(g) Explain the expression qu'il y allát and cite a similar expression. (2) Explain the mood in fisse, giving the rationale of the rule. (j) Comment on the view expressed in the latter part of the third paragraph. 4. (a) Explain fully your method of using written work in a class of beginners, and state the purpose of such work. tion. (b) Discuss imitation and analysis as methods of teaching pronuncia 5. Briefly characterize each of the following writers, stating the period to which he belongs, the kinds of literature he wrote, and giving your judgment of the quality of his work: Le Sage, Montesquieu, Béranger, Pascal, Sainte Beuve, de Musset, La Rochefoucauld. 6. Translate into French: (a) The surest way to make a child unhappy is to accustom him to obtain everything he wants to have. . . He will want everything he sees, and, without being God himself, how can you content him? Man is naturally disposed to regard as his own whatever is within his power . . . Hence the child who has only to wish in order to obtain his wish thinks himself the owner of the universe. (6) General Bonaparte, while chatting with me about Switzerland, urged the condition of the country of Vaud as a reason for having the French troops enter it. He told me that the inhabitants of this country were under the sway of the aristocrats of Berne and that men could not exist now without political rights. I tempered this republican ardor as well as I could, giving him to understand that the Vaudois were perfectly free, and that when liberty existed de facto, they ought not to be exposed to the worst of evils in order to get it de jure. GERMAN Time, three hours Answer in English all the questions except where you are otherwise directed. Do not use the German script. 1. Translate into English: (a) Viel Unrechtes that Gerhard Richwin nicht, er that nur auch nichts Rechtes. Jedem Einfall, jeder Laune des Augenblickes gab er sich hin; diese Einfälle aber fielen, seltsam genug, niemals auf die Arbeit, welche im Augenblick zu vollführen dringend Noth war. Wenn es galt, in der Weberei nachzusehen, dann hatte er die grösste Lust, auszureiten, und wenn er aufsitzen sollte zu einem Ritt nach den benachbarten Grafenschlössern in Weilburg, Dillenburg, oder Braunfels, wo oft bedeutende Geschäfte abzuschliessen waren, dann dauchte es ihm wunderschön bei den Webstühlen. Standen Käufer im Waarenlager, dann schaute Meister Richwin wohl durch's Fenster seinen bösen Buben zu, sann, wie er ihrer Unart doch auch einmal wehren wolle, vergass aber darüber geraume Zeit die Kunden und redete sie zuletzt mit grimmiger väterlicher Strenge an und fuhr mit der Elle ins Zeug, als wolle er die Käufer statt der Buben prügeln. From RIEHL, Der Stumme Rathsherr. Wer bist du, Der Leiden ohne Zahl ihr Wirken gestattet, Mit Jammer und Qual das Leben umschattet ? Dass sich vom Tod das Leben nährt Was bist du? Ewige Macht, Du wechselnde Flut, nach unsrem Benennen Ein Bekennen ist's nur, ein Wort, ein Spott WILHELM JENSEN. 2. Make ten notes as for an advanced high school class upon the above passages. 3. Mention three ways of aiding pupils to gain a vocabulary. Illustrate. 4. Mention three ends to be sought in translation, and describe means for attaining these ends. 5. (a) Explain and illustrate three idiomatic uses of each of the following: doch, noch, um, nach, erst. (b) Give the English cognate of each of the following, givingi llustrations to show the force of each: ling, nis, schaft, tum, erz. 6. (a) Write on the songs in Goethe's "Faust." (b) Comment on the literary quality of Schiller's Das Lied von der Glocke." 7. Translate into German : Not perceiving that poetry has a much wider range than painting or sculpture, Sis compelled to have recourse to strange subterfuges whenever he perceives differences in the manner in which ancient poets and artists treated the same subject. But the regard for beauty alone guided the artist when he denied to Bacchus those horns with which the poets frequently endowed him. S maintains that nothing can be good in a poetical description that would appear absurd if represented in a work of plastic or pictorial art. He forgets that while the artist is bound to a single scene, the poet may describe a succession of scenes relating to one and the same subject. Venus in a fit of uncontrollable anger is no subject for the artist; how could we recognize the tender goddess of love in his picture? Might we not mistake her for a fury? The poet, on the other hand, may safely describe her rage, for we are sure to recognize her in the succession of scenes which he brings before us one after the other. MATHEMATICS I Time, two hours N. B.-Demonstrations and processes shall be as fully and clearly given as they usually are in high school text-books. 1. Define and illustrate quadratic surd, exponential equation, cologarithm, continued fraction, polyhedron, cosecant, apothem, directrix, logarithmic sine, spherical triangle. (1) 2. (a) Given √ a + √6 = NET NJ To prove 13 x (b) Solve the equation x X √ 13 = (c) Find the value of the repeating decimal: .53131 . (") ( * ). (3) (') (3) (') 13x8 144x2 + 13x + 12 = 0 MATHEMATICS II Time, three hours N. B. Demonstrations and diagrams should be as fully and clearly given as they usually are in high school text-books. Questions 15 and 16 are optional; the credits awarded for answers to them will be allowed for deficiencies in other answers. 6. (a) Divide a given line A B into extreme and mean ratio. (b) From a given point P without a given circumference A B C, draw a tangent to A B C. 7. Illustrate geometrical analysis and synthesis by means of the theorem : "The bisectors of the angles of a triangle meet in a point." 8. Given a triangle having a base 30 feet long, and the other sides respectively 40 feet and 60 feet. Find the altitude of the triangle. 9. Assume lines P G and P F tangent to circle G M F and meeting at point P without the circle. A third line may now be drawn tangent to the circle at any point of the intercepted arc G F. Prove that the perimeter of the triangle thus formed by the three tangents is constant whatever the position of the third tangent. 10. A triangular pyramid is one third of a triangular prism having the same base and altitude. Prove. 11. Prove that in the plane triangle A B C, A B+ AC: A B — B C :: tan 1⁄2 (C+B) : tan 1⁄2 (A — B). 12. Given the two sides and the included angle of a triangle. Derive the trigonometrical formulas for the remaining angles and side. 13. Derive the formula for the sine of half any (one) angle of a triangle in terms of the sides of the triangle. 14. Arrange in a table the values of the sine, tangent and secant of each of the following angles, prefixing the proper signs to the values: (0°), (90° -- a), (90°), (90° + a). 15. Give a concise account of the contribution to mathematics of one of the following: Euclid, Descartes, Bernoulli, Sir W. Rowan Hamilton, Boole. 16. “Rousseau, in his Emile, tells us that we should teach a child geometry by causing him to measure and compare figures by superposition. While a child was yet incapable of general reasoning, this would doubtless be an instructive exercise; but it never could teach geometry, nor prove the truth of any one proposition." |