College Entrance Examination Board

QUESTIONS

SET AT THE EXAMINATIONS HELD

June 15-20, 1914

GINN AND COMPANY

BOSTON • NEW YORK • CHICAGO • LONDON
ATLANTA • DALLAS - COLUMBUS • SAN FRANCISCO
 CONTENTS

PAGE
PRHFACE .
,5
BIOLOGY .
7
ANY II

CHEMISTRY .
15
COPYRIGHT S 1914 DRAWING . . 19
BY THE
ENGLISH . .
COLLEGE ENTRANCE EXAMINATION BOARD 25
FRENCH .
33
ALL RIGHTS RESERVED CJFOGRAPHY .
43
X-MAN
9 17•3 47

57
Hx<TORY
69
LAID;
79
MATHEMATICS .
99
W, sic 11
3
sicS 121
St A\I II . 125

129
EDt LE OF EXAMINATIONS
133

lt:be 1Rtbenacum dress

GINN AND COMPANY • PRO •
PRIETORS . BOSTON • U.S.A.

7
 College Entrance Examination Voara
COLLEGES AND UNIVERSITIES
Aa,-?phi College: Professor HENDERSON
- teerst College: Dean OLDS
.own University: Dean RANDALL
r Mawr College: President THOMAS
School of Applied Science: President HOWE
gate University: Dean CRAWSHAW
, lumbia College: Dean KEPPEL
Cornell University: President SCHURMAN
Dartmouth College: Dean LAYCOCK
Gcsucher College: President GUTH
Harvard University: Dean HURLBUT, Chairman
Johns Hopkins University: Dean GRIFFIN
Nfassachusetts Institute of Technology : ProfessorTYLER
Mount Holyoke College: President WOOLLEY
New York University: Chancellor BROWN
Princeton University: Dean MCCLENAHAN
Rutgers College: Dean BEVIER
Smith College: President BURTON
Stevens Institute of Technology: President HUMPHREYS
Swarthmore College: Dean ALEXANDER
Tufts College: Dean WREN
Union College: Dean RIPTON
University of Pennsylvania: Dean FRAZER
Vassar College: Dean MCCALEB
Wellesley College: President PENDLETON
Wells College: President MACMILLAN
Wesleyan University: Professor NICOLSON
Western Reserve University: President THwtNG
Williams College: Dean FERRY
Yale University: Professor CORWIN

REPRESENTATIVES OF THE SECONDARY SCHOOLS

`. HENRY BLACK, Boston, Mass. EDWARD L. HARRIS, Cleveland, Ohio
H. (. BUEHLER, Lakeville, Conn. WILLIAM C. HILL, Springfield, Mass.
,
HV H. DENBIGH, New York, N.Y. JAMES L. PATTERSON, Philadelphia, Pa.
WiLsoN FARRAND, Newark, N. J. STANLEY R. YARNALL, Philadelphia, Pa.
WILLIAM GALLAGHER, South Braintree, Mass.

SECRETARY: THOMAS S. FISKE, PH. D.

POST OFFICE SUB-STATION 84, New York, N.Y.

The College Entrance Examination Board consists of the president or an

authorized representative of each participating college or university and of repre-
sentatives of the secondary schools.
Representatives of the secondary schools are appointed, in such manner as the
association choosing them may direct, by

The New England Association of Colleges and Preparatory Schools

The Association of Colleges and Preparatory Schools of the Middle States
and Maryland
The Association of Colleges and Preparatory Schools of the Southern States
The North Central Association of Colleges and Secondary Schools

Each association may appoint one secondary-school representative for every three
colleges and universities that are members of the Board and represented in such
association, provided, however, that one representative may be appointed on the
admission to the Board of one such college or university, and provided further, that
the number of secondary-school representatives appointed by any one association
shall in no case exceed five. Representatives of secondary schools may also be
appointed directly by the Board to the number of five.
The certificates issued by the Board are accepted by almost every college and
university in the United States.
No college which accepts these certificates in lieu of separate admission exami
nations surrenders its right to enforce such standards of excellence as it pleases,
5
or to make such allowance as it wishes for character and capacity on the part of
students applying for admission. The certificate merely states that the holder was
examined at a stated time and place in specified subjects and, as a result of such
examinations, received the ratings entered upon the certificate. Each college deter-
mines for itself what subjects it will require for admission and what minimum rating
it will accept as satisfactory.

The manifest advantages of the examinations held by the Board are

1. That they are uniform in subject-matter.
z. That they are uniformly administered.
3. That they are held at many points, to meet the convenience of students, at
one and the same time.
4. That they represent the cooperative effort of a group of colleges, no one of
which thereby surrenders its individuality.
5. That they represent the cooperation of colleges and secondary schools in
respect to a matter of vital importance to both.
6. That by reason of their uniformity they aid greatly the work of the secondary
schools.
7. That they tend to effect a marked saving of time, money, and effort in
administering college admission requirements.

The pamphlet containing the definitions of the several requirements will be sent
to any address on receipt of ten cents in stamps.
The uniform entrance examinations of 1915 will be held during the week begin-
ning June 1 4, 1915.
A list of places at which the examinations are to be held will be published about
March 1. Requests that the examinations be held at particular points, in order to
receive proper consideration, should be received by the secretary not later than
February 1.
Full information in regard to examination fees, dates at which applications for
examination must be filed, and the rules governing the conduct of the examinations
will be furnished by the secretary upon request.
All correspondence relating to the work of the Board should be addressed

College Entrance Examination Board

Post Office Sub-Station 8¢, New York, N. Y.

6
 1
9 14
BIOLOGY

A teacher's certificate covering the laboratory instruction must be presented as part

of the examination.
I. (Answer both questions.)
i. (a) Name and define three functions common to plants and animals.
Biology EXAMINERS (b) Make a drawing of some cell you have studied and label the various
parts.
I9I4 z. Name five animals or plants which are economically important and state in
what way each is beneficial or injurious.
GEORGE HOWARD PARKER . . . . . . . Professor of Zoology, Harvard University
Harvard University, S.B., 1887, and S.D., r8g1 II. (Answer any three questions.)
WILLARD WINFIELD ROWLEE . . . . . . . Professor of Botany, Cornell University (a) Compare the bean seed and corn kernel as to (I) number of seed leaves
Cornell University, B.L., 1888, and D.Sc., 1893 (cotyledons); (a) kinds of stored food; (3) position of stored food in each.
(b) Which one of these foods must be changed before being used by the
PAUL BLAKESLEE MANN, Head of Department of Biology, Evander Childs High young plant? (c) Why must this change occur? (d) How is this change
School, New York, N.Y. accomplished ?
Cornell University, A.B., 19o2, and A.M., 1903 Discuss photosynthesis, telling:
(a) the conditions necessary for carrying on the process;
GEORGE C. WOOD . . . . Teacher of Biology, Boys High School, Brooklyn, N.Y.
(b) the kinds of material used in the process;
Syracuse University, A.B., rgoo
(c) the sources of the materials used.
(a) State briefly the common agencies of seed dispersal. (b) Describe three
ways in which seeds and fruits are structurally adapted to use these agencies.
(a) Name three substances used by man which are found in seeds. (b) How
would you detect the presence of any two of these substances? (c) What
part of a plant furnishes: flour, manila-hemp, linen, castor oil?
JAMES HOWARD MCGREGOR, Assistant Professor of Zoology, Columbia University III. (Answer any three questions.)
Ohio State University, B.S., 1894; Columbia University, A.M., 1896, and Ph.D., 1899
Name and describe briefly a representative of each of four different animal
GEORGE C. WOOD . . . . Teacher of Biology, Boys High School, Brooklyn, N.Y. groups found in a fresh water pond.
Syracuse University, A.B., rgoo Describe three examples of the adaptation of animals to their surroundings.
Name two important functions performed by any vertebrate and show how
the animal selected is enabled by its structure to perform these functions.
i o. Describe the life history of any insect whose development proceeds through
a series of stages (metamorphosis).

8 9
BOTANY
 1
94
BOTANY
2-4 P. m.
A teacher's certificate covering the entire laboratory instruction must be presented
as a part of the examination.
Answer ten questions. At least two questions must be selected from Group E and
one from each of the other groups. The remaining four questions may be selected as
desired by the student. No extra credit will be given for more than ten questions.

A. The Plant Cell. (Answer one question from this group.)

Botany EXAMINERS i. Describe and illustrate by labeled drawings a typical cell.
2. Why is the cell called the "unit of plant structure" ?
1
94 B. The Plant in Germination. (Answer one question from this group.)
3. Compare the process of germination in a seed with endosperm and in a
WILLARD WINFIELD ROWLEE . . . . . . . Professor of Botany, Cornell University seed without endosperm.
Cornell University, B.L., 1S88, and D.Sc., 1893 y.. By carefully labeled drawings, illustrate three stages in the germination
of a monocotyledonous and of a dicotyledonous plant.
MARGARET CLAY FERGUSON . . . . . . . . Professor of Botany, Wellesley College 5. Explain why a test for the presence of sugar in a wheat seedling shows a
Cornell University, A.B., 18gg, and Ph.D., 1go1 marked reaction, while the test for the same substance in a wheat kernel
shows no reaction.
GEORGE C. WOOD . . . . Teacher of Biology, Boys High School, Brooklyn, N.Y.
C. Life Processes of the Mature Plant. (Answer three questions from this group.)
Syracuse University, A.B., igoo
6. Name two important functions of roots and give the characteristics of the
root which adapt it to perform these functions.
q. Describe an experiment to prove that one of these functions is performed
by the root.
READERS
8. Describe an experiment to show that oxidation is carried on in green plants.
1 9. How would you prove that the result of this process is the same as that
914 produced by burning a match or by the respiration of an animal?
ro. Discuss photosynthesis, outlining in detail (i) the conditions necessary
BERNARD OGILVIE DODGE . . . . . . . Instructor in Botany, Columbia University
for carrying on the process together with (2) the nature and (3) the
University of Wisconsin, Ph.B., igog; Columbia University, Ph.D., 1912 sources of the materials used.
GEORGE C. WOOD . . . . Teacher of Biology, Boys High School, Brooklyn, N.Y. D. The Plant in Relation to Its Environment. (Answer two questions from this
group.
Syracuse University, A.B., igoo
rr. In what ways is the quantity of water in the environment of a plant of
importance to its growth ?
12. Describe some modifications adapting the plant to a limited water supply.
1
3. What in general are the characteristics of wind-pollinated flowers?
14. State briefly the common agencies of seed dispersal, and describe the
general structural modifications by which the plant makes use of these
agencies.
E. Plant Groups. (Answer three questions from this group.)
15. Discuss reproduction in the algae as illustrated by a type plant studied
in class.
16. Name a fungus and describe its life history.
Iq. Give the principal similarities and differences in the life history of the
fern and of the moss.
18. Name and give the chief characteristics of five families of Angiosperms.
12 ig. What part of a plant furnishes: flour, manila-hemp, linen, cotton,
castor oil?
13
CHEMISTRY
 1914
CHEMISTRY
Chemistry EXAMINERS Saturday 9-11 a. m.
1
A teacher's certificate covering the laboratory instruction must be presented as a part
94 of the examination.
Answer nine questions as indicated below. No extra credit will be given for more
ALEXANDER SMITH . . . . . . . . . . Professor of Chemistry, Columbia University than nine questions.
University of Edinburgh, B.Sc., x886; University of Munich, Ph.D., 1889 Attach to the answer, in each case, the number and letter used in the printed paper.

LEON BURR RICHARDSON, Assistant Professor of Chemistry, Dartmouth College

Dartmouth College, B.L., 19oo, and A.M., 1902
BOYNTON WELLS McFARLAND, Assistant Principal and Head of Department of
Science, New Haven High School, New Haven, Conn.
Yale University, Ph.B., 1889, C.E., 1891, and Ph.D., 1895
READERS
1
9 14
GEORGE SHANNON FORBES, Assistant Professor of Chemistry, Harvard University
Harvard University, A.B., 1902, A.M., 1904, and Ph.D., 1905
SAMUEL WILSON HICKS, Instructor in Chemistry, Williston Seminary, Easthamp-
ton, Mass.
New York University, B.S., 19oo
BOYNTON WELLS MCFARLAND, Assistant Principal and Head of Department of
Science, New Haven High School, New Haven, Conn.
Yale University, Ph.B., 1889, C.E., 1891, and Ph.D., 1895
LEON BURR RICHARDSON, Assistant Professor of Chemistry, Dartmouth College
Dartmouth College, B.L., 19oo, and A.M., 1902
ALFRED EDWARD ROBERTS, Head of Department of Chemistry, Yonkers High
School, Yonkers, N.Y.
Amherst College, B.A., 19o5; New York University, M.S., 1914
DONALD PRITCHARD SMITH, Assistant Professor of Chemistry, Princeton University
Williams College, A.B., 1902; University of Gottingen, Ph.D., 1907
GROUP A
(Answer all questions in this group. Each question counts t2.)
i. Write equations for six of the following reactions, using formulae throughout.
Equations must be absolutely correct to receive credit:
(a) Zinc -}- hydrochloric acid =
(b) Calcium hydroxide -}- carbon dioxide =
(c) Manganese dioxide -{- hydrochloric acid (cone.) _
(d) Quicklime -}- water =
(e) Calcium chloride -}- silver nitrate =
(f) Copper -}- nitric acid (dil.) =
(g) Ferrous sulphide -{- hydrochloric acid =
2. (a) Calculate the percentage of oxygen in the substance whose formula is
Ca(N0,) z . Find the result to three significant figures. (Atomic weights:
Ca 40, N 14, 0 16.)
(b) How many liters of oxygen would be necessary to burn twelve grams of
carbon to carbon dioxide? The volume of oxygen is to be estimated at
standard conditions. (One liter of oxygen weighs :< .4x9 grams. Atomic
weight: C r2.)
(c) What weight of silver chloride may be precipitated by silver nitrate from
one kilogram of sea-water containing 2.5 per cent of sodium chloride?
(Atomic weights: Ag 108 , C1 35.5, Na 23.)
3. Describe the method used by you in the laboratory in the preparation of two
of the following substances; write the equation for the reaction, and tell
how each compound may be identified: (a) ammonia; (b) hydrogen
sulphide; (c) sulphur dioxide.
4. (a) Give specific examples of chemical changes each of which results in the
production of one of the following forms of energy: (i) heat; (2) light;
(3) electricity; (4) mechanical energy.
(b) What is meant by the statement, "the atomic weight of sodium is 23"?
(c) Why does an iron wire burn rapidly in pure oxygen but not in the air?
State the principle involved.
(d) Define catalysis and give an example of catalytic action.

16
17
5. (a) Name four important constituents of the atmosphere, and state the
relative amount of each. How does the air exhaled from the human
body differ in composition from the normal atmosphere?
(b) How may sea-water be made suitable for drinking purposes? how may
well-water which has been contaminated by sewage? Explain the prin-
ciple in each case.

GROUP B

(Omit two of the following questions. Each question counts ro.)

6. (a) Give three different general methods for preparing salts. Write one
equation illustrating each.
(b) How are two of the following compounds prepared: (r) bleaching pow-
der; (z) sulphuric acid; (3) nitrous oxide ?
7. Describe experiments involving chemical change sufficient to distinguish
between the following: (a) chlorine and hydrogen chloride; (b) moist
air and dry air; (c) pure water and water containing a soluble chloride;
(d) calcium carbonate and calcium phosphate; (e) freshly prepared mortar
and mortar from an old building.
8. (a) How many liters of hydrogen and how many of nitrogen are necessary
to form ten liters of ammonia gas ? State the law illustrated.
(b) What are the valences of the metallic elements in OsO, Al,(SO4 ) 3 , N Z Mg, ?
q. (a) What change takes place in the molecular condition of copper sulphate
when it is dissolved in water?
(b) Describe the chemical changes which occur when the electric current is
passed through such a solution.
(c) Why does an aqueous solution of sodium carbonate give an alkaline
reaction ?
ro. (a) What is the objection to putting fresh coal on a hot fire and closing the
damper in the flue, especially if the lid of the stove is left off ?
(b) Why is calcium chloride sometimes used to keep road surfaces dustless ?
(c) State the chemical reactions taking place in three of the following pro-
cesses: (r) boiling water containing temporary hardness; (a) adding
soap to hard water; (3) bessemerizing cast iron; (4) striking a match.
ir. (a) Mention one common use of each of six of the following substances and
in each case define the use specifically: (i) carbon monoxide; (z) sodium
nitrate; (3) sodium carbonate; (4) silver chloride; (5) zinc; (6) lead;
(7) sulphuric acid.
(b) In connection with two of the following substances describe two instances
in which each has been used in your laboratory work, and explain its
specific action in each case: (r) chlorine; (z) carbon dioxide; (3) sulphuric
acid.
 1914
DRAWING
Friday 4.15-6 p. m.

Candidates must do either exercise r or a and exercise 3.

No more than forty-five minutes should be devoted to the first drawing. If this
drawing is not completed by g p.m., it should be left unfinished and work should be begun
on the second drawing. If this should be finished before 6 p.m., the candidate is at
liberty to devote the remaining time to the completion of the first exercise.
An incomplete drawing, correctly laid out and executed by correct method, is better
EXAMINERS evidence of proficiency than a completed drawing incorrect in construction and slovenly
Drawing
in execution.
1914 Use a soft pencil, with a light touch.
All work must be strictly free-hand work without assistance from measuring slips,
ARTHUR POPE . . . . . . . . Assistant Professor of Fine Arts, Harvard University instruments, or artificial aids of any kind.
Accuracy of form is of more account than finished execution.
Harvard University, A.B., 19oi
Students are advised not to erase completely the construction lines.
HARRINGTON, Assistant Professor of Drawing, Columbia University
THOMAS HENRY
Columbia University, C.E., 1889

RUTH MERINGTON, Teacher of Drawing, Bushwick High School, Brooklyn, N.Y.

New York University, B.S., 191o, and A.M,, 1913

READERS

1914

THOMAS HENRY HARRINGTON, Assistant Professor of Drawing, Columbia University

Columbia University, C.E., 1889

RUTH MERINGTON, Teacher of Drawing, Bushwick High School, Brooklyn; N.Y.

New York University, B.S., 191o, and A.M., 1913

FIG. 1

i. Make a line drawing in perspective of the corner of a square room as seen

ham the center of the room. In the wall to the right is a partly open door,
and in the other wall a window. The door and the window are to be drawn
indicated in the accompanying cut (Fig. i). Wall and door are to be con-
ceived as without thickness.
Ifake the line of intersection of the two walls about 3 inches long. Leave
all construction lines which indicate the position of vanishing points.
20
 FIG. z

z. Draw in oblique perspective the table shown in plan and elevation (Fig. a),
as seen some distance below the eye, but with parts of all the legs visible.
Make the total width of the drawing about 5 inches. Leave in all construc-
tion lines, lightly drawn.

FIG. 3 B

3. Make a drawing in light and shade, without regard to color value, of

. 3A or Fig. 3B. Make the drawing the same size as the figure.
In 3B draw only the foreground plane without regard to the buildings seen
the distance.

z3
ENGLISH
English EXAMINERS
ARTHUR WILLIS LEONARD, Head of Department of English, Phillips Academy,
1
9 4
1 Andover, Mass.
Princeton University, A.B., 1897
WILBUR Lucius CROSS . . . . . . . . . . . Professor of English, Yale University
Yale University, B.A., 1885, and Ph.D., 1889
JOHN ASHBY LESTER . . . . . . . . Teacher of English, Hill School, Pottstown, Pa.
Haverford College, A.B.,1896, and A.M.,1897 ; Harvard University, A.M., 1898, and Ph.D., x9oi
CHARLES SEARS BALDWIN, Professor of Rhetoric and English Composition,
Columbia University MAY ORME MACKENZIE, Teacher of English, Chicago Latin School for Girls,
Columbia University, A.B., 1888, A.M., 1889, and Ph.D., 1894
Chicago, Ill.
Aberdeen University, M.A., 1904.
ARTHUR WILLIS LEONARD, Head of Department of English, Phillips Academy,
Andover, Mass. BENTON SULLIVAN MONROE . . Assistant Professor of English, Cornell University
Cornell University, A.B., 1896, A.M., 1897, and Ph.D., rgol
Princeton University, A.B., 1897

CLARK SUTHERLAND NORTHUP, Assistant Professor of English, Cornell University

Cornell University, A.B., 1893, and Ph.D., 1898
READERS
FRANK WOODWORTH PINE, Headmaster, Gilman Country School, Roland Park, Md.
1
9 4
1 University of Michigan, A.B., 18
94; New York University, A.M., 1897.

CHARLES SEARS BALDWIN, Professor of Rhetoric and English Composition, BIRD WILLIAMS STAIR . . . Instructor in English, College of the City of New York
Columbia University Purdue University, B.S., 1899, and M.S., tgol
Columbia University, A.B., 1888, A.M., 1889, and Ph.D., 1894
HARRISON Ross STEEVES . . . . . . . . Instructor in English, Columbia University
FRANK WILLIAM CUSHWA, Odlin Professor of English, Phillips Exeter Academy, Columbia University, A.B., 1903, A.M., 1904, and Ph.D., 1913
Exeter, N.H.
West Virginia University, A.B., 1902; Harvard University, A.M., 1904
ETHEL VAN ZANDT SULLIVAN, Instructor in English Composition, Wellesley College
Wellesley College, B.A., 1905
DANIEL B. DUNCAN, Teacher of English, Riverdale Country School, New York, N.Y.
Upper Iowa University, Ph.B., 1890
WARIER TAYLOR . . . . . . . . . . Instructor in English, University of Wisconsin
Columbia University, A.B., 1903, and A.M., 1905
WILLARD HIGLEY DURHAM . . . . . . . . Instructor in English, Yale University
Yale University, B.A., 1904, and Ph.D., 1907
FiLANCiS BEACH WHITE, Head of Department of English, St. Paul's School,
Concord, N.H.
OSCAR CHARLES GALLAGHER, Head Master, West Roxbury High School, Boston, Harvard University, A.B., 1894, and A.M., 1895.
Mass.
Harvard University, A,B., 1896, and A.M., 1906
NARY YOST . . . . . . . . . . . . . . . . . . Instructor in English, Vassar College
Vassar College, A.B., 1904, and A.M., 1912
WILLIAM ECHARD, GOLDEN, Head of Department of English, Polytechnic Preparatory
School, Brooklyn, N.Y.
University of Indiana, A.B., 1888, and A.M., 18go

FRANCIS FLORIAN HERR, Assistant Principal, Rayen High School, Youngstown, Ohio
Western Reserve University, Ph.B., 1901, and A.M., 1903

CHARLES WILLIAM KENNEDY, Assistant Professor, Preceptor in English, Princeton

University
Columbia University, A.B., 1902; Princeton University, A.M., 1go5, and Ph.D., 1906
26
27
 e) The decay of the Pyncheon family.
1
94 .
~~ Mr. Micawber exposes Uriah Heep.
ENGLISH A-READING AND PRACTICE g) Esmond breaks his sword.
Friday 9-11 a. m. h) A person who might have lived in Cranford.
Read the whole paper before you begin to write. Plan each composition before you s'} What life was worth to Silas Marner.
write it. Correct and revise it before you hand it in. f) A gentleman (or a country parson) of the eighteenth century.
Allow about a half-hour for the first question and for each of the compositions. k) A description, based on either reading or experience, of one of the following-
a storm, a scene at school, a journey at night, an escape.
r. "Though we may owe it to ourselves to continue a while longer the policy
of increasing the navy, we must not forget what we owe the world as champions GROUP IV
of international conciliation."
(Bunyan, Addison, Franklin, Macaulay, Thackeray, Lincoln, Parkman, Thoreau,
State the relation of the clauses to one another in the foregoing sentence.
Huxley, Stevenson)
Tell of each italicized word what part of speech it is and what its relation is to
other words. a) Life conceived as a pilgrimage.
b) Sir Roger's way of living.
z. Write three (and only three) compositions, each of 150 words or more, on
subjects selected from the following groups. Only one subject may be taken t) A letter advising the reading of Franklin's Autobiography.
d) Westminster Abbey.
from a single group. Number each of your compositions according to its group;
t) What England got from India and what she gave.
for example, II. e., IV. a., as the case may be.
Thackeray's opinion of Swift.
GROUP I g) The last words of Lincoln's Gettysburg Address applied to present political
conditions.
(Classics in Translation) The but by Walden Pond.
a) The last day of Samson. Huxley's Liberal Education applied to my outlook on college.
b) Joseph's disclosure of himself to his brethren. (For the following three topics the material may be drawn either from
c) Helen watching the combat between Menelaus and Paris. reading or from experience.)
d) Contrasts between ancient battles and modern. A camp.
e) The ancient idea of a hero. Traveling for pleasure and traveling for knowledge.
f) The slaying of the suitors. The village schoolmaster.
GROUP II
GROUP V
(Shakespeare)
The life of young people in Venice. (Narrative and Lyric Poems)
a)
b) The ways in which A Midsummer-Night's Dream fulfils its title. he legend of the Holy Grail.
c) What makes As You Like It a gay and lively play. #',) The prison of Chillon.
d) The character of Malvolio. e.} Puritan life as seen in The Courtship of Miles Standish.
e) Traits of Cassius seen in, modern politicians. d) Poetic ideals of knighthood.
f) The battle of Agincourt. e) Poetic ideals of womanhood.
g) A letter describing (or discussing) the performance of one of Shakespeare's J) The character of the speaker in My Last Duchess.
plays. g) Some qualities or characteristics of lyric poetry seen in specific poems of
GROUP III Wordsworth (or of any other poet).
(Novels)

a) How Robinson Crusoe solved the problem of living on a desert island.

b) What brings about the happy ending of the Vicar of Wakefield.
c) The character and customs of the Normans contrasted with those of the Saxons.
d) A crisis in the career of Quentin Durward. ,

2s
z9
 1914
ENGLISH B-STUDY AND PRACTICE
2-
Friday 4 P. m.
Read the whole paper before you begin to write. Plan your answers before you
write them; and look them over for corrections before you hand in your book.
Of the two hours allotted to this examination, reserve about forty-five minutes for
Part II.
PART I
r. Answer a, and either b or c.
a) But screw your courage to the sticking-place,
And we'll not fail. When Duncan is asleep-
Whereto the rather shall his day's hard journey
Soundly invite him-his two chamberlains
Will I with wine and wassail so convince,
That memory, the warder of the brain,
Shall be a fume, and the receipt of reason
A limbeck only. When in swinish sleep
Their drenched natures lie as in a death,
What cannot you and I perform upon
The unguarded Duncan? what not put upon
His spongy officers, who shall bear the guilt
Of our great quell?
Give the substance of this passage, sentence by sentence, in your own words,
turning obscure or figurative expressions into simpler or more literal language.
What is Macbeth's reply to this speech? What motives revealed in this scene
seem to have been strongest in restraining Macbeth from his first crime? What
change of attitude does he show in approaching his second crime?
b) "Or bid the soul of Orpheus sing
Such notes as, warbled to the string,
Drew iron tears down Pluto's cheek,
And made Hell grant what love did seek;
Or call up him that left half-told
The story of Cambuscan bold,
Of Camball, and of Algarsife,
And who had Canace to wife."
Macaulay says of the poetry of Milton: "Its effect is produced not so much
by what it expresses as by what it suggests." Select from the foregoing quota-
tion any two phrases which seem to you to illustrate Macaulay's statement, and
explain what these phrases suggest.
c) Discuss the characteristic aspects of a typical masque as they appear in
the last scene of Comus, "presenting Ludlow Town and the President's
Castle." How is the underlying theme of Comus finally emphasized in this
scene ?
30
2. Answer a or b or c.
a) Explain definitely what Burke means in each case when he says that
descent, education, religion, and the existence of slavery are causes operat-
ing to produce the fierce spirit of liberty which characterizes the Americans.
When he has completed his exposition of the temper and character of the
Americans, what use does he make of it in his subsequent argument?
b) If you were attempting to maintain that a government cannot succeed by
virtue of its constitution and laws alone, but must depend largely upon the
intelligence and the national spirit of its citizens, what could you find in
Washington's Farewell Address to support your case?
c) "Sir, we are assembled to commemorate the establishment of great principles
of liberty, and to do honor to the distinguished dead." How does Webster
carry out in his oration the particular purpose declared in the italicized
words?
PART II
Write a composition of three or more paragraphs on one of the following
subjects:
i. An important public event of the year; for example, the opening of the
Panama Canal.
2. The man (or woman) in public life who is most interesting to me.
3. What the high school does for the education of the boy or the girl who is
not going to college.
4. Some valuable uses of electricity.
S. The principle and construction of a gasoline engine (or an engine of some
other type).
6. The significance of some event which occurred between the Battle of
Bunker Hill and the dedication of the Bunker Hill Monument.
7. My opinion of a present-day author.
8. Dr. Johnson's ability as a writer of literary biography.
9. The influence of Burns's songs.
io. An Elizabethan playhouse.
31
FRENCH
French EXAMINERS
PHILIP MESERVE HAYDEN . . . . . . . . . . . Professor of French, Tufts College
Tufts College, A.B., 1903; Columbia University, A.M., 1913
1 1
9 4
ALBERT MARIAN COHN MCMASTER, Instructor in French, Dartmouth College
FREDERICK MORRIS WARREN, Street Professor of Modern Languages, Yale University Columbia University, A.B., 1910, and A.M., 1912
Amherst College, B.A., 1880; Johns Hopkins University, Ph.D., 1887; Amherst College,
L.H.D., 1901 HENRI FRANgOIS
MULLER, Instructor in Romance Languages and Literatures,
Columbia University
ROBERT LONGLEY TAYLOR . . Professor of Romance Languages, Williams College
University of Paris, Bach. bs L., 1897; Columbia University, Ph.D.,
1912
Hamilton College, B.A., 1882; Yale University, Ph.D., 19oo

LAWRENCE WHITTIER NEWELL, Teacher of French, Hackley School, Tarrytown, N.Y.

FRANK ELBERT BROOKS, Teacher of French, Horace Mann School, New York, N.Y.
Cornell University, A.B., 1890 ALFRED G. PANARONI, Instructor in Romance Languages, College of the City of
New York
College of the City of New York, B.S., 1902

READERS
Louis ALEXANDRE Roux, Master in French and Latin, Newark Academy, Newark,
1 1 N.J.
9 4
Brown University, A.B., 1894

ALBERT BUSHNELL JOHNSON, Associate Professor of Romance Languages, Brown

JOSEPH SERONDE . . . . . . . . . . . . . . . Instructor in French, Yale University
University
Yale University, B.A., 1905, and M.A., 1910
Brown University, A.B., 1891, and A.M., 1892

DONALD CLIVE STUART, Assistant Professor, Preceptor in Modern Languages,

FRANK ELBERT BROOKS, Teacher of French, Horace Mann School, New York, N.Y.
Princeton University
Cornell University, A.B., 1890
University of Michigan, A.B., 1903, and A.M., 19o4; Columbia University, Ph.D.,
1910
MAGDELEINE CARRET . . . . . . Associate Professor of French, Wellesley College
University of Paris, Lic. bs L., 1906

THATCHER CLARK, Head of Department of French, Ethical Culture School,

New York, N.Y.
George Washington University, A.B., 1898; Harvard University, A.M., 1899, and Ph.D., 1902

Louis DELAMARRE, Assistant Professor of French, College of the City of New York

University of Paris, Bach. bs L., 1881, and Lic. b s L., 1894; New York University, Ph.D., 1905

LOUISE FONJALLEZ . . Teacher of French, Miss Rayson's School, New York, N.Y.

EDWARD JOSEPH FORTIER, Instructor in the Romance Languages and Literatures,

Columbia University
Tulane University, A.B., 1904

FRAN~oIS Louis GAUTHEY, Teacher of French, Columbia Grammar School, New

York, N.Y.

ERNEST Roy GREENE, Assistant Professor of Romance Languages, Dartmouth

College
Harvard University, A.B., 1901, and A.M., 1907
34 35
 1
94
1
4. When is the article in the French partitive phrase, meaning "some" or "any,"
FRENCH A-ELEMENTARY FRENCH omitted? Give examples.
Wednesday 2-4 P. m. 5. Indicate the approximate sound of the sentence, "notre intention etait de
The use of clear and idiomatic English is required. nous y installer jusqu'a votre retour," in English or phonetic spelling.

I
Translate into English: Translate into French (based chiefly on 1):
La porte s'ouvrit; parut le general, appuye sur le bras de son aide. Henri, They told us that the doctor had come to see the ladies whom he had found
en apercevant le jeune medecin, courut a lui: so ill on Monday. They were better and he decided he would not give them
"Vous ici, docteur!" s'ecria-t-il en lui prenant la main. Puis, nous le any medicine. He remained there for half an hour. Then looking at me, he
presentant: "Mesdames et messieurs, c'est celui qui m'a gueri de ma said: "Won't you go with me to my house in the country? I have just bought
blessure 1 Nest-il pas vrai ? " 5 it, and my family has gone away for a week. We can start at two o'clock. If it
Le docteur balbutia quelques mots et prit conge de nous . . . . car son is cold you will need some gloves. One is never too warm when traveling.
maladel'attendait. Le general s'assit tranquillement dans son grand fauteuil; Now don't tell me you cannot come."
Henri, le sourire sur les levres, resta debout pres de la cheminee; la vicom
tesse, frappee de surprise et d'indignation, voulait et n'osait parler. Cecile,
pale, la tete appuyee sur sa main, reflechissait en silence; et moi, je les re- io
gardais tous, trouvant la scene tres belle, et attendant avec inquietude la
fin qu'elle allait prendre.
Le general fut le premier qui rompit le silence.-"Eh bien! mesdames,
c'est done demain que nous partons pour les Pyrenees, et que nous allons,
pour un mois, nous etablir a, Pau?" 115
Point de reponse; chacun garda le silence. Et le general encore une
fois:
"Comment? Est-ce que nous ne partons pas tous ensemble?"
-"Non, monsieur, ma mere et moi voulions d'abord vous conduire
jusqu'a Tarbes, oix vous avez une terre et un chateau magnifiques que nous ne 20
connaissons pas; notre intention etait de nous y installer jusqu'& votre
retour- "
"Et de me laisser aller seul a Pau! . . . . C'etait bien."
"Non, monsieur, c'eiut ete mal, et la preuve, c'est que nous etions
decidees a vous accompagner, a ne pas vous quitter; mais maintenant nos 25
soins ne vous sont plus necessaires."
II
i. Conjugate in their respective tenses, partons (line r4), connaissons (line 21),
eilt ete (line 24) of I. Conjugate the present indicative of prendre, the future
of courir, the present subjunctive of vouloir, the imperfect subjunctive of
guerir, and the pluperfect indicative of se jeter. Give the five principal parts
of appuyer, etablir, rompre, conduire.
2. Give the various forms, singular and plural, of the adjectives doux, complet,
of the nouns ami, general, and of the third personal pronoun in both genders.
3. Explain the use (syntax) of lui, in en lui prenant la main (line 3), of y, in nous
y installer (line 21), of the plural in magnifiques (line 20).

36 37
 1
94
FRENCH B-INTERMEDIATE FRENCH
Thursday 4.15-6 p. m.
The use of clear and idiomatic English is required.
Translate into English:
i. L'alerte avait 6t6 vive, compliqu6e de la separation du dauphin, rel6gu6
au second 6tage de la grosse tour sous la surveillance de Simon et de sa
femme, et cc fut au bout de quelques jours seulement que la reine, en
donnant sa serviette a Turgy, lui fit passer un papier sur lequel elle
await trac6 ces questions: "Que crie-t-on sous nos barreaux ? La femme 5
Tison est-elle aussi folle qu'on le dit? Est-elle bien soign6e?" Soit
qu'il eut 6t6 touch6 de 1'attitude de la reine a 1'6gard de sa femme,
soit plut6t qu'il voulut avoir le coeur net de 1'attitude de Turgy,
Tison ne tarda pas a offrir a Turgy de lui donner des nouvelles
et des journaux. Turgy en avertit aussitbt Mme Elizabeth. "Calcu- zo
lez bien la demande de Tison," r6pondit-elle. "Que votre zele ne vous
fasse rien hasarder qui puisse vous nuire, et si vous c6dez que cc ne soft
qu'apres avoir fait promettre le plus grand secret. Ne vous a-t-on
pas d6fendu de parler a Tison ? Calculez encore cela. TAchez de savoir
si 1'on ne veut pas rejeter cela sur ma compagne (la reine). Cette ques- 15
tion n'est pas press6e. C'est Toulon qui nous a donn6 le journal dont
j'ai par16 hier. La maniere dont vous nous servez fait notre consola-
tion."-Savine, Madame Elizabeth et ses amies.
Translate into French (based chiefly on I, i)
Although the alarm, that the royal family had received, had frightened
Madame Elizabeth, she alone had remained calm. The Tison woman after accus-
ing the queen and Madame Elizabeth of carrying on a correspondence with
Turgy went up into the queen's apartment. On seeing the queen she threw
herself at her feet. "Madam," she said to her sobbing, "I beg your Majesty's
pardon. I am an unhappy woman, I am the cause of your death and Madame
Elizabeth's."
The guards were present at this scene. They tried to calm her but did not
succeed. "Pardon her Turgy," said Madame Elizabeth, "she has not offended
me, and if she had I would pardon her." She was carried into another room
where she became more quiet after some moments.
38
I-(Continued)
Translate into English:
a. Le lendemain, dans un conciliabule de famille, on s'entretint du diner de
la veille. Mme B. fut la premiere a dire que M. de T. lui await d6plu,
qu'elle n'avait pas 6t6 dupe de son enthousiasme pour Wagner, que
dans le fond il n'6tait qu'un cynique. Cependant le mari et la femme,
qui, par exception, se trouvaient d'accord, convinrent qu'on ne pouvait 5
se dispenser de rendre leur politesse a M. et a Mme de Morane, et on
fixa le jour ou le vicomte de T. viendrait diner a Mon-D6sir.
Monique avait 6cout6 cette conversation sans souffier mot. D'ha-
bitude, elle 6tait prompte a juger les gens et les choses et n'attendait
pas, pour en parler, qu'on lui demandAt son avis. Son silence inac- lo
coutum6 me rendit pensif et m'inqui6ta plus encore qu'il ne m'6tonna.
Je craignis qu'elle n'eiut rapport6 de sa premiere rencontre avec M. de T.
une de ces impressions vives, mais confuses, qu'on ne peut traduire en
paroles, faute de les avoir assez dig6r6es. Je voulus m'en 6claircir, et
des que je fus seul avec elle, je lui demandai si le beau Ludovic 6tait un 15
jeune homme qui etit du brillant.-Cherbuliez, Le secret du precepteur.
i. Explain the use of each of the following subjunctives: voul-at (I, 1, line 8);
fasse (I, i, line rz); demanddt (I, a, line ro).
a. Give rules for the agreement of the past participle of reflexive verbs. Illus-
trate by two examples, one where the past participle is variable, one where
it is invariable.
Give a synonym in French for each of these expressions: s'entretenir, des que,
une parole, tdcher de, avoir fair.
Give the opposite in French of each of these expressions: la veille, deplaire,
sous, la politesse, hier.
Use these expressions in sentences and translate the sentences: avant, avant
de, avant que, tant, autant.
Give the principal parts of the verbs: Jut, se croient, convinrent, craignis, e2tt.
39
 1914 II
FRENCH BC-INTERMEDIATE AND ADVANCED Translate into French:
FRENCH 1. At one of the doors stood a pale-looking, but cheerful and good-natured woman,
Thursday 4.15-6 p. m. who told us that she had come to that house when first married, twenty-one
years before, and had lived there ever since; and that she felt as if she had
The use of clear and idiomatic English is required.
been buried through the best years of her life.-Hawthorne, English Note-
I Book.
Translate into English: a. Then in the midst of all this, the news came to me one morning that my father
1. Ainsi donc, messieurs, replagons Balzac a son rang de penseur, qui est tres had been taken to prison, and he had sent for me. He did not tell me the
haut, et ne nous laissons pas effaroucher par ses methodes, qui sont douteuses reason why he was there, but he ordered me to go to an address he gave me,
ou surannees, par certaines de ses, croyances ou de ses hypotheses, qui sont to see a Count who would be able to get him released. The address was to
bizarres, ni par certaines conclusions, qui peuvent etre h 1'oppose des n6tres. some public rooms where I was to ask for the Count, and beg him to come
L'edifice d'idees que cc romancier presente a la critique est harmonieux, to my father. I found him, and he promised to go immediately to my
massif et stable. Il peut contrarier nos gouts d'architecture et nos theories father, who came home again that very evening, bringing the Count with
de la construction; mais il tient debout par sa cohesion et par son poids. him.-George Eliot, Daniel Deronda.
La besogne ne serait pas moins malaisee de le demonter assise par assise
que de le renverser d'un bloc: car le ciment qui lie les pierres est plus resis-
tant que les pierres memes, et les outils de fer s'y briseraient comme aux 1. Use the following expressions correctly in French sentences and translate each
joints des indestructibles ruines romaines. sentence into English: A moins que, ttre d meme de, quand met"me, qui que
ce soit, avoir beau, recevoir de ses nouvelles.
Balzac est le litterateur moderne, parce qu'il a ecrit la comedie aux
s. Translate into French:
cent actes divers des affaires et de dargent. Et il s'etait prepare a jouer
a) I had my brother read.
cc role dans la litterature en le jouant d'abord dans la realite de sa vie, ou
b) I had my brother read a book.
il fut un homme moderne, je veux dire un homme d'affaires et d'argent.
c) I had him read a book.
-Abel Hermant, Essais de Critique.
Translate the following sentences and account for the subjunctives:
s. Voila de bien longs jours dejk qu'ils sont partis:
a) Les choses s'arrangeaient sans qu'il s'en melat.
Le pere tout charge de paquets et d'outils, b) La devotion de Melanie en fut augmentee, mais la mienne, je crains
La mere avec 1'enfant qui pend a la mamelle
qu'elle ne Hit attiedie.
Et quelque autre marmot qui traine la semelle c) L'histoire des paiens ne lui disait rien qui vaille.
Et la suit, fatigue, s'accrochant aux jupons;
d) Il ne songeait pas a les contrarier, bien qu'il dOt renoncer peut-etre a
Le fils avec le sac au pain et les jambons,
d'autres vues qu'il avait sur eux.
Et la fille emportant sur son dos la vaisselle.
Heureux ceux qui n'ont pas quelque vieux qui chancelle
Et qui gronde et qu'on a, s'effarant, apres soi!
Pourquoi donc partent-ils, ces braves gens ? Pourquoi
S'en vont-ils par 1'Europe et vers le Nouveau Monde,
Etonnes de montrer leur douce paleur blonde
Et la calme candeur de leurs tristes yeux bleus
Sur les chemins de fer bruyants et populeux ?
C'est que parfois la vie est inhospitaliere.
Longtemps leur pauvrete naive, pure et fiere,
En plein champ, pres du pot de gres et du pain his,
A lutte, n'arrachant que de maigres epis
A la terre trop vieille et devenue avare.
-Frangois Coppee, Emigrants.
40 41
GEOGRAPHY
 1914
GEOGRAPHY
Saturday 9-11 a. m.
A teacher's certificate covering the laboratory instruction must be presented at the
time of the examination.
No extra credit will be given for more than the required number of questions.

GROUP A. THE EARTH AS A GLOBE

Geography EXAMINERS (Answer one question from this group.)
1 i. When it is 12 o'clock, noon, October 8, at San Francisco, having the time of
914 1zo west longitude, what is the day and hour at Manila, having the time
of 126' east longitude?
HERBERT E. GREGORY . . . . . . Silliman Professor of Geology, Yale University 2. The sun is farthest from the earth in July; how then can July be a summer
Yale University, B.A., 1896, and Ph.D., 1899 month? Explain the causes of seasons. Use diagrams.
DOUGLAS WILSON JOHNSON, Associate Professor of Physiography, Columbia GROUP B. THE OCEAN
University
(Answer one question from this group.)
University of New Mexico, B.S., 1901 ; Columbia University, Ph.D., 1903
3- Explain changes of temperature with increasing depth in (a) the Mediter-
WILLIAM WALLACE CLENDENIN, Teacher of Physiography, Wadleigh High School, ranean Sea, (b) the Atlantic Ocean. Use diagram.
New York, N.Y. 4- Draw two sketch maps of the northern Indian Ocean, showing the position
of the equator. On one map indicate the winds and ocean currents for
Missouri State University, B.Sc., 1886, and M.Sc., 1889; Harvard University, A.M., 18gr
January; on the other the winds and ocean currents for July.

GROUP C. THE ATMOSPHERE

(Answer two questions from this group.)
READERS
5. Describe the distribution of forested areas and deserts which would prevail
1
914 along the Pacific Coast of North and South America, if the direction of
the earth's rotation were reversed. Illustrate by sketch map.
DOUGLAS WILSON JOHNSON, Associate Professor of Physiography, Columbia 6. Compare the weather elements of temperature and precipitation of: Seattle,
University St. Paul, and Boston, (a) in summer; (b) in winter.
University of New Mexico, B.S., 1901 ; Columbia University, Ph.D., 1903 7- Describe the usual path of a cyclonic storm in the United States, stating
and explaining the attendant conditions of temperature, wind, and precipi-
tation.
WILLIAM WALLACE CLENDENIN, Teacher of Physiography, Wadleigh High School, GROUP D. THE LANDS
New York, N.Y.
(Answer three questions from this group.)
Missouri State University, B.Sc., 1886, and M.Sc., 1889; Harvard University, A.M., 1891
8. Contrast the characteristics of young and mature streams, and show how
these contrasted features affect transportation, manufacturing, and agri-
culture.
Describe a belted coastal plain and explain in detail its physiographic develop-
ment. Use diagram.
zo. Indicate on a sketch map of the United States the extent of the continental
glacier. Name three ways in which glaciers aid in forming lakes.
it. Define ten of the following terms: block mountain, fault, moraine, water
table, fiord, relative humidity, weathering, atoll, base level, equinox,
pot hole, playa.
Make a contour map and longitudinal profile of a hill 480 feet high, six miles
long and two miles wide, cliffed at one end by ocean waves; contour
44 interval 5o feet. Give horizontal and vertical scales used.
45
GERMAN
 AUGUST PREHN, Teacher of German, Columbia Grammar School, New York, N.Y.
German EXAMINERS
University of Miinster, Ph.D., x883

1
94 M9LANIE CONSTANZE RICHARDT, Teacher of German, Barnard School for Girls,
New York, N.Y.
FRANK VOGEL, Professor of German, Head of Department of Modern Languages,
Massachusetts Institute of Technology OTTO SCHMITZ, Master in the German Language and Literature, Cutler School,
Harvard University, A.B., 1887, and A.M., 1892
New York, N.Y.
University of Munster, Ph.D., 1885
GUSTAV GRUENER . . . . . . . . . . . . . . Professor of German, Yale University
Yale University, B.A., 1884, and Ph.D., 1896; Washington College, Litt.D., 1909
HENRY HERMANN LOUIS SCHULZE, Instructor in Germanic Languages and Litera-
Instructor in German, Southern High tures, Columbia University
THOMAS ANDREW HAMMERSLEY MAWHINNEY,
College of the City of New York, A.B., 1903; Columbia University, A.M.,
School, Philadelphia, Pa. 1905

Lehigh University, A.B., 1906

HENRY MARTIN SHUTE, Instructor in German, Phillips Exeter Academy, Exeter, N.H.
Tufts College, A.B. and A.M., 1902

WILLIAM KILBORNE STEWART, Assistant Professor of German, Dartmouth College

READERS University of Toronto, A.B., 1897; Harvard University, A.M., x898

WESLEY DANIEL ZINNECKER . . . . . . . Instructor in German, Cornell University

1
9 4
1

Baldwin Wallace College, Ph.B., 1903; Cornell University, Ph.D., 1912

FRANK VOGEL, Professor of German; Head of Department of Modern Languages,

Massachusetts Institute of Technology
Harvard University, A.B., 1887, and A.M., 1892

MARGARETE A. M. BERNKOPF, Teacher of German, Yonkers High School,

Yonkers, N.Y.
Columbia University, A.M., 1911

HENRY CLEVELAND BLAKE, Teacher of Modern Languages, St. Paul's School,

Garden City, N.Y.
Dartmouth College, A.B., 1907

FLORENCE EMILY HASTINGS . . Associate Professor of German, Wellesley College

Wellesley College, A.B., 1897, and A.M., x909

ROBERT PORTER KEEP, Instructor in German, Phillips Academy, Andover, Mass.

Yale University, B.A., 1903

JOHN L. KUSCHKE . . . Instructor in German, Collegiate School, New York, N.Y.

Cornell University, A.B., 1909

FREDERICK WILLIAM CHARLES LIEDER . . Instructor in German, Harvard University

Cornell University, A.B., 1902, and A.M., 1903; Harvard University, Ph.D., 1907

THOMAS ANDREW HAMMERSLEY MAWHINNEY, Instructor in German, Southern High

School, Philadelphia, Pa.
Lehigh University, A.B., 1906
49
48

GERMAN A-ELEMENTARY GERMAN
2-4
Tuesday
The use of clear and idiomatic English is required.
i. Translate into English:
Unfer I~aw3biener, ein fleiner, freunblider Mann, roar ein grocer &eunb ber
Tatur. _~D6 mir nid)t einmal bie (25onne auf gebjen f efjen mbcljten, f ragte er einO
ZagN mid) nub meinett um ein aabr jiingeren !Bruber; bad jet bah I~errficfte,
WO man fefjen fonne. Unb ba bie Putter a erfaubte, roedte er unb am fingft=
f onntag bor ZagOanbru~ unb fitljrte unb an ben CStabtmaff fjinauf.. Unb fror
nub mir gitterten an ber I~anb be6 guten Panne6, ber unb mir afferfei Oef c~id ten
gu unterbaften unb gu errodrmen fud)te, unb unb bon Seit gu Seit gum Vaufen
unb epringen ermunterte, tuorauf mir benn rote groei junge Ndlein ein paarmaf
auf unb nieber ijiipften. Wud) auf ben Oefang ber Mgef fie5 er un6 laufchen,
bie nac~ unb nab iljre CStimmen ertjoben unb ben Zag einfangen. Ser affe6 bad
madjte unb nic~t roarm, erft ber 9fnruf: „3e~t! 3ett fommt fie!" fief unb affo
bergef f en unb ri~tete unfere groten Rinberaugen auf bie 'Dimm&tiir, auf ber bie
S6nigin in tfjrem golbernen Sleibe nun bjera0treten foffte.
SDier unb ba ftieg fd)on ein Taud) auf3 ben (ad)ornfteinen, ber unb angeigte, bad
roir nid)t bie eingigen arilfjaufftefjer roaren, unb unb gugfeid) an ben Morgenfaffee
erinnerte, ber unb mit fetnem ~eftfuden nod) beborftanb.
2. a) Decline in the singular unfere groten ftinberaugen (line 12), in the plural
junge &dlein (line 8).
b) Write the nominative and genitive singular and nominative plural (with
the definite article) of areunb (line i), I~anb (line 6), @ejd)t~ten (line 6),
9onigin (line 13), Sleibe (line 13), CSdhornftecnen (line 14).
c) Compare flecner (line i), roarm (line ii), gro~en (line 12), and gern.
d) Write in German the nominative and genitive singular of the following
phrases: such a good friend; the same little child; this one and that
one (masculine gender).
e) Write the nominative and genitive singular in all three genders of the
interrogative adjective roelc~.
f) Write, in full, the German for the following: October 31st, 1914; half-past
eight (o'clock); quarter of eleven (o'clock); twelve minutes past one
(o'clock).
5 0
1914 3. a) Write the synopsis of bjera0treten (line 13), in the second person singular
of the indicative active.
P.m. b) Change the clauses in the sentence Unb ba bie Putter . ... an. ben CStabt,
roaff bjinauf (lines 4-5), into the passive construction, making all the
necessary changes.
c) Write the present indicative in full and the first person singular only of
the present and the preterite (past) subjunctive of the verb mricfjten (line 2).
1
d) Change the clauses in indirect discourse in the sentence 50b roir ni
2 t ....
fefjen fbnne (lines 2-4) into direct discourse, making all necessary changes.
3
e) Write three prepositions (with their meanings) governing the genitive;
4
5 three, the dative; and three, either the dative or the accusative case.
6 Name and give the reason for the word order in each of the following
7 clauses: s,Jb . . . . mod)ten (line 2); bad fei , . . . 'Derrfid)fte (line 3);
8 Unb fror (line 5); erft ber 9fnruf .... bergeffen (lines 11, 12); ber unb an,
9 geigte (line 14 ).
10
11 4- Write the principal parts together with the third person singular present
12 indicative of aufge~en (line 2), fror (line 5), unterljaften (line 7), erroarmen
13 (line 7), U6 (line 9), erfjoben (line io), einfangen (line io), bergeffen (line
14 12), ftieg (line 14 ), beborftanb (line 16).
15
16 5. Translate into German:
a) Can anybody tell me where his older brother is and what he is doing?
b) You could have done this as easily as I, if you had really wanted to.
c) The maid said that the table was set, but she had forgotten to put on the
plates.-
d) He is going to stay all day tomorrow, and will probably not leave until
late at night.
e) You ought to write to your father this morning, for you promised to do so.
51
 1
91 4 3. Translate into English:
GERMAN B-INTERMEDIATE GERMAN 91ur in !
Wednesday 4.15-6 p.m.
The use of clear and idiomatic English is required. ed)on prangt im CSilbertau bie lunge 82ofe,
Zen Or ber Morgen in ben fufen roffte;
SSte bfilbt, a16 ob tie ate berblilben moffte,
i. Translate into English:
Ste abnet nicbt6 bom lebten Numenlofe.
Van rourbe exit lent auf bie Zunfelbett aufmerffam, bie ficb brau~en tngtnifcbeu
f d marj nub unburd bringfid au6gebrettet batte; faitm bat etn paar SSterne Rein nub tote Zer 9-fbfer firebt binan ins Orengenlofe,
in unenblicber aerne mit f cbroaebem ~fimmern auffeucbteten. Zie CScbroeftern toubten CSein 2fuge trinft fid) boff bon fprilb'nbem @o1be;
bie reforgten an berubigen. ~C)bne Vicbt mare freifid) ber Wbitieg fitr arembe nicbt gang (Yr i ft ber Zor'niebt, bad er f ragen foffte,
ungefabrltd, ba ber Ueg and Tauter nicbt tmmer gan3 regelmabigen CStufen beftdnbe Cb er bah Saupt nicbt an bie GofbungI ftofle.
nub and) jettmeifig Oer6ffl mtt lid) filbre, morauf ber aub feiebt au6gletten tonne;
aber e6 fei la gdnalicb tninbitiff, nub fo tonne man bie Zifdfampe mtt btnunternebmen, 931ag benn ber 3ugeub .01ume unb erbleicben,
man babe itcb f cbon mand)mal bamtt geboffen. ad) nabm f ofort bie 2ampe, ma6 man Tocb gfdnaet tie unb reggt unroiberfteblicb;
obne einrebe getcbeben fteb, nub Intr macbten unb auf ben Ueg. Rein 2fftden regte Ver miff an fritb f o fiibem Trug entfagen?
fid. 9Sber um un6, fotoett nicbt ber ffeine 2iebtfrM ber 2ampe fief, roar fdparae
Tacbt. Unb 2iebe, barf tie nicbt bem ?Xbler gleicben?
„2ofdt boob bie 2ampe aa!" rief man. jNan fiebt la obne 2icbt btel betferl" Zocb fiircbtet tie; aucb atircbten ift ibr felig,
„qtr ift recbt," f agte to. „Za bin td) einer Gorge Tebtg." Zenn aft ibr 0fild, ma6 tit' 0-ein enblo6 Vagen.
=round stones. 2 vault (of heaven).

2. Translate into English: 4. Translate into German:

91acb ber CScbfacbt bon &tpjig
Za6 OeTiibbeI ber 9Rtfftonen, bie tat aebruar ben letten 2ftemgug an bie &freiung
be6 5iaterfanbe6 gu f even ber fprod en, mar in etuem Zrtumpbe fiber 4e6 &marten ge=
5
1o ft. 2116 am 18. Zftober bie Racbt bah toette CScb1ad tfefb bebecfte, fieten rttf ftf cbe
2 home." "Oh," said the son, "that is not worth while, it is only an old horse-
1~eerbaufea unmifffur1tcb ein refigiof e6 Zanffieb erf d affen, nab Zaufenbe bon
Rriegern after CStamme, bie bier bereinigt maren, ftimmten anbacbt6DOft3 mit ein. (Y6
mar bie recbte ungefucf)te Siege6feter biefe6 boben %diferfriegec (Etne folcbe gugfeid
lubelnbe nab ttef ernite Zanfbarfeit burcbmogte bie 'Dergen Zeutfcbfanb6, toobin bie
ficbte 58otfebaft ber areibeit tam. . . . . Oneifenau icbrteb: „Za6 bocbfte 011id ift bie
Tacbe an einem ifermtitigen j5einb; unb mfr baben tie genommen, in einer Getfe, bon
ber bie Oef ebicbte fein 58eifptef tennt; mfr finb freifid arm geroorben, aber iutr finb lent
reid an friegertfcbem Tubm nab ftoli auf bie rotebererrungene Unabbt<ngtglett; unb bie f e
(53iiter finb mebr inert, af6 bie unermetfidften Tetcbtumer bet frember 1~errfdaft."
I vow. ' spontaneously. 3 reverently.
On a hot summer day a peasant rode to a distant village to sell some horses.
He had taken his little son with him. After he had sold the horses he went home
on foot. While he was walking along he saw a horseshoe lying on the ground.
"Look there," said he to his son, "there lies a horseshoe! Pick it up and take it
shoe." Then the father picked it up himself. When they came to the next
village he sold it to the blacksmith and bought some cherries with the money.
After they had walked a few miles the son became very thirsty. But no houses
were in sight, and therefore he could get nothing to drink. He was walking be-
hind his father very tired and thirsty when he saw a cherry lying on the ground.
Quickly he picked it up and put it in his mouth. A little farther he saw another
cherry which he likewise picked up and ate. And so it went on until all the
cherries were eaten up. Then the father said to his son: "If you had picked up
the horseshoe, you need not have picked up all the cherries."

52 53
 19 1 4 i. Translate into English:

GERMAN BC-INTERMEDIATE AND ADVANCED Jason. 3a, bu triffft ben g3unft!

GERMAN & ift bed Ungfild~ eigentfid)fte6 Ungtfd,
Zab feften brin ber 9Nenfcb fish rein bemabrt.
Wednesday 4.I5-6 p.m.
Dier gift'6 gu fenfen, bort gu biegen, beugen,
The use of clear and idiomatic English is required. Dier radt bah 9Zed)t etn Daar unb bort ein @ran,
Unb an bem bief ber -sbabn ftebt man ein anbrer,
I. Translate into English: WM ber man mar, ba man ben Vauf begann;

Racb ber (acbfacbt bon Veipgig Unb bem 53ertuft ber 21d)tung biefer Geft
aebft nod) ber ecna'ge Zroft, bie ecgne 2fdtung.
Zaig @efilbbe ber Viffionen, bie t m ~ebruar ben letten Wtemgug an bie Tefreiung ~d) babe nicb0 getan, mad fdfimm an ficb,
bed ~iaterfanbe6 in feten berfprod)en, mar in einem Zriumpbe uber affa C~rmarten ge= Zocb bief gemofft, gemoebt, gemunfcbt, getraebtet;
loft. 91fi3 - am 18. Cftober bie %ad)t bad meite ecbla~tfetb bebedte, fie~en ruffifcbe etiff gugefeben, mie a anbre taten;
SDeerbauf en unmifffiirfid ein religibfe6 Zanffieb erf cbaffen, unb Zaufenbe bon trcegern Dier Lib W nicbt geroofft, boob gugegriffen
after Stamme, bie bier beretntgt maren, ftimmten anbad)tf3boff mil ein. & mar bie Unb nidt bebaebt, bab Ubef fid) ergeuge;
recbte ungef ucbte Siege6feier biefe3 boben Mlferfriege6. (lne fofcbe gugfeid) zubelnbe Unb zett fteb' id), born UnbeUmeer umbranbet,
unb lief ern fte Zanfbarfeit burcbmogte bie Deraen Zeutf dfanbi3, mobin bie ficbte -0ot= Unb fann nid)t fagen: acb bab'6 nicbt getan!
fcbaft ber ~reibeit tam. . . . . @neifenau febrieb: „Zap bocbfte @fiicf tft bie Tad)e an
einem iibermtitigen aetnb; unb mir baben tie genommen, in einer Geife, bon ber bie 4. Translate into German:
@efdbiebte Fein !betfptef feunt; mir finb freilid) arm geruorben, aber rbir finb xett reid
an friegerifdem Tubm unb ftofg auf bie votebererrungene Unabbdngtgfeit; unb biefe On seeing a young Prussian soldier who was pressing his flag to his bosom in
@filter finb mebr inert, aft bie unermetttcbften Teicbtilmer bei frember Derrfcbaft." the agonies of death, Napoleon said to his officers: "Gentlemen, you see that a
soldier has for his flag a sentiment almost approaching , idolatry.' Bury this
young man at once with all military honors. Do not take away his flag; its
2. Translate into English:
silken folds will be an honorable shroud3 for him."
Zer @runbgebanfe, bad affe Rttuffe gur 19ratefung ber bbd)ften Girfung bed Zramag
= 2
im Zienfte be6 Zicbte0 gufammenaumirfen baben, mar bereit6 bon 9Ztd)arb Gagner grengen an (etlb 0). 3
bie Mg6tterei. ba6 Vei~entueb.
a0gef procben morben unb trat ilberrvattigeub grog in bie @rf ebeinung, at8 unter feiner
~eitung 1876 gum erftenmat in !8greutb f ein ,Ting be6 Mbefungen" auf geftbrt murbe. $. Write in the form of a letter to a friend, at least loo words in German on one
c~m Sabre 1813 f6rteb @. Zb. Doffmanit ben fuffat , Zer Zidter unb ber atom= of the following topics:
pontft," in bent er bie Ubergeugung a0fprad, bab bie romantifd)e Zper bie einaig a) A visit to a large city.
mabrbafte fei, bat bie Vufif notmenbig unmittelbar auf ber Ztebtung entfpringen b) A visit in the country.
milffe, unb bat auf biefen !8ebingungen bah Mufifbrama als bah Vert beo geniaten
c) Why I am going to college.
unb mabrbaft romantifcfjen Zicbte0 berborgeben mtiffe. , ad) bebaupte," beiftta in
d) The German book I like best.
bent !ffuf f ate, „ber Cpernbiebter mud) ebenf ogut gleid after im annern fomponieren
mie ber 9Zufifer, unb 0 tft nur bad beutticbe 58etouf)tfein beftimmter Velobien, xa be-
ftimmter Z6ne ber mitroirfenben anftrumente, mil einem Gorte: bie bequeme Derv
fd)aft fiber bad innere Reid ber done, bie bief en bon jenem unterfd eibet."

54 55
 GKt.;,~K. Al-liKAMMAK i;~
:\1
Saturday II. IS a. m.-I2. 15 p. m. :h
EXAMINERS Do not translate the following passage, but answer the questions in order. L:;i

19 1 4 I n ',
"o,PEICa.I\ECTa. r ~
vuas, "\l
aVopEC; ..I..t" ' f / ,. ~ {;) ",
'I" ",0£, 07rroc; CTVV VJ.LW ",OV",EV0J.LEVOC;
.,
°
T£

2 S(lCo,LOV E<TTL Ka£ 7rpOC; 8EWV Ka£ 7rpOC; av8pcfJ7rwv, TOVTO 1TPa.~c.o 7rEpl 'Op6vTa

YARD ROBBINS Professor of Greek, Princeton University 3 TOVTOVt· TOVTOV 'Yap 7rPWTOV J.LeV 0 €J.LOC; 1To,TItP lSWI&EV {,1T'f)lCoOV Elva£ EJLO('

Princeton University, A.B., 1889, and A.M., 1890 ,

4 E7r€ \ ~l e ( . "..1.. " r \ ~, ~,~ 'A. r . . ' " '
£ 01: To,X E S, roc; E'I"T} aVTOC;, V7rO TOV EJ.L0V o,uEI\'I'0v OUTOC; E7rO"'EJ.LT}CTE

ARRIET MACURDY . . . . . Associate Professor of Greek, Vassar College

5 EJLol 4fXc.ov T~V €V I.dpOECT{v a.lCpcS1ToALV Ka, E'Y@ aVTov 7rPOCT7rOXEJ.LWV

6 €7rotT}CTa CJCTTE SO~o,L TOVTrp TOV 7rP0C; €J.Le 1TOAEJLOU 1To,VCTo,u9o,L, I&a, SE~£av

Radcliffe College, A.B., 1888; Columbia University, Ph.D., 1903

7 lAo,pov Kal.€owKa." J.LETa TaVTa eq,T}, "cr, 'Op6VTa, lCTTLV 8 T£ CTE i)S(lCllCTa.;"

FoSS, First Assistant in Classical Languages, Boys High School, Brooklyn, 8 a.1TElCp(Vo,TO, 5T£ oil. 7raX£v 0' 0 Kvpoc; 1Jpc1JTa' "OVKOVV VCTTEPOV, roc; CTU

N.Y.
9 0J.L0X0'YE'ic;, O'li8EV V7r' €J.L0VaO£KOVJ.LEVOC;, a.1TO<TTd.S Eic; MVCTOVC; lCo,lCc;)S E7rotE£';

University of Bonn, A.M. and Ph.D., 18')0

10 T~V €J.L~V x/fJpav IS TL €OVVW;" [CPT} <> 'OpovTac;.

-Xenophon, Anabasis, I, 6, 6-7.

READERS
19 1 4
KNAPP • • • • • • • Professor of Classical Philology, Columbia University
Columbia University, A.B., 1887, A.M., 1888, and Ph.D., 18')0
~ WILLARD GLEASON, Master in Greek and Latin, Roxbury Latin School,
Boston, Mass.
Harvard University, A.B., 1888, and A.M., 1889
iUERNSEY . . . . . Instructor in Classical Philology, Columbia University
Union University, A.B., 1896; Johns Hopkins University, Ph.D., '90'
a) Decline in the plural -rra~p (line 3), dKp6-rrOAlY (line 5), ip.ol (line 3); in the
singular, in all genders, OVOfV (line 9), 0 on (line 10), Ta.X 8d <; (line 4).
b) Compare 8{Katov (line 2) in the nominative singular, in all genders; compare
KaKw,> (line 9)'
c) Give the second singular of ZAa{3ov (line 7), in this tense and voice, in the
several moods, adding the infinitive, and the nominative singular of the par­
ticiple in all genders; give the second plural, present tense, of lUTl (line 2) in
the several moods, adding the infinitive, and the participle in the nominative
masculine only; inflect d.1TOlTTa<; (line 9) in this tense, in the indicative and
optative moods.
(/,) Inflect the plural of the optative aorist active of o~aL (line 6); the singular

imperfect middle of .qO{K"1lTa (line 7), giving contracted forms only.

ARRIET MACURDY . . . . . Associate Professor of Greek, Vassar College

e) Give the principal parts of 1TapfKMfO'a (line I); of Tax(}ds (line 4); of EXWV

Radcliffe College, A.B., 1888; Columbia University, Ph.D., 1903

(line 5); of d.-rrfKp{vaTo (line 8).

,RBERT REUTER, Instructor in Latin and Greek, Cutler School, New York,
N.Y.
n Account for the case of iI-rr.qKOOV (line 3); of d.OfAepOO (line 4); of lp.o( (line 5);
of 1TOAfp.oV (line 6).
Harvard University, A.B., '904
g) Account for the mood of -rrp~w (line 2); of 8o~a£ (line 6); of -rravuau(}aL (line 6).
h) How is a conditional sentence of the so-called more vivid future type

expressed in Greek? State the chief constructions in which the participle

may occur.

58
59
"';"
 GREEK A2-ELEMENTARY PROSE COMPOSITION """a'........... .., ••• ~. a_•• , .. _,.

;aturday
12.15-1 p. m, Friday 4.15-6 p. m.
The translation should be exact, but clear and idiomatic English is required. Number
'ranslate into Greek: your answers.
. The general himself led the hoplites to the top of the mountain.
. These villages were not far from a river, Kydnos by name. I. Translate into English:
They marched forward quickly on this day that they might arrive at a city r Kal €vTav8' ~v KAia.pxov "aTall-a8fiv oo~ E1TECTTQ.TEL. €V p.ev TV
and get provisions. 2 apUTTfPcf Xftp£ TO oopv E!XEV, €V TV OEgU[. {3a"TTJptav' "a£ ef n~ aimp
, .... , ... "I t:r\" , '"
When the captain had come, he blamed (al'l'&4op.IU) the soldiers because they 3 50KOLT\ TOW 7T'p~ TOVTO TfTaryp.EVWV fJ",a"EVEtv, E"AEryOp.eVO~ TOV E7T'tTTJ­
were going to flee. 4 oewv ~7T'atfV av, "al /lp.a "'VT~ 7T'pOUEAap.{3avEv el~ TOV 7T'TJAOV €
A messenger told him that the enemy were near and that the Greeks ought to ~ '1' , , e '
5 WUTE 7T'auw atUXvVT/v eu/at p.TJ ov UVU7T'OVoa
ff ... " "
..ecv, "at' ETax
"
naa» P.EV
attack them. 6 7T'PO~ av.ro O£ -rpuieovra ETT\ 'YE'YOVOTES' 7€ T'E£oe "a£ KA€ap €
If you would give more money to the men, they would follow you. 7 u7T'oVOa~OvTa, 7T'pOUEAap.{3avov "a£ ol 7T'pEU{3VrEpOt.
7T'OAV lI-aAAoV 0 oe
The Greek soldiers are better than those whom the great king is sending 8 KA€apxO~ €U7T'EVOEV, V7T'07T'TEVwV p.~ af£ oiJTW 1TATJpELS elvat TIts Td¢pov~
against them.
9 iJoaTo~' ov rydp ~v l1>pa oLa TO 7T'eOLOV apOEtV' aAA' iva ~O'1 7T'OAAa 1TpO­
10 cjla.LVO~TO Toi~ "EAATJUt OEtVa el~ T7]V sropetav, TOVTOV €VE"a {3auIA€
"
XI V7T'W7rTEVE , £\TO
E7T' ' 7T'fOIOV
~,
TO\,,~ '''''
VOwp a.'t'ELl(EVa.~.- II ,3, 11-13.
a) Account for the case of ET'1 (line 6); of 7TA~P€I<; (line 8). Comment on
the case of the word KAfaPXOV (line I), and illustrate by a similar idiom
in English.
b) Where is ;'€;'OVOT€<;
(line 6) made? Give the first singular present indica­
tive of (7T€(TT/J.T€1
(line 1); of aq,€IKEval
(line II).
c) Account for the mood of 80KO{y/ (line 3); of 7TPO<j>a1voITo (lines 9,10).

2. Translate into English:

I TOUTO oe AEryOVTO~ aVTou, 7T'TdpvVTa t -ns- a"ovuavT~ 0' ot UTpanWTat
2 7T'dVT~ P.lcf 0PILU 7T'pOUf"VVT/uaV TOV 8EOV, "at 0 SEVOepWV et7T'E' "~o"Ei
3 II-Ot, ~ avopE~, 7€ T'Et 7T'Ept UWTTJpta~ ~p.wv AE'Y0VTClW olwvo~ TOU ~tO~ TOU
4 uwri7po~ €epdvTJ, EiJgau8at Trj> 8Eip Tovnt' 8WEtV uWT~pta, ()7T'OV clv 7T'pWTOV
5 els eptAtav xropav ci.cjl~l(cOILEea., (J""VE1TEV~a.(J"ea.~ Of "a£ TOt~ l1.AAOt~ eEo'i~
6 8VUEW "aTa ovvap.tv. "a£ lhcp OO"Et TaUTa," eepTJ, "avaTELVaTW T7]V
7 XEtpa....." "at' t ,
aVETEtVaV "
a7T'aVTf~.
,,~, t: ",
E" TOVTOV 0 TJVsaVTO "at ett auu/urau,
)f

8 7€ T'E£ oe Ta TWV 8EWV "aAw~ f!XfV, ~PXETO 7T'dAtV wOf.-III, 2,9.

a) Account for the use of the participle (line 3); the mood
A€;'OVTWV of
(line 5); the case of &pp.n (line 2).
tlq,ucwp.€Oa
b) What is Xenophon's general attitude toward the gods and signs from
heaven? Cite another instance from the Anabasis..
c) What is the force of the prepositions in l1lIV€7T€~a(T041 (line 5) ?

60
61
-,..
 .~ --~pP
-1-1---- -II-.-r-.'.--.. - - - .
[BEOIl OpOp.rp €71"t 'TOW {JoWII'Ta<;, "at 1TOAAce p.d{;wlI €rytryIlE'TO ~ {Jo~ Ourp oq Saturday 9-11 a. m,
71"'Adov<; €rytryIlOIl'TO, €OO"EL O~ P.E'i{;OIl 'TL EilIaL 'TqJ SEIIO<f>WII'TL, "at alla{Ja<; The translation should be exact, but clear and idiomatic English is required.
Number your answers.
€<f>'£71"71"011 "at Av"toll "at 'TOW t71"71"ea<; alla'Aa{JwlI 71"apE{Jo~BEL. "at 'Taxa
O~ a"ovoVUL {30WlI'TWV 'TWII CTTpa:n(l)T<oV " <8>a'Aa'T7'a," "€>aAa'TTa," "at 1. Translate into English:
71"apEryryvW!I'T(J)II. EIIBa O~ [Beoll 71"all'TE<; /Cat ol 071"LuBo<f>v'Aa,,~, "at 'Ta "Xa{pETE, "~PU"E<;, toLol; aryryEAoL 7]0€ /Cat allopwlI.
V71"O~vryLa 7]'AavIIE'TO /Cat ol £71"71"OL. 'E71"Et 0' a<f>t"oll'TO 71"allTE<; €71"t'TO/J."POIl, auuoll t'T" o~ 'T{ \LOL V\L\LES €71"a{noL, CtAA' 'A,,/ap.epill(J)v, 335
€11'TauBa ·o~ 7rEpLe{3a'AAoll aAA~AOV<; "at 'TOw U'TpaTrnOV<; "at AoXaryov; 8 u<f>WL 71"pO{EL BpL(7)t'OO<; E£IIE"a "OVP7)<;'
OU/CpVOIl'TE<;. "at €~a71"tll7)<;, O'TOV O~ 71"apEryryv~Ua!I'To<;, ot' UTpa'TLW'Ta£ aAA' a,,/E, Oto,,/EII~ IIa'Tpo"AELI;, €~a,,/E /COVP7)11
<f>epovuLlI A{Bou<; "at 71"OLOUULlI "OAWIIOIl p.€ r yall.-IV, 7, 23- 2 5. "at U<f>WLII 00<; a:yEW. 'TW 0' au,.w P.dpropoL €U'TWII
a) Account for the case of 7TOU';; (line 2); of UTpaTLWT{;w (line 5); explain 71"p0<; 'TE BEWII p.a/CapwlI 71"p0<; 'TE BII7)'TwlI avBpw71"(iJv
the frequent use of the imperfect tense in the passage. «a:, 71"Po<; , R '\ "
'TOU~ t'a.CTLI\1]OS , '"
a71""1VEO<;, 1:"
EL 71"O'TE 07) ~
aUTE 340
b) What was the reason for the great joy of the Greeks upon this occasion? XP€LW E\LELO 'YEV1]Ta.L aEL/Cea AOL,,/Oll ap.vlIaL
'TOL<; aAAoL<;. ~ ,,/ap ;; "/' OAOLnCTL <f>PEut BVeL,
ovoe -ri oioE 1I017UaL ap.a 71"pouu(J) "at 071"{uuw,
071"71"(J)<;
" OLe 71"apa:I. "'lllCTtUOOL
' \La.XEOVTa.L
, 'A XaLOL: '"- I , 334-344.
a) Give the Attic prose equivalents for iJp.p.£,> (line 335); {3auL>':ijO'> (line 340);
lp.lio (line 341); tJAo~UUL (line 342); YrJvul (line 344).
b) Explain the syntax of p.oL (line 335); of /J:Y£LV (line 338); of YWrrraL
(line 341); of ,."axtovTaL (line 344).
c) What part has Achilles played in preceding events that Agamemnon now
takes away his prize? Who was the prophet concerned?

2. Translate into English:

" 9H p.all
' aUT
.." aryop?J~ VL"qJ;,
" ,,/EpOIl,
, .. 'A XaLwv•
VLa<; ~
370
at ,,/ap, ZEfJ 'TE 71"a'TEp "at' A(7)va{7) ((at "A 71"OAAOV,
TOLOU'TOL U"a P.OL CTll\Lcjlpa.8\LoVES E'lE1I 'AXaLwlI'

'TqJ "E 'Tax' "i\LVCTELE 71"O':\L<; IIpLap.oLO ctlla,,'TO<;,

XEpCTtV ilcjl ;'\LETEPllCTLV ci.AoilCTa. 'TE 71"EpBop.ell7J 'TE.

a,A."Xa P.OL al,,/{ox0<; Kpoll(07)<; ZEW UA"/E' €O(J)((EV,

375
9<; P.E P.E'T' Q.1TPTJKTOllS epLoa<; /Cat IId"Ea {Ja'A'AEL.

/Cat "lap €,,/WII 'AXL'AEW 'TE p.aX7Juap.eB' EtllE"a "OVPTJI;

allnf){oL<; €71"eEULII, €"/w 0' ~PXov Xa.AE1Ta.lV(I)V·

e,
El"'U 71"OT' "/E p.{av f)oVA.€VUOP.EII, ov"h' €71"EL'Ta

,.
T p(J)ULII , R'\
a.Va.t'I\"lCTLS «axou~ EUUETaL,
" , N'f)
ovo ' " ­ IT ,370-3 8o,
7) atoll.

1 a) State the composition and derivation of uvp.q,pdop.ov£'> (line 372); all'p~~O\l~

(line 376); dVd.~AYJUL'> (line 380).
b) Explain the mood and tense of ~p.vum (line 373); the use of the participle
XfLA£7Ta{vwv (line 378).
c) Write the Attic prose construction for x£pu~v v.p' ?J!J.£'TEPTJCm (line 374).
Give first singular present indicative of d.AoOO-a (line 374).
62
63

-If­
 - _ •• -,-_. rr -~ - -- - ..-
·/~
,jU ------- --- ---_._---- ------., - ---., --_.- -----­
€V 7rPOI.ULXOLtn ¢avezrra, IlaT€7r">..lrt7J ¢lAov ~TOP, TRANSLATION
tit S' JTapOOV El<:; eOvo<:; €xaf;€TO "TtP' aA€€lvoov. Saturday 9-u a. m.
w<:; S' aT€ T{<:; T€ Spdllozrra lSwv 7ra">..{voplTo<:; a7reITT'r]
The translation should be exact, but clear and idiomatic English is required. Read
oiJp€o<:;€V #~rTlTn<:;, inrc5 TE TP0J-L0<:; A € .">..a.#E 7via, the sight passage through several times before beginning to write the translation.
tit S' UVEXWP7)rT€V, ooxpo<:; Te J-LLV €t\.€ 1Ta.pELa.S,
35
~ avn<:; Ila8' OP.L">..OV eov Tpwoov a7€pWxoov I. Translate into English:
SdlTac; 'ATpeo<:; viov 'AAe~avSpo<:; 8€O€LS~<:;. "Xa{pETE, IC~PUIC€<:;, ALo<:; a77€">..Ot ~Sf Ilat avop6w.
TOV S' "EilTOOp V€{Il€ITIT€V lowv alaXpo'i<:; €7re€rTw' MITOV 'tT'· ov T{ tL0L iitLtLES €7ra{TLoL, a">..A' 'A7ap.ep.voov, 335
"AvlT7rapL, €ISo<:; (1pLITT€, 7uvaLp.av€c;, ~7r€p07r€lJTd, 8 1T¢01£ 7rPO{€L BPLIT7)i'8o<:; €lv€Ila IlOVP7J<:;'
a't8' OepEAES a:yov6s T' EtLEVa.L (17UJ-L0c; T' a7ro">..lITOaL,"-III, 30-40 . a">..A' a7€, OW7€Vfc; IIaTpdICA€t<:;, e~a7€ IlOVP7JV,

Explain the tense used in the main verbs of the simile. ICat IT¢OOW 00<:; CL'YELV. TO, 0' aUTO, J-LdpTVpOt ~1TT6}lJ
7rpck T€ O€6JlJ J-Lalldpoov 7rp0<:; 7'10 OV7J7'WV avOprInroov
Account for the case of ~TOP (line 31); of 7i'apfu1S (line 35); of d')loJlOs
(line 40). H:al. 7rpO<:; Toil ~a.aL~:i1os a7r7)veo<:;, 10' 7rOT€ 07] aVTE 340

XP€LW itLE~O 'YeVT)Ta.L aeLilea ">..oL70V ap.ilvat

Write line 40 in Attic prose, expressing the meaning without the use of
°tPfAfS. Toi<:; &">..">..OL<:;. ~ "lap;; 7' OAOL]aL ¢perTl. OVEt,

ouoe -ri 01010 V0TtlTaL tip.a 7rPOITITOO Ilal 07rUrITOO,

Scan lines 34 and 40, marking quantities, division into feet, ictus and chief
metrical pauses. Account for the quantity of Tf (line 34); the quantity 07r7roo<:; ol 7rapa VIlual. 1T00t tLa.XEOVTQ.L 'Axaw{."-I, 334-344.

of the final syllable of lP.fVCU (line 40 ) . a) Give the Attic prose equivalents for t,P.P.fS (line 335); ~uO'v..~O'> (line 340);
lp.lio (line 341); tJAoLfjO'L (line 342); VYJlJO'{ (line 344).
b) Explain the syntax of p.oL (line 335); of dYfLJ/ (line 338); of YfVYJTUL (line
341); of j.£aX€OJl7'aL
(line 344).
c) What part has Achilles played in preceding events that Agamemnon now
takes away his prize? Who was the prophet concerned?

2. Translate into English:

Tov 0' w<:; oW €VOy/IT€V 'AXe~avSpo<:; O€O€t07]<:; 30
, , ,/" ""'/''' 'I'
€V 7rp0p.axotlTt 'l"avezrra, lCaT€7r"'7)717 'l"LII.OV ",TOp,
".1" 0~, €TapOOV
aT ., t€ <:;'''0 "i'
10 vo<:; exa..€TO ~, '...
IC17P ,
a"'€€tVOOV.
W<:; 0' 8TE TI<:; T€ opalCoVTa lowv 71'a">..lvoplTo<:; a7rel1'TrJ
oiJp€o<:; EV {3~l1'rT'!J<:;, im6 TE 7'poJ-L0<:; €A.">..a#€ ,,/via,
• .r" 0~" av€xooPTJIT€V,
aT ., ~." T€ P.LV €~I\.C:
wxpo<:; T"\ -
1Ta.pELa.S,•
35
&c; atTn,; IlaO' gp.t">..OV eou Tpwoov u'ry€ptfJxoov
&tlTa<:; 'ATpeo<:; v;ov 'AXe~avopo<; OeoEt8~<;.
70V 0' "EIC'TWp velseaae» lowv a,ICTXP0'ic; brlelTlTtlJ·
".tJ.VIT7rapt, Eloo<:; &ptIT7€,
"IvutuuaV€<;
, T,7rep07rfiUTa,
aro' l5,epEAES CL'YOVOS T' EtLEVa.L &7aP.0<:; T' a7roAeITBat."-III, 30-40.
a) Explain the tense used in the main verbs of the simile.
b) Account for the case of ~TOP (line 31); of 1ruPfuI.<; (line 35); of dyovos
(line 40).

64 65
';0­
""~I""~. UKI:..I:..~ r-rl'(V~~ \"V1YlrV~111UN

d) Scan lines 34 and 40, marking quantities,' division into feet, ictus and chief Saturday 4· 15-6 p. In.
metrical pauses. Account for the quantity of T( (line 34); the quantity
of the final syllable of Zp,(VIU (line 40). Translate into Greek:
, Translate into English; While the Greeks were encamped here, Tissaphemes came to them and said:
"I was the first to report to the king that Cyrus was marching against him, and
l1ight has come on and Hector asks Ajax to postpone their combat to another day.]
we plotted together to kill Cyrus. Although I did this, I am friendly to you and
II A!av, hrEt TOt SWICE tho" fl-e-yd)o<; TE f3trjll TE I asked him to allow me to lead you safely back to Greece. He bade me ask you
/Cal. 7T'LVUT~V,' 'IT'€pl. S' ~'YXEl 'Axalwv tf>lpTaTo<; eCTCl't, why you marched against him. I advise you to answer moderately,' so that I
vVV p.ev 'IT'avCTrf,p.ECT{}a p.dXTJ" /Cal. STJto'T'flTO<; may be able to save you." Clearchus replied that they would not have attacked
cn7p.epoV'~ VCTT€POV aVr€ p.aXTJCTop.€{}', €l<; 5 /CE Sa{fl-CJ>v the king had they not been persuaded by Cyrus, and that they wished to return
11p.p.e Ota/Cp{vl/,3 06>'0 S' hepolCT( 'Y€ V{ICTJV' home without injuring anyone.
vv~ 0' ~S7J T€Ai{}€l·4 arya{}ov /Cal VV/CT! 'IT'lBeCTBal'
• fJ.ETpllolr.
cd<; CTV T' ev¢p~V'!J,,5 'IT'dVTa<; 'IT'apo' VTJVCTI.V 'Axatow,
CTOV<; T€ p.aAlCTTa eTa<;6 /Cat. ha{pov<;, or TOl eaCTtv'
aVTo'p e'Yw "aTo' (J,CTTV ~a ITpldp.oto avalCTo<;
Tpwa<; ev¢paveCJ> /Cal. Tprpdoa<; ~MECTl'lT'brAOV".7
owpa S' 11'Y' aAA~AolCTl 'IT'EPllC),,VTO, S6>ofl-ev ap.¢o>."-VII, 288-299.
J "'1.1J7'~=wisdom. 'Q'1\~po.=toda.y. j ""u:pl.", = decide between. 4TCXE(/(I=js h.ere.
!6</lpllol.", = delight. 6 tns = kinsmen. 7o!XIC(cTI7l'E1I'XOIlS= with trailing robes.

66 67
-...
 ljKt.t.f... {j-~lurt 1 1 KAl"~LA I l v n VI" A I 11'-' r I\.V.:lL
Saturday 2-4 p. m.
Read the passage through several times before beginning to write. The translation
should be exact, but clear and idiomatic English is required.

Translate into English:

[Xenophon calms the soldiers at Byzantium]
'0 oE S€vo<poov &>~ €!O€ Ta "!"'lvop.€Va, o€{ua~ p.~e<p' ap7T'ary~v Tpa7T'OtTO TO
UTpCLTwp.a /Cal (h~/C€UTa' /Ca/Ca ryEvo£To TV 7T'oX€£ /Cal eavTf> "al TO£~ uTpanw­
Tat~, l8€£ "al UVV€£U7T't7T'T€£ €rUW TOOV 7T'vXOOV UUV Tf> 0XXffJ' ol Se Bv~dvnO£ &>~
€loov TO UTpaT€vp.a /3tCf €£U7T'£7T'TOV, <P€VryOVUW e/C Tfj~ Q,ryopas, ol p.ev €l~ Ta
~"
7T'",ota, oi' 'O€
' ' oucaoe,
w "" OUOt O€
"'"€VOOV
'' €TVryXavov
" OVT~,
" ~~ sa 8:'"\
flOW' Ot' DE
"I: ,
€£","oJl' Ta~
TPt~P€t~, &>~ ev Ta'i~ TPt~P€Ut UrjJ~OtVTO, 7T'dVT~ oe r'pOVTO a7T'OXWXfVa£, W~ eaXw­
"vta~ Tfj~ 7T'Oh€W~. <> Of 'ET€OV£/CO~ els T~V ll"pav Q,7T'o<p€vry€£. <> Of 'Ava~{/3to~
"amopap.wv €7T'1 8aXaTTav ev aXt€VTt/Cep3 7T'XotffJ 7T'€ptrn-X€£ el~ T~V a/Cpo7T'oX£V,
leal €VeV~ p.€Ta7T'fp.7T'€Ta£ e" KaXX77oovO~ <ppovpo~' ou ryap ,,,avol eSd"ovv €lva£
ol EV TV a"po7T'oX€£ UX€£V TOV<; llvopa<;' ot Of uTpaTtOOTa£ W~ €loov S€V0<poovTa,
7T'POU7T'{7T'TOVU£ 7T'oXXol airrcfJ "at XI.ryoVUt· "Nvv UOt ~~€UTW, rD 8€vo<poov,
avopl ry€vI.u8a£. lX€£~ 7T'o?.w, EX€t~ Tpt~P€£<;, lX€t~ xp~p.aTa, €X€t~ llvopa~
TOUOVrOV<;' VUV &v, €l /3ouXow, uti T€ f]p.as ov7jua£~4 "al f]p.€£~ uE p.iryav 7T'Ot?]­ HISTORY

a aiueu," 0 0' a7T'€/CptvaTo' ,,' AXX' €v ry€ XI.ry€T€ /Cal 7rO£?}UW TaUTa' el Of
,
TOVTWV , 8VP.€tT€,
eire " 8'€U 8e -ra'''"\
07rN.L- '€V Ta\;€£
'1:"00<; Tax£uTa' "-f'JOVIWp.€VO~
t:)"\.! "
aVTOV~

tcaT77p€p.tuat·5 "al aVTo~ T€ 7rap77ryryva TaVTa /Cal TOV<; llXXov<; e/CeX€V€ 7T'ap€ry·
6

ryvav "al T{8€uBa£ Ta ;)7rXa. at Of aUTol v<p' eavToov TaTTop.€VOt or T€ 07rX'iTa£

ev Oh{rytp xpovtp €l~ O"TW eryfvovTo /Cal ol 7r€XTauTal €7rl TO "I.pa~ e"dT€pOV
7T'ap€o€opap.7},,€uav.-Xenophon, Anabasis, VII, 1,18-23.
I cb,jKeerTol=irremediable. 2 Ke>8ei'XKo.=launched. 'aXCflfTCK6f=fishing (adj.). 'd.I.",.",=
help. I KaT1/pe,u1 tw =: calm. 6 r apE'Y OYllciw= pass the word along.

68 69
-,.....
History EXAMINERS EDWARD F. HUMPHREY . . . . . . . . Instructor in History, Columbia University
University of Minnesota, A.B., 1903; Columbia University, A.M., rgog, and Ph.D., 1912
1
94
EDWARD ARTHUR JESSER, Teacher of History, Riverview Academy, Poughkeepsie,
HERBERT DARLING FOSTER . . . . . . . Professor of History, Dartmouth College N.Y.
Dartmouth College, A.B., 1885, and A.M., 1888 ; Harvard University, A.M., 1892; University of Cornell University, A.B., 19o8
Geneva, Litt.D., rgog

EVERETT KIMBALL . . . . . . . . . . Associate Professor of History, Smith College

EMERSON DAVID FITE . . . . . . . Professor of Political Science, Vassar College Amherst College, B.A., 1896, and M.A., 1899; Harvard University, A.M., 1go1, and Ph.D.,
Yale University, B.A., 1897; Harvard University, Ph.D., 1905 1904

ARCHIBALD FREEMAN . . Instructor in History, Phillips Academy, Andover, Mass. HARRIETTE PARNAL MARSH, Head of Department of History, New Haven High
Brown University, A.B., 1889; Cornell University, A.M., 18go School, New Haven, Conn.
University of Chicago, Ph.B., 1904

CLARENCE EUGENE MINER, Teacher of History, Franklin School, New York, N.Y.
College of the City of New York, A.B., 19o6; Columbia University, A.M., 1913
READERS
DAVID SAVILLE MUZZEY . . . Associate Professor of History, Columbia University
I9I4 Harvard University, A.B., 1893; New York University, B.D., 1897; Columbia University,
Ph.D., 1907
EMERSON DAVID FITE . . . . . . . Professor of Political Science, Vassar College
Yale University, B.A., 1897; Harvard University, Ph.D., 19o5 HARRY MAXWELL VARRELL . . . Assistant Professor of History, Simmons College
Bowdoin College, A.B., 1897, and A.M., 1goo; Harvard University, A.M., 1gog, and Ph.D.,
Instructor in History, Brooklyn Heights Seminary, Brooklyn, 1912
MAACHAH BELL. BALD,
N.Y.
Toronto University, B.A., 1888; Columbia University, A.M., 1912

ELIZABETH BRIGGS . . Teacher of History, Horace Mann School, New York, N.Y.
Harvard Annex, 1887; Cornell University, A.M., 1891

STILLMAN PERCY ROBERTS CHADWICK, Instructor in History, Phillips Exeter

Academy, Exeter, N.H.
Harvard University, A.B., 1892, and A.M., 1899

EDGAR DAWSON . . . . Professor of History and Political Science, Hunter College

Davidson College, A.B., 1895; University of Virginia, M.A., 1899; University of Leipsic,
Ph.D., 1902

ELOISE ELLERY . . . . . . . . . . Associate Professor of History, Vassar College

Vassar College, A.B., 1897; Cornell University, Ph.D., 1902

ARCHIBALD FREEMAN, Instructor in History, Phillips Academy, Andover, Mass.

Brown University, A.B., 1889; Cornell University, A.M., 18go

JOHN HAYNES, Head of Department of History, Hyde Park High School, Boston,
Mass.
Williams College, B.A., 1888; Johns Hopkins University, Ph.D., 1895
70 71
 1914 1914
HISTORY A-ANCIENT HISTORY HISTORY B-MEDIAEVAL AND MODERN EUROPEAN
Tuesday 4.15-6 p. m. HISTORY
In each answer give dates. Monday 4.15-6 p. m.
In your answer to at least one question mention authors and titles of any books In each answer give dates.
which you have used, in addition to your textbook, on the general subject referred to in In your answer to at least one question mention authors and titles of any books
the question or on some phase of that subject. In your answer to the question selected, which, you have used, in addition to your textbook, on the general subject referred to in
include results of your reading outside the textbook. Indicate the nature or content of the question or on some phase of that subject. In your answer to the question selected,
one book other than your textbook and point out how the book has helped you. include results of your reading outside the textbook. Indicate the nature or content of
one book other than your textbook and point out how the book has helped you.
GROUP I. (Answer one question only.)

1. Name in succession the great nations in the Euphrates valley to the time of GROUP I. (Answer one question only.)
Alexander the Great. What contributions to civilization were made by 1. Give an account of the mediaeval universities under the following heads:
one of these nations?
(a) origin; (b) famous universities; (c) subjects taught and methods of
2. From what country did the founders of Carthage come ? For what were they
famous? What were the elements of strength and what the elements of study; (d) student life.
weakness among the Carthaginians? 2. Describe fully the policy and work of Innocent III.

GROUP II. (Answer three questions only.) GROUP II. (Answer two questions only.)

3- Describe the career (a) of Themistocles; (b) of Aristides; and (c) compare
these men as to statesmanship and character.
4- What was the nature of the Spartan supremacy after 404 B.e., and what
were its effects upon Greece? Show how the supremacy came to an end.
5- What did the Greeks mean by the following terms: tyrant, oligarchy, ostra-
cism, democracy, autonomy? ,,
6. Show influences of sea power on the history of Greece, giving concrete
illustrations.
GROUP III. (Answer one question only.)
7. Give a careful account of the magistrates in the Roman Republic, indicating
the time or period for which your description holds good.
8. What part did Caesar, Pompey, Augustus, Claudius, and Trajan play in the
territorial development of the Roman Empire?
GROUP IV. (Answer one question only.)
9. In what respects was the reign of Marcus Aurelius important?
10. Comment upon the statement that "Rome's greatest contribution to civi-
lization was her law"? What men were famous in the history of
Roman law?
GROUP V. (Answer one question only.)
11. On map 46a mark as definitely as possible the principal seaports, the main
routes of trade, and the chief grain-exporting lands in the ancient world.
12. On map 46a mark as. definitely as possible the territory under Roman control
about 133 B.c. Distinguish clearly the territory gained during the Punic
Wars.
See that you have followed the directions at the head of the paper regarding dates and
collateral reading.
72
3- Describe fully the reign of Francis I of France.
4- What problems were before the Council of Trent and how did the Council
attempt to solve them?
Explain why Philip II of Spain delayed for thirty years his attack on England
5-
in the reign of Elizabeth.
6. Name the most important battles and treaties of the "Second Hundred
Years' War between England and France," 1689-1815, and give the terms
of at least one treaty.
GROUP III. (Answer three questions only.)
7- Over what countries and when have the following families ruled: Hapsburg,
Hohenzollern, Romanoff, Stuart, Bourbon? Mention the name of one
ruler in each of the families and indicate briefly for what he was famous.
8. Name in order and briefly describe the different forms of government which
France has had since 1815.
9 . What were the causes of the Crimean War? What principles of international
law were asserted in the treaty which closed the war?
1o. Give a brief history of the Boers in South Africa.
GROUP IV. (Answer one question only.)
11. On map 46 mark as definitely as possible five of the following: Adrianople,
Balkan Mountains, Constantinople, Crimea, Suez Canal, Tripoli.
12. Mark on map 81b the names and boundaries of the leading German colonial
possessions throughout the world.
See that you have followed the directions at the head of the paper regarding dates and
collateral reading.
73
 1914 9. Why was the Reform Bill of 1832 necessary? Give an account of its pro-

HISTORY C-ENGLISH HISTORY visions..

Tuesday 4.15-6 p. m. 1o. State the provisions of the important measures for Ireland's relief advocated
by Gladstone.
In each answer give dates.
11. Indicate briefly how England got control of Australia. What is included in
In your answer to at least one question mention authors and titles of any books
which you have used, in addition to your textbook, on the general subject referred to in the Australian Commonwealth? What are the main features of its con-
the question or on some phase of that subject. In your answer to the question selected, stitution ?
include results of your reading outside the textbook. Indicate the nature or content of
one book other than your textbook and point out how the book has helped you. GROUP V. (Answer one question only.)

GROUP I. (Answer one question only.)
i. Name three great churchmen of England living before 1215, who were also
great statesmen. Describe carefully the work of one of them.
2. Show that you have a definite knowledge of five of the following, writing
not less than four or five lines on each: Constitutions of Clarendon,
Cade's rebellion, Curia Regis, Joan of Arc, Lollard, Statute of Praemunire,
Wars of the Roses.
12. On map 81b indicate with names, and boundaries or locations, the possessions
which England gained in the eighteenth century.
13. On map 81b indicate with names, and locations or boundaries, the possessions
of Great Britain on the way from England to India.
See that you have followed the directions at the head of the paper regarding dates
and collateral reading.

GROUP II. (Answer one question only.)

3. "The Petition of Right, the Habeas Corpus Act, and the Bill of Rights are
the complements or the reassertions of the Magna Charta." Give the
main provisions of each of these documents and then explain what the
quotation means.

4. Name four prominent literary men in the Age of Elizabeth and the most
famous works of each. Indicate briefly the nature or content of one of
these works which you have read.

GROUP III. (Answer one question only.)

5. It has been said that "the defeat of the British at Yorktown had a profound
effect upon the constitutional development of Great Britain herself."
Explain this statement.

6. In what respects is England's present treatment of her colonies different from

that of the period 1763-1775 ?

GROUP IV. (Answer three questions only.)

7. Write fully on one of the following: Duke of Marlborough, John Bright,

Robert Peel. _

8. What was Burke's attitude toward the American Revolution? What

"source" have you for your knowledge? What was Burke's attitude
toward the French Revolution?

74 75
 1914 GROUP IV. (Answer one question only.)
12. On map 88b mark as definitely as possible the boundaries of the Oregon terri-
HISTORY D-AMERICAN HISTORY AND CIVIL
tory in 1850. In your answer book indicate how the northern boundary
GOVERNMENT was determined.
Monday 4.15-6 p. m. .~ 13. On map 88b mark as definitely as possible four of the following: Gettysburg,
In each answer give dates. Yorktown, Gadsden Purchase, both Kansas and Nebraska as outlined by
In your answer to at least one question mention authors and titles of any books the Kansas-Nebraska act of 1854, site of the earliest American college.
which you have used, in addition to your textbook, on the general subject referred to in See that you have followed the directions at the head of the paper regarding dates
the question or on some phase of that subject. In your answer to the question selected, and collateral reading.
include results of your reading outside the textbook. Indicate the nature or content of
one book other than your textbook and point out how the book has helped you.

GROUP I. (Answer two questions only.)

i. Describe and explain the part played by the Dutch in the history of early
America.
.-'2. Describe the causes of discontent which culminated in Bacon's rebellion.
3- Give a careful account of education in the colonies. (If you have done special
reading outside the textbook on the development in a single colony or state,
you may confine your account to that state, giving the author and
title of books used.) What colleges were founded before the Revolution ?
4- What were the causes, provisions, and results of the Stamp Act? Give the
arguments in its favor.

GROUP II. . (Answer two questions only.)

5- Explain what is meant by the "compact theory" of the constitution. Name

three prominent advocates of the theory before 1840. In what documents
is the theory set forth ? State concisely the arguments in its favor.
~ 6. In what cases in the nineteenth century has the United States resorted to
arbitration ? Give an account of one of these cases, indicating the question
at stake, its importance, and the result. Mention other ways in which the
United States has shown interest in arbitration.
7. Trace the public career of Stephen A. Douglas.
8. Describe briefly three events since 1890 that have emphasized the position
of the United States as a world power.

GROUP III. (Answer two questions only.)

9. What were the causes of the impeachment of President Johnson? Describe

his trial.
1o. Mention several important changes in the government of the United States
which have been prominently discussed since lgoo? What are the argu-
meints for and against two of these? What changes have been adopted?
11. What was the nature of two of the following decisions of the United States
Supreme Court ? What is the constitutional importance of one decision ?
(a) Dred Scott Case. (b) McCulloch vs. Maryland. (c) Dartmouth College
Case.

76 77
LATIN
Latin EXAMINERS
CAROLINE MORRIS GALT, Associate Professor of Archaeology, Mount Holyoke College
1 Bryn Mawr College, A.B., 1897
914
NELSON GLENN MCCREA, Anthon Professor of the Latin Language and Literature, FLORENCE ALLEN GRAGG . . . . . . . . . . . . Instructor in Latin, Smith College
Radcliffe College, A.B., 1899, A.M., 1906, and Ph.D., 1908
Columbia University
Columbia University, A.B., 1885, A.M., 1886, and Ph.D., 1888 ELLA CATHERINE GREENE, Teacher of Latin, Ethical Culture School, New York, N.Y.
Vassar College, A.B., 1887
WILLIAM LYMAN COWLES, Moore Professor of the Latin Language and Literature,
ELIZABETH HAZELTON HAIGHT . . . . Associate Professor of Latin, Vassar College
Amherst College
Vassar College, A.B., 1894, and A.M., 1899; Cornell University, Ph.D., 19og
Amherst College, B.A., 1878, and M.A., 1881
HELEN IVES HAIGHT . . . . . . . . . . . . . . . . Tutor in Latin, Hunter College
JOHN COPELAND KIRTLAND, Morison Professor of Latin, Phillips Exeter Academy,
Vassar College, A.B., 1898; Columbia University, A.M., 1913
Exeter, N.H.
Hobart College, A.B., 18go, and A.M., 1893 LEO AUGUSTINE HANIGAN, Teacher of Classics, Franklin School, New York, N.Y.
Union University, A.B., 1911; Princeton University, A.M., 1912

ALLAN CHESTER JOHNSON, Assistant Professor, Preceptor in Classics, Princeton

READERS
University
1
914 Dalhousie University, A.B., 1904; Johns Hopkins University, Ph.D., lgog

NELSON GLENN MCCREA, Anthon Professor of the Latin Language and Literature, JOHN COPELAND KIRTLAND, Morison Professor of Latin, Phillips Exeter Academy,
Columbia University Exeter, N.H.
Columbia University, A.B., 1885, A.M., 1886, and Ph.D., 1888 Hobart College, A.B., 18go, and A.M., 1893

BERNARD MELZAR ALLEN, Instructor in Latin, Phillips Academy, Andover, Mass. WILLIAM STUART MESSER, Instructor in Classical Philology, Columbia University
Yale University, B.A., 1892 Columbia University, A.B., 1905, and A.M., lgog

CHARLES RAYMOND AUSTIN, Instructor in Latin, New Jersey State Normal and JOHN LEWIS PHILLIPS . . . Instructor in Latin, Phillips Academy, Andover, Mass.
Model School, Trenton, N. J. Dartmouth College, A.B., 1894

Brown University, A.B., 1902, A.M., 1903, and Ph.D., 1912 KATHARINE CAMPBELL REILEY, Teacher of Greek and Latin, Bryn Mawr School,
JOHN EDMUND BARSS . . . . Master in Latin, Hotchkiss School, Lakeville, Conn. Baltimore, Md.
Acadia University, B.A., 1891 ; Harvard University, A.B., 1892, and A.M., 1893 Vassar College, A.B., 1895; Columbia University, A.M., 1902, and Ph.D., 19og

BARCLAY WHITE BRADLEY, Instructor in Latin, College of the City of New York FLETCHER NICHOLs ROBINSON, Instructor in Latin, Phillips Exeter Academy,

University of Pennsylvania, A.B., 1897, and Ph.D., 19oo Exeter, N. H.

Harvard University, A.B., lgog
CLIFFORD PEASE CLARK . . . . Instructor in Latin and Greek, Dartmouth, College
Wesleyan University, A.B., 1895; Princeton University, Ph.D., 1gio GEORGE LEROY SHELLEY . . . Principal Dearborn-Morgan School, Orange, N.J.
Union University, A.B., 1901, and A.M., lgog
MA Rio EMILIO COSENZA, Assistant Professor of Latin, College of the City of New York
College of the City of New York, A.B., sgol ; Columbia University, Ph.D., 1906 EDGAR HOWARD STURTEVANT, Assistant Professor of Classical Philology, Columbia
University
CHARLES JOSEPH DEGHUEE . . Teacher of Latin, Trinity School, New York, N.Y.
University of Indiana, A.B., 1898; University of Chicago, Ph.D., 1go1
Columbia University, A.B., 1884, A.M., 1885, and L.H.D., 1886
ELIZABETH McjimsEY TYNG, Teacher of Latin, Packer Collegiate Institute, Brooklyn,
HOWARD HUSTED DOWLIN . . . . Teacher of Latin and Greek, University School,
N.Y.
Cincinnati, Ohio
Cornell University, A.B., 1903; Columbia University, A.M., 1904
University of Pennsylvania, A.B., igo1
IRVIN JOHN UHRICH, Teacher of Latin and Greek, Browning School, New York,
DANIEL HIGGINS FENTON . . . . . Instructor in Latin and Greek, Yale University
N.Y.
Yale University, B.A., 19og, and M.A., 1gio
Harvard University, A.B., 1goo, and A.M., igol
ALBERTA MILDRED FRANKLIN, Teacher of Latin, Barnard School for Girls, New
JOHN WILLIAM HENRY WALDEN . . . . . . . . . . Reader for Harvard University
York, N.Y. Harvard University, A.B., 1888, A.M., 1889, and Ph.D., 1891
Wellesley College, B.A., 1904; Columbia University, A.M., lgog
ALICE WALTON, Associate Professor of Latin and Archaeology, Wellesley College
SUSAN BRALEY FRANKLIN, Head of Department of Classics, Ethical Culture School, Smith College, A.B., 1887; Cornell University, Ph.D., 1892
New York, N.Y.
MONROE NICHOLS WETMORE . . . . . . . . . Professor of Latin, Williams College
Bryn Mawr College, A.B., 1889, and Ph.D., 1895
Yale University, B.A.. 1888, M.A., 1goo, and Ph.D., 1904
8o
81
 1
914 11914
LATIN 1-GRAMMAR
Wednesday z z . 115 a.m.-i p.m. LATIN 2-ELEMENTARY PROSE COMPOSITION
Do not write a translation of the following passage, but answer the questions in order. Thursday . ii. i5 a.m.-i p.m.
Quaeres a nobis, Grati, cur tanto opere hoc homine delectemur. Quia Translate into Latin:
suppeditat nobis ubi et animus ex hoc forensi strepitu reficiatur et aures con z i. Do you ask me, fellow-citizens, what Lucullus did in Asia?
vicio defessae conquiescant. An to existimas ant suppetere nobis posse quod 3. a. In the year in which he was put in charge of this dangerous war, messengers
cottidie dicamus in tanta varietate rerum, nisi animos nostros doctrina 4' had come to Rome from our allies.
excolamus, ant ferre animos tantum posse contentionem, nisi eos doctrina 5' 3- These men had been sent to ask us for help.
eadem relaxemus ? Ego vero fateor me his studiis esse deditum. Ceteros 6
4- The knights also thought that we ought to protect them.
pudeat, si qui ita se litteris abdiderunt ut nihil possint ex its neque ad com -, 7
munem adferre fructum neque in aspectum lucemque proferre; me autem . 8 5- Although Mithridates had often been defeated by Roman generals, he was
quid pudeat, qui tot annos ita vivo, indices, ut a nullius umquam me tempore then threatening the whole province.
ant commodo ant otium meum abstraxerit ant voluptas avocarit ant denique He hoped within a short time to conquer the Roman forces on land and sea.
somnus retardarit ? Qua re quis tandem me reprehendat, ant quis mihi iure But Lucullus arrived in Asia before the king could accomplish this.
suscenseat, si, quantum ceteris ad suas res obeundas, quantum ad festos dies The latter, despairing of his fortunes, fled as swiftly as possible to Tigranes.
ludorum celebrandos, quantum ad alias voluptates et ad ipsam requiem animi He left behind much gold and silver and very many most beautiful objects.
et corporis conceditur temporum, quantum alii tribuunt tempestivis convi-
If our soldiers had not begun to collect this booty, they would have captured
viis, quantum denique alveolo, quantum pil'ae, tantum mihi egomet ad haec
their enemy.
studia recolenda sumpsero ?-Cicero, Pro Archia, 112, 13.
' i. Decline in full nobis (lined), rerum (line 4), eos (line 5), litteris (line 7), fruc-
tum (line 8), ludorum (line 13)-
2. Conjugate quaeres (line z) in the pluperfect subjunctive active,, reficiatur
(line z) in the imperfect subjunctive passive, conquiescant (line 3) in the
present imperative active, abdiderunt (line 7) in the future indicative
active, abstraxerit (line io) in the imperfect subjunctive active.
3- Write all the infinitives of reficiatur (line a), naming each.
4- Write the accusative' singular of opere (line i), the nominative singular neuter
of eadem (line 6), the nominative plural neuter of communem (lines 7, 8). .
5- Write the principal parts of excolamus (line 5), proferre (line 8), vivo (line.9),
avocarit (line io).
6. Tell in what case each of the following words is, and why this case is used:
nobis (line z), convicio (lines z, 3), quod (line 3), annos (line 9), commodo
(line io), temporum (line r4), mihi (line 115):
7- Tell in what mood each of the following verbs is, and why this mood is used:
delectemur (line i), reficiatur (line a), excolamus (line 5), pudeat (line 7),
possint (line 7).
8. Tell in what tense each of the following verbs is, and why this tense is used:
dicamus (line 4), esse deditum (line 6), possint (line 7), vivo (line 9), abstrax-
exit (line io):
. Explain the derivation of forensi (line a), reficiatur (line z),,conviviis (lines
9
114, z5)-
zo. What is the gerundive? Explain its use in ad suas res obeundas (line za).
ii. Divide the following words into their syllables, mark the quantity of their
penults and final syllables, and indicate the accent: forensi (line a), ab-
diderunt (line 7), nullius (line 9), requiem (line 113), temporum (line 114 ).
8
R, 3

1914
LATIN 3-SECOND YEAR LATIN
Wednesday 9-11 a.m.
Translate the following passage, and answer the questions. Read the passage
through several times before beginning to write. The translation should be exact, but
in clearand natural English.
[A storm causes serious inconvenience to Caesar's forces.]
Tanta enim tempestas cooritur ut numquam illis locis maiores agqas 1
fuisse constaret Tum autem ek omnibus montibus hives= proluit' ac siimmas 2
ripas flumiriis superavit pontisque ambos3 quos C. Fabius fecerat uno die
interrupit 4 Quae res magnas difficultates exercitui Caesaris attulit. Cas-
tra enim, ut supra demonstratum est, cum essent inter flumina duo, Sicorim
et Cingam, spatio milium xxx, neutrum horum'transiri poterat, necessarioque 6
omnes his angustiis continebantur. Neque civitates quae ad Caesaris 7
amicitiam accesserant frumentum supportare neque ii qui pabulatums longius S
progressi erant intexclusi fluminibus reverti neque maximi commeatus qui 9
ex Italia Galliaque venigbant in casts perverure poterant. Tempus erat io
autem difficillimum, quo neque frumenta in hibernis erant neque multum a I i
maturitate6 aberant, et civitates exinanitae,7 quod Afranius paene omne 12
frumentum ante Caesaris adventum Ilerdam convexerat, 8 reliqui si. quid 13
fuerat, Caesar superioribus diebus consumpserat.-De Bello Civili, i, 48.
= hives, `snow.' 2proluit, `washed away.' 3ambos, `both.' <interrupit, `broke down.'
s pabulatum, from pabulari, ` to forage.' 6 maturitate, ` ripeness.' 7 exinanitae, supply erant,
`were stripped.' s convexerat, `had conveyed.'
1. Tell in what case each of the following words is, and why this case is used:
aquas (line 1), fluminibus (line 9), quo (line 11), Ilerdam (line 13), reliqui
(line 13).
2. Tell in what mood each of the following verbs is, and why this mood is used:
constaret (line 2), essent (line 5).
3. Tell in what tense each of the following verbs is, and why this tense is used:
cooritur (line i), fuissto~(line 2), constaret (line 2), fecerat.(line 3).
4• What form of the verb is pabulatum (line 8) ? What idea does this form
express ?
Write out the Latin words for which C. (line 3) and xx~ (line 6) stand.
6. Decline in fu~ l lod (line i), maiores (line i), montibus (line 2), milium (line 6);
decline dalo (line 5) in the feminine plural and qud (line 13) in the mascu-
line singular.
7. Compare longius~(line 8), difcillimum (line ii).
8. Conjugate attuM (line 4) in the present indicative active, transiri (line 6)
in the i mperfect, subjunctive active, veniebant (line Io) in the perfect
indicative active, consumpserY (line 14) in the future indicative passive;
write all the infinitives ,,of progressi (line 9), and name each.
9. Translate into Latin:
a) It was reported to the enemy that the supplies that were being brought
to Caesar were approaching the river.
b) When they received that news, they sent horsemen, that the river might
not be crossed. ,
c) The danger was so great that our men did not dare to resist them.
19314
LATIN 4-CICERO (MANILIAN LAW AND ARCHIAS)
AND SIGHT TRANSLATION OF PROSE
Thursday 9-11 a. m.
Translate the following passages, and answer the questions. The translation should
be exact, but in clear and natural English. It is important that enough time -be given to
II to deal with it satisfactorily.
Cnidum aut Colophonem aut Samum, nobilissimas urbis, innumerabilis-
3 que alias captas esse commemorem, cum vestros portus, atque eos portus
4 quibus vitam ac spiritum ducitis, in praedonum fuisse potestate sciatis?
5 An vero ignoratis portum Caietae celeberrimum ac plenissimum navium
inspectante praetore a praedonibus esse direptum; ex Miseno autem eius 5
ipsius liberos qui cum praedonibus antea ibi bellum gesserat a praedonibus
esse sublatos ? Nam quid ego Ostiense incommodum atque illam labem
atque ignominiam rei-publicae querar, cum prope inspectantibus vobis classis
ea cui consul populi Romani praepositus esset a praedonibus capta atque
oppressa est ? Pro di immortales, tantamne unius hominis incredibilis ac 10
divina virtus tam brevi tempore lucem adferre rei publicae potuit ut vos
qui modo ante ostium Tiberinum classem hostium videbatis, ii nunc nullam
14 intra Oceani ostium praedonum navem esse audiatis ?-Pro Lege Manilia, 33.
1. What four things does Cicero enumerate in this speech as the chief qualifica-
tions of an imperator ? Which of these qualifications is he illustrating in
the passage above?
2. By what law was Pompey put in command of the war with the pirates? In
what year? Describe his previous military achievements.
3. Where were the places referred to in Samum (line 1), Miseno (line 5), Ostiense
(line 7) ? What is meant by Oceani ostium (line 13) ?
4. What is the point of the contrast between Cnidum aut Colophonem aut Samum
(line 1) and vestros portus (line 2) ? Explain the meaning of quibus vitam
ac spiritum ducitis (line 3). Of what facts is Cicero thinking when he says
tam brevi tempore (line 131) ?
5. What force does an vero (line 4) give to a question? What part of speech is
pro (line 1o) ? Explain the use of ii (line 12).
8
5
 1914
Read the passage through several times before beginning to write the translation. LATIN 5-VERGIL (AENEID, I, II, AND IV OR VI)
AND SIGHT TRANSLATION OF POETRY
[Metellus takes steps to entrap Jugurtha.]
Thursday 2-4 P. m.
Metellus postquam videt neque oppidum capi, neque Iugurtham nisi ex in-
Under I, translate either -z or 2, and answer the questions on the passage translated.
sidiis aut suo loco pugnam facere, et iam aestatem exactam esse, ab Zama discedit Translate also II. It is important that enough time be given to II tc deal with it satis-
et in its urbibus quae ad se defecerant= satisque munitae loco aut moenibus erant factorily. The translation should be exact, but in clear and natural English.
praesidia imponit; ceterum exercitum in provinciam quae proxima est Numidiae
hiemandi gratiaa conlocat. Neque id tempus ex ~liorum more quieti aut luxuriae
concedit, sed quondam armis bellpm p_arum., procedebat, insidias regi per amicos i. "Quae quibus anteferam ? lam iam nee maxuma Iuno,
tendere3 et eorum perfidia pro armis uti parat. Igitur Bomilcarem, qui Romae nee Saturnius haec oculis pater aspicit aequis.
Nusquam tuta fides. Eiectum litore, egentem
cum lugurtha fuerat et inde vadibus4 datis de Massivae neces iudicium fugerat,
excepi et regni demens in parte locavi;
quod ei per maximam amicitiam maxima copia fallendi erat, multis pollicitatio- amissam classem, socios a morte reduxi. 375
nibus adgreditur, ac primo efficit ut ad se conloquendi gratia occultus6 veniat; Heu furiis incensa feror! Nunc augur Apollo,
deinde fide data, si Iugurtham vivum aut necatum sibi tradidisset, fore ut illi nunc Lyciae sortes, nunc et love missus ab ipso
• interpres divom fert horrida iussa per auras.
senatus impunitatem et sua omnia concederet, facile Numidae7 persuadet, cum$
9 Scilicet is superis labor est, ea cura quietos
ingenio infido tum metuen# ne, si pax cum $omanis fieret, ipse per condiciones
sollicitat. Neque to teneo, neque dicta refello; 380
ad supplieium traderetur Sallust, De Bello Iugurthino, 61. " i, sequere Italiam ventis, pete regna per undas.
Spero equidem mediis, si quid pia numina possunt,
=defecerant, `had gone over.' 2 hiemandi gratia, equivalent to hiemandi causa. 3tendere,
'lay.' 4 vadibus, 'bail.' a nece, `murder.' 6 occultus, . `secretly.' 7 Numidae, `the Numidian'; supplicia hausurum scopulis, et nomine Dido
saepe vocaturum. Sequar atris ignibus absens,
Bomilcar is meant. 'Cum . . . tum, 'both . . . and' 9ingenio infido,'of a faithless disposi-
tion.' et, cum frigida mors anima seduxerit artus, 385
omnibus umbra locis adero. Dabis, improbe, poenas.
Audiam, et haec Manis veniet mihi fama sub imos."
iv, 371 -387.

a) Under what circumstances were these words spoken?

b) State two reasons why it is natural for Dido to thin first of Juno (verse
37.1). How does the goddess show her pity at the close of Book IV?
c) Explain the reference in Saturnius (verse 372), Lyciae sortes (verse 377),
interpres divom (verse 378). Where was Lycia?
d) Describe the scene in Book I to which the words socios a morte reduxi (verse
375) refer. To what does amissam refer?
e) What part does the guidance of Apollo (verse 376) play in the life of Aeneas ?
What is meant by is (verse 379) ?
f) Explain the meaning of pia in connection with numina (verse 382) ? Give a
literal translation of°hausurum (verse 383) and explain the metaphor.
g) Copy verse 373 and 383, and indicate the quantity of each syllable, the
division into feet, and the principal caesuras.
2. " Hic vir, hic est, tibi quem promitti saepius audis,
Augustus Caesar, divi genus, aurea condet
saecula qui rursus Latio regnata per arva
Saturno quondam; super et Garamantas et Indos
proferet imperium (facet extra sidera tellus, 795
extra anni solisque vias, ubi caelifer Atlas
axem umero torquet stellis ardentibus aptum).
Huius in adventum iam n;inc et Caspia regna
responsis horrent divomet Maeotia tellus,

86 87
 et septemgemini turbant trepida ostia Nili. 800 1914
Nec vero Alcides tantum telluris obivit, LATIN 6-ADVANCED PROSE COMPOSITION
fixerit aeripedem cervam licet, aut Erymanthi
11.15 a. m.-i p. m.
pacarit nemora, et Lernam tremefecerit arcu, Friday
nec, qui pampineis victor iuga flectit habenis, Translate into Latin: -
Liber, agens celso Nysae de vertice tigris. 805 ¢2 KT n e T%iil r. .
Et dubitamus adhuc virtutem extendere factis, Do you remember what Cicero said in the last part oGthe speech which he
aut metus Ausonia prohibet consistere terra ? " delivered= for the Manilian Law when he was praetor? He promised Manilius
vi, 791-807. that he would use all the ability that he had to defend the honor of the state and
a) Under what circumstances were these words spoken? the safety of its allies. There were some to whom Cicero seemed to be putting'
b) Explain the reference in divi (verse 792), Saturno (verse 794), Atlas (verse his own interests above' the' Weare of his country. These men thought that he
79 6). was praising Pompey because the latter had so much influence,with the people.
c) What and where were Latio (verse 793), Caspia regna (verse 798), Ausonia Cicero himself, however, was afr id~~l[~ in urging the Romans to put all their
terra (verse 807) ? hopes in Pompey alone, he had incur the hatred of many powerful citizens.
d) In what respect is the order of the words aurea condet saecula qui rursus But although this was so, he did not hesitate to say that no one could prevent
(verses 792-793) poetical? Name and explain the figure of speech him from advocating3 the plan which he believed to be the best for the republic.
used in verse 799. Explain the form divom (verse 799).
If he had not done this, would he now be worthy of our praise?
e) Account for Vergil's attitude toward Augustus as indicated in this passage.
What is the poet's conception of the mission of Rome? What revelation ,
'deliver,' Were. 2 `put above,' praeferre. 3'advocate,' suadere.
of the future was granted to Aeneas in the lower world?
f) How is the thought expressed in verses 8o6-807 related to the verses that
precede ?
g) Copy verses 796 and 797, and indicate the quantity of each syllable, the
division into feet, and the principal caesuras.

Read the passage through several times before beginning to write the translation.

[The Trojans mourn Hector. King Priam begs Achilles to give him the body
of his son.]
Flent miseri amissum Phryges Hectora, totaque maesto
Troia sonat planctu.I Fundit miseranda querelas'
infelix Hecube3 saevisque arat unguibus4 ora,
Andromacheque suas scindit de pectore vestes,
heu tanto spoliata virol Ruit omnis in uno
Hectore causa Phrygum; ruit et defessa senectus
adflicti miseranda patris, quem nec sua coniunx
turbaque natorum nec'magni gloria regni
oblitum tenuit vitae, quin iret inermis
et solum invicti castris se redderet hostis.
Mirantur Danaurn proceres, miratur et ipse
Aeacides animum miseri senis. Ille trementes,
adfususs genibus, tendens ad sidera palmas
haec ait: "O Graiae gentis fortissime Achilles,
O regnis inimice meis, to Dardana solum
vitaa tremit pubes, to sensit nostra senectus
crudelem nimium. Nunc sis mitissimus,b oro,
et patris adflicti genibus miserere precantis
donaque quae porto miseri pro corpore nati
accipias."-Ilias Latina, 1015-1034.
' planctu, 'lamentation.' 2querelas, 'complaints.' ; Hecube, equivalent to Hecuba. 4un-,
6
guibus, 'nails.' 5 adfusus, 'casting himself down.' mitissimus, equivalent to lenissimus. 89
88
 1
LATIN B-CAESAR
Wednesday g-r r a. m.
Translate three of the following passages, and answer the questions on the passages
chosen. The translation should be exact, but in clear and natural English.
z. Ubi vero turrim moveri et appropinquare moenibus viderunt, nova atque
inusitata specie commoti legatos ad Caesarem de pace miserunt, qui ad
hunc modum locuti: non se existimare Romanos sine ope divina bellum
gerere, qui tantae altitudinis machinationes tanta celeritate promovere
possent; se suaque omnia eorum potestati permittere dixerunt. Unum
petere ac deprecari: si forte pro sua clementia ac mansuetudine, quam
ipsi ab aliis audirent, statuisset Aduatucos esse conservandos, ne se armis
despoliaret. Sibi omnes fere finitimos esse inimicos ac suae virtuti
invidere; a quibus se defendere traditis armis non possent.-ii, 31.
a) Change to the direct form se suaque omnia eorum potestati permittere
(line 5)-
b) Tell in what case each of the following words is, and why this case is
used: altitudinis (line 4), celeritate (line 4), potestati (line 5).
c) Write the principal parts of miserunt (line 2), locuti (line 3), invidere
(line 9).
d) Decline moenibus (line i), ope (line 3).
e) Tell in what mood each of the following verbs is, and why this mood is
used: possent (line 5), audirent (line q), despoliaret (line 8). Tell in
what tense possent (line 5) is, and why this tense is used.
2. Compluribus expugnatis oppidis Caesar, ubi intellexit frustra tantum
laborem sumi neque hostium fugam coatis oppidis reprimi neque his
noceri posse, statuit exspectandam classem. Quae ubi convenit ac
primum ab hostibus visa est, circiter ecxx naves eorum paratissimae
atque omni genere armorum omatissimae profectae ex portu nostris
adversae constiterunt; neque satis Bruto, qui classi praeerat, vel
tribunis militum centurionibusque, quibus singulae naves erant
attributae, constabat quid agerent aut quam rationem pugnae
insisterent.-iii, 14.
a) Write the first person singular, present indicative of intellexit (line r),
visa est (line 4), profectae (line 5).
b) Tell in what case each of the following words is, and why this case is
used: oppidis (line r), classi (line 6), quibus (line q).
c) Explain the derivation of praeerat (line 6).
d) Tell in what mood and tense each of the following verbs is, and why this
mood and tense are used: intellexit (line r), exspectandam (line
insisterent (line 9).
e) Conjugate noceri (line 3) in the present subjunctive active.
3- Germanico bello confecto, multis de causis Caesar statuit sibi Rhenum esse
transeundum; quarum illa fuit iustissima, quod, cum videret Ger-
manos tam facile impelli ut in Galliam venirent, suis quoque rebus
eos timore voluit, cum intellegerent et posse et audere populi Romani
exercitum Rhenum transire. Accessit etiam quod illa pars equitatus
5 used: infamiam (line 9), desidiae (line io).
Usipetum et Tencterorum, quam supra commemoravi praedandi
frumentandique causa Mosam transisse neque proelio interfuisse,
post fugam suorum se trans Rhenum in finis Sugambrorum receperat
seque cum its coniunxerat.-iv, 16.
9o
914
a) Tell in what case each of the following words is, and why this case is
used: rebus (line 3), equitatus (line 5), praedandi (line 6), proelio (line q).
b) Write the principal parts of confecto (line i), impelli (line 3), interfuisse
(line 7).
c) Tell in what mood and tense each of the following verbs is, and why this
mood and tense are used: transeundum (line 2), venirent (line 3), transisse
(line q).
d) Conjugate confecto (line i) in the pluperfect subjunctive active, voluit
(line 4) in the imperfect subjunctive.
5 e) What is the force of the prefix in confecto (line i).
f) Compare facile (line 3).
4- Mittuntur ad Caesarem confestim ab Cicerone litterae, magnis propositis
praemiis si pertulissent; obsessis omnibus viis missi. intercipiuntur.
Noctu ex materia quam munitionis causa comportaverant turres
admodum exx excitantur incredibili celeritate; quae deesse operi
videbantur perficiuntur. Hostes postero die multo maioribus coactis 5
copiis castra oppugnant, fossam complent. Ab nostris eadem
ratione qua pridie resistitur. Hoc idem reliquis deinceps fit diebus.
Nulla pars nocturni temporis ad laborem intermittitur; non aegris,
non vulneratis facultas quietis datur. Quaecumque ad proximi diei
oppugnationem opus sunt noctu comparantur.-v, 40. io
a) Explain the derivation of obsessis (line 2), coactis (line 5), facultas (line 9),
and tell what the suffix denotes in the last word.
b) Tell in what case each of the following words is, and why this case is
used: praemiis (line 2), operi (line 4), die (line 5), qua (line q).
c) Tell in what mood and tense each of the following verbs is, and why this
mood and tense are used: pertulissent (line 2), comportaverant (line 3).
d) Conjugate videbantur (line 5) in the present subjunctive active, complent
5 (line 6) in the future indicative active.
e) Compare postero (line 5), maioribus (line 5).
S. Civitatibus maxima laus est quam latissime circum se vastatis finibus soli-
tudines habere. Hoc proprium virtutis existimant, expulsos agris
finitimos cedere neque quemquam prope audere consistere; simul
hoc se fore tutiores arbitrantur repentinae incursionis timore sublato.
Cum bellum civitas aut inlatum defendit aut infect, magistratus qui 5
ei bello praesint, ut vitae necisque habeant potestatem deliguntur.
In pace nullus est communis magistratus, sed principas regionum
atque pagorum inter suos ius dicunt controversiasque minuunt.
Latrocinia nullam habent infamiam, quae extra finis cuiusque civi-
tatis fiunt, atque ea iuventutis exercendae ac desidiae minuendae io
causa fieri praedicant.-vi, 23.
a) Compare latissime (line z), tutiores (line 4).
b) Decline hoc (line 4) in the neuter, necis (line 6), ius (line 8).
c) Conjugate expulsos (line 2) in the pluperfect indicative active.
d) Tell' in what case each of the following words is, and why this case is
e) Tell in what mood and tense each of the following verbs is, and why
this mood and tense are used: praesint (line 6), fceri - (line ii).
91

LATIN C-CICERO
Thursday
9-11 a. m.
Translate any three of the following passages, and answer the questions on the pas-
sages chosen. The translation should be exact, but in clear and natural English.
i. Cnidum aut Colophonem aut Samum, nobilissimas urbis, innumerabilisque
alias captas esse commemorem, cum vestros portus, atque eos portus
quibus vitam ac spiritum ducitis, in praedonum fuisse potestate sciatis ?
An vero ignoratis portum Caietae celeberrimum ac plenissimum navium
inspectante praetore a praedonibus esse direptum; ex Miseno autem
eius ipsius liberos qui cum praedonibus antea ibi bellum gesserat a
praedonibus esse sublatos ? Nam quid ego Ostiense incommodum
atque illam labem atque ignominiam rei publicaje querar, cum prope
inspectantibus vobis classis ea cui consul populi Romani praepositus
esset a praedonibus capta atque oppressa, est ?-Pro Lege Manilia, 33. to
a) By what law was Pompey put in command of the war with the pirates?
In what year ? Describe his previous military achievements.
b) Where were the places referred to in Samum (line r), Miseno (line 5),
Ostiense (line 7) ?
c) What is the point of the contrast between Cnidum aut Colophonem aut
Samum (line r) and vestros portus (line a) ? Explain the meaning of
quibus vitam ac spiritum ducitis (line 3).
d) What force does an vero (line 4) give to a question ?
Z. Introducti autem Galli ius iurandum sibi et litteras ab Lentul
_, t,etnego,
Statilio ad suam gentem data esse dixerunt, atque ita sibi ab his et a T.
Cassio esse praescriptum, ut equitatum in Italiam quam primum
mitterent; pedestris sibi copias non defuturas. Lentulum autem sibi
confirmasse a fatis Sibyllinis haruspicumque responsis se esse tertium
illum Cornelium ad quem regnum huius urbis atque imperium pervenire
esset necesse; Cinnam ante se et Sullam fuisse; eundemque dixisse
fatalem hunc annum esse ad interitum huius urbis atqb `imperi, qui
esset annus decimus post virginum absolutionem, post Capitoli autem
incensionem vicesimus. In Catilinam, iii; 9.
a) Who were the Galli mentioned in line r ? Give an account of their con-
nection with the conspiracy. To what meeting does introducti (line r)
refer ?
b) Who were Lentulo (line i), Cinnam (line 7), Sullam (line 7) ?
c) What is meant by tertium illum Cornelium (lines 5, 6) ?
d) What were the fatis Sibyllinis (line 5), the Capitoli (line 9) ? Who
were the virginum (line 9) ?
3. Census nostros requiris. Scilicet; est enim obscurum proximis censoribus
hunc cum clarissimo imperatore L. Lucullo apud exercitum fuisse;
superioribus, cum eodem quaestore fuisse in Asia; primis, Iulio et
Crasso, nullam populi partem esse censam. Sed quoniam census non
ius civitatis confirmat ac tantum modo indicat eum qui sit census ita se
iam turn gessisse pro Give, its temporibus quern to criminaris ne ipsius
quidem iudicio in civium Romanorum iure esse versatum, et testamen-
tum saepe fecit nostris legibus et adiit hereditates civium Romanorum et
in beneficiis ad aerarium delatus est a L. Lucullo pro consule. Quaere
argumenta, si quae potes; numquam enim hic neque suo neque amico- ro
rum iudicio revincetur. Pro Archia, ii.
92
1
914
a) What was the object of the Roman census (line i) ? How often was one
made? In what sense is primis (line 3) used?
b) What force does scilicet (line i) give to the sentence?
c) What war was being fought at the time indicated by quaestore (line 3) ?
Who was the Roman commander in this war? In what capacity was
Archias apud exercitum (line a) ?
d) What is the point of Cicero's argument in the sentence beginning sed
quoniam (line 4) ? Explain the meaning of in beneficiis ad aerarium
delatus est (line 9).
5
4. Neque enim posset aut Ahala ille Servilius aut P. Nasica aut L. Opimius
aut C. Marius aut me consule senatus non nefarius haberi, si sceleratos
civis interfici nefas esset. Itaque hoc, iudices, non sine causa etiam
fictis fabulis doctissimi homines memoriae prodiderunt, eum qui patris
ulciscendi causa matrem necavisset variatis hominum sententtis non 5
solum divina sed etiam sapientissimae deae sententia liberatum. Quod
si duodecim tabulae nocturnum furem quoquo modo, diurnuzn autem si
se telo defenderet, interfici impune voluerunt, quis est qui, quoquo modo
quis interfectus sit, puniendum putet, cum videat aliquando gladium
nobis ad hominem occidendum ab ipsis porrigi legibus ? ro
Pro Milone, 8, 9.
a) Explain the reference to Ahala (line i), Nasica (line i), Opimius (line r),
Marius (line z), senatus (line a). !'
b) Tell the story to which allusion is made in the sentence beginning itaque
hoc (line 3), giving the names of eum (line 4), patris (line 4), and deae
(line 6).
c) Put Cicero's argument in the sentence beginning quod si (lines 6, 7) in
the fewest and simplest words.
5
d) What were the duodecim tabulae (line 7) ?
5- Neque enim ego illa nec ulla umquam secutus sum arma civilia; semper-
que mea consilia pacis et togae socia, non belli atque armorum fuerunt.
ro
Hominem sum secutus privato consilio, non publico; tantumque apud
me grati animi fidelis memoria valuit ut nulla non modo cupiditate sed
ne spe quidem, prudens et sciens tamquam ad interitum rdPrem volun- 5
tarium. Quod quidem meum consilium minime obscurum fuit. Nam
et in hoc ordine integra re multa de pace dixi et in ipso bello eadem etiam
cum capitis mei periculo sensi., Ex quo nemo iarn erit tam iniustus
existimator serum qui dubitet quae Caesaris de bello voluntas fuerit,
cum pacis auctores conservandos statim censucrit, ceteris fuerit iratior. i o
Pro Marcello, 14, 15.
a) What is meant by hoc ordine (line 7), ipso belo (line 7) ? Who is meant
by hominem (line 3) ?
b) Explain the significance of togae (line a). What was the periculo (line 8) ?
c) Explain what Cicero meant in the sentence beginning hominem sum
5 secutus (line 3), and'in the sentence beginning ex quo nemo (line 8).
d) In whaf year was this speech delivered? To whom was it addressed?
What was the occasion?
93
 11 914 "Huius in adventum iam nunc et Caspia regna
LATIN D-VERGIL'S AENEID, BOOKS I-VI responsis horrent divom et Maeotia tellus,
Thursday 2-4 p. m. et septemgemini turbant trepida ostia Nili.
Translate the following passages, and answer the questions on them. The translation Nec vero Alcides tantum telluris obivit,
should be exact, but in clear and natural English. fixerit aeripedem cervam licet, aut Erymanthi
pacarit nemora, et Lernam tremefecerit arcu,
"Hanc pro Palladio moniti, pro numine laeso
nec, qui pampineis victor iuga flectit habenis,
efigiem statuere, nefas quae triste piaret.
Liber, agens celso Nysae de vertice tigris. 8o5
Hanc tamen immensam Calchas attollere molem 185 Et dubitamus adhuc virtutem extendere factis,
roboribus textis caeloque educere iussit,
aut metus Ausonia prohibet consistere terra? "-vi, 798-807.
De recipi portis aut duci in moenia possit,
neu populum antiqua sub religione tueri. a) Under what circumstances were these words spoken?
Nam si vestra manus violasset dona Minervae, b) What and where were Caspia regna (verse 798), Ausonia terra (verse 807) ?
turn magnum exitium (quod di prius omen in ipsum I9o c) Explain the three allusions in verses 802 and 803.
convertant') Priami imperio Phrygibusque futurum; d) Explain the form divom (verse 799). Write the longer form of pacarit
sin manibus vestris vestram ascendisset in urbem, (verse 803)-
ultro Asiam magno Pelopea ad moenia bello e) Account for Vergil's attitude toward Augustus as indicated in this
venturam, et nostros ea fata manere nepotes."-ii, 183-194. passage.
a) Under what circumstances were these words spoken ? f) How is the thought expressed in verses 8o6 and 807 related to the verses
b) Explain fully the reference in Palladio (verse 183)- that precede ?
c) What poetical construction is used in verse 186 ? Change it to the g) What revelation of the future was granted to Aeneas in the lower world?
corresponding prose construction.
d) Make clear the meaning of verse 188. Explain the allusion in Pelopea
(verse 193)-
e) To whom does ipsum (verse I9o) refer? What reason had the speaker
given for hating this man?
f) How is Book II of the Aeneid related to Books I and III?
g) Copy verses 19o and rgr, and indicate the quantity of each syllable, the
division into feet, and the principal caesuras.
Agnovit prolem ambiguam geminosque parentes, 18o
seque novo veterum deceptum errore locorum.
Turn memorat: "Nate, Iliacis exercite fatis,
sola mihi talis casus Cassandra canebat.
Nunc repeto haec generi portendere debita nostro,
et saepe Hesperiam, saepe Itala regna vocare. 185
Sed quis ad Hesperiae venturos litora Teucros
crederet ? Aut quern turn vates Cassandra moveret ?
Cedamus Phoebo et moniti meliora sequamur."-iii, 18o-188.
a) Under what circumstances were the words in verses 182-188 spoken?
b) Write the principal parts of canebat (verse 183).
c) Why was Italy called Hesperiam (verse 185) ?
d) What is the literal meaning of canebat (verse 183) ? Why is it an
appropriate word in this place? -
e) Who was Cassandra? To what misfortune of hers does verse 187 refer?
f) Name in order the places mentioned in Book III at which Aeneas landed.
g) What part did Phoebus (verse 188) play in the wanderings of Aeneas ?
QK

1914
LATIN M-ELEMENTARY SIGHT TRANSLATION
OF PROSE
Thursday r 1.15 a. m.-1 p. m.
Read the passage through several times before beginning to write the translation.
The translation should be exact, but in clear and- natural English.
[Cicero praises Pompey in order to justify the course adopted by Deiotarus.]
Ignosce, ignosce, Caesar, si eius viri auctoritati rex Deiotarus cessit, quem
nos omnes secuti sumus; ad quem cum di atque homines omnia ornamenta con-
gessissent, tum to ipse plurima et maxima. Neque enim, si tuae res gestae cete
rorum laudibus obscuritatem attulerunt, idcirco Cn. Pompey memoriam amisimus.
Quantum nomen illius fuerit, quantae opes, quanta in omni genere bellorum gloria,
quanti honores populi Romani, quanti senatus, quanti tui, quis ignorat ? Tanto
ille superiores vicerat gloria quanto to omnibus praestitisti. Itaque Cn. Pompey
bella, victorias, triumphos, consulatus'admirantes numerab~amus; tuos enumerare
non possumus. Ad eum igitur rex Deiotarus venit hoc misero fatalique bello,
quem antea iustis hostilibusque bellis'adiuverat, quocum erat non hospitio solum, Nn
y
verum etiam familiaritate coniunctus; et venit vel rogatus ut amicus, vel arcessi-
tus ut socius, vel evocatus ut is qui senatui parere didicisset postremo lenit ut ad
fugientem, non ut ad insequentem, id est ad periculi, non ad victoriae societatem,
Cicero, Pro Rege Deiotaro, 12, 13.
96
1914
LATIN P-ADVANCED SIGHT TRANSLATION
OF PROSE
Thursday 9-11 a. m.
Read the passage through several times before beginning to write the translation.
The translation should be exact, but in clear and natural English.
[ Hannibal's Italian allies reproach him for his failure to come to their assistance.]
Eadem aestate Marcellus ab Nola ,, quam praesidio obtinebat, crebras excur-
siones in agrum Hirpinum et Samnites fecit, adeoque omnia ferro atque igni
vastavit ut antiquarum cladium2 memoriam renovaret. Itaque legati ad
Hannibalem missi simul ex utraque gente ita Poenum adlocuti sunt: "Hostes
populi Romani, Hannibal, fuimus primum per nos ipsi, quoad nostra arma,
nostrae vires nos tutari poterant. Postquam its parum fidebamus, Pyrrho regi
nos adiunximus; a quo relicti pacem necessariam accepimus, fuimusque in ea per
annos prope quinquaginta ad id tempus quo tip in Italiam venisti. Tua nos non
magis virtus fortunaque quam unica3 comitas4 ac benignitas erga cives nostros,
quos captos nobis remisisti, ita conciliavit tibi ut to salvo atque incolumi amico
non modo populum Romanum sed ne deos quidem iratos, si fass est dici,
timeremus.' At hercule non solum incolumi et victore sed praesente te, cum
ploratumb prope coniugum ac liberorum nostrorum exaudire et flagrantia tecta
posses conspicere, ita sumus aliquotiens hac aestate devastati ut M. Marcellus,
non Hannibal vicisse ad Cannas videatur. Causa autem haec est, quod neque to
defendis et rostra iuventus, quae, si domi esset, tutaretur, omnis sub signis militat
tuis. Nec to nec exercitum tuum norim, nisi, a quo tot alies Romanas fusas
stratasque7 esse sciam, ei facile esse ducam opprimere populatores nostros vagose
sine signis palatos9 quo quemque trahit quamvis vana praedae spes. - Numi-
darum paucorum illi quidem praeda erunt, praesidiumque miseris simul nobis et
Nolae ademeris, si modo quos, ut socios haberes, dignos duxisti, haud=° indignos
iudicas quos in fidem receptos tuearis."-Livy, xxiii, 41, 4r
'Nola, a city in Campania. 2 stadium, ' disasters.' 3 unica, 'singular.' + comitas, `courtesy.'
s fas, 'right.' 6 ploratum, ' wailing.' . 7fusas stratasque, 'routed and overthrown.' 8 vagos, equiva-
lent to vagantes. 9 palatos, from palari, 'to wander.' iohaud, ' not'
97
 1
914
LATIN Q-SIGHT TRANSLATION OF POETRY
Thursday 2-4 P. m.
Read the passage through several times before beginning to write the translation.
The translation should be exact, but in clear and natural English.
[ The Trojans mourn Hector. King Priam begs Achilles to give him the body of
his son. The funeral is described.]
Flent miseri amissum Phryges Hectora, totaque maesto
Troia sonat planctui. Fundit miseranda querelas2
infelix Hecube 3 saevisque arat unguibus4 ora,
Andromacheque suas scindit de pectore vestes,
heu tanto spoliata viro ! Ruit omnis in uno
Hectore causa Phrygum; ruit et defessa senectus
adflicti miseranda patris, quem nec sua comunx
tubbaque natorum nec magni gloria regni
oblitum tenuit vitae, quin iret inermis
et solum invicti castris se redderet hostis.
Mirantur Danaum proceres, miratur et ipse
Aeacides animum miseri senis. Ille trementes,
adfususs genibus, tendens ad sidera palmas
haec ait: "O Graiae gentis fortissime Achilles,
O regnis inimice meis, to Dardana solum MATHEMATICS
vitaa tremit pubes, to sensit nostra senectus
crudelem nimium. Nunc sis mitissimus,b oro,
et patris adflicti genibus miserere pacantis
donaque quae porto miseri pro corpore nati
accipiasesi nec precibus nec flecteris auro,
in senis extremis tua dextera saeviat annis;
saltem scaevar pater comitabor funera nati.
Non vitam mihi nec magnos concede favores,
sea funus crudele mei. Miserere parentis
et pater esse meo mitis de vulnere disce.
Hectoris interitu vicisti Dardana regna,
vicisti Priamum; sortis reminisceres victor
humanae variosque ducum to respice casus."
His tandem precibus grandaevum motus Achilles
adlevat a terra corpusque exsangue parenti
reddidit Hectoreum, post haec sua dona reportat.
It patriam Priamus tristisque ex more suorum
comparat exsequias 9 supremaque funera ducit.
Turn pyra construitur, quo bis sex corpora Graium
quadrupedesque adduntur equi currusque tubaeque
et clipei galeaeque ocreaeque=° Argivaque tela.
Haec super ingenti rg,~-,I mitu componitur Hector.
Ilias Latina, 1015-1051.
equivalent to Hecuba._ 4 ungui- 99
I planclu, `lamentation.' 2 querelas, `complaints.' 3 Hecube,
bus, ` nails. 5 adfusus, ` casting himself down.'
6
Milissimus, equivalent to lenissimus. 7scaeva,
,
mournful.' areminiscere, `remember.' 9exsequias, `obsequies.' I°ocreae, ` greaves.'
98
 LEWIS PARKER SICELOFF, Assistant Professor of Mathematics, Columbia University
Algebra EXAMINERS
Central College, A.B., igoo ; Columbia University, Ph.D., 1912
3; 914

FREDERICK SHENSTONE WOODS, Professor of Mathematics, Massachusetts Institute WILLIAM SPENCER, Master in Mathematics, Lawrenceville School, Lawrenceville,

of Technology N. J.

Williams College, A.B., 1902

Wesleyan University, A.B., 1885, and A.M., 1888; University of Gottingen, Ph.D., 1894

CHARLES RANALD MACINNES, Assistant Professor, Preceptor in Mathematics,

Princeton University

Queen's University, M.A., 1896; Johns Hopkins University, Ph.D., rgoo

WILLIAM ALLEN FRANCIS, Wentworth Professor of Mathematics, Phillips Exeter

Academy, Exeter, N.H.

Brown University, A.B., 1882, and A.M., 1885

READERS

1914

CHARLES RANALD MACINNES, Assistant Professor, Preceptor in Mathematics,

Princeton University

Queen's University, M.A., 1896; Johns Hopkins University, Ph.D., rgoo

EDWARD BLANCHARD CHAMBERLAIN, Teacher of Mathematics, Franklin School,

New York, N.Y.

Bowdoin College, A.B., 1899; Brown University, A.M., lgor

ELIZABETH BUCHANAN COWLEY, Assistant Professor of Mathematics, Vassar College

19o8
Vassar College, A.B., igo1, and A.M., 1902; Columbia University, Ph.D.,

Roy DE MILLE FULLERTON . . . . . Lecturer in Mathematics, McGill University

Mount Allison University, A.B., 1903; Harvard University, A.M., lgog

ISLAY FRANCIS MCCORMICK, Master in Mathematics, Albany Academy, Albany,

N.Y.
Bowdoin College, A.B., rgoo; Harvard University, A.B., 1902
lot
100
 1
1
914 914
MATHEMATICS A-ELEMENTARY ALGEBRA MATHEMATICS AI-ALGEBRA TO QUADRATICS
COMPLETE Monday 9-11 a. m.
Monday No extra credit will be given for more than six questions.
No extra credit will be given for more than six questions.
GROUP A. (Answer both questions of this group.)
GROUP A. (Answer both questions of this group.) 1. a) Factor
1. a) Factor 2mx+6ny-my-12nx,
2mx+6ny-my-12nx, 6x2 +11x-10,
6x2 +11x-10, X4_ a3x+bx3-a3b.
x4 -a1x+bx 3 -a 1b.
C3+y3 c4+c2..2+„A
c3+ y3 c4 +c2y2+y4 (c -fy) 2 (C+y)
b) Simplify z 2
b) Simplify 1- (c- y)2 =L c3-y3 X e2-y2] 1-
(c - y)2 - L 1- 3
C Y X c -y I~ -
-

2. a) Simplify and combine -1$1/3-61/108+121+31+53. 2. a) Solve s x

-
3(xFl) +4(4x 5)=4 - s(x+1).
3
b) Rationalize the denominator and simplify 7a-x 3x-5a
b) Solve
b-3a+4 _ 3b-a
GROUP B. (Answer both questions of this group.)
GROUP B. (Answer both questions of this group.) 3. a) Solve for x and y
1.6x-2.05y=0.39,
2x+y =2 -2 ,
3. a) Solve 5.2x+4.ly =3.42.
2xy-y +6x+g=0.
Verify your answers.
Associate properly the values of x and y.
b) Simplify and combine:
b) Solve 2x+1.+2 2xx 1 -3 ,
1/3 -181/3-61 108-}-121+31+ 53.

x +y =4c +d 2 2
,
4. a) Solve -0.
4. a) Solve 1/x+1 1 +1 x
xy
. 2cd b) ' Rationalize the denominator and simplify
Associate properly the values of x and y. 1~3-1/2
. 2 2
b) If b : c=5 : 3 in the equation x +bx+c =0, are the roots of the equa- 1/2+7
3.

tion real? Give the reason for your answer.

GROUP C. (Omit one question of this group.)
GROUP C. (Omit one question of this group.) 5. A mixture of alcohol and water contains 10 gals. A certain amount of water is
5. At his usual rate a man can row 15 miles downstream in 5 hours less time than added and the alcohol is then 30 per cent of the total. Had double the
it takes him to return. Could he double his rate, his time downstream amount of water been added, the alcohol would have been 20'per cent of
would be only one hour less than his time up. What is his usual rate in the whole. How much water was actually added and how much alcohol
still water and what is the rate of the current? is there ?
6. The second term of an arithmetic progression is j of the 8th and the sum of 6. Two points move at constant rates along the circumference of a circle whose
20 terms is 63. Find the progression. length is 150 ft. When they move in opposite directions, they meet every
5 seconds, and when they move in the same direction, they are together
7. a) Graph y=1+3x2 . every 25 seconds. What are their. rates ?
Ox - 3x.11/ find the term which, when simplified, con- 7. 146 francs are worth as much as 117 shillings. A dollar and 4 francs are
b) In the expansion of
together worth 32 cents more than 6 shillings. Find the values in cents of
tains A a franc and a shilling.
103
102
 1
1914 9=4
MATHEMATICS AZ-QUADRATICS AND BEYOND MATHEMATICS B-ADVANCED ALGEBRA
Friday 4.15-6 p. m.
Monday 11.15 a. m.-1 p. m.
Six questions required. No extra credit will be given for more than six questions.
No extra credit will be given for more than six questions.
1. a) How many triangles can be drawn with each vertex in one of twenty given
GROUP A. (Answer both questions of this group.) 1 points, no three of which are in the same straight line?
1. a) Approximate to two decimal places the roots of b) How many such triangles can be drawn if four of the given points lie in a
2 4 -0 straight line ?
3x-3 +1+ 2x-3 . 2. Without expanding the determinants, prove the following relations:
1 _2__ 5 yi -
b) Solve X1 X2 y1-y2
6x-5a a a-6x y2 - -
X2 x3 y2 y3
y3
2x+y-2=0,
2. a) Solve I
¢x2+6xy+2x-6y+1=0. -7 -5 3
Associate properly the values of x and y. 9 1 7
6 4 -2
b) Solve xi-12x - I=-1.
3. Solve the following equations by the use of determinants:
Do both answers satisfy the equation?
x-3y=1,
GROUP B. (Omit one question of this group.) y+4z = 2,
2x ~ z=3.
3. A man walked 12 miles at a certain rate and then 6 miles farther at a rate 2
z mile an hour faster. Had he walked the whole distance at the faster rate, 4. a) Find the value of (2+3i) where i= -1.
1+2i
his time would have been 20 minutes less. Find his rate.
3 2
b) Find the sum of the reciprocals of the roots of 5x -3x -2x-{-7=0.
4. The circumference of the rear wheel of a carriage is 2 feet greater than the
circumference of the front wheel. The front wheel makes 64 more revolu 5. a) By studying the signs of xa-2x3 -5x2+6x-1=0, what can you say about
tions than the rear wheel in traveling 3,496 feet. What is the circumference the signs and the reality of its roots?
of each wheel? 3
b) Graph y=x -4x-}-2 and determine between what consecutive integers
5. Three men A, B, and C can do a piece of work together in 1 hour and 20 min- lie the roots of the equation x3 -4x+2=0.
utes. To do the work alone C would take twice as long as A and 2 hours 6. Find to two decimal places the root of x4 -x 3 -9x'+4x-}-6=0 which lies
longer than B. How long would it take each to do the work alone? between 3 and 4. 4
7. Find all the roots, real and complex, of 8x4 +24x3 -x-3=0. Plot the
GROUP C. (Omit one question of this group.)
complex roots.
a
6. In the expansion of ~Vx-}-2) the ratio of the 4th term to the 5th term

is 4 : 1. Find x.
7. Find two numbers x and y such that x, y, and xy are in geometric progression,
and x, y, and 4x-}-3 are in arithmetic progression.
8. Plot 2x-3y=6 and 2y+1=4x-4x 2, using the same axes, and estimate from
the graphs the solutions of the equations.
 JAMES GRAHAM HARDY . . . . . . . . Professor of Mathematics, Williams College
Geometry EXAMINERS
Lafayette College, A.B., 1894, and A.M., 1897; Johns Hopkins University, Ph.D., 1898

1
9 4
1
ARTHUR DUNN PITCHER, Assistant Professor of Mathematics, Dartmouth College

VIRGIL SNYDER ........... Professor of Mathematics, Cornell University University of Kansas, A.B., 19o6, and A.M., 1907; University of Chicago, Ph.D., 191o

Iowa State College, B.Sc., 1889 ; University of Gottingen, Ph.D., 1894

HARRY WILFRED REDDICK . . . Instructor in Mathematics, Columbia University

JAMEs GRAHAM HARDY . . . . . . . . Professor of Mathematics, Williams College University of Indiana, A.B., 1904; University of Illinois, A.M., 19o6; Columbia University,
Ph.D., 191o ,
Lafayette College, A.B., 1894, and A.M., 1897; John Hopkins University, Ph.D., 1898

HENRY LEWIS SWEET, Instructor in Mathematics, Phillips Exeter Academy, Exeter,

JONATHAN TAYLOR RORER, Head of Department of Mathematics, William Penn
N.H.
High School, Philadelphia, Pa.
Amherst College, A.B., 1907
Colorado College, A.B., 1895; University of Pennsylvania, Ph.D., 19oi

CHARLES BURTON WALSH, Teacher of Mathematics, Ethical Culture High School,

New York, N.Y.

Harvard University, A.B., 19o6

Louis LINCOLN WHITNEY, Teacher of Mathematics, Collegiate School, New York,

READERS N.Y.
Harvard University, A.B., 1898, and A.M., 1899
1914

VIRGIL SNYDER ........... Professor of Mathematics, Cornell University

Iowa State College, B.Sc., 1889; University of Gottingen, Ph.D., 1894

GEORGE MACFEELY CONWELL . . . . . Instructor in Mathematics, Yale University

Princeton University, A.B., 19o5, A.M., 19o6, and Ph.D., 19o8

HARVEY NATHANIEL DAVIS . . Assistant Professor of Physics, Harvard University 14

Brown University, A.B., 19o1, and A.M., 1902; Harvard University, Ph.D., 19o6

Louis SERLE DEDERICK . . . . . Instructor in Mathematics, Princeton University

Kenyon College, A.B., 19o5; Harvard University, A.M., 1907, and Ph.D., 19o9

ELEANOR CATHERINE DOAK, Associate Professor of Mathematics, Mount Holyoke

College
Coates College, A.B., 1892; University of Chicago, Ph.B., 19o1

JOE GARNER ESTILL, Master in Mathematics, Hotchkiss School, Lakeville, Conn.

Yale University, B.A., 1891, and M.A., 1897

CECIL. ANDREW EWING, Teacher of Mathematics, Tome School for Boys, Port
Deposit, Md.
Dickinson College, A.B., 1898

JOHN R. GARDNER, Teacher of Mathematics, Allen-Stevenson School, New York,

N.Y.
Upper Iowa University, B.S., 189o; State University of Iowa, C.E., 1894; Upper Iowa Uni-
versity, bI.S., igoo
107
io6
 1914
MATHEMATICS C-PLANE GEOMETRY
Tuesday 9-11 a. m.
The candidate is requested to state on the cover of the answer-book what textbook
of Geometry was used in preparation.
GROUP A. (Answer four questions from this groin.)
1. Complete this theorem and prove: If two sides of . a triangle are unequal, the
angles opposite are unequal, and the greater . . . . .
State the hypothesis of the above theorem. . 2.
Point out where it is needed and used in your proof.
State the converse of the theorem.
2. a) In the triangle ABC, AB = 3 inches, A =&P, B=45*. Accurately construct
the triangle and its altitudes AD, BE, CF; show all necessary construction
lines and arcs.
b) Which of the angles of the figure thus drawn are equal to the angles A, B,
C, of the original triangle? Prove one such equality.
3. Complete and prove: The angle between two secants intersecting without
the circle is measured by . . . . .
4- Prove: If three sides of a trapezoid are equal, the diagonals mutually divide
each other into segments which are in the ratio of one of the equal sides to
the fourth side of the trapezoid.
5- Prove: If two triangles have their sides respectively proportional, they are
similar.
6. a) Construct the locus of the center of a circle, radius one-half inch, which
rolls around an equilateral triangle, altitude two inches.
b) Compute to two decimals the area inclosed by the locus and the perimeter
of the locus.
GROUP B. (Answer two questions from this group.)
7. Show how to construct an equilateral triangle equivalent to a given square.
(Actual construction not required.)
8. A sloping embankment rises from a level field. One end of a prop, 20 feet long,
rests on the ground 16 feet from the foot of the embankment, and the other
end rests 9 feet up the embankment, measured along its sloping side.
How high is the upper end of the prop above the level field? (Result in
feet to one decimal.)
g. It is desired to construct a half-mile track. The _start and finish are to be
straight-ways intersecting at right angles at the goal. ' The rest of the track
is to be an arc of a circle tangent to the two straight-ways. Find the radius
of the arc and the length of the arc in feet; also the area inclosed by the
track in acres. (Results to be correct to two decimals.)
108
1914
MATHEMATICS D-SOLID GEOMETRY
Tuesday 11.15 a. m. to 1 p. m.
Six questions are required. No extra credit will be given for more than six questions.
The candidate is requested to state on the cover of the answer-book what textbook
of Geometry was used in preparation.
1. The segments intercepted by three parallel planes on all straight lines meeting
them are in the same proportion.
If a plane contains one element of a cylinder and meets the cylinder in one
other point, then it contains another element also, and the section is a
parallelogram.
3- Complete and prove the theorem: The sum of the angles of a spherical triangle
is greater than ....... and is less than .......
°
4- The °area of a spherical triangle is loo square inches, and its angles are 100 ,
64 , 20CP. What is the radius of the sphere on which the triangle lies?
5. A glass vessel made in the form of a right circular cylinder contains a certain
amount of water. The diameter of the base of the vessel is 5 inches. When
an irregular mass of gold is dropped into the vessel it is entirely covered
by the water and the level of the water rises 3 inches. What is the weight
in ounces of the lump of gold if gold weighs r 1 ounces per cubic inch?
6. The stone cap of a gate post is in the form of a regular square pyramid Whose
base measures 4 inches on a side and whose altitude is 15 inches. If the
top of the cap is cut off by a plane parallel to its base and 5 inches above
it, what is the volume of the piece cut off ?
7• Define prism, pyramid, parallelopiped, conical surface, spherical triangle, lune.
Give mensuration formulas for the volume o£ a prism, cylinder, cone,
pyramid, sphere; and for the lateral area of a prism, regular pyramid,
cone of revolution, surface of a sphere.
log
 1914 1914
MATHEMATICS E-TRIGONOMETRY (PLANE AND MATHEMATICS F-PLANE TRIGONOMETRY
SPHERICAL) Saturday 2 -4 P. m.
Saturday 2 4 P. m.
-

GROUP A. (Omit one question from this group.)

GROUP A. (Omit one question from this group.)
1. a) Express the six functions of (18cP+x) in terms of functions of the acute
I. a) Express the six functions of (186°-}-x) in terms of functions of the acute angle x. Prove one of these relations.
angle x. Prove one of these relations. b) Describe the variation in cos x as x varies from 90° to 2qo° . Illustrate
b) Describe the variation in cos x as x varies from 90 °
to 27o°. Illustrate by means of figures.
by means of figures.
2. a) By means of the ruler and compasses show how to construct the angles
2. a) Find the value of x, given x and y, given:
43.2Xo.074 cos x=3; tan y=-3.
cos x=
V 17.234 b) Assuming the formula for the cosine of the sum of two angles, prove:
b) Prove tan ' -I'F +tan-
- I
*=45'. cos 3x= cos x (1-4 sine x),
and verify for x=3o° , 45° , 60° .
3. Find all the values of x between o and 360 °
that satisfy the equation
sin x+sin 2x =I. 3- a) Find the value of x, given
43.2X6.074
GROUP B. (Omit one question from this group.) cos x-
17.234
4. In a right spherical triangle, prove b) Prove tan - ' I+tan- 1 *=450.
cot A cot B = cos c. 4. Find all the values of x between c and 360 °
that will satisfy the,,iquation
5. a) Define polar triangles; quadrantal triangles; spherical excess. sin x+sin 2x=I.
b) In a right spherical triangle, not biquadrantal, the side opposite the right
angle is nearer a right angle than is either oblique side. GROUP B. (Omit one question from this group.)

6. Write the formulas necessary to solve the quadrantal triangle given 5- Prove the following theorem:
a=9o, b=66, C=7o ° . In any plane triangle
a+b _ tan z (A +B)
GROUP C. (Answer both questions.) a-b tan z (A -B)
7. Each of two ships A and B, 415 yards apart, measures the horizontal . angle 6. The sides of a triangle are 3, 4, show, without solving, that the largest
V/39;
subtended by a cliff and the other ship; the angles are 48° 17' and Iiop Io' angle is greater than 120° .
respectively. If the angle of elevation of the cliff from A is I5° 24' what is
the height of the cliff ? 7. In the oblique plane triangle ABC, given a=91.12, b=72.43, C=4i 10',
find the remaining parts.
8. Solve the spherical triangle, given
a=550 , b=650, C=9o°.
8. Each of two ships A and B, 415 yards apart, measures the horizontal angle
subtended by a cliff and the other ship; the angles are 48° 17' and IIO Io'
respectively. If the angle of elevation of the cliff from A is 15° 24' what is
the height of the cliff ?
MUSIC
 1
914
MUSIC A-APPRECIATION
Saturday 4.15-6 p.m.
1. What are the chief features of the Rondo Form? Name one or more works
written in this form.
a. Name three composers who were living in the year 1840. Give the approxi-
mate age of each at that time. Name three of the principal compositions
of each composer; also name the towns or cities in which he did important
work.
Music EXAMINERS
3- The Bach Gavotte from the Sixth English Suite is said to be a classic work;
the Chopin Polonaise, Opus 26, No. I, is said to be a romantic work. Explain
1914 the terms classic and romantic as applied to these works.
LEO RICH LEWIS . . . . . Professor of Theory and History of Music, Tufts College 4- Write concerning each movement of Schubert's Unfinished Symphony.
Tufts College, A.B., 1887; Harvard University, A.B., 1888, and A.M., 1889 Matters of mere form-outline need not be mentioned. The following topics
are suggested:
CLARENCE GRANT HAMILTON . . Associate Professor of Music, Wellesley College a) The several themes, their treatment and development.
Brown University, A.B., 1888, and A.M., igoo b) Matters of style, manner, mood, feeling.
c) Details concerning one or more passages which have specially interested
RALPH LYMAN BALDWIN, Supervisor of Music, Hartford Public Schools, Hartford,
you.
Conn.
5- Give reasons for the continued fame and popularity of the Hallelujah Chorus.
Mention characteristics of the work which you personally like or dislike.
READERS 6. Give your reasons for doubting the following statements:
a) The Scherzo from Mozart's G Minor Symphony was rendered in a digni-
1914
fied manner.
FRANK EDWIN WARD . . . . . . . . . . Associate in Music, Columbia University b) The piano part in Haydn's Emperor Quartet was expressively given.
c) The use of the cornet by Beethoven in his symphonies is very limited.
EDWIN S. TRACEY . . . Teacher of Music, Morris High School, New York, N.Y. d) Schumann cleverly introduces astrain from "The Watch on the Rhine"
in his Faschingsschwank.
e) The soprano soloist sang as an encore a Chopin Ballade.
 5. Analyze the numbered portions of the following passage. Use the numbers
914
1

(which refer to chords or notes directly beneath them) as a guide to your

MUSIC B-HARMONY comments. No portion of the passage need be copied:
Saturday 9-11 a. m. 1 2 3 4 5 6 7 8 9

i. Harmonize in four vocal parts:

2. Complete the setting of the following text, effecting a cadence in the original
key:

Praise to God, im - mor - tal praise For the love that crowns our days.

3. Harmonize in four vocal parts, making the Soprano melodious:

4. Of the following alternative passages indicate, in each case, the better, and
give reasons for your preference. The passages need not be copied:
r
(A) or

- M

--) _ -#-~-~ -4--~-

j7- =RNIQ

ir6
 1
94 9. Analyze the numbered portions of the following fragment, indicating keys
MUSIC-D, E, F, PIANOFORTE, VOICE, VIOLIN and chords. Use the numbers as a guide to your comments. No portion
Saturday 4:r5-6:oo p. m. of the passage need be copied.
1 2 3 4 5. 6 7 8 9 10
r. Give four pairs of Italian terms of tempo or expression, each pair indicating ~ ~ H ~-_ -
contrast; for example, forte, piano. ,
01

2. Write and fully name the inversion of each of the following intervals:
(A) (B) (C) (D) (]E~)

3. The following are portions of scales. Complete each of these, upward and
downward, to its key-note (tonic)

4. Write the following passage, prefixing the proper key-signature. Omit any
superfluous characters and add any that become requisite.

5. Copy the following fragment, adding time-signature and bars:

R ~--R
r-r r-r

6. Choose (A) or (B).

(A) Write an original four-measure phrase, concluding as follows:

(B) Write at least four measures of a theme from a composition you have
studied. Name the composition and its composer.

7. Write the Dominant Triads of the major keys of D, F, A-flat, each arranged
for four voices. Inversions may be used.

8. Harmonize:
PHYSICS
 1914
PHYSICS
Monday 2-4 P. m.
Physics EXAMINERS A teacher's certificate covering the laboratory instruction must be presented as part
1
of the examination.
914 Answer ten questions as indicated below. No extra credit will be given for more
than ten questions.
FRANK ALLAN WATERMAN . . . . . . . . . . Professor of Physics, Smith College
Princeton University, A.B., 1888, and Ph.D., 1896 GROUP A. (Omit one question from this group.)
ARTHUR LALANNE KIMBALL . . . . . . . . Professor of Physics, Amherst College i. Why is it easier to roll a barrel up a long board into a wagon than to lift it
Princeton University, A.B., 1881; Johns Hopkins University, Ph.D., 1884 vertically ?
How does the work done against gravity when the barrel is rolled up the
DANIEL EDWARD OWEN, Master in Science, William Penn Charter School, Phila- board compare in amount with the work required to lift it vertically?
delphia, Pa.
2. At what depth in a lake will a bubble of air have one-half the volume that
Bowdoin College, A.B., 1889, and A.M., 1892; University of Pennsylvania, Ph.D., 1903
it has on reaching the surface when the barometric height at the surface
is 73 centimeters? (The density of mercury is 13.6.)
3- A 5-lb. weight is hung from one end of a uniform bar of wood 4 ft. long and
READERS weighing 61bs. At what point must the bar be supported to balance in a
1 1
horizontal position ?
9 4
4. A ball is thrown up and 5 seconds later is caught.
FRANK ALLAN WATERMAN . . . . . . . . . . Professor of Physics, Smith College a) stow high did it rise?
Princeton University, A.B., 1888, and Ph.D., 1896 b) With what velocity did it return to the hand?

JOSEPH MELVILLE ARTHUR, Master in Science, Tome School for Boys, Port
Deposit, Md. GROup B. (Omit one question from this group.)
Dickinson College, Ph.B., 19o2 Describe an experiment, preferably one which you have personally per-
formed, by which the pitch of a musical tone may be determined.
SYDNEY AYLMER-SMALL, Teacher of Physics and Chemistry, Trinity School, New
York, N.Y. 6. An observer sets his watch by the report of a signal gun one mile away.
Find, to one-tenth. of a second, the allowance that he should make on
Columbia University, E.E., 1899
account of the distance of the gun, the temperature of the air being 20° C.
LEIGHTON B. MORSE . . . . . . . . . . Instructor in Physics, Columbia University
Iowa College, Ph:B., 1903; Columbia University, Ph.D., 19o8 GROup C. (Omit one question from this group.)
FRANK HATHAWAY TOWSLEY, Instructor in Mathematics and Science, Hackley School, q. Explain the construction and operation of some form of refrigerating appa-
Tarrytown, N.Y. ratus as used for making artificial ice or for cooling rooms.
Tufts College, A.B., 1913 8. What is meant by the specific heat of a substance?
A piece of nickel weighing 200 grams at temperature 98 ° C. was dropped
into 500 grams of water at temperature 18° C. The resulting tempera
ture was 21.4° C. Find the specific heat of nickel.
9. The volume of a body of gas d( 27 0 C. is loo cubic centimeters. If the pres-
sure on the gas is doubled to what temperature must it be heated in order
to maintain the volume constant?
122
123
 Group D. (Omit one question from this group.)
ro. How is the bending of a ray of light passing from air into water explained
by the wave theory of light? Illustrate by means of a diagram.
ii i. Describe a method by which the velocity of light has been determined. The
distance from the earth to the sun is approximately 93,000,000 miles.
How long a time is required for light to traverse this distance?
12. At what distance from a 4o-candle-power mantle burner would a newspaper
receive the same illumination as it would receive from an 8-candle-power
incandescent lamp z feet distant from it?

Group E. (Omit one question from this group.)

13. How does a charge of electricity distribute itself on an insulated conducting
body such as a metal pail or cup? How is the distribution tested experi-
mentally ?
r4• An electric motor, found, by a brake test, to develop a horse-power, requires
8.25 amperes at an electromotive force of 220 volts. What is the efficiency
of the motor, expressed in per cent?
15. A galvanometer has a resistance of 171 ohms. With what resistance should
it be shunted in order that only one-tenth of the current in the main circuit
may pass through it?

124
 1914
ELEMENTARY SPANISH
Wednesday 4.15-6 p.m.
The use of clear and idiomatic English is required.

Translate into English:

Spanish EXAMINERS Al mismo tiempo que los Reyes Catolicos ensanchaban el territorio castellano
con todo to perteneciente al reino de Granada, el genio, la perseverancia y la
1914 suerte de un marino extranjero incorporaban a la Corona un continente descono
cido hasta entonces y muy superior en extensi6n y en recursos naturales a la
j EREMIAH DENIS MATHIAS FORD, Smith Professor of the French and Spanish Lan- Europa entera. El marino llamabase Crist6bal Colon, y el continente descubierto
guages, Harvard University recibi6, aiios despu6s, el nombre de America.
Harvard University, A.B., 1894, A.M., 1895, and Ph.D., 1897 Era Colfin natural de G6nova, o de un pueblecito proximo a esta ciudad y,
si no dedicado a la vida del mar desde joven, de familia de marinos, que figuran
WILLIAM WISTAR COMFORT, Professor of Romance Languages and Literatures, durante el siglo xv al servicio del rey de Francia. Establecido en Lisboa poco
Cornell University despu6s, hall6se Colfin en el centro de las grandes expediciones marinas de la
Haverford College, A.B., 1894; Harvard University, A.B., 1895, A.M., 1896, and Ph.D., 1902
6poca, y al mismo tiempo en el principal foco cientffico en Orden a la geograffa,
LAWRENCE A. WILKINS, Instructor in Spanish, De Witt Clinton High-School, New representado por la escuela de Sagres. Los Portugueses habian tomado con
York, N.Y. empeho el explorar la costa occidental de Africa y doblarla en su extremo Sur,
Syracuse University, Ph.B., 1904; Columbia University, A.M., 1907
para it derechamente a ift Indias, uno de los mercados mas importantes, entonces,
del comercio europeo. Viaj6 mucho Colon en navfos portugueses, adquiriendo,
no solo la practica de la navegacion, mas tambi6n una vasta cultura cosmo-
grafica. Sus conversaciones con diferentes navegantes le procuraron noticias
READERS acerca de la existencia de tierras situadas al Oeste del mar AtUntico, a las cuales
aluden varios testimonios de aquel tiempo, incluso mapas de comienzos y mediados
1
19 4 del siglo xv, que suponen 14. existencia de islas a las que pretendfan haber llegado
algunos navegantes. Unido esto a la convicci6n que Colfin tenfa de la esfericidad
ALBERT BUSHNELL JOHNSON, Associate Professor of the Romance Languages, Brown de la tierra, le hizo concebir el proyecto de llegar a las Indias (es decir, al Asia)
University por un camino enteramente opuesto al de los Portugueses, o sea, navegando dere-
Brown University, A.B., 1891, and A.M., 1892 cho al Oeste, en vez de bajar hasta el Cabo de Buena Esperanza. Vino a Espafia
para proponer a los soberanos de Castilla su trascendental viaje. El primer sitio
LAWRENCE A. WILKINS, Instructor in Spanish, De Witt Clinton High School, New en que Colon residi6 fu6 la ciudad de Sevilla, donde el banquero italiano Berardi
York, N.Y. le protegi6 y le puso en relaci6n con muchos sefiores de la corte, quienes le acogieron
Syracuse University, Ph.B., 1904; Columbia University, A.M., 1907
con desprecio o con frialdad. Pero un oficial de la corte, Quintanilla, se interes6
por 61 y le presento, al cardenal Mendoza, quien, a su vez, le llev6 ante los Reyes.
Doiia Isabel no quiso decidirse sin ofr a personas doctas, y someti6 los planes de
Colfin a una junta, la cual los-tuvo por imposibles. No se desalent6 por esto
Colfin, y, ayudado por Quintanilla y otros personajes r,obtuvo la reuni6n de una
nueva junta en Salamanca, la cum di6 dictamen favorable. La escuadrilla de
Colfin, compuesta de tres carabelas, se hizo a la vela en la maiiana del 3 de agosto
de 1492 y, despu6s de una navegacion feliz que dur6 69 dias, cuando ya su tripula-
ci6n, desalentada por no hallar tierra o por otro motivo, amenazaba con .suble-
varse, arrib6 el 12 de octubre a la isla de Guanahani en las Antillas, creyendo siem-
pre Colon y sus compaiieros que estaban en Asia.
12 6
 Translate into Spanish:
I. It must be ten o'clock now. I must go at once.
a. I am sorry that you do not believe what I have just said.
3. My dear brother, tell it to us; do not tell it to them.
4. On opening the door, we saw our father coming toward us.
5. Two years ago I spent six months in Spain, in order to learn the language of
that country.
6. When the train starts, please open the window.
7. If I had nothing to do this afternoon, I should take a walk in the country.
8. This pen is mine; that one is yours; the one over yonder is John's.
9. What a pity that your (formal) cousin did not arrive before we left the house.
io. We do not wish to write the letter; we wish her to write it.
1VEw YORK, June Iq, 194
Mr. John White, Havana, Cuba.
DEAR SIR: We have your letter of the 8th of the present month and we
take pleasure in sending you the goods ordered. We are glad to have
relations with your house.
Yours truly,
WM. BLACK & CO.

I.Write the following verb forms:

. a) The present subjunctive, first person singular, of sacar, rezar, distinguir,
reir, Pagar, morir.
b) The future indicative, third person singular, of querer, venir, hacer, salir.
c) The imperfect subjunctive, third person plural, of caer, traer, ser, saber.
d) The imperative singular and plural of oir, hacer, pedir.
a. State and illustrate the chief rules for the sequence of tenses in Spanish.
3. a) When does the conjunctive object pronoun (me, te, etc.) stand before its
verb ?
b) When must it follow its verb ?
c) When may it, according to choice, precede or follow its verb ?
4. Illustrate at least two different ways of rendering than in Spanish.
 1
914
ZOOLOGY
Monday 2-4 p. In.
A teacher's certificate covering the laboratory instruction must be presented as part
of the examination.
Answer any eight questions. No extra credit will be given for more than eight
questions.
Zo6logy EXAMINERS i. Give an account of the life history of any reptile.
1
914 2. Name and describe briefly a representative of each of six different animal
groups (phyla or classes) found in a fresh-water pond.
GEORGE HOWARD PARKER . . . . . . . . Professor of Zoology, Harvard University
3- Contrast invertebrates with vertebrates. Name three phyla of inverte-
Harvard University, S.B., 1887, and S.D., 1891
brates and give their distinguishing characteristics.
CORNELIA MARIA CLAPP . . . . . Professor of Zo6logy, Mount Holyoke College 4. Describe the structure of any annelid that you have studied.
Syracuse University, Ph.B., 1889; University of Chicago, Ph.D., 1896
5. Name the classes of arthropods and describe fully the external structure of
a representative of one of these classes.
PAUL BLAKESLEE Mann, Head of Department of Biology, Evander Childs High
School, New York, N.Y. 6. Describe reflex action and give two examples.
Cornell University, A.B., 1902, and A.M., 1903
7. Compare the process of breathing in a crayfish with that in an insect.
8. Describe the egg of a frog and give an account of the animal that hatches
from it.
READERS 9- Describe three examples of the adaptation of animals to their surroundings.
1 110. Name three important discoveries in zoology, giving a brief account of the
914 persons concerned in them.
TAMES HOWARD McGREGOR . . Assistant Professor of Zo6logy, Columbia University
Ohio State University, B.S., 1894; Columbia University, A.M., 1896, and Ph.D., 1899

PAUL BLAKESLEE MANN, Head of Department of Biology, Evander Childs High

School, New York, N.Y.
Cornell University, A.B., 1902, and A.M., 1903

1
30
SCHEDULE OF EXAMINATIONS

1
33
 Latin f7 (elementary sight translation of prose) . . 11.15-1
Latin S (V ergil -1Eneid I, II, and IV or VI, and sight trans-
lation of poetry) . - , 2-4
Latin D (Vergil) , 2-4
Coi[eoe Entrance Examination :Board Latin Q (sight translation of poetry) . , 2-4
French B (intermediate) . , 4.15-6
Schedule of Examinations French BC (intermediate and advanced) 4.15-6
June 15-20, 1914 Friday, June zg
Monday, June zs English A (reading and practice) 9-11
Latin 6 (advanced prose composition) 11.15-1
Mathematics A (elementary algebra complete) 9-11
Mathematics A z (algebra to quadratics) 9-11 English B (study and practice) . 2-4
Mathematics A 2 (quadratics and beyond) 11.15-1 Drawing . , 4.15-6
Greek B (Xenophon's Anabasis) 4.15-6
Physics 2-4
Mathematics B (advanced algebra) 4.15-6
Biology 2- 4
Botany 2 -4 Saturday, June 20
Zo6logy 2 -4
History B (mediaeval and modern history) 4.15-6 Chemistry , 9-11
History D (American history) 4.15-6 Geography 9-11
Greek C (Homer's Iliad, Books I-III) . 9-11
Tuesday, June 16 Greek H (sight translation of Homer) , 9-11
Greek CH (Homer's Iliad, Books I-11 I, and sight translation of
Mathematics C (plane geometry) 9-11 Homer) 9-11
Mathematics D (solid geometry) 11.15-1 Music B (harmony) . . 9-11
German A (elementary) 2-4 Greek A z (grammar) , 11,15-12,15
History A (ancient history) 4.15-6 Greek A 2 (elementary prose composition) . 12.15-1
History C (English history) 4.15-6 Greek G (sight translation of prose) . 2 -4
Mathematics E (trigonometry) . , 2-4
Wednesday, June zq Mathematics F (plane trigonometry only) . 2 -4
Latin 3 (second year Latin) . 9-11 Greek F (prose composition) . , 4.15-6
Latin B (Cxsar) 9-11 Music A (appreciation) . , 4.15-6
Latin z (grammar) 11.15-1 Music D (pianoforte) ; E (voice) ; F (violin) 4.15-6
French A (elementary) 2-4
German B (intermediate) 4.15-6
German BC (intermediate and advanced) 4.15-6
Spanish 4.15-6

Thursday, June z8
Latin 4 (Cicero - Manilian Law and Arehias, and sight
translation of prose) . 9-11
Latin C (Cicero) 9-11
Latin P (advanced sight translation of prose) 9-11
Latin 2 (elementary prose composition) . , 11.15-1
1
134 35
 CONTENTS
PACE
PREFACE .
,5

7
WrTANY II
CHEMISTRY .
15
COPYRIGHT S I9I4 .. .AWING I9
BY THE
ENGLISH . .
COLLEGE ENTRANCE EXAMINATION BOARD
25

33
ALL RIGHTS RESERVED i:Fo~tvRAPHY
43
KNIAN
9U-, 47
GitF.°EtC . .
57

69

79
THEMATICS
99
11
3
121

125

J 29
EXAMI-'~ _ 1T10NI
1 33

Zbe atbenaeum Vre-

GINN AND COMPANY • PRO.
PRIETORS • BOSTON • U.S.A.
 CONTENTS

PAGE

.5

7
EkJTANY II

CHEMISTRY .
I5
COPYRIGHT, 1914 UXAWING
19
BY THE
ENGLISH . 25
COLLEGE ENTRANCE EXAMINATION BOARD
E.•CH
33
ALL RIGHTS RESERVED Lie:{N:RAPHY .
43
tse RMAN
9173 47

57
H MTOR Y 69
LATIx
79
UATHE.MATICS . .
99
113

121
-NISH . 125

1 29
-
'.-5rs , KXIWLE OF EXAMINATIONS
133

tbbe otbeneeum Vress

GINN AND COMPANY- PRO-
PRIETORS . BOSTON • U.S.A.

7
 CONTENTS
PAGE
PREFACE
• _5
BI+4)L.oGY , . 7
BOTANY . . II
'CHEMISTRY
15
COPYRIGHT, 1914 DRAWING . . 19
BY THE
COLLEGE ENTRANCE EXAMINATION BOARD . 25
FRENCH . 33
ALL RIGHTS RESERVED t:=.0,RAL'HY .
43
MAN
9 173 . 47
GRF:FK . 57
Rt TORti . . 69

. . . 79

99
+I£ . . . . 113
iSLCS . . . 121
hLt
. . 125

. . . 1 29
kSEDUL-E OF EXAMINATIONS .
133

Zbe otbenteum Vrevs

GINN AND COMPANY • PRO-
PRIETORS . BOSTON • U.S.A.
 CONTENTS

COPYRIGHT S 1914
BV THE

COLLEGE ENTRANCE EXAMINATION BOARD

ALL RIGHTS RESERVED

917•3

OCl'r'

LE OF EXAMINATIONS

abe otbenaeam OTess

GINN AND COMPANY • PRO.
PRIETORS . BOSTON • U.S.A.