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vindicabitis vos, si me potius quam fortunam meam fovebitis.' Iuravere amici, dextram morientis contingentes, spiritum ante quam ultionem amissuros."

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2. A passage from one of Terence's plays, the subject of which is:] Simo begs Chremes to let the wedding take place.

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Si. Ausculta paucis. Ch. Ausculto; loquere quid velis.

Si. Per te deos oro et nostram amicitiam, Chremes,
quae incepta a parvis cum aetate adcrevit simul,
perque unicam gnatam tuam et gnatum meum,
cuius tibi potestas summa servandi datur,

ut me adiuves in hac re, atque ita uti nuptiae
fuerant futurae, fiant. Ch. A, ne me obsecra:
quasi hoc te orando a me impetrare oporteat.
Alium esse censes nunc me atque olim cum dabam ?
Si in rem est utrique ut fiant, arcessi iube.
Sed si ex ea re plus mali est quam commodi
utrique, id oro te in commune ut consulas,
quasi illa tua sit Pamphilique ego sim pater."


III. Latin and Greek Grammar

I. Give the abl. sing. and acc. pl. of sal, amans (subst. and part.) auceps, aries, domus; and the gen. sing. and acc. pl. of ȧoτýp, iμás, Bovs, άνθος, Σοφοκλῆς.

2. Give the perfect and sup. of torreo, neglego, meto, fingo; the imperf. indic. act. of έρπω, ἀναιρῶ, ὠνοῦμαι, καθέζομαι; and the aor. act of ἀναλίσκω, κλαίω, πίμπλημι, χέω.

3. Parse eluxi, ausim, aquai, fare ; ἐάγη, ἐλᾳ, ὅτῳ, κεκμηότα.

4. Show by examples the constructions the following words admit of : suadeo, minor, piget, dubito; kaтakρívw, ȧμvvw (act. and mid.), μɛradídwμi.

5. Distinguish between the use of nequis-ut nemo, tum-deinde, quivis aliquis; bre-éπeidh, Ewe with aor. and imperf., uerá with gen., dat., and acc.

6. Parse and explain the formation of : Θᾶσσον, μεσαίτερος, εἷλκον, σχές; discuss the spelling of sylva, vulgus, sepulchrum; and give the meaning of HS. SPQR. Cɔɔɔɔ. Spd.

7. Explain the term ' Middle Voice': with what meanings is it used in Greek? What traces do you observe in Latin?

8. Put into Latin and Greek :

i. At my house, in our time, on this condition.

ii. Had I happened to be present, I should not have done so.

iii. I came to tell you I was ready, so that you might know what to do. iv. He said he would not go himself before Caesar returned,"

IV. Greek Translation

1. [A narrative passage in Attic prose from Plato's Republic, the subject of which is :] "The secret of happiness in old age.

Εἰ οὖν μοι καὶ τότε ἔδοξεν ἐκεῖνος εἰπεῖν, καὶ νῦν οὐχ ήττον, παντάπασι γὰρ τῶν γε τοιούτων ἐν τῷ γήρα πολλὴ εἰρήνη γίγνεται καὶ ἐλευθερία, ἐπειδὰν αἱ ἐπιθυμίαι παύσωνται κατατείνουσαι καὶ χαλάσωσι. καὶ ἐγὼ ἀγασθεὶς αὐτοῦ εἰπόντος ταῦτα βουλόμενος ἔτε λέγειν αὐτὸν ἐκίνουν καὶ εἶπον, Ω Κέφαλε, οίμαί σου τοὺς πολλοὺς, ὅταν ταῦτα λέγης, οὐκ ἀποδέχεσθαι, ἀλλ' ἡγεῖσθαί σε ῥᾳδίως τὸ γῆρας φέρειν οὐ διὰ τὸν τρόπον ἀλλὰ διὰ τὸ πολλὴν οὐσίαν κεκτῆσθαι· τοῖς γὰρ πλουσίοις πολλὰ παραμύθιά φασιν εἶναι. Αληθῆ, ἔφη, λέγεις. οὐ γὰρ ἀποδέχονται. καὶ λέγουσι μέν τι, οὐ μέντοι γε ὅσον οἴονται, ἀλλὰ τὸ τοῦ Θεμιστοκλέους εὖ ἔχει, ὃς τῷ Σεριφίῳ λοιδορουμένῳ καὶ λέγοντι, ὅτι οὐ δι' αὐτὸν ἀλλὰ διὰ τὴν πόλιν εὐδοκιμοῖ, ἀπεκρίνατο ὅτι οὔτ ̓ ἂν αὐτὸς Σερίφιος ὢν ὀνομαστὸς ἐγένετο οὔτ ̓ ἐκεῖνος ̓Αθηναῖος. καί τοῖς δὴ μὴ πλουσίοις χαλεπῶς δὲ τὸ γῆρας φέρουσιν εὖ ἔχει ὁ αὐτὸς λόγος, ὅτι οὔτ ̓ ἂν ὁ ἐπιεικὴς πάνυ τι ῥᾳδίως γῆρας μετὰ πενίας ἐνέγκοι οὔθ ̓ ὁ μὴ ἐπιεικὴς πλουτήσας εὐκολός ποτ' ἂν ἑαυτῷ γένοιτο.

2. A passage of verse in the elegiac stanza from Theognis, the subject of which is :] “In eternal lines to time thou growest.

'Ακρόπολις καὶ πύργος ἐὼν κενεόφρονι δήμῳ,

Κύρν', ὀλίγης τιμῆς ἔμμορεν ἐσθλὸς ἀνήρ.

σοὶ μὲν ἐγὼ πτέρ' ἔδωκα σὺν οἷς ἐπ' ἀπείρονα πόντον
πωτήσῃ κατὰ γὴν πᾶσαν ἀειρόμενος

ῥηιδίως· θοίναις δὲ καὶ ειλαπίνῃσι παρέσσῃ

ἐν πάσαις πολλῶν κείμενος ἐν στόμασι.

καί σε σὺν αὐλίσκοισι λιγυφθόγγοις νέοι άνδρες
εὐκόσμως ἐρατοὶ καλά τε καὶ λιγέα

αἴσονται· καὶ ὅταν δνοφέροις ὑπὸ κεύθμασι γαίης

βῇς πολυκωκύτους εἰς Αίδαο δόμους,

οὐδέ ποτ' οὐδὲ θανὼν ἀπολεῖς κλέος, οὐδέ γε λήσεις
ἄφθιτον ἀνθρώποις αἰὲν ἔχων ὄνομα,

Κύρνε, καθ' Ελλάδα γῆν στρωφώμενος ἠδ ̓ ἀνὰ νήσους,
ἰχθυόεντα περῶν πόντον ἐπ' ἀτρύγετον,

οὐχ ἵππων νώτοισιν ἐφήμενος· ἀλλά σε πέμψει
ἀγλαὸ Μουσάων δῶρα ιοστεφάνων.

V. For Latin Elegiacs

1. The Toilers of the Sea

No fish astir in our heaving net,
The sky is dark and the night is wet;
And we must ply the lusty oar,

For the tide is ebbing from the shore,

And sad are they whose faggots burn,

So kindly stored for our return.

Our boat is small and the tempest raves;

And nought is heard but the lashing waves:

Yet sea and tempest rise in vain,

We'll bless our blazing hearths again.

Push bravely, mates; our guiding star

Now from the turret streameth far:

Before the midnight hour is past,

We'll quaff our bowl and mock the blast.

For Lyrics

2. After Sorrow Cometh Joy

Sweetly gleam the morning flowers
When in tears they waken;
Earth enjoys refreshing showers,
When the boughs are shaken.
Stars shine forth when night her shroud

Draws as daylight fainteth ;

Only on the tearful cloud

God his rainbow painteth.

VI. Mathematical Paper

1. Find the number of acres in a square field whose perimeter is one mile and a half. Also show that the length of its diagonal is between 53 and 54 yards more than half a mile.

2. Find the quotient when

(cy—bz)2 + (az-cx) + (bx-ay)2 + (ax+by+cz)9

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5. A boy who runs to school at the rate of ten miles an hour, is one minute late; if he had run at the rate of twelve miles an hour, he would have half a minute to spare. How far had he to go and how much time had he to do it?

6. Solve the equation


-ax- -12a2+5x+22a=6.

and determine the factors of


7. Find the sum of 20 terms of an arithmetical series whose 7th term is 16 and its 13th term 31.

8. If the difference of the roots of the equation

x2-2 (a+c) x+b2=0

be equal to the difference of the roots of the equation

x2+2 (b+c) x+a2=0

and a be not equal to b, prove that each equation has its two roots equal to one another.

9. If a straight line be divided into any two parts, the squares on the whole line and on one of the parts are equal to twice the rectangle contained by the whole and that part, together with the square on the other part.

10. From a given point O external to a given circle draw a straight line OPQ to cut the circle at two points P and Q, so that OP shall be equal to PQ.

11. The opposite angles of any quadrilateral figure inscribed in a circle are together equal to two right angles.

12. If I be the center of the circle inscribed in the triangle ABC, prove that the centers of the three circles which circumscribe the triangles IBC, ICA and IAB, are on the circumference of the circle circumscribing the triangle ABC.

13. If the vertical angle of a triangle be bisected by a straight line which cuts also the base, the segments will have the same ratio as the other sides of the triangle have to one another.

During the reading of the foregoing examination papers, you have doubtless been mentally comparing the character and scope of the preparation for secondary school work which they imply with the character and scope of the preparation made for the corresponding grade of school work in this country, and you have probably been reflecting, too, on the educational ideals which the papers embody and the lessons, perhaps, that we may profitably draw from them. Whatever opinions you may personally entertain on these points, you will, I am sure, be interested to know what cultivated English schoolmasters themselves think of their own educational procedure.

Mr. G. Gidley Robinson, headmaster of a preparatory school, in a paper on "The preparatory school curriculum," says: "The clever boy climbs rapidly up the school by the classical ladder. An entrance scholarship is waiting to be won, and he has every temptation to drop, one after the other, all subjects which will not pay in the examination; thus his grounding is apt to be narrow, and his interest in everything except the world of books is stunted and impoverished. At thirteen and a half he will show a precocious facility in finding his way through an unseen,' or in writing a piece of Latin prose; but (unless he happens to come from an unusually cultivated home) his knowledge of the world in which he lives, indeed of nearly everything out


side the classics, will be very small. And he will certainly suffer from the special weakness inherent in an exclusively bookish training, viz., want of originality, want of power to look at things with his own eyes instead of thru the eyes of his ' authorities.' He has come to the top, as the clever boy always does, be the curriculum what it may, and he is certainly, in a sense, a success; but what of the great majority, the boys of moderate or less than average ability?"

A representative committee of the Association of Headmasters of Preparatory Schools, in a statement prepared in response to a request addressed to it by a committee of the Public School Headmasters' Conference in 1897, says:

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"The difficulty in covering all the necessary ground has its effect upon most masters as well as boys. They not only have a sense of distress caused by the present pressure, but are also led to do a great deal more for their boys than is good for them. In order to save time, they are tempted to feed them with information instead of educating them. And thus, by their very willingness and devotion, they often weaken the spring of the mind, and destroy the power of doing original or unaided work.

"The hardworking boy of fair ability, who perhaps gets a scholarship under the present system, shows the bad effects of his training more clearly than the clever boy. He wins success for the most part by sheer effort of (verbal) memory. The strain of preparation cannot be kept up. The boy's brain revenges itself by lying fallow; and the public school wonders how the examiners could have elected so dull a boy.

"The ordinary dull boy suffers most of all. He has little aptitude for languages. The endless Latin and Greek and French and mathematics are to him intolerably wearisome. Hence he hates schoolwork as drudgery. His curiosity (probably the one link with cultivation that he possesses) is left dormant. There is a divorce between his work and his life. And so, when he reaches the public school, he seems to have learnt very little of anything, and does not know what to do with his leisure. Hence the excessive athleticism we most of us deplore, and the educational failures that are so common."

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