ? Describe fully.
Vinftoftsfts of SCototiio.
ANNUAL EXAMINATIONS : 1901.
CANDIDATES FOR B.A.Sa
FACULTY OF APPLIED SOIENOK
APPLIED ELECTRICITY-FIRST PAPER,
Eocaminer: T. R. Rosebrugh, M.A.
1. An alternating^ current ih said to be of C am- peres. What is understood by this ? Explain how it is possible for measuring instruments to determine its value as so defined.
2. Define the term p<ywer as used with reference to alternating current circuits in general.
3. Explain the method of the " three voltmetre " measurement of power and prove the formula fully.
4. A current flowing through an inductive resist- ance being represented by a revolving vector 0, find how to similarly represent the potential difference between the terminals, with full explanations.
5. The inductance, voltage, and frequency being
S'ven, but not the resistance, of a conductor, find the CUB of the current vector.
6. Two conductors are in series between mains of
Siven voltage, the resistance of the first is variable, ut the remaining quantities for both are constant. Find the locus of the voltage vector for the second.
7. When the variation is harmonic, determine the relation between the maximum and mean effective potential difference. Given that the voltage between the brushes on the D. C. side of a rotary converter is 600 (no cuiTent flowing), what would be the voltage corresponding to this on single or two phase collecting rings.
[ovbb]
8. Carrent and voltage both varying harmonically , prove the correctness of the expression for the power in a given circuit.
9. The voltage at generating end of a two wire circuit being given, the redstaoee and reactance of ih» line, the current and its phase relatively to the voltas^e at the first end being given, show how to find t£e voltage at the second end of the line, giving proof.
10. Determine the locus of the voltage vector at the second end of a line for given power received. Eazplain also the method of finding the locus for given pow^^r transmitted. Find from Uie diagram the effect on the phase of the current, produced by raising the magneti- zation of a sjmchronous motor.
ttnttoersitff of Sotronto.
ANNUAL EXAMINATIONS : 1901.
CANDIDATES FOR B.A.Sa
FACULTY OP APPLIED SCIENCE.
APPLIED ELECTRICITY-SECOND
PAPER.
Examvaer ; T. R. Rosebrugh, M.A.
1. Explain how to connect measuring instruments to determine power given out or absorbed in a poly- phase circuit.
2. Write a note on Scott's transformer.
3. The current received over a two phase transmis- sion line on which measurement gives 11,000 volts at the generator end at 60 cycles, amounts to 100 amperes on each phase for non inductive load and 200 amperes to supply motors of power factor -80, the line resistance of each circuit is 3*5 ohms and induc- tance 10 millihenrys. Show how to find graphically the other quantities representing the condition of operation.
4. When a two phase current is transformed into a three phase by means of a rotary converter what is the ratio of voltages ?
o. Given the three ammeter readings on three phase mains, discuss the (Afferent cases which may arise in the determination of the three " A " currents.
6. A three phase alternator is changed from " A " to "Y" connection. What difference will be caused thereby ?
7. Draw diagrams of armature windings (for an eight pole field) suitable for single, two and three
Ehase respectively. Write a note on the points which ave bearing on the choice of armature winding for an alternator.
[over.]
i
^
8. Describe methods used for the field excitation of alternators.
9. Make diagrams explanatory of a suitable form of winding for the stator and, rotor respectively of an induction motor to run at 1800 revolutions per minute on a 60 cycle circuit
10. A resistance i2, inductance L and capacity ¥ are in series, what is the impedance and under what circumstances will its value be a minimum ?
sanftotrsfto of STovonto.
ANNUAL EXAMINATIONS : 1901.
CAK DID AXES FOR BACHELOR OF PEDAGOGY.
PSYCHOLOGY.
S. A. Morgan, B.A., D.Paed.
1. " We have seen that mental processes when introspective!}' scrutinised and dissected can be re- duced to two kinds of quite simple processes or mental elements, sensation and affection/'
Outline fully Titchener'a theory concerning the primary elements of consciousness and compare it with your own view.
2. State concisely the relationship of perception to conception and show its bearing on the problem of educational method.
3. Discuss fully the psychology of imagination and indicate the function of the image in the process of learning.
4. How would you justify the existence of child psychology as a distinct division of psychology ? Describe briefly the chief methods of investigation it employs, and estimate the value of its contributions to the science of education.
5. Discuss the problem of volitianal development showing its relation to the development of moral character. State concisely what you understand by the terms impulse, desire and duty, and indicate their relations to one another. Compare yonr own views with those of Guyan.
einitoersiti? of ^otontik.
ANNUAL EXAMINATIONS: 1901.
CANDIDATES FOR BACHELOR OP PEDAGOGY.
ETHICS.
(with applications to PKDAOOGY.)
Examinei* : W. Pakenham, B.A.
1. (a) State Spencer's view of the origin and development of the moral consciousness. Discuss.
(b) What position in the development of this ethical system does Spencer give to moral obligations ?
(c) Apply his conception of the " ultimate end " to a criticism of the ordinary sanctions and incentives of the school-room.
2. Guyau distinguishes a " morality of impulse " from a "morality of insight" and insists upon the pedagogical importance of the former.
(a) Determine the psychological basis of his distinction.
(6) Discuss after Ouyau the evolution of a ** mor- ality of impulse."
(c) Apply Ouyau's conception of the methods and aims of an ethical education (i) to a comparison of the values of the Natural Sciences and of Art as the bases of such education, and to (ii) a consideration of the dictum " the ethical content of a subject should not be the basis of formal instruction."
3. " The will is not free because the strongest motive always constrains it." Discuss fully.
[oveb]
2. What are the advantages and disadvantages of the co-education of the sexes ?
Account sociologically for the weight of opinion in France and Germany on this question.
3. (a) In what particulars should the parents and trustees co-operate with the teacher in the organization and management of the school ?
(6) How may snich co-operation be secured?
Anfuetsfty of CToirotito.
ANNUAL EXAMINATIONS : 1901.
CANDIDATES FOR BACHELOR OF PEDAGOGY.
SCHOOL ORGANIZATION AND MANAGEMENT.
Examiner : Jno. Waugh, D.Paed.
Eight qaestions only to be taken.
A.
1. A rural school h&s an average daily attendance of seventy pupils. Give practical directions for the selec- tion of a school-site, and make a rough sketch of the plan of the school-yard and of the floor-space of a one- storey school building for such a section.
2. Make oat a time-table for Form V. in such a school.
B.
1. Discuss fully the value of Nature Study in rela- tion to the cultivation of (a) the aesthetic, (b) the moral sentiments.
2. " Severe discipline tends to destroy the will- power of the child." Examine the validity of this statement.
3. Make a psychological analysis of the sullenly stubborn disposition, investigating its cause. Show how you would effect its cure.
4. In what respects do punishments administered in the home, in the school, and by the state, differ in principle ?
C.
1. •' No system is so dead as a perfect system." How may a system of education, theoretically perfect, tend to repress individuality ? " Discuss in this relation the value of ** voluntary schools."
LOVER
4. (a) Seth claims that the surest " warrant for the efiectiveness of punishment as a deterrent and refor- mative is found in its ethical basis as an act of retribu- tion." Discuss.
(6) State and criticize Spencer's theory of punish- ment.
5. Plato would " banish the poets lest they corrupt the state by making its citizens believe a lie."
(a) From what premises did Plato reach this conclusion ?
(6) Criticize both premises and conclusion.
mnttorreili? of CCotronto.
ANNUAL EXAMINATIONS : 1901.
CANDIDATES FOR BACHELOR OF PEDAGOGY
HISTORY OF EDUCATION.
Examiver: S. A. Morgan, B.A., D.Pakd.
1. Outline and criticize the leading educational ideals of the Athenians. What did Plato and Isocrates respectively contribute thereto ?
2. Discuss Comenius' System of Education as to organization and method.
3. In what respects may the pedago£^ical maxin\s of Rousseau be considered a reaction against the educa- tional practices of his day ? Give your own estimate of his leading principles.
4. "A boy whose acutest faculties are his senses, and who has no perception of anything abstract, must first of all be made acquainted with the world as it presents itself to the senses."
How did Basedow apply this maxim in the teaching of Latin ? Contrast his method with that of Jacotot.
5. *' An interest in study is the first thing which a teacher should endeavor to excite and keep alive."
By what means would Pestalozzi have us attain this ? Compare his views with those of Froebel.
6. Discuss Spencer's views on Aesthetic Education.
8inftoer0tci? oc CoromiL
ANNUAL EXAMINATIONS : 1901.
CANDIDATES FOR BACHELOR OF PEDAGOGY.
SCIENCE OF EDUCATION.
Examiner : HS. A. Morgan, B.A., D.Paed.
1. What fuDdamental principles should control the organization of the subject-matter of the curriculum ? Apply these principles in determining the place and value of Manual training in an ideal system of educa- tion.
2. " There are two extremes in the course of study, Mathematics and Litemture. The former deals with everything in a mechanical aspect, while the latter deals with life in its highest forms." " Arithmetic,
Ehysics, and ehemistry have no power to form the eart."
Apply your knowledge of the psychology of these several subjects in a criticism of the above views.
3. Discuss the problem of Specialization in Second- ary Schools.
4. "The genesis of knowledge in the individual must follow the same course as the genesis of know- ledge in the race."
What fundamental errors underlie this statement ? What element of truth does it contain ?
5. From your knowledge of the Philosophy of Edu- cational Method, what general features would you expect to find in a well-conducted lesson ?
6. Examine critically the following educational maxims :
(a) Teach Things, not names.
(b) Proceed from the Known to the Unknown.
titimersfti; o( Kovontu
ANNUAL EXAMINATIONS: 1901.
CANDIDATES FOR BACHELOR OF PEDAGOGY.
METHODS IN MATHEMATICS.
Examiner : W. H. Muldrew, B.A., D.Paed.
1. '' Democracy in education demHnds equality of 0{>))or- tunity, not equality of attainment." Di8CU.HS this stateuient in its bearing on the teaching of mathematics in a secondary school.
2. " There has been a uniform complaint that pupils .... could not measure wood, lumber, etc. This is because they have been trained simply to measure woo<l and lumber." Give your views on this topic.
3. "The educational value of arithmetic is largely lost when recourse is had to algebraic methods." *' The solution of an arithmetical problem gains much in value by being given the general or algebraic form." Discuss.
4. (a) Outline an introductory lesson to a junior High School class on the properties of similar triangles, leading to the solution of some simple problem.
(6) How would you establish with a senior class the frustum formula
5. What do you consider the chief difficulties encountered by beginners in the study of Euclid's Second Book ? How would you introduce this part of the work with a view to overcoming such obstacles ?
6. Outline a lesson on the geometrical meaning of v^ — 1 given to a class acquainted with elementary trigonometry and leading to the interpretation of expressions of the form
Atittifr0ft9 of s:ot'onto>
ANNUAL EXAMINATIONS : 1901.
BACHELOR OF PEDAGOGY.
METHODS IN ENGLISH AND HISTORY.
Exnminei': W. Pakenham, B.A.
1. (a) Determine the aims and function of a training in history for stuilents who complete their formal education in Primary and Secondary Schools.
(6) Indicate briefly the limits of the subject- matter of such trainin<;.
(c) Deduce from the answer to ('/) the character of an ideal text-book in Canadian history for Primary Schools.
2. ** The best results in the teaching of English in Secondary Schools cannot be obt^iined without the aid given by the study of some other language."
(a) Specify in this regard the benefits to be derived from " the study of some other language."
(6) In the light of your answer to (<e), what *• other lan^UHge " should this be ? Why ?
3. (tt) State briefly your general scheme of teaching English composition in the High Schools.
(6) Determine the relation (if any) of formal rhetoric to this scheme.
4. (a) Outline a course in Supplementary Reading for pupils in Forms IV. and V. of the Public Schools.
(/)) What principles have guided you in defining this course ?
8lniliet0ftff of Sorotito*
SENIOR MATRICULATION EXAMINATIONS: JUNE, 1001.
GREEK AUTHORS.
Examiner: Maurice Hutton, M.A.
HOMER AND LUCIAN.
1. Translate literally :
(a) €( S* vfuv oSe /mvOo^ a(f>av^v€i, aKXi, ^oXea-de axjrrov T€ Jiaieti/ K€U ex^iv iraTpdia irdvra, firi oi ')(prniaT erreira SXi^ OvtiffBi* SBoDfiev ipOaS* lirf€if}6fA€Poi, aXK* ix fji^dpoto eKcurro^ IMfdadm ieBvoKTip Bv^ijfiepo^ ^ Bi /e* hrei/ra yriiiatd* 09 ice irXeUrra iropoi xal fiopa-ifio^ SXffot.
(&) 'H fjL€v ap^ &9 elirova* aviffrj vpo^ Sdfiara KaXh, oi S iviavrov iiravra trap* rffilv aidv fikvovre^ iv VTfl y\a<f>vpQ ffioTop iroXi/v ifi/rroXdovTO, dXX* ore Si) /eoiXtf vtfv^ VX^^^ rota-i veetrdaiy Koi TOT ap offyeXop fjtcav, &9 ayyeiXeve yvvaucL fiXvff aptfp voXvihpi^ ifjbov irpo^ BdfjLaTa iraTpo^ jfovaeov opfiop iyoDPy fierh S* rjXktcTpota'iP lepTO. TOP flip ap €p fieyap<p S/mmkI koI vorpva fi'^TTjp yepaip t dfjL<l>a<f>dopTo Kat OifydaXfAola'iP op&pro, (opop iirur^o/Aepav 6 Si Ttj KaTepevae aiwn^.
(c) T<ri)Ta fikp ih'qXov 17 eTno'ToXi)^ Koi irepl fjfjL&p^ &7ra)9 ^epia-Oeirjfiep, iyo) Bi irpoeXffoop oXiyop airo OaXdTTTj^ evpop to (nrrjXaiop tolovtop oIop "Ofirjpo^ elire, xal avrijp TaXaoriovpyovo'ap, ay; Be Ttfp hna~ ToXfiP eXafie ical eTreXifaro, irpS^ra fiep itniroXif eidxpyep* erreira Be irape/caXev rffia^ errl ^epiap xal eiaTia XafiirpS)^, Kal vepl rov ^OBvaaew^ hrvpddpero Kat irepl t?}? TlrfPeXoTrrf^, oiroia re elrj t7)p Sy^ip, Kat el a-a><f>popoirf, Kaddirep ^OBvaaeif^ irdXat irepl avrri^ eKotnra^e'^ Kai ^fiet^ roiavra direKpLPOfjbeda, i^ &p elxd^ofiep eb^papeiaOcu ain"np.
[over]
(d) "Apr^ fjkiv hrerravfAffv ek ra itScuTKokda ^irw, f^Sff rifp ffXiKLav 7rp6<n)8o^ &v' 6 Be Trarifp iaiuh irelro fieri, t&v <f>i\<ov, o, ri xai SiSa^cuTO fie. Tok irXeiaro^^ oip tio^ iroiSeia fiiv kcu irovov iroXk/A, leal j(p6vov ficucpov, teal SaTrdvtf^ oi afiucpa^, luu rvj(rf^ Seurdai Xa/Mvpa^:' Ta Be fifikrepa fuxpa re eZi/ai, /cal raxeidv riva rip ivucovpiav airMreof, Et Be riva rexyrfv tS)v ffavauamv rovrwv iKfidOoifu, TO fiev irp&rov ebOif^ &v airrb^ ^€ip ra apKovvra rrcLph T^9 Teyyri^y koL fiffKeri oUoairo^ elvcu, njX*- KovTO^ &v dhm ek fumpcLP Bi km rov rrarepa €v^pa>- velvy ano^ptov aei ro yvypofiepov. ^evrepa^ ow <r^e^099 ^pxh rrfmrridtfy Tt9 apurrfj r&v reymv^ KoX pa/rrq eKfiaOeiP, xai opBpl ikev0ep<p irphrowrOi KCU irpo^eipov S^ovaa rijp ^ofyryyiap, Kat Btap/cSj top rropop.
2. Parse fully, explaining the syntax of the follow- ing words :
(a) fioXea-Oe, abrop, dvfjLfjBe, updaOen, yi^p/uff C^^J this voice ?), iropov,
(b) ifAiroXdopro, fffxj^ero, ^kov, arfyeiXeie (Why this mood? Write its equivalent iii Attic Greek), 6€/9TO| afjL<l>a<^opro, &pop, imaj^pfjLepcUj r^. Scan the first five lines of this extract.
(c)^ cSiJXow, ^urOeifffiep (Why this mood ?), raXa- aiovpyovorap, eiaria, eltf^ a-n^ovoitf, eucd^ofJLev, ev^- peio'diUf airnjp,
(d) Vocabulary:
irpo<rriPo<;, well grown. eTTiKovpla, assistance. fiapava-o^^ a mechanic. eif<f>paCpa>, I gladden. irfHrxe^po^^ ready to hand.
Xopnyi^s income. Biap/cf)^^ permanent rropty;, revenue.
8lnft)er0ft9 of Sovoiito.
SENIOR MATRICULATION EXAMINATIONS : JUNE, 1901.
GREEK PROSE AND GRAMMAR.
Examiner : Maurice Hutton, M. A.
1. Translate into Greek :
It used to be said that the schoolmaster was abroad in the land ; but never too late to learn ; we are now told that the schoolmaster is also all abroad in his opinions; his usefulness is gone I suppose ; it is the carpenter and the mechanic to whom we should all go to school ; our country, after all, evidently won her battles neither in the playing fields of our school boys, nor yet in their class-rooms, still less in the universities, but in the work-shop and the smithy. We seem likely then to owe more to the School of Practical Science than to the University ; the latter, those of old used to say, shows men how to build, the former how not to ; but sometimes, we know well, truth emerges more quickly from opposites than from its like, and a reductio ad absurdwm is sometimes the best of proofs. So now let us hymn the School of Science with a hymn of ancient Greece ; let us strike up with the words 6v irpb^ AOrjvaiap, for they are appropriate to the occasion ; and then let us quickly cease lest some one accuse us of what the grammarians call "cartwrights abuse" (where by the bye let me ask do they put the apostrophe and I wonder if they mean a small or a capital letter ? I seem to have inadvertently forgotten).
[ovkr]
VOCABULARY.
schoolmaster, 8tSacr#ca\o9- ^ ^ t/ /»
to be abroad io the the land, iravv iroppm oia&vea6ai
Sia T^ ytf^^ too late, ir^ialrepov* • ^ ^^
to be all abroad in one's opinions, iraw mppn wfl-
tv€ff0a4 TO dXi;^. my usefulness is gone, iyubi fiev fiefitmrai* I suppose, olfuu. carpenter, rexpirrj^;. of course, pif Ata. mechanic, fidvawro^. to go to school, ifxtnap h^. after all, 5pa. evidently, use verb 4>dafOfun with participle after it
playing field, ircuBia*
yet, eli;*
class room, vaiiela.
much less, ^ trot/ ^e.
University, Avtceiop.
work shop, ipya4mipiop*
smithy, yoXjceioy.
to seem hkely, tcipSweveuf.
to owe, o^>el7ieuf*
baild, oiicoSo^iP'
to emerge, Tra/MMn^Trreiy.
the opposite, to ipamlop* ^ ^ ,
r^ttc^io ad dbmirdum, to /carrctffalpeiv ek arvirw t*.
sometimes, ipiore.
proof, TOCfLTipiOP*
to hymn, vfMpeip.
to strike up with the words, kpafiaXKBadai fSovriS^ appropriate, irpenoDP irpeirowra irphrop. occasion, Kaifx^. to cease, iravecdat'
grammarian, ypafifMTueo^' ^
cartwriffhts abuse, 6 i( dpui^ovftyov xKevtri^' by the bye, i/c irapipycv. to mean, fiovXeorBou,^ capital, fieya^ fieyaXv fiiya^ letter, ypdfifia.
to forget, hriXapOdpeadai, ^ a ' nro-
inadvertently, use verb XapOavco with reflexive p noun following and a participle.
^nttuvuiis of Sotonto*
SENIOR MATRICULATION EXAMINATIONS : JUNE, 1901.
LATIN.
Examine!' : J. Fletchbr, M.A.
I.
Translate :
(a) Yixdum clamore suhlato, iaculatores fiugenint inter subsidia ad secundam aciem. Inde equitum certamen erat aliquamdia anoeps ; dein quia tar- bant eqaos pedites intermixti, multis labentibvs ex eqnis ant desilientibus, ubi suoa premi circum- ventos vidissent, iam magna ex parte ad pedes pugna venerat, donee Numidae, qui in oomibus erant, circumvecti paulum ab tergo se ostendenint. Is pavor p&rculit Romanos, auodtque pavorem consulis vulnuB periculumque intercursu turn pri- mum pubescentis filii propulsatum. Hie erat iuvenis, penes quern perfecti huiusce belli laus est, Af ricanus ob egregiam victoriam de Hannibale Poenisque appellatus. Fuga tamen effusa iacula- torum maxime fuit, quos piimos Numidae invase** runt; alius confertua equitatus consulem in medium acceptum, non armis modo, sed etiam corporibus suis protegens, in castra nusquam trepide neque effuse cedendo reduxit. Servati consulis decus Caelius ad servum natioue Ligurem delegat ; malim equidem de filio verum esse, quod et plures tradidere auctorea et fama obtinuit
(6) Ergo Quintilium perpetuus sopor
Urget ! cui Pudor et Justitiae soror, Incorrupta Fides, nudaque Veritas Quando uUum inveniet parem ?
Multis ille bonis flebilis occidit, Nulli flebilior quam tibi, Virgili. Tu frustra plus heu non ita creditum Poscis Quintilium deo&
Quod si Threicio blandius Orpheo Auditam moderere arboribus fidem, Non vanae redeat sanguis imagini, Quam virga semel horrida,
Non lenis precibus fata recludere, Nigro compulerit Biercurius gregi Durum : sed levius fit ^atientia^ Quidquid corrigere est nefaa
(c) Linquenda tellos et domus et placens
Uxor, neque harum, quas colis, arborum Te praeter invisas cupressos Ulla brevem dominum sequetur.
Absumet heres Caecuba dignior Servata centum clavibus et mere Tinget pavimentum superbo, Pontificum potiore coenis.
1. Give the principal parts of the verbs to which forms italicised belong.
2. Give the rule for the mood of vidiasent, fiudiffi, redeat, and for the tense of compulerit.
3. Scan the first stanza of (6) and quote a pamllel from English poetry to the first stanza of (c).
II. Translate at Sight :
Tum matronae ad Veturiam, matrem Goriolani, Yolumniamque uxorem frequentes coeunt. Per- vicere ut et Veturia, raagno natu mulier, et Volumnia duos parvos filios secum f erens in cas- tra hostium irent, et quoniam armis viri defendere urbem non possent, mulieres precibus lacrimisqie defenderent. Ubi ad castra ventum est, nantia- tumque Ooriolano est adesse ingens mulierum agmen, primo, qui neque a legatis neque a 8ace^ dotibus raotus esset, multo obstinatior adversos lacrimas muliebres erat. Deinde familiarium quidam, qui Veturiam inter ceteras cognoverat inter nurum nepotesque stantem, '* Nisi me fms- trantur," inquit, " oculi, mater tibi conjuxque et liberi adsunt."
III.
Translate into Latin :
1. Has he not ordered the townsmen to bring him com for bis soldiers ?
2. They were afraid that he would cross the river.
3. 0 that you had prevented them from making war on Saguntum !
4. Do not ask him when he first beard that the town had been taken.
5. He told them that he was younger than any of them.
6. The Romans were filled with shame and remorse at the fall of the city. They felt that after under- taking its protection they should have shown greater fidelity. It was evident that Carthage would now bave greater influence in Spain than ever.
i
anflietsftff of Sotdnto*
SENIOR MATRICULATION EXAMINATIONS : JUNE, 1901.
ENGLISH COMPOSITION.
EoMmiirier : D. K. Keys, M. A.
Write an essay of three or four pages on one of the following subjects :
1. Imperialism vs. The Little Englander.
2. The influence of climate upon national character ?
3. Our daily paper and why we read it.
4. How can we beautify our cities and towns ?
5. The romantic element in Canadian History.
ntifiifreftff of Toronto.
8EKI0R MATRICULATION EXAMINATIONS: JUNE, 1901.
ENGLISH LITERATURE.
PASS.
Examiner : W. J. Alexander, Ph.D.
1. Give an outline of what Capulet says and does npon four principal occasions on which he appears upon the stage ; and thence briefly deduce his character.
2. By reference to definite passages in the play, show the character of Cassius.
3. Indicate the circumstances of each of the follow- ing speeches, and show how each is characteristic of the person who utters it :
(a) These violent delights have violent ends. And in their triumph die, like fire and powder Which as they kiss consume.
(b) I think you ai e happy in this second match. For it excels your first ; or if it did not, Your first is dead, or were as good he were. As living here and you no use of him.
(d) Do not stain The even venture of our enterprise.
Nor the insuppressive metal of our spirits, To think that or our cause or our performance Did need an oath.
(e) And men and flesh and blood and apprehensive : Yet in their number, I do know but one That unassaila])le holds on his rank, Unshaked of motion ; and that I am he,
Let me a little show it.
(J) No place will please me so, no mean of death. As here by Caesar and by you cut off. The choice and master spirits of this age.
[otkbl]
4. Explain fully and accurately what is italicised in the following:
We*U not carry coals. 1 would thou wert to
ha'ppy by thy stay, to hear true shrift, ^You are &
pnncox You kiss by the book. Here's sach a
coU. CoTiceit, more rich in matter than in wards,
brags of his substance, not of omamenL- Bade him
bethink how nice the qudrrd was. Hood my wir
mann'd blood, baiing in m,y cheeks. Nature mast
obey necessity which we wUl niggard wiUi a litdt
rest. Mvst I badge ? must I observe you, Who
else m/ust be let blood, who else is ran. And reason
to my love is liable-- By no means I may discover
them by any mxirk of favour. Which fiwdtm lam- entation might have moved. What less than doorM-
day is the prince's doom. ^£re this band shall be
the lahel to another dded.
5. What special purposes does the first scene in each of the two plays serve ? in other words, why does Shakespeare begin the plays wit]i these scenes ?
Bnfuetefts ot ^Totomo*
SENIOR MATRICULATION EXAMINATIONS : J(7NE, 1901.
ENGLISH.
HONORS.
Examiner : D. R. Keys, M.A.
1. What evidence is there in the play of Henry F. of a regular balance or proportion between the heroic and the comic elements of the action ?
2. Criticise the introduction of French scenes into this English play.
3. Discuss the dramatic purpose of the character of Fluellen.
4. Compare the characters of Pistol and Nym or of Bardolph and the Boy.
5. Quote from the speeches of Henry Y. passages to show (a) his patience, (jb) his piety, (c) his prudence, (d) his penitence for his father's fault, (e) his playful- ness, (j) his prowess, (g) the principal object of his ambition.
6. Explain the following passages (giving, in each case, the speaker and the connexion) :
(a) T would drink the cap and aU.
{h) Turn him to any cause of policy,
The Gordian knot of it he will unloose, Familiar as his garter.
(e) TeU him he hath made a match with such a wrangler That aU the courts of France wiU be disturbed With chases.
{d) We'll not offend one stomach with our play.
(e) I have, and I wiU hold, the quondam Quickly For the only she ; and — pauca, there's enough.
(/) The king has kiUed his heart.
[ovib]
ig) The fig of Spain.
(A) It is a beast for Perseus : he is pure air and fire.
(i) Be he ne'er so vile.
This day shall gentle his eondition.
(j) The day is yours.
7. Scan the following ver&es, noting all metrical irregularities :
Mark then abounding valor in our English, That, being dead, like to the ballet's grazing, Break out into a second course of mischief, Killing in relapse of mortality. Let me speak proudly : tell the constable We are but warriors for the working-day
And, mv poor soldiers tell me, vet ere night They'll be in fresher robes, or they will pluck The gay new coats o'er the French soldiers' heads And turn them out of service. If they do this, — As, if God please, they shall, my ransom then Will soon be levied. Herald^ save thon thy kbor.
8. Carlyle speaks of Macauiay as a man " radiant with pepticity." By a oompari3(m between Qamett s selections from these two writers indicate the inflaenoe of digestion upon style.
9. Compare Coleridge, Hazlitt and Lairnh as literuy critics.
einftictffftff Of Sovonto*
SENIOR MATRICULATION EXAMINATIONS : JUNE, 1901.
FRENCH.
Examiner : J. Home Cahebon, M.A.
I. Translate into French :
1. Take away this table and put it in front of the window.
2. All dogs can eat meat as well as bread.
3. If you knocked at the door, somebody would open it.
4. How many men did Napoleon lose in crossing the Beresina ?
5. Where does one find the prettiest flowers in the spring?
6. Sit down, if you please ; my uncle will come in a moment.
7. We should not sleep more than ten hours each day.
8. He who wants to have everything sometimes ends by (par) being very poor.
II.
Translate into French :
There was once a man who did not like winter. One day in the month of December, it was very cold, and he shut himself in his room. He sent word (faire savoir) to his friends that he was ill, and they all came to see him, bringing several doctors. They found him lying on a sofa {canap^f m.) in front of the fire, and wrapped up in four
blankets {couvertures de laine, /.). " What is the matter ? What is your illness ? " cried everybody. " Alas ! " replied the poor man, in a feeble voice, " I have winter." Everybody laughed, no doubt ; but that disease is hard to cure.
III. Translate into English :
Ces flots de mis^rables roulaient ainsi les ons sur les autres ; on n'entendait que des oris de douleur et de rage. Dans cette af&euse mUk, les hommes foul^s et etouflR^s se ddbattaient sous les pieds de leurs compagnons, auxquels ils s'atta- chaient avec leurs ono^les et leurs dents. Geux-ci les repoussaient sans piti^, comme des ennemis. Parmi eux, des femmes, des raferes, appelJrent en vain d'une voix d^hirante leurs maris, leurs enfants, dont un instant les avait separ^es sans retour : elles leur tendirent les bras, elles suppli- ferent qu*on s'dcart&t pour qu'elles puasent s'en rap))rocher ; raais eniport^es 9a et ]k par la foule, battus par ces fiots d'hommes, elles succomb^rent sans avoir 6t6 seulement remarqu^s. Danscet ^pouvantable fracas d'un ouragan furieuz, de coups de canon, du sifflement de la tempete, de celui des boulets, des explosions des obus, de voci- ferations, de gdmissement^, de jurements effroya- bles, cete foule d^sordonn^e n'entendait pas les plaintes des victimes qu'elle engloutissait
1. State clearly the events which produced the situ- ation described in the extract. (Do not exceed half a page).
2. Translate the following detached pieces :
(a) " Ce g^n^ral se pla9a sur les bords du fleuve, avec ses pontonniers et un caisson rempli de fers de roues abandonnt^es, dont k tout hasard, il avait fait forger des crampons.''
(b) '* II dtait reste sans abri, et k la tSte de sa
garde, dont la tourmente avait d^truit le tiers.''
(c) " II aimait la sagesse et le d^vouement de celui-ci [Eugene]. Mais Murat avait plus d'^clat, et il s'agissait d'imposer."
IV. Translate into English :
Au commencement du YP si^le avant notre dre, Confucius, apr^ avoir constats que le peuple au milieu duquel ii vivait ^tait religieux; qu'il
rendait un culte k un Etre supreme et aux m&nes des ancStres, dit k ses disciples : " H est des myst^res au-dessus de la competence humaine, que votre intelligence ne peut r^oudre ; vous ne pourrez jamais vous imaginer de quelle nature est Dieu : si grande est & ce sujet votre igno- rance, que I'efficacite de vos prilres et de vos pratiques pieuses pour vous le rendre propice peut 3tre mdme mise en doute.
" Mais, tout pr^ de vous, il est une voie tou- jouTs* ouverte, dans laquelle vous 6tes libre de marcher sans qu'aucun pouvoir au monde puisse vous en empScher, voie que le pauvre d'esprit peut aussi bien parcourir que le plus ^lair^ d'entre vous ; voie qui aboutit k la perfection, et que j'appellerai la region du devoir. lA est la seule, la veritable entrie des cieux .... Pratiquer une saine morale, faire ce que Ton croit 6lre juste, observer les devoirs du jour et de I'heure, voilk ce qu'il est possible k tout homme d'accomplir, voilk la route qu'il doit suivre et qui le fera aboutir au plus haut degr6 de la perfection."
nnftift0fts ot Sotonto*
SENIOR MATRICULATION lilXAMINATIONS : JUNE, 1901.
FREiNCH.
HONORS.
Examiner: Pelham Edgar, Ph.D.
L
Translate into English :
(a) Enfin, apr^s un an de refus et de n^gociations, votre ouvrage s'imprime ; c'est alors qu'il fant ou assoupir les cerb^res de la litt^rature, ou les faire aboyer en votre faveur. II y a toujours trois ou quatre gazettes litt^raires en Fk-ance, et autant en Hollande; ce sont des factions diff(^rentes. Les libraires de ces journaux ont intdrSt qu'ils soient satiriques ; ceux qui y travaillent servent ais^- ment Tavarice du libraire et la maiignite du publia Vous cherchez k faire sonner ces trom- pettes de la Renomm^e ; vous courtisez les &ri- vains, les protecteurs, les abb^s, les docteurs, les colporteurs : tous vos soins n'empSchent pas que quelque joumaliste ne vous d^chire.
(h) Combien sous Torme ou dans la grange Le dimanche va sembler long ! Dieu b^nira-t-il la vendange Qu'on ouvrira sans violon ?
U d^'lassait des longs ouvrages ; Du pauvre dtourdissait les maux ; Des grands, des impdts, des orages, Lui seul consolait nos hameaux.
(c) On aper^oit sans peine combien des natures aussi fortement concentr^es dtaient peu propres k fournir un de ces brillants d^veloppements qui imposent au monde I'ascendant momentand d'un peuple, et voilk sans doute pourquoi le role ext^-
rieur de la race Eymrique a toyjours 4t6 secon- daire. D^nu^ d'expansion, ^trangfere k toute id^ d'agression et de conquSte, pea souciease de faire pr^valoir sa pens^ au dehors, elle n'a sa qae reculer tant que Tespace lui a suffi, puis, accul^ dans sa demiere retraite, opposer a ses ennemis une r&istance invincible.
1. Name the author of each extract
2. Explain the subjunctives in (a).
II. Translate into English :
On ^tait k la fin de juin : le soleil descendait vers le oouchant et allait toucher bientot le som- met des hautes montagnes. Tout k coup, ses rayons p&lirent et il disparut derri^re un epais nuage d'un gris sombre. Des masses de vapeurs noires, pourpr^ et jaun&tres, glissaient rapides dans le ciel en s'^paississant k lliorizon. L'atmoa- ph^re ^tait lourde et la campagne silencieuse. Aucune fesille ne tremblait dans les arbres ; pas un souffle n'agitait les hautes herbes au-dessus desquelles ^anfaient les cigales et passaient les papUlons au vol inouiet et ind^cis. )l deux metres du sol, des milliers d'insectes microscopiq- ues se livraient k une danse d&ordonn6e, fantas- tique.
III. Translate into French :
1. He often received letters from his father which he used to answer at once.
2. Where is the book of which I spoke to you ?
3. I do not wish him to go away. Tell him so.
4. Have they meat ? No, sir, th6y have no meat, but they have potatoes.
5. He made them write the story which he had told them.
6. Although he had finished his work his mother would not let him go out.
7. Why did you not get up earlier ? I have been waiting for you for a long time.
8. He should have arrived yesterday evening.
IV.
Translate into French :
When the evening meal was finished and the last plate put back in its place, Martha, as usual brought her work and came and sat near the lamp, but with a ceremonious air which was not at all habitual to her. Few words were exchanged. At last Madame said, in a hesitating voice : *' Martha, it is at ten o'clock to-morrow that mv little niece arrives. Some one must go to fetcn her. The poor child would be very unhappy if she found herself alone at the station."
nnUtttnitv of STotonto.
SBKIOR MATRICULATION EXAMINATIONS : JUNE, 1801.
GERMAN.
PASS.
Examiner : P. Toews, M.A., Ph,D.
A. Translate :
Ein Rechtsgelehrter und ein Arzt waren Uni- versitittsfrcunde gewesen ; sie hatten sich spater in derselben Stadt niedergelassen und unterhielten ihre alte Freundschaft. Obgleich ihre Berufs- pflichtcn es ihnen nicht erlaubten sehr oft zusammenzukommen, so machten diese beiden Freunde es dennoch moglich, zweimal des Jahres miteinander zu speisen und von den guten alten Zeiten zu sprechen. Sie sprachen auch oft von ihren spatern Erfahrungen und Erfolgen. " Ich vermute, Doctor," sagte der Rechtsgelehrte, " dass ein grosser Teil der Uebel Ihrer Patienten einge- bildet ist." " Ja, ein ziemlich grosser Teil," sagte der Arzt ruhig. *' Und Ihre Behandlung ist in solchen Fallen wahrseheinlich auch durch einge- bildete Pillen. Nun ja, ich gebe es zu, Sie mogen es so nennen ; unter solchen Umstanden giebt es keine Hilfe," war die ktihle Antwort. " Dann," fuhr der Rechtsgelehrte fort, " tiberreichen Sie natUrlich fUr die Behandlung von eingebildeten Uebeln mit eingebildeten Fillen auch eingebildete Rechungen/' " Halt gleich hier, teurer alter Freund ! nichts Derartiges ; nichts Eingebildetes in Bezi'ehung auf die Rechnungen ; ich muss die Grenze irgendwo setzen."
VOCABULARY.
Rechtsgelehrter, lawyer ; sich niederlassen, establish oneself ; Beruf, profession ; Erfolg, success ; dngebUdet, imaginary ; zugeben, admit ; in Beziehurig, in regard.
[oysb]
2. Give the plural of Becktsgdehrter, Jahr, Doctor, Teil, Uebel.
3. State the gender of : Berufapfiicht, Erfolg, Urn- atcmd,
4. Accent : Obgleich, Patient, eiiigehildet, Umstdnd- en,
5. Give the principal parts of : kommen, sprecken, geben, and the third person singular, present; indica- tive of : niederldssen,
B.
Translate :
1. There were not many young trees in the park. 2. The old ones will be cut down (umhauen) next spring. 3. The less you speak about it, the sooner it will be forgotten. 4. The highest steeple (Turm) in this town is not higher than about one hundred and ninety feet. 5. For whom are tho^e books, and how much did you pay for them ? 6. I do not know bow much they cost ; I have not yet paid the bookseller for them.
A silly man wanted to sell his house. In order to sell it more quickly he broke a large stone out of the wall of it, carried it to the market place and sat down upon the stone among the sellers. Whenever somebody asked him, what he had to sell, be answered : " I want to sell my house, if you perhaps want to buy it, here is a sample (Muster) ; the stone, on which I am sitting."
nmtifvtfita^ oc soroma.
SENIOR MATRICULATION EXAMINATIONS : JUNE, 1901.
GERMAN.
HONORS.
Examiner : P. Toicws, M.A., Ph.D.
1. Translate:
Sr war auf rinem ©crgflfpfel anflefommen, ml^tx rinc mitt %n^[x6)t tn'^ lal ^Inab gewfi^rte. 6r l^idt fcin fdj^naubente^ SloJ an, manWc e^ gut ©cite unt> genof nun ben fdj^Snen Slnbltcf, ber ftcb t)or fetnem Sluge anihxHtHt. 93or t^m etne wette Sbene, bon walbfgen *&0b^n begrengt turcbftremt y>on bm grdnen SSeOen ber a)onQU ; )u feiner ffttd^tm bte ^flgelfette ber »flrtem:=^ bergtfc^n Slip, gu feiner Sinfen in weiter, wetter geme bte ©djjneefuppen ber tfroler Sllpen. 3n freunblic^jem S3lou fpannte ber ^tmmel feinen ©ogen ftbrr biefe ©cene, unb fcine fanften, licbten garben contrafiirten fonberbar mil ben fdj^wargUcben SRauern U(m^, ba^ am gu§e be^ Sergei lag, mtt feinem bunfelgrauen, unge^ beuren SWflnftertburm. Die bumpfen ©loden biefer atten ^irc^e begannen in biefem Slugenblicf ben SRittag einguISuten ; i^re Zint gogen in langen, berubigenben Slccorben ilber tie ©tabt, iiber bie weite Sbene, bi^ fie jtc^ an ben femen 93ergen bracken unb gittcrnb in ba^ ©lau ber Sflfte wrfd^wcbten, aid woUten jle auf ibrer melobifc^en Seiter bie 2Biinfc|)e ber ^tn^dftn gum ^immtl tragen.
2. Tremslate:
Unb fteb 1 in ber gilrflen umgebenben ^retd
£rat ber ©finger im langen Salare ; 3^m glfingte bie Socfe filberweifi,
©ebleicbt bon ber gilHe ber 3abre. ,,©fifer ffiol^Uaut fdj^laft in ber ©aiten ®olb.
//'
fr
I
!Cer ©finger ftngt »on ber SDlmne ©olb,
Sr pretfet bad |>6(^flf, bad ©efte, 9Bad bad <&rr) ftd^ n)finfci^t n>ad bet ©inn bege^it: Z)o4 faae, mad tfl bed ^aiferd n>ert^
%n femem ^errH#m gefte ?'' — ,
M^i flebieten »erb* ic^ bem ©finger/' fprii^t i
X)er ^rrrfcfier mtt Ifidjielnbem SDtunbe, r@r jh^t in bed flrBgem ^erren ^flit^t
(£r ge^or(^t ber gebtetenben ©tunbe. 9Bte tn ben Sitfien ber ©tttrmn)inb faudt, SRan tt)etf ntc^t ))Dn mannen er fommt unb braudt, |
SBte ber DueK aud ))erbDrgenen 2:tefen, '
©0 bed ©fingerd ?teb aud bem 3nnem fd^aUt Unb tt)edet ber bunfein (Kefaf)te ©ewalt,
S){e tm <&er)en wunberbar fcfiltefen*
R
1. Translate into German :
(a) They ought to have been punished either by their teachers or by their parents. (6) The river is broadest, where it flows into the lake, (c) I do not think I can wait for you any longer. {d) Do not leave (abreisen) without me. (e) If you could postpone (aufschieben) your journey to Montreal only until the day after to-morrow, I should most probably be able to accompany yon. ( /) What would have become of those two IwyBi if their parents had died ? {g) I had to introdnee (vorstellen) myself to him ; he did not seem to remember me. (h) Do not forget (2 pers. sin^.) your promise, my dear friend, and do not take it amiss (ubel) that I remind you of itw
2. A village blacksmith killed a man, and was sentenced to be hanged. The peasants went to the judge and asked him not to hang the black- smith, because the village could not do without the blacksmith to shoe horses, repair wheels and so forth. The judge replied to this : But bow can I do justice? A peasant then said: judge, there are two weavers in our village, and for such a small place one is enough ; hang the other.
VOCABULARY.
Blacksmith, Schmied; sentence, verurteUen; do without, entbehren; shoe, beschlagen; repair, au^&ess^; justice, Gerechttgkeit ; weaver, Weber,
c.
LlTSRATURE.
1. Name the works of Schiller written nnder the influence of the Sturm v/nd Drang period.
2. Give a brief account of Gothe's great philosophi- cal drama, and name his epic poems.
3. Tell what you know about Freytag.
Wlni\tttnitp of SoroMto.
SENIOR MATRICULATION EXAMINATIONS : JUNE, 1901.
ITALIAN.
HONORS,
Examiner : W. H. Fraser, B. A.
I. Translate :
Durante il lungo periodo di tempo in cui i Francesi e gli Spagnuoli combatterono in Italia per la conquista del nostro paese. gli 8tati del duca di Savoia erano stati occupati dai Francesi e dagli Spagnuoli»cosiccb^ al duca Carlo III non rimaneva quasi piii nulla
Intanto il figlio di Carlo III, Emanuele Filiberto, combatteva per Spagna contro i Francesi e li vinceva nella battaglia di San Quintino. Egli succedette al padre a venticinque anni, ma non pot^ occupare il suo stato cbe alcuni anui dopo. il Piemonte era allora in tristissime condizioni. Emanuele Filiberto era stato govematore dei Paesi Bassi e aveva visto la nccnezza di quel paese dovuta aU'agricoltura, airindustria e al commercio. Appena giunse nei suoi stati cerc6 di migliorame le condizioni promo vendo Tagricoltura e special - mente la coltivazione del gelso. II tesoro del govemo era vuoto, ma egli potd stabilire delle imposte cbe i popoli del suo stato pagavano senza dimcoltit a cagione della cresciuta riccbezza gene- rale. Promosse gli studi e ordin6 cbe si facessero delle raccolte di libri e di oggetti d'arte. Ordin6 Tesercito, cbe presto raggiunse il numero di 86,000 soldati.
Cosi per opera sua il Piemonte divenne uno stato forte e rispettato tanto dalla Francia quanto dalla Spagna.
1 • Give the principal parts (pres. infin., past parL, 1 sg^ pres. indie., 1 sg. past def.) of stati, rimaneva, vinceva auccedette, poth^ visto, gmnse, pramovendo, facesserth
diV67l7l6.
2. Write in full the pres. indie, of divenne and of cercd, the f ut. of rimaneva, the impl indie, of stati (1. 4X and the past def. (preterit) of visto,
3. Write Carlo III and S6,000 in words in Italian.
4. Write the plural of lungo, del dAica^ nella baUa- glia, qud paese, Veaerdto, difficoltd, and the singular of gli skLti.
5. Give the positive and the comparative and super- lative relative of tristiasvme (L 12).
6. ddla Francia (1. 27). When do names of coun- tries take the article, and when do they omit it ?
7. 9% fcuceBsero (1. 22). Parse.
8. siLccedette (1. 10). Translate : " He will succeed if he works enough."
9. Write the following words in phonetic transcrip- tion: lungo, conqtbista, dagli, vinceva, venticinque, ricchezza, giunae, cercd, popoli, cagione.
XL
Translate into Italian :
1. He will speak of it to us, to you and to them.
2. I saw him yesterday, but he was unwilling to speak to me of it
3. The boys had been punished by their master because they were bad.
4. Do us the favour to wait a minute ; we cannot go now.
5. What shall we do if they do not come to-morrow ?
6. My uncle and aunt who were in Italy have returned home.
7. It is said that the King of Italy is one of the wisest monarchs (monarca) in Europe.
8. My dearest friend would not believe this story if I told it to him.
9. You sing better than I do, but I learn my lessons better than you.
lOi A boy was put bv his father to watch (caatodire) the sheep (pecora) in the fields. One day he began to shout (gridare) "wolf (al lupo), wolf!" His com- panions, armed with sticks and knives, hastened up {accorrere) to kill the wolf, but the bad boy did noth- inf^ but laugh. Another day he repeated the same
Same (giuoco), and laughed at them again. The third ay the wolf really came. The boy was very much afraid, and shouted very loudly (forte), " wolf, wolf ! " But his companions, not wishing to be deceived (ingannare) again, did not move, and so the wolf ate many of his sheep. Those who deceive are not believed even when {qv/ind!anche) they tell the truth.
8liifliev0ft9 of Soronto*
SENIOR MATRICULATION EXAMINATIONS : JUNE, 1901.
PHONETICS.
HONORS.
Eocaminer : W. H. Fraseb, B.A.
1. Define "voice," and describe the action of the organs necessary to produce it Draw diagrams to illustrate the condition of the glottis in "voice," " breath " and " whisper " respectively.
2. Qive examples of " high back narrow round " vowel, " high front narrow " vowel, and " high front narrow round " vowel.
3. Consonants may be classified according to form and place. Explain, and give examples.
4. Classify any five consonant sounds indicated by italics in the following: Ainber, shsll, water. Berg (Qer.), jsk (Qer.), aouto (ItaL), agmeau (Fr.), trattre (Fr.).
5. Describe and illustrate by diagrams the function of the soft palate in the production of the French nasal vowels. Write pairs of words illustrating French nasalized and corresponding non-nasalized vowels.
6. Describe the formation of the sounds indicated by italics in sole, see, Hut (Ger.), padre (Ital.), schon (Ger.), illustrating in each case the position of the tongue by a diagram.
7. Note any differences in the position or action of the organs of speech in producing the following pairs of sounds : (a) oee (Eng.), si (Fr.) ; (6) oui (Fr.). we (Eng.); (c) rose (Eng.), rose (Fr.) ; (d) (iutter (Eng.), tutto (It.); pass (Eng.), passe (Fr.).
8. Divide the following French words into syllables according to the sound, and mark the stress in each instance: ennemiy hirondelle, montagiie, mSlodieux^ disparaisaaient, degradation, coincidence, divisibility.
1
Hnit»tvnita ot Sovotito.
SENIOR MATRICULATION EXAMINATIONS: JUNE, 1901.
HEBREW.
Examiner : Ross G. Murison, M.A.
1. Translate Genesis ii. 13-17.
bom '^z^'hwn "in:n~DE^i i* : e^d V"^«"'?3
ivv • • • : - TT~ ••• : • I vv t
wn T2nn "n^m "iie'i^ nonp "n^nn wn
• :«T TT": ~ - :?• ;•• •-
... — T T 'T V • \i T : J- — iT :
n)rv w\ 16 : mD\2Jb^ mivb ny—pa
T : - : - .T : T : t : t : I v " » ~ :
T 'T" »••• • •• TT'T - • v:
bDm ^b ynj ales n^Jin yj?D=i 17 : bpm
: men niD I^SD rhD^ Dl*'3 ""D =I5»D
2. Parse iJE^n. 3310."! (13) J HDlp (1*) i
15SD (17).
•• •
3. Give syntax of adjectives. Illustrate from above passage.
4. niDJ? / (^^)' Pa™e and explain forms.
• ^» *
T :t
6. 75{<n /Dtt (^^)' I'arae, explain idiom.
6. Explain ** Construct State," illustrating from selection
7. Translate Genesis -n. 19-22.
• T • •- : T T T • " T T •
I T ••• • : ■• T?**: TT ;at • -:•-: t "
T T-:«T V V T • : T •• : - J • •• • :
nnw 21 : D'pnnb Trbi^ li^b"' Vdd n^i^ v^ynh
T-: •-:•-: I v v t • •- : a- •
lE^fet ^DS n j t^y'i 22 : rhDvh Drh^ rh n''m
V ": : - A * — iT : T : v t : ! : t t :
•T T I '• • •••: T •
8. Parse J^l^n. n^HH^ (19); Hp. ^DX"' nCDW
• T -: I- : r- •• T •• T : - T :
(21) ; C^JPT (22).
9. Explain the terms " Pause '' and '' Waw Consecutive," illustrating from this {lassage.
10. Translate Genesis xxxvii. 21-23.
=IJ3J i6 "IDX'I DI'D in^a"! ]3=l«"1 VDE^'I 21
D"nDBE^n-b« piitn Drhi< lot^'i 22 : 2?w
T : T : • - V ": v ~ "" v • : -
)T^rh DTD ln« b*'«n ryo'? 12-in^E^n-^N
• ":•- TT' • - I : : : •
T V .. I •• T V "!'" * J" •• T
njhSTiN lnjn3~n« nDl"'-Ti« id'^e^ci
• V : T : V I •• V • : —
: r^bv "ic'K D^Dsn
iTT V ": • - -
11. Parse !|n^«"1. DTD. 1J3J (21).
12. Decline ^^ and ^^ without pronominal suffixes.
13. Inflect ^gjp in Qal throughout. Give Ist sing, pft. in Piel, Niphil and Niphal.
14. JDecline Q!|Q in maaa and fern. sing, and plur. with ronominal snffixee.
1 5. Oive pointing of Article and Inseparable PrepositdonB.
16. Translate into Hebrew : The kings of the land. My }od &rt^ thou. Do not kill the man. This is my book.
17. Oive geographical bounds and place in history of any fne of the following : Babylonians, Aramaeans, Phoenicians.
OnfUfVttfts of Sovonto*
8EKI0B MATRICULATION EXAMINATIONS: JUKE, 1901.
ANCIENT HISTORY.
Examiner : A. R Bain, LL.D.
Note. — CandidAtes will take four questions in each section.
I.
1. Point out the particulars in which the measures of Cleisthenes were more democratic than those of Solon.
2. Shew how the Athenian Empire was developed from the Delian Confederacy.
3. Describe the origin, purpose, and outcome of the Ionic revolt, and its connection with the struggle between Oreece and Persia.
4. At the outbreak of the Peloponnesian war Sparta professed to be acting on behi^lf of the autonomy of the Greek states. Show by her conduct at its close whether this profession was justified.
5. Write notes on Pindar, Sophocles, Aristophanes, Pythagoras, Socrates, Pheidias, and Polycleitus.
6. Write notes on Apella, Heliaea, Hellenotamiae, Nomophylaces, Cleruchs and Probouleumata.
11.
1. Between 509 B.C. and 265 B.C., what steps were taken by Rome to give solidity and permanency to the power which during that period she gradually acquired over the Italian states.
2. Compare the elements of power possessed by Rome and Cai-thage respectively at the beginning of the Punic Wars.
3 Shew how the Senate of Rome came during the period of the Great Wars to be the virtual ruler of the state.
[otbb]
4. What objects respectively did Qaiufl Gracdmi hope to attain by his lex fnimentaria and his lez jvdiciaria. Point out the results which flowed from each of these laws.
5. State some of the measures adopted by Augostna which made the condition of the provincials under Imperial Rome better than it had been under the Republic.
6. Write notes on the life and character of Tiberias^ Trajan, and Diocletian.
vmibtvtuts ot sotomo*
SENIOR MATRICULATION EXAMINATIONS : JUNE, 1901.
ALGEBRA AND TRIGONOMETRY.
Examiners • / ^^^^^ Bakkb, M.A. nxamvners. | ^^frbd T. DeLurt. B.A.
1. Solve
^ ' y « 2 xymmS (b) (x — 2) (» — S) (« — 4) (a: — 5) « 840.
2. If 5£2 ^ i2y2 ^2Sxy find the ratio xiy.
a c If -=— sa« — -, then 0 a
ma n5pc9(^6c\7 p n m /
3. Sum (not guo^in^ the formula)
11 + 19 + 27 + 35+ ....
The 7th term of an A. P. is 51, and the 20th is 116 ; find the sum of 27 term&
4. Insert five geometrical means between 2 and 1458. The series
l + 4 + i+ A+ ••••
is continued indefinitely; shew that any term is 1^ times the sum of all succeeding terms.
Obtain the formula for the present yalue of an annuity of $ ^ commencing now and running for n years, the rate of interest being r on the unit
6. Find the harmonical mean between a and 6, and shew that it is less than the arithmetical mean of a and b.
[oyib]
6. Sam to n termt :
(a) P + 33 + 5« + . . . .
(6/ a + (a + 6)r + (a + 26)r2+ (a + 36)1^+....
L Express the other trigonometrical ratios of an angle in terms of the cosine.
a^ + 6^ Is the equation sec ^ a possible 9 If so, whjt
II. Prove the following identities :
(1) 9xn^ A + oot? A m^{\^'%\xi A co% A) {mil A -{-CM A).
(2) (1 — 2 oo8« 4) (tan A + cot A) « (sin A-^cwA)
(secii + coeecA),
III. Prove the following :
(1) cos {A — jS) s cos il cos i^ + sin il sin B,
tan A + tan B
(2) tan {A + B)^
1 — tan if tan B
^ ^ ^ ' cot jB — cot il
lY. In any triangle establish the following formulas : . sinil sin B sin (7
(3)tani(^-^)-^coti(7.
V. If i? be the radius of the circle circumscribing the triangle ABC, prove that
a 2 6inii ' Shew also that
B (o2 + 62 + c2) = abe (cot A + cot J5 + cotC).
atifUftivfts of sotonto*
SENIOR MATRICULATION EXAMINATIONS : JUNE, I90I.
EUCLID AND TRIGONOMETRY.
Hxaminer : Alfred Bakeb, M.A.
1. In a given circle to inscribe a triangle equiangular to a given triangl&
Shew also how to make the construction that the sides of the triangle within the circle may be parallel to those of the original triangle.
2. To inscribe a circle in a given triangle.
If the centres of the escribed circles be joined, shew that the angles of the triangle so formed are the comple- ments of half the angles of the original triangl&
3. Define duplicate ratio and compound ratio.
If there be four straight lines, A^ £, C, and 2>, shew how to find the ratio compounded of the ratios A to B and CtoD.
4. If the vertical angle of a triangle be bisected by a straight line which also cuts the base, the segments of the base shall have the same ratio which the sides of the triangle have to one another.
5. To divide a given straight line similarly to a given divided straight line.
Apply the proposition to cut off the nth part from a given straight line.
6. Similar triangles are to one another in the duplicate ratio of their homologous sides.
Make a triangle twice as large as a given triangle and similar to it.
[ovsb]
7. Prove the following standard forms :
(1) log mn B log m -f- 1^ n.
(2) logm* 3i nlogm. Shew that
log6 a X logs 6 B 1.
8. Shew that
Z sin ^ + X ooeeo A =- 20.
In the equation log as sin il s Z sin ^, what is the yalae oixf
9. Solve the following triangle :
a » 128, 6 « 74, C B 5^"" ; find ^ and B.
log 64 - 1.7323938 L oot 27^ » 10.2928341
log 202 - 2.3053514 L tan 27^" 41' » 9.7198620
Di£ for 60^ - 3070*
10. In a triangle a - 489, b nm 876, A mm M<' IV ; haA B log 276 « 2.*4409091 £ sin 38"" 17' « 9.7920769 log 489 « 2.6893089 Z sin SO^' 28' -» 9.5436489
Diff for 60* m 3384.
8lnftiet«Up oc Sorotito«
SENIOR MATRICULATION EXAMINATIONS : JUNE, 1901.
PHYSICS. .
Examiner: G. R. Anderson, M.A.
1. Explain the terms : motion, velocity, unftorm acceleration.
A body having an initial velocity of 100 ft. per second is subjected to a negative acceleration of 10 ft. per second, per second. How far will it travel in its original direction ?
2. A shot is fired at an elevation of 60° with a velocity of 1000 ft. per second. Determine its range on a horizontal plane and the greatest height attained (9 = 32),
3. What is meant by " moment of a force about a point " ?
When a lever AB is supported at its centre of gravity it is found that a weight W hung at A will balance 2.8 pounds at B ; but when W is hung at B it requires 6.3 pounds at il to keep it in equilibrium. What is the weight W ?
4. Describe the *' three classes " of levers, and find the mechanical advantage in each case.
6. Define specific gravity.
Determine the specific gravity of a piece of wood from the following data :
Weight of wood in air 20 grms.
" a piece of metal in air 24 "
*' wood and metal sinker in water . . 16 " '* metal sinker alone in water 21 "
6. Explain the principle of the siphon. What limit is there to its action ?
7. Define latent heat,
[OYBRJ
The latent heat of fosion of ice being 80 thermal onits and that of vaporization being 536; find the amount of heat required to change a maas of 120 grms. of ice at —10'' C to steam at 200"^ C.
8. Describe the phenomena observed when a man of water is cooled from 10^ 0 till it solidifies. Of what advantage is this peculiar behavior of water in the economy of nature ?
BlnMiev«ftfi 9f Sotomo*
SENIOR MATRICULATIOK KXAMINATIONS : JUNE, 1001.
BIOLOGY.
Examiner : R. Ramsay Wright, M.A.
1. Discuss the nature and properties of chlorophyll and its distribution in plants.
2. Describe the organs of locomotion which occur in plants.
3. Contrast the reproductive process in a pine with that in a fern.
4. Make a diagram showing the constituent parts of the human ear.
5. What organs besides the kidney are engaged in the elimination of water from the blood ? Describe the histology of the parts concerned.
6. Discuss the various modifications of the anterior limb V in Mammals.
n
anfuevttfts of CTovoiito.
SUPPLEMENTAL EXAMINATIONS : SEPTEMBER, 1901.
JUNIOR MATRICULATION.
LATIN AUTHORS.
Eauminer: A. L Lakgford, BJl.
Translate :
(a) Interim milites legionum duarum, quae in novissimo agmine praesidio impedimentis fuerant, proelio nuntiato, cursii incitato, in summo coUe ab hostibus conspiciebantar ; et T. Labienus, castris hoRtium potitus, et ex loco superiore quae res in nostris castris gererentur conspicatus, deciinam legionem sabsidio nostris uiisit. Qui, cum ex equitum et calonum fuga, quo in loco res esset» quantoque in periculo et castra et legiones et im- perator versaretur, cognovissent, nihil ad celeri- tatem sibi reliqui fecerunt.
(6) Quibus abscisis antemnae necessario concide- bant : ut, cum omnis Qallicis navibus spes in velis armamentisque consisteret, his ereptis, omnis usus navium uno tempore eriperetur. Reliquum erat certamen positum in virtute, qua nostri milites facile superabant, atque eo magis, qu<Kl in con- spectu Caesaiis atque omnis exercitus res gereba- tur, ut nullum paulo fortius factum latere posset ; omnes enim coUes ac loca superiom, unde erat
Eropinqous despectus in mare, ab exercitu tene- antur.
(o) Bic aliud mains miseris multoque tremendum Obicitur magis, atque improvida pectora turbat Laocoon, ductus Neptuno sorte sacerdos, Sollemnes taurum ingenbem mactabat ad aras. Ecce HUtem gemini a Tenedo tranquilla per alta (Horresco referens) inmensis orbibus angues
[ovbb]
Incumbunt pelago, pariterque ad litora tendont; Pectora quorum inter fluctus arrecta iubaeque Sanguineae superant undas ; pars cetera pontum Pone legit, »inuantque inmensa volumine terga
{d) Venit summa dies et ineluctabile tempus
Dardaniae. Fuimus Troes, fuit Ilium et ingeoB Gloria Teucrorum. Ferus omnia luppiter Ai^ Transtulit : incensa Dnnai dominantur in urbe. Arduus armat08 mediis in moenibus adiitans Fundit equus, victorque Sinon incendia miscet Insultans. Portis alii bipatentibus adsant, Milia quot magnis umquam venere Hycenis ; Obsedere alii telis angusta viarum Oppositi ; stat ferri acies mucrone corusco Stricta, parata neci ; vix primi proelia temptant Portarum vigiles, et caeco Marte resistunt
1. Pai-se fully in
(a) qua^, casti'is (hostiwTa), gererentur, vMitns (jaisit), cognovissent, aiM, reliqui.
(6) navihus (spes), qua^fortixts, posset.
2. What is the syntax of the following words in (c): iniserisy Xeptuno, pelago, volumine ?
3. Scan vv. 2 and 4 in (o).
4. Sight translation :
Interea, dum haec gernntur, hostium copiae ex Arvernis.equitesque qui toti Oalliae erant imperati, conveniunt. Magno horum coacto numero, cam Caesar in Sequanos per extremos Lingonum fines iter faceret, quo facilius subsidium Provinciae ferri posset, circiter niilia passuum decern fb Roman is trinis castris Vercingetorix coosedit; convocatisque ad consilium praefectis equitum, venisse tempus victoriae demonstrat : "fugerein Provinciam Romanas, Oalliaque excedere ; id ^^^^ ad praesentem obtinendam libertatem satis esse; ad reliqui temporls pacem atque otium paruin profici ; majoribus enim coactis copiis reversuros, neque finem bellandi facturos. Proinde in agu^i^® impeditos adorirentur."
flnftietiKftj? oC STotoMio.
SUPPLEMENTAL EXAMINATIONS : SEPTEMBER, 1901. JUNIOR MATRICULATION.
LATIN PROSE.
Examiner: G. W. Johnston, B.A., Ph.D.
I. Translate into Latin :
1. Who of you does not prefer to benefit (= be of service to) himself ?
2. Nothing was easier than to promise that you would do this.
3. I ask you not to think that I am either better or worse than other men.
4 There are very many qualities {i.e, things) which a commander ought to possess.
5. Will you return to Borne this winter or are you going to remain at Athens for a whole year ?
6. There can be no doubt that his officers will send him assistance with all possible speed.
7. It is impossible for such a man to be a very great commander ; he best commands who best obeys.
8. If all things must be entrusted to one (man), Csesar is the most deserving of that honor.
II.
Translate into Latin :
When CsBsar came into Gaul all its states weie divided into two parts, of which the Aedui were the chiefs of the one faction, the Sequaui of the other. In several severe battles all the nobles of the Aedui were slain ; the chieftains were forced to give up their sons as hostages and to swear that they would form no conspiracy against the Sequani. The latter were now in possession of part of the neighbouring territory also and obtained the chieftaincy of the whole of Gaul.
L
anfb(r«ftj? of 2roronto<
SUPPLEMENTAL EXAMINATIONS : SEPTEMBER, 1901.
JUNIOR MATRICULATION.
ENGLISH GRAMMAU.
Examiner : D. R. Keys, M.A.
When the Grecian generals, after the Persian fleet had been ruined at Salaniis, met to settle who de- served the first and the second prizes for valour, the story runs that each man gave for himself his first vote and his second for Themistocles. // the civilized nations of the world met to decide in like wise for the best and the next best country, would not their second votes, with our impassioned poetess, Salute Italy, — so giving her the virtual primacy ?
1. Analyse the Hrst sentence of the above extract.
2. Par.<e italicised words.
3. Account for the different sounds of c in second each and civilized ; of g in (Trecian,yeneralsandgrivin7 '. of 8 in wiae, be^t and impassioned. '
4. Give the various meanings attaching to the words Jleet, >tory and runs, illustrating thereby as many of the different parts of speech as }»ossible.
5. Explain the formation of the 'WdvA^ Grecian, first, second, kiinnelf, impassioned, poetess, explaining the derivative termination in each case, and giviug, when possible, parallel forms.
6. Account for the various capitals used.
7. Write an article on the noun.
eminftsfti? of CToronto.
SUPPLEMENTAL EXAMINATIONS : SEPTEMBER, 1901.
JUNIOR MATRICULA.TION.
ENGLISH COMPOSITION.
Examiner : W. J. Alexander, Ph.D.
The candidate will write an original easay on one» and one only, of the following themes : —
1. Elizabeth and Victoria: a contrast.
2. Scene in a Harvest-field.
3. The Life and Genius of Tennyson.
4. Departmental Shops.
5. Preaching.
anftirrttfts of SToronio*
SUPPLEMENTAL EXAMINATIONS : SEPTEMBER, 190L
JUNIOR MATRICULATION.
ENGLISH LITEIUTURE.
Examiner: W. J. Alexander.
1. The Lady of Shalott and Lancelot and Elaine are based upon the same original story : point out the main ditierences in the method of treatment of the theme in the two poems.
2. Give a description and outline, with brief appro- priate quotations, of Ulysses.
3. Quote twenty lines of the Lotos- Eaters, OR of Early Spring, ok of " You ask me why," or of " Of old sat Freedom."
4. Explain fully and accurately the italicised words in the following:
(a) That clothe the wold.
(b) As this pale tapers earthly spark
To yonder argent round,
(c) For a neck to which the siva.n's Is taivnier than her cygnet's.
(d) My knees are bowed in crypt and shrine.
(e) For he who loves me must have a touch of
earth. The lovj sun makes the colour.
5. Indicate the poem and the connection in which each of the following passages is found :
(a) Let us alone. What pleasure can we have To war with evil. Is there any peace In ever climbing up the climbing wave.
[ovkr]
(b) Obedience is the courtesy due to.kinors.
(c) To watch the crisping ripples on the beach. And tender curving lines of creamy spra3^
(d) How sweet are looks that ladies bftud
On whom their favours fall.
(e) In nie there dwells
No greatness, save it be some far-off touch Of greatness to know well I am not great.
6. Hail, Twilight, sovereign of one peaceful hour ! Not dull art Thou as undiscerning Night: But studious only to remove from sight Day's mutable distinctions — Ancient Power! Thus did the waters gleam, the mountains lower, To the rude Briton, when, in wolf-skin vest Here roving wild, he laid him down to re>t On the bare rock, or through a leafy bower Looked ere his eyes were closed. By him was
seen The self -same vision which we n'>w behold, At thy meek bidding, shadowy Power ! brought
forth ; These mighty barriers, and the gulf between ; The flood, the stars, — a spectacle as old As the beginning of the heavens and earth 1
— Wiyi'dsiL'oih,
(a) What peculiarity of* twilight gives the centra) idea of this poem ?
(b) What is the other main thought of the poem, how is it connected with this central idea ?
Utiftiersft]? ot SToronto.
SUPPLEMENTAL EXAMINATIONS : SEPTEMBER, 1901.
JUNIOR MATRICULATION.
FRENCH COMPOSITION.
Examiner : J. Home Cameron M.A.
I. Translate into French :
1. One is sometimes rich ^hen one has only enough.
o
2. It is better to sing than to weep.
3. Where are we going to live next year ?
4. All that she had she gave [it] to the poor.
5. Can Jules write as well as both his brothers ?
6. Blanche has been in Paris for two months now.
7. Although we are black, we have white hearts.
8. Could you see the moon if it were fine weather?
9. Nobody has given the beggar any money.
10. The sun will rise at thirty-nine minutes past six.
11. Tell your cousin to come and see us to-morrow evening.
12. I do not believe that that can be true.
13. I am very glad you have come to my house.
14. We sell our apples at five sous a pound.
15. The maid will go and get us some water, if you wish [it].
1 6. You do not know my age, and I do not know yours.
17. Here are the pens you have asked for, and those
which I give you.
[over]
18. They write, they sew, they do ; laugh, see, take, sleep, hold, hate, drink [v^e the singular imperative.^
19. (Past participles) seated, lived, born, grown, feared.
20. Conditional 1st person of: Venir, cueillir, courir, envoyer, appeler.
II. Translate into French :
The march [ynarche, /.] was long and toilsome [pinible]. The country was arid. There was no water. Alexander and his army were suffering from thirst The king sent some soldiers to ex- plore [d la dicouverte]. They found a little water in the hollow of a rock and brought it to the king in a helmet [casque, m.] Alexandar showed this water to the other soldiers to encourage them to have patience ; and then, instead of drinking it, he threw it on the ground. How, under such a leader [chef] could one have complained of pri- vations or fatigucjj ?
dnitortefti? of SotomA.
SITVPLBMBNTAL EXAMINATIONS : SEPTEMBER, 1901.
JUNIOR MATRICULATION.
FRENCH AUTHORS.
Examiner: J, Home Cameron, M.A.
L
Translate into English :
Caboussat, seuL II commence a mlnqui^ter avec ce
cMfaut. . . .qui est presque an vice! je ne serais
pourtant pas f&ch^ de le connattre.
Machdt, paraissant aufondy trie aninii et jmrlant d la cantonade, C'est une calomnie . . . . et je le pron- verai !
Cab. Machut ! .... A qui en as-tu done ?
Mach. C'est Monsieur Chatfinet, votre concurrent . . . .qui fait courir sur mon compte un bruit inf&me.
Cab. Un bruit. . . .infd,me ! {II ne fait pas aeutir la liaison.)
Mach. II pretend que j'ai tu^ votre vache.
Cab. Mais c'est faux .... puisqu elle est morte avant ton arriv^e.
Mach. Eh bien, ^crivez-moi 9a sur un bout de papier, pour que je le confonde, cet animal-12t !
Cab. Ecrire, moi ? (Apart) Et ma fille qui n'est
pas llL {Haul) Mon ami, il est des injui*es auxquelles un homme qui se respecte ne doit r^poudre que par le silence et le m^pris.
Macr Qui, mais moi, je pr^ffere Taplatir .... Vite ! §crivez moi un mot ....
Labiche : la Orammaire,
1. What is the difference between il a comviem a cou/per and il a eomviejice par couprr ?
2. Explain the meaning of each word m A qtti en aS'tu t
II.
Translate into English :
On taxera, si Ton vent, de prejuge rinfluence que j'attribue aux habits de voyage sur ies voy- ageurs ; ce qae je puis dire de certain k cet ^rd, e'est qu'il me pamitrait aussi ridicule d'avancer d'un seul pas mon voyage autour de ma chambre, revStu de mon uniforme et T^p^ au cot^ que de sortir et d'aller dans le monde en robe de chambre. -> Lorsque je me vois ainsi habill^ suivant toates Ies rigueurs de la pragmatique, non seulement je ne serais pas k meme de continuer mon voyage, mais je crois que je ne serais pas m^me en etat de lire ce que j en ai ^rit jusqu'k present, etmoins encore de le comprendre.
Mais cela vous ^tonne t-il ? Ne voit-on pas tous Ies jours des personnes qui se croient malades parce qu'elies ont la barbe iongue, ou parce que quelqu'un s'avise de leur trouver Tair roalade et de le dire ? Les vetements ont tant d'influenoe sur I'esprit des hommes, qu'il est des val^tudinaires qui se trouvent beaucoup mieux lorsqu'ik se voient en habit neuf et en perruque poudr^ : on en voit qui trompent ainsi le public et eux-memes par une parure soutenue ; ils meurent un beau matin tout coiffds, et leur moit frappe tout le monde.
1. Translate by using the above materialB: (a) "You are not able to understand what I am writing." (b) " He thought he was ill, but to-day he feels much better."
III.
Trnnslate into Enelish :
■&'
Certes, jamais accueil, si flatteur qu'il tdt, n'avait 4t6 mieux in^rit^ que celui qu'on faisait en ce moment a la nouvelle reine de Navarre. Marguerite k cette epoque avait vingt ans k peine, et d^ijk elle ^tait Tobjet des louanges de tons les
pontes C'^tait en effet la beauts sans rivale de
cette conr Qj!i Catherine de M^icis avait reuni, })0ur en faire ses sir^nes [* sirens'], les plus belles femmes qu'elle avait pii trouver. Elle avait les cheveux noirs, le teint brillant, Toeil voluptueux et voil^ de long cils, la bouche vermeille et fine, le cou ^l^gant, la taille soiiple, et, perdu dans une mule ['low dipper*] de satin, un pied d enfant. Les Fran9ais, qui la poss^daient, ^taient fiers de voir ^clore sur leur sol une si niagnifique fieur, et les ^trangei-H qui passaient par la France s*en re- tournaient dblouis de sa beauts s*ils Tavaient vue seulement, dtourdis de sa science .s'ils avaient caus^ avec elle. C'est que Marguerite ^tait non seulement la plus belle, mais encore la plus lettr^e des feinm&s de son temps.
atittoersitv of iTor o.u?
SUPPLEMBXTAL EXAMINATIONS: SEPTEMBER, 1901.
JUNIOR MATRICULATION.
GERMAN.
Examiner: Professor Ho knino.
1. Translate :
Da sah der Mann seine Frau zum ersten Male wieder freundlich an, und wie er sie ansah, ineinte er, dass sie noch nie »o hubsch gewesen ware, wie in dieseni Aiigenblicke. Er nahm ihr . den kleiuen Vogel ans der Hand, hielt ihn Hich wieder <licht vor die Na**e. I»esah ihn sich von alien Seiten, schUttelte den Kopf und sagle dann : '* Kindehen, du hattest doch Recht. Es ist doch merkwurdig, wie sehr man sich tauschen kann."
2. Give the 3rd pers. sing. pres. indie, of anaahf mahm, hieU.
3. Give the nom, plur, of Mann, Frau, Vogel, Hand, Kopf, Recht
4. What is the case of sich in beaah ihn sich f
5. Change the lines in direct narration to indirect
6. Translate:
Die zweite Schwester aber, welche schon den Sprung hatte, wurde die Tante und zwar die allerbeste Tante der Welt. Dies versicherten nicht bios die Kinder, welche der junge Edelmann m und die Priniiesstn bekamen, sondern auch alle anderen Leute. Die kleinen Prinzessinnen lehrte sie lesen, beten und Puppenkleider machen ; dem Prinzen aber besah sie die Censuren. Wer eine gute Censur hatte, wurde sehr gelobt und bekam etwas geschenkt; hatte aber einniHl einer eine schlechte Censur, dann gab sie ihm einen Katzen-
[over]
kopf und sprach : *' Sage einmal, du sauberer Prinz, was du dir eigentlich vorstellst? Was willst du spater einmal warden ? Heraus mit der Sprache ! Nun, wird's bald ? "
7. Write down the German for 3rd, 22nd, 102nd; 17, 45, 111, 359, 1901.
8. Give the fKist participle of wurde, bekamen, lesen, beten, sprach, vorstellst,
9. Translate:
DAS MARCHEN VOM BUCHE.
£s war wieder an einem Winterabend, als Heinrich nach jener Handelstadt zuiiickfuhr, in der er so manches Jahr gelebt. Wieder tanzten draussen die Flocken (snowflake), wieder sah er vor sich ein neues, ein ganz unbekanntes Leben, und siehe da ! auf dem Sitz gegeniiber lag wieder ein kleines, graubraunes Buch. Doch dieses Hal wusste er, wem es gehorte. Rs sassen zwei Herren mit ihm im Wagen, und der altere von den Beiden hatte soeben das Buch beendigt, es zugesehlagen, auf den Sitz gelegt und zu seinem jlingem Genossen gesagt : " Ein ganz prachti^es Buch ! wer das geschrieben hat, der ist ein Dichter/*
" Verzeihen Sie," sagte er zu dem Herm, ** wenn ich Ihr Buch mir ein Bischen betrachte."
" Bitte, bitte," rief jener freundlich, *' ich kann Ihnen die Lecttire empfehlen. Es ist das Werk eines neuen, eines kraftvoUen, jungen Ueniea"
Heinrich ofinete zogernd {hesitati7igly) das Buch — sein eignes und der es geschrieben hatte, war er. Er gab es errotend {with bludies) dem Herm zuriick.
" Icl^ kenne das Buch schon/' sagte er leise.
'' Sie kennen es ? Ich raochte nur wi&sen, wer es verfaast hat."
Da sagte Heinrich ganz leise, '* Ich ! "
Damit die Geschichte ordentlich ende, muss ich* noch erklaren, dass die zwei Herren Heinrich 's warmste und innigste Freunde, und unser Hein- rich selbst ein beriihmter Schriflsteller ward.
&nv»tvntts of Socotito*
SUPPLEMENTAL EXAMINATIONS: SEPTEMBER, 1901-
JUNIOR MATRICULATION.
GERMAN COMPOSITION.
Examiner: G. H. Needleu, Ph.D.
I. Translate into German :
1. That boy's sister is not so tall as mine, although .she is two years older.
2. On the first Monday in December he always pays ii visit to his father and his mother.
3. Does this big dog belong to you ? What sort of a dog is it ?
4. Would you be happier if you had more money ? 2^o ; the rich man is not always happiest.
5. Who is in tlie room ? It is I. Do you not know ^onr brother ?
6. It is now a quarter to seven o clock. You will have to study until half past eight.
7. This is a much more beautiful city than the larger one we visited a week ago.
8. He went to town this morning. In the country it is most pleiisant in summer.
9. VVhat a storm ! It rained almost all night. Are y^ou afraid of the lightning ?
10. To which of the girls does this ring belong, the little one or the tall one ?
11. Are you fond of music? Yes, particularly of sinirinir. I would like to hear a (jood singer two or three times a week.
12. What is the name of the lady we helped to find her little child yesterday ?
[over]
11.
Translate into German :
Shortly before his death a father once said to his three sons : " My dear children. I have noth- ing: to leave vou but this little house and the vineyard {Weinbenj). But in the vineyanl lies buried a great treasure. Dig for (navhgmhm) it industnously and you will tind it" After their father's death the sods did what he had com- manded them. 'J'hey spent every day di^ng in the vineyard, yet found iieither gold nor silver. However, because they had worked {hearheHeti) it so thoroughly, the vineyard produced more grapes than ever before. Now the sons perceived what their father meant when he told them of the treasure that lav buried there.
anfiirt0fti? of STotontO;
SUPPLEMENTAL EXAMINATIONS, SEPTEMBER, 1901.
JUNIOR MATRICULATION.
HISTORY AND GKOGRAPHY.
Examine!': G. M. Wrong, M.A..
1. Compare the historical careers of the elder and the younger Pitt
2. Explain the causes of :
(a) The decline in the population of Ireland. (6) The agitation against the Corn Laws.
3. Explain the extensions of the British Empire resulting from the Mapoleonic wars.
4. Outline briefly the causes of the war of 1812.
5. Compare the systems of government established in Canada by the Quebec Act and by the Constitu- tional Act of 1792.
6. Write notes on: (1) The Duke of Wellington's attitude towards the Reform Bill ; (2) the immediate cause of Canadian Confederation; (3) the Battle of Waterloo ; (4) the Gordon Riots ; (5) Tel-el-Kebir.
7. Indicate the geographical situation of Bunker's Hill; Lexington; Cape St. Vincent; Alajuba Hill; Navarino ; Lucknow ; Fort Garry ; Assiniboia ; Van- couver ; Aboukir Bay.
^nfbtrsftff ot STotonio
SUPPLEMENTAL EXAMINATIONS : SEPTEMBER, 1901.
JUNIOR MATRICULATION.
ANCIENT HISTORY.
Examiner: A. Carruthers, M.A.
1 . Give a brief account of Greek colonization (700- oOO B.C.), and show in what respects an ancient Greek colony differed from a modern English one.
2. What conditions and events led to the Pelopon- nesian War? To what extent did Sparta's after performances harmonize with her previous promises to the allies of Athens ?
t^. Write notes on Delian Confederacy, Ephors, Cleruchies, Harmosts, Cleon, Thrasybulus, Sophocles, Clearchus.
4. Give some account of the Valerio-Horatian Laws, and of the Licinian Rogations, with dates.
5. Describe the causes of the war between Pompey and Julius Caesar, and give some account of the pre- vious careers of both men. Dates.
C. Write explanatory notes on quaestors, comitia curiata, censors, uediles, Re»(ulus, Spurtacus, Sertorius, Arminius.
7. Locate and write brief historical notes on the following : —
|
Actiuni, |
Leuctra, |
|
A Ilia, |
Mantinea, |
|
Carrhae, |
Phyle, |
|
Sentinum, |
Sphacteria, |
|
Zela, |
'Janagra. |
n
Bni\ttv»tt9 of ^Tovotito.
SUPPLEMENTAL EXAMINATIONS: SEPTKMBER, 1901.
JUNIOR MATRICULATION.
ARITHMETIC.
Examiner: E. F. Burton, B.A.
1. Simplify :
(1) (31.156 — .357) X (7.837 + .003 — 6.421) -r 6.59. (I X j) - I of u
(2)
HI X (H - H)
2. If an oil barrel holds 30.755 gallons, ard a dipping pail 3.65 quarts, how many times can the pail be filled from the barrel full ? Express the remainder as a vulgar fraction (1) of a quart, (2) of a pail full.
3. A leaves ^ of his property to his tirst sou, | of the remainrler to his second son and | of what then remained to his third son, while the balance went to the widow. The widow had $670 less than the first son. Find the value of the estate.
4. Which is the better investment, to buy 3% stock at 87 or 5% stock at 135, dividends paid yearly in each case? Find the difference.
5. A mixture of black and green tea, weighing 11 pounds is worth $4.59. By interchanging the quantities of the black and the green the value of the new mixture is ^4.32. If the black tea is worth 45 cts. )>er lb., find the price of the green Aud the amount of each in the first mixture.
[ovbr]
6. $657— Toronto, April 3id, 1901.
Three months after date I promise to pay to the onltr of Wm. Thom|)Son at the Ontario Bank, Toronto, the sum of six hundred and fifty-seven dollars. Value received.
John Nelsos.
This note was discounted on April 24th at 5%. Find the proceeds. What per cent, does the bank make on its money ]
7. A man buys goods on three months credit and sells them immediately for $150 cash. Find the cash gain in dollars, money being worth 8% per annum. (£1 = 84.86 j.).
8. A man gives his son on his 1 7th birthday an annuity of $200 to be paid at the beginning of each year until the son is 24 yetir's old. If the money is put in the bank as soon as paid, what is the cash value of the gift on the son's twenty-first birthday?
9. Find the compound interest on $780 at 4% per annum for 3 years, compounded half-yearly.
10. A man sold $4,000 of 4% stock and invested the pro- ceeds in 3% stock at 864, thereby increasing his yearly income by $14. Reckoning brokerage at J% in both ti-ans- actions, find the price of the first stock.
j!Anioev0U9 oC Sovonto*
SUPPLEMENTAL EXAMINATIONS : SEPTEMBER, 190L
JUNIOR MATRICULATION.
ALGEBRA.
hJaytminer: Alfred T. DeLurv, B.A.
1 Factor :
(a) X* f x'y^ + y\
(b) a* + 4 6*.
(c) 2 X* — 15 y« + 15 a' -- 16y« — II zx + 7 xy.
2. Simplify :
(y + g — g)" (g — y + g)' , (j? + y — g)- (y + «)^ — aj^ (« H- «)* — y^ (« + y)''^ — z^
3. Prove that the product of four cousecutive integers, increased by unity, is a square integer.
4. Solve the equations :
a^c
(a) (o + a:) (6 + a?) — a (6 + c) = — + «2 (6) 2(a:-3)-<i^ = 4,
3(y+l)+ ^^ =9.
5. Solve the equation :
ax^ + 6x + c = 0 ;
and find the sum of tlie roots, their product, the sum of their squares, and the sum of the squares of their reciprocals.
6. Find the equation whose roots are greater by 1 than the roots of the equation
a:2— (a +l)a: + a = 0.
[OVKBl
7. Solve:
2a; — 3 3x — 7
2a: + 1 • 3t + 5
(b) x« + y« = 1691 xy = 60/*
8. The difference of two numbers is to the less as 4 is to 3, and their product multiplied bj the less is «504 : find the numbers.
9. Find the square root of 10 + 2 \/2\. 10. Shew that
[
[
T J ^ '- and that
1
2
einfiietrsUs of CDotonto*
SUPPLEMENTAL EXAMINATIONS : SEPTEMBER, 1901.
JUNIOR MATRICULATION.
EUCLID.
Examiner: E. F. Burton, B.A.
1. Any two sides of a triangle are together greater than the third side. (I. 20.)
The sum of the sides of any quadrilateral is greater than the sum of the diagonals, and less than twice that sum.
2. Equal triangles on the same base, and on the same side of it, are between the same parallels. (I. 39.)
If ABC and ABD are two equal triangles on the same side of the line AB and the parallelogram ADBE be com- pleted so that E is on the side oi AB remote from D, then CB is bisected by AB.l
3. To divide a given straight line into two parts, so that the rectangle contained by the whole line and one of the parts may be equal to the square on the other pai-t. (II. 11.)-
If ABC be any triangle, D the middle point of AB, then AC^ + BC^ « 2 AD^ + 2 DC^.
4. Equal cords in a circle are equally distant from the centre ; and thone which are equally distant from the centre are equal to one another. (III. 14.)
5. If a straight line touch a circle, and from the point of contact a chord be drawn, the angles which this chord makes with the tangent shall be equal to the angles which are in the alternate segments of the circle. (III. 32.)
6. ABC is any triangle inscribed in a circle, 0 is any point on the circu inference of the circle, and perpendiculars are let full from 0 on eacli of the three sides of the triangle : shew that the feet of these perj^endiculars all lie on one and the same straight line.
8lnfiieir0fti? of Coronta
SUPPLEMENTAL EXAMINATIONS : SEPTEMBER, 1901,
JUNIOR MATRICDLATION.
PHYSICS.
Examiner: G. R. Anderson, M.A.
1. If 1 metre = 39'37 inches and 1 cubic foot of water weighs 1000 ounces, determine the weight of 1 litre of water in ounces.
2. Define specific gravity.
Define any method of finding the specific gravity of alcohol.
3. Describe the construction and explain the prin- ciple of the mercurial barometer.
What advantage would there be in using a liquid of less density than mercury ?
4. State the law of diffusion of gases. Describe any experiment to illustrate it.
5. Distinguish between temperature and quantity of heat. What are the units in each case ?
20 grams of water at 10°C. is mixed with 30 grams at ^O^'F. : find the temperature of the mixture.
6. Define specific heat.
Describe a method of finding the specific heat of a piece of lead.
7. What is meant by " latent heat of vaporization " ?
If 1 lb. of steam at 100°C. be injected into a gallon of water at lo'^C, c^ilculate the temperature to which the water will be raised.
anfiiev0Us of Sovonto*
SUPPLEMENTAL EXAMINATIONS : SEPTEMBER, 190L
JUNIOR MATRICULATION.
(JHKMISTKY.
Examiners: The Examiners in Chkmistry.
1. State the laws of deHnite and multiple propor- tions, and give illustrations of each.
2. What information is given by the equation
2 H, + 0, = 2 H.O ?
3. An excess of sulpluir is ignited in 10 litres of ox^'gen measured at 20''C and 7G()mm. What volume of sulphur dioxide will be formed if the temperature during combustion has risen ten degrees, the pressure remaining constant ?
4. Write formulae for aluminium oxide, chloric acid, hydrogen peroxide,potassiuin sulphite, potassium hypo- hlofite, phosphorus hydride, nitrous anhydride.
5. Write equations showing methods of preparation for oxygen, sulphur dioxide, hydrogen sulphide, nitrous oxide, hydrogen, hydrogen chloride, ammonia, carbon <HoxTde.
anflirtsftp of Coronttt
SUPPLEMENTAL EXAMINATIONS: SEPTEMBER, 1901.
FIRST YEAR AND SENIOR MATRICULATION.
GREEK AL'THOKS AND SIGHT TU4NSLATI()N.
Examiner: A. L. Langford, B.A.
1. Translate :
To) S' am ev KXiairj *OSua€v^ Koi hlo^ v<f>op^b^ hopirehrjv iraph Se <t<^iv ihopireov avipe^ SXKoi, avTctp iirei iroaio^; koi iSr)7vo<; ef epov euro, Tot9 S ^OBvaeij^ fjuereetire, avBoireoi TreiprjTi^oov,
7] fJblP €T kvBvK€(0<i (t>l\€Ol fl€lpal T6 KcXevOl 5
avTov ivl aTadfjbWt ^ orpvveie TroXivhc
K€K\vdi vvv, Evfiaie, Ka\ aXKoi iravres eTaipov rj<o0€if TTpoTi aarv XiXaiofuti airovieadai TTTea^evatov, Xva fit] ae KaraTpv^oD Koi kraipov^* hKKa fjLOi ei 0* virodev Ka\ ap! ffycp^ov iaffXov oiraaaov^ o? Ke fM€ K€ia hydyrj' Kara Se tttoXiv auro^ dpdyKrj 1 1 TrXdy^OfjLai. ai K€v rt? KOTvXrjv Kat irvpvov opi^j). Kai fc iX0a)v irpo^ Zdypar 'OSurxa^o? deioto dyy€\irjv eliroifjLi Trepifjypovi TlrjveXoTrei'nt fcai K€ fjLvrjarijpeaaiv VTrepfjyidXoiaL fiiyelijv, 15
€1 fiui Sehrpov Solev oveiara fivpC c^oin^es.
2. Parse : &to, p^lvai, orpuvuc, Kararpv^o}, viroOev, dydyr), fiiyeirfv, 8oUp.
3. Scan vv. 4 and 13.
4. Translate :
*^n? apa (fxovTjaa^ Kar ap €^€to, TrfXifia-xp^i Be aii<l>i^v0€i^ Trarip* iaffXov oBvpero, Bdtcpva Xei^ayv. d.fiff>oT€potai Be rolaiv v<f> Xtiepo^ &pro yooio*
basket. He knocked at the door and tbe dean opened it himself. " Here," said the boy, "my master has sent you a basket full of things."
fciwift was displeased and said, " Come here, and I will teach you how to be more polite. Imagine yourself Dean Swift and I will be the boy." Then taking off his hat, he said very politely to the boy, " Sir, my master sends you a little present, and begs you will do him the honour to accept it." " Oh, very well, my boy," replied the lad, " tell your master I am much obliged to him, and there is a shilling for yourself/'
III.
Translate :
Moi, je continuai durant trois semaines a tmner ma charrette. A cette ^poque eut lieu la vente aux ench^res publiques de la cave, du grabat, de la chaise et du vieux bahut de Zulpick ; et com- me il me rest^iit les deux cents florins que j'avais gagn& a votre service, je me rendis acqu^reur du tout pour la somme de trois gouUlen, ce qui ne laissa pas d'femerveiller le voisinage et inaitre Durlock lui-meme. Comment un simple domes- tique pouvait-il poss^der trois govXden ? Je fi? voir a M. Durlach la note que vous m'aviez re- mise, et il n*y eut plus d'objections h ce sujet. Bientdt meme le bruit courut au pays que j'^tais un richard, qui tratnait des charrettes pour ac- complir un vcbu de contrition. D'autres pr^ten- daient que je metais d^guis^ en domestique, pour racheter k bas prix les d^corabres de Vieux- Brisach. et les revendre ensuite en bloc a Tempereur d'Autriche, lequel se proposait de reconstruire les chateaux des Hapsbourg de fond en comble a Tinstar du XII® si^cle, d*y remettre de vieux reitres, des chapelains et des eveques.
Erckmann-Caatrun.
IV. Translate :
II avint qu au hibou Dieu donna g^niture ; De fa9on qu*un beau soir qn*il ^tait en p4ture, Notre aigle aper9ut d'aventure, Dans les coins d'une roche dure, Ou dans les trous d'une masure (Je ne sais pas lequel des deux), De petits monstres fort hideux, Rechignes, un air triste, une voix de Megfere. ** Ces enfants ne sont pas, dit Taigle, a notre ami : Croquons-les." Le galant n*en fit pas k demi : Ses repas ne sont point repas k la leg^re. Le hibou, de retour, ne trouve que les pieds De ses chers nourrissons, h^las ! pour toute chose.
La Fontaine.
1. What is the moral of this fable ?
2. Scan the last two lines of the extract.
anfuevBUff of Soronto*
SUPPLEMENTAL EXAMINATIONS: SEPTEMBER, 1901.
ALL THE YEARS.
GIIKEK PROSE.
Examiner: Adam Cakruthers, M.A.
Note. — First Year Candidates will take A and B ; Candidates of the other years will take the whole paper.
A.
(a; Identify the foUowip^ verbal forms :
iTTicKoireL, ipeaOai, aXoi/Tay avcTTJvai, Xd^oiev, ia-ToXrjv,
(h) Translate into Greek :
Of the kings themselves ; to this father; in the middle of the river; on the same night; owing to this ; by means of this ; they know (olSa) the general is good ; he knows how to be good; the soldier said not to do that ; he says he did not do that.
B.
Translate into Greek :
1. She says that justice is wisdom, and that she herself is justice.
2. The generals were leading their soldiers against the enemy.
3. Some remained in the city, but other fled through the fields.
4. The shepherds saw many other soldiers, but those who were present I saw.
5. That famous philosopher said that there never was a good war or a bad peace.
[ovbr]
6. The Lacedaemonians condemned the Athenian^y to death.
7. According to Herodotus these soldiers arrived after the buttle at Marathon.
8. That king came to see the city, not to aid the citizens, but it he had arrived three days sooner the city would not have been captured.
C.
Translate into Greek :
At this place the Greeks came to a halt and piling their arms proceeded to take some rest. At the same time they were surpi-ised that Cyrus hin)self nowhere put in an appearance, and that no one else came to them from that leader; for they were not aware that he had heen slain, but fancied that he had either irone in pursuit of the enemy, or had pushed forward to secure some position.
tEinitievBUv of a:ovoiuo«
SUPPLEMENTAL EXAMINATIONS: SEPTEMBER, 190L
FIRST YEAR AND SENIOR MATRICULATION.
LATIN.
Examiners i"^' Fletcher, M.A., LL.D. £.xaminer8, |q ^ Johnston. M.A., Ph.D.
I. Translate :
(a) Quod inter Trebiam Padumque agri est, Galli turn incolebaiit, in duoruin praepotentium popu- lorum certamino per arabiguum favorem baud dubie gratiam victoris spectantes. Id Romani, modo ne quid moverent, aequo satis, Poenus periniquo animo ferebat, ab Gallis accitwm se venisse ad liberandos eos dietitans. Ob earn iram. simul ut praeda militem aleret, duoiiiillia pedituin ft mille equites, Numidas plerosque, mixtos quos- dam et Gallos, popular! omnem deinceps agrun> usque ad Padi ripas iuasit. Egentes ope Galli, quuin ad id dubios servassent animos, coacti ab auctoribus iniuriae ad vindiees futuros declinant, legatisquead consules missis,auxiliuui Romanorum terrae ob niroiain cultorum fidem in Romanos laboranti orant. Comelio nee causa nee tempus agendae rei placebat, suspectaque ei gens erat quum ob infida multa facinora, turn, ut alia vetus- tisite obsolevissenty ob recentem Boiorum perfidiam ; Sempronius contra continendis in fide sociis maxi- mum vinculum esse primos, qui eguissent ope, defensos censebat.
(6) Te maris et terrae numeroque carentis harenae mensorem cohibent, Arohyta, pulveris exigui prope litus parva Matinum
raunera, nee quidquam tibi prodest aerias tentasse domos animoque rotundum percurisse polum morituro.
occidit et Pelopis genitor, conviva deorom,
Tithonusque reinotus in auras et lovis arcanis Minos admissus, liabentque
Tartara Panthoiden iterum Oixso deniissum, quamvis, clipeo Troiana refixo
terapora testatus, nihil ultra nervos atque cutein morti concesserat atrae,
iudice te non sordidusauctor naturae verique. sed omnes una nianet nox
et calcanda seme) via leti. dant alios Furiae torvo spectacula Marti ;
exitio est avidum mare nautis ; mixta senum ac iuvenuin densenturfunera, nullum
saeva caput Proserpina fugit. me quoque devexi rapidus comes Orionis
Illyricis Notu.s obruit undis.
1. Give the principal parts of verbs italicised.
2. Explain the syntax of agri, quid, ope, servassent, vetustate, iudice, exitio.
3. Continendis aociia : **the dative of gerundive used in final sense." Explain.
4. Devexi Orionis, What is the meaning ?
II. Translate at sight :
JULIUS CAESAR ANP THE PIRATES.
Hue dum hibernis jam mensibus trajicit, circa Pharmacussam insulam a praedonibus captusest, niansitque apud eos, non sine summa indignatione, prope quadraginta dies cum uno medico et cubi- culariis duobus. Nam comites servosque ceteros initio .statim ad expediendas peciinias quibus redimeretur dimiserat. Numeratis deinde quin- quaginta talentis, expositus in litore non distalit quin classe deducta persequeretur abeuntes, et redactos in potestatem supplicio, quod saepe iUis minatus inter jocum fuerao, afliceret. Sed et in ulciscendo natura lenissimus, quoniam suffixiirum se cruci ante juraverat, jugulari prius jussit, deinde suffigi.
III.
Translate into Latin :
1. I warn you not to attempt to win over any of our allies.
2. The defeat of these three strong armies was a source of great grief and alarm both to the common people and the nobility.
3. He declared that he was not ashamed to be called s. renegade : all his friends would soon agree that no one was more loyal than he.
4. When will you, my countrymen, prefer to be free rather than slaves ? Can you believe anything to be worse and more hurtful than cowardice ?
5. Panic reigned in the city : the terrible Hannibal WHS now not more than four miles from the capital.
6. After a fierce assault on the enemy's works and defences they withdrew very hastily to their own camp where they remained during the rest of the day.
anfiier«ft9 o( Soromitu
SUPPLEMENTAL EXAMINATIONS : SEPTEMBER, 1901.
SENIOR MATRICULATION.
ENGLISH COMPOSITION.
Examiner : A. H. Reynab, LL.D. .
Write a composition on one of the following sub- jects:
(a) The War in South Africa.
(b) Queen Victoria.
(c) King Alfred.
{d) Chivalry in Modem Life.
(e) The Pan-American Exhibition.
It is expected that the length of the essay will be fairly proportioned to the time allowed for writing, but the chief stress will be laid on the good form of the composition.
ffttitnetsits of Soronio.
SUPPLEMENTAL EXAMINATIONS : SEPTEMBER, 1901.
FIRST YEAR.
ENGLISH.
Examiner: A. H. Reynar, LL.D.
1 . Show how the characters of Romeo and Juliet are brought out by contrasts with other characters in the play.
2. What is the final impression left by Shakespeare as to the greatness and the weakness of Caesar and BrutuR ?
3. In Romeo and Jvliet we have the social and pol- itical interest of the family feud, and also the romantic interest of the love story. Which interest dominates at the close of the play ?
4. Write notes on : (a) " Et tu Brute." (6) "Cantelous."
(o) " Is it physical to walk embraced ? '' (d) " Unicorns may be betrayed with trees." («) " To fleer and scoi-n at our aolem^nity**
5. Place the following quotations :
(a) " I'll be a candle-holder and look on."
(6) " That which we call a rase by any other name would smell as sweet."
(c) " Was ever book containing so vile matter so
fairly bound ? "
(d) " He thinks too much. Such men are danger*
ous."
(e) " The evil that men do lives after them."
n
\
einfUftsfti^ of Sorotito.
SUPPLEMENTAL EXAMINATIONS: SEPTEMBER, 1901,
FIRST YEAR
FRENCH.
ExaTtiiner : J. Homk Cameron, M.A.
I.
Translate into French :
1. I have none yet, but I shall have some to- morrow.
2. When did you do that ? Where have you been ?
3. How much money have they lost since last year ?
4. Why can't he tell you what you ask him ?
5. Potatoes and cabbages are generally che;ipt'r than apples.
6. The man will bring some water, if he has time.
7. Would you not go with us, if you had a horse ?
8. It has been warm this week, but it will be colder soon.
9. I want you to do your work and to have patience.
10. Here are our hats; yours is black, mine is brown.
11. A man came home one evenin^r and found the
house deserted and the door locked [use * fermer k
clef]. With great difficulty he opened one of the
windows and got into the honise. After a little while
he discovered on the dining-room table a note [* mot *J
from his wife to [* pour '] tell him that she had gone
out and that he could find the key outside under the
door-mat [* le paillasson 'J.
[ovek]
II.
Translate into English :
(a) En eifet, tout ce que Napoleon pouvait pr^voir de malheurs ^tait arrive ; aussi hi triste conformity de sa situation avec celle dn eonqu^rant su^ois le jeta-t-elle dans une si ^rande contention d'esprit, que sa santd en fut ebranl^e. Neanmoins ces premiers mouvements fufent les seuls qui lui ^t'happferent, et le valet de chainbre qui le secounit fut le seul qui s'aper(;ut de son agitation. Duroc, Darn, Berthier ont dit qu'ils Tignorferent, qu'ils le virent in^branlable ; ce qui ^tait vrai, humaine- nient parlant, puisqu'il restait assez maitre de lui pour contenir son anxi^t^, et que la force de ihomme ne consiste le plus sou vent qu*i cacher sa faiblesse.
(b) C*^tait la premiere canipagne malheureuse, et il y en avait eu tant d'heurenses I il ne fallait que pouvoir le suivre: lui seul, qui avait pu eleversi haut ses Roldats et les pr^cipiter ainsi, pourrait seul les sauver. II ^tait done encore au railieu (le sou arm^e comnie Tesp^rance. Au milieu du coeur de riiomme.
SfeUR.
1. Whe is meant by le conqiiArant sitedoiaf
2. jeta-t-elle : Why this order ?
in.
Translate into Enorlish :
Un jour, a la cour de Cornouailles [' CornxwiV] survient un harpeur irlandais : son jeu enchante tel lenient le roi Maic qu'il promet de lui accorder le don, quel (|u'il soit, qu'il demandera; il deinande la reine Iseult, et le roi, esclave de son serinent,la lui laisse tristement emniener. Sous une tente,
•
pies de la mer, elle attend, en se tordaut les mw^^ de dnuleur, que la maree ['tide'] ait reniis ^ A^^ le vaisseau qui va I'eniporter ; mais Tiistan, qwi revenait de la chasse, apprend tout : il se deguise en mtinestrel [*?7itu«^)ri '] s approche de la tente, et joue si merveilleusement de la rote [ roU']^^^ la douleur d'lseult s'a|)aise meme avant quelle I'ait reconnu ; le ravisseur et ses conipagnons ouo* lient le temps a I'^couter, et, quand ils s^ aper9oivent, le flux [* tide'^ montant a re"^^ difficile Taccfes du navire.
einfUf mfty of Sovomo*
SUPPLEMENTAL EXAMINATIONS : SEPTEMBER, I90L
SENIOR MATRICULATION AND FIRST YEAR
GERMAN.
Examinei' : Professor Horning.
1. Translate:
Ein Mann sollte einen Wolf, eine Ziege (goat) und einen Uaufen Kohl (cubbage) til^r einen FIuss Ubersetzen. Der Kabn war aber so klein, <ias<s er immer nur eins von den drei mitnehmen konnte. " Welches sollte der Mann zuerst mit- nehmen," fragte der Vater, "ohne furchten zu miissen, dass der Wolf die Ziege, oder diese den
Kohl wahrend der Uberfahrt fresse ? "
*' Ich h&tte den Wolf zuerst ubergesetzt," sagte
Hermann. " Dann hatte die Ziege den Kohl wahrend der
Uberfahrt gefressen," antwortete der Vater.
" Ich hatte die Ziege zuerst ubergesetzt/' sagte Bertha. *' Der Wolf kann denn Kohl nicht freasen."
" Gut," sagte der Vater, " Aber welchen nahm
-er bei seiner zweiten Uberfalirt ? Den Wolf ?
Dieser hatte die Ziege wahrend der Uberfahrt gefressen. Den Kohl ? Diesen hatte die Ziege gefressen."
'* Ich liesse die Zie£:e immer etwas an dem
Kohle nagen/' sagte Karl. " Wahrend der Uber- fahrt kann sie nicht viel fressen. Wenn ich dann den Wolf ubergesetzt, so holte ich den Kohl und isuletzt die Zieore."
" Der Kohl muss aber unbenagt bleiben," ant- wortete der Vater.
[oysb]
** Er muss dann die Ziege anbinden/' sagte Karl '' Der Uann hat keinen Strick/' antworteie der Vater."
Studenten ! Wie macbie es der Mann ?
2. Give the nom. plur. of Mann, Wolf, Fbus^ Vater, Ziege.
3. Give the Styi pers. sing, prea, indie of solfte, iiim'setzen, mitnehmen, fressen.
4. Decline throughout the German for the lUtie cabbage^ a white goat
5. Translate iuto German :
A peasant went into the old castle of Edinburgh to see the pictures of the kings. Among others he saw the portraits of a father and a son. The father looked young and the son old. Then said the peasant, *' How is it possible that this young^ man could have so old a son ! *'
6. Translate into German :
Do you see that house over there ? There are two windows on this side and a door. On the other side there are three windows and two doors In each end there is one window and no door. Can you count the panes (Scheibe) of glass in the windows ? I think each has about twenty-foar,. for the house is old fashioned. There are five rooms down-stairs and upstairs five bright bed- rooms. The stairs are wide and easy to mount The roof is of wood. In Germany the roofs are- mostly tile (Ziegel).
8liiiiiev«ftfi 9( Sovotite*
SUFPLBMBNTAL EXAMINATIONS : SEPTEMBER, 1901.
FIRST YEAR.
HEBREW.
Examine^-: Ross G. Murison, M.A.
1. Translate Genesis i. 21-25: •• : • : - • • — .. • ... T : •-
• • • • •
WDn ijj*iE^ "«^i< riE^Dhn n^nn e^dj-^3
• — - : IT V "2 V V 'T T "" ■" V V T
v: :"~ •• • : Itt I t ••: v" ■• •
: •• • v: T / vT :- • •
» V 'T T V " I T : • - - • — V : • :
- •• • -: fv "I '" vv "• '""
nona nro*? n'n tsfoj vnxn «sln D^1^«
T •• : T • : T- .,..,.] .^. T T •• • v:
-— 1,.. •: •- T* : » V V !•" s V vT
T •• : ■ V : T • : » v T t — %• * v:
V V T ••: T • :
T T-:«T
2. Parse j^-i^"!. DJ^'^nH. nK^Din. Dn3''Db»
T. s^ • « ^ .K .... T ••••••
• • • • • •
x-i"! (21); rpTi Dn4<.ns. a"!"" (22); ••n"'! (23);
: — I vt:- t : V* • :-
«sln. ln''m (2*) ; e^j;"! (25).
: • :
[OYSBJ
3. Explain and illustrate terms : Waw consecutive, Jussive, Pause.
4. In6ect 72)5 in Piel, and H^IB ^^ Q*^» throughout
5. Translate Genesis iv. 9-14- :
^b "iDK'i Tnt< ban •>« rp"b« nin"' "idk'i »
T • T V V V ~ • • T • T •• -: • T -T
•T T": 'T ' • ~ •• r - f • T " ' I
nniJB nef« nDij<n-p nn« "in« nnjn »
T : 'T V ": T T-: -t ' • t t t t - :
I'VT • I • T •• : V -r-T T •
b\i^ nx-vb^ ro "iDxn 13 : vivo n^^nn i:i
T T 5 •.•'••" V " ' V'TT v: '" TT
•>:© b:jD DVn Ti^ nEf*)j n »* : «iiyjD ■'Jiy
• i • ■ ■ •
Y"i«3 lii jri ''n''Mi "inD« Ti^isoi nonsn
* VTT TT T • • T: •• T V f vT ' T T-tiT
»,•• • »<•■
6. Parse the last three words in v. 9, and explain fully their relations to one another.
7. Parse n**fe^]? (^^)- Account for the pointing of J^P.
T • • • L
8. Parse ij^rj, D^'pi;!:. "^7%^ (10) ; -in«. HnxB. <i3) ; nE^^ia. inD«. ""i^sb (i*)-
T : """• '• T V • : 9. How is the comparison of Hebrew adjectives effected!
10. Inflect Q!|Q in sing, and plur. with pronominal suffixes.
11. Translate into Hebrew:
Who are these) These are thy father, and tfaj brotherb, with their horses. From all the trees of the jnrarden thou majest take.
12. Tell briefly what you know of Ancient Babylonia, its ^geographical position, and the historical importance of its people.
anfliet«fts of SorontQ.
SUPPLEMENTAL EXAMINATIONS : SEPTEMBER, 1901.
FIRST TEArT
ANCIKNT HISTORY.
Examiner: A. R, BAI^^ LLD.
N.B. — The candidates will take four questions each in I. and II.
I.
1. Compare the mental and moral characteristics of the Ionic with those of the Doric Greeks.
2. Show how Greek life and character were influenced by such gatherings as the Pan-Ionic at Delos and the Pan-Hellenic at Olympia.
3. What benefits accrued to Athens from the general policy and measures of Peisistratus ?
4. Give fully the provisions of the "Peace of Nikias," and state clearly why it failed to permanently close the Peloponnesian War.
5. Briefly describe the steps by which Athens and afterwards Sparta obtained supremacy in Greece, and compare these supremacies as to influence and import- ance.
6. Write notes on Ostracism, the Athenian Drama and the Achaean League.
II.
1. Write notes on the powers of the King, the Senate and the Comitia Curiata during the regal period at Rome.
[over]
2. Explain how the government of the state fell virtually into the hands of the Senate during the Republican period.
3. Describe Hannibal's passage of the Alps, and give some account of th# composition of his army.
4. State the principal measures advocated by Gaia& Gracchus and the object he hoped to attain by each.
5. Give some account of the character of Augastos, and show how he reconciled republican forms with personal supremacy.
6. Describe the government of a Roman Province, and show how the ottice of pro-consul might be fraught with danger to the central authority at Kome.
2an{|iet0ft» ot Cotomo*
SUPPLEMENTAL EXAMINATIONS : SEPTEMBER, 190L
FIRST YEAR AND SENIOR MATRICULATION.
EUCLID AND TIUGONOMLTRY.
Eocaniiner: Alfred Baker, M.A.
1. To inscribe a circle in a given triangle. What is an escribed circle ?
Shew that the centres of the escribed circles of any triangle lie in pairs on straight lines through the angles.
2. To circumscribe a circle about a given squaro.
lu what ratio are the areas of circles in and about a square 1
3. To inscribe a regular pentagon in a given circle.
4. Af Bf C and D are four straight lines. Shew how to find, after Euclid's manner, two straight lines which are in the ratio com])ounded of the ratios A to B and C to D.
Find iftlso two straight lines which are in the duplicate ratio of il to B.
5. The areas of triangles of the same altitude are to one another as their bases.
6. To describe a rectilineal figure which shall be equal to one and similar to another rectilineal figure.
7. Prove that
logfr m =
Of what use is this formula?
8. Shew that log^ b ' log^ a == 1.
Given log,^7 = .8450980, find log, 4-9.
[ovbr]
9. In the right-angled triangle
A = 39'' 10', c = 478, C = 90" : find a. log 47800 = -6794279 L hin 39' 10' = 9-8004272 log 30189 = -4798487 Diif. » 144.
10. In the triangle
a = 347, h = 289, C = 78' : find A and B, . log 68000 = -7634280 L cot 39* == 10*0916308 log 63600 = -803457 1 Z tan G** 26' = 90610078
Diflr. for 60"= 11361.
11. a « 253, h = 361, A = 34^ 15' : find both value* of B.
log 361 = •5575072 L sin 34** 15' = 9-7503579 log 263 = -4031205 L sin 53' 26' = 9-9047106
Diflr. for 60" « 937.
J
anfUerieifti? ot Toronto*
SUPPLEMENTAL EXAMINATIONS, SEPTEMBER, 1901.
SENIOR MATRICULATION AND FIRST YEAR.
ALGEBRA AND TRIGONOMETRY.
jp . _ f Alfbed Bakeb, M.A,
1. Solve :
(a) 2 X* — 3a^ — »« — 3* + 2 - 0.
(6) jc + y - 17. afi + y^^ 1241.
2. If m and n are the roots of the equation
aaj2 + 6a: + c « 0,
then »j + n ^ — -, mn ss -.
a a
Conatnict the equation whose roots are the reciprocals of those of the equation
x^ -{- px + q ss 0,
^ ir^ ^ ^ f K«« a^ + <^ + e^ _ ace
Given ao: + 6y + c« = 0
Ix + my + n» = 0 find the ratios x \y\7i,
4. In an arithmetical pi*ogression shew that the sum of an odd number of terms is equal to the product of the number of terms and the middle term.
Insert 10 arithmetical means ben ween 27 and 93.
5. Find the sum of n series of a geometrical progression. Find the present value of a perpetual annuity of $A
starting now, the rate of interest being r on 1.
6. Sum the series :
(a) P + 22 + 32 to w terms.
(b) 1.2 + 3.4 + 5.6 to n terms.
r.,,..
I. Express the other five trigonometrical ratios in terms of the cotangent.
II. Prove the following :
(1) 1 — tan« ii « 2 beo^ ii — aec^ i(.
(2) ain^ ii— coe^^B(8in ^— 008^) (l+ai&^ooBi).
(3) 1 —sin -4 , ^ , ... T-r-' — 7 — (aec -4 - tan £f.
III. Prove the following :
(1) COB (i -- ^) aa COB ^ ooe ^ + Bin il sin ^.
tan A *— tan B
(2) tan (^ - ^)
(3) cot (ii — ^) :
1 + tan ii tan ^ cot ii cot ^ + 1
cot B — cot A
IV. Prove that
(1) 008 (if + ^ + C') a- COB ii COB ^ COB C
— coBil ainJ^sinC — cos^sinCsiDii
— COB C sin J sin />.
(2) sin 3ii » 3 sin il - 4 sin^ A.
V. In any triangle establish the following :
(1) a^h fx% C '\- c Qo% B,
(2)C0B.1 ^^^^
(3) tan \ (A — J« ^^ cot \ C.
VI. If r, be the circle escribed to the side a of the triangle ABC^ prove
S a COB ^ B COB \ C
' 9 — a COB \A
anfuetfiiity of Sotonto.
SUPPLEMENTAL EXAMINATIONS : SEPTEMBER, 1901.
FIRST YEAB.
ELEMKNTARY BIOLOGY.
Examiner: Prof. Ramsay Wright.
NoTS. — Select any five queBtions.
1. Contrast the nature of the nutritive processes of plants and animals.
2. Describe the structure and methods of i-eproduc- tion of a Liverwort. In what respects does it differ from a Moss ?
3. What are the regions of the Vertebrate brain and how are these related to the Cranial nerves ?
4. Describe the microscopic appearance and the pro- perties of muscular tissue.
5. What are the tissues which enter into the com- position of the Vertebrate Skeleton ? Describe their microscopic structure.
6. What are the chief modifications of structure which adapt the bird for aerial locomotion.
7. Give some account of the Oixlers of Reptiles — Jiving and extinct.
I
anfiiettffts ot Toronto*
SUPPLEMENTAL EXAMINATIONS : SEPTEMBER, 190L
FIRST YEAR.
PHYSICS.
Examiner : C. A. Chant, M.A.
1. Give examples to illustrate the meaning of the terms velocity, mass, weight, acceleration, energy.
2. A train weighing 50,000 kilos starts from rest, and at the end of 5 minutes is moving at the rate of 40 kilometres per hour. Find
(a) the acceleration, (considered constant) ;
(6) the momentum at the end of the 5 minutes ;
(c) the kinetic energy then ;
(d) the velocity 2 seconds after the start
3. What is the centre of gravity of a body ?
A uniform square sheet of metal, 9 inches to the side, is divided into 9 equal squares, and one of these squares at the centre of a side is removed. Find the centre of gravity of the portion left.
4. How would you find the specific gravity of (a) a piece of quartz, (b) a sample of nitric acid ?
5. State Pascal's Ihw of transmission of fluid pres- sure.
6. Give examples of the conduction, convection and radiation of heat.
7. A calorimeter weighs 120 grams and its specific heat is .08 ; in it are 500 gramn of water at 12'' C. and into this a kilogram iron weight of specific heat .1, and at temperature 100° C. is dropped. Find the resulting temperature.
r I
atifnevfiiftfi ot Sototito*
SUPPLEMENTAL EXAMINATIONS : SEPTEMBER, 1901,
SECOND YEAR.
GREEK AUTHORS.
Examiner: J. C. Robertson, B.A.
1. Translate :
(a) & nai/09 OaKrifjMra koX TrapavKi^ovca irerpa fAVXioSea-i Maxpal^i,
ipa ^opoi^ aieiffovGi voBotv * Ay pavXov Kopai rpiyovot ardSia ')(\o€pa irpo IIaXXaSo9 va&v, avpirfyoDp
vfUf(0Vt orav avKloi,^
a-upi^p^, & riAi/, Totai aoif; iv avrpoi^, Xva TeKovad ti^ irapOkvo^, & fieXia, Pp€<f>o^ ^oi^tp irravol^ i^pi^ev doivav drjpai T€ (jyoii/iav SaiTa, iriicp&v ydfitov vfipiv. ovT iiri teepieiaiv ovre \6yoi^
deodev TCfcva dvaroh.
(b) XO. &(f,0rf Be TTw Tfl fcpvirra firi^avrjfiara ; 8E. TO p,r) BiKatov tt)? Bixt)^ ^aa(OfA€vop
i^vpeu 6 Oeo^, oi p^uivdrjvai deKtov, XO. TTW ; dvTiA^u} a iKiri^ t^eivelv raSe* TreTTuafievai yap el davelv f)fid^ j^peoDV, fjBiov &v OdvoLfiev, elff" opav <f>do^, ©E" iirei 0€ov fuivreiov ^ver* 6#cX(7ra>i/
TToai^ Kp€ou<ri7^, 'iraloa tov Kaivov \a0a>Vy irpo^ hehrva Bvaiaf; ff &? Qeovi cjirXi^erOf SovOo^i fiei/ f^x^' evda irvp irrjSa 0€ov 0afcx€iov, a>9 a<f>ayaiai Aiopvaov irerpa^ Sevaeie Bicaa^ TratSo? dvT* oTrrrfpicav,
i
moyen de connaitre oA est le beau vers, si le com^dien ne s'y arrfite, et ne vous avertit par \k qu'il faut faire le brouhaha ?
Caihos, En effet, il y a inani^re de faire sentir aux auditeurs les beautes d'un ouvrage, et les choses ne valent que ce qu'on les fait valoir.
Maacarille, Que vous semble de ma petite-oie ? La trouvez-vous congruante k Thabit ?
Cathos. Tout k fait.
Maacarille. Le ruban est bien choisi.
Magdelon, Furieusement bien. C'est Perdri- geon tout pur.
1. Write notes on grands comSdiens, petite-oie. Per- drigeon,
2. Substitute ordinary French for the yrecif.ase expressions in the extract.
IIL
Translate :
HERNANI.
Oh 1 je [)orte malheur a tout ce qui m'entoure !
J ai pris vos meilleurs tils, pour mes droits sans remords-
Je les ai fait combattre, et voila qu'ils sont morts !
C'^taient les plus vaillants de la vaillatite Espagne.
lis sont morts ! ils sont tous tomb^s dans la montagne
Tous sur le dos couch&, en braves, devant J)ieu,
Et, si leurs yeux, s'ouvraieut, ils verraient le ciel bleu \
VoilJt ce que je fais de tout ce qui m'^pouse !
Est-ce une destinee k te rend re jalouse ?
Dofia Sol, prends le due, prends Teiifer, prends le roi !
C'est bien. Tout ce qui n'est pas moi vaut mieux que
moi ! Je n'ai plus un ami qui de moi se souvienne, Tout me quitte, il est temps qu'a la fin ton tour vienne^ Car je dois etre seul. Fuis nm contagion. Ne te fais pas d'aimer une religiim !
— Hernani, Act III., Sc^ne IV.
1. Explain the cases of the subjunctive mood occur- ring in the extract.
IV.
Translate :
Oaston. Que veux-tu ? il m*agace les nerfs, ce petit monsieur, qui se croit de noblesse d'epee parce que monsieur Grimaud, son grand -p^re,
etait lournlsseur aux armies. C'e.st vicointe, or> ne yait comment ni pourquoi, et 9a veut etre plus l^gitiiniste que nous; 9a se porta k tout propos chain pioii de la nobles.se pour avoir lair de la repr^aenter. Si on fait une ^gratignure a un Montmorency, <;a crie comnie si on I'^corchait lui- meme. Bref, il y avait entre nous deux une querelle dans lair; elle a crev^ hier soir k une table de lansquenet. 11 en sera quitte pour un
coup d'^p^e ce sera le premier qu on aura
re^u dans sa famille.
— Le Geridre da Monsieur Poirier, Acte /., Seine 1 1.
1, Write notes on noblesse d'^p^e, Ugitiviiste, Mont- murency, lausquenet.
2. Give present subjunctive in full of croitj crevd. r3. Write a note on the use of ^a in this passage.
V. Translate :
On volt dans les sombrcs ticoles Des petits qui |)leurent toujours;
Les autres font leurs cabrioles, Kiix, lis restent au fond des cours.
Leurs blouses" sont tifes bien tiroes,
Leurs pan talons en bon ^ttit. Leurs chaussnros toujours cirdes :
lis ont Fair sa^je et d^licat.
Les forts les appellent des filles,
Et les malins des innocents: lis sont doux, ils donnent leurs billes..
ils ne seront pas commer^ants.
VI.
1. Give in brief outline the life of Moliere.
2. Write notes on Sulhj'Pntdhoiume, Daudet, Vol-* ta'iTe,
smtiierttUff of Soronto*
SUPPLEMENTAL EXAMINATIONS: SEPTEMBER, 1901.
SECOND YEAR.
LATIN.
Examiner: J. Fletcher, M.A.
^ I.
Translate :
(a) Datur negotium militibus, quos miserant expe- ditionis eius comites, ut eum opportune adoiH loco interficerent. Haud inultum interfecere ; nam circa repngnantem aliquot insidiatores ceddere, quum ipse se praevalidus, pari viribus animo, circumventus tutaretur. Nuntiant in castra ceteri, praecipitatum in insidias esse ; Sic- cium egregie pugnantem militesque quosdam cum eo amissos. Primo fides nuntiantibns fuit ; pro- fecta deinde cohors ad aepeliendoa, qui ceciderant, decemvirorura permissu^ postquam nullum spolia- tum ibi corpus Sicciumque in medio iacentem arinatum, omnibus in eum versis corporibus, videre, hostium neque corpus uUum nee vestigia abeuntiuTn, profecto ab suis interfectum memo- rantes rettulere corpus. Jnvidiae(|ue plena castra erant, et Romam ferri protinus Siccium placebat, ni decemviri funus militare ei publica impensa facere maturassent.
(6) Testis erit magnis virtutibus unda Scamandri, Quae passim rapido diffunditur Hellesponto, Cujus iter caesia angustans corporum acervis Alta tepefaciet permixta flumina caede. Currite ducentes suhtecSrmina, currite, fusi. Denique testis erit raorti quoque reddita praeda,
r
cuDi teres excelso coacervatum a^crere bostom Excipiet niveos percuasae virgini^ artus. currite ducentes subtegmina, currite, fusi. Nam simul ac fessis dederit fors copiam Achivi:> Urbis Dardaniae Neptunia solvere vincla, Alta Polyxenia madefievt caede sepulcra, Quae, velut ancipiti succumbens victima ferro, Projiciet truneuin submisso poplite coi'pus.
1. Give principal parts of italicised verbs.
2. Turn into direct narration from praecipitaium \a> amiMoa,
3. Scan the first three verses of (6).
4. Write notes on unda Scainandri^ Neptunia vinda.
II.
Translate at sight :
Nee iam poterat bellum differri. JEqxu Latinum agrum invaserant. Oratores Latinorum ab senatu petebant, ut nut mitterent subsidium aut se ipsos tuendorum finium causa capere arma sinerjent Tutius visum est defendi inermes Latinos quam pati retractare arma. Vetu^ius consul missus est ; is finis population! bus f uit. Cessere iEqui campis, locoque magis quam armis freti sum mis se iugis montium tutabantur. Alter consul in Volscos profectus, ne et ipse tereret tempus, vastandis, maxime agris hostem ad dimicandum acie excivit. Medio inter ca.stra campo, ante suum quisque vallum, infestis signis constitere. Multitudine aliquantum Volsci supenibant ; itaque efiusi et con tern ptim pugnam iniere.
iir.
Translate into Latin :
(a) Let us persuade them to return and ask for peace.
(6) He said it often happened that the best men were not elected.
(c) How could you tell where they came from ?
{d) If they had made an attack, they would have captured the place.
(e) One morning, as Virginia, attend e<l l\y her nurse, was on the way to her school, which was in one of the booths surrounding the forum, M. Claudius, a client of Appius, laid hold of the damsel and claimed lier as his slave. The cry of the nurse for help brought a crowd around thetn, and all parties went before the Decemvir. In his presence Marcus repeate<l the tale he had learnt, asserting that Virginia was the child of one of his female slav(^s. and had been imposed upon Virgin! us by his wife, who was childless. He farther stated that he would prove this to Virginius as soon as he returned to Rome, and he demanded that the jijirl should meantime be handed over to his custody.
amnettttls 0€ Soronco.
SUPPLEMENTAL EXAMINATIOKS : SEPTEMBER, 1901.
SECOND YEAR.
ENGLISH.
Eocaminer : A. H. Retnar, LL.D.
1. What is Tennyson's point of view and his peculiar object in telling the story of the Idyls of the King ?
2. What are the qualities that distinguish Tennyson as an artist ? Illustrate from the work prescribed.
3. Describe after Tennyson the nature, work and destiny of King Arthur.
4. Tell briefly the legend of the Holy Grail and say to whom and how it happened.
5. Describe the last battle and the passing of Arthur.
atifuctieffts of Sovonto.
SUPPLEMENTAL EXMINTIONS : SEPTEMBER, 1901.
SECOND YEAR.
FKKNCH.
Examiner : J. Home Cameron.
I.
Translate into French :
1. Would they not be angry if we went away before them ?
2. He could ha^e finished the book if he had begun early.
3. It is time to put out the lamp and go to bed.
4. You would not like one to do that to you.
5. It is natural that we should not love our enemies.
6. My two brothers will have to cut all the wood.
7. You have been reading for two hours, now you may play.
8. Be kind enough to lend me your pen.
9. He who has drunk will drink. Translate this. He conducted me.
10. I have ground the coffee, boiled the milk, and beaten the eggs.
II.
Translate into French :
When a man loves only himself and thinks only of himself, that man is selfish. ... If no one came to the aid [secours, m ] of the poor, they would be forced to steal what is not theirs ; for everybody has the right to live. Unfortnn- ately, the weak are oppressed [opprimn'] by the strong, and the strong by those who are stronger ; and if-it-were-not-for [«rni8] charit}', injustice would prevail [r^ver] everywhere. It is there- fore charity tbat preserves [consei'ver] liberty.
II r.
Translate into English :
II y avait deux ans qu'ils ^taient brouill^s avec leur tils Edouard, et qu*il avait ^psus^, contre leur consentement, une femme pauvre, une ouvri^re qu'ils n'avaient pas meme voulu connaitre. Comtne lis Tavaient aim^, gat^ d^s son enfance, cet Edouard, leur enfant unique! Tout de suite, Bourgueil, Tancien compagnon, — alors d^ja petit entrepreneur, — avait dit a sa femme : ** Tu sais, Clfemence, on est en train de rafistoler Paris de fond en combla Le hatiment va fort, et si cela continue, j'aurai fait fortune dans douze ou quinze ans d'ici.
(6) II les Ajarta pai de dures paroles. Mais le faim les rendait faroiiches et hardis counue des loups. lis se formferent en cercle autour de loi demand^rent du pain d'une voix plaintive et rauque.
(c) Au parvenu qui se chamarre de bijoux et toise le passant du haut de ses arrogances mill ionnaires, il dirait que ces splendeurs de mauvais aloi trahissent au lieu de lacacher, son humble origine; que larrogance est le synonyme de petitcsse, et que ceux qui regardent de haut sont d'ordinaire ceux qui sont partis de bas.
IV. Translate into English :
Le 23 fi^viier 180G, Napoleon avait promis (I'assister au bal de Tamiral Decr^s ; mais avant diner il rnande pour huit heures le ministre des finances.
— II est bien temps, lui dit-il, que nous allions au bal k dix heures.
Et les yoi]k tous deux ^tudiant le budget. Vers minuit, un page gratte k la porte. Josephine, qui s'est rendue separ^ment chez Decr^s, fait dire que le bal est charmant et qu*on s'inqui^te de Tabsence de Tempereur.
— Tout k rheure, r^pond Napol^n. Dites a riinp^ratrice que je travaille avec le ministre des finances. Nous y allons.
Une heures, deux heures, trois heures sonnent a \a, pendule !
— Mais quelle heure est-il done ? demande tout a coup Tempereur.
— Trois heures. Sire.
— Ah ^ bon Dieu ! il est bien tard pour aller au bal. Qu'en pensez, vous ?
— C'est tout k fait mon avis, dit Gaud in.
— Allons done chacun au lit. . . . Et com- bien de gens croient que nous passons notre vie a nous divertir, et comme disent les Orientaux, a manger des confitures !
^ I
aifftoft«ft9 of Sorotito*
SUPPLBMENTAI. EXAMINATIONS, 8EPTEMBEB, 1901.
SECOND YEAR
GERMAN.
Examiner: Profkssor Horminq.
1. Translate:
Dein Herm von Ringstetien ycHv* es fi^eilich lieber gewesen, wenn sich alles an diesem Tage anders gefttgt hatte; aber anch so, wie es nun einmal war, konnie es ihm nicht unlieb sein, da sich sein reizende Frau so fromm und gutmiitig und herzlich bewies. Wenn ich ihr eine Seele gegeben habe, musste er bei sich selber sagen, gab ich ihr wohl eine bessere, als meine eigne ist ; und nun dachte er einzig darauf, die Weinende zufrie- den zu sprechen und gleich des audem Tages einen Ort mit ihr zu venassen, der ihr seit diesem Vorfalle zuwider sein musste. Zwar ist es an dem, dass man sie eben nicht ungleich beurteilte. Weil man schon frliher etwas Wunderbares von ihr erwartete, fiel die seltsame Entdeckung von Bertaldas Herkommen nicht allzusehr auf. und nur gegen diese war jedermann, der die Geschichte und ihr sturmisch Betragen dabei erfuhr, tibel gesinnt. Davon wussten aber der Ritter nnd seine Frau noch nichts ; ausserdem ware eins fur Undinen so schmerzhaft gewesen als dns andere, und so hatte mnn nichts besseres zu thun, als die Maucm der alten Stadt so bald wie moglich hinter sich zu lassen.
2. Compare lieber^ from/m,, herzlich,
3. Give in full the 'prte, indie, of wussten, fiel ,,, auf
and erfviiiv,
[ovkr]
4. Translate into Qerman :
The next mominfjr the rich man nise and came to the window. When he saw a bf^audful house, in place of the old hut which stood opposite, he told his wife to run over and learn how that bad happened. 1'he poor people told her that yester- day evening a traveller had come to whom they had given a night's lodging (Nachtherberge) ; that on departing be had granted them three wishes, and in addition had offered them a new house in place of the old one; this they had accepted (anvehmeii)y and the stranger had at once gone off, without saying who he was. When the woman related this to her husband be wanted to kill himself because the stranger had been first at his house but he had rejected (abweisen) him. Then his wife advised him to get on his horse and catch (einholen) the man for he could not be gone very far. This he did, and after talking a while he asked whether be might not also make three wishes as his neighbor had done. He got them, but he had better not have wished.
amnereUff of Sovonto.
SUPPLEMENTAL EXAMINATIONS : SEPTEMBER, 190L
SECOND YEAR.
MEDIAEVAL HISTORY-
Eooaminer : Oeorqe M. Wrong, M.A.
1. Explain the influence of the Goths upon the •decay of the Roman Empire.
2. Compare the positions of rulers of Pepin the First Merovingian King and Charlemagne.
3. Write notes upon :
(1) The Donation of Constantine ;
(2) Bernard of Clairvaux ;
(3) The Venerable Bede ;
(4) The Emperor Henry IV. ;
(5) Alcuin;
(6) The Controversy Concerning Investiture.
4. Explain the chief features of the policy of William •the Conqueror, and compare him with Henry II.
5. Outline the chief responsibilities of a feudal vassal.
6. Show the political and social conditions that favoured the first crusade and indicate the result.
i
8itifiiev«fts ot Sovonto*
SUPPLEMENTAL EXAMINATIONS : 8EPTEMBEH, 1901.
SECOND YEAR.
LOGIC.
Examiner: F. Tract, B.A., Ph.D.
1. What do you understand by Reasoning I Show clearly the relation of Logic to the process of reasoning.
2. Define, analyse and illustrate the syllogistic pro- cess, 80 as to show the elements of which it is com- posed and the rules by which it is governed.
3. What is meant by the phrase "* methods of induc- tive inquiry"? Expound, with concrete examples, any two of the inductive methods.
4. Explain the principles of a scientific classification.
5. Define CavM^ AncUogy^ Dilemma.
6. What relation do you consider to exist between the study of Logic and that of (1) Mathematics, (2) History ?
{RnfuetsUff o( Sototito*
SUPPLEMENTAL EXAMINATIONS : SEPTEMBER, 1901.
SECOND YEAR.
PSYCHOLOGY.
h^^ -^ - ( Albert H. Abbott, B.A. ^^«"^*"«''«-{f. Tracv, B.A.,Ph.D
1. (a) In what respects are you able to distinguish the facts investigated in Psychology from those investi- gated in the Physical Sciences ?
(6) Critically examine the following detinitions :
(1) " Psychology is the Science of the Soul ; "
(2) " Psychology is the Science of Inner Experience."
2. (a) What meaning do you give to the following terms : " Imagination," *' Memory," *' Sensation," '* Feeling " ?
(b) In your experience of a beautiful landscape indicate what facts would be classed under each of the above terms.
3. {a) Qive an exact statement of the Psycophysical Law (Law of Weber), and illustrate the law by means of (1) Series of Numbers, (2) Sensations of Light, or Pressure.
(h) (1) If in lifting weights I find that I am just able to distinguish a difference between one of 2 lbs. and one of 2 lbs. 4 oz., what weight would you expect to be just noticeably heavier than one of 10 lbs. sup- posing the law of Weber to hold strictly ?
(2) What would the Law of Weber demand as the estimated mean between 2 lbs. and 200 lbs. ?
[ovkr]
i
4. (a) In the Presenbition of what is known as a " Mirage" what is Illusory ?
(5) What is an illusion ?
5. What is the Association of Ideas ? Discuss the bearing of Association on the facts of language (e,g^ a printed poem), and on education as a whole.
6. In a classiBcation of the facts of Consciousness as Thinking (Presentation), Feeling, and Will, (VoHtionj. what facts fall under Will, and what is the relation of these facts to those of the other classes ?
7. Discuss the relations of interdependence between (a) Feelings and Emotions.
(6) Feelings and Presentations (Ideas).
8. Tell what you know about the development of Consciousness, or Experience, from the child to the adult stages.
anftiet0ftj> ot STototito
SUPPLEMENTAL EXAMINATIONS : SEPTEMBER, 1901.
THIRD AND FOURTH YEARS.
LATIiN.
Examiner: J. Fletcher, M.A.
I.
Translate :
(a) Quae nemora aui qui vos saltus habuere, puellae Na'ides, indigno cum Qallus amore peribat ? Nam neque ParnHsi vobis iuga, nam neque Pindi Ulla moram fecere, neque Aonie Aganippe. Ilium etiam lauri, etiain iievere myricae, Pinifer ilium etiam sola sub rupe iaeentem Maenalus et gelidi fleverunt saxa Lycaei.
(6) Non pudet obsidione iterum valloque teneri, Bis capti Phryges, et morti praetendere niuros ? En qui nostra sibi bollo conubia poscunt ! Quis deus Italiam, quae vos dementia adegit ? Non hie Atridae nee fandi fictor Ulixes : Durum a stirpe genus natos ad flumina primum Deferimus saevoque gelu duramus et undis. Venatu invigilant pueri silvasque fatigant; Fleetere ludus equos et spicula tendeie cornu. At patiens operum parvoque adsueta iuventus Aut rastris teiram domat aut quatit oppida bello.
(c) Ch. Ehem, Demipho,
lam illi datnmst argentum ? De. Curaui ilico.
Ch. Nollem datum. Ei, uideo uxorem : paene plus quam sat erat. De. Quor nolles, Chremes ? Ch. lam recte. De. Quid tu ? ecquid locutu's cum istac, quam obrem banc ducimus?
Ch. Transegi. De. Quid ait tandem ? Ch. AIkIucI
non potest. De. Qui r.on potest ? Ch. Quia uterque utrique est cordi. De. Quid istuc nosti-a? Ch. Magni: praeterhac Cognatam comperi esse nobis. De. Quid? deliras.
Ch. Sic erit : Non temere dico: redii mecum in memoriam. De. Satin sanus es ? Na. Au <>bsecro, uide ne in cognatam pecces. De. Non est. Ch. Ne nega ; Patris nomen aliud dietumst : hoc tu errasti. De. Non norat patrem ? Ch. Norat. De. Quor aliud dixit? Ch. Num- quamne hodie concedes niihi Neque intelleges? Dk. Si tu nil narras ? Ch. Perdis. Na. Miror quid hoc siet De. Equidem hercle nescio.
(cZ) Sed huius beneficii gratiam, iudices, furtuna populi Romani et vestra felicitas et di immor- tales sibi deberi putant. Nee vero quisquam aliter arbitrari potest, nisi qui nullam vim esse ducit numenve divinum, quern neque imperii nostri magnitudo neque sol ille nee caeli signor- umque motus nee vici.ssitudines rerum atque ordiues movent neque, id quod maximum est. maiorum sapientia, qui sacra, qui caerimonias, qui auspicia et ipsi sanctissime coluerunt et nobis suis posteris prodiderunt. Est, est profecto ilia vis, neque in his corporibus atque in hac imbe- eillitate nastra inest quiddam, quod vigeat et sentiat, et nou inest in hoc tan to naturae tani praeclaro motu. Nisi forte idcirco non putant^ quia non apparet nee certiitur.
1. In what sense do the English poets use naid^ Aoniav, Arcadia?
2. What is the relation of Milton's Lycidas to Virgils Tenth EcLogiie ?
3. " The modern reader is interested in the Aeneid as a poem of national life." Explain.
4. Explain the dramatic situation in extract (c).
5. Sketch briefly the events that led to the trial of Milo.
II.
Translate at sight:
The Poet sees a frozen river.
Caenileos ventis latices durantibus, Hister
Congelat et tectis in mare serpit aquis. Quaque rates ierant, pedibus nunc itur, et undas
Frigore concretas ungula pulsat equi ; Perque novos pontes subter labentibus undis
Ducunt Sarinatici barbara plaustra boves. Vidimus ingentem glacie consislere pontum,
Lubricaque immotas testa premebat aquas.
IIL
Translate into Latin :
The Roman army proceeded from Epirus to Thessaly ; but being too weak, it could not attack Perseus, nor could it place full confidence in the Greeks in its rear. Its commander, the consul Philippufi, therefore induced Perseus to conclude an armistice, in order to carry on negotiations of peace ; and Perseus, though he had been successful in the first engagement, allowed himself to be duped instead of following up his advantages. The Romans, on the othei* hand, employed this time in stirring up the Greeks and strengthening themselves. The Boeotians regretted their former steps, because the Romans had removed the most zealous partizans of Perseus, and demanded th;it those nations which did not stand by Perseus should publicly declare against him.
0lnfiier0ftj? of Sotoii»o«
SUPPLEMENTAL EXAMINATIONS : SEPTEMBER, 1901.
THIRD YEAR.
ENGLISH.
Examiner : A. H. Ketnar, LL.D.
1. Give the characteristic features of 18th Century literature, and show how it was in accord with the political and religious conditions of the Age.
2. Compare Dryden and Pope, and show resem- blances and differences between them.
3. What was Swift's motive and aim in writing Gulliver s Travels ? Compare his Satire with that of Addison.
4. Show how Thomson, Goldsmith and Cowper, each in his own way, initiated a new tendency in our literature.
o. In what different styles does Burns write? Name examples of each style. In which style does he chiefly excel ?
antkitt0itfi of Toronto
SUPPLEMENTAL EXAMINATIONS: SEPTEMBER, 1901.
THIRD YEAR.
FRENCH,
Examiner: J. Squair.
I. Tranolate into French :
1. Where do you intend to go to-morrow ?
2. We do not intend to go anywhere. We shall stay here.
3. Could you tell me what that young man is doing?
4. Will you explain it to him, for fear he does not understand it ?
5. We had a drive this mominor and now we are going for a walk.
6. Do you not remember what he told us ?
7. Will you be so kind as to give me some water?
8. They conquer their enemies. We shall not per- mit it. The flowers are growing. He translates the book
II.
Translate into French :
The city of Paris is situated on both sides of the Seine. It is the capital and the largest city of France. Its population is about two millions of souls. The form of the city is almost circular and a wall surrounds it. In Paris are to be found the offices of the government. There one finds also a great many museums, as, for exam])le, the Louvre, which contains a great number of inter- esting things : antiquities, sculpture, painting.
There are also many great churches in Paris, of all styles of architecture. The shops of Paris are amongst the most famous of the world. There one can buy anything, particularl3^ that which is elegant and artistic. The tlteatres of the city are very renowned. The oldest and greatest of them is the celebratt-d Th^ditre Fran(;ais, which has had a long history and in which many of the great plays have been represented.
III. Translate :
En trois heures j'eus visited non seulement hi ville, mais ses environs. L'aspect general en etait singulieremcnt triste, P*is d arbres, pa*> de v^^ tation, pour ainsi dire. Partout les aretes vives des rocnes volcaniques. Les huttes des Islandius sont faits de terre et de tourbe, et Ieui*s murs in- clines en dedans; elles ressemblent k des toits pos& sur le sol. Seulement ces toits sont des prairies relativement fecondes. Gr&ce k la chaleur de rhabitation, Therbe y pousse avec assez de perfection, et on la fauche .soigneusement a Tepoque de la fenaison, sans quoi les animaux domestiques viendraient pattre sur ces deroeures verdoyantes.
Pendant mon excursion, je rencontrai peu dlia- bitants ; en revenant de la rue cummer^ante, je vis la plus grande partie de la population occup^ k s^her, saler et charger des morues, principal article d'exportation. Les hommes paraissaient robustes, mais lourds, des espdces d'Allemands blonds, k Toeil pensif, qui se sentent un peu en dehors de Thumanit^, pauvres exiles reldgu^ sur cette terre de glace, dont la nature aurait bien dii faire des Esquimaux puisqu'elle les condamnait k vivre sur la limite du cercle polaire.
Jules Verne.
IV.
Translate :
Elle, toujours intr^pide, autant que les vagues ^taient ^mues, rassurait tout le monde par sa fer- met^. Elle excitait ceux qui Taccompagnaient k esp^rer en Dieu, qui faisait toute sa confiance ; et, pour eloigner de leur esprit les funestes idfes de la mort qui se prdsentait de tons c6t&, elle disait.
avec un air de s^renit^ qui semblait dejk ramener le calme, que les reines ne se noyaient pas. H^las ! elle est r^erv^e k quelque chose de bieii plus ex- traordinaire ! et, pour s'dtre sauv6e du naufrage, ses malheurs n'en seront pas moins d^plorables. Elle vit bdnir ses vaisseaux, et presque toute Tesp^rance d*un si grand secours. L'amiral od elle ^tait, conduit par la main de celui qui doinine sur la profondeur de la mer, et qui douipte .se^ flots soulev^s, fut repous^^ aux ports de HoUande ; et tons les peuples f urent etonn^ d'une d^livrance si miraculense.
BOSSUKT.
1. Give an outline of the life of Henriette de Fiance.
anflietoftj? of Soconto*
SUPPLEMENTAL EXAMINATIONS : SEPTEMBER, 190L
THIRD YEAR.
FRKNCH.
Examiner: J, Squair.
I. Translate :
J 'avals fourni k leura maisons six cents fro- mages : j allai un jour k la ville pour etre paye ; j*appris en arrivatit dans BaV»>loT)e que la reiiie et Zadig avaient disparu. Je courus chez le seigneur Zadig, que je n'avais jamais vu ; je trou- vai les archers du grand desterham, qui, munis d'un papier royal, pillaient sa uiaison ioyalement et avec ordre. Je volai aux cuisines de la reine : quel(|ues-uns des seigneurs de la bouche me dirent qu'elle ^tait en prison, d'autres pr^tendiient qu'elle avait pris la fnite ; mais tous m'assur^rent qu'on ne me payerait point mes fromages. J allai avec ma femme chez le seigneur Orcan, qui etait une de mes pratiques; nous lui demandAraes sa pro- tection dans notre disgrace ; il I'accorda a ma femme, et me la refusa.
— Zitdiij.
1. Outline the life of Voltaire subsequent to 1750.
2. Give the present subjective in full of 'pris, vu, paye,
II.
Translate :
II nV avait point de jour qu'ils ne se comiuuiii- quassent quelques secours ou quelques lumieres : oui des lumieres; et, quand il s'y serait mel^ quel- ques erreurs, Thomme pur n'en a point de danger-
[over]
euses k craindre, Ainsi croissaient ces deux enfants de la nature. Ancun souei n avait ride leur front ; aucune intemperance n'avait corrompu leur sang; ancune passion malheurense n avait deprave leur coeur; Tamovr, Tinnocence, la pi^t^, developpaient chaque jour la beaut^ de leur Sme en graces ineffables dans leurs traits, leurs attitudes et lenrs mouvements. Au matin de la vie, ils en avaient toute la fraicheur; tels dans le jardin d'iden, parurent nos premiers parents, loi*sque, sortant des mains de Dieu, ils se virent, s'appro- cherent et convers^rent d*abord comme frere ct comma soeur.
— Patd et Virg^inie.
1. State briefly the chief argument of this book.
2. 86 cominuniquassenL Explain the mood, and the form of the negative.
III. Translate :
L'un lui tirait les oreHles, Tautre la queue: Quiquet lui montait sur le dos, Beluguet lui essay- ait sa barrette, et pas un de ces gaiopins ne songeait que d'un couf) de reins ou d'une ruade la brave b^te aurait pu les envoyer tous dans T^toile polaire, et raeme plus loin ... mais non ! On n*est pas pour rien la mule du pape, la mule des bene- dictions et des indulgences. Les enfants avaient beau faire, elle ne se f&chait ])as ; et ce n*est qu'a Tistet Vedene qu^elle en voulait. Celui-1^, par exemple, (jnand elle le sentait derriere elle, son sabot lui d^mangeait, et vraiment il y avait bien de quoi. Ce vaurien de Tistet lui jouait de si vilains tours ! il avait de si cruel les inventions aprfes boire !
— Iai Mule du Pape.
1. Give the gender of oreilles, reikis, exemple,
2. en voulait Explain en.
CAnft»fr«ftv •€ Sorotitik
SUPPLEMENTAL EXAMINATIONS : SEPTEMBER, 190L
THIRD AND FOURTH YEARS.
GERMAN.
SIGHT TRANSLATION AND COMPOSITION.
Examiner: Pkofessor Horning.
1. Translate:
Nach einiger Zeit kain Frau Werner ebenfalls au8 ihrer Wohnung zuiiick, und wir gingen auf die Verandah vor der Gartenthlir, um Kaffee zu. trinken. AIh wir dort so behaglich im Schatten sasscn und der leise Soinmerwind den Bluinen- duft aus dein sonnigen Garten herwehte, wo die Sehnietterlinge, wie berauscht, um die Rosen^ flabterten, und es so still war, da.«8 man fast das Schlngen ihrer Fliigel horen konnte, sprach der Rosenkonig : " Eb liegt ein eingener Zauber darin,. an so einem sonnigen Nachmittage im bebagliehen Schatten zu sitzen, von lieben Menschen umgeben;. aber volistandig wird der Genuss erst, wenn. If usik dabei ist ; Marie, willst du uns nicht ein^ Lied singen V
Das Elavier stand nahe an den geotfneten Thliren, ich sass gerade so, dass ich es sehen konnte. Ich hatte Marie noch nie singen horen und war iiberrascbt durch den anmutigen Klang- ihrer Stimme als sie begann :
** Vom Berg zum Thai das Waldhom klang, Im bltthenden Thai das Magdlein sang ; Von der Rose, der Rose im Thai."
2. Translate:
Mit deinen blauen Augen
Siehst du niich lieblich an,
Da wird mir so traumend zu Sinne,
Dass ich nicht sprechen kann.
[over]
Ad deine blauen Augen Qedenk* ich allerwarts ; — Ein Meer von blauen Gedanken Ergiesst sich tiber mein Herz.
3. Translate into German :
A woman who in other respects {fuyDst) lived most of the year happily with her husband once complained to (bei) her physician. She said it WAS really a pity he is so irritable. Not a day passed but that her husband, with all hia good sense, became very violent, especially when he had been drinking. "It is too bad,'* she said, '* that the life of two people should be thus spoiled. Could you give me a cure?" "Oh," said the doctor, '' we will soon fix that ; it is quite simple. I have an excellent water which I recommend to most of my patients for this sickness. Should your husband become violent again, take half a cupful in your mouth and keep it about five and a half minutes in it. The warmer the water becomes in your mouth, the more will your hus- band's anger disappear. If that is not enough, take some more, or keep it in your mouth a few minutes longer." This compelled the woman to keep silence, and the two lived happy ever after.
mni\ievait9 ot Sototito*
SUPPLEMENTAL EXAMINATIONS: SEPTEMBER, 1901,
THIRD YEAR
GKRMAN AUTHOKS AND LITKRATUHE,
Examiner : G. H. Needlek, Ph.D.
I. I. Translate :
®cfd)wifter, tie t^r an tern roeiten ^immcl Xa^ fd)6nc ?i'c^t bci Iac| unt ?lad)t ^crauf Den 5Wenfcl)en brtncjet, unt ten Slbgefrf^ietnen ?lid)t leuc^)tcn tfirfel rettet uns ®efd)n)iflcr ! Du Uebfl, Diana, teinen ^olben ©rurer 95or SlUem, tt3a^ bir Srb' unb ^tmmel btctet, Unt> ii>enbeft bein juncjfrSulic^ 2ln<jcfirf)t yiad) feinem ew'^en ?i4)te fc^)nent)YtiU. D la§ ben einj'(i[en, fpatj^efunbnen mix 9lic^t in bev ginflerni§ be^ SBa^)nfinnd rafen ! Unb ifl bein SBille, ba bu ^ler mid) bar.ifi, Slunme^r »oUenbet, willjl bu mtr burcf) i^u Unb tbm burc^ mi^ bic feFge ^filfe gebcn, So ISr i^n t^on ben 5Banben jene^ gluc^^, Da§ nic^t bie t^eure 3^it ber Slettung fc^roinbc !
GOETHK, Iph^cjevie, 111. 3.
2. Explain ((«) deinen holden Brader ; (b) Hpdt- gefundimn ; (c) da du /tier inich hargut ; (d) je.nes Fluchs.
3. Sketch the characters of Pylades and Thoas.
II.
4. Translate:
greunblicf) begrfi§te fogleicfe ba^ flUte SWSbrf^en ben 3finfl^ linfl. ©prac^: @o ifi fc^on ^ter ber SEccj mir jum ©runnen belo^net.
Da id) fintc ben ®uten, tn une fo t>tcle^ gcrri(^t bat ; Dcnn ter Slnblicf te^ ®eberd ift n>ic tie @abcn erfreuUA. *omm tunt [cbet tod) felber, tt>cr Sure SWtltc c^euojTcii, Unt empfai^A^'t ^^^^ vul)igeu Xawt &on alien Srquicftm. Xa§ 3^r aber fcglcid) i>crnebntct, »arum icb A^tommen, ^ler in fc^Spfc"/ too rein unt unablaffifl ter OueQ jlic^t, ®afl'id) (ind) tie^ : e^ baben tie un»oifi(^tiflen 3)lfnf(l^en 2lUe^ SCaffer fletrfibt im Dorfe, mit 'Pferten unt Ct^fen (Sleic^ tur4)n?atent ten Duell, ter Staffer bringt ten ^mth^
nem. Unt fo t^abcn fie aud> mit SQBafc^en unt SReinigen alle IrCfle tee Xorfeg befd^muftt unt alle ©runnen bcfutelt ; Denn ein jec^lic^er tenft nur, fic^ fclbft unt tag naijlt
33etiirfni^ ©c^ncU gu befriet'flen unt rafds, unt nic^t te^ golgenten
tenft er.
Ibid., Hei^mann u. DorotheiL
5. Explain:
(a) der una so vieles gereicht hat.
(6) die unvorsichtigen Menschen, G. Tt*!! the story of the poem up to this j-oint. 7. Scan the first thi^ee lines of this extract.
III. S. Translate :
Slu^ alien SReten te^ ©terbenten leucbtete aber ^enjor, n>ie lieb er Sltga toc^ immer im jHBen Sinne (\et)abt unb toit tie ginfebr bei i^r etn e(^tcre0 ©liid i\)m flcboten al^ ter 3lauf4) be^ g^rgeije^, welc^en er mit 3ltelbeit burd)gef4)n>firmt. 6^ war ein »erbiiUte3, unbe»u§te^, Siebe^geflSnbni^ ftonj eigener Slrt, fo tammemt, n?tc aucb Slijad jagente 2iebe lange 3^^' gen>efen mar.
yiiia^ Siebe l^atte i^r 3^fl^" iiefl^<»ft fibermaAfen, ale e^ gu fpSt mar unt ©Ipre^^t bereitd an Sltelbeit^ |)ant tem Untergang entflegen jtilrmtc; 3Bipte(^te giebe fprad) fic^ jum erftenmale teutlit^ au^, al^ feine balbmac^e @eele bereit^ gum £otc biniibertraumte.
RiEHL. Die Gatierben, \). Translate :
£a famen fte gulegt nad) etner Stabt, tie t>or bob^n SCaltbergen lag, unt auf ter antren ©eite brettete ji4 meittjin tint frud)tbare Sbene au^. ©unt^er fanntc
tic ©tatt mcl^t ; ev frafltc fcine 9BScf)ter, wit |ic ^eige, ober fcinrr (\ab t^m ©efc^cit. 211^ er t)urc^ tie ®affen flcfa()ren irurte, fdjimpftc t'bn ta^ ftofffnte SBolf unt bftro^te i^w, fo ta§ er fafi frob mar, wieter ()tnter ®^lo§ unt SRicflel ju fommen . Dort fagte t^m ter (Sifenmcifler, ta§ er am nSc^flen lag 5)or fetnen 5Rtci^ter fleful)rt werten foUe.
®untl)er ton^U, »a^ ibm b«>orftant. Sltlctn er be^ f(Wo§, au4) t>or tern Sitcftter ju fd^weigen, felbfl menu taef ©eftantni^ fetne^ 9Janien^ unt> tie toa^r^afttge Srjal)lung feiue^ ©c^irffal^ i^m ta^ ?eben J)atte retten fSnnen.
76/V/., jDie Oerechtigke'it Gottes.
10. Point out any contrasts or resemblances that you see in the leading characters of these two stories.
IV.
11. At what period of his life did Goethe write Hei'raavn xl, Dorothea ? Give some account of his othei litt-rary productions up to that time.
12. Write notes on :
(a) The Sturm v.nd Drang.
(h) AujTU.st Wilhelm Schlegel.
(r) Heinrich Heine.
(d) German Novel in the I9th Century.
ntiiiiet0ft9 of Sovonto.
SUPPLEMENTAL EXAMINATIONS : SEPTEMBER, 1901.
THIRD YEAR.
HISTORY.
Examiner : Georqb M, Wrong, M.A.
1. Indicate the chief phases of English and French settlement in North America between 1600 and 1630.
2. Explain :
(1) Oliver Cromweirs Conquest of Scotland.
(2) His quarrel with the Long Parliament
(3) The novel career of Blake.
3. Write notes on :
(1) Leif Ericson.
(2) Prince Henry the navigator.
(3) The theories of Columbus in regard to a voyage westward.
4. Explain Frontenac's aims for New Fmnce and account for the final overthrow of the French power.
5. Write notes on :
fl) Lord Burghleigh.
(2) Thomas Cromwell and the monasteries.
(3) The execution of William Lord Russell.
6. Show the effect of the civil wars upon the con- dition of Ireland.
anfuerisUs ot Sotonto*
SUPPLEMENTAL EXAMINATIONS: SEPTEMBER, 1901,
THIRD YEAR.
HISTORY.
Eanminer : George M. Wrong, M.A.
1. Show what were the theoretical t unctions of the ruler of the Holy Roman Empire, and explain extent of the dominions and the policy towards religion of the Emperor Charles V.
2. Indicate the influence of the Renaissance move- ment upon the study of classical antiquity.
8. Write notes upon :
(1) The origin and the result of the Thirty Years' War :
(2) Savonarola's rule at Florence ;
(3) The contrast between Erasmus and Ignatius Loyola.
4. Explain the establishment of Prussia as a king- dom, and account for the militarism of Frederick William I.
5. Write explanatory notes upon :
(1) Tlie policy ol' Philip II. of Spain in regard to religion ;
(2) The ambition of Lniis XIV.
anftiev0fts of cototito^
SUPPLEMENTAL EXAMINATIONS : SEPTEMBER, 1901.
THIRD YEAR.
ETHICS.
Examines /^ ^ Badqley. M.A., LL.D. Jisxamirwrs .^j G. Hume, M.A., Ph.D.
1. How is Conscience conceived by (a) Shaftesbury, by (&) Mill, and by (c) the Intuitionist ?
2. Examine critically (a) the fact, (&) the sphere, and (c) the necessity for Freedom in moral action.
3. In a theory of Ethics, show whether you can logically combine :
(a) the satisfaction of individual desires ;
(b) one's own advantages ; and
(c) the happiness of others.
4. State and critically examine the fundamental positions of Hobbes, Locke, Cudworth, and Spencer in relation to moral obligation.
5. Briefly express your views on the legislative repression of
(a) the manufacture and sale of intoxicants ;
(6) and of Anarchism.
mnftifrsits o{ Sotrotito*
SUPPLEMENTAL EXAMINATIONS : SEPTEMBER, 1901.
THIRD YEAR.
PHYSICS.
Examiner: G. R. Anderson, M.A.
NoT£. — Candidates will take 4 questions in Acooustica and 4 in
Optics.
1. Describe an accurate method of determining the velocity of sound in air.
What is the effect of temperature on the velocity ?
2. What is meant by ivave-length hi air of a given note ?
Find the wave-length of (7 = 612 V. S.. the velocity of sound in air being 340 metres per second.
3. Describe fully the major diatonic scale. Calcu- late the pitch of ail the notes for A = 870.
4. Explain what effect is produced on the pitch of a note when the source of sound is itself in motion.
If a body producing a note of 512 V. S. be moving 34 metres per second towards the observer, what will be the pitch of the note heard ?
5. State the laws of the transverse vibrations of strings.
A string 120 cm. long under a tension of 20 kilos gives the note 0 = 768. If the tension be increased to 45 kilos and the length to 270 cm., find the note produced.
6. Describe any method of determining the velocity of light.
[over]
r
7. Describe and account Tor the phenomena observed when the edge of an opaque object is placed in the path of a slender beam of light falling on a screen.
8. Explain and illustrate by a diagram the disper- sion of sun light by a prism. If a piece of ltd glass were placed between the source of light and the prism what effect would be produced and why ?
9. Give a general explanation of the rainbow. Account for the position of the colors in the primary' and secondary bow. Illustrate by diagrams.
10. What is meant by plane polarized light f Describe two methods by which a beam of plane polarized light may be obtained.
eitiitietefts of Toronto.
SUPPLEMENTAL EXAMINATIONS : SEPTEMBER, 1901.
THIRD YEAR.
ENGLISH CONSTITUTIONAL HISTORY.
z,. fjAMES Mayor.
bxarmners:^^ M. Wickbtt.
NoTB. — Five questioDB only to be aDswered.
1. Give an account of land tenure in England prior to the Norman Conquest.
2. Give the chief features of any two Charters prior to Magna Charta.
3. What were the principal provisions of Magnu Charta ?
4. What are the constituent elements of the British Parliament ?
5 What is the ** Ministry " ? What are its functions- powers and position under the Constitution ?
G. What is meant by " Party Government " ? Give a short account of its development and oi the dis- tinguishing principles of the respective parties.
7. What are the powers of the House ot (Jommons in respect to public revenue and expenditure ? What is the machinery through which these powers are exercised ?
8. Compare the Constitution of Great Britain and the powers of the British Parliament with the Consti- tution of Canada and the powers of the Cnnadian Parliament.
Slnfliet0ft9 ot crovonto*
SUPPLEMENTAL EXAMINATIONS : SEPTEMBER, 1900.
FOURTH YEAR.
GREKK,
„ f Maurice Button, M,A.
Examinei^s: | ^ ^ Langfohd, B.A.
I.
SOPHOCLES. (EDIPU'S 11 KX. Translate •
Si]l3a<i ; iKTerafiai, ^fiepav <f>p€va Selfiari 7raX\a)i;,
ufi^fn aol a^6/M€uo^^ rl fioi fj veov ^ trepLTeXKofjiiua}^ &pai^ TrdXiv
afjL$poT€ ^dfia. TTp&rd ae ictfcXofievo^, ftuyarep Ai09» a/jL^por"^ ^AOdva,
''\pT€fjLLv, h KVKXoeyr ayopa^ Opovav eincXia Bdaaei,^ teal ^olfiov €Kal36Xou, id,
Tpiaaol aXe^ifMopoi irpotpdvrjri fioi, el irore Kal
frpOTcpa^ ara^; wrep opvvfie^a^ iroXei, rjvvaar i/eroiriai/ <px6ya TTij/Maro^iy
eXdere Kal vvv,
((j) 'AXX' ri fi€v fipMiv fioip\ wtoiirep ela^ Irto* iraihtov Bi tS}v /jl€v dpirivwv fjnr^ fjkoi, Kpiop,, irpoaOjj jiepifivai/' avBpe^ elalv^ SxoTe fiff (Tirdviri/ TTore a^^ctv, €pd^. &i/ wcrt, rov fiiov" raiy 5' adXiaiv olKTpaw re irapdivoiv i^cSnf,. dtp ovTToff Tfixij YWf?/? iard0fi! fiopoK Tpawe^ avev tovo avopo^, aXX oacop ryi»
yp'avoifjLif iravTfov rSyvK net fjL€T€iy€T7fu- alv fioi fieXeaOar Kal /jLoXiO'Ta fiev '^epoiv ylravaal fx eaaov KairoKXavo'aadai xaicd, iff &va^f
Iff & yovy yevpale, x^po-i t&p dtrfa>v BoKoifi €)(€iv a<f>a<;f (oairep fiviic e^Kenov.
1. Parse fully in (a) iicT€Tafiai and KcxXofjievo^,
2. eur and Ttoj. Write out the other forms of the tense and mood here given.
3. Why are dorieisins more frequent in the chorus than in tlie dialogue of a Greek tragedy ?
4. Descril)e the character of (Edipus a*s delineated in this play.
II.
(Write in a separate book. ) Pf.ATO, PHiEDO.
1. Translate litenillv :
(a) 'Atto Bt) 0avfiaarrj<; iKiriSo^, & eralpe, t^xofi7\v (f>€popL€Po<;^ CTreiBr) 7rpoli)v Kal hvayiyvdcKav opSi dvBpa T(^ fieu i/r|! ouSei/ ^(piafieuop eU to hioKoapjHif TCi irpdyfiara, dkpas Be koX ai0€pa<i xai vBara alruo/Mevov Kal aWa 'jroXXa xal aTOira, Kal fioi iBo^ep ofioiOTaTop ireiropdevai Sxnrep &p €1 rt? Xeycap oTt 'EayKpdrrjf; irdpra oaa irpdrret v«^ irpdr- T€*, Kajrei/ra iiri'^etpi^a'a^ Xiyeip tA? atrial eKdqrwp &p TrpaTTW, X&yoi irp&rop fiev 6ti Bta ravra pvp ipOoBe Kd0t)fiait on <TvyK€iTal fiov to a&fia i^ 6<TT€<op Kal pevptop^ Mxi ra fi€P oara iarw oTepea Kal Sia<f>v^^ €')(€i x^P^^ ^'^^ dXXi]X(DP, ra Bk pevpa ola hrneiveadai koX dpieaffai, ireputfiirkyopra ra oara fiera t&p aapKmp kcU BkpfuiTo^ o avp€j(€i avrd* aloDpovfiipooP ovp t&p 6aT€a>P ip Tal^ avT&v ^vfifioXat^ XaX&pra Kal avpTevpopTa rh pevpa Ka^jr- T€a0al irov frocei otop t cIpcu ifie pvp to. /LtiXrf, Kal BiiL TavTrfp ttjp ahlap a-ir/Kafi<f>0eU epOdBe xdOff- fiar KOI av irepl tov BiaXeyeadai vpiv krkpasf roiav- Ta9 alrui^ Xeyoi, <f><opd^ re Kal aipa^ Kai axoit^ Kal aXXa fivpia Toiaxna alTi&fA€PO<:, afieXi^a'a^ r^ w aX7fd&^ atrial Xiyeip, OTt, iirecBif ^A6f)paioi^ eBo^e l3iXTiop elpoi ifiov KaTa-y^^Caaadai^ Biii raura hi\ Kai ifiol fiiXriop aZ SiBoKrai ivddBe KadtjaOci, «ai
SiMUorepov napa/jbii/ovTa uTre^eii/ ttjv Stterjv f^v hv KeXevacoaiv iirei vrj tov Kvva, &)9 iyt^fiai, iraXai hv ravia ra vevpd re real to. oara fj Trepi Meyapa fj ' Hob^Tov^i rjp, irrro ho^r}^; <f>€p6fi€va rov ^eXrlcTOv, el /Iff SiKUiorepov olarfi; koi KaXXiOi/ elvat irpo tov (^ev- yew T€ Koi airoSiBpdcKeiv inre^eiv r^ iroXet Siktjv rivTW civ ranrj,
(6) TovTou he viuv oXtlo^ eari Topyia^* a<pifc6u€vo<s
ydp el^ T7)p TToXiv epaaTa^ etrl <TO<f>{a ei\rf<t>ev 'AXeu-
aS(ui/ re rov^ irpdrov^, &v 6 ao^ ipaarris eartv
WptaTiinro^f Kai twj/ aWtov ©eTraXoii/' xal St) xal
Tovro TO eflo? vfm<; eWiKevy d<f>6l3<o^ t€ Kai fieyaXo-
'npeTTW arroKpipeadai, idv rt^ Tt epr^Tai, Aairep el/co^
Tov^ etSnra?, are Kai airro^ irapeycdv avTov ipcoiav
Toii/ *EXXi]U(ov Tto fiovXoixkvtp o Ti av 719 iSovXrfTai,
Kai ouBevl OT(p ovk airoKpivofiepo^. evdahe Si, & 0/\6
Mevwp, TO ivavTLOp irepiearrfKet/' &aTrep av')Qio^ T19
T779 ao<^ia^ yiyopep, xat KivBvpevei ex raypSe t&v
Toireop Trap* Vfia<; ol}(€<Tdai rj ao<i>ia, el youp riva
eSeXei^ ovT<o<i epeadat t(op evOdhe^ ovheU oaruf; ov
yeXdaerai koi ipel' & ^€ve, KLpivvevw aoi BoKeiP
fxaxdpLO^ Tt9 elvaij dpeTrjv yovp elre SiBaKTop eiff*
OTtp rpoTTtp irapayiyveTai elSivar iyo) Si tooovtov
Sito €LT€ BiSaKTOp €iT€ /XT) SiSaKTov elSevat, &aT ov}>i
atTO, 0 Tt 'iroT earl to Trapdirav apeTij^ rirfxdpfo
elhd)^. 'E/yo) ovp Kai avro?, & Mepcjp, outo)? e^^cw
avpnrepOfuiL rot? TrrX/rai? Toifrov rov irpdrffiaroSf
Kai ifiavrov KaTafJL€fi<l>OfjLai ay; ovk elBcD^ irepi dperr^s
TO irapdirap* o Be firj olSa ri earip, ttS? ap oiroiov
ye Tt elBeiTfp ; rj SoKel aoi olop re elvai, oa-ri^
^epwva fJLf) yiyvayGKei ro irapdrrav oari^ iariPf roxH
rov elBevai elre KaXo^ etre irXovaio^ elre Kai yevvalo^
iariv, etre Kai rdvavrla rovrayv ; BoKei aoi olov r
elvai ;
VOCABULARY.
avxfi6<:, dearth,
kdl^eivy to habituate,
avfiTrevofiai, I am poo^ in company with,
2. Parse fully : (a) ^x^^^'t^* Bia(f>vd^, ola, avieaOai, oara^ otov r (before elvai), Xeyoi, dfjieX^qca^i ra? (after hfieX'qaa^), irapafievovra, eyt^fiai.
SlnfDft0ft9 of ITotrotito
SUPPLEMENTAL EXAMINATI0K8 : SEPTEMBER, 1901.
FOURTH YEAR.
ENGLISH.
Examiner : A. H. Reynar, LL.D.
1. Give general features of the great movement of European thought in the first part of the 19th Cen- tury. How did Wordsworth regard that movement ?
2. What 18 the subject of Shelley's Adonais? Wherein lie the charm and value of that poem ?
3. Contrast Scott and Carlyle in spirit, style and purpose.
4. What is the teaching of Tennyson's Ancient Sage ?
5. Give Browning's Conception of Inspiration as found in his Saul and A Death in the Dessert, and his conception of Art as found in Foa Lippo Lippi and Andrea del Sarto.
%
anfUftsftv of STovonto.
SUPPLEMENTAL EXAMINATIONS: SEPTEMBER, 190U
FOURTH YEAR.
CANADIAN CONSTITUTfONAL HISTORY.
Ji^xammers . | g. M. Wickett.
1. Explain briefly what is meant by Constitutional History.
2. In what respects was the Feudal System an inte- gral part of tl)e Government of Canada under French- rule ?
3. What led to the troubles of 1837 ?
4. }fow was Confederation brought about ?
5. *• The B. N. A. Act is in effect the Constitution of Canada.*' Give some of its important provisions.
6. Outline the system of local government in Ontario.
enttuevsftfi oc Sovotito4
SUPPLEMENTAL EXAMINATIONS : SEPTEMBER, 1901
FIRST YEAR.
FACULTY OF MEDICINE
BIOLOGY.
Examiner: J. Stafford, M.A., Ph.D.
1. Discuss the relations of Vertebrates to their various habitats.
2. Describe the metamorphosis of an Insect.
3. Draw, describe, and tell the work performed by the diiferent organs of nutrition in an Amphibian.
4. Describe at length the function of the blood.
5. Discuss the structure and life-history of Lichens.
atiiuevsUi^ of STovomii^
SUPPLEMENTAL EXAMINATIONS : SEPTEMBER, 1901.
FIRST YEAR.
FACULTY OF MEDICINE.
PHYSICS.
Examinei*: G. R. Anderson, M.A.
1. State the principle of Archimedes.
Show how to determine the specific gravity of a solid heavier than water.
2. Describe any experiment to illustrate the trans- mission of fluid pressure.
3. Enunciate BoyIe*s Law.
A certaintnass of gas is confined under a pressure of 10 lbs. to the square inch in addition to that of the atmosphere. If the pressure be increased to 15 lbs. find the new volume, atmospheric pressure remaining constant at 15 lbs. to the square inch.
4. Describe the construction and graduation of a common mercurial thermometer.
5. State the laws of transverse vibrations uf strings.
A string 1 metre lon<; under a tension of 25 kilos gives the note C'==512 vibrations. If the string be made 60 cm. long and the tension 36 kilos, find the note emitted.
6. State the law of reflection of light. Show by a diagram the position of the image of an object in a plane mirror.
7. State Ohm's Law.
A certain cell gives a current of 1 ampere through an external resistance of 1 ohm and two such cells in series give a current of | ampere through the same resistance. Find the internal resistance of the cell.
2anfiift0ft9 of ^Toronto.
SUPPLEMENTAL EXAMINATIONS: SEPTEMBER, 1901.
FIRST YEAR.
FACULTY OF MEDICINE.
INORGANIC CHKMISTRY.
Examiner : The Examiners in Chemistry.
1. What volume of ammonia at 25° C. and 730 mm. may be obtained from one kilogramme of ammonium chloride ?
CaO + 2 NH.Cl = CaCl, + H,0 + NH,.
2. G.ive equations for the following reactions in solutions:
Sodium chloride with silver nitrate. Hydrogen sulphide with copper sulphate. Hydrogen sulphide with ferric chloride. Lead nitrate with potassium iodide. Ammonia with sulphuric acid.
8. What information is given by the chemical formula HOI?
4. Cotnpare the properties of the chlorides and hydroxides of carbon, silicon, tin and lead.
5. Give methods of preparation, with equations for hydrogen, chlorine, nitrous oxide, sulphur dioxide, oxygen, hydrogen bromide.
8lnftoer»U9 ot Soronto.
SUPPLEMENTAL EXAMINATIONS: SEPTEMBER, 1001.
SECOND YEAR.
ANATOMY.
Examiner: A. Primrosk, M.B., CM., Edin.
1. Describe the imisculo spiral nerve from its origin* from the brachial plexus to its point of division into its two terminal branches. Give its relations and enumerate the muscles supplied by it.
2. Describe the Velum interpositum, indicating its relations to the third ventricle of the brain.
3. Describe the radio-carj)al joint.
4. Describe the popliteal artery — its course and rela- tions. Enumerate its branches.
5. Describe the relations of the posterior wall of the urinary bladder in the male, indicating the structures- which lie in contact with it.
nnfiietsfts of 2Pototito«
SUPPLEMENTAL EXAMINATIONS : SEPTEMBER, 190L.
SECOND YEAR.
FACULTY OF MEDICINE.
PHYISIOLOGY.
Examiner: A. B. Macallum.
1. Give an account of the manner in which the intestinal mucosa absorbs Proteids, Fats and Carbo- hydrates.
2. Describe the location and tlie functions of the V^asomoter centre. Describe also its efferent paths.
3. Give an account of the functions of the Rolandic area of the brain.
4. Explain liow contraction and dilation of the pupil normally occur.
0. What are the properties of urea and uric add ?
8lnfliet0ftff of Sotrontiu
SUPPLEMENTAL EXAMINATIONS: SEPTEMBER, 1901
SECOND YEAR.
FACULTY OF MEDICINE.
HISTOLOGY AND EMBRYOLOGY.
Examiner: R. R. Bensley.
1. Describe the structure of the oesophagus.
2. Illustrate by a diagram the mode of subdivision of the air tubes in the lungs, indicating the relations of the pulmonary and bronchial vessels. Describe minutely the structure of the tubes of various sizes. Describe the circulatory apparatus of the terminal air sacs.
3. Describe the structure of the pancreas. Make careful drawings to show the appearance presented by its acini in the various phases of rest and activity.
4. Outlin as briefly as possible the phenomena of fertilization of the ovum.
5. Trace the development of the rabbit from the completion of segmentation up to ,the tenth day of development.
Vnftortsits of Sovotito.
SUPPLEMENEAL EXAMINATIONS : SEPTEMBER, 1901.
SECOND YEAR.
FACULTY OF MEDICINE.
ORGANIC CHKMISTRY.
Examiners: The Examiners in Chi&mistky.
1. Distinguish between primary, secondary and tertiary alcohols. Indicate the class to which each of the following belongs, giving reasons: propyl alcohol, idobutyl alcohol, methyl-isopropyl alcohol.
2. Show, by equations, how each of the following may be prepared from ethyl alcohol : ethyl chloride, ethylene, ethylamine, ethyl ether.
3. What are the general reactions of the amides and of the parafiBnes ?
4. Indicate by equations the reaction of —
Sulphuric acid on benzene. Phosphorus trichloride on succinic acid. Nitrous acid on phenyl-ammonium chloride. Chlorine on acetic acid. Water on acetyl chloride.
5. Write constitution formulae for para-oxy-benzoic acid, ethyl formate, iso-propylamine, acetaldehyde, diethyl ketone.
anftirrsits oC CToronto
SUPPLEMICNTAL EXAMINATIONS : SEPTEMBER, 1901.
SECOND YEAR.
MATKRIA MEDICA.
ExamiTier: James MacCallum, B.A., M.D.
1. What is the difference between a decoction and 4in infusion ; a tincture and a fluid extract ?
2. Why do drugs act more quickly when given hypodermetically than per orem ?
8. What is the solubility in water of Magn. Sulph., Soda Tartarata, Potassii Acetas, Zinci Chloridum ? <3ive the doses of the first three named.
4. Why does Tincture of Iodine contain Iodine of Potassium ?
5. W^hat proportion of alcohol is present in Whiskey, ■Gin, Port, Claret, Champagne, Beer ?
6. Name the preparations of Hydrargyrum used as purgatives. Give the dose of each.
7. What proportion of Morphine should Opium contain ? Name three tinctures which contain Opium ; give the strength and dose of each.
8. Name the preparations of Jalap and give their -doses.
/
nnmtvniis of ^Poronta
SUPPLEMENTAL EXAMINATIONS: SEPTEMBER, 1901,
THIRD YEAR.
FACULTY OF MEDICINE.
PATHOLOGY.
Examiner: John A. Amyot, M.B.
1. Given pus from an absce.s9, just opened, what steps would you take to make a pure culture of the causative organism ? How would you show it to be the cause ?
2. What is meant by the term degeneration ? Give the causes and results of fatty degeneration.
3. Gangrene of an extremity. — What causes might bring it about ? How dt)es nature remove the dead portion ?
4. Give the causes foi* local oedema.
5. Classify sarcomata. Make drawings illustrating a small-round-cell sarcoma and a myaloid sarcoma.