1914 Examination Book

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College Entrance Examination Board

QUESTIONS

SET AT THE EXAMINATIONS HELD

June 15-20, 1914

GINN AND COMPANYBOSTON NEW YORK CHICAGO LONDON

ATLANTA DALLAS- COLUMBUS SAN FRANCISCO


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College Entrance Examination Voara

COLLEGES

Aa,-?phi College: Professor HENDERSON

- teerst College: Dean OLDS

.own University: Dean RANDALL

r Mawr College: President THOMAS

SchoolofApplied Science: President HOWE

gate University: Dean CRAWSHAW

, lumbiaCollege: Dean KEPPEL

Cornell University: President SCHURMAN

Dartmouth College: Dean LAYCOCK

Gcsucher College: President GUTH

Harvard University: Dean HURLBUT, Chairman

JohnsHopkins University: Dean GRIFFIN

NfassachusettsInstituteofTechnology : ProfessorTYLER

Mount Holyoke College: President WOOLLEY

New YorkUniversity: Chancellor BROWN

. HENRYBLACK, Boston, Mass.

H. (. BUEHLER, Lakeville, Conn.

,HV H. DENBIGH, NewYork, N.Y.

WiLsoN FARRAND, Newark, N. J.

WILLIAM GALLAGHER, South Braintree, Mass.

AND UNIVERSITIES

REPRESENTATIVES OF THE SECONDARY SCHOOLS

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: DeanRIPTON

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

EDWARDL. HARRIS, Cleveland, Ohio

WILLIAM C . HILL, Springfield, Mass.

JAMES L. PATTERSON, Philadelphia, Pa.

STANLEY R. YARNALL, Philadelphia, Pa.

SECRETARY: THOMAS S. FISKE, PH. D.

POST OFFICESUB-STATION 84, NewYork, N.Y.

The College Entrance Examination Board consists of the president

authorized representative of each participating college or university and of

sentatives of the secondary schools.

Representatives of the secondary schools are appointed, in such manner as the

association choosing them may direct, by

or an

repre-

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,

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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 E ntrance Examination Board

Post Off ice Sub-Station 8 , N e w Y o rk , N . Y .

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Biology EXAMINERS

I9I4

GEORGE HOWARD PARKER . . . . . . . Professor of Zoology, Harvard University

Harvard University, S.B., 1887, and S.D., r8g1

WILLARD WINFIELD ROWLEE . . . . . . . Professor of Botany, Cornell University

Cornell University, B.L., 1888, and D.Sc., 1893

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

School, New York, N.Y.

Cornell University, A.B., 19o2, and A.M., 1903

GEORGE C. WOOD . . . . Teacher of Biology, Boys High School, Brooklyn, N.Y.

Syracuse University, A.B., rgoo

JAMES HOWARD MCGREGOR, Assistant Professor of Zoology, Columbia University

Ohio State University, B.S., 1894; Columbia University, A.M., 1896, and Ph.D., 1899


Syracuse University, A.B., rgoo

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BIOLOGY

19

14

A teacher's certificate covering the laboratory instruction must be presented as partof the examination.

z. Name five animals or plants which are economically important and state inwhat way each is beneficial or injurious.

III. (Answer any three questions.)

Name and describe briefly a representative of each of four different animalgroups found in a fresh water pond.

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.io. Describe the life history of any insect whose development proceeds through

a series of stages (metamorphosis).

I. (Answer both questions.)

i. (a) Name and define three functions common to plants and animals.

(b ) Make a drawing of some cell you have studied and label the variousparts.

II. (Answer any three questions.)

(a) Compare the bean seed and corn kernel as to (I) number of seed leaves

(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

young plant? (c) Why must this change occur? (d) How is this change

accomplished ?

Discuss photosynthesis, telling:(a) the conditions necessary for carrying on the process;(b) the kinds of material used in the process;

(c ) the sources of the materials used.

(a) State briefly the common agencies of seed dispersal. (b ) Describe threeways 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 ) Howwould you detect the presence of any two of these substances? (c) Whatpart of a plant furnishes: flour, manila-hemp, linen, castor oil?

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BOTANY


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Botany EXAMINERS

194

WILLARD WINFIELD ROWLEE . . . . . . . Professor of Botany, Cornell University

Cornell University, B.L., 1S88, and D.Sc., 1893

MARGARET CLAY FERGUSON . . . . . . . . Professor of Botany, Wellesley College

Cornell University, A.B., 18gg, and Ph.D., 1 g o 1


Syracuse University, A.B., igoo

READERS

19

14

BERNARD OGILVIE DODGE . . . . . . . Instructor in Botany, Columbia University

University of Wisconsin, Ph.B., igog; Columbia University, Ph.D., 1912


Syracuse University, A.B., igoo

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BOTANY

194

2-4 P. m.

A teacher's certificate covering the entire laboratory instruction must be presentedas a part of the examination.

Answer ten questions. At least two questions must be selected from Group E andone from each of the other groups. The remaining four questions may be selected asdesired by the student. No extra credit will be given for more than ten questions.

A. The Plant Cell. (Answer one question from this group.)i. Describe and illustrate by labeled drawings a typical cell.

2. Why is the cell called the "unit of plant structure" ?

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

seed without endosperm.

y. . By carefully labeled drawings, illustrate three stages in the germinationof a monocotyledonous and of a dicotyledonous plant.

5. Explain why a test for the presence of sugar in a wheat seedling shows amarked reaction, while the test for the same substance in a wheat kernelshows no reaction.

C. Life Processes of the Mature Plant. (Answer three questions from this group.)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 performedby the root.

8. Describe an experiment to show that oxidation is carried on in green plants.9. How would you prove that the result of this process is the same as that

produced by burning a match or by the respiration of an animal?ro. Discuss photosynthesis, outlining in detail (i) the conditions necessary

for carrying on the process together with (2) the nature and (3) thesources of the materials used.

D. The Plant in Relation to Its Environment. (Answer two questions from thisgroup.

rr. In what ways is the quantity of water in the environment of a plant ofimportance to its growth ?

12. Describe some modifications adapting the plant to a limited water supply.13. What in general are the characteristics of wind-pollinated flowers?

14 . State briefly the common agencies of seed dispersal, and describe thegeneral structural modifications by which the plant makes use of theseagencies.

E. Plant Groups. (Answer three questions from this group.)

15. Discuss reproduction in the algae as illustrated by a type plant studiedin 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.ig. What part of a plant furnishes: flour, manila-hemp, linen, cotton,

castor oil?13


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CHEMISTRY


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Chemistry EXAMINERS

ALEXANDERSMITH. . . . . . . . . . Professor of Chemistry, Columbia University

University of Edinburgh, B.Sc., x886; University of Munich, Ph.D., 1889

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

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

194

READERS

19 14

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 ofGottingen, Ph.D., 1907

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CHEMISTRY

Saturday 9-11 a. m.

A teacher's certificate covering the laboratory instruction must be presented a s a partof the examination.

Answer nine questions as indicated below. No extra credit will be given for m orethan nine questions.

Attach to the answer, in each case, the number and letter used in the printed paper.

GROUP A

(Answerall questions in this group. Each question counts t2.)

1914

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 isCa(N0,)

z. Find the result to three significant figures. (Atomic weights:

Ca 40, N 14 , 016.)

(b) How many liters of oxygen would be necessary to burn twelve grams ofcarbon to carbon dioxide? The volume of oxygen is to be estimated at

standard conditions. (One liter of oxygen weighs :< .4x9 grams. Atomicweight: C r2.)

(c) What weight of silver chloride may be precipitated by silver nitrate from

one kilogram of sea-water containing2.5 per cent of sodium chloride?(Atomic weights: Ag 108, C

135.5, 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) hydrogensulphide; (c) sulphur dioxide.

4. (a) Give specific examples of chemical changes each of which results in theproduction 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.

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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.


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DrawingEXAMINERS

1914

ARTHUR POPE . . . . . . . . Assistant Professor of Fine Arts, Harvard University

Harvard University, A.B., 19oi

THOMAS HENRYHARRINGTON, 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

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

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Friday

DRAWING

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 thisdrawing 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 atliberty to devote the remaining time to the completion of the first exercise.

An incomplete drawing, correctly laid out and executed by correct method, is betterevidence of proficiency than a completed drawing incorrect in construction and slovenlyin execution.

Use a soft pencil, with a light touch.

All work must be strictly free-hand work without assistance from measuring slips,instruments, or artificial aids of any kind.

Accuracy of form is of more account than finished execution.

Students are advised not to erase completely the construction lines.

FIG. 1

1914

4.15-6 p. m.

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 windoware 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. Leaveall construction lines which indicate the position of vanishing points.


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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.

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ENGLISH


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English EXAMINERS

19 14

WILBUR Lucius CROSS. . . . . . . . . . . Professor of English, Yale University

Yale University, B.A., 1885, and Ph.D., 1889

CHARLES SEARS BALDWIN, Professor of Rhetoric and English Composition,

Columbia University

Columbia University, A.B., 1888, A.M., 1889, and Ph.D., 1894

ARTHUR WILLIS LEONARD, Head of Department of English, Phillips Academy,

Andover, Mass.

Princeton University, A.B., 1897

READERS

1914

CHARLES SEARS BALDWIN, Professor of Rhetoric an d E ng lish Composition,

Columbia UniversityColumbia University, A.B., 1888, A.M., 1889, and Ph.D., 1894

FRANK WILLIAM CUSHWA, Odlin Professor of English, Phillips Exeter Academy,

Exeter, N.H.

West Virginia University, A.B., 1902; Harvard University, A.M., 1904

DANIEL B . DUNCAN, Teacher of English, R iverdale Country School, New York, N.Y.

Upper Iowa Universit y, Ph.B., 1890

WILLARDHIGLEYDURHAM. . . . . . . . Instructor in English, Yale University


OSCAR CHARLES GALLAGHER, Head Master, West Roxbury High School, Boston,

Mass.

Harvard University, A,B., 1896, and A.M., 1906

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

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ARTHUR WILLIS LEONARD, Head of Department of English, Phillips Academy,

Andover, Mass.

Princeton University, A.B., 1897

JOHN ASHBY LESTER. . . . . . . . Teacher of En glish, Hill School, Pottstown, Pa.Haverford College, A.B.,1896, and A.M.,1897 ; Harvard University, A.M., 1898, and Ph.D., x9oi

MAY ORME MACKENZIE, Teacher of English, Chicago Latin School for Girls,

Chicago, Ill.Aberdeen University, M.A., 1904.

BENTON SULLIVAN MONROE . . Assistant Professor of English, Cornell UniversityCornell University, A.B., 1896, A.M., 1897, and Ph.D., rgol

CLARK SUTHERLAND NORTHUP, Assistant Professor of English, Cornell UniversityCornell University, A.B., 1893, and Ph.D., 1898

FRANK WOODWORTH PINE, Headmaster, Gilman Country School, Roland Park, Md.University of Michigan, A.B., 1894; New York University, A.M., 1897.

BIRD WILLIAMS STAIR . . . Instructor in English, College of the City of New York

Purdue University, B.S., 1899, and M.S., tgol

HARRISON Ross STEEVES. . . . . . . . Instructor in English, Columbia UniversityColumbia University, A.B., 1903, A.M., 1904 , and Ph.D., 1913

ETHEL VAN ZANDT SULLIVAN, Instructor in English Composition, Wellesley College

Wellesley College, B.A., 1905

WARIER TAYLOR. . . . . . . . . . Instructor in English, University of WisconsinColumbia University, A.B., 1903, and A.M., 1905

FiLANCiS BEACH WHITE, Head of Department of English, St. Paul's School,

Concord, N.H.Harvard University, A.B., 1894, and A.M., 1895.

NARY YOST. . . . . . . . . . . . . . . . . . Instructor in English, Vassar College

Vassar College, A.B., 1904, and A.M., 1912

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ENGLISH A-READING AND PRACTICE

Friday 9-11 a. m.

Read the whole paper before you begin to write. Plan each composition before you

write it. Correct and revise it before you hand it in.Allow about a half-hour for the first question and for each of the compositions.

r. "Though we may owe itto ourselves to continue a while longer the policy

of increasing the navy, we must not forget whatwe owe the world as champions

of international conciliation."

State the relation of the clauses to one another in the foregoing sentence.

Tell of each italicized word what part of speech it is and what its relation is to

other words.

z. Write three (and only three) compositions, each of 150words or more, on

subjects selected from the following groups. Only one subject may be taken

from a single group. Number each of your compositions according to its group;

for example, II. e., IV. a., as the case may be.

GROUP I

(Classics in Translation)

a) The last day of Samson.

b) Joseph's disclosure of himself to his brethren.

c) Helen watching the combat between Menelaus and Paris.

d) Contrasts between ancient battles and modern.

e) The ancient idea of a hero.

f) The slaying of the suitors.

GROUP II

(Shakespeare)

GROUP III

(Novels)

2s

194.

a) The life of young people in Venice.

b) The ways in whichA Midsummer-Night's Dream fulfils its title.c) What makesAs You Like Ita gay and lively play.

d) The character of Malvolio.

e) Traits of Cassius seen in, modern politicians.

f) The battle of Agincourt.

g) A letter describing (or discussing) the performance of one of Shakespeare's

plays.

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. ,

e) The decay of the Pyncheon family.

~ ~ Mr. Micawber exposes Uriah Heep.

g) Esmond breaks his sword.

h) A person who might have lived in Cranford.

s '} What life was worth to Silas Marner.

f) A gentleman (or a country parson) of the eighteenth century.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.

(Bunyan, Addison, Franklin, Macaulay, Thackeray, Lincoln, Parkman, Thoreau,

Huxley, Stevenson)

a) Life conceived as a pilgrimage.

b) Sir Roger's way of living.

t) A letter advising the reading of Franklin's Autobiography.d) Westminster Abbey.

t) What England got from India and what she gave.

Thackeray's opinion of Swift.

g) The last words of Lincoln's Gettysburg Address applied to present politicalconditions.

The but by Walden Pond.

Huxley'sLiberal Education applied to my outlook on college.

(For the following three topics the material may be drawn either from

reading or from experience.)

A camp.

Traveling for pleasure and traveling for knowledge.

The village schoolmaster.

GROUP IV

GROUP V

(Narrative and Lyric Poems)

he legend of the Holy Grail.# ', ) The prison of Chillon.

e . } Puritan life as seen in The Courtship of Miles Standish.d) Poetic ideals of knighthood.

e) Poetic ideals of womanhood.

J) The character of the speaker in My Last Duchess.g) Some qualities or characteristics of lyric poetry seen in specific poems of

Wordsworth (or of any other poet).

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a)

Friday 2-4 P. m.

Read the whole paper before you begin to write. Plan your answers before youwrite 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.

r. Answer a, and either b or c.

ENGLISH B-STUDY AND PRACTICE

PART I

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."

1914

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'sCastle." How is the underlying theme of Comus finally emphasized in this

scene ?

30

2. Answera or b or c.

a) Explain definitely what Burke means in each case when he says thatdescent, 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 italicizedwords?

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 thePanama 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 someother 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


17/71


18/71

French EXAMINERS

191

4

FREDERICK MORRIS WARREN, Street Professor of Modern Languages, Yale University

Amherst College, B.A., 1880; Johns Hopkins University, Ph.D., 1887; Amherst College,

L.H.D., 1901

ROBERT LONGLEYTAYLOR . . Professor of Romance Languages, Williams College

Hamilton College, B.A., 1882; Yale University, Ph.D., 19oo

FRANK ELBERT BROOKS, Teacher of French, Horace Mann School, NewYork, N.Y.

Cornell University, A.B., 1890

READERS

1

91

4

ALBERT BUSHNELL JOHNSON, Associate Professor of Romance Languages, Brown

University

Brown University, A.B., 1891, and A.M., 1892

FRANK ELBERT BROOKS, Teacher ofFrench, Horace Mann School, New York, N.Y.


MAGDELEINE CARRET . . . . . . Associate Professor ofFrench, Wellesley College

UniversityofParis, Lic. bs L., 1906

THATCHERCLARK, Head of Department of French, Ethical Culture School,

NewYork, N.Y.

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

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

University ofParis, 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

PHILIP MESERVEHAYDEN. . . . . . . . . . . Professor of French, Tufts College

Tufts College, A.B., 1903; Columbia University, A.M., 1913

ALBERT MARIAN COHN MCMASTER, Instructor in French, Dartmouth College

Columbia University, A.B., 1910, and A.M., 1912

HENRI FRANgOISMULLER, Instructor in Romance Languages and Literatures,

Columbia University

University ofParis, Bach. bs L., 1897; Columbia University, Ph.D., 1912

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

ALFRED G. PANARONI, Instructor in Romance Languages, College of the City of

New York

College ofthe City ofNew York, B.S., 1902

Louis ALEXANDRE Roux, Master in French and Latin, Newark Academy, Newark,

N.J.

Brown University, A.B., 1894

JOSEPHSERONDE. . . . . . . . . . . . . . . Instructor in French, Yale University

Yale University, B.A., 1905, and M.A., 1910

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

Princeton University

University of Michigan, A.B., 1903, and A.M., 19o4; Columbia University, Ph.D., 1910

35
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19/71

Wednesday

FRENCH A-ELEMENTARY FRENCH

The use of clear and idiomatic English is required.

36

1914

2-4 P. m.

I

Translate into English:

La porte s'ouvrit; parut le general, appuye sur le bras de son aide. Henri,en apercevant le jeune medecin, courut a lui:

"Vous ici, docteur!" s'ecria-t-il en lui prenant la main. Puis , nous le

presentant: "Mesdames et messieurs, c'est celui qui m'a gueri de ma

blessure 1 Nest-il pas vrai ? "Le docteur balbutia quelques mots et prit conge de nous . . . . car son

malade l'attendait. Le general s'assit tranquillement dans son grand fauteuil;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?" 1 1 5Point 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, o ix 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 m aintenant nos 25

soins ne vous sont plus necessaires."

5

II

i. Conjugate in their respective tenses, partons (line r4), connaissons (line 21),

eiltet e (line 24) of I. Conjugate the present indicative ofprendre, the future

of courir, the present subjunctive of vouloir, the imperfect subjunctive of

guerir, and the pluperfect indicative of sejeter. 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, gene ral, 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 nousy installer (line 21), of the plural in m agnifiques (line 20).

4. When is the article in the French partitive phrase, meaning "some" or "any,"omitted? Give examples.

5. Indicate the approximate sound of the sentence, "notre intention e ta it denous y installer jusqu'a votre retour," in English or phonetic spelling.

Translate into French (based chiefly on 1):

They told us that the doctor had come to see the ladies whom he had foundso ill on Monday. They were better and he decided he would not give themany m edicine. He rem ained there for half an hour. Then looking at me, hesaid: "Won't you go with me to my house in the country? I have just b oughtit, and my family has gone away for a week. We can start at two o'clock. If itis cold you will need some gloves. One is never too warm when traveling.Now don't tell me you cannot come."

37


20/71

38

FRENCH B-INTERMEDIATE FRENCH

194

Thursday 4.15-

6 p. m.



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 elleawait trac6ces questions: "Que crie-t-on sous nos barreaux ? La femme

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 nouvelleset 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.

5

Translate into French (based chiefly on I, i)

Although the alarm, that the royal family had received, had frightenedMadame 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.

I-(Continued)


a. Le lendemain, dans un conciliabule de famille, on s'entretint du diner dela 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, quedans 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 pouvaitse 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'attendaitpas, pour en parler, qu'on lui demandAt son avis. Son silence inac- locoutum6 me rendit pensif et m'inqui6ta plus encore qu'il ne m'6tonna.

Je craignis qu'elle n'eiut rapport6 de sa premiere rencontre a vec 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, etdes 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.

39

5

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.


21/71

FRENCH BC-INTERMEDIATE AND ADVANCED

FRENCH

Thursday


1914

4.15-6 p. m.

I


1. Ainsi donc, messieurs, replagons Balzac a son rang de penseur, qui est tres

haut, et ne nous laissons pas effaroucher par ses methodes, qui sont douteuses

ou surannees, par certaines de ses, croyances ou de ses hypotheses, qui sont

bizarres, ni par certaines conclusions, qui peuvent etre h 1'oppose des n6tres.

L'edifice d'idees que cc romancier presente a la critique est harmonieux,

massif et stable. Il peut contrarier nos gouts d'architecture et nos theories

de la construction; mais il tient debout par sa cohesion et par son poids.

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

joints des indestructibles ruines romaines.

Balzac est le litterateur moderne, parce qu'il a ecrit la comedie aux

cent actes divers des affaires et de dargent. Et il s'etait prepare ajouer

cc role dans la litteratureen le jouant d'abord dans la realite de sa vie, ou

il fut un homme moderne, je veux dire un homme d'affaires et d'argent.

-Abel Hermant, Essais de Critique.

s. Voila de bien longs jours dejkqu'ils sont partis:

Le pere tout charge de paquets et d'outils,

La mere avec 1'enfant qui pend a la mamelle

Et quelque autre marmot qui traine la semelle

Et la suit, fatigue, s'accrochant aux jupons;

Le fils avec le sac au pain et les jambons,

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,

Alutte, n'arrachant que de maigres episA la terre trop vieille et devenue avare.

-Frangois Coppee, Emigrants.

40

II

Translate into French:

1. At one of the doors stood a pale-looking, but cheerful and good-natured woman,

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

been buried through the best years of her life.-Hawthorne, English Note-Book.

a. Then in the midst of all this, the news came to me one morning that my father

had been taken to prison, and he had sent for me. He did not tell me the

reason why he was there, but he ordered me to go to an address he gave me,

to see a Count who would be able to get him released. The address was tosome public rooms where I was to ask for the Count, and beg him to cometo my father. I found him, and he promised to go immediately to my

father, who came home again that very evening, bringing the Count with

him.-George Eliot, Daniel Deronda.

1. Use the following expressions correctly in French sentences and translate eachsentence into English: A moins que, ttre d meme de, quandm et"m e, qui quece soit, avoir beau, recevoir de ses nouv elles.

s. Translate into French:

a) Ihad my brother read.

b) I had my brother read a book.

c) I had him read a book.

Translate the following sentences and account for the subjunctives:

a) Les choses s'arrangeaient sans qu'il s'en melat.b) La devotion de Melanie en fut augmentee, mais la mienne, je crains

qu'elle ne Hit attiedie.

c) L'histoire des paiens ne lui disait rien qui vaille.

d) Il ne songeait pas a les contrarier, bien qu'il dOt renoncer peut-etre a

d'autres vues qu'il avait sur eux.

4 1


22/71

GEOGRAPHY


23/71

Geography EXAMINERS

1914

HERBERT E. GREGORY . . . . . . Silliman Professor of Geology, Yale University


DOUGLAS WILSON JOHNSON, Associate Professor of Physiography, ColumbiaUniversity

University of New Mexico, B.S., 19 01 ; C olumbia University, Ph.D., 1903

WILLIAM WALLACE CLENDENIN, Teacher of Physiography, Wadleigh High School,

New York, N.Y.

Missouri State University, B.Sc., 1886, and M.Sc., 1889; Harvard University, A.M., 18gr

READERS

1

914

DOUGLAS WILSON JOHNSON, Associate Professor of Physiography, ColumbiaUniversity

University of New Mexico, B.S., 19 01 ; C olumbia University, Ph.D., 1903

WILLIAM WALLACE CLENDENIN, Teacher of Physiography, Wadleigh High School,New York, N.Y.

Missouri State University, B.Sc., 1886, and M.Sc., 1889; Harvard University, A.M., 1891

44

3-

4-

7 -

GEOGRAPHY

Saturday 9-11 a. m.

A teacher's certificate covering the laboratory instruction must be presented at thetime of the examination.

No extra credit will be given for more than the required number of questions.

GROUP A. THE EARTH AS A GLOBE

(Answer one question from this group.)

i. When it is 12 o'clock, noon, October 8, at San Francisco, having the time of1zowest longitude, what is the day and hour at Manila, having the timeof 126' east longitude?

2. The sun is farthest from the earth in July; how then can July be a summermonth? Explain the causes of seasons. Use diagrams.

GROUP B. THE OCEAN

(Answer one question from this group.)

Explain changes of temperature with increasing depth in (a) the Mediter-ranean Sea, (b) the Atlantic Ocean. Use diagram.

Draw two sketch maps of the northern Indian Ocean, showing the position

of the equator. On one map indicate the winds and ocean currents forJanuary; on the other the winds and ocean currents for July.

GROUP C. THE ATMOSPHERE

(Answer two questions from this group.)

1914

5. Describe the distribution of forested areas and deserts which would prevailalong the Pacific Coast of North and South America, if the direction ofthe earth's rotation were reversed. Illustrate by sketch map.

6. Compare the weather elements of temperature and precipitation of: Seattle,St. Paul, and Boston, (a) in summer; (b) in winter.

Describe the usual path of a cyclonic storm in the United States, statingand explaining the attendant conditions of temperature, wind, and precipi-tation.

GROUP D. THE LANDS

(Answer three questions from this group.)

8. Contrast the characteristics of young and mature streams, and show howthese 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 continentalglacier. Name three ways in which glaciers aid in forming lakes.

it. Define ten of the following terms: block mountain, fault, moraine, watertable, 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 mileslong and two miles wide, cliffed at one end by ocean waves; contourinterval 5o feet. Give horizontal and vertical scales used.

45


24/71

GERMAN


25/71

German EXAMINERS

194

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

Massachusetts Institute of Technology


GUSTAVGRUENER. . . . . . . . . . . . . . Professor of German, Yale University

Yale University, B.A., 1884, and Ph.D., 1896; Washington College, Litt.D., 1909

THOMAS ANDREW HAMMERSLEY MAWHINNEY, Instructor in German, Southern High

School, Philadelphia, Pa.

Lehigh University, A.B., 1906

READERS

19 1 4

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

Massachusetts Institute of Technology


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.


FREDERICK WILLIAMCHARLES 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 HighSchool, Philadelphia, Pa.

Lehigh University, A.B., 1906

4 8

AUGUST PREHN, Teacher of German, Columbia Grammar School, New York, N.Y.

University of Miinster, Ph.D., x883

M9LANIE CONSTANZE RICHARDT, Teacher of German, Barnard School for Girls,New York, N.Y.

OTTO SCHMITZ, Master in the German Language and Literature, Cutler School,New York, N.Y.

University of Munster, Ph.D., 1885

HENRY HERMANN LOUIS SCHULZE, Instructor in Germanic Languages and Litera-tures, Columbia University

College of the City of New York, A.B., 1903; Columbia University, A.M.,1905

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

WILLIAMKILBORNE STEWART, Assistant Professor of German, Dartmouth CollegeUniversity of Toronto, A.B., 1897; Harvard University, A.M., x898

WESLEY DANIEL ZINNECKER . . . . . . . Instructor in German, Cornell UniversityBaldwin Wallace College, Ph.B., 1903; Cornell University, Ph.D., 1912

49


26/71

GERMAN A-ELEMENTARY GERMAN

Tuesday


i. Translate into English:

Unfer I ~aw3biener, ein fleiner, freunblider Mann, roar ein grocer &eunb ber 1

Tatur. _ ~ D 6 mir nid)t einmal bie ( 25onne aufg e b je n fefjen mbcljten, fragte er einO 2

ZagN mid) nub meinett um ein aabr jiingeren ! Bruber; bad jet bah I ~errficfte, 3

WO man fefjen fonne. Unb ba bie Putter a erfaubte, roedte er unb am fingft= 4fonntag bor ZagOanbru~ unb fitljrte unb an ben CStabtmaff fjinauf.. Un b fror 5

nub mir gitterten an ber I ~anb be6 guten Panne6, ber unb mir afferfei Oe fc~id ten 6

gu unterbaften unb gu errodrmen fud)te, unb unb bon Seit gu Seit gum Vaufen 7

unb epringen ermunterte, tuorauf mir benn ro te groei junge Ndlein ein paarmaf 8

auf unb nieber ijiipften. Wud) auf ben Oefang ber Mgef fie5 er un6 laufchen, 9

bie nac~ unb nab iljre CStimmen ertjoben unb ben Zag einfangen. Ser affe6 bad 10

madjte unb nic~t roarm, er ft ber 9fnruf: 3e~t! 3ett fommt fie!" fief unb affo 11

bergef f en unb ri~tete unfere groten Rinberaugen auf bie 'Dimm&tiir, aufber bie 12

S6nigin in tfjrem golbernen Sleibe nun bjera0treten foffte. 13

S D ie r unb ba ftieg fd)on ein Taud) auf3 ben ( ad)ornfteinen, ber unb angeigte, bad 14roir nid)t bie eingigen arilfjaufftefjer roaren, unb unb gugfeid) an ben Morgenfaffe e 15

erinnerte, ber unb mit fetnem ~eftfuden nod) beborftanb. 16

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 thatone (masculine gender).

e ) Write the nominative and genitive singular in all three genders of the

interrogative adjective ro e lc ~ .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).

f)

5 0

1914

2-4 P.m.

3. a) Write the synopsis of bjera0treten (line 13), in the second person singularof the indicative active.

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 thenecessary changes.

c) Write the present indicative in full and the first person singular only of

the present and the preterite (past) subjunctive of the verbmricfjten (line 2).d) Change the clauses in indirect discourse in the sentence 50 b roir ni t ....

fefjen fbnne (lines 2-4) into direct discourse, making all necessary changes.e) Write three prepositions (with their meanings) governing the genitive;

three, the dative; and three, either the dative or the accusative case.

Name and give the reason for the word order in each of the followingclauses: s,Jb . . . . mod)ten (line 2); bad fei , . . . 'Derrfid)fte (line 3);Unb fror (line 5); erft ber 9fnruf.... bergeffen (lines 11, 12); ber un b an,geigte (line 14 ).

4-

5.

Write the principal parts together with the third person singular presentindicative of aufge~en (line 2), fror (line 5), unterljaften (line 7), erroarmen(line 7), U6 (line 9), erfjoben (line io), einfangen (line io), bergeffen (line

12), ftieg (line 1 4 ), beborftanb (line 16).

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 theplates.-

d) He is going to stay all day tomorrow, and will probably not leave untillate at night.

e) Youought to write to your father this morning, for you promised to do so.

51


27/71

GERMAN B-INTERMEDIATE GERMAN

Wednesday 4.15-6 p.m.


i. Translate into English:

Van rourbe exit lent auf bie Zunfelbett aufmerffam, bie ficb brau~en tngtnifcbeu

fdmarj nub unburd bringfidau6gebrettet batte; faitm bat etn paar SSterne Rein nub tote

in unenblicber aerne mit fcbroaebem ~fimmern auffeucbteten. Zie CScbroeftern toubten

bie reforgten an berubigen. ~C )bne Vicbt mare freifid) ber Wbitieg fitr arembe nicbt gang

ungefabrltd, ba ber Ueg and Tauter nicbt tmmer gan3 regelmabigen CStufen beftdnbe

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,

man babe itcb fcbon mand)mal bamtt geboffen. ad ) nabm f o fort bie 2ampe, ma6 man

obne einrebe getcbeben fteb, nub Intr macbten unb auf ben Ueg. Rein 2fftden regte

fid. 9Sber um un6, fotoett nicbt ber ffeine 2iebtfrMber 2ampe fief, roar fdparae

Tacbt.

2ofdt boob bie 2ampe aa!" rief man. jNan fiebt la obne 2icbt btel betferl"

qtr ift recbt," fagte to. Za bin td ) einer Gorge Tebtg."

=round stones.

2 . Translate into English:

91acb ber CScbfacbt bon &tpjig

Za6 OeTiibbeI ber 9Rtfftonen, bie tat aebruar ben letten 2ftemgug an bie &freiung

be6 5iaterfanbe6 gu feven ber fproden, mar in etuem Zrtumpbe fiber 4e6&marten ge=

1o ft.52 1 1 6 am 18. Zftober bie Racbt bah toette CScb1ad tfef b bebecfte, fieten rttfftfcb e

1~eerbaufea unmifffur1tcb2

ein refigio f e6 Zanffieb er fd affen, nab Zaufenbe bon

Rriegern after CStamme, bie bier bereinigt maren, ftimmten anbacbt6DOft3 mit ein. (Y 6

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 i ft b ie

Tacbe an einem ifermtitigenj5einb; unb mfr baben tie genommen, in einer Getfe, bon

ber bie Oefebicbte fein 58eifptef tennt; mfr finb freifid arm geroorben, aber iutr finb lent

reid an friegertfcbem Tubm nab ftoli auf bie rotebererrungene Unabbt


28/71

GERMAN BC-INTERMEDIATE AND ADVANCED

GERMAN

Wednesday 4.I5-6p.m.


I. Translate into English:

Racb ber (acbfacbt bonVeipgig

Zaig @efilbbe ber Viffionen, bie tm ~ebruar ben letten Wtemgug an bie Tefreiung

bed ~iaterfanbe6 in feten berfprod)en, mar in einem Zriumpbe uber affa C~rmarten ge=

loft. 91 f i 3-am 18. Cftober bie %ad)t bad meite ecbla~tfetb bebedte, fie~en ruffifcbe

SDeerbaufen unmifffiirfid ein religibfe6 Zanffieb erfcbaffen, unb Zaufenbe bon trcegern

after Stamme, bie bier beretntgt maren, ftimmten anbad)tf3boff mil ein. &mar bie

recbte ungefucbte Siege6feier biefe3 boben Mlferfriege6. (lne fofcbe gugfeid) zubelnbe

unb lief ernfte Zanfbarfeit burcbmogte bie DeraenZeutfdfanbi3, mobinbie ficbte -0ot=

fcbaft ber ~reibeit tam. . . . . @neifenau febrieb: Zap bocbfte @fiicftft bie Tad)e an

einem iibermtitigen aetnb; unb mir baben tie genommen, in einer Geife, bon ber bie

@efdbiebte Fein !betfpteffeunt; mir finb freilid) armgeruorben, aber rbirfinb xett

reidan friegerifdem Tubm unb ftofg auf bie votebererrungene Unabbdngtgfeit; unb biefe

@filter finb mebr inert, aft bie unermetttcbften Teicbtilmer bei frember Derrfcbaft."

2. Translate into English:

Zer @runbgebanfe, bad affe Rttuffe gur 19ratefung ber bbd)ften Girfung bed Zramag

imZienfte be6 Zicbte0 gufammenaumirfen baben, mar bereit6 bon9Ztd)arb Gagner

a0gefprocben morben unb trat ilberrvattigeub grog in bie @rfebeinung, at8 unter feiner

~eitung 1876 gum erftenmat in !8greutb f ein ,Tingbe6Mbefungen" aufgeftbrt murbe.

c~mSabre1813 f6rteb @. Zb. Doffmanit ben fuffat , ZerZidter unb ber atom=

pontft," in bent er bie Ubergeugung a0fprad, bab bie romantifd)e Zper bie einaig

mabrbafte fei, bat bie Vufif notmenbig unmittelbar aufber Ztebtung entfpringen

milffe, unb bat aufbiefen !8ebingungen bah Mufifbrama als bah Vert beo geniaten

unb mabrbaft romantifcfjen Zicbte0 berborgeben mtiffe. , ad) bebaupte," beiftt a inbent !ffuff ate, ber Cpernbiebter mud) ebenfogut gleid after imannern fomponieren

mie ber 9Zufifer, unb 0 tft nur bad beutticbe 58etouf)tfein beftimmter Velobien, xa be-

ftimmter Z6ne ber mitroirfenbenanftrumente, mil einem Gorte: bie bequeme Derv

fd)aft fiber bad innere Reid ber done, bie bief en bonjenemunterfdeibet."

5 4

19 14 i. Translate into English:

4. Translate into German:

Jason. 3a, bu triffft ben g3unft!

&ift bed Ungfild~ eigentfid)fte6 Ungtfd,

Zab feften brin ber 9Nenfcb fish reinbemabrt.

Dier gift'6 gu fenfen, bort gu biegen, beugen,

Dier radt bah 9Zed)t etn Daar unb bort ein @ran,

Unb an bembiefber - sbabn ftebt man ein anbrer,

WM ber man mar, ba man ben Vauf begann;

Unb bem53ertuft ber 21d)tung biefer Geft

aebft nod) ber ecna'ge Zroft, bie ecgne 2fdtung.

~d) babe nicb0 getan, mad fdfimm an ficb,Zocb bief gemofft, gemoebt, gemunfcbt, getraebtet;

etiff gugefeben, mie aanbre taten;Dier Lib Wnicbt geroofft, boob gugegriffen

Unb nidt bebaebt, bab Ubef fid) ergeuge;

Unb zett fteb' id), born UnbeUmeer umbranbet,

Unb fann nid)t fagen: acb bab'6 nicbt getan!

On seeing a young Prussian soldier who was pressing his flag to his bosom in

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

silken folds will be an honorable shroud3 for him."

=grengen an (etlb0). 2bie Mg6tterei. 3 ba6 Vei~entueb.

$. Write in the form of a letter to a friend, at least loo words in German on one

of the following topics:

a) A visit to a large city.

b) A visit in the country.

c) Why I am going to college.

d) The German book I like best.

55

G K t . ; , ~ K . A l - l iKAMMAK i ;


29/71

EXAMINERS19 1 4

YARD ROBBINS Professor of Greek, Princeton UniversityPrincet on Univer sity, A.B., 1889, and A.M., 1890ARRIET MACURDY ..... Associate Professor of Greek, Vassar CollegeRadcliffe College, A.B., 1888; Columbia University, Ph.D., 1903FoSS, First Assistant in Classical Languages, Boys High School, Brooklyn,N.Y.University of Bonn, A.M. and Ph.D., 18')0

READERS19 14

KNAPP Professor of Classical Philology, Columbia UniversityColumbia Universit y, A.B., 1887, A.M., 1888, and P h.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 UniversityUnion University, A.B., 1896; Johns Hopkins University, Ph.D., '90'

ARRIET MACURDY . . . . . Associate Professor of Greek, Vassar CollegeRadcliffe College, A.B., 1888; Columbia University, Ph.D., 1903

,RBERT REUTER, Inst ructor in Lat in and Greek, Cutler School, New York,N.Y.Harvard University, A.B., '904

58

:1Saturday I I . IS a. m.- I2 . 15 p. m. :hDo not translate the following passage, but answer the questions in order. L:

n ', r ..I..t" ,. {;) " , .,\ l 'f /I "o,PEICa.I\ECTa. vuas, aVopEC; 'I" ",0, 07rroc; CTVV VJ.LW ",OV",EV0J.LEVOC; T2 S(lCo,LOV E


30/71

;aturday 12.15-1 p. m,'ranslate into Greek:. The general himself led the hoplites to the top of the mountain.. These villages were not far from a river, Kydnos by name.

They marched forward quickly on this day that they might arrive at a cityand get provisions.When the captain had come, he blamed (al'l'&4op.IU) the soldiers because theywere going to flee.A messenger told him that the enemy were near and that the Greeks ought toattack them.I f you would give more money to the men, they would follow you.The Greek soldiers are better than those whom the great king is sendingagainst them.

60

Friday 4.15-6 p. m.The translation should be exact, but clear and idiomatic English is required. Numberyour answers.

I. Translate into English:r Kal vTav8'~ KAia.pxov "aTall-a8fiv o o E1TECTTQ.TEL.2 apUTTfPcf Xftp TO oopv E!XEV, VV OEgU[. {3a"TTJptav' "a3 ,50KOLT\ ....TOW ,7 T ' p ~ ...TOVTO "I t:r\"TfTaryp.EVWV fJ",a"EVEtv, ,E " A E r y O p . e V O ~

V.ev TVef n aimp'"TOV E7T'tTTJ

4 oewv ~ 7 T ' a t f V av, "a l /lp.a " ' V T ~ 7T'pOUEAap.{3avEv e l TOV 7T'TJAOV ff 7T'auw atUXvVT/v eu/at.. " p.TJ ov "a t , enaa P.EV '1 ' ETaxUTE " " UVU7T'OVoa ..ecv, , '6 7 T ' P O ~ av.ro O -rpuieovra ETT\ 'YE'YOVOTES' T'E oe "a KA a

7 u 7 T ' o V O a ~ O v T a , 7T'pOUEAap.{3avov "a ol 7T'pEU{3VrEpOt. 7T'OAV oe lI-aAAoV 08 K A a p x O ~ U7T'EVOEV,7T'07T'TEVwV p . af oiJTW 1TATJpELS elvat TIts T d p o v ~ 9 i J o a T o ~ ' ov rydp ~ l1>pa oLa TO 7T'eOLOV apOEtV' aAA' iva ~ O ' 1 7T'OAAa 1TpO

10 c j l a . L V O ~ TO T o i ~ "EAATJUt OEtVa e l T7]V sropetav, TOVTOV VE"3auIA" , \ ' ~ \ , , ~ ' ' ' ' ' IIXI V7T'W7rTEVE E7T' TO 7T'fOIOV TO VOwp a . ' t ' E L l ( E V a . ~ . - ,3 , 11-13.a) Account for the case of ET'1 (line 6); of 7 T A ~ P I < ; (line 8). Comment onthe case of the word KAfaPXOV (line I), and illustrate by a similar idiomin English.b) Where is ;' ;'OVOT


31/71

[BEOIl OpOp.rp 71"tTOW {JoWII'Ta


32/71

VrPOI.ULXOLtn avezrra, IlaT 7r">..lrt7JlAov ~ T O P , t it S' JTapOOV El..lITOaL,"-III, 30-40 .

Explain the tense used in the main verbs of the simile.Account for the case of ~ T O P (line 31); of 7i'apfu1S (line 35); of d')loJlOs(line 40).Write line 40 in Attic prose, expressing the meaning without the use oftPfAfS.Scan lines 34 and 40, marking quantities, division into feet, ictus and chiefmetrical pauses. Account for the quanti ty of Tf (line 34); the quantit yof the final syllable of lP.fVCU (line 40 ) .

64

TRANSLATIONSaturday 9-u a. m.

The transla tion should be exact, but clear and idiomatic English is required. Readthe sight passage through sever al times before beginning to write the translation.I. Translate into English:

"Xa{pETE, I C ~ P U I C < : ; , ALo..A' 'A 7ap.ep.voov, 3358 1T01 7rPO{ LPLIT7)i'8o..a#,/via, .r" ~ ., ~ . T"\ - aT 0 av xooPTJIT V,xpo


33/71

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 quantityof the final syllable of Zp,(VIU (line 40).

, Translate into English;l1ight has come on and Hector asks Ajax to postpone their combat to another day.]

II A!av, hrEt TOt SWICE tho" fl-e-yd)oofl-ev ap.o>."-VII, 288-299.

J " ' 1 . 1 J 7 ' ~ = w i s d o m . ' Q ' 1 \ ~ p o . = t o d a . y . j ""u:pl.", = decide between. 4TCXE(/(I=js h.ere.!6


34/71


35/71

History EXAMINERS

194

HERBERT DARLINGFOSTER. . . . . . . Professor of History, Dartmouth College

Dartmouth College, A.B., 1885, and A.M., 1888 ; Harvard University, A.M., 1892; University of

Geneva, Litt.D., rgog

EMERSONDAVIDFITE . . . . . . . Professor of Political Science, Vassar College

Yale University, B.A., 1897; Harvard University, Ph.D., 1905

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

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

READERS

I9I4

EMERSONDAVIDFITE . . . . . . . Professor of Political Science, Vassar College

Yale University, B.A., 1897; Harvard University, Ph.D., 19o5

MAACHAH BELL. BALD, Instructor in History, Brooklyn Heights Seminary, Brooklyn,

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.


EDGARDAWSON. . . . 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

ELOISEELLERY. . . . . . . . . . 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

EDWARD F. HUMPHREY. . . . . . . . Instructor in History, Columbia University

University of Minnesota, A.B., 1903; Columbia University, A.M., rgog, and Ph.D., 1912

EDWARD ARTHUR JESSER, Teacher of History, Riverview Academy, Poughkeepsie,N.Y.

Cornell University, A.B., 19o8

EVERETTKIMBALL. . . . . . . . . . Associate Professor of History, Smith College

Amherst College, B.A., 1896, and M.A., 1899; Harvard University, A.M., 1go1, and Ph.D.,

1904

HARRIETTE PARNAL MARSH, Head of Department of History, New Haven High

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

DAVID SAVILLE MUZZEY . . . Associate Professor of History, Columbia University

Harvard University, A.B., 1893; New York University, B.D., 1897; Columbia University,Ph.D., 1907

HARRY MAXWELL VARRELL . . . Assistant Professor of History, Simmons CollegeBowdoin College, A.B., 1897, and A.M., 1goo; Harvard University, A.M., 1gog, and Ph.D.,

1912

71


36/71

Tuesday

3-

4-

5-

6.

9.10.

HISTORY A-ANCIENT HISTORY

In each answer give dates.

In your answer to at least one question mention authors and titles of any bookswhich you have used, in addition to your textbook, on the gener al subject referred to inthe question or on some phase of that subject. In your answer to the question selected,include results of your reading outside the textbook. Indicate the nature or content of

one book other than your textboo k 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 ofAlexander the Great. What contributions to civilization were made byone of these nations?

2. From what country did the founders of Carthage come ? For what were theyfamous? What were the elements of strength and what the elements ofweakness among the Carthaginians?

GROUP II. (Answer three questions only.)

Describe the career (a) of Themistocles; (b) of Aristides; and (c) compare

these men as to statesmanship and character.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.

What did the Greeks mean by the following terms: tyrant, oligarchy, ostra-

cism, democracy, autonomy? , ,

Show influences of sea power on the history of Greece, giving concreteillustrations.

GROUP III. (Answer one question only.)

7. Give a careful account of the magistrates in the Roman Republic, indicatingthe time or period for which your description holds good.

8. What part did Caesar, Pompey, Augustus, Claudius, and Trajan play in theterritorial development of the Roman Empire?

GROUP IV. (Answer one question only.)

In what respects was the reign of Marcus Aurelius important?

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 mainroutes 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

1914

4.15-6 p. m.

Monday

3-

4-

5-

7-

9.



GROUP II. (Answer two questions only.)

GROUP III. (Answer three questions only.)

GROUP IV. (Answer one question only.)

7 3

1914

HISTORY B-MEDIAEVAL AND MODERN EUROPEAN

HISTORY

4.15-6 p. m.

In your answer to at least one question mention authors and titles of any bookswhich, you have used, in addition to your textbook, on the genera l subject referred to inthe question or on some phase of that subject. In your answer to the question selected,

include results of your reading outside the textbook. Indicate the nature or content ofone book other than your textboo k and point out how the book has helped you.

1. Give an account of the mediaeval universities under the following heads:

(a) origin; (b) famous universities; (c) subjects taught and methods of

study; (d) student life.

2. Describe fully the policy and work of Innocent III.

Describe fully the reign of Francis I of France.

What problems were before the Council of Trent and how did the Councilattempt to solve them?

Explain why Philip II of Spain delayed for thirty years his attack on England

in the reign of Elizabeth.

6. Name the most important battles and treaties of the "Second HundredYears' War between England and France," 1689-1815, and give the terms

of at least one treaty.

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.

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.

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.


37/71

Tuesday

5.


HISTORY C-ENGLISH HISTORY


GROUP II. (Answer one question only.)

GROUP III. (Answer one question only.)

1914

4.15-6 p. m.

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 question or on some phase of that subject. In your answer to the question selected,

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.

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.

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.

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

9. Why was the ReformBill of 1832 necessary? Give an account of its pro-

visions..

1o. State the provisions of the important measures for Ireland's relief advocated

by Gladstone.

11. Indicate briefly how England got control of Australia. What is included in

the Australian Commonwealth? What are the main features of its con-

stitution ?

GROUP V. (Answer one question only.)

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 fromEngland to India.

See that you have followed the directions at the head of the paper regarding dates

and collateral reading.

75


38/71

Monday

.-'2.

3-

4-

5-

~ 6.

7.8.

9.

HISTORY D-AMERICAN HISTORY AND CIVIL

GOVERNMENT


GROUP I. (Answer two questions only.)

GROUP II. . (Answer two questions only.)

GROUP III. (Answer two questions only.)

76

1914

4.15-6 p. m.

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 question or on some phase of that subject. In your answer to the question selected,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.

i. Describe and explain the part played by the Dutch in the history of early

America.

Describe the causes of discontent which culminated in Bacon's rebellion.

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 ?

What were the causes, provisions, and results of the Stamp Act? Give the

arguments in its favor.

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.

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.

Trace the public career of Stephen A. Douglas.Describe briefly three events since 1890 that have emphasized the position

of the United States as a world power.

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.

GROUPIV. (Answer one question only.)

12. On map 88b mark as definitely as possible the boundaries of the Oregon terri-

tory in 1850. In your answer book indicate how the northern boundarywas determined.

.~ 13. On map 88b mark as definitely as possible four of the following: Gettysburg,

Yorktown, Gadsden Purchase, both Kansas and Nebraska as outlined by

the Kansas-Nebraska act of 1854, site of the earliest American college.

See that you have followed the directions at the head of the paper regarding dates

and collateral reading.

77


39/71

LATIN


40/71

Latin EXAMINERS

19

14

NELSON GLENN MCCREA, Anthon Professor of the Latin Language and Literature,

Columbia University


WILLIAMLYMAN COWLES, Moore Professor of the Latin Language and Literature,

Amherst College

Amherst College, B.A., 1878, and M.A., 1881

JOHN COPELAND KIRTLAND, Morison Professor of Latin, Phillips Exeter Academy,

Exeter, N.H.

Hobart College, A.B., 18go, and A.M., 1893

READERS

19

14

NELSON GLENN MCCREA, Anthon Professor ofthe Latin Language and Literature,

Columbia University


BERNARD MELZAR ALLEN, Instructor in Latin, Phillips Academy, Andover, Mass.

Yale University, B.A., 1892

CHARLES RAYMOND AUSTIN, Instructor in Latin, NewJersey State Normal and

Model School, Trenton, N.J.

Brown University, A.B., 1902, A.M., 1903, and Ph.D., 1912

JOHN EDMUND BARSS . . . . Master in Latin, Hotchkiss School, Lakeville, Conn.

Acadia University, B.A., 1891 ; Harvard University, A.B., 1892, and A.M., 1893

BARCLAYWHITE BRADLEY, Instructor in Latin, College of the City of NewYork

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

CLIFFORD PEASE CLARK. . . . Instructor in Latin and Greek, Dartmouth, College

Wesleyan University, A.B., 1895; Princeton University, Ph.D., 1gio

MA Rio EMILIO COSENZA, Assistant Professor of Latin, College of the City of New York

Collegeofthe City of New York, A.B., sgol ; Columbia University, Ph.D., 1906

CHARLES JOSEPH DEGHUEE . . Teacher of Latin, Trinity School, NewYork, N.Y.

Columbia University, A.B., 1884, A.M., 1885, and L.H.D., 1886

HOWARD HUSTED DOWLIN . . . . Teacher of Latin and Greek, University School,

Cincinnati, Ohio

University ofPennsylvania, A.B., igo1

DANIEL HIGGINS FENTON . . . . . Instructor in Latin and Greek, Yale University

Yale University, B.A., 19og, and M.A., 1gio

ALBERTA MILDRED FRANKLIN, Teacher of Latin, Barnard School for Girls, New

York, N.Y.

Wellesley College, B.A., 1904; Columbia University, A.M., lgog

SUSAN BRALEYFRANKLIN, Head

ofDepartment of Classics, Ethical Culture School,

NewYork, N.Y.

Bryn Mawr College, A.B., 1889, and Ph.D., 1895

8o

CAROLINE MORRIS GALT, Associate Professor of Archaeology, Mount Holyoke College

Bryn Mawr College, A.B., 1897

FLORENCEALLENGRAGG. . . . . . . . . . . . Instructor in Latin, Smith College

Radcliffe College, A.B., 1899, A.M., 1906, and Ph.D., 1908

ELLA CATHERINE GREENE, Teacher ofLatin, Ethical Culture School, NewYork, N.Y.Vassar College, A.B., 1887

ELIZABETHHAZELTON HAIGHT. . . . Associate Professor of Latin, Vassar College

Vassar College, A.B., 1894, and A.M., 1899; Cornell University, Ph.D., 19og

HELENIVES HAIGHT . . . . . . . . . . . . . . . . Tutor in Latin, Hunter CollegeVassar College, A.B., 1898; Columbia University, A.M., 1913

LEO AUGUSTINE HANIGAN, Teacher ofClassics, Franklin School, NewYork, N.Y.Union University, A.B., 1911; Princeton University, A.M., 1912

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

University

Dalhousie University, A.B., 1904; Johns Hopkins U

Documents

1914 Examination Book